Tell students to read the text again in detail.
Individually, students answer the questions. Students
compare in pairs. Check answers as a class and ask
students to read the sections of the text that helped them
answer the questions.
Answers
Individually, students look at the text again and
underline two things that surprise them. They then
compare their ideas in pairs. Ask pairs to share their
students most.
Ask students:
and
elicit ideas, e.g., If students have
In pairs, students talk about the question. visited any of the cities, ask about their experiences.
Brainstorm as a class cities that have metros and/or Tell students to read the opinions of people that use the
express buses. and answer
the questions. Check answers as a class.
Students read the text quickly and match the cities with
the pictures. Tell students they should only read the text Possible answers
, not .
You may wish to pre-teach the words in the Vocabulary
Support box. Check answers as a class.
Answers In pairs, students answer the questions. Take
feedback as a class.
Ask students to cover the texts and see if they know
adjectives. Don’t check answers at this point. Tell the class how you usually travel when you
go to meet a friend, e.g.,
Play the recording for students Discuss the question as a
to check their answers. Play the recording again for class. Encourage students to justify their decisions using
students to listen and repeat. transport adjectives from the previous section.
Answers
Students listen to the conversation for general
meaning and complete the table. Check answers as a class.
You may wish to pre-teach the word (n.) (a lot of
cars, buses, etc. on the road at the same time).
Answers
Tell students to classify the adjectives in the table
items (positive: ; negative: slow) as an example.
Individually, students decide if the other words are
positive or negative. Check answers as a class by asking
Audioscript
students to write the correct answers in two groups on
the board.
Answers
Play the recording for students
to underline the stressed syllable in each word. Check
answers as a class. Model the pronunciation for students
to listen and repeat.
Answers
Divide the class into pairs and ask one pair to read
the example. In a speech bubble on the board, write:
Ask:
Elicit ideas, e.g., , , Tell students that now they need to listen for
and write them on the board. Students work in pairs,
making sentences and responding, and taking turns to kinds of transport. Play the recording again for students
to complete the table. Students compare in pairs. Check
students make mistakes with the transport adjectives. answers as a class.
Answers
Tell students to close their books. Write on Students read the information in Grammar
the board: Ask students: Focus 7B on SB p. 150. Play the recording where
(love) Then ask students: indicated and ask students to listen and repeat. Students
(hate) Tell students that then complete the exercises. Check answers as a class,
they are going to look at verbs of preference in detail. making sure students are using - forms after the
Students look at the sentences in their books and try to verbs where necessary and spelling them correctly. Tell
complete them. Play the recording for students to listen students to go back to SB p. 73.
and check. Check answers as a class. Answers (Grammar Focus 7B SB p. 151)
Answers
Students then match the verbs in 3d with the meanings.
Check answers as a class.
Answers
Individually, students tick three kinds of transport from
the list.
Read the instructions with the students and check that
they understand the task. Give them one minute to write
notes and help with vocabulary if necessary.
In pairs, students tell each other their ideas and
pronunciation and write down any mistakes with
/ / / + verb + - . After the
activity, write these on the board and ask students to
