Expert IELTS TB_U07

Prévia do material em texto

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Teacher’s notes Module 7777777777 On the move
Module 7 covers topics such as urban living, travel and transportation. 
Photocopiable activities 
7A Your home town p. 150
7B Punctuate please! p. 151
7C A trip of a lifetime p. 152
Teacher’s Online Material
• Test Practice Lesson: Listening 4
• Module Test 7
 Lead-in p. 103 
 Warm-up 
 Give students 1 minute to write down as many types 
of transport as they can. Then divide them into pairs 
to discuss and choose which is the most comfortable, 
convenient, eco-friendly, cheapest form of transport. Give 
students 5–10 minutes and remind them to justify their 
answers. As feedback, elicit some examples and reasons. 
 1 Divide students into groups to discuss the questions. 
Feedback by eliciting answers and asking a couple of them 
to share their experiences. 
 Suggested answer 
 I’ve been in a taxi before and one of these tram-like things – the 
trolleybus. I think I’d most like to have a go on a Tangah as I like 
horses. In my view, the practicality of these forms of transport 
depends very much on their environment. 
 7a Urban living 
 Reading pp. 104–105 
 Lesson objectives: practise linking ideas; paraphrases; 
Test practice (Matching sentence endings; Summary 
completion) 
 Warm-up 
 Dictate the following sentence stems: 1 I like studying English 
even though … . 2 As well as watching movies, I improve my 
English by… . 3 Rather than learning English in textbooks, I … . 
Divide students into pairs and give them 2–3 minutes to 
complete the sentences. Get feedback by asking a few 
students to share their ideas and writing them on the board. 
Elicit how they knew what kind of information could complete 
the sentences (1 suggests a problem / obstacle is coming 2 extra 
information is needed 3 an alternative will follow ). 
 1 Divide students into small groups to discuss the question, 
or do this as a class. During feedback, write some of their 
ideas on the board. 
 Suggested answers 
 advantages: convenience, entertainment (shops, restaurants, 
cinemas, etc.) contact with people disadvantages: noise, pollution, 
traffi c, lack of/expensive housing 
 2a You could do this as a class. Write sentence 1 on the 
board and elicit the answers. 
 However, from the outset, convincing offi cials of the eff ectiveness 
of this approach proved to be somewhat challenging: “This 
won’t work here,” one told Mr Bhatt when he proposed the 
Raahgiri and other alternatives to make Gurgaon’s streets more 
pedestrian-friendly. Bhatt persisted in trying to convince them and 
fi nally succeeded after 200 schoolchildren cycled up to the city 
administration’s headquarters to demonstrate public support. 
 Option 2 is the best summary. 
 2b This could be done as a class. If possible, project the text 
on the board to show the answer more clearly. 
 Option C; suggested answer: had to deal with initial [outset] 
resistance [challenging] from the local authorities [offi cials]. 
 Expert IELTS 
 Matching sentence endings questions rely on both 
grammatical accuracy and meaning. Students should focus 
on understanding how diff erent reading question types 
work and which ones they fi nd more diffi cult and why. This 
will help them manage their time better in the Reading 
exam as they can spend less time on challenging questions. 
 3 – 4 Ask students to read the Test strategies on pages 170 
and 172. Give them 20 minutes to do the task then ask 
them to compare their answers in pairs using the analysis 
questions. Get feedback from the class and clarify any 
answers if necessary. 
 3 1 C 2 E 3 D 4 F 5 B 6 D 7 H 8 G 9 I 
 4 Students’ own answers 
 5 Divide students into pairs or small groups to discuss the 
questions. Get feedback from the class by asking a few 
groups to share their views with the class. 
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Teacher’s notes Module 7
Suggested answers
1 In my opinion this is a really good thing to try to combat 
pollution levels in cities and allow people to walk freely without 
fear of accidents. This has been done in Mexico City and although 
it’s been good to some extent, some people have been frustrated 
by the disruption to their daily travel. 
2 Cycling in cities can be dangerous when the city also has a lot of 
trucks or heavy goods vehicles passing through it, or if the city has 
many narrow streets. In my view, road awareness training when 
people are young can help encourage cycling and prevent accidents. 
Student’s Resource Book > Reading pp. 66–67
MyEnglishLab > 7a Reading
Vocabulary p. 106
Lesson objectives: learn new academic nouns, word 
families and collocations with plan
Warm-up
Write on the board: public transport, parks, healthcare 
services, schools and colleges. Divide students into small 
groups and give them 5–10 minutes to describe the quality 
of one of these services in the town or city where they live. 
If students come from the same place, ask them to evaluate 
the effectiveness of all the public services and recommend 
improvements. Round up asking one or two groups to 
share their ideas. 
1a Ask students to do the exercise individually, using 
dictionaries if necessary, then check with a partner. Get 
feedback from the class, making sure you check the 
pronunciation and syllable stress. 
1 A 2 B 3 B 4 A 5 A 6 B 7 A 8 B 9 A 10 A 11 B 12 A
1b Give students 2 minutes to do the exercise individually 
and then get feedback from the class. 
1 investment 2 infrastructure 3 implementation 4 construction 
5 co-ordination 6 expansion 
2 You may want to do this as a class. Write the nouns 
on the board and elicit the verbs from students. Check 
spelling and pronunciation.
1 implement 2 invest 3 distribute 4 expand 5 maintain 
6 compensate
3–4 Ask students to do these exercises individually and then 
check in pairs. Get feedback from the class.
3 1 put forward/unveiled 2 opposed 3 draw up 
 4 unveiled/put forward 5 go ahead 
4 1 E 2 A 3 F 4 B 5 D 6 C
Extra!
Divide students into small groups to discuss the following 
questions: How good is the infrastructure in the capital city of 
your country? How well maintained is public transport in your 
country? What improvements would you like to see in the next 
few years? Give them 10 minutes for their discussions and 
then elicit some ideas.
Student’s Resource Book > Vocabulary p. 68
MyEnglishLab > 7a Vocabulary
Speaking p. 107
Lesson objectives: develop topic-specific vocabulary; 
practise speaking more accurately; Test practice: Part 1 
Warm-up
Write in a circle on the board: My dream home and 
add some categories around it like a mind map such as: 
materials, size, style, outside space, furniture, colours, etc. 
Give students 2–3 minutes to write down some notes/
ideas and/or draw a picture of their dream home then 
divide them into groups of three to compare ideas. As 
feedback, ask a couple of students to report back on which 
of their group members’ ideas they liked the most and why.
1 Divide students into small groups to discuss the questions. 
Get feedback by eliciting some ideas. Write any useful 
vocabulary on the board. 
Suggested answer
The photo of the block of flats is like where I grew up. My town 
had a lot of residential areas with blocks of flats surrounded by 
communal gardens. Living in built-up areas like some of the photos 
is great for convenient living, but they may be overcrowded 
and therefore stressful. I think living somewhere less densely 
populated or in a dramatic landscape could be inspiring and 
relaxing, but it may also be a little boring at times. 
2 Spend 1–2 minutes asking students if they know or can 
guess the meaning of any of the idioms. Write their ideas 
on the board but do not give them the correct answers 
yet. Then ask them to do the exercise and check in pairs. 
Getfeedback from the class and notice which idioms 
students guessed correctly.
1 a stone’s throw away 2 hustle and bustle 3 pace of life 
4 live on top of each other 5 run-down 6 home from home 
Extra!
Divide students into pairs to role play the conversation in 
two using their own ideas. Give them 2–3 minutes to ask 
and answer the questions. 
Expert IELTS
Students should try to use less frequent, more descriptive 
vocabulary in all parts of the Speaking paper. The questions 
in Part 1 ask about familiar topics, i.e. where students live, 
and can seem quite simple. However, students can answer 
them with high level language such as idioms, phrasal verbs 
and less frequent adjectives. 
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Teacher’s notes Module 7
3 Students should discuss the questions in pairs. Elicit some 
ideas for feedback.
Suggested answers
1 A place I would call home from home is the village my 
grandparents live in. I spent so many great holidays with them as a 
child that I always feel relaxed when I visit them these days. 
2 A stone’s throw from my flat is the most beautiful park which 
has a traditional-style rose garden that I love to walk around in 
summer when the flowers are blooming. 
3 Where I live, the pace of life is quite sedate. I live in a semi-rural 
area where there is little traffic and not much industry.
4a Ask students to read A–E and check they understand the 
problems before playing the recording. Have them check 
their answers in pairs then play the recording a second 
time, if necessary. Get feedback from the class. 
Speaker 1: B Speaker 2: D Speaker 3: C Speaker 4: E 
Speaker 5: A
4b With a stronger class, you could ask students to do Exercises 
4a and 4b at the same time. If not, play the recording again 
for this exercise. With a weaker class, you may want them 
to read audio script 7.1 on page 208 at the same time as 
listening. Get feedback from the class. If possible, project the 
audio script on to the board to highlight the answers.
Speaker 1: I live in a relatively small city in the centre of China. 
Actually, it’s the same city …
Speaker 2: I’m from Guadalajara. It is a fascinating place and it has a 
great range of architecture. 
Speaker 3: I think if I would move moved city, I would choose to 
live in Stuttgart … 
Speaker 4: I’ve always dreamt of living in a big city. I’d put spend my 
time going to the galleries and shops! 
Speaker 5: Abu Dhabi’s a fantastic place to live, but sometimes in 
the summer the heat’s overpowered overpowering. 
5a Ask students to make notes on the speaker’s performance 
as they listen. Then have them compare their answers 
with a partner before feeding back. Clarify the types of 
error before the next exercise.
Student 1 is less accurate. The student’s mistakes include: singular/
plural noun, word order, articles, verb + noun collocation, word form.
5b Students should try to listen for the mistakes made. 
However, if this is too challenging they could read audio 
script 7.2 on page 208 at the same time, before working in 
pairs to suggest ways to improve. Check answers with the 
class with the audio script projected on to the board, if 
possible. 
Examiner: Where are you from?
Candidate: I’m from Moscow city in Russia. 
Examiner: What’s it like?
Candidate: Well, it’s a big city. There’s a lot to see. I can give you 
lots of advices advice about what you can see. If you go ever ever 
go, you must visit the Red Square. I think it’s the most famous 
sight in Russia. You can also make do a lot of shopping there. The 
products are really good.
Examiner: What’s your favourite thing about Moscow?
Candidate: Hmm … It’s a difficult question because I like lots of 
things about the city. I think maybe my favourite thing is the people. 
They’re all so friendly and kindly kind. 
Possible advice: revise the use of articles, check common 
collocations with make and do, review irregular adjectives. 
6a–b Refer students to the Test strategies on page 174 and 
Expert speaking (Test 2, Part 1) on page 187. Allow time 
for any questions that arise. Divide them into pairs to 
do the test task and get them to time each other for 2–3 
minutes. Remind them to record their answers if possible 
or make notes as they listen.
6a Students’ own answers
6b Suggested answers: 
1 I live in the suburbs of Shanghai, in a flat with my family. 
2 For me, the area is pleasant to live in because of the local park 
and the nearby transport which takes me to the city centre quickly. 
3 I’d probably add more green spaces, perhaps a few more parks 
for people to get out in the fresh air.
4 It’s changed quite a lot actually. There are a lot more blocks of 
flats nowadays because it’s quick for people to get into the city 
centre for work from here. 
5 I’d recommend seeing the futuristic buildings in the city centre 
obviously, but also, I think it’s worth taking a trip down to the port 
as it’s fascinating watching the enormous cargo ships. 
7 Get students to listen to their recordings/review their 
notes and answer the questions when analysing each 
other’s performances. Ask a few students to feed back 
their analysis to the class.
MyEnglishLab > 7a Speaking
Listening p. 108
Lesson objectives: learn how to identify distractors 
in Listening Section 1; Test practice: Section 1 (Form 
completion; Multiple choice)
Warm-up
Divide students into pairs/small groups and dictate the 
following questions: What are your hobbies? Are they the 
same or different from when you were younger? What benefits 
do your hobbies bring you? Give them 5–10 minutes to 
discuss the questions and then elicit some ideas. Write any 
useful vocabulary on the board.
1 Divide students into small groups to discuss the questions. 
Get feedback from the class and find out which clubs are 
the most popular.
Suggested answer
The groups are a chess group and a cookery group. People join 
groups or clubs to learn new skills, improve their abilities, and 
meet new people and socialise. I’ve been part of a football team 
and a video game club. 
2a This exercise could be done as a class so you check that 
all students can identify the synonymous phrases (phrases 
which use different words but have a similar meaning). 
A 2 B 3 C 1
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Teacher’s notes Module 7
2b–c Ask students to read the section of audio script 7.3 
on page 208 and do these exercises individually. Check 
answers as a group. Project the audio script on the board 
if possible, to help show the answers clearly. 
2b James: Good morning, how can I help you?
Karen: Hello. Um, I hope so. I’m not sure if this is the right number 
to call about the climbing club.
James: Well, this is for enquiries about membership, general 
information about what we do and who we are, meetings and 
competitions. 
Karen: Oh, right. Well, I already know when and where the club 
meets. (distractor) I do have an enquiry about the best footwear 
for climbing for people new to the sport, (distractor) but the main 
reason for contacting you is that I’d like to know if I can join your 
club even though I’ve never climbed before. (answer)
James: OK. Let me tell you a bit more about the club. 
2c B is word matching – 1. A is similar choice – 2. 
2d–e Ask students to answer the test task questions and 
then think about the type of distractor. After playing the 
recording, give students 1–2 minutes to check and discuss 
their answers with a partner. Get feedback from the class.
2d 1 B 2 B 3 45/forty-five 
2e 1 B 2 A 3 C
3 Refer students to the Test strategies on page 168. Do the 
test task and then ask students to compare their answers. 
Get feedback from the class using audio script 7.4 on 
pages 208–209 to highlight the correct answers and how 
the distractors work. 
1 become a member 2 47, Lexington Road 3 943262 
4 experienced 5 A
MyEnglishLab > 7a Listening
Language developmentp. 109
Lesson objectives: practise using sentence fragments 
and run-on sentences; practise punctuation
Warm-up
Write these sentences on the board then give students 2–3 
minutes to discuss in pairs what is wrong with them. 
1 The city policy on housing is unfair. Which is why we believe it 
should be changed. 
2 I need to buy a new laptop. Because mine broke yesterday. 
3 The university offers many courses. Such as engineering, 
design and computer science. 
4 Jane is a good student she works very hard. 
Get feedback, correcting the sentences as a class. Explain 
that the first three examples are called sentence fragments 
because they are incomplete sentences. (1 The city policy on 
housing is unfair, which is why we believe it should be changed. 
2 I need to buy a new laptop because mine broke yesterday. 
3 The university offers many courses such as engineering, 
design and computer science.) The last example is a run-on 
sentence because it should be separated into two sentences 
(4 Jane is a good student. She works very hard.). 
1a–b Ask students to read Expert grammar on page 179. 
Divide them into pairs to do these exercises. The aim is to 
see if they can work out the errors without any teacher 
guidance. Get feedback and clarify any points as necessary. 
1a Students’ own answers 
1b 1 B 2 D 3 C 4 A 
1c Ask students to do this individually and then check in 
pairs. Get feedback from the class.
Suggested answers
1 There is a park … 
2 , more people would move here. 
3 The local government …
4 … attractive. It is … 
Expert IELTS
Being able to spot sentence fragments, run-on sentences 
and punctuation errors in their writing and correct them is 
a key skill for students to develop at this level. Encourage 
them to look for these structural errors when they are peer 
checking each other’s work.
2a–b Stronger students could do this exercise individually and 
weaker ones could do it in pairs. Get feedback from the 
class, writing the corrections on the board to clearly show 
where the errors are. 
2a Incorrect: 1, 3, 4 and 6. Correct: 2, 5, 7 
2b Sentence 1 needs a full stop or and after China. Sentence 3 
needs a second clause. Sentence 4 is missing a verb after students. 
Sentence 6 needs a subject before wore. 
 Suggested answers: 
1 T’ai Chi is a popular community activity all across China. Many 
older people gather in their local parks to do the ancient exercises 
together. 
3 T’ai Chi is popular with older people because it maintains physical 
health. 
4 Recently 50,000 students went to their local parks all over China 
to try to set a world record for the most people simultaneously 
practising T’ai Chi. 
6 In each location people wore matching outfits in different 
colours and the displays could be seen from high vantage points 
around the areas.
3 Give students 2–3 minutes to do the exercise individually 
and then get feedback from the class.
1 D 2 F 3 E 4 A 5 G 6 C 7 B 
4 Ask students to punctuate the text individually and 
then compare and correct their partner’s attempt. Get 
feedback from the class, projecting the text on the board 
if possible. 
Car clubs are an excellent way for people to save space and 
energy in urban environments. The premise is simple; people 
register with a company which rents cars located in multiple 
locations all around the city. After becoming a member, customers 
are able to access an online members’ area to reserve a vehicle for 
a particular amount of time. There are several reasons why 
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Teacher’s notes Module 7
people join car clubs: cost, convenience and attitude towards the 
environment. Joining international car companies also enables 
people to use these services while abroad.
Extra!
When students do their next piece of writing ask them to 
look for sentence fragments/run-on sentences/punctuation 
errors as part of their editing. Then you can mark their 
work and give feedback on these language points.
Student’s Resource Book > Language development p. 69
MyEnglishLab > 7a Language development
Writing p. 110
Lesson objectives: learn how to represent data clearly 
and accurately; practise identifying inaccuracy in 
Writing Task 1; Test practice: Task 1 (Tables and charts)
Warm-up 
Dictate the following: 1 The most unusual mode of transport 
you’ve travelled on. 2 The longest journey you’ve been on. 3 The 
most exciting form of transport you’ve used. Tell students they 
have 5 minutes to go around the class asking the questions 
and noting down other students’ answers. Round up by 
asking students to share their most interesting answers. 
1 Give students 2–3 minutes to discuss the question, then 
get feedback from the class.
Suggested answer
In my neighbourhood, most people use buses to travel around the 
town due to its small size.
2 Do this as a class, eliciting ideas from students and writing 
them on the board. If possible, project the graph on to 
the board to show the features more clearly.
3 Give students 2 minutes to read the introductions then 
elicit which is the best and why. 
1 is the best as the introduction should outline what the data is 
about, what is measured, how it is measured and what the main 
categories or groupings are.
4 Give students 2 minutes to read the overview then elicit 
which is the best and why.
2 is the best as the summary overview at the end of your answer 
should communicate the general picture the data gives. 1 is too 
detailed.
5 Ask students to do the exercise individually and then 
check in pairs. 
1 10% 2 5% 3 30% 4 50% 
6 Divide students into pairs for this exercise then elicit some 
ideas.
Suggested answers
Introduction: include – what the graph is about (share of transport 
forms in three cities in Asia), when (2012), what the categories 
are, what the countries are, the measurement (%). 
Summary overview: the main message or trend (Road transport 
(private transport + bus) popular in all three cities, otherwise varied). 
7 Do number 1 as a class, then ask students to do this 
individually and check with a partner. Get feedback from 
the class.
1 Private transport, rail transport and taking the bus was [subject/
verb agreement] generally popular in all three cities, with the except 
of [word formation] Delhi, where rail travel was not so popular. 
2 Rather, travelling on foot especially was popular [adverb 
placement] in Delhi (with around 35% share in travellers). 
3 In these cities, between 23% and 30% of people are using [tense] 
private means of transport such as the cars [article use]. 
4 Conversely, taking a taxi was relatively unpopular on all three 
[incorrect preposition] cities. 
5 Taxis had a maximum of 6% total transport shaire [spelling]. 
6 Cycling be found to be [passive formation] quite a popular mode 
of transport in Beijing. 
Expert IELTS
Accuracy is very important in Writing Task 1, especially 
the use of prepositions. As many prepositions are about 
movement (up, down, over) it is important to check they 
have been used correctly. Also highlight to students the 
difference between increased by 10% (10% more) and 
increased to 10% (10% is the final %). 
8a–b Refer students to Expert writing on page 197. Then give 
them 20 minutes to write their answers. Remind them 
to check for errors such as sentence fragments, run-on 
sentences and punctuation and reiterate the word limit. 
Encourage students to check each other’s work. 
8a Model answer 
The table shows the percentage share of different forms of 
transport in three cities in Asia in 2012. The cities presented are 
Beijing, Delhi and Seoul. The data is grouped into seven categories 
representing different transport modes, such as private transport, 
various modes of public transport, for example bus and travelling 
on foot. There is significant variation among many of the figures 
for each country.
Private transportation and travelling by bus were popular forms forall three countries. Private transport had a 33% share in Beijing and 
a 23% share in both Delhi and Seoul, whereas 27% of the share for 
each of the three countries was given for travelling by bus. 
The remaining categories showed more variation. While walking 
was very common in Delhi (with a 35% share), it was not so 
common in Seoul (3%) or Beijing (1%). Similarly, rail transport 
was a very popular mode of transport in Seoul (38%), but less 
so in Beijing (17%) and Delhi (4%). Cycling was more common in 
Beijing (14%) than the other two countries. Taxis and other forms 
of transport did not take a very significant share in any of these 
countries, nor did the ‘Other’ category. 
Overall, it can be seen that private transport and rail travel were 
the most popular forms of transport in all the three cities, whilst 
apart from people walking in Delhi, the other categories were far 
less common.
8b Students’ own answers
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Teacher’s notes Module 7
Extra!
Ask students to find another line graph or bar chart in the 
Coursebook and write 10 sentences using prepositions. 
Divide students into pairs to check and correct each 
other’s sentences. Monitor while they are checking to give 
assistance if required. 
Student’s Resource Book > Writing p. 70
MyEnglishLab > 7a Writing
7b Infrastructures 
Listening p. 111
Lesson objectives: practise using positive and negative 
vocabulary in Listening Section 1; Test practice: 
Section 1 (Multiple choice; Form completion)
Warm-up
Write air travel and road travel on the board. Divide 
students into pairs and give them one of the types of 
travel. One student will think of advantages and the other 
disadvantages. Set a time limit of 2 minutes for them to 
think of their ideas then give them 5 minutes to try to 
convince their partner that their standpoint is the best 
one. Get feedback by asking some pairs who had the best 
arguments and what they were.
1 Divide students into groups of three to discuss the 
questions. Alternatively, do this exercise as a class.
Suggested answer
People experience a variety of problems such as delays and 
cancellations, lost property, sickness and bad weather. 
2a Before listening, give the students 1 minute to read the 
sentences and notice the differences between them. Play 
the recording and get feedback from the class. 
1 A 2 A 
2b Ask students to do this individually then check with a 
partner. Get feedback from the class.
1 A the driver was polite B the doors worked 
 C the bus did not break down 
2 A did not feel relieved B were not tired C did not complain 
2c Play the recording. Ask students to compare their answers 
before feeding back. 
1 A 2 A 
3 Give students 30 seconds to read the questions and 
underline key words. Then play the recording.
1 C 2 A 3 B 4 A 5 Cannings 6 322 475 7 Manchester 
8 13th March 9 bank transfer 10 87.95 
4a Give students 30 seconds to check their answers individually 
and then divide them into pairs to check together.
4b Ask students to work in pairs, read audio script 7.7 on 
page 209 and answer the questions. Get some feedback 
and if possible, project the audio script on to the board to 
show students’ answers.
4c Divide students into pairs for this exercise and then 
feedback to the class.
Suggested answer
Focus on accuracy, spelling, be prepared for distraction and speaker 
correction.
5 Students could discuss the questions in pairs or small 
groups. Give them 5–10 minutes and then elicit some of 
their ideas.
Suggested answers
1 I think travelling can be stressful because of the potential 
problems that can occur. Also, people feel as if they are unable to 
exert any control over the situation which can cause stress. 
2 Companies could focus more on improving comfort levels and 
streamlining some procedures such as boarding planes. 
3 In my view, more automated transport will be less stressful 
because it is likely to involve fewer people. By this I mean fewer 
staff. Maybe there will also be fewer rules to abide by.
Extra! 
Ask students to read the audio script and discuss the 
answers and distractors with a partner. Open the discussion 
to the class and discuss why answers are right or wrong, 
and which answers students found easier and more difficult. 
Student’s Resource Book > Listening p. 71
MyEnglishLab > 7b Listening
Language development and vocabulary p. 112
Lesson objectives: improve grammatical accuracy and 
practise using prepositions
Warm-up
Write on the board Typical Student Mistakes! Elicit a 
few from students such as poor spelling, wrong tenses, 
incorrect part of speech, etc. then divide them into small 
groups and give them 5 minutes to discuss which mistakes 
they make the most. Get feedback from the class by briefly 
discussing ways they can avoid common errors, writing 
students’ ideas up on the board. 
Expert IELTS
The use of prepositions in Writing Task 1 can impact the 
meaning and therefore the accuracy of the information. 
Students need to be aware of the importance of prepositions. 
1a–b Refer students to Expert grammar on page 180 and 
answer any questions that arise. Ask them to do the 
exercise individually and then check answers with a 
partner. During feedback, ensure students understand 
why answers are correct.
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Teacher’s notes Module 7
1a 1 the 2 is 3 was 4 is 5 the 6 do not 7 use 8 have 
 9 the 10 a 
1b 1 it is a superlative so needs the 
 2 it is a singular verb – is and agrees with one of which is a 
 singular subject 
 3 it is a singular verb – was and agrees with Greyhound Lines 
 which is the name of one company 
 4 the same as 3 
 5 it is the because we know which country 
 6 it is a plural verb – do not and agrees with people which is a 
 plural subject 
 7 it is a plural verb – use agrees with Americans which is a plural 
 subject 
 8 it is a plural verb – have agrees with Greyhound buses which is 
 a plural subject 
 9 it is the because it refers to a specific word – Greyhound 
 10 it is a because there are many places in history 
2 Students could work on this exercise individually or in 
pairs. 
1 The number/is increasing 2 is operating 3 has become 
4 data suggest 5 travel, the package holiday 
6 A convenient way, the continent, is
3a–b Elicit the difference in meanings between the sentences 
and check all students understand. 
3a Students’ own answers 
3b 1 B 2 A
4 Ask students to do this individually then check answers as 
a class. Discuss any differences in meaning which occur if 
they arise. 
1 by 2 through 3 by 4 on 5 at 6 to 7 by 8 over 
5 This exercise could be done in pairs or as a whole class. 
Elicit or provide further examples of use if needed to 
clarify usage.
1 among suggests that the categories are included in those used by 
commuters, whereas besides suggests that they are separate 
2 by indicates that the research council did this alone, whereas 
with indicates that the research council helped but were not alone 
in this action 
3 from means that the starting amount was $2.50 and the increase 
is unknown, whereas by means that the increase was $2.50 but 
the starting price is unknown.
Extra!
Ask students to find another line graph in the book 
and write 10 sentences to describe it using different 
prepositions. Divide students into pairs to check each 
other’s work for accuracy.
Student’s Resource Book > Language development and Vocabulary 
pp. 72–73
MyEnglishLab > 7b Vocabulary
Speaking p. 113
Lesson objectives: develop vocabulary; focus on 
grammatical range and accuracy; Test practice: Part 1 
Warm-up
Write four or five place names on the board which are 
far away from your current location such as the moon, 
Antarctica, Siberia, Fiji, etc. Divide students into pairs/small 
groups and give them 3–4 minutes to decide whichwould 
be the best mode of transport to get to each place and 
why. Get feedback by asking some students for their ideas 
and write any useful vocabulary on the board. You could 
finish by having a vote on the best suggestions. 
1 These questions could be discussed in pairs or as a class. 
2a Ask students to complete the exercise individually using 
dictionaries if they need to. Then get feedback from the 
class, making sure you check pronunciation especially for 
idyll /ɪdɪl/. 
1 getaway, idyll 2 connection, stopover 3 voyage, expedition 
4 trek, road trip (Note: trek is a long walk, but it is also used in 
speech to describe a long, difficult journey). 
2b Divide students into pairs. Set a time limit of 5 minutes 
and monitor. During feedback, check the questions have 
been accurately formed.
Suggested answers
1 What types of holiday do you like? 
2 What do you think about travelling by plane? 
3 What’s your favourite form of transport? 
4 What’s your commute like? 
3 Divide students into pairs to take turns to ask and answer 
the questions. Encourage them to incorporate vocabulary 
from Exercise 2a in their answers wherever possible. 
If possible, have students record their answers. Get 
feedback from the class. 
Suggested answers
1 I find many long car journeys stressful, especially when the traffic 
is heavy as it makes me slightly more nervous about my driving 
ability. 
2 I’d love to take a trip on a cruise ship. For me, it would be a really 
relaxing way to travel and I like the idea of the open ocean. 
3 I had a very exciting trip a few years ago, cycling in the Swiss 
mountains. Cycling at such a high altitude was tough, but it was a 
great way to admire the scenery. 
4 I prefer using the train in my daily life because where I live, it’s 
the cheapest and most efficient means of transport.
4a Divide students into groups to discuss the descriptors. 
Explain any aspects they do not understand. 
4b Encourage students to think carefully about their speech 
before selecting their answers. If they have a recording, 
make sure they listen to it to help them. 
4c Divide students into pairs to compare their answers in 
Exercise 4b. You could open this up into a class discussion 
and write their suggestions on the board. 
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Teacher’s notes Module 7
5 If useful, refer students to the Test strategies on page 174. 
They should take turns to ask and answer the test practice 
questions. Give them 3 minutes then ask them to change 
roles. If possible, they should record their answers. For 
feedback ask the questions to different students.
Suggested answers
1 I came here by bicycle today and it didn’t take long because I left 
after the rush hour. 
2 I prefer travelling on foot when I’m in the city as it’s actually the 
quickest way of getting around. However, if I were in the countryside, 
I think I’d prefer to drive as it would be more convenient.
3 My favourite form of transport is the train because the windows 
are large and give a good view of the surrounding landscape. 
4 I’d say I’m a fairly well-travelled person. I’ve visited over ten 
countries and I’ve lived in two so that’s given me a different 
perspective on the world which is what I think being well travelled 
should be about. 
5 I only enjoy long-distance travel if I’m able to stay at my destination 
for at least a couple of weeks. Otherwise I find it too tiring. 
6 Right now, I’m planning a trip to see my friend who’s studying in 
Australia. Obviously, I’m going to have to fly there as the journey 
would take far too long by any other means of transport. 
6 Ensure students focus on their partner’s strengths and 
weaknesses. They may want to make a table with columns 
for strengths and weaknesses. They could refer back to 
this later as a way of judging progress.
7a–b Ask students to take notes on the candidate’s 
performance then play the recording. Get them to work 
in pairs to make comparisons. Get feedback from the class 
and discuss any points which arise.
Student’s Resource Book > Speaking p. 74
MyEnglishLab > 7b Speaking A and B
Reading pp. 114–115
Lesson objectives: Test practice (Matching sentence 
endings; Summary completion)
Warm-up
Write the following questions on the board: Why do people 
like driving? Why do people often think they are excellent 
drivers when they are not? Why do people buy expensive cars? 
Divide students into groups of three or four to discuss the 
questions for 5–10 minutes. Get feedback from the class by 
asking some them to share their ideas. 
1 Ask students to discuss the questions in pairs or small 
groups before getting feedback from the class.
Suggested answers
1 It might become totally computerised, eliminating the need for 
human control. Cars might ‘fly’. 
2 They will be more luxurious and self-driving. We would have 
fewer accidents but it might be less fun as an experience.
2a This exercise is best done as a class. Check students are 
clear about the answers.
1 C 2 A 3 C 4 C 5 C
2b Refer students to the Test strategies on pages 170 and 
172, and the Help notes. Set a time limit of 20 minutes for 
the test practice. 
1 D 2 F 3 G 4 E 5 B 6 E 7 G 8 A 9 I 10 D
3 Divide students into pairs to analyse their answers. Ensure 
they refer to the text. Get feedback from the class.
4 Divide students into groups to discuss the questions. After 
5–10 minutes elicit feedback from the class. 
Suggested answers
1 Vehicle technology has helped sustainability, efficiency and safety, 
e.g. smart cars, which use no gasoline and brake automatically when 
you take your foot off the accelerator. Vehicle infrastructure, e.g. 
MAGLEV (Magnetic levitation trains in Japan and Shanghai). Vehicle 
organisation, e.g. GPS tracking. People can arrive at places much 
faster and more predictably. 
2 There might be initial suspicion at losing control. 
3 There could be the issue of who is responsible in the event of an 
accident. 
MyEnglishLab > 7b Reading
Writing pp. 116–117
Lesson objectives: plan how to write a description for 
Writing Task 1; Test practice: Task 1 (Describe tables 
and charts)
Warm-up 
Divide students into pairs and give them 3–4 minutes each 
to describe their best or worst travel experience. Make sure 
they give details in the form of Speaking Part 2 prompts, 
such as: Where were you travelling from/to? What happened? 
How did you feel? Why? Get feedback by asking a couple of 
students to report back on their partner’s experience.
1a–b Students could discuss the questions in pairs or small 
groups. Get feedback from the class.
1a Suggested answer 
If I were getting on that plane, I’d like to fly to a great city such 
as New York for a shopping trip. The plane looks luxurious so I’d 
want to be going somewhere expensive. 
1b Suggested answer
I think some of the most popular destinations are in Europe. 
They are popular mainly because of the weather, the food and the 
tourist attractions. I think families tend to go to these places the 
most because there are often lots of outdoor activities for children 
and good beaches. 
2a–b These questions are best discussed as a class. Elicit 
answers, writing them down on the board. 
2a It shows the changes in the numbers of airline passengers over 
three different points in time. 
2b 1 hundred thousands 2 countries 3 one past date and two 
future dates 4 only 2014, the future information is predicted, not 
definite 5 past and future 
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Teacher’s notes Module 7
2c Divide students into pairs to discuss what to include in the 
overview. Refer them to the advice on page 110 and for 
feedback, ask some students to share their ideas. 
The number of people using air travel is set to increase in all 
countries shown. 
3 You could do this as a class to check students can identify 
the correct parts of the descriptors. 
Taskachievement focuses on accurate representation of data. 
At band 8 all trends and points need to be represented ‘clearly 
and appropriately’. Grammatical range and accuracy and lexical 
resource focuses on accuracy of language. At band 8, sentences, 
word choice, word formation, collocation and spelling should be 
generally ‘error-free’. 
4a–b Divide students into pairs to discuss their strengths and 
weaknesses. 
4c Give students 5 minutes to complete this exercise and 
then ask them to check their plans in pairs. 
5a–b Get students to do Exercises 5a and 5b individually if 
you have a strong class, or in pairs with a weaker class. 
Get feedback from the class. 
5a 1 It is predicted 2 may 3 is expected to 4 is estimated 
 5 is likely 6 could possibly 
5b 1 2 and 6 are incorrect. 1 Canada will not remain 
 2 South American needs to be changed to European 
 6 in many countries, not all
5c Divide students into pairs for this exercise. 
6a–b Get students to read Expert writing on page 197. Give 
them 20 minutes to write their answers. You may want 
to give them extra time to check their work or you could 
include this in the 20 minutes as this would be more 
representative of the real test experience. Remind them 
to check on their use of prepositions and to write at least 
150 words. Or, if time is short, set this as homework and 
ask students to mark where they get to at 20 minutes and 
then to continue writing until they have finished the task.
6a Model answer
The chart shows the actual and predicted numbers of air 
passengers for eight different countries around the world. Actual 
numbers come from 2014 and predictions for the years 2024 and 
2034 are shown. 
It can be seen that there are regional patterns in the actual and 
predicted air passenger numbers. Firstly, in 2014 both Canada and 
the USA had approximately 1,250,000 air passengers and this figure 
could well rise to over 2.5 million passengers by 2034. The USA is 
also likely to surpass Canada in the number of people travelling by 
air. Looking at Brazil and Mexico, it can be observed that passenger 
numbers will increase and that although Brazil had a large number 
of passengers compared to Mexico in 2014 (approximately 1.25 
million to 600,000 respectively), both counties are set to double 
their number of passengers over the 20-year period shown.
In the UK and France, the rate of growth is far more stagnant. 
In 2014, these two countries had around 700,000–900,000 air 
travellers and this figure is likely to rise only by a small amount 
(1 million and 1.4 million respectively by 2034). 
Lastly, China and Saudi Arabia are predicted to see a large growth. 
In 2014, these countries accounted for over 1 billion passengers 
each but both countries are expected to reach over 2.5 million 
and around 2 million passengers by 2034 respectively. 
In summary, although there may be some regional differences, 
airline passenger numbers are predicted to increase in all the 
countries shown.
6b Students’ own answers
7a–b Divide students into pairs to check each other’s work. 
You could pair strong and weak students together to help 
weaker ones or you could pair students of similar ability 
to learn from each other. You may want to monitor in 
case students have any queries. 
Student’s Resource Book > Writing p. 75
MyEnglishLab > 7b Writing
Review p. 118 
The aim is to give practice and revision in some of the 
language of the module. The exercises cover word formation, 
prepositions and punctuation. These can be done in class as a 
timed test (with a suggested time of 20–30 minutes) or can be 
set as homework.
1a 1 maintained 2 compensation 3 distributing 4 expansion 
 5 implement 6 invested
1b 1 C 2 A 3 C 4 B 5 B
1c 1 unveiled their plan 2 go ahead with the plan 
 3 shelve their plan 4 oppose the plan
2a Segways, also known as hover boards, might be considered 
as a futuristic form of transport, yet they are readily available to 
buy in most countries today. In fact, you can see pictures online 
of many celebrities riding them, and they might not even be an 
unusual sight in city parks. However, in some countries riding a 
Segway on the streets is illegal. This is largely because they are not 
deemed safe to be amongst traffic. So, before you consider buying 
a Segway just remember, they may be fun, but you can’t use them 
as an everyday form of transport.
2b 1 Neither passenger leaves the train until this dispute is over. 
 2 The number of trains along this route is increasing. 
 3 The latest data recommend that people always book their 
 tickets in advance. 
 4 The final destination of both flights TE223 and BA115 is 
 Istanbul. 
 5 This steam train holds a particular place in history as one of 
 the earliest of its kind.
2c 1 add are after campus 2 add There before is a 
 3 requires a second contrasting clause, e.g. there has been an 
 increase in petty crime recently. 4 It/The city centre, etc.
2d Both the bus and car were popular forms of transport in 
Beijing, Delhi and Seoul at in 2008. Other forms of transport 
showed larger differents differences between the three countries. 
Rail was a high highly used form of transport in Seoul, whereas 
travelling by on foot was extremely popularity popular in Delhi. 
Other forms of transport, such as cycling or taking taxis, were not 
used as much.
MyEnglishLab > Module Test 7
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