IELTS 5 – 6.5: Extra activities

10th September for 11th September 2019 pp. 22 – 23

Tonight’s lesson is quite full, focusing on speaking and pronunciation, with extra worksheets to encourage longer sentences and the use of IELTS-preferred language. Subsequently, there is no so much for a teacher to prepare. Having said that, the students generally respond well to more active exercises. As such, I’ve prepared a handful of said items.

Warm Up – students arrive on Viet time, so I always start with a minor exercise. Tonight, we will go over some new vocabulary and then apply in short sentences. Last week, we covered:

disparity // tongue in cheek // consider // extrapolate // significance

And we need to increase the frequency of discourse markers:

subsequently // therefore // consequently

First, elicit the meanings, then decide which words or expressions fill these gaps ?

You must scan the article quickly in order to ……….. the relevant information.

There is a huge ………. between the super rich and the poor in many countries.

Image result for super rich super poor

The students just played with their phones in class. …………. many failed their test.

I need time to …………. your proposal.

What was the ………… of 30th April 1975 ?

He refused to ask directions and …………. was completely lost.

“Vietnam is such a clean, environmentally-friendly country,” John said, ……………..


What does Thay Paul drink in the morning …?

Tony was busy ……………………………… to his friend (phoning).

What is the name of those three dots (…) in a text ?

Can you think of a good anecdote ? Oh, I can ……………… (remember something)

Next Up: What’s the story.

Here, I board some key words and the students have to try to devise a plot of a film:

China // rural // poverty // teenage teacher // naughty // runaway // search // appeal on TV // subsequently // reunited.

Give the students a few minutes to come up with a plot-line, and listen to their ideas.

Show this clip and see how close (or miles away) they were:

NOT ONE LESS, (YI GE DOU BU NENG SHAO), Wei Minzhi, 1999, (c) Sony Pictures Classics

This short trailer is also great for listening as well as learning new vocabulary.

We have a lot to get through tonight, so time to hit the books, and cover the extra speaking activities.

Movin’ on: Speaking practice

I have list of general, small talk questions. The task is to respond in such a way as to impress an IELTS teacher. As always, best to start with an example, so a simple, very open question:

What kind of music do you like ?

One could just list some genres, but that wouldn’t cut it for IELTS. So, to increase sentence length, start with a short introduction, for example:

Music is very important in my life; I listen to some form of music every day. I really couldn’t imagine life without songs.

Then go on to explain in detail. People rarely only like one type of music, so that opens up the scope of the response:

When I was younger, of course I liked pop music such as (list two or three examples), but nowadays, I find myself listening more to (name some different genres).

Then how do you listen to music ? Computer, You Tube, Spotify, MP3 player, on your phone ? Do you buy, stream or download. Do you buy CDs ?

Can you play an instrument ? If so, which one(s). If not, you can still talk about it:

Although I love music, I don’t actually play any instruments, though I have always wanted to learn (the piano, guitar, oboe etc), and, who knows … maybe in the future I will.

Then turn the conversation; is there any music you don’t like ? This will enable the speaker to use an appropriate discourse marker:

Be that as it may // That notwithstanding // Having said that, I absolutely detest (give an example or examples – are there occasions when you are forced to listen to music ?) karaoke, which is so prevalent in Viet Nam, not to mention drunken wedding party ‘singing’.

I have a list of several questions. Students can work in small groups or pairs and choose one question about which they feel most confident. After a short preparation time, they must speak without repetition, hesitation or deviation – their partners can check this.

Finally, as an endgame, I can play some music and the students have to identify the genre from the above list.

Sweet ‘Love is Like Oxygen’

Nirvana ‘Smells Like Teen Spirit’


Chic ‘Good Times’

Stray Cats ‘Stray Cat Strut’

And on that note … lesson over.