6

6
Teacher’s notes Module 6

Law and order

Module 6 focuses on the effects of crime and crime prevention.

Photocopiable activities Teacher’s Online Material

6A The missing word p. 147 • Test Practice Lesson: Speaking 3
6B Error correction p. 148 • Module Test 6
6C Collocation race p. 149 • Review Test 3

Lead-in p. 87 2 Tell students they are going to look at working out

unknown word meanings. Then give them 20 seconds to
read the title and subheading before eliciting the answer.
Warm-up
Why people become criminals
Write on the board Crime-related issues and then ask
students to brainstorm the causes and effects of crime in 3a Students might not be able to do this with all the words.
groups for 3–4 minutes. For example: Just ask them to try with words they do know.
Cause: Effect: 1 examination of a dead body to find out why the person died
Poverty or unemployment Stealing or shoplifting 2 famous for something bad; infamous 3 robber (usually of travellers)
Living in a bad Getting involved with 4 very interested 5 a small animal such as a rat, mouse or guinea pig
neighbourhood burglaries/theft or gangs 6 something similar to what happened/existed in the past
7 no longer respected 8 damaged 9 thrown away
Briefly feedback on this and ensure students record any
10 area of knowledge or teaching
useful vocabulary.
3b Students should do this in the same pairs. During feedback
1 Students could discuss this in groups. You could monitor ensure the words and parts of speech, clues and context
groups to check they know the series. are covered. This is a good time to relate this to the test:
They all show detectives. Probably do not portray real life unknown words will appear but sometimes being able to
deconstruct them can be useful for answering questions.
accurately, although they are mostly using the same observation
techniques that the police use. 1 post-mortem (noun) clues: singular (a); post- meaning after;
context makes clear it relates to a dead body.
2 notorious (adjective) clues: -ous and before noun; derived from note
6a Preventing crime 3 bandit (noun) clue: singular (a); context makes clear it is a type of
criminal
Reading pp. 88–89 4 intrigued (adjective) clue: become intrigued by; context shows it
means interested/fascinated by something unusual
Lesson objectives: learn how to work out the 5 rodents (plural noun) clue (s); part of a list including other
meaning of unknown words; Test practice (Flow chart animals so probably a kind of animal
completion; Sentence completion)
6 throwbacks (plural noun) clues (s) + formation of word (throw +
back) and also earlier more brutal stage
Warm-up
7 discredited (passive form) clues were + ed. dis- = negative prefix
Write on the board: Nature or nurture? Ask students to say with credit: rest of sentence implies these theories were no longer
what these words mean in relation to people’s character respected
(nature = characteristics people are born with, nurture = 8 tainted (passive form) clues were + by: glossed word eugenics
something that is a result of life experience or conditioning). Then
suggests it means something negative
give them 4–5 minutes to discuss in pairs if they think nature
9 discarded (past tense) clue: ed: clear from context that this means
or nurture is more responsible for people’s personalities. Get
they were no longer believed
feedback from the class and elicit ideas and reasons.
10 discipline (countable noun) clue: a makes it clear that it is a
1 Once students have discussed the questions in groups, countable noun – i.e. not abstract: the context makes it clear it is a
you may want to open the discussion to the class. Ensure kind of subject (criminology/sociology)
students note down any useful vocabulary that arises.

Suggested answer
People-orientated crime such as muggings and murder for people
to feel safer.
65

M06_EXP_TB_01GLB_5152_U06.indd 65 08/05/2017 16:55

 Teacher’s notes Module 6

1a Students could do this exercise in pairs before a brief class

Expert IELTS
feedback.
When working out the meaning of a word from context,
ensure students do not do this unnecessarily. They should 1 contribute 2 conclude 3 derive 4 involve 5 identify
ONLY focus on unknown words which they feel relate to 6 facilitate
getting a particular question right, not try to work out every
1b To check understanding, ask students to do this
new word as this will waste time in the exam.
individually then get feedback from the class. Remind
4a Divide students into pairs to discuss the questions. Check them that they may need to change the word form.
answers are understood during class feedback. 1 Identifying 2 contribute 3 derived 4 involve 5 facilitate
Suggested answers 6 conclude
1 to find out the maximum number of words 2a Students should do the exercise individually and check
2 to get an idea of the gist and structure of the passage their answers with a partner, ensuring they discuss the
3 to predict the kind of word you are looking for difference in meaning. Get feedback from the class.
4 the headings
1 fundamentally 2 feasible 3 inconsistent 4 integrally
4b Give students 3–4 minutes to read the Test strategies on 5 reasonably 6 practical
page 170 and answer any questions. Then set a time limit
of 20 minutes for them to do the task. 2b This exercise could provide further practice for Speaking
Task 2 (the long turn). First, discuss how sentence 1 could
1 skull 2 brain scans 3 (aggressive) behaviour 4 limbic system be transformed into a Task 2 prompt. Get students to
5 capacity for emotion 6 omega-3/fatty acids/omega-3 fatty acids transform the other sentences into prompts. They then
7 (anticipatory) fear 8 law 9 free will take turns answering the prompts.
3a Students could use a dictionary. Explain that collocations
4c After the time is up, divide students into pairs to check
are usually listed under the lowest frequency word.
their answers and then get feedback from the class. If
possible, project the text on to the board so students can 1A 2C 3A 4B 5B 6C 7C
see the answers.
5a You may want to do this as a whole class exercise or
students could do it in pairs. Expert IELTS
Students should keep a collocation notebook as
2 brains not written in plural form and does not collocate with taken
collocations often appear in IELTS. Using a range of
4 it’s the limbic system where these feelings originate
academic collocations in Speaking and Writing will
6 fish oil pills contain fatty acids, the fish oil is not the active ingredient
contribute to achieving a high score.
7 too many words; lack of repeats meaning of insufficient in key;
not in passage 3b Ask students to do this individually so you can monitor
their progress.
5b Students could discuss the questions in pairs or groups
before a brief class feedback. 1 support 2 convincing 3 flawed
Student’s Resource Book > Reading pp. 56–57
3c First check students understand the sentences either by
MyEnglishLab > 6a Reading
asking them to simplify or paraphrase them (e.g. 1 People
should not go to prison for minor crimes because it costs too
Vocabulary p. 90 much).
Lesson objectives: revise verbs for argument and
opinion; learn new collocations for argument Extra!
Exercise 3b could be turned into a class debate.
Warm-up 1 Divide the class into two and use the sentence which has
Write on the board argument (a reason or reasons why gathered most interest in Exercise 3b.
you support or oppose an idea or suggestion) and opinion 2 Allocate one group to be FOR and the other to be
(a thought or belief about something or someone). Divide AGAINST.
students into pairs to discuss the difference and think of 3 Give them 5 minutes to list down as many reasons as
some examples to show the difference. You could provide possible for their stance. You could ask them also to predict
an example, I think criminals should not be sent to prison the other group’s ideas and think of counter arguments.
(opinion)/Prison is not always effective as prisoners meet other 4 Give them 5 minutes to debate.
criminals (argument). Give students 4–5 minutes. Elicit some 5 Decide the winner based on their arguments.
examples, noting them on the board.
Student’s Resource Book > Vocabulary p. 58
MyEnglishLab > 6a Vocabulary

66

M06_EXP_TB_01GLB_5152_U06.indd 66 08/05/2017 16:55

 Teacher’s notes Module 6

Speaking p. 91 4a Give students 1–2 minutes to make notes. Remind them

to follow the previous structure.
Lesson objectives: develop topic-specific vocabulary;
Suggested answers
explore ordering an argument; practise the schwa
sound; Test practice: Part 3 Thesis: (In my opinion) growth of CCTV good.
Reason: (This is because) protects the general public.
Warm-up Counter argument: (I know others believe that) too many cameras.
Evaluation: (Overall) it is in our best interests.
Divide students into small groups and ask them to discuss
the following questions: How has crime changed over the last 4b Divide students into pairs to discuss their ideas. As
30 years? What crimes exist now that didn't exist 50 years feedback, elicit some ideas and check the structure.
ago? What solutions have been invented to counteract these? 5a Ask students to underline the stress before listening.
Allow 5–10 minutes, then feedback by eliciting ideas.
newspaper cameras surveillance monitor
1 You could ask students to discuss this in groups, then
feedback. They may need to use dictionaries. 5b First check students know the schwa sound /ə/. If
necessary, explain where the schwa sound is in the first
The first shows closed circuit television (CCTV) and the second word (newspaper).
shows ID monitoring (chip and pin).
newspaper cameras surveillance monitor
2a Students could do this in pairs. If necessary, they could use It is used for unstressed sounds.
a dictionary. This may help them notice that collocations
can be identified by using dictionaries.
Expert IELTS
1D 2E 3B 4A 5C
Explain that the schwa is commonly used in English and
2b This could be done in small groups. Suggest students tick can help students sound more natural when speaking. An
the phrases as they hear them being used. Feedback by understanding of it can also improve their listening skills.
nominating a few students to say a sentence about one
topic using a collocation. Remind students to note down 5c Play the recording so students can mark the schwas they
any useful ideas or vocabulary. hear. Elicit answers, writing the complete sentences on the
board if useful. Students then practise saying them.
Suggested answers
The benefits of CCTV – the police are able to track people; they 1 Many people have quite a strong opinion on what newspaper
can use the footage to identify potential criminals. The uses of they read.
online data – careless sharing of online data could lead to identity 2 There are far more cameras in public places these days than
theft. The reasons for surveillance – to track individuals who have there were a decade ago.
perpetrated crimes. 3 Surveillance is in some ways a necessary part of society these days.
The balance between monitoring and privacy is complex. Some 4 I don’t see a problem with the way our daily activities are monitored.
people think monitoring is an invasion of privacy. The safety of
different websites – some websites can be hacked; a company
Extra!
needs lots of safety measures to protect identity data.
Choose a short text (e.g. from Exercise 1b page 90) and
3a Briefly elicit what happens in Part 3 of the Speaking ask students to identify any schwa sounds then check with
test (the candidate discusses an issue or topic with the a partner. Then get them to practise reading the text aloud.
examiner). Then play the recording. Ask students to Get feedback by reading the text aloud yourself and eliciting
compare answers then get feedback from the class. where the schwa sounds appear.
The question is How safe do you think people feel about using
6a–b If useful, refer students to the Test strategies on
websites? The candidate believes that generally, people know what page 175. Give them 5–6 minutes to consider how to
they are doing and can tell when a website is dubious or not. incorporate ideas from the page then divide them into
pairs. Ask them to record their answers if possible.
3b–c Before doing this, you may want to remind students of
Encourage follow-up questions. Get feedback by asking
the meaning of thesis and counter argument. They could then
one pair to role play the exercise.
do these exercises in pairs. Get feedback from the class.
6a Suggested answers
3b thesis, reasons, counter argument (reasons), evaluation (reasons)
1 Thesis: (In my opinion …) People shouldn’t be concerned.
3c 1 thesis 2 evaluation 3 counter argument 4 reasons
Reasons: (There are many reasons why …) Most sites are fine. Just
Other suggestions:
use common sense. Stick to well-known sites.
Counter argument – I’ve heard people say/I know that others believe/
Counter argument: (I’ve heard people say …) Even well-known
Some people deny this;
sites can get hacked. (but …) if this happens your money is usually
Thesis – In my opinion/It’s my view/I believe;
returned.
Evaluation – Overall/In the end/At the end of the day;
Overall: (At the end of the day …) Safer if you stay on big sites.
Reasons – This is because/The main reason I think this/There are
many reasons why I believe this

67

M06_EXP_TB_01GLB_5152_U06.indd 67 08/05/2017 16:55

 Teacher’s notes Module 6

2 Thesis: (I think that …) Provide a secure environment. 1 enthusiastic 2 sceptical 3 neutral

Reasons: (The main reason …) by recording crimes. Increasing
3a Give students 1–2 minutes to read the questions. Ask
prevention.
them to highlight any key words and think of synonyms
Counter argument: (Some people say …) wrongly convicted people.
for them. Then, they answer the questions individually
Evaluation: (At the end of the day …) If used carefully, a useful tool.
and compare their answers in pairs. If necessary, play the
3 Thesis: (It’s my view that …) may be vulnerable to crime. recording twice. Get feedback from the class.
Reasons: (There are many reasons why I believe this …) people know
when you’re out or away. Access to personal or financial details. 1C 2A
Counter argument: (Most people think that …) unlikely to happen
to many. Should be careful.
Expert IELTS
Evaluation: (In general …) although vulnerable, be careful.
6b Students’ own answers It is important that students notice word limits and think
about the type of word that fits the spaces. They should
7 Remind students to give reasons to support their answers. always pay attention to rubrics and be working out the parts
If responses were recorded, these could be played back of speech needed as they read the questions, before listening.
to provide examples for the class.
3b Elicit the parts of speech for the spaces (namely: 1 noun/
Extra! adjective + noun; 2 noun/noun phrase; 3 adjective).
Then ask students to answer individually and check their
Ask students to write a list of three or four more questions answers with a partner.
for this topic. Then ask them to mingle, sharing their ideas
with other students. As feedback, elicit some ideas and 1 modern approach 2 changing environments 3 less appealing
write the most examiner-like questions on the board. For
3c Students could discuss these questions in pairs then as a
homework, ask students to think about how to answer them.
class to ensure they understand the answers. After this,
you could play the audio again so they can listen for these
MyEnglishLab > 6a Speaking
features.
Listening p. 92 In the multiple-choice questions in Exercise 3a, question 1, option
B is rejected as the speaker stresses the words more, this and
Lesson objectives: learn how to recognise attitude traditional which show that B is wrong. The speaker’s enthusiastic
from tone and intonation in Listening Section 4; Test tone of voice helps you choose option A in question 2 because
practice: Section 4 (Summary completion)
the other two options are negative. The speaker stresses some
words which form part of the answers in Exercise 3b. The
Warm-up
speaker’s intonation at the end is enthusiastic which helps the
Write the following sentences on the board: I lost my listener pay attention to the content in Exercise 3b question 3.
mobile phone. I’m going to see my favourite band in concert.
My train was delayed by an hour today. Elicit what kind of 4 Refer students to the Test strategies on page 168. Ask
tone people might use for each one, e.g. angry, excited, students to read the instructions and the text. Elicit the
happy, sad. Divide students into pairs to practise saying number of words they can use per answer (two words)
the sentences using an appropriate tone for 2–3 minutes. and get them to consider key words and the kinds of
Round up by eliciting examples from the class. words that could fit in the spaces. They then listen and
answer the questions before class feedback.
1 Before students discuss the questions in pairs, elicit what
1 logically 2 likelihood 3 extremely high
the objects are. Get feedback from the class.

Suggested answers
5 Refer students to the audio script 6.7 on page 207 before
playing the recording a second time. After listening, they
Cameras on traffic lights discourage people from speeding and
discuss their ideas in pairs the discussion is opened to the
track those going through a red light. Parental controls on gadgets
class.
may stop children from using their parents’ credit cards or visiting
6 Quickly review what was taught in the previous Speaking
inappropriate websites. I think people should pay more attention to
section (structuring and argument) and ask students to try
their safety because there are a lot of dangers from certain areas.
and do this again here. After they have discussed their
2a Students could complete this exercise in pairs before class ideas for 5–10 minutes, elicit some of their opinions as
feedback. feedback, writing them on the board.

1A 2C 3B Suggested answer
I think cameras would be very successful as people would know
2b Give students 20 seconds to read the sentences before they would get caught. Lighting is not such a good idea because if
playing the recording. They then discuss their answers in no one is around, lighting doesn’t matter. I think it’s important to
pairs before feeding back. If useful, discuss which features have harsher punishments to deter people from committing crime.
of pronunciation indicated the correct answer(s). (E.g.
faster, more rising intonation for enthusiastic). MyEnglishLab > 6a Listening

68

M06_EXP_TB_01GLB_5152_U06.indd 68 08/05/2017 16:55

 Teacher’s notes Module 6

Language development p. 93 Writing p. 94

Lesson objectives: practise linking ideas and using Lesson objectives: practise structures to compare
both/neither/either and contrast in Writing Task 2; Test practice: Task 2
(Opinion essay)
Warm-up
Warm-up
Write on the board: I like coffee. I like tea. I like apples. I
don’t like bananas. Ask students how they could connect the Divide students into pairs and get them to think of two
sentences with link words, for example: I like coffee and I like types of crime (e.g. shoplifting and money laundering). Ask
tea. I like apples but I don’t like bananas. Divide students into them to think how they are similar and different (e.g.
pairs and give them 5 minutes to think of other ways to link shoplifting and money laundering involve money, but one also
the sentences. Elicit some ideas and write them on board involves forging). After 5 minutes elicit some answers.
making corrections as necessary.
1 Elicit what the term everybody’s business means (something
1a Ask students to read Expert grammar on page 179. They is the responsibility of all). Students then discuss, in pairs or
could do this exercise in pairs and discuss their reasons. groups, how far they agree. Get feedback from the class.
Encourage them to consider how the meanings of the
sentence parts contrast, not just the linking words. Get The quote suggests that we are all responsible for preventing crime
feedback from the class. – be it from improving societal conditions so that people don’t
commit crime, to the fact that wider society suffers the effects.
1 contrast 2 agreement 3 contrast
2a Students could do this activity in small groups to generate
1b First, elicit what a conjunction is (a joining word like but, while) more ideas. Ensure they discuss each argument so they
and a clause (Subject, Verb, Object structure). Students could can extend their reasons to support them. Get feedback
do this exercise in pairs or it could be done as a class. by eliciting ideas from the class, noting any useful
vocabulary on the board.
1 similarly 2 whereas 3 Despite
Model answers
2 Remind students to use both meaning and structural clues
Personality: FOR: criminals may be more selfish, risk-taking. Selfless
to complete the spaces. You might want them to do this
and kind people might not commit crimes. AGAINST: other factors
individually so you can monitor each student’s progress
before class feedback. are involved too like desperation, self-defence.
Environmental: FOR: poorer people may commit crime because
1 Although 2 Similarly 3 despite 4 Conversely they are desperate. People may commit crimes because they are
in a situation where they have no choice. AGAINST: People with
3 Stronger students could complete the sentences individually
then compare their ideas in pairs. Weaker ones could positive environmental factors still commit crimes (e.g. white-
complete them in pairs. Get feedback from the class. collar criminals).
Society is responsible: FOR: the more we care about others, the
4a–b Students could do Exercise 4a in pairs followed by a
brief class feedback. They then do Exercise 4b individually, more included and a part of society they would feel. If everyone
checking in pairs before the answers are elicited from the had enough money/food/shelter, maybe crime would not be
class. a problem. Is crime due to inequalities in society? AGAINST:
Individual responsibility must be taken for actions. No one is
4a 1 both 2 Neither, both 3 either 4 either 5 neither 6 Both forced to commit crime.
4b 1 Both 2 Neither 3 Either Governments are responsible: FOR: governments provide
4c It may help to follow a similar strategy as outlined in rules and deterrents, without these we might live in chaos.
Exercise 3, depending on your students’ abilities. During Governments should provide enough for all citizens so they do
feedback, write the sentences on the board to show not want to commit crime. AGAINST: Governments cannot be
similarities in meaning. held responsible for, or control choices of, individuals.

Suggested answers 2b Give students 2 minutes to read the text individually and
1 Both businesses and individuals are adversely affected by cybercrime. think of their answer. They can then compare with a
2 Either increased lighting or installing CCTV could increase safety partner before feedback.
on the streets.
Contrasts the ‘fors’ and ‘againsts’ of society being responsible for
3 The current justice system benefits neither the criminal nor the victim.
crime prevention.
4 The burglars could have entered my house either through an
open top floor window or the garage. 2c This exercise is best done in pairs. Suggest students
5 Both patience and having a sense of authority are important skills underline where they think the stages are to help them do
when training police dogs. the exercise. Highlight that one stage is used twice. Get
6 Neither blue-collar workers nor company CEOs are sent to feedback from the class.
prison as often as white-collar workers. B, A, C, A, D
Student’s Resource Book > Language development p. 59
MyEnglishLab > 6a Language development
69

M06_EXP_TB_01GLB_5152_U06.indd 69 08/05/2017 16:55

 Teacher’s notes Module 6

3 Students complete the exercise then compare answers Taking the aforementioned points into consideration, it is clear
in pairs before feeding back. Encourage them to provide
that a punishment-free society may negatively affect the amount
reasons to support their answers.
of crimes committed. Many people suggest that improving living
1 Correct conditions is the most effective way to reduce crime, but this
2 Incorrect – conversely should only be used for a direct contrast. may not be the case if the reasons for committing crime are
One way of correcting this would be to change the second half more complex than just being related to necessity, for example.
to Conversely, some people who undertake these programmes still Additionally, if there were no punishments in society, it would be
commit more crimes. difficult to teach young people that their actions have consequences
3 Incorrect – whereas must be placed between the two ideas. Many and this could result in an increase in criminal activity. Although
people live in poverty, whereas only a minority of them commit crimes. some people disagree as to the effectiveness of punishment as a
4 Correct deterrent, the threat of punishment will most likely affect some
individual’s decision to commit crimes and therefore it could be
argued to be useful to some extent.
Expert IELTS In conclusion, it is very difficult to determine whether improving
Students must be able to use connectors appropriately and living conditions would be a more effective means to preventing
accurately in Writing Task 2. Ensure they have sufficient crime than punishment. Currently, we do not know what a
practice in using them in Writing as well as recognising them punishment-free society would be like, whereas we know that
in Reading texts. punishments are effective to some extent.

4a Refer students to Expert writing on page 196 then give

them 2–3 minutes to do this exercise individually. Allow Extra!
time for them to check answers in pairs before class
Ask students to mark one of their classmate’s essays. Get
feedback.
them to correct any language errors they see (grammar,
The introduction includes a sentence or two introducing the topic spelling, punctuation) and decide if the question has been
then a thesis statement giving the viewpoint of the writer. answered well or not. Ask them to write a paragraph
The introduction finishes by outlining the main reasons for the evaluating the essay’s strengths and weaknesses.
writer’s viewpoint. There would be three further paragraphs: one
Student’s Resource Book > Writing p. 60
outlining the argument of individuals of varying circumstances
MyEnglishLab > 6a Writing A and B
committing crime, a second one outlining what could happen in a
world without punishment and a final paragraph summarising and
restating the thesis. 6b Solving crime
4b Give students 5 minutes for planning. Divide them into Listening p. 95
pairs to get feedback on their plans. For class feedback,
ask a couple of students to share their plans and any Lesson objectives: practise understanding opinion
useful advice from their partner. from adjectives in Listening Section 4; Test practice:
Suggested answer
Section 4 (Multiple choice)
Main body: Paragraph 1 = people from different social groups
commit crimes – white collar workers for example, as well as those
Warm-up
who may live in poverty commit crimes such as burglary. Paragraph Divide students into pairs. Get them to discuss whether they
2 = problems of no punishments (such as lack of deterrent), need to are good at noticing and remembering things such as names,
teach young people that their actions have consequences. faces, birthdays, places on the street, what they ate yesterday,
Conclusion = easy to say punishment is bad, but more difficult to what they studied in class last week. Give them 3–5 minutes
create a viable alternative.
then ask some students to share their answers.

4c Give students 35 minutes to write their answer. They 1 Discuss these questions as a class and write some of the
could do this in class or for homework. students’ ideas on the board.
2a Discuss the meaning of any new words and then drill
Model answer
the pronunciation of the words in the box if useful. Elicit
Firstly, it can be argued that crime is a universal issue and not whether they are positive or negative.
only one which affects less affluent members of society. For
example, embezzlement and fraud are generally associated with Positive: convincing, fascinating, perceptive, remarkable, significant
white collar workers. This suggests that poverty is not always the Negative: flawed, improbable, misleading, superficial
main driver behind criminal activity. Although poorer people may
2b Ask students to do this individually and then get feedback
commit crime in order to improve their financial situations, there
from the class.
may be other factors too, such as social pressure or a thrill-seeking
personality. For those who commit white-collar crimes, they may
see themselves as operating beyond the law, despite knowing their
actions are illegal.

70

M06_EXP_TB_01GLB_5152_U06.indd 70 08/05/2017 16:55

 Teacher’s notes Module 6

Both questions are based on the speakers’ opinion (According 1 What I enjoyed (the) most was the plot of the Agatha Christie
to the lecturer … . What does the lecturer think …?). Students novel.
should listen for verbs and phrases expressing opinion, as well as 2 It was because of the security footage that the bank robbers
adjectives and phrases to express opinion or evaluate something. were caught.
3 It is due to possible contamination that transporting food across
3a Give students 30 seconds to read the questions then play
borders is illegal.
the recording. Get feedback from the class.
4 What we need is a fairer way to conduct trials in this country.
1A 2B 5 What the police did first was (to) interview all the witnesses.
6 It was while he was on holiday that my brother had his wallet
3b Ask students to read audio script 6.8 on page 207 and stolen./It was his wallet that my brother had stolen while he was
answer the questions. They could do this alone or in pairs.
on holiday.
Get feedback from the class.
7 What I liked in the movie more than the acting or the music was
Q1 amazing Q2 significant the special effects.
8 It was the scenery that impressed me more than anything else
4 Refer students to the Test strategies on page 168. Play the
when I went on holiday to Scotland.
recording and then ask students to check their answers in
pairs. Get feedback from the class. 1c Give students 3–4 minutes to prepare before they start
speaking. You could model this with one of the sample
1 A 2 A 3 B 4 C 5 software 6 low quality 7 changing
answers below. Monitor and discuss answers, noting them
8 humans 9 holistically 10 cameras
on the board if useful.

Suggested answers
Extra! 1 I was walking down the street and I saw my best friend from
If you have internet access, ask students to find out more school. What was really surprising was that I was in another
about super recognisers online. They could search the term country to where we grew up.
online to read about the tests and research that has been 2 What I would love to do is windsurf. It just seems like an amazing
done in this area. water sport and I love these kinds of activities.
3 My 20th birthday was probably my most important day as I got
Student’s Resource Book > Listening page 61
my exam results. What was particularly great was that I passed
MyEnglishLab > 6b Listening A and B
the exams with the top marks in class!
4 I would love to go to Canada. I have always been interested in
Language development and vocabulary p. 96 the snowy mountains and I would love to visit them. What I would
particularly enjoy would be taking the train across the mountains.
Lesson objectives: practise forming cleft sentences and
using there and it 2a Tell students that correct usage of there and it is a
common problem, then give them 1–2 minutes to
Warm-up complete the exercise before comparing answers in pairs.
Dictate the following jumbled up cleft sentences: 1 that 1 there 2 it 3 it 4 there 5 it 6 there 7 it
was/the best thing/the cake/it was/about my party (It was
the cake that was the best thing about my party). 2 was/the 2b Suggest students do this in pairs to foster discussion over
soundtrack/interesting about the film/what was (What was why they think answers are correct or incorrect. Get
interesting about the film was the soundtrack). Divide feedback from the class, writing the corrected sentences
students into pairs to reorder the sentences. The first on the board.
pair to finish shouts ‘STOP!’. If they are correct, elicit the
grammar point. If incorrect, pairs continue until they are 1 Incorrect – there 2 Correct 3 Incorrect – it 4 Correct
correct, then elicit the grammar point. 5 Correct 6 Incorrect – it

1a Have students read Expert grammar on page 179 before 2c Get students to do this exercise individually then check
starting. Highlight that the laptop is the new information. with a partner. Get feedback from the class.
Ask students to answer the question in pairs. After 1 There 2 It 3 There 4 It 5 There 6 it
feedback, you could practise the formation further by
writing What do you like most about learning English? 2d Students could do this individually or in pairs. You may
want to set the exercise as homework.
A1 B2
Student’s Resource Book > Language development and Vocabulary
1b Depending on your class’s ability, this could be done pp. 62–63
individually or in small groups. During feedback, elicit ideas MyEnglishLab > 6b Language development and Vocabulary
and write them on the board. Check the answers are
virtually identical.

71

M06_EXP_TB_01GLB_5152_U06.indd 71 08/05/2017 16:55

 Teacher’s notes Module 6

Speaking p. 97 2 I’m in two minds about this. In some respects, I think that crime
rates will decrease because physical crimes, such as robbery or
Lesson objectives: develop vocabulary; focus on
assault, might take place less often simply because the police
fluency and coherence; Test practice: Part 3
will have new tools to tackle this kind of crime. However, I
suspect that cyber-crime might actually increase, particularly as
Warm-up
technological appliances become more commonplace. In my
Divide students into pairs/small groups and ask them to opinion, the police lack the tools they really need to effectively
discuss how they think the police solve crimes. Ask them deal with this type of crime and more often than not, people like
to consider the processes, their tools and how they check hackers are one step ahead of them.
their methods and reasoning. Get them to organise this
3 It sounds space-aged to me but I imagine that the overwhelming
information as a spidergram and allow 5–10 minutes. Get
advantage of this kind of tool would be to stop a lot of crime from
feedback from the class.
happening in the first place. What I mean is that, if police know
1 You could start by eliciting what law enforcement means about a crime before it’s even been committed, then they can be
(the activity of making certain that the laws of an area are there to prevent it. This brings advantages to everyone. For a start,
obeyed). You could check students understand the words people would feel much safer in their day-to-day life. But I do think
given before starting, or let them work out the meanings there is a negative side to this. Firstly, to what degree do people
from context. Get feedback from the class. want to be watched and controlled? If their actions were always
being scrutinised, then it does bring issues of privacy into question.
1 suspects 2 Social media 3 hotspots 4 drones
Secondly, what if this predictive system went wrong, or was abused
5 facial-recognition 6 prediction 7 data sources
in some way? This would result in people being wrongly accused of
2 Ask students to refer to the descriptors. They then work crimes they haven’t actually committed … and well, how would we
individually or in pairs before class feedback. know … and how would we deal with that?
4 Most worryingly, it seems that this approach could in fact create
1 False – you need to give long answers 2 True 3 False – they
a society where everything we do is watched and monitored which
should predominantly be correct 4 True 5 False – It is just rare
brings into question the issue of individual privacy. We can see
that a band 8 candidate might need to search for a word 6 True
that this is already an issue nowadays. For example, people often
3a Begin by eliciting ways to extend answers, reduce hesitancy complain about their privacy settings on social media and are keen
and examples of connectors. Play the recording and give to protect their personal space and data. The use of drones and
them 5 minutes to improve the answers in pairs. data to monitor us would mean that these rights to privacy would
3b Play the recording and elicit answers from students. After be totally lost.
class feedback, you may want to play the recordings again
for students to consolidate their understanding.
Expert IELTS
The candidate has improved by reducing hesitancy in word
Encourage students to listen to spoken radio shows or
selection. She has used discourse markers to clearly connect her
podcasts which talk about social topics as a way to listen to
ideas. She had a good order of information originally but this
how people expand their answers and use connectors. This
has been aided by signposting, showing the pros and cons and is a good way to get ideas for Speaking Part 3 and notice
evaluation. The word officers was overused in the first example, how connectors are used to show different points of view.
but more variety of vocabulary is used in the second.
5a–b Divide students into pairs to analyse their performances
4a–b Refer students to the Test strategies on page 175 then and give advice to each other.
divide them into pairs to do the test task. Remind them to
Student’s Resource Book > Speaking p. 64
speak for 3–4 minutes and record their answers if possible.
Get feedback by asking the questions in the task to different MyEnglishLab > 6b Speaking
students and writing their answers on the board.
Reading pp. 98–99
4a Students’ own answers
4b Suggested answers: Lesson objectives: Test practice (Flow chart
1 I don’t think that the police are necessarily more astute when it completion; Sentence completion)
comes to catching criminals, but I do think they are generally more
effective because they have so much more technology. I’d say this Warm-up
has to be one of the most crucial developments in crime fighting Dictate the following words: forensics, fibre, trace,
in recent years. Previously, the police had to rely on eyewitnesses contamination, witness, suspect, perpetrator, close-up. Divide
or look for mistakes made by the perpetrators of the crimes but students into pairs and ensure they have dictionaries. Ask
nowadays it’s completely different. Through developments in them to look up the words and write a definition for each
technology as well as forensic science, the police can now take one in their own words. Set a time limit of 10 minutes.
samples of DNA or prints from a crime scene and scientifically The first pair to finish should shout ‘STOP!’. Check their
match them to the individuals, which helps them eliminate innocent answers with the class.
parties as well as determine who is responsible for a crime.

72

M06_EXP_TB_01GLB_5152_U06.indd 72 08/05/2017 16:55

 Teacher’s notes Module 6

1 Before they begin, remind students to give full answers to Writing pp. 100–101
the questions. You may wish to do this exercise as a class.
Lesson objectives: plan how to write an opinion essay
Suggested answers
for Writing Task 2; Test practice: Task 2 (Opinion essay)
1 I often watch crime programmes and I think they’re popular
because there is often a strong plot and a lot of suspense, with Warm-up
real-life contexts and interesting characters.
2 To record the crime scene and locate any evidence which could Divide students into pairs and ask them to make a spidergram
with a list of qualities that make a good police detective.
relate to the crime, to analyse any evidence found and use this to
These could be professional and/or personal skills and
help determine the details of the crime, etc.
abilities. Give them 4–5 minutes then group the pairs to share
2 Refer students to the Test strategies on page 170 and the and discuss their ideas. Get feedback from the class.
Help notes. Remind them to read the instructions carefully
and consider what types of words could fit in the spaces, 1 You could do this activity briefly as a class. Ensure students
any word limits and what words they could search for in record any useful vocabulary relating to the types of clues.
the text. Also, remind them to check their spelling. For The joke is that the room is covered in clues but none of the
more realistic exam practice, give students 20 minutes
police have noticed any of them. The police officers are missing
to answer the questions. For feedback, they could swap
footprints and fingerprints. Police are helped by physical evidence
answers with a partner to mark.
and witness testimonies.
1 witnesses/suspects 2 security log
3 walk-through/examination/walk-through examination
2a Check students understand the essay title first. They
could then do this activity individually or in pairs, using
4 description 5 hypothesis 6 forensics/forensic science laboratory
dictionaries to check any new words. Get feedback from
7 locations 8 bruises and scratches 9 (rough) sketches
the class.
10 point of reference
1 for 2 against 3 against 4 for 5 for 6 against 7 against
3 Give students 5–10 minutes to do this exercise in pairs.
Alternatively, give the second part for homework and
review it in the next class. Get feedback and write key Expert IELTS
information on the board.
Students need to notice subtle differences in the question
4 Divide students into groups and remind them to give rubrics, e.g. Do you agree? and To what extent do you
reasons and extend their answers. This will give practice agree? Ensure they develop the habit of checking this and
for Part 3 of the Speaking paper, where they are expected understanding how the different questions may impact on
to give extended answers. how they organise their writing.
Suggested answers
2b In order to generate more ideas, students could do this
1 Attention to detail, lateral thinking, determination, energy and
activity in pairs or small groups.
resilience (to see the job through), confidence and leadership
skills, tact, sensitivity (to deal successfully with police, the public, 3a–c Divide students into pairs and ask them to discuss the
descriptors and essay plans. Monitor and answer any
the law, etc.).
questions that arise. During class feedback, ensure you go
2 Unpredictable hours, unpleasant scenarios, frustrating when
through the answers in detail.
evidence is not found/is not clear.
3 Interesting, varied, challenging, rewarding (at times), satisfying 3a 1 A 2 B 3 B 4 A 5 A (Give a position = introduction and
(when you help to catch a criminal), etc. conclusion; develop a few main points and provide support for
them = main body; answer the question = all paragraphs)
3b Structure 2 is better. It addresses the question of whether
Extra! science or human judgement is better. Whereas Structure 1 only
Suggest that students watch a crime TV show in English, mentions humans and what they use to catch criminals.
with the subtitles on or off. Tell them these shows provide Structure 2 presents arguments for and against human judgement/
useful practice in following lines of argument and noticing computers. Structure 1 lists points of what the police do and their
cause and effect. work.
3c Students’ own answers
MyEnglishLab > 6b Reading
4a–b You could do these exercises as a class eliciting the
answers as you go through them. Ensure students give
reasons for their answers.

4a 1 and 3 are important to the conclusion.

4b Conclusion B is the best one. The writer believes science is
more effective and summarises key points. Conclusion A is unclear
in its argument and asks a question of the examiner.

73

M06_EXP_TB_01GLB_5152_U06.indd 73 08/05/2017 16:55

 Teacher’s notes Module 6

5a–b Refer students to Expert writing on page 196. They Review p. 102
make their own plans and compare ideas with a partner if
useful. For exam practice, only give students 40 minutes The aim of this review section is to provide further practice
to write their essays. and consolidation in the vocabulary and grammar covered
in this module, including areas such as vocabulary relating to
5a Suggested answer opinion and argument, there and it and connecting words. The
Intro = agree, main reason – reliability, but humans can be useful too. exercises can be done either in class (with a suggested time
Paragraph 1 = science has improved – techniques for DNA, limit of 20 minutes) or as homework.
analysing materials, etc. 1a 1 derive 2 identify 3 conclude 4 involves 5 facilitate
Paragraph 2 = humans useful for thinking about how to use 6 contribute
science, science cannot implement itself into complex social 1b 1 It 2 There 3 there 4 It 5 There 6 It
arrangements, super recognisers – example. 1c 1 C 2 A 3 E 4 B 5 D
Conclusion = restate main point and summarise. 2a 1 Despite 2 Neither 3 Similarly 4 Although 5 Both
5b Model answer 6 conversely
There are a variety of points of view on the most effective ways 2b 1 It was the man over there in the motorbike helmet that
to stop, or at least reduce, crime. Although police forces have committed the crime.
improved their investigative techniques over the last few decades, 2 What I find the most difficult to understand about people
it has been suggested that improvements in science have become who commit crimes is how they live with the guilt.
more useful measures for preventing crime. This essay will argue 3 It was the fingerprints on the glass that finally led them to the
that despite human judgement being superior is some areas, science culprit.
is proving to be far more reliable in this area overall. 4 What most people don’t understand is the judicial processes
Firstly, the reliability of science and the extent to which it can be involved in crime.
used to stop crime is far-reaching and fairly conclusive. Techniques 2c 1 Of all the things that were stolen from my bag, what I miss
such as the identification of criminals from their DNA and the most is my perfume because it was a present.
ability to detect even the smallest traces of materials in order to 2 It was a dark and stormy night when the murder was
further police investigations are used as standard all over the world committed.
nowadays. These scientific advances have made it more difficult for 3 What the politician predicted was a reduction in the number
criminals to operate and given police forces a wider variety of tools of traffic accidents after the new roundabout was built.
with which to tackle an ever-increasing range of crimes. 4 It wasn’t a person that stole my plants as I originally thought,
However, it must also be recognised that these scientific techniques it was an animal.
need to be implemented by people, because human judgement
is necessary in deciding how a particular technique may best serve MyEnglishLab > Module Test 6
law enforcement services and the wider society. In addition, in MyEnglishLab > Review Test 3
some areas, human abilities exceed those available through scientific
means. For example, the skill of super recognisers, who are people
with the ability to identify faces easily, has yet to be matched or
beaten by any computer to date.
In conclusion, science has shown itself to be extremely useful in
stopping crime. Although human judgement is undoubtedly crucial
when it comes to the successful implementation of any scientific
techniques, it is unarguably the scientific techniques themselves
which are the most instrumental in the reduction of crime overall.

6a–b Divide students into pairs to analyse their essays and

make recommendations.

Extra!
Get students to rewrite their essays for homework taking
into account the recommendations made by their partner
in Exercise 6b.

Student’s Resource Book > Writing p. 65

MyEnglishLab > 6b Writing A and B

74

M06_EXP_TB_01GLB_5152_U06.indd 74 08/05/2017 16:55