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Unit
16 
I need a good score
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•
Get students to order the papers individually. Ask students to 
compare their answers and discuss why they would be more 
worried about certain papers than others. Ask students to 
name any English language exams they have taken, e.g. PET, 
FCE. 
•
Get students to identify which papers the tasks come from. 
After checking the answers, ask students if they can name 
or describe any other types of reading or listening exam 
tasks. For example: form/notes/table/fl owchart completion, 
matching, summary completion. Do not mention summary-
completion yourself if students do not name or describe it 
– this is what the texts in the unit are about.
Did you know …?
Get students to read the text. Ask students if they know anything 
else about the IELTS exam. Do they know anyone who has taken 
the exam? Ask students what other exams they could take. (They 
could take CAE or CPE; or if they are business students, they 
could take the BEC Higher exam. Information about all these 
exams is available on www.cambridgeesol.org.)
A
Exam practice tasks
1
Get students to skim Section A of the unit only to answer the 
questions. You could set a time limit of, say, one minute. 
2
Get students to do the task in the extract on page 73. Ensure 
that students refer to the action plan and the summary 
completion box when completing the task. After students have 
done the task, they can check their answers in pairs. Then 
check the answers with the whole class.
3
Get students to do the next task. After checking the answers, 
make the point that this unit deals with the two types of 
summary-completion task that students will fi nd in the exam 
– they will not fi nd another type of summary-completion or 
summary-writing task in the exam. Ask students which type of 
summary-completion task they prefer, and why.