4 A consumer society

Module 4 includes topics such as recycling and consumerism and their effect on society and the
environment.

Photocopiable activities
4A How environmentally aware are you? p. 141
4B Q & A p. 142
4C Cloze race p. 143

Lead-in p. 55
Teacher’s Online Material
• Test Practice Lesson: Reading 3
• Module Test 4
• Review Test 2
4 Teacher’s notes Module 4

batteries/glass). Give students 5–10 minutes to ask as

many other pairs their questions. For feedback, elicit the
most common answer(s) and/or if the students found any
Warm-up answers surprising.
Dictate the following to students: the most expensive thing
you’ve bought, something you’ve owned for a long time, the best
gift you’ve received, your favourite possession. Divide students Extra!
into pairs to talk about the topics for 4–5 minutes, then ask Students could turn this information into a graph/chart.
a few students to share their ideas as feedback. Get them to choose one question as the title, the x-axis will
then be the options (every day/once a week, etc.) and the
1a Students complete the quiz individually then compare y-axis will have the number of respondents. After drawing
answers in pairs. For feedback, read out the answers the graph, students could give it to another student to write
below and ask them if they agree with the descriptions about as practice for Writing Task 1.
and why. If they do not agree, ask them to explain why.
Students could also rewrite the descriptions in pairs to 1 Divide students into pairs or small groups to discuss the
fully reflect their ideas and share them with the class. questions, then get feedback from the class.
Mostly green boxes? This means that you’re not a careful shopper. 1 Students’ own answers
You’re happy to spend money and throw things away. You don’t 2 Everyone should take collective responsibility. For example,
like to think ahead and are keen on convenience. individuals are less likely to forget to take bags to a supermarket if
Mostly blue boxes? You’re a careful spender. You plan how to use supermarkets refuse to give them one, or charge them for it. However,
your money, are keen on saving and don’t particularly like waste. supermarkets may be tempted to issue plastic bags in the interests of
1b Write responsible spender on the board. Ask students what sales, unless the government make it a law that they cannot.
they think this means and write their ideas on the board. 2 Give students 30 seconds to skim the title and paragraphs
Ensure they write down any useful vocabulary. then elicit the answer. Ensure they can justify their answers
Suggested answer using examples from the text.
A responsible spender could be someone who doesn’t get into A mixture of argumentative (e.g. Yet this has come at a steep
debt, plans and saves money, and thinks about reusing things and price: the creation of the so-called linear economy) and factual (e.g.
helping the environment. Many people nowadays consume more In Germany, for instance, almost one third of household appliances
and also throw more away. However, some people think carefully disposed of in 2012 were still functioning).
about their impact on the environment.
3a Do the first one as an example with the class then ask
students to complete the exercise individually. Get feedback
4a The cost of buying from the class, clarifying any incorrect answers as necessary.

A 3, 5, 11 B 1, 4, 13 C 7, 8, 10, 15 D 6, 7, 9, 12 E 2, 14
Reading pp. 56–57
3b You may want to do this exercise as a class and give an
Lesson objectives: learn how to identify functions; Test example for each function to help stimulate students’
practice (Matching information; Summary completion) ideas as they may find it difficult on their own.

example: a case in point is …

Warm-up
contrasting/comparing: whereas; they both
Tell students they are going to do a class survey on summarising: to sum up, …
recycling. Ask them to write three to five questions on reason/result: because of this; as a consequence
recycling such as What do you recycle? (Plastic/paper/food/ explaining/defining: in other words

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 Teacher’s notes Module 4

3c You may want to do this as a class discussion. Vocabulary p. 58

It helps you to understand the writer’s purpose more quickly.
Lesson objectives: learn how to use an impersonal
4a–b Refer students to the Test strategies on page 171. Give style in writing and speaking; study acdemic verbs and
them 10–15 minutes to complete the task individually collocations for thoughts and beliefs
then ask them to compare answers in pairs before class
feedback. Warm-up

4a 1 C 2 D 3 A 4 B 5 E
Divide students into pairs and ask them to discuss the
difference in meaning between the following words: think,
4b Students’ own answers
know, believe, speculate. Ask them to write four sentences
5a Give students 1–2 minutes to read the summary and to show how they differ in meaning then share them with
answer the question. If they are struggling, ask them another pair. For feedback, discuss the differences and elicit
to explain the meaning of the following vocabulary: some sentences.
consequences, problems, blamed on, deterioration, declining
resources. Ask them to think about how these words help to 1a–b Ask students to complete the exercises individually and
understand the meaning of the summary, i.e. the summary then check answers with a partner. You may want to drill
explains how some of the effects of progress are negative. the pronunciation of the words given during feedback.

It summarises some of paragraph B. 1a 1 assume 2 contradict 3 define 4 speculate 5 consider

6 acknowledge 7 convince 8 conceive
1b 1 conceive 2 defined 3 assume 4 contradicts 5 convince
Expert IELTS 6 speculate 7 acknowledge 8 consider
It is important that students quickly work out if the
2a This exercise could be done as a class on the board.
summary focuses on the whole text or just a part of it. This
Encourage students to justify their answers. The first
helps them find the answers. They should read the title and
sentence is in an impersonal style because it uses it is
summary in detail but skim the text (first and last sentences
thought that. The second is in a personal style because it
of each paragraph, for example) to help them locate the
uses I think.
section of the text that the summary focuses on OR work
out if it relates to the text as a whole. 1 impersonal 2 personal

5b Refer students to the Test strategies on page 170 and 2b Ask students to do the exercise individually, then get
answer any questions they may have. Then set a time limit feedback from the class.
of 10–15 minutes for the test task.
1 adjective + noun 2 adverb + past participle
6 Industrial Revolution 7 living standards 3 adverb + present simple verb
8 (economic) productivity 9 middle class
3 This exercise can be done individually or in pairs. Get
5c Divide students into pairs to discuss their answers. Ensure feedback, correcting any word forms as necessary.
they justify their choices by referring to sections of the
1 widespread belief 2 underlying assumption
text. Get feedback from the class and clarify any answers
as necessary. 3 formally acknowledged 4 common misconception

6 Get students to discuss the questions in pairs, then get 4 Ask students to do this exercise individually then check
feedback from the class. their answers in pairs. If possible, during feedback, project
the paragraph on the board. Elicit changes, writing them
Suggested answers
on the board. Correct and discuss any word forms and
1 By finding paraphrases of the ideas or words highlighted. E.g. for structures as necessary.
number 1: more value can be extracted…improve resource productivity
by keeping goods and resources in use for as long as possible. 1 Many people generally believe that 2 it is undeniably true that
2 The title links with the first sentence, mentioning the impact of 3 There is a common misconception that
the Industrial Revolution; students’ own answers.

7 Students could discuss the questions in pairs or small Extra!

groups. Elicit some ideas as feedback. To give students further practice using an impersonal
Suggested answers writing style prepare another short text similar to that in
1 A lot of publicity/education about the problems of continuing with
Exercise 4 and have them work on it in the same way either
in class or for homework.
a linear economy and awareness-raising of the financial benefits.
2 Loss of jobs, although this might be rectified by providing jobs in 5a Divide students into pairs to match the collocations. They
other areas (e.g. in maintaining equipment rather than making it). can use a dictionary if necessary. Get feedback from the
class, correcting errors and clarifying meanings as required.
Student’s Resource Book > Reading pp. 36–37
MyEnglishLab > 4a Reading 1C 2E 3A 4D 5B

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 Teacher’s notes Module 4

5b Ask students to do this exercise individually, then get Suggested answer

feedback from the class.
because they know it’ll be better for the environment and they
1 pass judgement on 2 have faith in 3 resign themselves to try not to buy things which aren’t biodegradable or recyclable
4 be open to 5 take into consideration but they aren’t always easy to find or they buy things which are
biodegradable so they don’t generate lots of unnecessary waste.
Student’s Resource Book > Vocabulary p. 38
MyEnglishLab > 4a Vocabulary 3c Students do this exercise individually then compare
answers with a partner. During feedback, discuss where
Speaking p. 59 the alternative conjunctions would fit in the examples
previously written on the board.
Lesson objectives: develop topic-specific vocabulary;
along with = and; alternatively = or; another thing = and; as well
expand your ideas using conjunctions and phrases; Test
as = and; instead = or; in the end = so; on the grounds that =
practice: Part 3
because; on the other hand = but; since = because
Warm-up 3d Ask students to do this individually and then get feedback
Divide students into small groups and give them 5 minutes from the class.
to make a list of things which can be recycled now and
1 On the other hand 2 instead 3 on the grounds that/since
things they think will be recyclable in the future. Ask them
4 Alternatively 5 Another thing
to justify their suggestions. Get feedback by asking a couple
of groups for their ideas. Write any useful vocabulary on 4a Ask students to read the Test strategies on page 175 and
the board. clarify any points as needed. Then give them 2 minutes to
read the questions and consider their answers. Remind
1 Divide students into pairs to discuss the quote. Spend them to record their answers if possible.
some time eliciting their ideas then open the discussion up
to the class. Suggested answers
1 I’m not too sure really. I do think that recycling is good for the
The quote suggests that people cannot keep using more and more
environment. I mean, we can’t just keep using landfill sites because
resources because there is a limited quantity of them; students’
surely, we’ll run out of space at some point in the future … but
own answers.
recycling isn’t always easy. Some things are made of more than
2a Ask students to complete the exercise individually then one material so they’re not easy to recycle for a start, and besides,
compare answers with a partner. there aren’t always recycling bins available. I definitely think
companies and governments should do a lot more to make it easier
1 Fast fashion 2 Landfill sites 3 Biodegradable
for people to recycle a wider range of goods. If they did, then I’d
4 Ecological footprint 5 Renewable resources 6 Upgrades
definitely recycle more and I’m sure other people would do too.
2b Students then create questions which they ask their 2 There are so many ways people can save or reuse things. For
partner. Get feedback from the class. a start, they could buy second-hand goods or buy things that are
meant to last instead of getting whatever’s in fashion and then
Suggested questions throwing it away when it’s no longer trendy. I know that might
Do you always buy the latest upgrades? What do you do with sound a bit depressing for fashion followers, but there’s also the
your old gadgets? To what extent do you think of the environment option for people to create their own more unique fashions as well!
when considering new technology? What kinds of products do 3 Both in my opinion! Recycling is a great idea because, let’s face it,
you buy the most? How does the disposal of these items affect there are always going to be some things we need to buy, but this
the environment? Do you care about your ecological footprint? doesn’t mean we can’t also limit our buying. I mean, for example,
How large do you think it is? What could you do to reduce it? rather than buying cans of drink all the time and throwing them
How is rubbish disposed of in your country? away, we could be more prepared and carry a reusable cup.
3a Ask students to write down their answer to the question. 4 Personally, I think it should be mandatory as unfortunately, there
are plenty of people who won’t bother to recycle if they don’t
Suggested answer have to. I’m not sure if any country has laws that state their citizens
I think yes because we need to conserve our planet and recycling is must recycle, but I definitely think that would be a good thing for
a way of saving our scarce resources. the society and the environment.

3b Get students to complete the exercise individually then 4b Give students 4–5 minutes for the exercise. They then
check in pairs. After feeding back, ask students to add change roles and repeat.
another sentence to the one they wrote in Exercise 3a
5a–b Get students to listen to their recordings and analyse
and choose a conjunction to connect the ideas. Elicit ideas
their performance using the statements. Remind them
from the class, writing them down on the board.
to focus on one area for improvement. Students could
suggest ways for their partner to improve as well.

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 Teacher’s notes Module 4

Expert IELTS Expert IELTS

Part 3 is the last opportunity for students to impress the It is a good idea to use the audio script to show students
examiner so it is important that they practise giving full how the Listening paper works. Encourage them to read
and thorough answers. Examiners are expecting students and analyse the answers and audio script after every
to be able to speculate and hypothesise using complex Listening task. You can highlight where the distractors are,
grammatical structures such as conditionals, so encourage how paraphrase has been used and where word matching
them to use this type of language when answering questions. will lead them to the incorrect answer.

MyEnglishLab > 4a Speaking

1 fabric repair 2 first and last 3 previous sewing experience
4 carving techniques 5 Specialist knowledge 6 allergies
Listening p. 60 7 Protective clothing

Lesson objectives: practise using questions to predict 5 The follow-up discussion can be done in small groups
answers in Listening Section 2; Test practice: Section 2 or as a class. These questions present an opportunity
(Table and note completion) for further practice of the impersonal language from the
Vocabulary on page 58 and/or connecting ideas from the
Warm-up Speaking on page 59 to encourage students to include
Divide students into pairs and give them an object such as these aspects in their discussions.
a ball, a stapler, a set of keys or a cup. Give them 3 minutes Suggested answer
to imagine as many alternative uses for their object as Because if we don’t look after the world’s resources, they may
possible (e.g. ball = a door stop, keys = a musical instrument,
soon run out. From my perspective, upcycling won’t make a
cup = pen holder). Join pairs of students together to share
huge difference because not enough people do it and it requires
their ideas. Feedback by eliciting ideas from the class.
considerable time and effort; something which might discourage a
1 Divide students into pairs or small groups to discuss the lot of people from bothering to do it too.
questions then open the discussion to the class.

Suggested answer Extra!

I think upcycling means turning something old and dishevelled Use the questions in Exercise 5 as essay style Writing tasks
into something shiny and new-looking. This can be seen from the for homework, or timed Writing practice for class.
pictures. People probably do this because it’s a hobby and it could
save them money and reduce waste. In my view, it’s a great idea MyEnglishLab > 4a Listening
because it teaches us the value of our possessions and we also give
new uses to old items we’d otherwise discard. Language development p. 61
2a–b Ask students to do these exercises individually then Lesson objectives: practise forming clauses; using
compare answers in pairs. Get feedback from the class, subordinate clauses; expressing opinions with that
making sure all students understand the answers.

2a 1 Across in rows. Because of the order of the numbers. Warm-up

2 Three words 3 Questions 1, 3 and 4 4 Questions 1 and 4 Write the following punctuation marks on the board: . ,
(in question 3 the verb is already written) 5 Question 2 ? ! “ ” and ask students to shout out what they are called
2b Suggested answers: the layout of the table including the (full stop/period, comma, question mark, exclamation mark,
headings, the numbers, listening for key words near the answers speech/quotation marks), how they are used and why.
Correct students as you go.
3a–b Divide students into pairs for these exercises. Then
change the pairs for them to check their answers. Get 1a Refer students to Expert grammar on page 178 and
feedback from the class and ensure students fully answer any questions that arise. Then ask students to do
understand the answers to Exercise 3b. this exercise individually. Check answers with the class.
If possible, project the text on to the board so you can
3a all nouns highlight the errors.
3b 1 No 2 No. Because the instructions say no more than two
words and/or a number. Cleaning up your home can actually save you money. If you have a
lot of clutter, try to get rid of this. You can look around the house
4 Refer students to the Test strategies on page 168 and for items that you do not use and sell them off or give them away.
answer any questions that arise. Give them 30 seconds to One key way to reduce your spending and make money. This
read the questions then play the recording. Remind them
could also make your home a nicer place to be in. With the effect
to highlight key words and implement the test strategies
of being a more pleasant environment. This might also make your
they know. Get them to check their answers in pairs then
do class feedback. If useful, refer them to audio script 4.1 home a more enjoyable place to be in, which also saves you money.
on pages 204–205 and encourage them to say where the Because you will not go out as much.
answers are and to find any possible distractors.

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 Teacher’s notes Module 4

1b You could do this exercise as a class to ensure that all 5 Ask students to complete the sentences with their own
students understand the error types. ideas and then discuss their reasons with a partner. Make
sure they extend their answers.
A No verb: One key way (is) to reduce your spending and make
money. C No subject: With the effect of (it) being a more Suggested answers
pleasant environment. E A missing clause: (You’ll spend less) 1 If I had enough money, I’d take a year off work and travel around
Because you will not go out as much. the world.
2 While I don’t always enjoy shopping, I do like buying new clothes.
1c Ensure students do this exercise individually. Get feedback 3 Although most people say studying is important, so is having time
from the class. You could write the answers on the board
to relax and spend time with family and friends.
in full and have students identify the parts of speech of all
the words in the sentence. 6a Do this exercise as a class. Write the sentence on the
board and elicit the correct answer.
1 Many electronic devices use a great deal of energy so unplug
them when you can. A a clause (reusing here is a verb used in noun form, but it forms
2 You should unplug these devices when not in use. part of the subject of the clause).
3 It might seem hard, but you will save money.
4 Many people neglect to do this because they simply do not have 6b Ask students to do the exercise individually and then
check in pairs. Write the answers on the board then
the time. OR Because many people simply do not have the time,
feedback by asking students for their opinions on the ideas
they neglect to do this.
in the sentences.
2–3 Get students to do these exercises individually then
1 Many people disagree that our planet is being harmed by our
check with the class.
wastefulness.
2 1 B 2 B 3 A 4 A 2 Experts speculate that we will soon double the amount of waste
3 1 C 2 E 3 D 4 A 5 B we discard.
3 We must take into consideration that whilst it might be easier to
just use resources freely, it will not help the environment.
Extra!
Student’s Resource Book > Language development p. 39
If students need further practice with subordinating
MyEnglishLab > 4a Language development
conjunctions and clauses, ask them to complete the
sentences in Exercise 3 (1–5) in their own way. Then divide
them into pairs to check their answers. For feedback, ask Writing p. 62
for volunteers to share their ideas and use the class to peer
Lesson objectives: learn how to give your opinion and
check for accuracy. You may wish to write their ideas on
develop your arguments; Test practice: Task 2 (Opinion
the board.
essay)
4 Students do this exercise individually then check in pairs.
Feedback asking them to justify their answers according to Warm-up
the rules of punctuation. If useful, project the text on the Write on the board Old/New/Both. Divide students into
board to show the punctuation. pairs and give them 3–4 minutes to think of some objects
which have old and new versions, such as film, car, building,
Life is not all about spending money. Thinking about saving money
gadget, etc. Write these examples on the board and ask
and resources can be really beneficial. If you are careful with
students to discuss whether the old or new versions of the
money and resources, you may be able to afford some of the items objects are better, or both are as good. Feedback by asking
you really want in the future. You will be aiding the environment a few pairs to share their ideas.
too as wasting resources is one of the largest environmental
problems in the world. 1 Ask the class to clarify what the joke in the cartoon is.
Whenever you think about disposing of something, consider Then divide students into small groups and give them four
whether you can do anything else with it. Think of activities you can to five minutes to discuss the following questions: Are you
do which do not involve resources. Whereas watching television pessimistic or optimistic about our attitudes towards recycling?
for an hour uses power, going for a walk does not consume any Why? How well is recycling done in your country? How could
resources. Small steps like this can make a considerable difference. it be improved? Ask some students to report back on their
group’s discussion.

The joke is that the government spends a lot of time and

Expert IELTS
resources creating plans to reduce the use of resources and the
Sentence fragments and run-on sentences are typical man is recycling the plans for recycling projects, which is ironic.
student writing errors, even at high levels. Students often
need extensive practice in forming full sentences which are 2 Give students 5 minutes to read the essay question
correctly connected and/or punctuated and have good and put the paragraphs in order. Ensure they do this
syntax. Ensure that you draw individual student’s attention individually then check with a partner.
to this if they consistently make this error and give them
C, A, D, B
extra practice in writing if necessary.

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 Teacher’s notes Module 4

3 Ask students to do this exercise individually then check in

pairs. Get feedback from the class. If possible, project the 4b Objects of desire
essay on to the board in order to highlight the answers
clearly. Listening p. 63
1 In my view, recycling is not a waste of time and should be Lesson objectives: learn how to identify links between
encouraged. ideas in Listening Section 2; Test practice: Section 2
2 In my view (Table and note completion)
3 Recycling is an easy way for people to contribute to conserving
the Earth’s resources. Warm-up
4 The paragraph includes an explanation of the main idea, an
Divide students into groups of three or four and give them
example and describes the results of the main idea. 5–10 minutes to discuss the following questions: What’s the
5 Institutions need to help most unusual gift you have received? Which person has been
6 An explanation of the importance of larger scale recycling and an the most pleased to receive a gift from you and what was it?
example of how institutions can help. How do you choose gifts for your friends and family? Get some
7 Yes feedback by asking a couple of groups to report back on
their discussions.
4a Refer students to Expert writing on page 194 then give
them 2 minutes to plan their answer. Ensure they keep to 1 Divide students into pairs to discuss the questions, then
the time limit to give realistic test practice. Monitor and get feedback from the class.
check they are making notes for their plan.
4b Set a time limit of 40 minutes for students to write their Suggested answers
answers. 1 In the UK giving presents is important for birthdays, religious
festivals and other events such as leaving a job or getting married.
Model answer This may be because it shows the importance of the relationship.
In many parts of the world today there is considerably more waste 2 In the UK, we usually give flowers on Mother’s Day, otherwise
being thrown away than in the past and this is causing an increasing gifts are generally personalised.
number of problems for the environment. While recycling is one 3 In the UK, it is often better to give something that the recipient
method of trying to limit the negative effects of waste, perhaps would like rather than a functional gift. However, when it comes
it would be more effective to focus on reducing the amount of to flowers, it should be remembered while giving lilies to someone
resources used in the first place. This essay will argue that reducing is appropriate for a funeral, it would not be for other occasions
initial consumption is far more important than recycling. unless it was known that the recipient really liked them.
Firstly, although recycling is a positive action, limiting resources
has a more beneficial effect on the environment in general. 2a Direct students to the table and ask them to consider how
Products, whether recyclable or not, still have to be manufactured the information will be presented. Elicit the answer from
and transported, and this has a negative effect on the global the class and ask them to explain their reasoning.
environment. Additionally, not all products can be recycled so In number order. Horizontally across, by gift.
waste is still produced on a large scale. For example, items such as
plastic bags and batteries remain in landfill sites for many years and 2b Ask students to do this exercise individually and then get
pose a continuous threat to the environment and wildlife. feedback from the class.
Secondly, a focus on limiting resources is advantageous for social 1B 2D 3A 4C
awareness. If people know and take responsibility for caring about
the resources around them, they are more likely to consume less 2c Ask students to read questions 5–10 in Exercise 3b then
and care more about the planet. As a result, this could change elicit the answer to the question.
the way of thinking of future generations, making society more There are fewer clues which show the relationship of ideas like
environmentally friendly and less materialistic. advantages and disadvantages in the table.
In conclusion, although recycling is an admirable activity, it does not
address large problems associated with the environment. In my 3a Before doing this exercise you could refer your students
opinion, people need to become more conscious of the resources to the Test strategies on page 168. Give students 2–3
they use and more caring towards the environment. minutes to analyse the questions with a partner. Get
feedback from the class and discuss the clues given.
4c Divide students into pairs to read and analyse each other’s
essays. Get them to identify each other’s opinions, main Suggested answers
ideas and support. Round up by discussing key strengths Question 2 is likely to be an adjective to describe amount, the
and weaknesses. adjective will begin with a consonant because the article is a not an.
Student’s Resource Book > Writing p. 40 Question 4 is likely to be an adjective because the verb to be +
MyEnglishLab > 4a Writing A and B adverb precedes the answer.
Question 7 is likely to be a noun beginning with a vowel because
the article is an not a.

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 Teacher’s notes Module 4

3b Play the recording. Ask students to check their answers,

Extra!
then get feedback from the class.
If students need further practice with signposting words,
1 power balance 2 reasonable 3 offence 4 traditional ask them to find a newspaper article (print or online) and
5 acceptance 6 value 7 incentive 8 contribute money underline all the signposting words. They can then bring
9 Retirement 10 speech the article into class and work in pairs or small groups to
explain how the writer has used signposting words.
4 Divide students into pairs to analyse the questions and
their answers. Student’s Resource Book > Language development and Vocabulary
Student’s Resource Book > Listening p. 41 pp. 42–43
MyEnglishLab > 4b Listening MyEnglishLab > 4b Language development and Vocabulary A and B

Language development and vocabulary p. 64 Speaking p. 65

Lesson objectives: review and practise pronoun Lesson objectives: develop vocabulary; focus on
referencing; learn new signposting words pronunciation; Test practice: Part 3

Warm-up Warm-up
Write the beginning of a sentence on the board, e.g. I really Divide students into pairs and give them 3–4 minutes to discuss
enjoy learning English… . Nominate a student to choose a the following question: If you had all the money in the world for
signposting word such as but or because. Then nominate one day, what ONE item would you buy and why? Round up by
another student to finish the sentence. Divide students asking a few students to share their ideas with the class.
into small groups and ask them to repeat this with their
own sentences. Three or four examples will be enough. 1 This could be done as a class. First, elicit the names of the
Feedback by eliciting some sentences. items. Then divide students into groups to discuss and
agree on how much they think each item is worth. Read
1a Begin by referring students to Expert grammar on page out the answers and for each one give the group with the
178 and answer any questions which arise. Students then closest guess a point. The group with the most points wins.
do the exercise individually before checking in pairs. Get
feedback from the class. A Antilla (the world’s most expensive house) – worth $1 billion.
B Gold-plated Bugatti – worth approx. $10 million.
1 E 2 G 3 B 4 I 5 A 6 D 7 H 8 J 9 F 10 C C The Wittelsbach-Graff Diamond – worth $80 million.
1b Do this exercise as a class to check students’ 2 Elicit the parts of speech of the words given and drill
comprehension. the pronunciation. Students then complete the exercise
1 he, she, his, her, they, we, our, you, your, etc. 2 plural nouns
individually. Get feedback from the class.
and people, longer phrases or ideas 3 both 4 which – nouns 1 value 2 materialistic 3 gadgets 4 brand 5 status symbol
and whole phrases/ideas, who – people, where – places 6 successful 7 possessions

2 Ask students to do this exercise individually and then 3 Divide students into pairs or groups to discuss the
compare their answers in pairs before class feedback. questions. Remind them to give full answers and focus on
Discuss any answers where more than one option is possible. connecting their ideas well. Open the discussion to the
class and elicit ideas.
1 which 2 This/Their 3 they 4 These/This, their
Suggested answers
3a Students could do this activity in pairs. If possible, project
1 People may spend more money than they intended to or could
or copy the table on to the board. Write in the answers as
you elicit them from the class. Elicit further examples, noting afford to. Buying brand names drives the idea of competing with
them on the table (e.g. also, next, in contrast, such as, so). others for status but could lead people into debt.
2 No, I think people are successful because they are happy rather
To add more information: furthermore, in addition than because of their possessions. Many people with lots of
To show the order of things: finally, in conclusion, initially possessions are deeply unhappy in life.
To compare or contrast: although, despite, however, nevertheless, 3 I think the entire world is becoming more materialistic because
on the contrary, whereas the opportunities for consumption have risen everywhere in
To give examples: for instance, in particular recent years.
To show reasons and results: consequently, due to, therefore 4 Materialism might be beneficial because it creates employment.
However, it is negative because it is not the most important aspect
3b Ensure students do this exercise individually to give
them practice in signposting words. They can check their of life and may bring out the worst in people.
answers in pairs before feeding back to the class. 4a Refer students to the descriptors. The exercise itself can
1 On the contrary 2 Although 3 due to 4 In addition 5 Initially be done as a class to ensure all students are aware of the
6 However 7 Furthermore 8 in particular 9 therefore
different pronunciation features.

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 Teacher’s notes Module 4

1B 2D 3C 4A Suggested answers
1 Examples: car, phone, computer, photos, pets, jewellery. Perhaps
4b–c Play the recording and elicit the answer. You may need
they were given to you by someone special.
to play the recording more than once. Ensure students can
2 Perhaps the influence of parents, or peer pressure. Students’ own
justify their answer.
answers
4b Speaker 2 has the best pronunciation of the two. 3 Students’ own answers
4c The first one is more likely to get a higher score. The speech
2 If useful, refer students to the Test strategies on pages
is connected and there is stress on important words. The second
170 and 172 and the Help notes. Clarify any points as
example has flat intonation, words aren’t connected and individual
needed. Set a time limit of 20 minutes for the reading to
sounds are sometimes hard to hear.
mirror test conditions. Ensure students do the test task
5a–b If useful, first refer students to the Test strategies on individually and without dictionaries. After 20 minutes,
page 175. Then give them 1 minute to read the questions ask them to check their answers with a partner before
and consider their answers. They then work in pairs feeding back as a class. Spend some time discussing why
and take turns asking and answering the questions. If answers are correct or incorrect and locating the relevant
possible, students record or take notes on their partner’s information in the text.
performance. 1 D 2 E 3 A 4 B 5 C 6 F 7 comfortable lifestyle
5a Suggested answers: 8 other people 9 change 10 time
1 Yes, I think brands are important, especially for more affluent
3 Divide students into pairs to analyse their use of the test
people but also younger people as well (although they no doubt strategies. Then discuss ideas as a class.
favour different brands). I think this is because a lot of people feel
4 Check students understand the statements (enhance =
the need to keep up with their peers, or in the case of teenagers,
improve, vague = not specific, notion = idea, evaporate =
to be seen to be trendy and cool. dry up/disappear, bolster = support) then divide them into
2 People are influenced by advertising in a multitude of ways; they small groups to discuss them. You could discuss the first
may identify with the lifestyle presented in the advert or may be question as a class, or model a response to it yourself.
subliminally attracted to colours, music or messages in the adverts. Monitor to check students are giving full answers. Round
3 In my opinion, there is a lot of pressure on people when it up by eliciting opinions and reasons.
comes to technology and having the latest devices and gadgets.
Suggested answers
This can be seen when people discuss the functionality of their
1 People may hope that expensive clothes, cars or houses may give
new phones and so on.
them prestige in the eyes of others and increase their status.
4 Yes, I do. There are far more important things in life than acquiring
2 Sometimes people regret a purchase and even return it to the
possessions – we should be more concerned about spending quality
shop. The buying of something was probably enough and instead
time with friends and family, looking after our own health and well-
of cheering you up, it may have provoked worry or guilt about
being and integrating with those in our local communities.
the money spent and thus have the opposite effect of what it was
5b Students’ own answers
intended to have.
6a–b Ask students to listen to their recorded performances and 3 People may try to acquire a certain image and to give others
analyse them using the questions. Alternatively, they should a different impression of who they really are by what they buy,
review their notes from Exercise 5a. Ensure they give each wear, etc.
other advice on how to improve. Feedback by asking who is 4 There may be a lot of pressure to conform to a certain standard
going to focus on which areas of pronunciation. of living if the people around you live in a certain way.
Student’s Resource Book > Speaking p. 44

Reading pp. 66–67 Extra!

For homework ask students to write a paragraph stating
Lesson objectives: Test practice (Matching which opinions from the text they agree with and which
information; Summary completion) they disagree with, and why.

Warm-up MyEnglishLab > 4b Reading A and B

Divide students into pairs or small groups and ask them to
note down three objects they would love to own which
they think would make them happy. Get them to share their
ideas with their partner and explain how each object would
make them happy. Get feedback by eliciting some ideas
from the class.

1 Divide students into small groups to discuss the questions.

Elicit some of their ideas and write any useful vocabulary
on the board.

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 Teacher’s notes Module 4

Writing pp. 68–69 4a You could do this as a class, guiding students through the
descriptors as necessary.
Lesson objectives: plan how to write an opinion essay 4b Ask students to do this exercise individually, then feedback
for Writing Task 2; Test practice: Task 2 (Opinion essay) to the class.

Warm-up 1, 2, 4 and 5

Write brand slogan on the board and elicit the meaning 4c For this exercise, divide students into pairs and ask them
from the class (a phrase which companies use to advertise to show each other a piece of their writing, for example
their products, e.g. Just do it – Nike). Divide students into the last essay they wrote, in order to answer the question.
pairs and give them 3–4 minutes to think of a slogan they 5a–b These exercises can be done as a class. For Exercise 5b,
know. Then put two pairs together and ask them to try to ask students to volunteer their sentences. Write some on
guess the company and/or product within two minutes. the board.
Feedback by discussing the slogans chosen.
5a Answers the question: 1. Describes the essay structure: 2, 3.
1 Divide students into pairs to discuss the questions. Get 5b Suggested answers:
feedback from the class and write any useful vocabulary Opinion: From my point of view, I firmly believe ...
on the board. Describing structure: I will discuss …, X will be outlined.
2a–b If useful, refer students to Expert writing on page 194
and clarify any points as necessary. Ask students to do the 6a–b Give students 2 minutes to write some ideas then set a
exercise individually and then compare with a partner. Get time limit of 40 minutes to write their essay.
feedback from the class. Elicit why the opinions given are
suitable or unsuitable for the essay. Expert IELTS
2a Suitable answers: 1, 4, 6, 7 Discuss how students should divide the 40 minutes for the
2b Suggested answers: 1, 4, 6 and 7 all directly relate to the essay in the real exam. For example, 2 minutes to read and
specific question being asked. 2 does not deal with people’s values,
understand the question, 3 minutes to brainstorm ideas,
3–4 minutes to organise them, 25 minutes to write the
it focuses on society and economics. 3 concentrates on social media
essay and 6–7 minutes to review, check and edit.
which is outside the scope of the question and 5 deals with the
price of possessions, but the question asks about value in terms of
personal importance. 6a Suggested answers
Answer: It is not bad that young people spend money on fashion
3 Focus students’ attention on the table and check they and gadgets.
understand the task. Give them 2 minutes to write down Reason 1: Provides employment. Supporting argument: Not only
some ideas. Make sure you adhere to the time limit to give for bosses, but also for workers, wages are necessary to live.
realistic test practice. Ask students to compare their ideas Reason 2: Some possessions are necessary. Supporting argument:
in pairs before feeding back to the class.
Can make people feel good and help people in their daily lives, for
example, mobile phones.
Expert IELTS 6b Model answer
It can be difficult for students to generate ideas for Writing Consumerism is a growing part of life in many modern countries.
Task 2. This could be due to levels of maturity or limited life It cannot be denied that people, especially younger people, spend
experiences. As such, encourage them to keep a notebook a considerable amount of money on fashion brands and electronic
of essay ideas from the Writing and Speaking Part 3 gadgets as a part of this consumerism. However, this is not
discussion tasks in class to help them develop confidence in necessarily a negative action. This essay will explore how this kind
this aspect of the test. of consumerism is necessary and beneficial for society by evaluating
how such purchasing creates employment and enriches lives.
Suggested answers Firstly, expensive fashion brands and electronic gadgetry provide
Ideas Supporting arguments employment for many people. For example, fashion brands not
only make the designer rich, they also provide an income for
Consumerism Children want to have similar products as
puts unnecessary their peers in order to fit in to the group, people who make the garments, people who ship the garments
demands on some poorer people may feel inadequate if they and those who work in the shops that sell the garments, which
people. cannot afford to buy new products. might even include young people if they have a part-time job.
Consumerism It is good for society to have people who This kind of job creation is an essential part of life and provides
instils aspiration in desire more as this drives them to be an income to enable people to feed their families or pay for their
many people. creative and hard-working. It also drives studies, for example.
the economy. Secondly, while many people might consider expensive fashion and
Consumerism Often people buy things without thinking gadgets a luxury, they can sometimes be considered a necessity.
leads to people whether they genuinely need or want Having glamorous clothes can give a sense of happiness and can
accumulating too them. Many of these items may be quickly even bring popularity to an individual. These are essential factors
many possessions. forgotten about and take up valuable for some people. In terms of technology, some expensive gadgets
storage space in people’s houses.

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 Teacher’s notes Module 4

are vital for individuals to perform daily tasks. One such example
is the mobile phone which provides the internet and all of its
associated benefits such as connecting young people and enabling
them to keep in touch with friends, family and co-workers. In
addition, games and internet access can educate young minds. The
more recent the games and faster the devices, the easier people
can use them.
For the above reasons, spending on fashion and gadgets cannot be
considered unnecessary for young people. It brings us beauty,
convenience, communication and education, while providing much
needed jobs throughout the world.

7a–b Divide students into pairs to analyse each other’s

essays using the questions. Ask them to provide a list of
suggestions for their partner.
7c Students could do this for homework or in class. You may
want them to do it in another lesson.
Student’s Resource Book > Writing p. 45
MyEnglishLab > 4b Writing

Review p. 70
The aim here is to give practice and consolidate the language
and vocabulary covered in the module including verbs
of thinking, signposting words, punctuation and pronoun
referencing. These exercises could be set for homework or
as a class progress test (with a suggested time limit of 20–30
minutes).

1a 1 conceive 2 contradicts 3 pass 4 speculate 5 faith

6 convince
1b 1 C 2 A 3 E 4 B 5 D
1c 1 initially 2 For instance, 3 Despite 4 due to
5 In particular 6 Furthermore 7 Consequently 8 Although
2a 1 Many consumers believe that it is cost effective to buy
cheaply and replace goods frequently.
2 While the decreasing cost of fashion is beneficial for
consumers, the impact on factory workers’ salaries has been
negative.
3 It can seem difficult to keep up with the latest technology
because there are so many rapid developments in this area.
4 Although there are frequent complaints about rising prices,
this has not reduced the average household’s consumption.
5 There is a common belief that the more you pay, the better
the quality.
6 If people turned off their house lights, their electricity
consumption would be reduced.
7 Whereas young people are interested in buying the latest
products, older people prefer things built to last./Young
people are interested in buying the latest products, whereas
older people prefer things built to last.
8 Products will not be ethically produced unless consumers
demand it./Unless consumers demand it, products will not
be ethically produced.
2b 1 they/these 2 This 3 they/you 4 they/you 5 these
6 their/his/her 7 it

MyEnglishLab > Module Test 4

MyEnglishLab > Review Test 2

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