City Life: 7a Communities
City Life: 7a Communities
City Life: 7a Communities
Ask students to think of a city that they know which is very 4 You could do this exercise as a whole class.
different today compared to five or ten years ago. Divide
students into pairs or small groups and ask them to discuss 1 an organisation or building of some kind
the changes, saying if they think they are good or bad and 2 paragraph B; we know because of the date
why. After 5–7 minutes, get brief feedback from the class. 3 left the city centre; seven kilometres to the south 4 chocolate
1 Divide students into pairs for this exercise. As feedback, 5 Give students 10–15 minutes to complete the test task.
ask a few students to share their ideas with the class. If all Remind them to follow the steps in Exercise 4. You could
students live in the same town/city, ask one student for ask them to check answers in pairs before class feedback.
feedback and then ask other students if they can add any 2 gardens 3 community 4 sports facilities 5 growth
information. 6 redevelopment programme
2 Give students a minute to study the flow chart and then
elicit the answer. 6 Divide students into pairs to analyse their performance.
7 This could be done as a class discussion.
C
Student’s Resource Book > Reading pages 66–67
3a Give students 5 minutes to read the passage and answer MyEnglishLab > 7a Reading
the questions. Remind them to skim-read, and be strict
with the time limit.
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3 Go through the example with students and elicit once 1 Ask students to do this exercise in pairs, using dictionaries
more when we use commas in conditional sentences. if necessary. During feedback, check they understand the
Students could do the exercise individually or in pairs. difference in meaning between the words in each pair.
2 Cities work well as communities if they offer good public facilities. 1 A residents, B citizen 2 A facilities, B services
3 If you live in a big city, you often have very limited personal space. 3 A involvement, B development 4 A council, B society
4 When you buy a house in the countryside, it usually comes with a 5 A relationship, B cooperation
nice garden.
2 Ask students to do this in pairs. They can use dictionaries
5 When a city has a central square, people use it for all sorts of
if necessary or ask you for help.
purposes.
6 If you want to be part of a community, it is a good idea to join 1 urban 2 noisy 3 crowded 4 local 5 rural 6 safe
local clubs.
3a Ask students to do this exercise in pairs and ensure they
7 Travelling often takes up a lot of your time when you live in a city.
have access to dictionaries. During feedback, check the
8 There is generally less crime when there is a sense of community.
pronunciation of the words and point out or elicit the
4 Check students know the difference between if and difference between burglar and thief.
unless and point out that after unless, the verb is in the 1 F 2 J 3 B 4 G 5 A 6 I 7 C 8 E 9 D 10 H
positive form, not the negative. You could do an example
on the board showing the difference (e.g. If you don’t 3b You could do this as a whole class, copying the table onto
work, you don’t get paid. – Unless you work, you don’t get the board and eliciting the answers.
paid.) Students could then continue individually and check
answers in pairs before class feedback. burglary, mugging, theft, vandalism, shoplifting
1 if 2 unless 3 If 4 unless 5 unless 6 if 3c Ask students to do this exercise individually. Remind them
that they may need to change the form of some words.
5a You may want to do the first item as an example, and ask
students to check answers in pairs before class feedback. 1 muggings/robberies 2 theft 3 vandals 4 shoplifters 5 robbery
1 I don’t carry much money on me unless I really have to. 4a Ask students to do this individually and then check
2 I don’t feel safe in the streets at night if I am on my own. answers in pairs before class feedback.
3 When I see my neighbours, I always stop for a chat. 1 send, commits 2 take place 3 Stealing 4 accuse 5 report
4 I always lock my doors when I am at home. 6 arrest
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. 4b You could broaden this exercise into a class discussion.
Student’s Resource Book > Vocabulary page 69
5b Divide students into pairs to discuss the questions and
MyEnglishLab > 7a Vocabulary
then ask a few pairs for feedback.
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Write university campus on the board. Divide students MyEnglishLab > 7a Listening
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.
Speaking p. 109
Lesson objective: to introduce language for and
1 Students could discuss the questions in pairs or you may
practise expressing opposing ideas in a Part 3 task
want to do this exercise as a class discussion, writing some
of their ideas and/or useful vocabulary on the board.
Warm-up
2 Check students understand the steps and then divide
them into pairs for this exercise. You could write the Divide students into pairs and ask them to discuss the
answers to ii on the board, for students to refer to during following questions: Where would you most like to live in
the listening. your country and in another country? What kind of community
would you like to live in? Remind students to give reasons
Suggested answers for their answers. After 3–5 minutes, ask a few students to
i 1 What kind 2 How many 3 Who 4 Where 5 When share their ideas with the class.
6 What, make, safer
ii–iii 1 F (burglary, mugging, theft, vandalism) 1 Students could do this exercise in pairs or you could do it
2 B (a number) as a whole class, eliciting ideas from students and writing
3 E (students, visitors, young people) them on the board.
4 A (in the car parks, in quiet areas, in the halls of residence) 2 You could do this as a whole class, reading out the
5 C (at night, in the evening, at weekends) statements and checking answers as you go.
6 D (more security guards, CCTV)
1B 2C 3A
3a After playing the recording, give students 30 seconds to 3 Check students understand that they have to match opposing
check the number of words and their spelling. Do not ideas here. Ask them to do the exercise individually and
confirm answers yet as students will check and compare check answers in pairs before class feedback.
them in pairs in the next exercise.
3b After students have discussed in their pairs, check/ 1D 2A 3F 4B 5E 6C
confirm answers to the listening task as a class.
4a Before playing the recording, check that students
1 theft and vandalism 2 300 3 (local) teenagers 4 (in) the library understand losing our sense of community.
5 (in) the evening 6 (installing) more CCTV
1C 2D 3B 4A
4a Give students 1 minute to underline the key words.
4b For this exercise, you may need to pause the recording
Remind them to think about the type of information they
between questions, to give students time to write down
need to listen for and what they expect to hear.
their answers. With weaker classes, you may need to play
Suggested anwers the recording a second time. Get students to compare
1 What type, NOT 2 two crimes, increasing 3 most common answers in pairs before class feedback.
4 percentage, vandalism 5 stolen, psychology department Suggested answers
6 where, most thefts 7 problem, changing rooms 1 not many facilities but always something happening
8 suggest, people, be 2 people can help you but everyone knows your problems
4b Play the recording and give students 30 seconds to check 3 takes up a lot of time but it’s good fun
their answers before class feedback. 4 people move to cities but technology makes it easier to stay in touch
1 (really) serious 2 shoplifting, vandalism 3 theft 5a Students could do this individually or in pairs. Check that
4 9%/nine percent 5 exam papers 6 sports centre they understand the phrases in the box before they begin.
7 broken lockers 8 more careful The candidate uses all the phrases.
5 Students could discuss the analysis questions in pairs or as 5b Ask students to do this exercise individually.
a whole class.
6 After students have discussed in their pairs, elicit their 1 On the contrary 2 It’s true that 3 Although
ideas and write them on the board. You could ask the 4 On the one hand, On the other hand 5 However
class to vote on the best suggestion. 6 Some people, but
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5c You may want to do the first item as an example with 2a Depending on your students’ ability, this exercise could be
the class, eliciting ideas from different students. Then ask done individually, in pairs or as a whole class.
students to continue in pairs.
1B 2C 3A
Suggested answers
1 … say communities are stronger nowadays because we can keep 2b Give students 3 minutes to read the model answer and
in touch better. do the matching task. During feedback, highlight the
2 … it is good to have people around you who can help you. difference between the function of the introduction
3 … it is worth it to have good facilities. (paraphrasing the task) and the overview (identifying
4 … some people don’t get on with their neighbours. overall trends).
5 … it can take a long time to travel around. 1B 2C 3A
6 … they have a strong community spirit.
3a Students could do this individually or in pairs. Point out
that it is not always possible to paraphrase key words
Expert IELTS from the task (e.g. here: theft, average) in a way that would
Students need to be able to give thorough answers in Part be natural.
3 of the Speaking Paper. Tell them to practise extending thefts = (different) types of theft; region = area; UK = United
their answers by giving reasons, examples and/or opposing Kingdom; compared to = presenting … for comparison; UK
ideas. Remind them that they should choose answers which
averages = national average figures
allow them to expand on their ideas.
3b You may want to do this exercise as a whole class, guiding
6 Divide students into pairs and give them 3–4 minutes to students to the answers as necessary. Point out to students
ask and answer the questions. Then ask them to change that the overview is one of the things the examiner looks
roles and repeat. With weaker classes, you may need to at, as it shows that the candidate can identify the most
give students some time to think about their answers first. important information and overall trends.
7 Give pairs 4–5 minutes to discuss the analysis questions,
then get feedback from the class. 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
Extra!
exception that stands out (car thefts increased) 2 no 3 no
Divide students into pairs and ask them to write two or three
more Part 3-style questions on the topic of communities. 4a Go through the phrases in the box and ensure students
Ensure both students write down the questions. Monitor and understand them. If they are struggling, you could write
help/correct students as necessary. Then put them in new them on the board as fractions, and do the exercise as
pairs to ask and answer their questions. a whole class. Alternatively, ask students to complete
the exercise individually and then check answers in pairs
MyEnglishLab > 7a Speaking 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.
Writing p. 110
1 one in ten 2 a fifth 3 a quarter 4 a third 5 a half
Lesson objectives: to practise writing a Task 1 6 two thirds 7 three quarters 8 four fifths
introduction and overview; to introduce useful language
for describing numbers 4b Students could do this individually or in pairs. If possible,
project the model answer onto the board and highlight
Warm-up the answers.
Dictate the following questions: What makes a town/city … shoplifting represented just over a third of all thefts …
safe? What can we do to make towns/cities safer? Divide … burglaries were just under one third. One in ten theft crimes …
students into pairs to brainstorm ideas for 3–4 minutes. … the remaining quarter involved …
Then join pairs together into groups of four and give them … burglaries falling to just over a quarter and car thefts rising to
5 minutes to compare and discuss their ideas. Ask a few
a third.
groups to share their ideas with the class.
Shoplifting … over one third of …
1 Check that students understand region, average and … it is approximately one quarter across the UK.
domestic. Ask them to do the exercise individually and 5 For weaker classes, give students 2–3 minutes to discuss
compare answers in pairs before class feedback. the table in pairs before writing, or discuss it as a class.
Suggested answers With stronger classes, go straight into the task and set a
The table below gives some information about thefts in the Helby time limit of 20–25 minutes.
region of the UK, compared to UK averages. Summarise the
information by selecting and reporting the main features, and make
comparisons where relevant.
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Model answer 3 Refer students to the Test strategies on page 178 and point
out the Help notes. With weaker classes, as this is the first
The table provides data about different traffic-related crimes that
time students are doing two tasks in one listening, you could
took place in 2015 in Helby, United Kingdom, presenting figures
play the recording twice. With stronger classes, play the
for urban and rural areas of the region.
recording only once, to give students realistic test practice.
Overall, there were fewer offences in rural areas than in urban
areas, while the percentage each type of crime represented was 1–2 B and E 3 eight 4 (the) (town) library
similar in both urban and rural areas. 5 (the) shopping centre 6 older people 7 parents
In urban areas, the most common traffic offence was illegal parking, 8 dance (classes) 9 (the) (centre’s) security 10 (the) prices
representing almost a half of all reported crimes. Driving without
4 Divide students into pairs to discuss the analysis questions
a licence was also common, at almost 36 percent, followed by
and then discuss as a class. Pay attention to question 3 as this
dangerous driving at 17.4 percent. Less than one in ten offences is the first time students are doing two tasks in one listening.
involved speeding, with only one instance reported.
5 Once students have discussed the questions in pairs, you
Similarly, in rural areas of Helby, one in two traffic-related offences
could broaden this into a class discussion.
involved illegal parking, while a third involved driving without a
licence. The third most common type of crime in these areas
Extra!
was dangerous driving, at 16.6 percent. No instances of speeding
offences were reported in rural areas, much like urban areas For homework, ask students to re-read the audio script
where this type of traffic offence represented only 0.2 percent. and check any answers they got wrong. Also ask them
to choose 6–8 new words to record in their vocabulary
Student’s Resource Book > Writing page 70 notebooks. Remind them to record meaning, part of
MyEnglishLab > 7a Writing speech and an example sentence.
Listening p. 111 Reviewing work done in class is an excellent way for students
to build up their skills and an awareness of where their
Lesson objective: to practise a Multiple choice and a strengths and weaknesses lie. Encourage students to re-read
Short-answer questions task passages and audio scripts after each Listening and Reading
lesson to improve their test strategies and vocabulary.
Warm-up
Student’s Resource Book > Listening page 71
Write this list of public facilities and services on the board: MyEnglishLab > 7b Listening
hospitals, schools, fire service, rubbish collection, street lighting,
police, parking, public transport. Divide students into pairs
Language development p. 112
and ask them to rank the facilities and services in order of
importance. After 3–5 minutes, ask a few pairs to share Lesson objective: to practise the first conditional
their lists with the class.
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4 Refer students to the Test strategies on page 179 and the 1 There is an introduction, an overview and two paragraphs giving
Help notes for questions 3 and 5. As this is the first time more detailed information about the data.
students are doing two tasks on the same passage, you 2 No, the student uses their own words.
could be flexible with the time limit. Remind students to 3 The overview summarises the main features/the main trends.
focus on reference words like those in Exercise 2 to help 4 No, only the main features.
them follow the sequence of events. Allow them to check
answers in pairs before class feedback. 4a Before students do the exercise, go through the table with
them, checking that they understand the verbs/phrases
1 goods 2 accidents 3 level crossings 4 traffic problems and their different functions.
5 manufacturing 6 (frozen) turkeys 7 photographer
presents, gives, information on, levels of, difference between,
8–10 C, E, G
figures for
5 Divide students into pairs to analyse their performance,
then discuss as a class. 4b Ask students to do this individually and then check
answers in pairs before class feedback.
6 Give students 3–5 minutes to discuss in their pairs, then
ask a few students to share their answers with the class. 1 amount/level of 2 differences 3 figures 4 information
5 number/percentage
Extra!
5a Ensure you set a time limit for this exercise. You could
Ask students to re-read the passage, find 5–6 reference either give students 5 minutes for all three steps or time
words and decide what they refer to. Then divide students them 1 minute for step 1, 1 minute for step 2 and 3
into pairs to discuss and check their answers. minutes for step 3.
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5b For A, you could refer students to Exercise 4a on page 2a Give students a minute to read options A–E, then play the
110. For B, they can look at Exercise 4a on this page. As recording, twice if necessary, and elicit the answers.
feedback, you could copy the spidergrams onto the board
and elicit ideas from students. A, C, E
6 Before students do the writing task, refer them to the Test 2b Ask students to do this individually and then check
strategies on page 181 and clarify any points as necessary. answers in pairs. During feedback, you could play the
Give students 20 minutes to write their summary. recording again so that students can hear the examples.
Suggested answer A To be honest, I haven’t thought about that before.
The table presents information on how satisfied men and women C Are they important?
are with different aspects of life in Helby. It gives percentage E Well, I suppose …; how can I explain?; I guess … ; Let me see;
figures for a number of areas, namely, work, education, sport, Well, … ; I suppose …
transport, entertainment and shopping.
The table shows some differences between the attitudes of men 2c Divide students into pairs to ask and answer the questions.
and women, but overall, women seem to be more satisfied with
Remind them to use the strategies from Exercise 2a.
the aspects listed than men. 3a Give students 1–2 minutes to read the questions and think
The table shows that the genders expressed similar levels about their answers.
of satisfaction with regard to education: 66 and 67 percent 3b Before students do the speaking task, you may want to
respectively. However, there is considerable difference between refer them to the Test strategies on page 182. Divide
how happy males and females are with sport and shopping. There them into groups of three and go through the points in
the table before they begin, to ensure Student C knows
is a smaller difference in satisfaction levels for work, transport and
what to listen for. Encourage students to record their
entertainment, with men generally being less satisfied than women.
answers if possible.
The aspect of life in Helby that men express most satisfaction with
4 Keep students in the same groups as Exercise 3b for the
is education, with two thirds of the male population being content
task analysis. Monitor their discussions and make notes on
with this. For women, the most satisfactory feature is shopping,
key points to highlight during feedback.
as 90 percent said they were happy with this. In contrast, the least
Student’s Resource Book > Speaking page 75
popular feature was the same for both genders: just under one
MyEnglishLab > 7b Speaking
third of men and slightly over one third of women said they were
happy with entertainment in Helby.
Review 7 p. 174
7 Students could do this individually or in pairs, swapping The Review page revises vocabulary and grammar from
summaries for analysis and feedback. Give them 8–10 the module. The exercises cover vocabulary related to
minutes to assess their own or their partner’s work, while communities, crime and public services, and the zero and first
you monitor and help/correct them as necessary. conditionals. They can be done as an informal class test (with
Student’s Resource Book > Writing page 74 a suggested time limit of 30 minutes) or as homework.
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