In this module
CVIM · Original IELTS study and teacher-development resources
Module overview
Online and face-to-face lessons can share the same learning outcome while using different procedures. Consider access to devices, audio quality, available study time and how learners will receive feedback. Live time is valuable for interaction and clarification; independent time can support preparation and repeated practice. Choose a tool because it makes the learner’s thinking or response visible, and provide an accessible alternative when the technology is unreliable.
Explore the guides
Adapt activities for online and face-to-face lessons
An activity’s learning purpose can survive a change of setting even when its physical format cannot. A running dictation may become an information-gap exchange in breakout pairs; a board race may become an individual response followed by comparison. Preserve the need to understand and communicate the information rather than copying every physical action online.
Read the guide & try the taskBalance live and asynchronous IELTS study
Synchronous study happens together; asynchronous study happens at different times. Use independent preparation for work that benefits from pausing and repetition, while reserving live time for explanation, interaction and responsive feedback. Make instructions, expected output and deadlines clear. Do not assume that learners with internet access have unlimited quiet time or reliable bandwidth.
Read the guide & try the taskCreate teacher- and learner-generated resources
Original classroom materials can target a specific difficulty more precisely than a complete practice paper. Learners can create short examples, distractors or comparison sentences, then explain the answer. Check the language and evidence before sharing the material more widely. Label invented practice clearly and avoid presenting it as an official IELTS question.
Read the guide & try the taskBuild motivation and autonomous study habits
Autonomy means making informed learning decisions, not studying without any guidance. Help learners choose a manageable goal, recognise evidence of improvement and adjust their plan. A successful exam teacher can acknowledge anxiety while maintaining honest expectations. Praise a useful strategy or sustained effort specifically, and connect that praise to the learner’s next independent action.
Read the guide & try the taskPut the module into practice
Use these stages for an individual study session or adapt them for a lesson. Keep a first attempt so you can see which decisions changed after feedback.
- 01
Choose a learning outcome that does not depend on a particular tool.
- 02
Decide what learners can prepare independently and what needs interaction.
- 03
Model the procedure and check access before the main activity.
- 04
Collect an individual response and use it to plan follow-up support.
Try a fresh example without the model or prompts. Explain your reasoning and compare it with your first attempt. A response completed with help is useful practice, but it does not yet demonstrate the same level of independent control.
Check your understanding
Use this focused question to check the module’s central teaching decision. It is a study check, not a full assessment or an IELTS band estimate.
For deeper practice, complete the four guide activities and compare your reasoning with each sample response.
Sources and authorship
Written by Cambridge Veritas. Updated . The supplied slides inform this module’s themes; the explanations, invented examples, tasks and sample responses are original supplementary material.
Supplied course slides
- IELTS Masterclass.pdf ↗
Relevant pages: 2–3, 5–15 of 31. Course planning, activity design and correction.
Official references and further practice
Independent learning material, not an official IELTS test or band result. Short listening scripts are read-aloud practice and contain no audio recording. Verify current booking and delivery procedures with IELTS.org. IELTS is a registered trademark of its owners.