English Readers

English for Exams Reading for IELTS

Sample lesson plan for Reading for IELTS Unit 1

Student preparation for this class: Have students Exercise 1
complete all of Part 1: Vocabulary before the class Learners can write their summaries individually then
(1 hour). compare their sentences in small groups. Ask each
Teacher preparation: Prepare hand outs: group to choose the sentence that best summarises
1. Photocopy Spot check exercise hand out the paragraph and select a member to read it aloud
(sufficient for 1 per student). or write it on the white board. Highlight examples of
good work.
2. For Practice exercise 2, re-write paragraph c as a
series of discrete sentences, photocopy sufficient
for each pair of students in the class, cut up into Typical mistakes: Sometimes students focus
component sentences and bundle sets together. exclusively on the topic of the paragraph and do not
notice the function, for example whether the text is
2. For Practice exercise 5, photocopy the list of
describing, explaining, or criticising. Point out that
headings (sufficient for students to work in groups
in this paragraph, the writer is giving advice. This is
of 3), cut up into component headings and bundle
important because in matching headings exercises,
sets together. (35–45 mins)
headings can refer to both the topic and function.

Part 1: Vocabulary (up to 15 mins) Exercise 2

Have learners analyse paragraphs a and b according to
FOCUS

These exercises train learners to learn words in the instructions in the book. For paragraph c, distribute
groups of related items. the sets of sentences to pairs of students and instruct
them to arrange the sentences in the correct order.
As you check their answers, ask them to explain what
Spot check 1: helped them to identify the introduction, main body and
To check learners’ recall of nouns to describe types conclusion of the paragraph. Then complete questions
of relationship, distribute the photocopied hand out 8 and 9 in the book.
and instruct learners to complete the first exercise: Exercise 3
show the links between related items by drawing As learners complete this exercise, ask them to
three lines from top to bottom. underline any words or phrases in paragraphs a-c
Line 1 = words related to marriage that helped them make their choices. Look out for the
following words and phrases.
Line 2 = words related to sibling relationships
Line 3 = words related to non-family relationships Paragraph a = gives information/a description: [the
report] found that, forty-two per cent, sixty-seven per
cent.
Spot check 2:
Paragraph b = develops an argument: should not be,
Instruct learners to complete the second exercise: the report shows the need for, demonstrates the need
fill the gaps in the family tree described in the to, it is important that
passage. Paragraph c = states cause and effect: need to be,
would become, would be forced, there would be, we
would be
Part 2: Practice exercises (50 mins for Exercise 4
Exercises 1–3; 50 mins for Exercises 4 & 5) To help learners understand what typical headings are
like, ask them to look at the headings in Exercise 5
FOCUS

Exercises 1–3 train learners to recognise typical and notice how they are different from sentences –
paragraph structures. Exercise 4 helps learners point out that headings often consist of noun phrases
think like test writers by having them compose which summarise the key content of the section. Then
their own headings. Exercise 5 allows learners have learners complete the exercise individually and
to test out different answers to the matching compare their headings in small groups. Highlight
exercise and give reasons for their choices. examples of good work and ask learners to explain how
they approached the task. Emphasise the importance
of strategies like focusing on topic sentences,
skimming and underlining key words.
 English Readers
English for Exams Reading for IELTS

Exercise 5 Part 3: Exam practice (Homework – 40 mins)

Divide the class into groups of 3 and distribute the This can be assigned for homework. First, invite the
bundles of headings. Learners work together to match class to help you list useful strategies and common
each heading to the appropriate section. pitfalls.
Where they disagree, ask them to explain their
decisions, identifying key words and phrases in the text
to support their choices.

Typical mistakes: Sometimes learners match

headings to one part of the section rather than the
whole of the section – look out for those who pair
Section c with vii. Learners can also be tricked by
superficial similarities between key words – look out
for Section e and iv, both of which contain the word
political but do not match in terms of content.
EXTENSION ACTIVITY

1. Ask learners to sketch three generations of

their own family trees and note any changes
in family structure that have taken place. In
small groups ask them to share their findings
and discuss questions a and b.
a. To what extent does your family history
reflect the changes described in Section c
of the text?
b. Which of the views presented in Section d
do you agree with most? Do you feel that
family life today is better or worse than in
previous generations? Why? (30 mins)
2. Ask learners to imagine that they are to write
a 4–5 paragraph text in support of their view.
Instruct them to write headings for each
paragraph. (15 mins)
 English Readers
English for Exams Reading for IELTS

PHOTOCOPIABLES

Vocabulary spot check 1

Group the words below into categories of related items by drawing three lines from top to
bottom.
Line 1 = words related to marriage
Line 2 = words related to sibling relationships
Line 3 = words related to non-family relationships.
The first line has been started for you.

spouse sibling friend

half-sister husband acquaintance

widow step-brother business partner

ex-wife flatmate sister

colleague twin civil partner

Vocabulary spot check 2

Complete the family tree by writing names in the gaps according to the description below.

My name is Susan. My mother and father divorced when I was eight, so I have a step-mother
called Carly as well as my biological mother Anne. I’ve got three brothers; the one I get on best
with is actually my half-brother Christopher. He is closest to me in age. I suppose the most
recent addition to our family is my sister-in-law. She and my aunt share the same name but are
completely different in terms of personality, which is not surprising as they are not blood relations.

Kate Anne = John = (1)___________

(2)___________ = Philip James (3)__________ Christopher

 English Readers
English for Exams Reading for IELTS

Vocabulary spot check 1 answer key

spouse sibling friend

half-sister husband acquaintance

widow step-brother business partner

ex-wife flatmate sister

colleague twin civil partner

Vocabulary spot check 1 answer key

1. Carly, 2. Kate, 3. Susan