7
Teacher’s notes Module 7
7A The fact is … p. 135
7B Pelmanism p. 136
7C Test tips 2 p. 137
City life
Module 7 includes topics such as communities, public facilities and public services.
Photocopiable activities
Lead-in p. 103
Warm-up
Write on the board: What are the three best things about
where you live? Divide students into groups and give them
5–7 minutes to exchange ideas. Get brief feedback from
the class and write any useful vocabulary on the board.
Students could discuss the questions in pairs, groups or as a
whole class. Before they begin, elicit or pre-teach the types of
communities shown in the photos (suburban, urban, rural).
7a Communities
Reading pp. 104–105
Lesson objectives: to practise understanding
sequencing in a reading passage; to practise a Flow
chart completion task
Warm-up
Ask students to think of a city that they know which is very
different today compared to five or ten years ago. Divide
students into pairs or small groups and ask them to discuss
the changes, saying if they think they are good or bad and
why. After 5–7 minutes, get brief feedback from the class.
1 Divide students into pairs for this exercise. As feedback,
ask a few students to share their ideas with the class. If all
students live in the same town/city, ask one student for
feedback and then ask other students if they can add any
information.
2 Give students a minute to study the flow chart and then
elicit the answer.
C
3a Give students 5 minutes to read the passage and answer
the questions. Remind them to skim-read, and be strict
with the time limit.
1 very well – much better than most industrialists at that time
2 It’s much bigger, the houses and apartments are better/bigger/
more modern. It’s part of the city of Birmingham rather than a
country village.
64
M07_EXP_TB_01GLB_5237_U07.indd 64
Teacher’s Online Material
• Test Practice Lesson: Speaking 2
• Module Test 7
7
3b–c Students could do these exercises in pairs or you
could do them as a whole class, eliciting the answers
and writing them on the board. Point out that the words
they underline in Exercise 3b are useful for following the
sequence of events in a passage.
3b B In 1879 they decided …
C In 1890 George Cadbury bought … ; By 1900, the village
already had …
D In 1900 the Cadburys set up … ; In 1906 the Trust started …
E in 1920 they bought …
F Since then Bournville has continued … ; … periods of
growth in the 1950s and then again in the 1980s; At the start
of the 21st century, Bournville went through … ; In 2009
residents moved into …
(The phrase ‘flats from the 1950s’ in paragraph F should not
be underlined because although it is a date, it is not used here
to say when something happened.)
3c 1 the fact that some places developed in a very different way
2 unusual men 3 the Cadburys 4 small houses
5 the people who lived in Bournville
6 a traditional English village 7 the Trust 8 Bournville
4 You could do this exercise as a whole class.
1 an organisation or building of some kind
2 paragraph B; we know because of the date
3 left the city centre; seven kilometres to the south 4 chocolate
5 Give students 10–15 minutes to complete the test task.
Remind them to follow the steps in Exercise 4. You could
ask them to check answers in pairs before class feedback.
2 gardens 3 community 4 sports facilities 5 growth
6 redevelopment programme
6 Divide students into pairs to analyse their performance.
7 This could be done as a class discussion.
Student’s Resource Book > Reading pages 66–67
MyEnglishLab > 7a Reading
05/06/2017 10:15

Language development p. 106
Lesson objective: to practise the zero conditional
Warm-up
Write on the board: If you live in a small village, … ; If you
live in a big city, … ; If you live by the sea, … . Elicit an ending
for each sentence and write it on the board. Then divide
students into pairs and give them 4–5 minutes to write their
own endings. Elicit some ideas as feedback, writing them on
the board and making any necessary corrections.
1 You could do this as a whole class. Refer students to the
Expert grammar section on the zero conditional on page
188 before or after this exercise.
1 two; a comma
2 the first part shows a condition, the second a result
3 Yes. We don’t use a comma. 4 when
2a–b Ask students to do Exercise 2a individually and after
checking answers with the class, divide them into pairs for
Exercise 2b. Get brief feedback from the class.
1F 2A 3B 4C 5E 6D
3 Go through the example with students and elicit once
more when we use commas in conditional sentences.
Students could do the exercise individually or in pairs.
2 Cities work well as communities if they offer good public facilities.
3 If you live in a big city, you often have very limited personal space.
4 When you buy a house in the countryside, it usually comes with a
nice garden.
5 When a city has a central square, people use it for all sorts of
purposes.
6 If you want to be part of a community, it is a good idea to join
local clubs.
7 Travelling often takes up a lot of your time when you live in a city.
8 There is generally less crime when there is a sense of community.
4 Check students know the difference between if and
unless and point out that after unless, the verb is in the
positive form, not the negative. You could do an example
on the board showing the difference (e.g. If you don’t
work, you don’t get paid. – Unless you work, you don’t get
paid.) Students could then continue individually and check
answers in pairs before class feedback.
1 if 2 unless 3 If 4 unless 5 unless 6 if
5a You may want to do the first item as an example, and ask
students to check answers in pairs before class feedback.
1 I don’t carry much money on me unless I really have to.
2 I don’t feel safe in the streets at night if I am on my own.
3 When I see my neighbours, I always stop for a chat.
4 I always lock my doors when I am at home.
5 Children in my town play in the street even when it gets dark.
6 If I am part of a community, it makes me feel safer.
5b Divide students into pairs to discuss the questions and
then ask a few pairs for feedback.
M07_EXP_TB_01GLB_5237_U07.indd 65
Teacher’s notes Module 7
6a This is a consolidation exercise, so it would be better for
students to do it individually.
1 do you wake up, don’t have to 2 do you entertain, are
3 do you do, have 4 are, does your boss or teacher do
5 you need, do you usually talk 6 you get, do you ask
6b Give pairs 5–6 minutes to ask and answer the questions,
then get brief feedback from the class.
Student’s Resource Book > Language development page 68
MyEnglishLab > 7a Language development
Vocabulary p. 107
Lesson objective: to develop vocabulary related to
communities and crime
Warm-up
Write on the board: What should the government provide for
a community/town? How can people make their community
better? Give students 5 minutes to brainstorm ideas in pairs
or small groups and then get feedback from the class. Write
any useful vocabulary on the board for students to copy
into their notebooks.
1 Ask students to do this exercise in pairs, using dictionaries
if necessary. During feedback, check they understand the
difference in meaning between the words in each pair.
1 A residents, B citizen 2 A facilities, B services
3 A involvement, B development 4 A council, B society
5 A relationship, B cooperation
2 Ask students to do this in pairs. They can use dictionaries
if necessary or ask you for help.
1 urban 2 noisy 3 crowded 4 local 5 rural 6 safe
3a Ask students to do this exercise in pairs and ensure they
have access to dictionaries. During feedback, check the
pronunciation of the words and point out or elicit the
difference between burglar and thief.
1 F 2 J 3 B 4 G 5 A 6 I 7 C 8 E 9 D 10 H
3b You could do this as a whole class, copying the table onto
the board and eliciting the answers.
burglary, mugging, theft, vandalism, shoplifting
3c Ask students to do this exercise individually. Remind them
that they may need to change the form of some words.
1 muggings/robberies 2 theft 3 vandals 4 shoplifters 5 robbery
4a Ask students to do this individually and then check
answers in pairs before class feedback.
1 send, commits 2 take place 3 Stealing 4 accuse 5 report
6 arrest
4b You could broaden this exercise into a class discussion.
Student’s Resource Book > Vocabulary page 69
MyEnglishLab > 7a Vocabulary
65
05/06/2017 10:15
 Teacher’s notes Module 7
Listening p. 108
Lesson objectives: to practise identifying different
types of information in a listening text; to practise a
Short-answer questions task
Warm-up
Write university campus on the board. Divide students
into pairs and ask them to discuss the advantages and
disadvantages of living on and off campus. After 3–5
minutes, elicit some of their ideas as feedback.
1 Students could discuss the questions in pairs or you may
want to do this exercise as a class discussion, writing some
of their ideas and/or useful vocabulary on the board.
2 Check students understand the steps and then divide
them into pairs for this exercise. You could write the
answers to ii on the board, for students to refer to during
the listening.
Suggested answers
i 1 What kind 2 How many 3 Who 4 Where 5 When
6 What, make, safer
ii–iii 1 F (burglary, mugging, theft, vandalism)
2 B (a number)
3 E (students, visitors, young people)
4 A (in the car parks, in quiet areas, in the halls of residence)
5 C (at night, in the evening, at weekends)
6 D (more security guards, CCTV)
3a After playing the recording, give students 30 seconds to
check the number of words and their spelling. Do not
confirm answers yet as students will check and compare
them in pairs in the next exercise.
3b After students have discussed in their pairs, check/
confirm answers to the listening task as a class.
1 theft and vandalism 2 300 3 (local) teenagers 4 (in) the library
5 (in) the evening 6 (installing) more CCTV
4a Give students 1 minute to underline the key words.
Remind them to think about the type of information they
need to listen for and what they expect to hear.
Suggested anwers
1 What type, NOT 2 two crimes, increasing 3 most common
4 percentage, vandalism 5 stolen, psychology department
6 where, most thefts 7 problem, changing rooms
8 suggest, people, be
4b Play the recording and give students 30 seconds to check
their answers before class feedback.
1 (really) serious 2 shoplifting, vandalism 3 theft
4 9%/nine percent 5 exam papers 6 sports centre
7 broken lockers 8 more careful
5 Students could discuss the analysis questions in pairs or as
a whole class.
6 After students have discussed in their pairs, elicit their
ideas and write them on the board. You could ask the
class to vote on the best suggestion.
66
M07_EXP_TB_01GLB_5237_U07.indd 66
Extra!
Divide students into small groups and give them 10–15
minutes to plan a new university campus in their town/city.
They should think about different measures they could take
to make the campus safe for students. Each group should
present their ideas and the class can vote on the best one.
MyEnglishLab > 7a Listening
Speaking p. 109
Lesson objective: to introduce language for and
practise expressing opposing ideas in a Part 3 task
Warm-up
Divide students into pairs and ask them to discuss the
following questions: Where would you most like to live in
your country and in another country? What kind of community
would you like to live in? Remind students to give reasons
for their answers. After 3–5 minutes, ask a few students to
share their ideas with the class.
1 Students could do this exercise in pairs or you could do it
as a whole class, eliciting ideas from students and writing
them on the board.
2 You could do this as a whole class, reading out the
statements and checking answers as you go.
1B 2C 3A
3 Check students understand that they have to match opposing
ideas here. Ask them to do the exercise individually and
check answers in pairs before class feedback.
1D 2A 3F 4B 5E 6C
4a Before playing the recording, check that students
understand losing our sense of community.
1C 2D 3B 4A
4b For this exercise, you may need to pause the recording
between questions, to give students time to write down
their answers. With weaker classes, you may need to play
the recording a second time. Get students to compare
answers in pairs before class feedback.
Suggested answers
1 not many facilities but always something happening
2 people can help you but everyone knows your problems
3 takes up a lot of time but it’s good fun
4 people move to cities but technology makes it easier to stay in touch
5a Students could do this individually or in pairs. Check that
they understand the phrases in the box before they begin.
The candidate uses all the phrases.
5b Ask students to do this exercise individually.
1 On the contrary 2 It’s true that 3 Although
4 On the one hand, On the other hand 5 However
6 Some people, but
05/06/2017 10:15

5c You may want to do the first item as an example with
the class, eliciting ideas from different students. Then ask
students to continue in pairs.
Suggested answers
1 … say communities are stronger nowadays because we can keep
in touch better.
2 … it is good to have people around you who can help you.
3 … it is worth it to have good facilities.
4 … some people don’t get on with their neighbours.
5 … it can take a long time to travel around.
6 … they have a strong community spirit.
Expert IELTS
Students need to be able to give thorough answers in Part
3 of the Speaking Paper. Tell them to practise extending
their answers by giving reasons, examples and/or opposing
ideas. Remind them that they should choose answers which
allow them to expand on their ideas.
6 Divide students into pairs and give them 3–4 minutes to
ask and answer the questions. Then ask them to change
roles and repeat. With weaker classes, you may need to
give students some time to think about their answers first.
7 Give pairs 4–5 minutes to discuss the analysis questions,
then get feedback from the class.
Extra!
Divide students into pairs and ask them to write two or three
more Part 3-style questions on the topic of communities.
Ensure both students write down the questions. Monitor and
help/correct students as necessary. Then put them in new
pairs to ask and answer their questions.
MyEnglishLab > 7a Speaking
Writing p. 110
Lesson objectives: to practise writing a Task 1
introduction and overview; to introduce useful language
for describing numbers
Warm-up
Dictate the following questions: What makes a town/city
safe? What can we do to make towns/cities safer? Divide
students into pairs to brainstorm ideas for 3–4 minutes.
Then join pairs together into groups of four and give them
5 minutes to compare and discuss their ideas. Ask a few
groups to share their ideas with the class.
1 Check that students understand region, average and
domestic. Ask them to do the exercise individually and
compare answers in pairs before class feedback.
Suggested answers
The table below gives some information about thefts in the Helby
region of the UK, compared to UK averages. Summarise the
information by selecting and reporting the main features, and make
comparisons where relevant.
M07_EXP_TB_01GLB_5237_U07.indd 67
Teacher’s notes Module 7
2a Depending on your students’ ability, this exercise could be
done individually, in pairs or as a whole class.
1B 2C 3A
2b Give students 3 minutes to read the model answer and
do the matching task. During feedback, highlight the
difference between the function of the introduction
(paraphrasing the task) and the overview (identifying
overall trends).
1B 2C 3A
3a Students could do this individually or in pairs. Point out
that it is not always possible to paraphrase key words
from the task (e.g. here: theft, average) in a way that would
be natural.
thefts = (different) types of theft; region = area; UK = United
Kingdom; compared to = presenting … for comparison; UK
averages = national average figures
3b You may want to do this exercise as a whole class, guiding
students to the answers as necessary. Point out to students
that the overview is one of the things the examiner looks
at, as it shows that the candidate can identify the most
important information and overall trends.
1 The first sentence provides the key general information (that the
number of theft crimes fell). The second sentence shows the main
trend (most types of theft crime declined proportionally) and the
exception that stands out (car thefts increased) 2 no 3 no
4a Go through the phrases in the box and ensure students
understand them. If they are struggling, you could write
them on the board as fractions, and do the exercise as
a whole class. Alternatively, ask students to complete
the exercise individually and then check answers in pairs
before you check as a class. During feedback, you may
want to drill the pronunciation of some of the more
difficult fractions, e.g. four fifths, three quarters, two thirds.
1 one in ten 2 a fifth 3 a quarter 4 a third 5 a half
6 two thirds 7 three quarters 8 four fifths
4b Students could do this individually or in pairs. If possible,
project the model answer onto the board and highlight
the answers.
… shoplifting represented just over a third of all thefts …
… burglaries were just under one third. One in ten theft crimes …
… the remaining quarter involved …
… burglaries falling to just over a quarter and car thefts rising to
a third.
Shoplifting … over one third of …
… it is approximately one quarter across the UK.
5 For weaker classes, give students 2–3 minutes to discuss
the table in pairs before writing, or discuss it as a class.
With stronger classes, go straight into the task and set a
time limit of 20–25 minutes.
67
05/06/2017 10:15
 Teacher’s notes Module 7
Model answer
The table provides data about different traffic-related crimes that
took place in 2015 in Helby, United Kingdom, presenting figures
for urban and rural areas of the region.
Overall, there were fewer offences in rural areas than in urban
areas, while the percentage each type of crime represented was
similar in both urban and rural areas.
In urban areas, the most common traffic offence was illegal parking,
representing almost a half of all reported crimes. Driving without
a licence was also common, at almost 36 percent, followed by
dangerous driving at 17.4 percent. Less than one in ten offences
involved speeding, with only one instance reported.
Similarly, in rural areas of Helby, one in two traffic-related offences
involved illegal parking, while a third involved driving without a
licence. The third most common type of crime in these areas
was dangerous driving, at 16.6 percent. No instances of speeding
offences were reported in rural areas, much like urban areas
where this type of traffic offence represented only 0.2 percent.
Student’s Resource Book > Writing page 70
MyEnglishLab > 7a Writing
7b Public services
Listening p. 111
Lesson objective: to practise a Multiple choice and a
Short-answer questions task
Warm-up
Write this list of public facilities and services on the board:
hospitals, schools, fire service, rubbish collection, street lighting,
police, parking, public transport. Divide students into pairs
and ask them to rank the facilities and services in order of
importance. After 3–5 minutes, ask a few pairs to share
their lists with the class.
1 Before students discuss the questions, you could elicit
different facilities and make a list on the board (e.g. shops,
schools, health care facilities, leisure facilities, banks, libraries,
parks, cinemas, town hall). Divide students into pairs or
small groups to discuss the questions, then get brief
feedback from the class.
2 Point out to students that they have to complete both
tasks while listening, and explain that each task will focus
on a different section of the recording. Give students 2–3
minutes to complete steps 1–3.
1 a report about facilities in a town
2 You need to listen for problems the student had.
3 3 a number 4 a facility 5 a facility 6 an age group
7 a group of people 8 a type of class
9 a feature of the community centre
10 a feature of the leisure centre
68
M07_EXP_TB_01GLB_5237_U07.indd 68
3 Refer students to the Test strategies on page 178 and point
out the Help notes. With weaker classes, as this is the first
time students are doing two tasks in one listening, you could
play the recording twice. With stronger classes, play the
recording only once, to give students realistic test practice.
1–2 B and E 3 eight 4 (the) (town) library
5 (the) shopping centre 6 older people 7 parents
8 dance (classes) 9 (the) (centre’s) security 10 (the) prices
4 Divide students into pairs to discuss the analysis questions
and then discuss as a class. Pay attention to question 3 as this
is the first time students are doing two tasks in one listening.
5 Once students have discussed the questions in pairs, you
could broaden this into a class discussion.
Extra!
For homework, ask students to re-read the audio script
and check any answers they got wrong. Also ask them
to choose 6–8 new words to record in their vocabulary
notebooks. Remind them to record meaning, part of
speech and an example sentence.
Expert IELTS
Reviewing work done in class is an excellent way for students
to build up their skills and an awareness of where their
strengths and weaknesses lie. Encourage students to re-read
passages and audio scripts after each Listening and Reading
lesson to improve their test strategies and vocabulary.
Student’s Resource Book > Listening page 71
MyEnglishLab > 7b Listening
Language development p. 112
Lesson objective: to practise the first conditional
Warm-up
Write the following sentence on the board jumbled up:
If the government builds a new park, people will be happy.
Ask students to un-jumble the sentence in pairs. Elicit the
answer and elicit or explain what grammatical structure this
is (the first conditional). Tell students this will be the focus
of the lesson.
1a Refer students to the Expert grammar section on the first
conditional on page 188 before this exercise. Do this as a
whole class, clarifying any points as necessary.
1 C 2 if and unless 3 Either the condition or the result can come
first. 4 We use a comma when the if-clause comes first.
1b Give pairs 3–4 minutes for this exercise, then check
answers with the class.
1 C The museum will have to close (result) unless it gets more
money from the government (condition).
2 A If people aren’t satisfied with the service, (condition) we’ll have
to do something about it (result).
3 B I’ll join the sports centre (result) if I can afford it (condition).
05/06/2017 10:15

2 Ask students to do this individually and then check
answers in pairs before class feedback.
1 If we don’t get enough money, we’ll never be able to open the
new leisure centre.
2 The population in cities will increase if governments don’t control it.
3 If they cut the crime rate, more people will move to the area.
4 Unless we reduce the number of cars, travelling will take longer.
5 If they open a supermarket on campus, I’m sure the students will
use it.
6 The students won’t work unless they are well-paid.
7 Many people think we’ll have to spend more money if we want to
fight crime properly.
8 If the council doesn’t advertise more, then people won’t know
about their services.
3 Again, students could complete the exercise individually
and check answers in pairs before you check with the class.
1 They’ll open the sports centre again if they can repair the damage.
2 If there are more job opportunities, more people will move to
the area.
3 They’ll stay in Helby if they find a good school for their daughter.
4 The local economy won’t improve if people don’t support local
businesses.
5 If they get the local council’s permission, they’ll build a new
theatre here.
4a Students could do this individually or in pairs.
1 Where will you go if you have free time this weekend?
2 If you will get home early tomorrow, what will you do?
3 correct
4 If you go shopping next week, what will you buy?
5 What will you eat if you will feel hungry after class?
6 If you don’t improve your English, what will happen?
4b Divide students into pairs to ask and answer the questions.
Remind them to correct each other’s use of the first
conditional if they hear any mistakes. Monitor and note down
any persistent errors to go over and clarify during feedback.
5 Go through the example with the class, highlighting the
difference between if and unless. Ask students to do this
exercise individually and then check answers in pairs
before class feedback.
2 Museums will close unless they get more visitors.
3 The services will get worse unless we support them.
4 Unless my neighbour stops making a noise, I’ll complain.
5 If you don’t live in this area, you won’t have any problems with
crime.
6 I’m happy to do something for the community if it doesn’t take
up too much time.
6 Give students 3–5 minutes to write their answers and
then divide them into pairs to share their ideas. As
feedback, ask a few students to share their answers with
the class and perhaps ask pairs how similar or different
their answers were.
Student’s Resource Book > Language development page 72
MyEnglishLab > 7b Language development
M07_EXP_TB_01GLB_5237_U07.indd 69
Teacher’s notes Module 7
Vocabulary p. 113
Lesson objective: to develop vocabulary related to
public buildings and public services
Warm-up
Write facilities in my town on the board. Elicit some ideas
and write them on the board (e.g. parks, sports centre,
cinema, schools, health care facilities). Divide students into
small groups and ask them to discuss their views on the
facilities, and how they think they could be improved. After
4–6 minutes, get feedback from different groups.
1a Students could do this exercise in pairs or you could do it
as a whole class, eliciting the answers and writing them on
the board.
1 tourist information centre 2 retirement home 3 town hall
4 fire station 5 community centre 6 health centre
7 concert hall 8 leisure centre
1b Students could do this individually or in pairs.
1 health centre 2 retirement home 3 community centre
4 town hall 5 leisure centre 6 concert hall
1c–d First, check that students understand the meaning of
attractions and public services in the headings. Students
could do these exercises in pairs or you could do them as
a whole class on the board.
Accommodation: retirement home, bed and breakfast, guesthouse,
hostel
Attractions and entertainment: concert hall, leisure centre, cinema,
museum, theatre
Public services: tourist information centre, town hall, fire station,
community centre, health centre, hospital, library, prison
1e Ask students to do this exercise individually. They can
check answers in pairs before class feedback.
1 concert hall 2 library 3 retirement home 4 hostel 5 town hall
6 bed and breakfast/guesthouse, guesthouse/bed and breakfast
7 health centre 8 community centre
1f Divide students into small groups to discuss the questions,
then get brief feedback from the class.
2 Give students a minute to read the options and elicit the
answer.
C
3a Before students complete the sentences, check that they
understand the meaning of the words in the box. Ask
them to do the exercise individually.
1 education 2 police and fire services 3 public transport
4 public spaces 5 public housing 6 health care
7 environmental protection
3b Once students have discussed in their pairs, you could
choose two or three statements to discuss as a whole class.
Student’s Resource Book > Vocabulary page 73
MyEnglishLab > 7b Vocabulary
69
05/06/2017 10:15
 Teacher’s notes Module 7
Reading pp. 114–115
Lesson objective: to practise a Flow chart completion
and a Multiple choice task
Warm-up
Divide students into pairs and ask them to describe a
building they like to each other. They should say why they
like it and if they have been there or not. After 4–5 minutes,
ask a few students to share their answers with the class.
1 Divide students into pairs for this exercise. You may want
to give them a couple of examples or a model answer
to help them with ideas (e.g. a bank which is now a
restaurant, a library which is now a block of flats). Elicit
ideas from a few students as feedback.
2 Divide students into pairs for this exercise. If you think
they may struggle, you could do it as a whole class.
A 1 plan to cut down some cherry trees (it was stopped by the
second event) 2 one = a community group; this = a public protest
B 1 a feeling that the council would not approve the plan (‘Before
this’ shows it happened first) 2 it = building the new library;
this = money becoming available
3 As this is the first time students are doing two tasks on the
same passage, you may wish to explain that in the Reading
Paper, each task will usually refer to a different section of
the passage. Give students 3–4 minutes for the exercise,
then elicit the answer.
The first task relates to paragraphs 2–7 and the second task to
paragraphs 8–9.
4 Refer students to the Test strategies on page 179 and the
Help notes for questions 3 and 5. As this is the first time
students are doing two tasks on the same passage, you
could be flexible with the time limit. Remind students to
focus on reference words like those in Exercise 2 to help
them follow the sequence of events. Allow them to check
answers in pairs before class feedback.
1 goods 2 accidents 3 level crossings 4 traffic problems
5 manufacturing 6 (frozen) turkeys 7 photographer
8–10 C, E, G
5 Divide students into pairs to analyse their performance,
then discuss as a class.
6 Give students 3–5 minutes to discuss in their pairs, then
ask a few students to share their answers with the class.
Extra!
Ask students to re-read the passage, find 5–6 reference
words and decide what they refer to. Then divide students
into pairs to discuss and check their answers.
MyEnglishLab > 7b Reading
70
M07_EXP_TB_01GLB_5237_U07.indd 70
Writing pp. 116–117
Lesson objectives: to practise language for introducing
and describing information; to practise writing a Task 1
summary
Warm-up
Write health care on the board. Divide students into small
groups and give them 2–3 minutes to list different types
of health care services (e.g. surgery, dental care, cosmetic
surgery, counselling). Elicit their ideas and write them on
the board. Then ask: Which health care services should be
free (and which should we have to pay for)? Why? Give groups
5–6 minutes to discuss the question and then ask a few
groups to report back on their conclusions.
1 Divide students into pairs for this exercise. After 3–5
minutes, get brief feedback from the class.
2a Before this exercise, refer students to the Expert writing
model on page 206. Divide students into pairs to compare
their answers before you check as a class.
Suggested answers
The table below gives some information about how satisfied the
population of Helby is with aspects of the facilities in its local health
centre. Summarise the information by selecting and reporting the
main features, and make comparisons where relevant.
2b Give pairs 3–5 minutes for this activity. Elicit some of their
ideas during feedback.
3a Students could do this in the same pairs as Exercise 2b.
3b This exercise can be done in pairs or as a whole class.
1 There is an introduction, an overview and two paragraphs giving
more detailed information about the data.
2 No, the student uses their own words.
3 The overview summarises the main features/the main trends.
4 No, only the main features.
4a Before students do the exercise, go through the table with
them, checking that they understand the verbs/phrases
and their different functions.
presents, gives, information on, levels of, difference between,
figures for
4b Ask students to do this individually and then check
answers in pairs before class feedback.
1 amount/level of 2 differences 3 figures 4 information
5 number/percentage
5a Ensure you set a time limit for this exercise. You could
either give students 5 minutes for all three steps or time
them 1 minute for step 1, 1 minute for step 2 and 3
minutes for step 3.
Suggested answers
1 The table below gives some information about how satisfied the
population of Helby is with various aspects of their community.
Summarise the information by selecting and reporting the main
features, and make comparisons where relevant.
05/06/2017 10:15

5b For A, you could refer students to Exercise 4a on page
110. For B, they can look at Exercise 4a on this page. As
feedback, you could copy the spidergrams onto the board
and elicit ideas from students.
6 Before students do the writing task, refer them to the Test
strategies on page 181 and clarify any points as necessary.
Give students 20 minutes to write their summary.
Suggested answer
The table presents information on how satisfied men and women
are with different aspects of life in Helby. It gives percentage
figures for a number of areas, namely, work, education, sport,
transport, entertainment and shopping.
The table shows some differences between the attitudes of men
and women, but overall, women seem to be more satisfied with
the aspects listed than men.
The table shows that the genders expressed similar levels
of satisfaction with regard to education: 66 and 67 percent
respectively. However, there is considerable difference between
how happy males and females are with sport and shopping. There
is a smaller difference in satisfaction levels for work, transport and
entertainment, with men generally being less satisfied than women.
The aspect of life in Helby that men express most satisfaction with
is education, with two thirds of the male population being content
with this. For women, the most satisfactory feature is shopping,
as 90 percent said they were happy with this. In contrast, the least
popular feature was the same for both genders: just under one
third of men and slightly over one third of women said they were
happy with entertainment in Helby.
7 Students could do this individually or in pairs, swapping
summaries for analysis and feedback. Give them 8–10
minutes to assess their own or their partner’s work, while
you monitor and help/correct them as necessary.
Student’s Resource Book > Writing page 74
Speaking p. 118
Lesson objectives: to introduce strategies for giving
yourself time to think in the Speaking Paper; to practise
a Part 3 task
Warm-up
Ask students to think of a public place where they live (e.g.
a park, cinema, sports centre) and then divide them into
pairs to discuss what they like and/or dislike about the
place. After 3–5 minutes, get brief feedback from the class.
1a Divide students into pairs for this exercise. If you have a
multinational class, pair students from different countries
so they can share their ideas.
1b Play the recording and then ask students to briefly discuss
the question in pairs. During feedback, explain to students
that there are different ways to give yourself time to think,
which they will cover in this lesson.
The second student sounds better. The first student is not very
fluent as he pauses and hesitates a lot, repeats things and says
‘umm’ and ‘err’ a lot. The first student uses strategies to give
herself time to think.
M07_EXP_TB_01GLB_5237_U07.indd 71
Teacher’s notes Module 7
2a Give students a minute to read options A–E, then play the
recording, twice if necessary, and elicit the answers.
A, C, E
2b Ask students to do this individually and then check
answers in pairs. During feedback, you could play the
recording again so that students can hear the examples.
A To be honest, I haven’t thought about that before.
C Are they important?
E Well, I suppose …; how can I explain?; I guess … ; Let me see;
Well, … ; I suppose …
2c Divide students into pairs to ask and answer the questions.
Remind them to use the strategies from Exercise 2a.
3a Give students 1–2 minutes to read the questions and think
about their answers.
3b Before students do the speaking task, you may want to
refer them to the Test strategies on page 182. Divide
them into groups of three and go through the points in
the table before they begin, to ensure Student C knows
what to listen for. Encourage students to record their
answers if possible.
4 Keep students in the same groups as Exercise 3b for the
task analysis. Monitor their discussions and make notes on
key points to highlight during feedback.
Student’s Resource Book > Speaking page 75
MyEnglishLab > 7b Speaking
Review 7 p. 174
The Review page revises vocabulary and grammar from
the module. The exercises cover vocabulary related to
communities, crime and public services, and the zero and first
conditionals. They can be done as an informal class test (with
a suggested time limit of 30 minutes) or as homework.
1a 1 accused 2 sent 3 took 4 caught 5 committed
1b 1 shoplifting 2 burglary 3 mugging 4 theft 5 robbery
2 1 public 2 town 3 concert 4 health 5 retirement 6 public
7 leisure 8 community
3 1 rural 2 care 3 urban 4 residents 5 public 6 lifestyle
7 crowded 8 involvement
4 1 F, spends 2 B, live 3 E, travels 4 A, will close 5 G, is
6 D, won’t/don’t want 7 C, are
5 1 I will feel safe in my town even when I’m at home alone.
2 I won’t stay here unless I can find a good job.
3 If the council closes the community centre, I will be very
angry.
4 Our community works best if/when all the residents work
together.
5 My neighbours always help me if I will need them.
6 Crime will increase unless there are more facilities for young
people.
7 When you live in a city, you usually will have access to good
public facilities.
8 If I’ll manage to get a better job, I’ll rent a bigger flat in the
centre.
MyEnglishLab > Module Test 7
71
05/06/2017 10:15