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GENERAL ENGLISH · IELTS COURSE · INTERMEDIATE (B1-B2)

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1 Warm up
A lark is a bird that is active early in the morning, while an owl is a night bird. Which one are you?
Complete the quiz below by choosing the answers that are true for you.

Calculate your score:

17 - 20 points - definitely a lark 5 - 8 points - more of an owl than a lark

13 - 16 points - more of a lark than an owl 1 - 4 points - definitely an owl

9 - 12 - you are neither an owl nor a lark

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Answer the following questions.

1. How can this information be useful?

2. What are some jobs that are suitable for a lark? For an owl?

3. Do you think it’s possible to change from a lark to an owl, or an owl to a lark?

4. Could we say that some countries or cultures are more owl or lark?

2 Vocabulary

Work in A/B pairs. Complete each item in your exercise with a missing word from the box. Then
share your answers with your partner.

Student A: phrasal verbs

drop / get / lie / sleep / stay / wake

1. I don’t need an alarm to up because my mother always calls me!

2. I sometimes lie awake until after midnight, but I usually off around 2:00 am.

3. I’d like to in on Sundays, but I have to walk the dog early in the morning.

4. On New Year’s Eve, we always up until after midnight.

5. The fire alarm at 3:30 am disturbed everyone except me - I can through anything!

6. When I up, the first thing I do is have a shower.

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Student B: collocations

fall / fast / light / wide / set / take

1. Be sure to the alarm tonight - we have to be at the airport really early.

2. I wish the baby would get tired - it’s ten o’clock and she’s still awake.

3. If you can’t asleep at night, try reading something really boring.

4. My dad is asleep on the sofa, snoring really loudly, as usual.

5. Please keep the noise down if you come home late. I’m a really sleeper.

6. Sometimes, if things are quiet at work, I a little nap in the afternoons!

Answer the following questions.

1. What’s the difference between getting up and waking up? When do you usually do these things?

2. What do you think is the opposite of a light sleeper? What kind of sleeper are you?

3. Fast asleep does not mean go to sleep quickly. What do you think it means?

4. What does snoring mean? Who snores in your family?

3 Speaking part 1: model answer

In Part 1 of the IELTS speaking exam, you have to answer some questions about everyday topics.
Listen to a student answering five questions and cross out one item in each list which does NOT
relate to their answer.

1. Question 1: six, nine, ten.

2. Question 2: go out with friends, watch a movie on TV, go to the gym.

3. Question 3: doing some yoga, having a hot drink, switching off my messages.

4. Question 4: store new memories, wake up very early, get up in the middle of the night.

5. Question 5: an accident, lose your job, serious health problems.

Can you remember what the five questions were? Listen again and check your ideas.

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4 Language in context

Read the sentences from the recording and put the words in bold in the right order. Then explain
what the phrases in bold mean.

1. In my experience, if work has been stressful, it can sometimes be difficult to drop off, even if dead
/ feet / on / your / you’re /

2. Luckily, once I’m in bed, I’ll a / be / light / like / out, and I will generally sleep through until the
morning.

3. be / being / can / dangerous / deprived / sleep

Tell your partner about one of these things. Try to speak for one minute.

• a time when you were dead on your feet

• whether you are usually out like a light or find it difficult to drop off
• a time when you’ve been sleep deprived for a few days or weeks

5 Speaking: your turn

You are going to practise speaking for Part 1. Read the information in the box.

Tips

• In this part of the exam, you will answer questions about three or four everyday topics.
You can expect to answer questions about your home, your hometown, work, or study.
There may also be some more unusual topics like sleep. This part of the exam lasts 4-5
minutes.
• Answer the questions in full sentences and try to give one or two extra pieces of
information.

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Although there is no time for planning on this part of the exam, it is helpful to prepare some ideas
before you answer the questions in class. Complete the table by making a note of just one or two key
words that you would use to answer each question. Try to use vocabulary from the lesson.

question my answer extra information 1 extra information 2

How much sleep do

you need per night?

What time do you get

up at the weekend?

What going-to-sleep
routine works best for
you?

Why do you think

teenagers sometimes
find it difficult to get
up in the morning?

Why is sleep
important for us?

Work in pairs to ask and answer the questions.

Extra challenge: think of more questions about sleep or daily routines for work and study to ask each
other.

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6 How did you do?

Complete the table and answer the final question.

Part 1 Part 1 speaking yes sometimes no

Content I can give a long

enough answer:
an idea plus one
or two pieces of
extra
information.

Vocabulary and I can use a good

grammar range of
language,
accurately.

Fluency I can speak

without too
much hesitation.

Pronunciation I can speak

clearly enough to
be understood.

Self-presentation I can present

myself in a
friendly and
positive way.

What is the most important thing that you need to do to improve before the exam? How can you do
this?

Tips

Here are some suggestions for activities you can do to improve your speaking.

• Practise the activities from class again at home, in front of the mirror.
• When you practise, repeat speaking activities twice and make them better the second
time by checking pronunciation or changing the vocabulary.
• Make sure your body language is confident - this will actually improve your performance.
Smile!

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7 Optional extension

Listen to the first model answer the student gives and notice how the words in bold are stressed in
each chunk. Listen again and then repeat.

In English, some words carry more information and therefore receive more stress. We
pronounce these words as louder, longer and sometimes higher than the other words in the
sentence. This helps our listeners understand what we’re saying. The general rule is that the
information at or near the end of a chunk or sentence receives the stress.

Let’s see. / I fall asleep at around ten every night / and I set the alarm for six on weekdays, / so I’d
say I get around eight hours of sleep a night. / I think that’s a healthy amount.

Work with these sentences from three other model answers to mark the stress on the main information
words in each chunk.

1. Of course, / I stay up later at the weekend / because I might go out with friends / or watch a
movie on TV at home. / But I’d say I’m usually fast asleep / by one in the morning / at the
weekends.

2. In my experience, / if work has been stressful, / it can sometimes be difficult to drop off, / even
if you’re dead on your feet.

3. Being sleep deprived can be dangerous. / In the short term, / you might fall asleep / while
you’re driving and cause an accident. / In the long term, / it can cause serious health problems.

Practise saying the answers with the right sentence stress.

Extra challenge: give your own answers to the questions from the speaking stage again, focusing on
sentence stress.

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Transcripts

3. Speaking part 1: model answer

Examiner: How many hours of sleep do you get every night?

Student: Let’s see. I fall asleep at around ten every night and I set the alarm for six on weekdays,
so I’d say I get around eight hours of sleep a night. I think that’s a healthy amount.

Examiner: What time do you usually go to bed at the weekend?

Student: Of course, I stay up later at the weekend because I might go out with friends or watch
a movie on TV at home. But I’d say I’m usually fast asleep by one in the morning at the
weekends.

Examiner: What’s the best way to get a good night’s sleep after a busy day?

Student: In my experience, if work has been stressful, it can sometimes be difficult to drop off, even
if you’re dead on your feet. What usually works for me is switching off all my messages,
taking a nice long shower, and having a hot drink. Luckily, once I’m in bed, I’ll be out like
a light, and I will generally sleep through until the morning. I’m a heavy sleeper!

Examiner: Why do you think very old and very young people need more sleep?

Student: Well, I know that babies and children need more sleep because they’re growing, and I also
read somewhere that they need to sleep in order to store new memories in their brains.
Older people need more sleep as well, but they do seem to wake up very early, so that
may be why they can’t get through to the evening without taking a nap.

Examiner: What happens if people don’t get enough sleep?

Student: Being sleep deprived can be dangerous. In the short term, you might fall asleep
while you’re driving and cause an accident. In the long term, it can cause serious
health problems. If possible, you should have a lie in to catch up on sleep when you
can.

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Key

1. Warm up

10 mins.
This activity provides a lead-in to the topic of the lesson. Go over the introduction to the quiz and set a time limit
of around one minute for students to complete the questions and calculate their score. Note that the 24-hour
clock is not used in English.
Ask the whole class to report scores to see if one type is more popular than another. Then students can work in
pairs on the follow-up questions. Round off this stage by eliciting some brief answers from students, including
reasons and examples if possible - there is further opportunity to discuss this general topic in an exam context
later in the lesson. Feed in any extra information from the answers given if students have missed this.
Quiz adapted from: https://www.suffolk.gov.uk/assets/Children-families-and-learning/Psychology-and-Therapeutic-
Services/PTS-Sleep-owl-or-lark.pdf

Answers to the follow-up questions:

1. Sample answer: if you are either a lark or an owl, it helps you manage your sleep schedule and choose the best
time to complete certain tasks. For people in the middle, it’s not very helpful.
2. Students’ own answers, based on larks having an early start and owls being up late at night or even all night.
3. Students’ own answers - they may say that people could be different types at different ages.
4. Students’ own answers, but there do seem to be patterns, for example, Americans tend to be early risers while
the Spanish famously stay up quite late.

2. Vocabulary

10 mins.
Students work with a range of two-part language items related to sleep. These items may already be familiar to
students, but they should aim to be accurate with both elements of the phrase. Go over the instructions and set
up A/B roles. Students could work in A+A/B+B pairs initially before they form A+B pairs to teach each other
their items. Check answers and pronunciation – stressed syllables are underlined - in phrasal verbs the particle is
usually stressed rather than the verb.
Student A

1. wake 2. drop
3. lie 4. stay
5. sleep 6. get
Note: we can also say have a lie in, but in American English, lie in would be sleep late.
Student B

1. set 2. wide
3. fall 4. fast
5. light 6. take
Pose the follow-up questions to the whole class.

1. You wake up when you stop sleeping and open your eyes - you might still be in bed or even fall asleep again.
You get up when you leave your bed.

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2. A heavy sleeper is someone who can sleep through anything!

3. It means to be very deeply asleep, with little chance of waking up.
4. Snoring is the noisy breathing that some people do in their sleep.

3. Speaking part 1: model answer

10 mins.
Hearing questions and model answers helps students to see what they need to achieve and increases confidence.
Go over the information and instructions and play the recording. Check answers and then pose the follow-up
question for students to talk about in pairs. Ask students to reformulate the questions as accurately as possible
before you play the recording again for them to check.

1. nine
2. go to the gym
3. doing some yoga
4. get up in the middle of the night
5. lose your job

4. Language in context

10 mins.
Word order exercises promote accuracy and guessing meaning from context is an important skill for exams. These
items would be natural and appropriate to use in the IELTS speaking exam. Call attention to the items in bold in
each sentence and elicit their meanings. Students can then activate this language in a short speaking activity, first
working alone and then comparing answers in pairs. Monitor and support as necessary.

1. you’re dead on your feet; this informal expression means extremely tired, usually as a result of long hours of
hard work
2. be out like a light; this informal expression means to fall asleep as quickly as switching off a light
3. Being sleep deprived can be dangerous. Deprive means to prevent someone from having something that they
need, so this adjective relates to a lack of sleep.

5. Speaking: your turn

15 mins.
Students need to be familiar with the format of the exam. Following tips helps them to feel more confident and
relaxed. Go over the information in the box with students and remind them they have already worked with some
model answers. You should also go through the questions and elicit/explain that these are very similar to the ones
they heard in the recording, but there are many ways to formulate questions about the same or similar topics.
Give students a few minutes to plan what they want to say - be strict about just writing one or two words. Then
set up pairs for students to roleplay the exam in turns. Monitor and support as necessary, making a note of any
errors you hear, including pronunciation, and give feedback when students have finished speaking. Students will
self-evaluate their performance in the next stage of the lesson. Early finishers can try the extra challenge activity.

6. How did you do?

5 mins.
Encourage students to mark themselves honestly and make sure you have a look at their scores. Elicit / explain /
demonstrate the meaning of hesitation if you need to. Students often need guidance to prioritize action, so help

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them to choose which area needs improvement and how they can do this. The tips will help. You can also use this
information to plan future lessons.
If you have time, students could change partners and repeat the activity in class, trying to improve their performance;
they may only have time to answer a couple of questions so they could choose which ones they’d like to try again.

7. Optional extension

10 mins.
This activity is intended as a filler or cooler if you have time in your lesson. Being confident about pronunciation
leads to improved exam performance and there is evidence that noticing, recording and drilling pronunciation
improves listening as well as speaking performance. Sentence stress is an accessible aspect of pronunciation, but
it can be difficult for speakers of some languages to hear and reproduce.
Go over the information - you may need to elicit/explain the meaning of informationword (as opposed to a grammar
word like a pronoun) and chunk - a grouping of words into short phrases which belong together, with short pauses
in between, which was introduced in the lesson Jet. Then explain the task and play the recording twice, once for
students to notice the sentence stress and again for them to repeat the items. Encourage students to exaggerate
the length and volume of the stressed syllable - overdoing it in practice is a good sign that they will remember
it and say it correctly when speaking. Sometimes making hand gestures when articulating the stressed item is
helpful.
Explain the task and give students a minute or two to complete it. Check answers and then drill the sentences
or give students time to practise. They may want to prepare one sentence to say back to you individually for
evaluation. Note that other sentence stress patterns may be possible, and that sentence stress can also depend
on context.
Answers: course, later, friends, home, asleep, one, weekends; experience, stressful, off, feet; dangerous, short,
asleep, accident, long, health.

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