Prepare for IELTS with confidence.

Objective: Recognise key details in a short booking conversation.

1. Write four headings: Name, Date, Time, Location.
2. Read this script twice at natural speed: “Hello, this is Maya Chen. I would like to book the study room for Thursday, 12 June, at 3:30 in the afternoon. The room is on the second floor, next to the library.”
3. Ask students to fill in the four headings, then compare with a partner.

Answer key: Maya Chen; Thursday 12 June; 3:30 p.m.; second floor next to the library.

Extension: Students write and perform their own short booking dialogue.

Objective: Follow the organisation of a spoken talk.

Teacher script: “First, our community garden helps residents grow vegetables. Next, it offers workshops every Saturday. Finally, the garden donates extra food to local families.” Read it twice.

1. Students list the three main points in order.
2. Discuss how first, next and finally guide the listener.
3. Pairs create a three-point mini-presentation.

Answers: Grow vegetables; Saturday workshops; donate extra food.

Extension: Replace signposts with to begin with, in addition, in conclusion.

Text: “The town library opened in 1985. It now offers free internet access and runs weekly language clubs. Last year, more than 2,000 people attended its public events. The library is closed on Mondays.”

1. The library opened before 1990.
2. Visitors must pay for internet access.
3. Language clubs take place every week.
4. Most visitors are university students.
5. The library opens every Monday.

Answer key: TRUE, FALSE, TRUE, NOT GIVEN, FALSE.

Teaching tip: Have students underline the exact evidence; no evidence means NOT GIVEN, not FALSE.

Text: “The Riverside Museum opened in 2008. Its most popular exhibition explores the history of local transport. On Fridays, entry is free for school groups. The museum café closes at 4 p.m., while the galleries stay open until 6 p.m.”

1. Give students 20 seconds to choose a heading: A) Local Transport and Visitor Information B) How to Build a Museum C) Museum Food Around the World.
2. Ask: In which year did the museum open? Which groups enter free on Fridays? What time do galleries close?
3. Students highlight the words used to locate each answer.

Answer key: A; 2008; school groups; 6 p.m.

Extension: Ask students to rewrite one question using synonyms.

Prompt: “Some people believe schools should teach practical life skills as well as academic subjects. To what extent do you agree or disagree?”

1. Underline the topic and task instruction.
2. Write a clear one-sentence opinion.
3. Plan two body paragraphs, each with a reason and example.
4. Draft an introduction and two topic sentences.
5. Swap plans and check that each idea supports the position.

Feedback: Clear position? Relevant reasons? Specific examples? Logical order?

Reminder: The actual Task 2 essay requires at least 250 words; this is a planning activity.

Task: “You borrowed a book from a friend and accidentally damaged it. Write a letter explaining what happened, apologising and offering a solution.”

1. Discuss why this letter should use a friendly, informal tone.
2. Students draft an opening and three short content paragraphs.
3. Compare “Dear Alex, I’m really sorry…” with the overly formal “To whom it may concern”.
4. Pairs check that all three bullet points are covered.

Success criteria: Appropriate tone; clear apology; practical solution; logical paragraphs.

Reminder: General Training Writing Task 1 requires at least 150 words.

Questions: What do you enjoy studying? How do you travel around your city? Do you prefer studying alone or with others? Why?

1. Students interview partners for 3 minutes each.
2. Teach the pattern: direct answer + reason + short example.
3. Repeat one question and ask students to improve their answer.

Feedback: Fluency, clarity, range of vocabulary and natural follow-up.

Extension: Partners ask one relevant follow-up question.

Part 2 cue card: Describe a place where you like to learn something new. Say where it is, what you learn there, who you go with and why you like it.

1. Allow one minute of notes and up to two minutes of speaking.
2. Partner asks: How has technology changed learning? Should adults keep studying throughout life?
3. Give feedback on developed ideas, vocabulary, grammar and pronunciation.

Teacher tip: Do not interrupt mid-answer; note useful feedback for after the activity.

Extension: Repeat with a different cue card chosen by students.