IGCSE Speaking
IELTS Prep Course

Aligned to Cambridge IGCSE ESL (0510 / 0511) exam standards

Week 6: Learning and study skills

IELTS Band 5 - 6

QTS ALIGNED Teacher Lesson Plan Learning and study skills

Learning Objectives

WALT (We Are Learning To)Describe a useful study method using conditionals, clear reasons, and study vocabulary.

Success Criteria

WILF (What I'm Looking For)Use blue-bold starters, five highlighted items, one yellow complex sentence, and one personal study example.

Support (Band 5.0 Target)

Use the frame: If I ___, I will ___. Add one reason and one classroom example.

Stretch (Band 6.0+ Target)

Compare active learning and passive learning, then explain which helps your speaking most.
Plan A Classroom Only 80 MIN
Part 1, 2 & 3 Questions this lesson.
Default plan: one 80-min classroom lesson. Sections 11 & 12 are completed at home as unsupervised homework.
TimeTeacherStudents
Sec 1 0–5 min Warm-Up
  • Open with WALT / WILF.
  • Send students to Section 1 and circulate.
  • Discuss the warm-up questions in pairs, in English.
Sec 2 · 3 · 4 5–15 min Input
  • Teach Sec 2 grammar, Sec 3 pronunciation, Sec 4 vocabulary.
  • Give an example sentence for each item.
  • Listen and take notes on the handout.
  • Offer your own example sentences.
Sec 5 · 6 · 9 15–35 min Shadow Read
  • Play TTS for Sec 5, 6, 9 text & model answers.
  • Students Listen → Repeat until pronunciation is clean.
  • Stand. Write own notes on whiteboards for Sec 6 & 9. Memorize answers.
Sec 6 · 7 35–55 min Speaking · 4-3-2
  • 2-min spot speaking tests. Correct mistakes. Note errors.
  • Repeat your answer 3× — faster each round.
  • Listener ticks the Sec 7 checklist & pushes speed.
Sec 9 55–75 min Part 3 Discussion
  • Explain OPINION → REASON → EXAMPLE structure.
  • Push "why?" & "can you give an example?" for short answers.
  • Write Sec 9 notes in the lined space.
  • Repeat your Part 3 answers 3× in pairs — faster each round.
Sec 10 75–80 min Wrap-Up
  • Put top errors on the board.
  • Supervise Sec 10 exit ticket.
  • Correct your errors.
  • Log this week's homework (Sec 11 & 12).
Homework Sec 11 & Sec 12 (required, ~40 min).
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QTS ALIGNED Teacher Lesson Plan Learning and study skills
Plan B Computer Lab + Classroom — Lesson 1 of 2 40 + 40 MIN
Part 1 & 2 Questions THIS lesson · Part 3 Questions NEXT lesson.
Use when homework must be supervised. First of two weekly cycles — weekly total 2 × (40 + 40) min. Cut sections shown below.
Computer Lab · 40 min · supervised
TimeTeacherStudents
Sec 9 0–20 min Record · Last Week
  • Open LAST week's Interactive Handout. Check recording quality as students record.
  • Confirm every student sends all 4 Part 3 recordings for scoring.
  • Record LAST week's Sec 9 Part 3 answers — practised live in Lesson 2.
  • Send all 4 recordings for scoring.
Sec 2 · 3 · 4 · 5 · 6 20–40 min Preview & Shadow
  • Switch to THIS week's handout. Run TTS shadowing — Sec 5 text, Sec 6 model answer.
  • Check students preview Sec 2 grammar, Sec 3 pronunciation, Sec 4 vocab.
  • Preview THIS week's Sec 2 · 3 · 4.
  • Shadow Sec 5 & 6 with UK/US TTS until pronunciation is clean.
Classroom · 40 min
TimeTeacherStudents
Sec 1 0–5 min Warm-Up · Part 1
  • Open with WALT / WILF.
  • Send students to Section 1 and circulate.
  • Repeat your Part 1 answers 3× in pairs — faster each round.
Sec 6 5–15 min Answer Prep
  • Observe students' Sec 6 answer prep on boards — model already shadowed in the lab.
  • Correct errors before speaking.
  • Stand up at a whiteboard / window / large screen.
  • Write bullet notes for YOUR OWN Sec 6 answer.
Sec 6 · 7 15–35 min Speaking · 4-3-2
  • Run the 4-3-2 circuit (pairs, standing). Strict time — last round min 2 mins.
  • 2-min spot tests. Note errors for the board.
  • Repeat your Sec 6 answer 3× — faster each round.
  • Listener ticks the Sec 7 checklist & pushes speed.
Sec 7 35–40 min Review
  • Put top errors on the board.
  • Announce Lesson 2: live Part 3 (Sec 9) on today's topic.
  • Correct your errors.
  • Report one Sec 7 checklist item your partner missed.
Cut in Lab Mode Sec 2 · 3 · 4 · 5 — Input & Shadowing handled with TTS in the lab. Sec 8 — Writing typed & AI-corrected in Lesson 2's lab. Sec 9 · 10 — Part 3 & Exit Ticket run live in Lesson 2.
Homework Memorise your Sec 6 answer — you record it for scoring in the next lab. Finish any unfinished lab recordings.
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QTS ALIGNED Teacher Lesson Plan Learning and study skills
Plan B Computer Lab + Classroom — Lesson 2 of 2 40 + 40 MIN
Part 3 Questions THIS lesson — Lesson 1's topic.
Second of two weekly cycles — weekly total 2 × (40 + 40) min. Classroom gives Part 3 live practice.
Computer Lab · 40 min · supervised
TimeTeacherStudents
Sec 1 · 6 · 8 0–20 min Record & AI-Correct
  • Check recording quality on LAST LESSON's Sec 1 (Part 1) & Sec 6 (Part 2) answers.
  • Ensure students click 'Transcribe' then 'AI Correction'.
  • Record LAST LESSON's Sec 1 & 6 answers. Transcribe, then AI-correct.
  • Handwrite corrections into the handout. Re-record without reading — 'Send to Teacher'.
Sec 9 20–40 min Shadow Part 3 · Today
  • Run TTS shadowing on TODAY's Sec 9 model answers (words & sentences).
  • Students choose UK or US accent.
  • Shadow all 4 Sec 9 model answers until pronunciation is clean.
  • Note one follow-on idea per question for an extended classroom answer.
Classroom · 40 min
TimeTeacherStudents
Sec 9 0–5 min Framework
  • Write OPINION → REASON → EXAMPLE on the board.
  • Model it aloud with Sec 9 Q1's model answer.
  • Underline opinion / reason / example in the Q1 model answer.
Sec 9 5–15 min Planning
  • Give 10 minutes for notes on all 4 Sec 9 questions.
  • Circulate — push a REASON + EXAMPLE into every note.
  • Stand up. Write notes per question on the board: opinion → reason → example.
  • Bullet points only.
Sec 9 15–35 min Fluency Drill · 3×
  • Run the 3× fluency circuit. Push "Why?" & "Example?" at short answers.
  • 1-min spot tests. Note errors for the board.
  • Repeat your Sec 9 answers 3× — faster each round.
  • Swap answers in pairs — partner pushes speed.
Sec 10 35–40 min Wrap-Up
  • Write errors on the board.
  • Supervise Sec 10 exit ticket.
  • Complete the Sec 10 exit ticket. Correct your errors.
  • Log the homework.
Cut in Lab Mode Sec 2 · 3 · 4 · 5 · 8 — Input, Shadowing & Writing handled in the labs. Sec 1 · 6 · 7 — live in Lesson 1.
Homework Practise your Sec 9 answers aloud — you record all 4 in the next lab. Finish handwriting the Sec 6 corrections.
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Section 1
Part 1 Interview
5 MIN
Keep
Topic: learning and study skills
1 Can you tell me about a study method you use regularly?
Yes, I often use flashcards after school. For me, this method (方法) helps me check new words quickly before a quiz.
Your Answer
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0 / 20 minimum
2 Can you tell me about a time when you changed the way you studied, and what it was like?
Last term, I stopped only reading my notes. After that, I asked my desk mate questions, and I became more confident (自信的).
Your Answer
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0 / 20 minimum
3 Do you think schools should teach students how to study? Why?
Yes, I think, schools should teach study skills. This is because, many students work hard but do not know how to review (复习 / 回顾) well.
Your Answer
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0 / 20 minimum
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Section 2
Weekly Grammar Point
4 MIN
Keep

Zero and First Conditionals

Grammar

Zero conditional talks about facts or routines: if this happens, this happens. First conditional talks about a real future result: if this happens, this will happen.

Example

If I revise early, I will feel calmer tomorrow.

Your Examples
0 / 20 minimum
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Section 3
Weekly Pronunciation Point
2 MIN
Cut in Lab Mode

-ed Endings

👂 Listen: Past-tense -ed can sound like /t/, /d/, or /ɪd/.

🗣️ Practise: Say it clearly, reviewed, relaxed, focused, memorised.

Section 4
Vocabulary Table
4 MIN
Keep
Method方法 Nounadj.methodicaladv.methodically
Active主动的 / 积极的 Adjectiven.activityadv.activelyv.activate · activated
Passive被动的 Adjectiven.passivityadv.passively
Memorise记住 / 背熟 Verbn.memoryadj.memorableadv.memorably
Review复习 / 回顾 Verbn.reviewadj.reviewed
Confident自信的 Adjectiven.confidenceadv.confidently
Explore探索RECYCLED Verbn.explorationadj.exploratory
Relaxing令人放松的RECYCLED Adjectiven.relaxationadv.relaxinglyv.relax · relaxed
Idiom 1: Learn by heart — 背熟 ExplanationMemorise something completely. ExampleI learn key phrases by heart before an English speaking task.
Idiom 2: Keep your mind on — 专心于 ExplanationStay focused on one thing. ExampleI put my phone away to keep my mind on revision.
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Section 5
Shadowing Text
8 MIN
Cut in Lab Mode

Adapted from the Cambridge IGCSE ESL Coursebook

Usually, good learners choose one clear method (方法) instead of trying everything. For example, an active (主动的 / 积极的) learner asks questions, speaks aloud, and checks mistakes. By contrast, just reading a page quietly may not help much. Before a test, students can memorise (记住 / 背熟) key phrases and then use them in short answers. If they review (复习 / 回顾) for ten minutes each day, they will remember more in class. Also, some students learn by heart (背熟) useful speaking starters. In short, study skills work best when learners practise a little every day.

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Section 6
Part 2 Question and Model Answer
15 MIN
Keep

SITUATION Your English teacher has asked students to choose a new study support activity after school. You are considering the following options:

OPTION A a quiet homework room with teacher help
OPTION B a speaking practice group with classmates

Talk about the advantages and disadvantages of each option. Say which option you would prefer, and why.

Model Answer
SITUATION Well, our class needs to choose a study support activity.
OPTION A On one hand, a quiet room helps passive (被动的) learners get teacher help. Also, it feels safe for students who are not confident (自信的). However, it may be silent and a little boring.
OPTION B On the other hand, a speaking group lets students explore (探索) ideas together. When classmates practise in pairs, English can feel more relaxing (令人放松的). Still, noisy groups need clear rules.
PREFERENCE I would choose the speaking group, because it helps fluency. REASON The main reason is, students must keep your mind on (专心于) the task. REASON Also, partners can correct small mistakes quickly.
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Section 7
Listener Task — Tick the Speaker's Checklist
5 MIN
Keep

Tick each item you hear in your partner's Part 2 answer.

Section 8
Writing Space
10 MIN
Cut in Lab Mode

Stand up and write your answer on the board or classroom windows. The teacher will correct it as you write. Copy the corrected answer below.

📝 Draft
0 / 20–300
✨ AI-Corrected
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Section 9
Part 3 Questions
20 MIN
Keep

Answer the Part 3 discussion questions below. Use the Model Answer for guidance, then write your own response in the lined space.

1 Do you think schools should teach study skills to all students? Why?
Model Answer
OPINION In my opinion, schools should teach study skills to every student. REASON When students learn a simple method (方法), homework feels less confusing. EXAMPLE / EXTENSION For example, a teacher can show flashcards before tests and let pairs practise them.
Your Answer
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0 / 20 minimum
2 What are the advantages of active learning for teenagers?
Model Answer
OPINION From my point of view, active learning helps teenagers a lot. REASON If students are active (主动的 / 积极的) in class, they remember ideas more easily. EXAMPLE / EXTENSION For instance, they can ask questions, answer partners, and speak without waiting too long.
Your Answer
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0 / 20 minimum
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Section 9
Part 3 Questions (continued)
20 MIN
Keep

Continue answering Part 3 questions. Use the Model Answer for guidance, then write your own response in the lined space.

3 How important is confidence when students speak English in class?
Model Answer
OPINION Overall, confidence is very important in English speaking. REASON Although a confident (自信的) student may still make mistakes, they usually continue speaking. EXAMPLE / EXTENSION For example, my classmate answers first, then fixes grammar after the teacher helps.
Your Answer
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0 / 20 minimum
4 How important is active learning for exam preparation?
Model Answer
OPINION In my view, active learning is important for exam preparation. REASON This is because, when students answer questions aloud, they remember ideas better than silent reading. EXAMPLE / EXTENSION For example, a study group could avoid a passive (被动的) style and explain one point each during a short class talk.
Your Answer
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0 / 20 minimum
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Section 10
Exit Ticket
4 MIN
Keep

🎯 Fix the Error: Complete the zero or first conditional sentence.

  • 1. If students review often, they _______ more. (remember)
  • 2. If I review tonight, I _______ more confident tomorrow. (feel)
  • 3. If she does not revise, she _______ the test. (not pass)

Section 11
After Today's Lesson
Lab or Home
  • aRECORD10 MINAPP Recording: Mock Test: Record all answers to questions in Part 1, 2 and 3 and SEND for scoring. MUST USE: 1 complex sentence + this week's grammar (Zero and First Conditionals).作业APP录音：模拟考试：录制Part 1、2和3全部问题的回答并发送评分。要求：必须使用1个复合句和本周语法点。
  • bWRITING10 MINType and AI correct your Part 2 answer. Handwrite your corrected answer into your coursebook.键入Part 2答案并使用AI批改。将批改后的答案手写到你的课本中。
Section 12
Before Next Week's Lesson
Lab or Home
  • aSHADOW10 MIN'Speaking Practice › Fluency'. Listen to next week's Section 1, 5, 6 & 9. Shadow their pronunciation — copy American or British intonation exactly — until you are comfortable with the pronunciation."口语练习 › 流利度"。听下周的第1、5、6和9部分。跟读模仿美式或英式的语调和发音，直到你对发音感到自如为止。
  • bRECORD10 MINRecord Sections 5 & 6: Memorise useful phrases and use bullet-point notes to help you repeat the paragraphs in your own words 3 times, out loud. Record your 3rd attempt.录音第5和第6部分：记忆有用的短语，并使用要点笔记帮助你用自己的话重复段落3遍，大声朗读。录下你的第3次尝试。
Section 10 Answers: 1. remember 2. will feel 3. will not pass
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