9

Teacher’s notes Module 9

Photocopiable activities
9A The race is on p. 141
9B Q & A p. 142
Media
Module 9 includes topics such as different types of media, how people access the news and how
technology can help us learn.

Teacher’s Online Material

9
• Test Practice Lesson: Listening 1
• Module Test 9
9C My opinion is … p. 143

Lead-in p. 135 2c Students should do this individually and then check answers
in pairs before class feedback. Check that they understand
well-informed, proportion, fully, visual presentation and typically.
Warm-up
Suggested answers
Divide students into pairs or small groups and tell them that
1 well-informed about political affairs
they are going to talk about an interesting or funny story
they read/heard in the news recently. They should take 2 a smaller proportion of women in this group
turns to describe the story and say where they read/heard 3 have technology but do not use it fully
about it. After 5–7 minutes, ask a few students to share 4 one particular section of this group is growing
their answers with the class. 5 earn a lot of money
6 prefer a visual presentation of information
Elicit the different ways of getting the news shown in the 7 have typically spent the least time in education
photos (TV, online, newspaper). Check that students 8 fewer people in this group than the other groups
understand reliable and then divide them into pairs or groups
to discuss the questions. Get feedback from the class. 3a Students could do this exercise in pairs or you may
prefer to do it as a whole class, eliciting suggestions from
different students.
9a The news
Suggested answers
Reading pp. 136–137 2 fewer females/more men in this group/category
3 have/own electronic devices but do not make much use of them
Lesson objectives: to practise understanding 4 one part of this group/category is increasing
connections in a reading passage; to practise a 5 receive a good salary/have well-paid jobs
Matching features task 6 like to see pictures or video
7 have a relatively low educational level
Warm-up 8 is the smallest of the groups/categories
Write the following types of media on the board: 3b Check that students understand words 1–7 and then ask
newspapers, news websites, TV. Divide students into pairs them to complete the exercise individually or in pairs.
and give them 5 minutes to make a list of advantages and
disadvantages of each. You could then join pairs into groups 1 nowadays 2 choose 3 online 4 conducted 5 nationwide
of four or six to discuss their ideas. Alternatively, elicit ideas 6 find out 7 classifying
from different pairs and discuss as a class. Write any useful
vocabulary on the board and ask students to record it in 4 You might want to do the first item as an example with
their notebooks. the class. Students can then continue individually and
check answers in pairs before class feedback.
1 Once students have discussed the questions in pairs, you
1 people 2 the adults who were interviewed 3 Traditionalists
could broaden this into a class discussion.
4 watching the news on television 5 the news 6 the researchers
2a Give students 2 minutes to read the passage. Remind
7 the under-25s in the group 8 trends
them to read the first sentence of each paragraph
carefully and then skim the rest of the passage. 5 Students could do this individually or you could guide
them through the steps, eliciting the answers as you go.
ways in which the US population access the news
1 3 and 6
2b Divide students into pairs for this exercise. Set a time limit
2 3: Most people in this group … to find out about the news. (para 3)
of 4 minutes and then check answers with the class.
6: they understand the news better … listening to a news story.
A para 3 B para 4 C para 5 D para 6 (para 3)

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 Teacher’s notes Module 9

6 Ask students to do this exercise individually. Set a time 5 Students can do this individually or in pairs. With stronger
limit of 10 minutes and remind them to follow the steps in classes, you could ask students to cover the box and try to
Exercise 5. complete the text on their own.

1 C (They keep up-to-date … politics) (para 5) 1 has 2 last 3 been 4 ago 5 were 6 was 7 In 8 did 9 was
2 B (Nearly 60 percent of the group are men) (para 4) 10 Since 11 has 12 have
3 A (See Exercise 5 above.)
6 Give students 3–5 minutes to write their questions,
4 D (There are signs that … is rising.) (para 6)
while you monitor and correct any errors with form.
5 C (They typically have … a high salary.) (para 5)
Then divide students into pairs to ask and answer their
6 A (See Exercise 5 above.)
questions. Monitor and make a note of any errors to
7 D (they have even fewer … than the Traditionalists.) (para 6) highlight during feedback.
8 B (The smallest of the four groups) (para 4)
Student’s Resource Book > Language development page 88
7 Divide students into pairs to analyse their performance. MyEnglishLab > 9a Language development
8 Give pairs 3–5 minutes to discuss the questions and then
ask some students to share their ideas with the class. Vocabulary p. 139
Student’s Resource Book > Reading pages 86–87 Lesson objective: to develop vocabulary related to
MyEnglishLab > 9a Reading media and social media

Language development p. 138 Warm-up

Lesson objective: to contrast the present perfect and Write media and social media on the board. Give students
past simple a minute to list as many words as they can related to the
topic, and tell them that they should not show their list to
anyone. Divide students into groups of three or four and
Warm-up
tell them that they should take turns to choose one word
Write the following heading on the board: The news. Then from their list and describe it for their group to guess.
write: How often do you … ? When did you last … ? Have Allow students to continue for as long as time permits and
you ever … ? Explain that students will have to complete the then ask different students which words they had to guess.
questions in relation to the topic, and provide an example List the words on the board and encourage students to
for each of the three question stems (e.g. How often do you record them in their notebooks.
buy a newspaper? When did you last listen to the news on the
radio? Have you ever paid money to read news online?). Give 1a Ask students to do this exercise in pairs, using a dictionary if
students 2–3 minutes to complete the questions. Then ask necessary. During feedback, check that students understand
them to mingle and ask their questions to as many students the meaning of the words and drill the pronunciation.
as possible. After 4–5 minutes, ask a few students what
they found out about their classmates. 1E 2C 3F 4H 5A 6D 7B 8G

1b Ask students to do this individually and then check

1 Before students do this exercise, you may want to refer answers in pairs before class feedback.
them to the Expert grammar section on the present perfect
and past simple on page 190. With stronger classes, you 1 Paparazzi 2 journalism 3 privacy 4 headlines, news stories
could elicit one or two more examples for each of the 5 press 6 tabloid
functions A–D.
2 Drill the pronunciation of the words in the box and check
1D 2A 3C 4B that students know the meanings. Ask them to complete
the exercise individually.
2 Students should do this individually and then check
answers in pairs before class feedback. 1 informative 2 depressing 3 entertaining 4 believable
5 effective 6 boring
1 never 2 since 3 yesterday, still 4 ago, yet 5 already
6 last year, lately 7 when 8 for

3 Encourage students to think about which rule in Exercise 1 Extra!

applies to each sentence. In pairs or small groups, students can discuss the statements
in Exercise 2, saying if they agree or disagree and why.
1 haven’t used 2 Have you heard 3 decided 4 haven’t made
5 haven’t seen, saw 6 stopped, went 3a Before students begin, elicit/explain the meanings of the
words in the box.
4a–b Ask students to do Exercise 4a individually. After checking
answers, check they understand powerful and involved and 1 podcasts 2 instant messaging 3 blogs 4 chat rooms
divide them into pairs to ask and answer the questions. 5 emoticons 6 likes
1 did people get 2 has technology changed 3 was 3b Divide students into pairs to ask and answer the
4 Have people become 5 Was there 6 Has social media made questions, then get brief feedback from the class.

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 Teacher’s notes Module 9

4a Ask students to complete the exercise individually, using

Expert IELTS
their dictionaries if necessary. During feedback, check that
they can pronounce subscribe correctly. Explain to students that speakers will often say something
which indicates that an answer is coming. Listening for these
1 subscribe 2 tag 3 post 4 follow 5 comment 6 reply ‘signal phrases’ is a useful strategy for all the question types
7 update 8 go in the Listening Paper.
4b Divide students into pairs to discuss the questions. 3a You may want to write the answers to question 1 on the
Remind them to explain/justify their answers. board for students to refer to during the listening.

Extra! Suggested answers

1 1 a type of media 2 a publication 3 a time
Ask students to write a paragraph on how they use social
4 a type of transport 5 a surname 6 a nationality
media. They can do this in class or as homework.
7 part of an email address 8 a month
5 Students can do this in pairs, using dictionaries if necessary. 2 1 Which areas interest you?
2 Have you got any experience in journalism?
1 bring up (a subject) 2 (the news) comes on 3 When are you available?
3 (a smartphone) comes out 4 flick through (a magazine) 4 Do you have your own transport?
5 go into (detail) 6 look up (information) 7 make up (stories) 5 What’s your surname/full name?
6 Where are you from?
Student’s Resource Book > Vocabulary page 89
7 What’s your email address?
MyEnglishLab > 9a Vocabulary
8 Are there any days in [month] when you will be unavailable?

Listening p. 140 3b Give students 30 seconds to check their answers after

listening. You could also get them to check answers in
Lesson objectives: to practise locating information in pairs before class feedback.
a listening text; to practise a Form completion task
1 new 2 campus newsletter 3 weekends or evenings
Warm-up 4 (brother’s) motorbike 5 Fernandes 6 British 7 jas96 8 July

Write on the board: Imagine you are a journalist for a day. 4 Divide students into pairs to analyse their performance.
What type of stories would you like to write about? Why? Give Check the answers to question 2 as a class.
students a minute to think about their answer and then
2 1 Do any of those areas interest you?
get them to discuss in pairs or small groups. Get brief class
feedback and write any useful vocabulary on the board. 2 So have you got any practical journalism experience?
3 Would you be prepared … early mornings?
1 Check that students understand qualities and newsletter, 4 Now, do you have your own transport … out on a job?
and divide them into pairs to discuss the questions. Invite 5 So what’s your surname, James?
a few students to share their ideas with the class. 6 Thank you – that sounds Spanish?
2a Before playing the recording, you could ask students to 7 So I’ll take you email address if that’s OK.
predict what a student and the editor of a newspaper 8 I’m going on holiday … to pick up emails.
might talk about. Elicit ideas from different students, then
play the recording for them to check their predictions. 5 You could ask students to discuss the question in pairs or
groups and then broaden this into a class discussion.
They are discussing work experience at a newspaper. MyEnglishLab > 9a Listening

2b Play the recording and elicit the answers from the class.
Speaking p. 141
1 media and communications 2 Central College
Lesson objectives: to practise attitude adverbs; to
2c Play the recording and elicit the answers. With weaker
practise a Part 3 task
classes, you may want to let students read the audio script
to understand why the incorrect options are wrong.
Warm-up
1 He is doing a module on journalism but his course is media and Tell students to think of a story that has recently been in the
communications. news. Give them 2-3 minutes to write brief notes on the
2 The editor mentions Midlands University, but the student says story and any opinions they have about it. Divide students
he’s studying at Central College. into pairs or small groups to explain the stories and their
views. Ask a few groups to feed back on their discussion.
2d Students could do this exercise individually or in pairs.

1 So, Paul tells me … What subject are you doing? 1 Do this exercise as a whole class.
2 Great. And where is it that you’re studying? B

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 Teacher’s notes Module 9

2 Give students a minute to read the sentences and check Writing p. 142
that they understand attitude, thankfully and obviously.
Then play the recording and ask students to check Lesson objectives: to introduce language for
answers in pairs before class feedback. comparing and contrasting data in Writing Task 1; to
practise writing a Task 1 summary
1A 2O 3A 4O 5A

3 Students could do this individually or in pairs. Check that Warm-up

they understand the meaning of the attitude adverbs Dictate the following questions: Do young people in your
before they begin. country generally follow the news? What about older people?
1D 2C 3F 4E 5A 6B
How do most people get their news in your country? Divide
students into groups and give them 6–8 minutes to discuss
4 You could do this as a whole class, eliciting the answers the questions. Get feedback from the class.
from different students and writing them on the board.
1 Give students a minute to read the test task and study the
1 surprisingly 2 importantly 3 basically 4 seriously 5 clearly charts, then elicit the answers.
6 fortunately
You need to include the main information shown in the charts (and
5 Go through the example with the class and ask students comparisons). You should not give your personal point of view.
to continue individually. Allow them to check answers in
pairs before class feedback. 2a Ask students to do this exercise individually. Point out
that the question asks how many parts there are, not how
2 Sadly, tabloids report news inaccurately. many paragraphs.
3 Hopefully, prices will fall next year.
4 Worryingly, these reports on social media might be true. There are three parts:
5 Surprisingly, the president resigned. 1 the introduction: the student introduces the topic of the
6 Thankfully, nobody was hurt. summary, paraphrasing the information in the task instructions
2 the overview: the student summarises the main trends
6a Play the recording and elicit the answer. 3 two paragraphs where the student reports the main features

They are discussing the way news has changed, privacy and control 2b This exercise can be done individually or in pairs.
of the media.
A majority of the younger people … their main source.
6b Ask students to do this exercise individually. Alternatively, Although use of TV and the internet … for both groups.
you could project the audio script onto the board and do However, they are more popular … 24-year-olds.
it as a whole class: read out the audio script (or play the
recording again) and ask students to shout Stop! when 3a Check that students understand in comparison, in contrast
they hear an attitude adverb. and while. Then give them 2–3 minutes to find the words/
phrases in the model answer.
Well, clearly, it has changed …
so naturally, everyone expects … while, in contrast, although, however, in comparison
Sadly, it’s also easier …
3b Depending on the ability of your class, ask students to
people are naturally interested …
rewrite the sentences individually or in pairs.
Obviously, if you are in the public eye, …
unfortunately, there have been cases … 2 Although nowadays more people own tablets than laptops, laptops
So there definitely should be laws … are still popular, particularly with businesspeople and students.
apparently, people on social media … 3 Women watch the news on television more than men do. Men,
obviously, it’s more difficult to control … on the other hand, make more use of online news sources.
4 Comparing data from Europe and the US, we can see some
7 Before students begin, you could elicit some actual stories interesting differences.
for each of the categories in the box and write them on
5 Adults say they discuss the news at least once a day. In contrast,
the board. Go through the examples with the class, divide
teenagers do so less than once a week.
students into pairs and give them 5–6 minutes to discuss.
Monitor and make notes for brief class feedback. 4a Give students 5 minutes to plan their answers. You may
8 Divide students into pairs for the test task. Remind them want to get students to discuss their plans in pairs before
that they each have 3–4 minutes to answer all three they do the writing task. Alternatively, for more realistic
questions and that they should give full answers. Ask test practice, continue with Exercise 4b without any peer
students to record their answers if possible. or class feedback.
9 In the same pairs, students review their performance. 4b Give students 20 minutes to write their answers. You
Give them 3–5 minutes for this, then ask a few students could then divide them into pairs to read and review each
to comment on their discussions. You may also want to other’s work, making suggestions for improvement.
highlight any key points or errors as necessary. Student’s Resource Book > Writing page 90
MyEnglishLab > 9a Speaking MyEnglishLab > 9a Writing

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 Teacher’s notes Module 9

9b Technology Extra!
Divide students into pairs and ask them to choose five new
Listening p. 143 words from the audio script. They should look them up in a
dictionary and write their own example sentences. You could
Lesson objective: to practise a Form completion and then join pairs together into groups of four to share their words.
a Matching task
Student’s Resource Book > Listening page 91
Warm-up MyEnglishLab > 9b Listening

Dictate the following questions: What technology do you use?

How often do you use technology? What do you use technology Language development p. 144
for? Give students 5–8 minutes to survey the class, asking
the questions to as many students as possible. Then ask Lesson objective: to practise possessives, pronouns
different students to share what they found out (e.g. Most and quantifiers
of the people I asked read the news on their smartphone.).
Warm-up
1 Before students begin this exercise, elicit other skills to add Write the following words on the board: her, mine, both,
to the list, and write them on the board (e.g. typing, writing each, plenty of, something. Ask students to write one
a blog, backing up data). Give pairs 3–5 minutes to talk example sentence for each – they could do this individually
about their skills, then get brief feedback from the class. or in pairs. Ensure you monitor and help/correct students as
necessary. Ask a few students to share their sentences with
Expert IELTS the class and explain that this will be the focus of this lesson.
In the Listening Paper, the sections get more difficult as the
1 Before students do this exercise, refer them to the Expert
test progresses. This means that Section 1 is the easiest and
grammar section on possessives, pronouns and quantifiers
Section 4 is the hardest. In order to maximise their score in
on page 190, and answer any questions they may have.
the Listening Paper, students should aim to minimise their
Then ask students to complete the exercise individually.
errors in Section 1 – this means trying to get almost all the
They can check answers in pairs before class feedback.
answers correct.
During feedback, explain the difference in use between
possessive adjectives and possessive pronouns: possessive
2a Students could do this exercise in pairs. Alternatively, for
adjectives are followed by nouns and possessive pronouns
more realistic test practice, ask them to work individually
replace nouns.
and continue to Exercise 2b without doing class feedback.
1 their 2 yours 3 your 4 hers 5 mine 6 its 7 his 8 ours
1 yes
2 Suggested answers 2a Before doing this exercise, you may want to go over
5 a surname 6 a language 7 a phone number the relevant part of the Expert grammar section with
8 a qualification 9 perhaps a health problem or disability students, to highlight key points (e.g. which words are
10 an amount of money followed by plural/singular verbs, which by plural/singular
3 Suggested answers nouns). Get students to do this exercise individually and
5 What’s your full name/surname? then check answers in pairs before class feedback.
6 What’s your first language?/What languages do you speak? 1 Both 2 Either 3 most 4 Every 5 None 6 no 7 Several
7 What’s your phone number? 8 Each
8 Can you tell me about your previous education?
9 Have you got any special needs that we need to know about? 2b Give pairs 5–6 minutes to discuss the statements. Then
10 How are you going to pay for the course? ask a few students to share their ideas with the class.
3 This exercise could be done individually or in pairs.
2b Before students do the test task, refer them to the Test
strategies on page 178 and point out the Help notes. You 1 is 2 phone 3 has 4 comment 5 helps 6 knows 7 were
could ask students to compare answers in pairs before
class feedback. 4 You may want to let students use their dictionaries for this
exercise. With weaker classes, you may prefer to do this as
1 C 2 A 3 C 4 B 5 Wilenska 6 French 7 07764 6453 991 a whole class, checking and explaining answers as you go.
8 postgraduate diploma 9 none 10 £140/140 pounds
1 deal 2 couple 3 amount 4 number 5 plenty
3 Divide students into pairs to analyse the test task.
Ask some students to share their ideas with the class, 5a Students could do this exercise in pairs. Alternatively, you
especially those relating to why they might have got some could copy the table onto the board and complete it as a
answers wrong. whole class.
4 Divide students into pairs or groups to discuss the People: someone, somebody; anyone, anybody; no one, nobody;
questions. Elicit some of their ideas as feedback, and write everyone, everybody
any useful vocabulary on the board. Things: something, anything, nothing, everything

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 Teacher’s notes Module 9

5b Ask students to do this exercise individually and then 3b Ask students to do this exercise individually and then
check answers in pairs. During feedback, highlight the compare answers in pairs. Point out that more than one
grammar, especially the use of a singular verb after answer may be possible in some questions. Elicit the
everybody, everyone, everything, and the use of an answers, checking that students have understood the
affirmative verb after no one, nobody and nothing. meaning of the words.

1 anything, no one 2 everybody, wants 1 progress 2 influence/effects 3 impact

3 anything, everything, seems 4 anybody, they, everyone, anything 4 developments/advances 5 changed/affected 6 develop

4a Ask students to work in pairs for this exercise. They can

Extra! check the verbs in a dictionary to help them choose the
correct particle. Check answers with the class and ask
Divide students into pairs and give them 5–7 minutes to students to record the phrasal verbs in their notebooks.
ask and answer A’s questions in Exercise 5b. Ask different
students to share their views with the class. 1 hacking into 2 set up 3 back up 4 run out (of ) 5 pop up
6 use up 7 print out 8 sign up
6 This is a consolidation exercise, so you may prefer
students to do it individually. 4b Divide students into pairs to ask and answer the
questions, then get brief feedback from the class.
1 everyone 2 anyone 3 all 4 everything 5 every 6 both
7 their 8 number
Extra!
Student’s Resource Book > Language development page 92 Do a vocabulary quiz. Read out some definitions of words
MyEnglishLab > 9b Language development A and B from this page and ask students to write down the words.
Do this quickly and then write the answers on the board.
Vocabulary p. 145 Students swap answers with a partner and check each
other’s work, awarding one point for each correct answer.
Lesson objective: to develop vocabulary related to Tell them to ensure the spelling is correct.
technology
Student’s Resource Book > Vocabulary page 93
Warm-up MyEnglishLab > 9b Vocabulary
Write technology in a circle on the board and then write the
following words in circles around it, in a spidergram: objects, Reading pp. 146–147
adjectives, verbs. Give or elicit an example for each category
(e.g. smartphone, fast, download). Divide students into pairs Lesson objective: to practise a Matching features and
and ask them to shout Stop! when they’ve added a specific a Sentence completion task
number of words to each category (e.g. five or six). Elicit
students’ ideas, write them on the board and get students Warm-up
to copy the spidergram into their notebooks. Write effects of technology on people on the board and
underneath, a table with two columns, headed positive and
1 Students could do this exercise individually or in pairs, negative. Divide students into pairs, ask them to copy the
using dictionaries if necessary. table into their notebooks and note down their ideas. After
1 message 2 google 3 access 4 browsing 5 download 6 crash
3–4 minutes, join pairs together into groups of four to share
their ideas. Give them 3–4 minutes and then elicit ideas from
7 upgrade 8 attach
the class and write them in the table on the board.
2a Before students begin, elicit or explain the meaning of the
words in the box and drill their pronunciation. Then get 1a Check that students understand majority and resemble and
students to complete the exercise individually and check then ask them to complete the exercise individually or
answers in pairs before class feedback. in pairs. If possible, project the extracts onto the board
during feedback, and highlight the answers.
1 digital age 2 e-books 3 devices 4 connection 5 apps
6 software 7 equipment 8 gadget(s) 1 survey 2 four out of five 3 are unable to 4 online 5 is similar to
6 solving 7 argue 8 adjust 9 according to 10 advances
2b Give pairs 3–5 minutes to discuss the questions, then get
brief feedback from the class. 1b You could ask students to do this individually or, if you can
project the extracts onto the board, you may prefer to do
3a Check students understand the words in the table before
this exercise as a whole class.
they do the exercise. Students could do this in pairs or
you may want to copy the table onto the board and do it A four out of five 18- to 30-year-olds
as a whole class. B searching and browsing online
develop – development, progress – progress, advance – advance, C identifying anyone we point a phone at and shops adjusting their
impact – impact, influence – influence, change – change, affect – effect prices

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 Teacher’s notes Module 9

2 Refer students to the Test strategies on page 179 and the 3a Briefly elicit what the charts show, then divide students into
Help notes. Give them 1 minute to read the questions and pairs to discuss the questions. If possible, project the charts
underline the key words, then set a time limit of 20 minutes onto the board during feedback, and annotate them.
for the test tasks. Students can check answers in pairs
before class feedback. Examples
1 The charts show a dramatic increase in ownership of e-readers
1 B (Electronic devices now … during the day) and tablets, with a relatively small change in the ownership of the
2 D (Social media sites … on different continents.) other three devices (laptops, games consoles and mobile phones).
3 A (This allows people to know … in their area.) 2 The least popular device in 2010 is a tablet and in 2015 an
4 C (Having this information … what a particular food contains.) e-reader.
5 A (However, exercise must be … at the right level.) 3 The mobile phone is the device owned by most people in both
6 relationships (And having a network … older people happy.) years.
7 continent (Social media sites … on different continents.)
8 interests (Moreover, the internet … with each other.) 3b Give students 2–3 minutes to study the model answer and
9 connections (learning new things … between them.) then elicit the answers, referring to the annotated charts
on the board if possible.
10 study (the internet offers … used for decision-making.)
4a Before doing this exercise, you could elicit words/phrases
3 Divide students into pairs to analyse their performance. for comparing and contrasting data and/or refer students to
Get feedback from a few students and highlight/clarify any Exercise 3a on page 142. Ask students to do this individually
points as necessary. and then compare answers in pairs before class feedback.
4 Once students have discussed in their pairs, you may want
However, in comparison, Although, in contrast
to broaden this into a class discussion.
4b Remind students of the similarities they identified in
Extra! Exercise 3a, and explain that these are useful phrases to
introduce them. Then ask students to do the exercise
Divide students into pairs or small groups and ask them individually or in pairs.
to discuss the following question: How has your use of
electronic devices changed over the last three years? Ask all except ‘like x, y …’
students to think about the amount of time they spend on
their devices and the kinds of things they do with them. Get 4c Get students to complete the sentences individually and
feedback from the class. then check answers in pairs before class feedback.

1 both, and 2 in the same/a similar way 3 Similarly 4 Like

MyEnglishLab > 9b Reading
5 Go through steps 1–6 with students and give them 5
Writing pp. 148–149 minutes to plan their answer. With weaker classes, you may
want students to compare their ideas in pairs at this point.
Lesson objectives: to introduce language for describing 6 Refer students to the Test strategies on page 181 and
similarities; to practise writing a Task 1 summary answer any questions they may have. Then give them
20 minutes to write their answer. Alternatively, if time is
Warm-up short, students could do this for homework.
Ask students to think of an electronic device that they want Model answer
to buy and give them a minute to make some notes on The graphs show the proportion of adults in the US who owned
the following: a) what it is/what it’s used for; b) why they mobile phones, smartphones, portable gaming devices and MP3
want to but it. Then divide students into groups of three or
players over the period 2004–2015.
four to discuss their devices. After five minutes, ask a few
In general, the devices show very different patterns. Phone
students to share their answers with the class.
ownership rose, while the ownership of portable gaming devices
1 Check that students understand ownership and divide fell. Although ownership of MP3 players rose at the beginning of
them into pairs to discuss the questions. After 3–5 the period, it then fell slightly.
minutes, get brief feedback from the class. In 2004, 65 percent of US adults owned mobile phones. This rose
2 Refer students to the Expert writing model on page 208 to over 80 percent over the next four years. It then fluctuated,
before doing this task. Give students a minute to read the but gradually rose to reach 92 percent by 2015. The data about
test task and check answers with the class. smartphones, which is available from 2010, shows that ownership
rose sharply, from 35 percent in 2010 to 68 percent in 2015.
Suggested answers
Both portable gaming devices and MP3 players were less
The charts below show changes in the percentages of US adults
successful over the period than phones. Gaming device ownership
owning different types of electronic device. Summarise the
fell from 18 percent in 2009 to 14 percent in 2015. In comparison,
information by selecting and reporting the main features, and make
ownership of MP3 players grew sharply, to reach a peak of nearly
comparisons were relevant.
50 percent in 2010, before declining to 40 percent in 2015.
Correct answer: C

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 Teacher’s notes Module 9

7 Give students 3–4 minutes to review their work using 1 For example, we use it to … ; For instance, everyone wants to
the checklist. You could then divide them into pairs or
get … ; a new skill, such as using the internet …
small groups to compare and discuss their answers, while
2 obviously, we do rely a lot on … ; Worryingly, I think some
you monitor and make notes for some class feedback
afterwards. people … ; Well, naturally, people always want to … ; Obviously,
it’s easier for young people …
Student’s Resource Book > Writing page 94
3 I think that’s the area that … ; I think some people would … ;
MyEnglishLab > 9b Writing
In my view, technology stops … ; In my view, it’s a bit like … ;
Personally, I don’t mind … ; I think many older people …
Speaking p. 150
4 Some people say … but I’m not sure I entirely agree; I don’t
Lesson objectives: to introduce language for asking for mind … but I know … ; But older people have … ; However,
repetition and clarification; to introduce and practise I think many older people …
strategies for improving fluency; to practise a Part 3 task
4a You may want to refer students to the Test strategies
on page 182 before they do this exercise. Give students
Warm-up 1–2 minutes to think about their answers. Alternatively,
Write the following jumbled question on the board: effects / for more realistic test practice, you may decide to not
children / technology / does / what / on / have? and ask give students any preparation time and move straight to
students to put the words in the correct order (What effects Exercise 4b.
does technology have on children?). Then divide students 4b Divide students into groups of three for this exercise
into pairs and give them 3–5 minutes to write two or three and go through the points in the table so that Student C
jumbled questions on the topic of technology. Join pairs knows what to listen out for. Monitor while students are
together into groups of four to unjumble each other’s working, and make notes for class feedback.
questions and then discuss them. After 5 minutes, elicit
5 Keep students in the same groups for the analysis task.
some of the students’ questions and answers.
Then get feedback from a few students and add any
relevant points from your notes.
1a Give pairs 3–5 minutes to read the test task and answer
the questions, then discuss the answers as a class. When Student’s Resource Book > Speaking page 95
discussing question C, point out to students that they can MyEnglishLab > 9b Speaking
ask for clarification/repetition in the test and that doing so
will not negatively affect their score. Review 9 p. 176
A–B Students’ own answers The aim of the Review page is to provide further practice and
C ask for clarification and/or repetition consolidation in the vocabulary and grammar covered in this
module. The exercises cover vocabulary relating to media,
1b Play the recording and elicit the answers. With weaker social media and technology, the present perfect and past
classes, you may need to play the recording a second time. simple, possessives, pronouns and quantifiers. They can be
done as an informal class test (with a suggested time limit of
Clarification: 1, 3, 4, 5
30 minutes) or as homework.
Repetition: 2, 6
1 1 comes out 2 comes on 3 flick through 4 go into 5 set, up
1c Play the recording and check answers with the class. Drill
6 popping up 7 back up 8 look up 9 print, out
the questions or divide students into pairs to practise
2 1 blog 2 headline 3 press 4 gadget 5 software 6 emoji
asking them, to improve their fluency.
7 tabloid
1 say, mean 2 repeat, question 3 sure, means, explain, way 3 1 has increased 2 ago 3 since 4 was 5 For 6 rose
4 explain, means 5 understand, question, explain 6 would, mind 7 Since 8 have continued 9 has been 10 yet
4 1 digital age 2 media 3 update 4 app 5 follow 6 effective
2 You may want to do the first item as an example: read the
7 comment 8 press 9 informative 10 journalism
question aloud and nominate different students to ask you
5 1 Not everybody is able to use a computer confidently.
to clarify/repeat. Then divide students into pairs and give
them 3–4 minutes to complete the exercise. Monitor to 2 Neither printer is working today.
check they are using the phrases correctly. As feedback, 3 I read lots of articles about this subject but only a couple/
you could read each question aloud and nominate two few of them were useful.
students to respond: one by asking for repetition and one 4 Is there anything I can do to stop these pop-up adverts?
by asking for clarification. 5 Both Sandra and I buy a newspaper but she rarely reads hers.
3a Explain the meaning of discourse markers. Before playing 6 correct
the recording, ask students which of the options are things 7 Unfortunately, I have no paper, so I can’t print this out.
they need to avoid in their answers (2 and 5). 8 That tabloid is famous for its unbelievable stories.
9 Every friend of mine has a smartphone.
all except 2 and 5
10 correct
3b Depending on the ability of your class, this exercise could
MyEnglishLab > Module Test 9
be done individually or in pairs.

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