teachers book2

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Play The Game!Play The Game!1

Word list page 43 Workbook page 104

play go + -ing do

basketball horse-riding archery

Yes, I do archery and I go mountain biking. What

about you?

VocabularySports 1 1.5 Listen and repeat. Then match the

photos to twelve of these sports.

archery athletics basketball football gymnastics horse-ridingice hockey ice-skating judo mountain biking skateboarding skiing snowboarding swimming 1 tennis

[Design: numbered photos [A/W - swimming goggles and water [A/W - close up of basketball net and ball slam-dunking through [A/W < 1.3> - a mountain bike wheel in mud [A/W - a judo belt on a white judo suit [A/W - running shoes on starting block [A/W - skateboard wheels and board on concrete [A/W - end of ice hockey stick and puck [A/W - part of snowboard on snow [A/W - close-up of arrow fitted to bow + hand [A/W - horse wearing saddle, ready for someone to ride [A/W - an ice-skate blade on ice [A/W - horse (gymnasts horse) and parallel bars

2 Which sports in Exercise 1 are not in the photos?

3 Put the sports in Exercise 1 in the correct column.

4 Complete the sentences with play , go or do . 1 I play football with my friends. 2 Paul and Sam athletics at school. 3 They swimming in summer. 4 We gymnastics in our free time. 5 My brothers skateboarding in the street. 6 Claire and Victoria judo at the sports centre. 7 I ice hockey in autumn. 8 They basketball in the park. 9 We skiing in winter. 10 I horse-riding in the country.

5 In pairs, ask and answer. Do you like sports?

Grammar Present simple; Verb + - ing ; Adverbs of frequency

Vocabulary Sports; Compound nouns

Speaking Opinions

Writing A description of a sport

Brain Trainer Activity 3 Go to page 112

I play tennis and I go snowboarding

in winter.

1 2 3

4 5

6 7

8 9 10

11 12

play

M01_NEXT-MOVE_SB_02GLB_3621_U01.indd 10 23/03/2012 10:50

M01_NEXT-MOVE_TB_02GLB_3690_U01.indd 18 08/10/2012 14:12

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Unit 1Play The Game!

Unit contents Grammar Present simple affi rmative, negative, questions and

short answers Verb + -ing enjoy , hate , like , love, dont mind

followed by -ing Adverbs of frequency never, hardly ever,

sometimes, often, usually, always

Vocabulary Sports archery, athletics, basketball, football,

gymnastics, horse-riding, ice hockey, ice-skating, judo, mountain biking, skateboarding, skiing, snowboarding, swimming, tennis

Compound nouns athletics track, basketball court, football boots, football pitch, hockey stick, ice skates, ice-skating rink, judo belt, swimming costume, swimming pool, tennis court, tennis racket

Communication Opinions Writing a description of a sport Key co mpetences Linguistic competence Mathematical competence Interpersonal, social and civic competence Learning to learn Autonomy and personal initiative

Vocabulary Sports Extra activity

Books closed. In pairs or small groups, students brainstorm sports and activities. They change partners or groups and teach each other the vocabulary. Collate suggestions on the board. Check spelling and pronunciation.

Exercise 1 (Track 1.5) Play the recording for students to listen and repeat. Pause after each word to check students pronunciation. Individually, students match the photos to the words.

Answers

2 basketball 6 ice hockey 10 horse-riding3 skateboarding 7 ice-skating 1 1 gymnastics 4 judo 8 snowboarding 12 mountain biking5 athletics 9 archery

Exercise 2 In pairs, students identify the missing items. Check answers to Exercises 1 and 2 as a class. Ask students to give a definition in English or a translation

in their L1 for the missing items, if appropriate.

Answers

football, skiing, tennis

Exercise 3 Individually, students complete the table. Check answers by drawing the table on the board

and asking individual students to complete the missing information.

Answers

play go + - ing do basketball horse-riding archery football ice-skating athletics ice hockey mountain biking gymnastics tennis skateboarding judo skiing snowboarding swimming

Language note After checking the answers to Exercise 3, check students understand the basic rules governing the use of play , go and do . With stronger groups you might prefer to have students try to deduce the rule themselves based on the table in Exercise 3 and then suggest further examples for each verb. Generally speaking, we use play for sports with a ball, go with free-time activities which end in -ing and do for other sports and activities.

Exercise 4 Students check in pairs before checking answers

as a class.

Answers

2 do 3 go 4 do 5 go 6 do 7 play 8 play 9 go 10 go

Exercise 5 Ask two students to read out the examples. Students work in pairs, asking and answering the questions. Monitor but do not interrupt fluency.

Extra activity

Reinforce vocabulary and spelling by doing a group mime activity at this point. Ask one student to come to the front of the class and turn his or her back to the board. Write one of the sports on the board. On the count of three, everybody else in the class mimes the sport for the student to guess. After the student has guessed the word, ask him or her to spell it for you. Repeat the process until you have revised all fifteen items.

Further practiceWorkbook pages 8 and 104

Brain Trainer Activity 3 See Teachers Book page 210


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Reading

Revision First At the start of the class, revise the use of play , go and do from the previous lesson. Tell students to draw a table in their notebooks with three columns and mark the columns play , go and do respectively.

Second Tell students you are going to say ten sports and that they must write them in the correct column and also spell them correctly. They will get half a point for the correct column and a further half a point for the correct spelling. Read the following ten items and then check answers by asking individual students to write the words on the board. athletics, basketball, football, ice hockey, judo, mountain biking, skateboarding, snowboarding, swimming, tennis

Third Students correct their own work and give themselves a mark out of ten. (Answers: play basketball , football , ice hockey , tennis ; go mountain biking , skateboarding , snowboarding , swimming ; do athletics , judo)

Cultural notes

The first Ancient Olympic Games are believed to have taken place in Ancient Greece in 776 BC at Olympia, from where they take their name. The games were celebrated for over five hundred years until the advance of Christianity reached Greece in AD 393. The Olympic Games we know today were first celebrated in Athens, Greece, in April 1896 in the Panathenaic Stadium which was built on the ruins of the ancient stadium in the capital. In the modern games, hundreds of countries and thousands of athletes compete in nearly four hundred different events. The first Winter Olympic Games were held in 1924 in Chamonix, France, and the first Paralympic Games were held in Rome, Italy, in 1960. The sports that form part of the Olympic Games have varied considerably over the years. The only constant is that any activity which involves motorised equipment, e.g. motorcycling, water-skiing, etc. cannot be considered an Olympic sport.

Exercise 1 Draw attention to the photos and the text and ask

students what they can see. Make sure students understand not to read in detail at

this point. Students match the items to the photos.

Answers

1 b 2 c 3 a

Extra activity

Give students one minute to look at the illustrations and the flags in the magazine article. Tell them to focus only on the images, not to read the text. Books closed. Write the following questions on the board ( answers in brackets ). In pairs, students try to answer from memory. 1 How many different flags are there on the page?

( eleven ten countries plus the Olympic fl ag ) 2 Which countries are they for? ( Australia, Greece,

China, the United Kingdom, Brazil, Japan, the USA, Italy, Canada, Russia )

3 How many rings does the Olympic flag have? ( fi ve ) 4 What colour are the rings from left to right? ( blue,

yellow, black, green, red ) 5 When and where are the next Summer Olympic

Games? ( 2016 Rio de Janeiro, Brazil ) 6 When and where are the next Winter Olympic Games

( 2014 Sochi, Russia )

Pairs check their answers by looking back at the Students Book page.

Exercise 2 (Track 1.6) Individually, students read the text and answer

the questions. If you wish, play the recording for students to listen

and read. Students check in pairs before checking answers

as a class. Check answers by asking pairs of students to read

questions and answers. Elicit from stronger students or explain yourself the

meaning of any new vocabulary.

Answers

2 No, they arent. Theyre in different years. 3 Yes, it is. 4 The Paralympics take place in the same year as the

Summer Olympic Games. 5 Because there are Olympic athletes from five continents. 6 Because every country has one of these colours on its

national flag.

Exercise 3 Read the questions with the class. Students then work in pairs, asking and answering

the questions. Monitor but do not interrupt fluency. Make a note of any mistakes to go over with the

class afterwards. Feedback as a class.

Answers

Students own answers


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Unit 1

11

Reading 1 Look at the photos ac. Which one shows

1 the Olympic flag? 2 the Olympic torch?3 the opening ceremony of the Olympic Games?

2 1.6 Read the magazine article. Answer the questions. 1 How often are the Olympic Games? Every four years. 2 Are the Summer Olympic Games and the

Winter Olympic Games in the same year? 3 Is archery an Olympic sport? 4 When are the Paralympics? 5 Why are there five rings on the Olympic flag? 6 Why are the colours of the Olympic flag blue,

black, red, yellow and green?

3 What about you? In pairs, ask and answer. 1 What is your favourite Olympic sport? 2 How many Olympic sports can you name? 3 How many Olympic athletes can you name?

What is your favourite Olympic sport? My favourite Olympic

sport is football. What about you?

Winter Olympic Games

1998Nagano,

Japan

2002Salt Lake City,

The USA

2006Turin, Italy

2010Vancouver,

Canada

2014Sochi, Russia

Summer Olympic Games

2000Sydney,

Australia

2004Athens, Greece

2008Beijing, China

2012London,

The United Kingdom

2016Rio de Janeiro,

Brazil

ORDEM E PROGRESSO

The Olympic Games is an international sports event. There are Summer Olympic Games and Winter Olympic Games. They take place every four years in a different country. The Summer and Winter Olympic Games do not happen in the same year. At the Summer Olympic Games, athletes from ve continents take part in many sports including archery, athletics, gymnastics, swimming, football and basketball. At the Winter Olympic Games the sports include ice hockey, skiing and snowboarding. The Paralympics take place in the same year as the Summer Olympic Games. The Paralympics are for athletes with physical disabilities.The rings on the Olympic ag are the symbol of the Games. There are ve rings because there are Olympic athletes from ve continents: Europe, Asia, Oceania, Africa and the Americas. The rings are blue, black, red, yellow and green because every country has one of these colours on its national ag.The Olympic Games begins with an opening ceremony. In the ceremony, a man or woman lights the Olympic torch. The re for the torch always starts in Ancient Olympia in Greece. The sun starts the re in a mirror, and then a woman lights the torch. After that, different people carry the torch to the opening ceremony. The torch visits many countries and towns before the opening ceremony.

The Olympic Games

c

a

b

The Olympic Games is an international sports event. There are Summer Olympic Games and Winter Olympic Games. They take place every four years in a different country. The Summer and Winter Olympic Games do not happen in the same year. At the Summer Olympic Games, athletes from ve continents take part in many sports including archery, athletics, gymnastics, swimming, football and basketball. At the Winter Olympic Games the sports include ice hockey, skiing and snowboarding. The Paralympics take place in the same year as the Summer Olympic Games. The Paralympics are for athletes with physical disabilities.The rings on the Olympic ag are the symbol of the Games. There are ve rings because there are

Olympic athletes from ve continents: Europe, Asia, Oceania, Africa and the Americas. The rings are blue, black, red, yellow and green because every country has one of these colours on its national ag.The Olympic Games begins with an opening ceremony. In the ceremony, a man or woman lights the Olympic torch. The re for the torch always starts in Ancient Olympia in Greece. The sun starts the re in a mirror, and then a woman lights the torch. After that, different people carry the torch to the opening ceremony. The torch visits many countries and towns before the opening ceremony.



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12

Affirmative

I/You/We/They watchHe/She/It watches

Negative

I/You/We/They dont (do not) watch He/She/It doesnt (does not) watch

TV.

TV. Wh-questions

What programmes do you watch ?

Time expressions

every day on Tuesday at the weekendafter school in the morning at night

Watch Out! play play s go go es study stud ies

Grammar reference Workbook page 86

GrammarPresent simple

1 Study the grammar tables. Match the rules (12) to the examples (ab).

1 We use the Present simple to talk about routines and habits.

2 We use the Present simple to talk about things that are true in general.

a My grandfather likes music. b We play tennis after school.

2 Complete the sentences with the Present simple form of these verbs.

charge do get up go play read study work

1 We do judo on Friday evenings. 2 James books by Stephenie Meyer. 3 They skateboarding after school. 4 She in a hospital near London. 5 The students French and German at school. 6 You ice hockey at the weekends. 7 I my mobile phone every day. 8 Mum at seven every morning.

3 Complete the sentences with the negative form of the Present simple. 1 We like football. They dont like football. 2 I get up at seven. She . 3 You study in the bedroom. I . 4 She walks to school in the morning. We . 5 They go to the cinema every Saturday. He . 6 He plays tennis every Tuesday. You .

4 Make questions with the Present simple. In pairs, ask and answer. 1 you / watch / sport / on TV ? Do you watch sport on TV? Yes, I do. 2 your dad / wear / jeans / to work? 3 you / study / Japanese? 4 your mum / speak / English? 5 your friends / watch / videos / on YouTube? 6 your teacher / use / computers?

5 Complete the text with the verbs in the Present simple. Leelas parents 1 play tennis every weekend, but Leela 2 (not like) tennis and she 3 (not play) it. So what sport 4 (she / do) to stay fit? She 5 (play) football. Leelas older sister, Lisa, also 6 (love) the game, and the two sisters 7 (get) up early every morning and 8 (practise) for half an hour before school. 9 (their parents / join) them? No, but they 10 (not stop) them!

Questions and short answers

Do I/you/we/they watch TV? Yes, I/you/we/they do. No, I/you/we/they dont .

Does he/she/it watch TV? Yes, he/she/it does . No, he/she/it doesnt .

Pronunciation Verb endings: /s/ /z/ / z/ 6 1.7 Listen and repeat the sentences.

Pay attention to the verb endings. 1 / s /: Grace like s ice-skating. 2 / z /: Baz love s athletics. 3 / z /: Liz watch es sport on TV.



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Grammar Present simple Language note

The spelling rules relating to the formation of the Present simple are as follows: Verb + s : Most verbs simply add an -s to make the third person form. Verb + es : Some verbs take -es at the end, generally verbs which end in -s , -sh , -ch and -x , but also the verbs do and go . Verb + ies : Verbs which end in a consonant followed by -y form the third person by changing -y to -i and adding -es (e.g. study studies , try tries , copy copies ).

Exercise 1 Read the grammar tables with the class. Individually, students match the rules to the examples,

referring back to the grammar tables where necessary. Check answers as a class. Read the Watch Out! section under the grammar

tables with the class.

Answers

1 b 2 a

Exercise 2 Individually, students complete the sentences. Check answers and spelling by asking individual

students to write sentences on the board.

Answers

2 reads 3 go 4 works 5 study 6 play 7 charge 8 gets up

Exercise 3 Individually, students complete the negative sentences. Monitor and point out errors for students to self-correct. Check answers as a class.

Answers

2 doesnt get up at seven. 3 dont study in the bedroom. 4 dont walk to school in the morning. 5 doesnt go to the cinema every Saturday. 6 dont play tennis every Tuesday.

Exercise 4 Individually, students write questions using the prompts. Check as a class, drilling the questions for pronunciation

and sentence stress. In pairs, students ask and answer the questions. Monitor but do not interrupt fluency unless students

make mistakes with the question or third person forms.

Pronunciation Verb endings: /s/ /z/ /z/

Answers

2 Does your dad wear jeans to work? 3 Do you study Japanese? 4 Does your mum speak English? 5 Do your friends watch videos on YouTube? 6 Does your teacher use computers?

Exercise 5 Individually, students complete the text. They check answers in pairs then as a class.

Answers 2 doesnt like 5 plays 8 practise 3 doesnt play 6 loves 9 Do their parents join 4 does she do 7 get 10 dont stop


Brain Trainer Activity 2See Teachers Book page 210

Language note

Third person singular verbs are pronounced with /s/ at the end when the infinitive ends with an unvoiced consonant sound and with /z/ at the end when the infinitive ends with a voiced consonant sound. Only when the infinitive ends with the sounds // , /t/ , // or /d/ , do we add the complete syllable /z/ . Note that the pronunciation of do/does is also irregular in that the vowel sound changes from the infinitive /du/ to the third person /dz/ .

Exercise 6 (Track 1.7) Play the recording. Students listen and repeat. Draw students attention to the pronunciation of the

verb endings.

Extra activity

Brainstorm ten other regular verbs students already know and write them on the board. Be prepared to feed in additional verbs if students cant think of ten. Ask students to classify these verbs according to the pronunciation of the third person -s . If students have problems identifying the group, tell them to put their hand on the front of their neck as they say the infinitive. Point out the physical difference between the verbs which end in an unvoiced sound (e.g. like ) and those which end in a voiced sound (e.g. love ). Those with a voiced sound will cause them to feel vibrations in their neck whereas the unvoiced ones will not.

Further practiceWorkbook page 123


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Verb + -ing Language note

In some languages verbs of preference are followed by the infinitive form and this can cause L1 interference for some learners. Although in British English the use of the infinitive is in fact possible after these verbs in certain circumstances, it is a complicated area usually taught only at higher levels. Throughout Next Move the form taught after verbs of preference is -ing .

Exercise 7 Read the grammar table with the class. Individually, students complete the rule, referring back to

the grammar table where necessary.

Answers

-ing f orm

Exercise 8 In pairs, students order the words. Check answers by drawing the line on the board and

asking individuals where to place the verbs.

Answers

l ove like / enjoy dont mind / dont like hate Exercise 9

Individually, students make sentences with the verbs in the -ing f orm.

They then check in pairs before checking answers as a class.

Check spelling by asking students to spell the -ing forms to you.

Answers

2 I dont mind tidying my bedroom. 3 Do you like going to the cinema? 4 We hate playing football in winter! 5 They dont like doing athletics. 6 Does he enjoy reading books?

Exercise 10 (Track 1.8) Students complete the conversation. Play the recording for students to listen and check. Check spelling by asking students to spell the -ing forms to you.

Answers

2 moving 3 listening 4 practising 5 winning 6 losing

Extra activity

Drill the conversation for correct pronunciation. Tell the class that they are going to be Ben and that you are going to be Amy. Build up the conversation step by step until students can perform it unprompted. Change over the roles and repeat the procedure so that students have practised both parts. Students then work in pairs, acting out the conversation.

Exercise 11 In pairs, students ask and answer the questions. Monitor but do not interrupt fluency unless they make

mistakes with the verb + -ing forms.


Vocabulary Compound nouns Exercise 1 (Track 1.9)

In pairs, students match the pictures to the words in the box. Play the recording for students to listen and check. Play the recording again. Pause after each word to

check students pronunciation.

Answers

2 tennis court 8 swimming pool 3 football boots 9 hockey stick 4 ice-skating rink 10 ice skates 5 swimming costume 1 1 tennis racket6 judo belt 12 athletics track7 basketball court

Exercise 2 Students choose the correct options. They then compare their answers in pairs before

checking answers as a class.

Answers

2 pitch 3 rink 4 court 5 track 6 pool

Exercise 3 Ask students to scan the text quickly and tell you how

many sports Holly does. (Answer: four judo, swimming, ice hockey and tennis )

Individually, students complete the text. Check answers as a class.

Answers

2 swimming 3 pool 4 stick 5 racket




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13

Unit 1


8 Put these verbs in the correct order.

dont like dont mind enjoy like

love hate

9 Make sentences with the verbs in the - ing form. 1 she / enjoy / read / books She enjoys reading books. 2 I / not mind / tidy / my bedroom 3 you / like / go / to the cinema? 4 we / hate / play / football / in winter! 5 they / not like / do / athletics 6 he / enjoy / read / books?

10 1.8 Complete the conversation with the correct form of the verbs. Then listen and check. Am y Why do you like 1 going (go)

snowboarding , Ben? Ben Well, I love 2 (move) on the snow. Amy Do you enjoy 3 (listen) to music when

you go snowboarding? Ben Yes, I do. I like Linkin Park. Amy Do you mind 4 (practise) every day? Ben No, I dont, and I love 5 (win)

snowboarding competitions! Amy What dont you like? Ben I dont like 6 (lose) competitions!

11 What about you? In pairs, ask and answer. 1 What sports do/dont you like doing? 2 Do you mind losing a competition or a game?

VocabularyCompound nouns 1 1.9 Match the pictures to these compound

nouns. Then listen, check and repeat.

athletics track basketball court football bootsfootball pitch 1 hockey stick ice skatesice-skating rink judo belt swimming costumeswimming pool tennis court tennis racket

Wordlist page 43 Workbook page 104

After enjoy, hate, like, love and dont mind , we use the infinitive form / -ing form of the verb.

2 Choose the correct options. 1 You play basketball on a basketball pitch / court . 2 You play football on a football pitch / court . 3 You go ice-skating at an ice-skating rink / track . 4 You play tennis on a tennis court / rink . 5 You do athletics on an athletics pitch / track . 6 You swim in a swimming pool / track .

3 Complete the text with the words in Exercise 1. Holly loves sport. She does judo on Mondays. She is good at it and she has a brown judo 1 belt . On Wednesdays she goes swimming. She takes her 2 costume to the swimming 3 . On Thursday she plays ice hockey. She uses her hockey 4 . On Friday she plays tennis. She needs her tennis 5 . On Saturday she watches football on TV!

7 Study the grammar table. Choose the correct option to complete the rule.

Verb + - ing


Affirmative

She enjoys/hates/likes/loves playing football.

Negative

She doesnt (does not) like/doesnt (does not) mind playing football.

Questions

Does she like playing football?

1 2 3

4 5

7

6

9

8

11

10

12



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Chatroom OpinionsOpinions

14

Speaking and Listening 1 Look at the photo. Answer the questions.

1 Where are Zak, Carlos and Nadia? 2 Why do you think they are there? 3 What has Carlos got in his hands? 4 What do you think Zak is doing?

2 1.10 Listen and read the conversation. Check your answers.

3 1.10 Listen and read again. Answer the questions. 1 Does Nadia usually come to the football pitch

on Saturdays? No, she doesnt usually come to the football

pitch on Saturdays. 2 Why is Nadia at the football pitch today? 3 What does Zak like about England? 4 What doesnt Zak like about England? 5 What is the name of Zaks favourite

basketball team? 6 Does Nadias dad like basketball?

4 Act out the conversation in groups of three.

Zak I quit! I hate playing this game ! Carlos Cheer up, Zak! You can learn. Now come

and say hi to Nadia. She doesnt usually come to the football pitch on Saturdays, but she wants to meet you.

Zak Hi, Nadia. Im Zak. Im from the USA. Nadia Yes, I know. So, what do you think of England ? Zak Well , I think the people are amazing , but I

dont like football . Nadia What sports do you like? Zak Basketball! The Chicago Bulls are my

favourite team . Nadia Hey, I know the Chicago Bulls. My dads a fan. Carlos I love them , too. Zak Then come to my house tonight. We can

watch a game together. Nadia Good idea!

Say it in your language I quit! Cheer up!



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Chatroom Opinions

Revision First Write the following word snakes on the board: icejudoswimmingathleticsfootballbasketballhockeytennis racketskatestrackcourtstickpoolbeltpitch

Second Students match the words from the fi rst word snake to the words from the second to make compound nouns. Check answers by asking individual students to write words on the board. (Answers: ice skates, judo belt, swimming pool, athletics track, football pitch, basketball court, hockey stick, tennis racket )

Third Read the following questions for students to answer. 1 Where do you go ice-skating? 2 What do you wear to go to the swimming pool? 3 What verb do we use with judo? 4 What two activities can you do in the mountains in the

snow? 5 Where do you play tennis? 6 What sport was Robin Hood good at? 7 What verb do we use with skateboarding? 8 What do you wear on your feet to play football? 9 What sport do you do with an animal? 10 What verb do we use with ice hockey? In pairs, students compare their answers before checking as a class. (Answers: 1 ice-skating rink; 2 swimming costume; 3 do; 4 skiing; snowboarding; 5 tennis court; 6 archery; 7 go; 8 football boots; 9 horse-riding; 10 play)

Speaking and Listening Exercise 1

In pairs, students describe what they can see and answer the questions.

Exercise 2 (Track 1.10) Play the recording for students to listen and read and

check their answers to Exercise 1.

Answers

1 Theyre at a football pitch. 2 Because Nadia wants to meet Zak. 3 A football 4 Hes playing football.


Exercise 3 (Track 1.10) Play the recording again. Individually, students answer the questions. They then check in pairs before checking answers

as a class.

Answers

2 Because she wants to meet Zak. 3 He likes the people. 4 He doesnt like football. 5 The Chicago Bulls. 6 Yes, he does.

Exercise 4 Divide the class into groups of three. Groups act out the conversation. Monitor and correct students pronunciation as appropriate. Nominate one group to perform the conversation for

the class.

Say it in your language Ask students to find the phrases in the conversation and look at them in context to try to deduce the meaning.

I quit! informal exclamation, used to indicate that the speaker is no longer going to participate in an activity. May also convey the impression that the speaker is irritated or angry with the activity. Similar in meaning to I give up!

Cheer up! positive expression used to try to make someone who we can see is sad or frustrated feel happier. Frequently followed by a short positive phrase, e.g. Cheer up! Its Saturday tomorrow! You might use it in class if you see a student looking unhappy.


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Exercise 5 Students refer back to the conversation and identify the

speakers. Check answers as a class.

Answers 2 Nadia 3 Zak 4 Zak 5 Carlos

Exercise 6 Read the phrases for asking for and giving opinions with

the class. Drill the phrases for word stress and intonation.

Exercise 7 (Track 1.11) Play the recording for students to listen to the

conversations. In pairs, students act out the conversations. Monitor and correct students pronunciation as appropriate.

Exercise 8 Students make their own conversations by replacing the

words in purple in Exercise 7. Monitor but do not interrupt fluency unless students

make mistakes with the phrases for asking for and giving opinions.

Ask some students to perform one of their conversations for the class.

Answers Students own answers


Grammar Adverbs of frequency Language note

Make sure students understand that, in English, these adverbs of frequency are always placed before the verb, except in the case of the verb to be where they are placed after.

Exercise 1 Read the grammar table with the class. Individually, students complete the rules, referring back

to the grammar table where necessary. Check the answers as a class.

Answers 1 after 2 before

Exercise 2 Individually, students put the adverbs in the correct place. Check answers by asking individual students to read

the sentences.

Answers

2 He sometimes plays computer games before breakfast. 3 He often meets Paul for a game of tennis at the weekend. 4 They always play tennis in the park. 5 Pete hardly ever loses a game. 6 Their friend Maria is never there to watch them. 7 Peter and Paul are usually happy about that.

Extra activity

Write the following sentences on the board and ask students to put adverbs in the sentences to make them true for them. 1 I go mountain biking at the weekend. 2 I watch the Summer Olympic Games. 3 I play tennis on Saturdays. 4 In my opinion the opening ceremony of the Olympic Games is amazing. 5 I do athletics at school. 6 My friends come to my house to watch football.

Check answers by asking individual students to read complete sentences. The position of the adverb should be the same for the whole class although the adverb will change according to the student.

Exercise 3 Students work individually, writing the questions. Check the questions with the class.

Answers 2 Do you sometimes go to football matches? 3 Do you always watch TV after school? 4 Do you often play computer games at home? 5 Where do you usually meet your friends?

Exercise 4 Drill the questions and example answer for pronunciation

and intonation. In pairs, students ask and answer the questions. Monitor and point out errors for students to self-correct. Ask some students to say their sentences for the class.

Answers




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OpinionsOpinions

15

5 Look back at the conversation. Who says what? 1 I hate playing this game. Zak 2 What do you think of England? 3 I think the people are amazing. 4 The Chicago Bulls are my favourite team. 5 I love them, too.

6 Read the phrases for asking for and giving opinions.

Grammar Adverbs of frequency

Asking for opinions Giving opinions

What do you think of ? I think is/are boring/ OK/great/amazing.

Do you like ? I like/dont like are my favourite team/is my favourite player.

7 1.11 Listen to the conversations. Act out the conversations in pairs. Zak What do you think of 1 tennis ? Carlos I 2 love it. 3 Andy Murray is my favourite

4 player .

Carlos What do you think of 1 basketball?Zak I 2 like it. 3 Pau Gasol is my favourite

4 player.

8 Work in pairs. Replace the words in purple in Exercise 7. Use these words and/or your own ideas. Act out the conversations.

What do you think of football?

I like it. Fernando Torres is my favourite player.

1 athletics / basketball / football / ice hockey / swimming / tennis

2 like / love / dont like / hate

3 Rafael Nadal / Fernando Torres / Pau Gasol / Usain Bolt / Manchester United


1 Study the grammar table. Choose the correct options to complete the rules.

1 Adverbs of frequency go before / after the verb to be .

2 Adverbs of frequency go before / after other verbs.

2 Put the adverbs of frequency in the correct place in the sentences. 1 Pete gets up early. (usually) Pete usually gets up early. 2 He plays computer games before breakfast.

(sometimes) 3 He meets Paul for a game of tennis at the

weekend. (often) 4 They play tennis in the park. (always) 5 Pete loses a game. (hardly ever) 6 Their friend Maria is there to watch them. (never) 7 Peter and Paul are happy about that. (usually)

3 Make questions with adverbs of frequency. 1 when / you / usually / play / tennis? When do you usually play tennis? 2 you / sometimes / go / to football matches? 3 you / always / watch / TV / after school? 4 you / often / play / computer games / at home? 5 where / you / usually / meet / your friends?

4 What about you? Answer the questions in Exercise 3.

4 athlete / player / team

0% 50% 100%

never / hardly ever sometimes / often usually / always

I never see you I sometimes get Im usually at here at the up early. home on weekend. Saturdays.

When do you usually play tennis ?

I usually play tennis on Fridays after school.



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16

Reading 1 Look at the photos of sports stars. Answer

the questions. 1 What sports do they do? 2 What are their names?

2 Read and check your answers to Exercise 1.

3 1.12 Read the article again. Who has ?1 A lucky charm Sebastian Vettel 2 A lucky number3 Lucky clothes4 A special ritual

4 1.12 Read the magazine article again. Answer the questions. 1 What does Serena Williams do before a match? She ties her shoelaces in the same way

before every match. 2 What are Serenas lucky clothes? 3 How many rituals does Rafael Nadal have? 4 What does Nadal do when he wins a competition? 5 What does Fernando Torres take to

football matches? 6 What is Kolo Tours ritual? 7 What numbers are lucky for many footballers? 8 What are Sebastian Vettels lucky charms?

Listening 1 1.13 Listen to the radio show about lucky

charms. Put the charms in the order you hear about them.

2 1.13 Listen to the radio show again. Choose the correct options. 1 Speaker 1 uses his lucky charm at school / home . 2 His lucky charm really helps / doesnt really help . 3 Speaker 2 never / sometimes loses her charm. 4 She puts it in her bag / hand for good luck. 5 Speaker 3 says her lucky charm is not very /

very lucky. 6 She has her lucky charm with her every day /

on her birthday .

Many sports stars are superstitious. They believe in good and bad luck. Some have a lucky charm (something they have with them for good luck) or wear lucky clothes. Others believe special numbers are lucky and some do special rituals (things they do for good luck) on the day of an important game. Serena Williams , the tennis player, ties her shoelaces in the same way before every match. She often wears the same socks at all the matches in a competition. She also has lucky shoes and likes having an extra dress with her. Another tennis star, Rafael Nadal, places two water bottles in exactly the same position next to the tennis court before every match. When he wins a

competition, he always bites the trophy! The Spanish footballer, Fernando Torres, loves the number three. He always has three shirts, three pairs of shorts and three pairs of boots in his sports bag. Kolo Tour is always the last player onto the football pitch before a game. Its his ritual. Many

football players believe numbers like 11, 22 or 33 on a players shirt are good luck and they think it is bad luck to change their number when they go to another team. Formula One racing driver, Sebastian Vettel , doesnt have a special ritual but he has lucky charms. He has a necklace and a little metal pig!

way before every match. She often wears the same socks at all the matches in a competition. She also has lucky shoes and likes having an extra dress with her. Another tennis star, Nadal, places two water bottles in exactly the same position next to the tennis court before every match. When he wins a

Superstitious sports stars

Key Words

superstitious (good/bad) luck lucky charm ritual shoelaces trophy



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Reading Cultural notes

Rafael Nadal (Spain, 1986) is considered one of the greatest tennis players of all time. Winner of numerous singles titles and an Olympic gold medallist. Sebastian Vettel (Germany, 1987) is a world champion Formula 1 racing driver. His first win was the 2008 Italian Grand Prix when he was only 21. Serena Williams (United States, 1981) has won numerous international tennis competitions playing both singles and doubles with her sister Venus. Kolo Tour (Ivory Coast, 1981) has played for Arsenal and Manchester City. He has two younger brothers who are also professional football players. Fernando Torres (Spain, 1984) has played with Atltico Madrid, Liverpool and Chelsea. He was also part of the Spanish team which won the 2010 FIFA World Cup.

Exercise 1 Draw attention to the photos and the text and ask

students what they can see. Make sure students understand not to read in detail at

this point. In pairs, students answer the questions.

Exercise 2 Students scan the text quickly and check their answers

to Exercise 1. Ask students what else they know about the sports stars.

Answers 1 tennis, Formula One, football 2 (left to right, top to bottom) Rafael Nadal, Sebastian

Vettel, Serena Williams, Kolo Tour, Fernando Torres.

Key Words Be prepared to focus on the Key Words, either by pre-teaching them, eliciting their meaning after students have read the text or through dictionary or definition writing work.

superstitious an adjective for people who believe in luck and similar supernatural forces

(good/bad) luck an indefinable factor which some people believe affects the outcome of events

lucky c harm a special object which a person believes brings them luck

ritual a special routine or sequence of actions which a person completes in an almost religious way

shoelaces the strings or cords which we use to secure our shoes to our feet

trophy a prize, often a cup made of metal, given to the winner of a competitive event

Exercise 3 (Track 1.12) Students read the text and identify the sports stars. If you wish, play the recording for students to listen

and read. Elicit from stronger students or explain yourself the

meaning of any new vocabulary.

Answers

2 Fernando Torres 3 Serena Williams 4 Rafael Nadal, Kolo Tour

Exercise 4 (Track 1.12) Individually, students answer the questions. Check answers as a class.

Answers 2 The same socks, shoes and an extra dress. 3 Two (putting two water bottles in the same position

next to the court and biting the trophy when he wins a competition).

4 He always bites the trophy. 5 He always takes three shirts, three pairs of shorts and

three pairs of boots. 6 He is always the last player onto the football pitch. 7 11, 22 or 33. 8 A necklace and a little metal pig.

Extra activity

Write the question Have you got a lucky charm? on the board. Ask students who have a lucky charm to show it to the class or draw a picture of it on the board. Elicit the word for the charm or teach it yourself, then ask students further questions, e.g. How does it help you?, Do you (wear) it (every day)? , etc.

Listening AudioscriptSee Teachers Book page 225

Exercise 1 (Track 1.13) Play the recording for students to listen and order the

lucky charms. Check answers as a class.

Answers

1 pen 2 key ring 3 number 7

Exercise 2 (Track 1.13) Play the recording again for students to listen and

choose the correct options. C heck in pairs before checking answers as a class.

Answers

1 school 2 doesnt really help 3 never 4 bag 5 very 6 on her birthday


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Writing A description of a sport

Revision First Revise the twelve compound nouns covered in the Vocabulary section on Students Book page 13 by writing the following words on the board: athletics, basketball, football, hockey, ice, judo, swimming, tennis Elicit all the words which can follow these words. (Answers: athletics track , basketball court , football boots/pitch , hockey stick , ice skates /- skating rink , judo belt , swimming pool/costume , tennis court / racket )

Second Read the following sentences and ask students to identify the words. 1 Serena Williams plays matches here. ( tennis court ) 2 Fernando Torres wears these on his feet. ( football boots ) 3 Michael Phelps always practises here. ( swimming pool ) 4 Rafael Nadal hits the ball with this. ( tennis racket ) 5 Michael Jordan practised here every day. ( basketball

court ) 6 Kolo Tour plays games here. ( football pitch )

Third Check answers and spelling by asking individual students to write words on the board. In pairs, students write more clues using famous sports stars for some of thecompound nouns not used.

Exercise 1 Read the Writing fi le with the class. Ask students if the punctuation rules are the same or

different in their L1.

Exercise 2 Make sure students understand that they should fi nd at

least one example for each sort of punctuation

Possible answers 1 my favourite sport is snowboarding . 2 its difficult to practise in summer , but from November

to 3 He has two gold medals ! 4 What about you ? 5 Its a winter sport

Exercise 3 Individually, students rewrite the sentences with

appropriate punctuation. Monitor and point out errors for students to self-correct. Check answers by asking individual students to write

sentences on the board.

Answers

2 She likes watching tennis, but she doesnt like playing it. 3 When do they watch football on TV? 4 Have you got a lucky number? 5 Thats Jodys brothers skateboard. 6 Mikes brother is a great football player!

Exercise 4 Individually, students answer the questions. They then check in pairs before checking answers


questions and answers.

Answers 2 She goes snowboarding in Verbier. 3 You need a snowboard, special snowboard boots,

a helmet, goggles and gloves. 4 Its fast and exciting.

Exercise 5 Explain that students should only make notes at this

point or write short sentences. Encourage students to ask you for any vocabulary

they need.

Answers


Exercise 6 Read the My favourite sport writing guide with the

class. Tell students they must now present their information as a complete text, not as notes or unconnected sentences.

Draw students attention to the Remember! checklist.

Answers


Extra activity

At the end of each unit make a set of word cards using 1015 vocabulary items from the unit for students to memorise. In the Teachers Book notes at the end of each Writing page from Units 2 to 9 there are games and ideas to exploit these cards and revise the chosen vocabulary. Prepare some blank cards in advance, making them at least 6 cm x 10 cm, and an envelope or bag to keep them in. On the front of the card, write the lexical item in large clear letters. Use the cards to make sure fast finishers always have something to do. Have them decorate the front of the card with a picture or design to help students remember the word. On the back they write the following: a definition of the word in English or in their L1 and an example sentence in English containing a blank where the word appears.


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17

Unit 1

Writing A description of a sport 1 Read the Writing File.

Writing File Punctuation

We use:

a full stop . at the end of sentences. a comma , in the middle of a sentence

before a new idea, or in lists.

an exclamation mark ! to show surprise. a question mark ? at the end of questions. an apostrophe for possessives ( Roses

MP3 player ) and contractions ( isnt ).

2 Read about Isabellas favourite sport. Find: 1 a full stop. 2 a comma. 3 an exclamation mark. 4 a question mark. 5 an apostrophe.

3 Put the correct punctuation in the sentences. 1 Ive got a tracksuit some trainers and a football Ive got a tracksuit, some trainers and a football. 2 She likes watching tennis but she doesnt like

playing it 3 When do they watch football on TV 4 Have you got a lucky number 5 Thats Jodys brothers skateboard 6 Mikes brother is a great football player

4 Read about Isabellas favourite sport again. Answer the questions. 1 What is Isabellas favourite sport? Snowboarding 2 Where does she do this sport? 3 What equipment do you need for this sport? 4 Why does Isabella like the sport?

5 Think about a sport you like. Answer the questions. Make notes. 1 Which sport do you like? 2 When and where do you play/watch it? 3 What is your favourite team? 4 Who is your favourite player? 5 Why do you like the sport?

6 Write a description of your favourite sport. Use My favourite sport and your notes from Exercise 5.

I live in Switzerland and my favourite sport is snowboarding. Its a winter sport and its dif cult

to practise in summer, but from November to April

I go snowboarding every weekend with my friends.

There are many ski resorts in my country but I

usually go to Verbier. The snow is great there and I

hardly ever go to other places.

The main equipment for snowboarding is a snowboard and special snowboard boots. I always

wear a helmet, goggles for my eyes and gloves. My

favourite snowboarder is Shaun Roger White. He

snowboards in the Winter Olympic Games. He has

two gold medals! I think he is an amazing athlete.

Snowboarding is a great sport. Its fast and exciting.

I love snowboarding! What about you?

My favourite sport by Isabella

My favourite sport

1 Name of sport and where you watch/play it My favourite sport is ( name ) .

I play it / watch it ( where ) with ( who ) ( when ) .

2 Your favourite team and/or player I really like . My favourite .

3 Why you like the sport is great. Its always .

Remember! Use full stops, commas, exclamation

marks, question marks and apostrophes. Use the vocabulary in this unit. Check your grammar and spelling.



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Refresh Your Memory!Refresh Your Memory!

18

Grammar Review

1 Complete the sentences with the verbs in the Present simple. 1 Do you go (you / go) swimming at the

weekend? 2 We (play) tennis every Friday. 3 (Jane / walk) to school every day? 4 Gary (go) snowboarding in winter. 5 I (not watch) sports on TV. 6 What clothes (they / wear) for judo? 7 Martin (not do) athletics on Wednesday. 8 The girls (not like) football!

2 Complete the sentences with the correct form of these verbs.

lose play play watch wear win

Luke loves 1 playing football and he loves 2 !His team usually wins, but when they lose, Luke isnt happy! He hates 3 ! Bella, his sister, doesnt like 4 ball games but she doesnt mind 5 them on TV. She also likes 6 her Chelsea football shirt. She thinks its a great shirt!

3 Put the words in the correct order. 1 play / basketball / usually / after school / They They usually play basketball after school. 2 a football shirt / I / often / wear 3 usually / are / Fast sports / exciting 4 eat / We / never / before swimming 5 He / his friends / often / on Sunday / phones 6 in the park / She / sometimes / studies

Vocabulary Review

4 Look at the pictures. Complete the sentences. 1 Josh and Alex do archery at the weekend. 2 Sasha does at school. 3 Max plays every winter. 4 Ben and Katie go every day in summer. 5 Hannah does on Fridays. 6 Fred goes in summer.

5 Complete the sentences with these words.

court pitch pool rink track

1 You play tennis on a tennis court . 2 You do athletics on an athletics . 3 You go ice-skating at the ice-skating . 4 You play football on a football .5 He goes swimming at the swimming .

Speaking Review

6 1.14 Complete the conversation with these words. Then listen and check.

dont favourite like think What

A What do you think of the Olympic Games? B I like them. I think theyre boring. A But do you Usain Bolt? B Yes, I do. I hes amazing. A Hes my athlete, too.

Dictation

7 1.15 Listen and write in your notebook.

[New photo needed: (1.56)]

My assessment profile: Workbook page 127

1 2 3

4 5 6



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Refresh Your Memory! Exercise 1

Answers

2 play 6 do they wear3 Does Jane walk 7 doesnt do4 goes 8 dont like5 dont watch

Exercise 2

Answers

2 winning 3 losing 4 playing 5 watching 6 wearing

Exercise 3

Answers

2 I often wear a football shirt. 3 Fast sports are usually exciting. 4 We never eat before swimming. 5 He often phones his friends on Sunday. 6 She sometimes studies in the park.

Exercise 4

Answers

2 gymnastics 5 judo 3 ice hockey 6 mountain biking 4 swimming

Exercise 5

Answers

2 track 3 rink 4 pitch 5 pool

Exercise 6 (Track 1.14)

Answers

B dont A like B think A favourite

Exercise 7 (Track 1.15)

Answers and Audioscript 1 We never watch sport on TV. 2 She does athletics on Saturday morning. 3 Hes a great basketball player. 4 What do you think of our ice hockey team? 5 I love skiing. 6 Do you like my swimming costume?

Extra activity

Revise the vocabulary of sports from this unit by creating a mind map: Start by writing the word Sports in a cloud in the centre of the board and copying the three spokes onto the board. Elicit the three verbs commonly used with sports from the class ( do , go and play ) and write one in the circle at the end of each spoke. Elicit an example of a sport with play , e.g. basketball , and write it in a box connected to the verb play . Elicit other words connected with basketball, e.g. ball , court , player and write these on the board, connecting them to the box. Draw a simple illustration for each of the words. Continue the process, eliciting a sport with do and a sport with go and add these to the board along with appropriate vocabulary. Students then work in small groups, brainstorming vocabulary and adding it to their diagrams. Give them a time limit of five minutes. Monitor and help with vocabulary and feed in ideas where necessary. Collate vocabulary on the board. Students can peer-teach the vocabulary they have thought of. Drill the vocabulary for pronunciation and word stress. Draw up the four speech bubbles. Make sure students understand that the ones on the left ask for opinions and the ones on the right give opinions. Elicit example questions to make sure students understand that the questions can be used to ask about either sports, e.g. What do you think of basketball? or sports stars, e.g. What do you think of Kolo Tour? Students then work in pairs, making conversations and expressing their opinions about sports and sports stars. Monitor but do not interrupt fluency. Make a note of any mistakes related to the content of this unit to go over with the class afterwards but make sure that these mistakes remain anonymous during the correction stage.

My Assessment Profi le Unit 1See Workbook page 127


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Maths File Cultural notes

Humans started using simple natural materials, such as pigs bladders, to make balls many centuries ago, but modern football design is now at the cutting edge of science. Since Charles Goodyear made the first all-rubber football in 1855, ball design has evolved continuously. The only thing which has remained consistent is the size of the ball used in professional matches, which was established in 1873. For over 75 years footballs were dark brown until, in 1951, with the introduction of electric floodlighting, white balls were introduced to make it easier for spectators to follow the ball during the game. Footballs made from 32 pieces of material, as described in the text, first appeared in the 1950s. They remain very common, although they were replaced in the 2006 FIFA World Cup by a design made of only 14 pieces and in 2010 by a controversial design with only eight pieces. In each case, it is the pressure within the ball which transforms it from a complex geometrical form into a perfect sphere. The newest footballs contain chips and transmitters which can send data about the balls exact position on the pitch to antennae around the stadium and send this information back to a receiver carried by the referee.

Language note

Be prepared to elicit from stronger students or explain yourself the meaning of the following lexical items which appear in the reading text: facts, average, circumference, weigh, material.

Exercise 1 Draw attention to the pictures and the text and ask

students what they can see. Students scan the text quickly to find out what it is about. Make sure students understand not to read in detail at

this point.

Answers

3 the size and shape of footballs

Exercise 2 (Track 1.16) Individually, students read the text and answer

the questions. If you wish, play the recording for students to listen

and read. Students then check in pairs before checking answers


questions and answers.

Answers

2 There are 32 pieces. 3 Theyre pentagons and hexagons. 4 Size 2 is good for young children. 5 It weighs a maximum of 370 grams. 6 They use a size 5 football.

My Maths File

Exercise 3 In pairs, students brainstorm sports equipment they use

or their favourite sports stars use. Collate suggestions on the board.

Answers


Exercise 4 Individually, students write their fact fi le. Monitor and help with grammar and vocabulary and

feed in ideas if necessary. Point out errors for students to self-correct. Remind students to check their grammar, spelling

and punctuation carefully before they give you their written work.

Students also include photos and pictures to illustrate their fact file.

Answers


In this unit have you used the Grammar and Vocabulary worksheet? used the Reading and Listening worksheet? used the Writing worksheet? used the Speaking worksheet? used the Unit test?

With the exception of the Writing worksheets, all the Teachers Resources are at two levels of diffi culty: * For students who need extra help and support ** For students who require an additional challenge


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Maths File

19

Reading 1 Look quickly at the text. What do you think it

is about? 1 the football World Cup 2 the history of footballs 3 the size and shape of footballs

2 1.16 Read the text. Answer the questions. 1 What shape is a football? A football is a sphere. 2 How many pieces of material are there in an

average football? 3 What shape are the pieces of material in an

average football? 4 Which football is good for young children? 5 What does a size 4 football weigh? 6 Which football do players use in the World Cup?

My Maths File

3 Make notes about some sports equipment you use or your favourite sports star uses. Think about: size shape colour weight

4 Write a fact file about the sports equipment. Add pictures or photos. Use your notes from Exercise 3 to help you.

You can see footballs on the street, in shops, at school and in your house. But what do you know about footballs? Here are some facts.

Football Fact File

Pentagon Hexagon

Size 1 Size 2 Size 3 Size 4 Size 5

There are fi ve different sizes of football.

Size 1 : This has a circumference of 43 centimetres.

Size 2: This has a circumference of 56 centimetres; it weighs a maximum of 280 grams. This is a good football for young children. This ball is good for football skills practice, too.

Size 3 : This ball weighs a maximum of 340 grams. It has a maximum circumference of 61 centimetres.

Size 4 : This ball weighs a maximum of 370 grams. It has a maximum circumference of 66 centimetres. Boys and girls from 8 to 12 usually play with this football.

Size 5 : This is the ball for adult football matches and competitions like the World Cup. It has a circumference of 71 centimetres.

68-70cm

Sphere

Circumference

What shape is the average football? Its a sphere and it has a circumference of 68 to 70 centimetres. It usually weighs between 410 and 450 grams.

An average football has 32 pieces of material: 12 pentagons and 20 hexagons.



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3

I like learning about kings. What about you?

30

Past LivesPast Lives Grammar Past simple: affirmative and negative; Past simple: questions

Vocabulary History; Life events

Speaking Reasoning

Writing A biography


Vocabulary History 1 1.30 Listen and repeat. Then match ten of

these words to the picture.

army castle 1 century die dungeon kill king knight plague prisoner queen servant soldier sword war

2 Which words in Exercise 1 are not in the picture? Which of these words means 1 to stop living? die 2 to make a person or animal die? 3 a terrible disease? 4 a hundred years? 5 a time of fighting between countries?

3 Complete the sentences with the words in Exercise 1. 1 The king and live in a big castle. 2 A is a disease that kills a lot of people. 3 When there is a war, many people . 4 The has 10,000 soldiers. 5 The in the castle cook and clean. 6 This castle is from the fourteenth . 7 The dungeon is for .

4 In pairs, talk about the things from history you like and dont like.

I like learning about them, but I dont like reading

about wars.


1

2 3

5

76

10

9

8

4


M03A_NEXT-MOVE_TB_02GLB_3690_U03.indd 58 08/10/2012 14:16

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Unit contents Grammar Past simple affi rmative, negative, questions and short answers

Vocabulary History army, castle, century, die, dungeon, kill, king, knight, plague, prisoner, queen, servant, soldier, sword, war Life events be born, die, fall in love, fi nd a job, get married, go to university, graduate, have a baby, leave home, move house, retire, start school

Communication Reasoning Writing a biography Key co mpetences Linguistic competence Mathematical competence Interpersonal, social and civic competence Cultural and artistic competences Learning to learn Autonomy and personal initiative

Vocabulary History Extra activity

Stronger groups or individual students cover the words in the box and complete Exercise 1 blind. They then uncover the box and see if they used the same words or different ones. This type of activity is very valuable as it helps students notice the gap between their knowledge and the target language.

Exercise 1 (Track 1.30) Play the recording for students to listen and repeat. Pause after each word to check students pronunciation. Individually, students match the words to parts of the picture.

Answers 2 king 5 servant 8 army3 queen 6 prisoner 9 sword4 soldier 7 dungeon 10 knight

Exercise 2 In pairs, students identify the missing items and match them to the defi nitions. Check answers to Exercises 1 and 2 as a class.

Answers 2 kill 3 plague 4 century 5 war

Exercise 3 Students work individually, completing the sentences. They then check in pairs before checking answers as a class.

Answers 1 (king); queen 5 servants2 plague 6 century 3 die 7 prisoners4 army

Extra activity

Stronger groups or fast finishers write sentences for five of the seven words not used in Exercise 3, i.e. castle , dungeon, kill , knight , soldier , sword and war . Monitor and help with vocabulary and grammar if necessary.

Exercise 4 Ask two students to read out the examples. Students then work in pairs, talking about the things from history they like and dont like. Monitor and correct students pronunciation as appropriate.


Extra activity

Ask students the following history quiz questions. In pairs, they confer and write down their answers. Check answers as a class, awarding one point for each correct answer. 1 What was the name of King Arthurs sword? ( Excalibur ) 2 Which French queen was married to Louis XVI? ( Marie Antoinette ) 3 When was the Second World War? ( 19391945 ) 4 How long was Nelson Mandela a prisoner? ( 27 years ) 5 In which century was Napoleon born ( eighteenth )




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Exercise 3 (Track 1.31) Individually, students read the text and decide if the sentences are true or false. If you wish, play the recording for students to listen and read. Students check in pairs before checking answers as a class. When checking answers, ask students to correct the false sentences. Elicit from stronger students or explain yourself the meaning of any new vocabulary.

Answers

1 False (There are other things to do at The London Dungeon.) 2 False (Rats carried the plague from the ships to London.) 3 True 4 True 5 False (The Great Plague started in 1665 and the Great Fire started in 1666.) 6 False (Only six people died.) 7 False (You can see ghosts in the Labyrinth.)

Exercise 4 Read through the questions and the example with the class. Students then work in pairs, asking and answering the questions. Monitor but do not interrupt fluency. Make a note of any mistakes to go over with the class afterwards. Feedback as a class.


Extra activity

Use the questions in Exercise 4 as the basis to plan a live listening about a tourist attraction in your country. Remember to grade your language appropriately. Use the following text as an example: In the UK, Warwick Castle is a very famous tourist attraction. Its in the centre of England in a very green area called the Midlands. Its one thousand years old and is on a rock next to a river. Its beautiful! There are a lot of things to do: you can see a dragon thats brilliant, visit the castle dungeon thats very scary, look at the gardens I think thats boring, and see the king and his army preparing for war! Its amazing! Students listen and answer the questions in Exercise 4. Check answers as a class. (Answers: 1 Warwick Castle; 2 In the centre of England / the Midlands. On a rock next to a river.; 3 see a dragon, visit the castle dungeon, look at the gardens, see the king and his army preparing for war )

Reading

Revision First Create a history mind map with students. Copy the central HISTORY book onto the board and elicit from students possible sub-categories for the words. Complete the fi ve stems with objects , people , places , verbs and other words .

Second Use the word queen as an example. Elicit from students where to put the word on the diagram. In pairs, students classify the other history words from page 30 of the Students Book. Students use their dictionaries to fi nd fi ve additional words on the topic of history, e.g. emperor , palace , crown , murder and battle .

Third Check answers as a class and collate new vocabulary on the board by asking individual students to write words on the board. Students can peer-teach the vocabulary they have thought of. Drill the vocabulary for pronunciation and word stress.

Cultural notes

The London Dungeon opened in 1974 and has proved a highly successful tourist attraction over nearly forty years. It is not in fact a dungeon, but in reality is more like a theme park with actors taking on roles and guiding visitors through some of historys more macabre and grisly events. It is chiefly aimed at, and popular with, young people, who enjoy the reconstructions of the Great Plague, the Great Fire of London, medical surgery, torture and the world of Jack the Ripper among others. Further information is available on the internet.

Exercise 1 Draw attention to the photo and the text and ask students what they can see. Make sure students understand not to read in detail at this point. Ask which option they think describes what the text is.

Exercise 2 Students scan the text quickly and check their answer to Exercise 1.

Check the answer as a class. Ask if any students have been to London and visited The London Dungeon.

Answers

3 an advertisement for a tourist attraction


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Unit 3

31

Reading 1 Look at the text quickly. Is it:

1 from an encyclopedia? 2 from a short story? 3 an advertisement for a tourist attraction?

2 Read and check your answer to Exercise 1.

3 1.31 Read the text again. Are the sentences true (T) or false (F)? 1 At the London Dungeon you can only learn

about two horrible events. F 2 Rats carried the plague from London to the ships. 3 In 1665 many rich people left London because

they didnt want to die. 4 The plague killed about 80,000 people in London. 5 The Great Fire of London started in the same

year as the Great Plague. 6 During the fire there were many victims in London. 7 You can meet horrible people from history in

the Labyrinth.

4 What about you? Think of a tourist attraction in your country. In pairs, ask and answer. 1 What is it?2 Where is it?3 What can you do there?

St Georges Castle is a famous tourist attraction

in Portugal. Where is it?

Its in Lisbon.

What can you do at The London Dungeon? Come and see London at the time of the Great Plague and the Great Fire! Learn about other horrible events in English history!

The Great Plague In the fourteenth century a terrible plague killed many thousands of people in England. The plague came and went many times in the next three hundred years. Then, in 1665, rats from ships carried the disease to London again. King Charles II and many rich people went to the country to escape the plague, but poor people didnt leave the city. They stayed and about 80,000 people died.

The Fire of London After the Great Plague, there was a very big re in London. On 2 nd September 1666, a re started at the bakery of Thomas Farriner in Pudding Lane. Farriner and his family escaped but their servant died in the re. The re started in this poor part of the city and then burned the old City of London, including 13,500 houses, 87 churches and St Pauls Cathedral. The re was terrible but there were not many victims and only six people died. Is this really true or did more people die? Its a mystery!

Other things to do Go for a boat ride in the dark, see the ghosts in the Labyrinth of the Lost Souls, or meet horrible people from history!

London DungeonThe



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Pronunciation Verb endings: /t/ /d/ /d/ 5a 1.32 Listen and repeat the sentences.

1 /t/ : We liked the castle. 2 /d/ : He travelled to London. 3 /d /: The fire started there.

b 1.33 Listen. Copy the table and put the verbs in the correct column.

asked died ended escaped happened lived visited wanted watched

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GrammarPast simple

1 Study the grammar tables. Choose the correct options to complete the rules.

old.

old.

To be: Affirmative

I/He/She/It wasYou/We/They were

To be: Negative

I/He/She/It wasnt (was not) You/We/They werent (were not)

To be: Questions and short answers

Was I/he/she/it old? Yes, I/he/she/it was. No, I/he/she/it wasnt.

Were you/we/they old? Yes, you/we/they were. No, you/we/they werent.

Watch Out! cook cook ed dance dance d stop stopp ed hurry hurr ied


1 The past forms of regular / irregular verbs end in - ed .

2 The past forms of regular / irregular verbs are all different. It is important to learn them.

2 What is the Past simple form of these verbs? 1 play played 7 do 13 see 2 go 8 carry 14 like 3 start 9 eat 15 write4 read 10 give 16 take5 clean 11 listen 17 come6 drink 12 hear 18 sit

3 Complete the sentences with the Past simple. 1 She did (do) her History homework last night. 2 The soldiers (fight) in the war. 3 The young man (become) a knight. 4 The students (learn) about the Great Fire. 5 The fire (happen) last year. 6 I (have) a terrible day yesterday. 7 They (study) for a test last night. 8 You (make) a big mistake!

/t/ /d/ /d/

asked

Regular verbs: affirmative and negative

I/You/He/She/It/We/They stayed in London.

I/You/He/She/It/We/They didnt (did not) stay in London.

Irregular verbs: affirmative and negative

I/You/He/She/It/We/They left the city.

I/You/He/She/It/We/They didnt (did not) leave the city.

Time expressions

yesterday yesterday evening last year three years ago in 1666

4 Complete the sentences with these words.

give learn leave play read watch

1 We played tennis on Saturday.2 Luke and Jason a horror film last night.3 He me a present for my birthday.4 I a text about Ancient Rome. I about

Julius Caesar.5 You school early yesterday.

c 1.34 Listen, check and repeat.



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Pronunciation Verb endings: /t/ /d/ /d/

Exercise 4 Students match the verbs to the sentences and put them in the Past simple. They then check in pairs before checking answers as a class.

Answers 2 watched 3 gave 4 read; learned/learnt 5 left

Language note

Past simple verbs are pronounced with /t/ at the end when the infinitive ends with an unvoiced consonant sound and with /d/ at the end when the infinitive ends with a voiced consonant sound. Only when the infinitive ends with the sounds /t/ or /d/ , do we add the complete extra syllable /d/ . Note that a very common error is for students to add the extra syllable /d/ to all Past simple verb forms.

Exercise 5a (Track 1.32) Play the recording for students to listen to the sentences. Play the recording again, pausing after each sentence for students to repeat the sentences. Check students pronunciation.

Exercise 5b (Track 1.33) Students listen and classify the verbs according to the endings.

Exercise 5c (Track 1.34) Play the recording for students to listen and check. Drill the vocabulary for pronunciation.

Answers

/t/ /d/ /d/ asked died ended escaped happened visited watched lived wanted

Further practiceWorkbook page 123

Extra activity

Brainstorm ten other regular verbs students already know and write them on the board. Ask students to classify these verbs according to the pronunciation of the final -ed .

Grammar Past simple Exercise 1

Read the grammar tables with the class. Individually, students complete the rules, referring back to the grammar tables where necessary. Check answers as a class.

Answers 1 regular 2 irregular

Exercise 2 Read the Watch Out! section under the grammar tables with the class. Individually, students write the past simple forms, referring back to the Watch Out! section where necessary. Check answers and spelling by asking individual students to write words on the board and tell you if they are regular or irregular.

Answers 2 went (irregular) 3 started (regular) 4 read (pronounced /red/ , irregular) 5 cleaned (regular) 6 drank (irregular) 7 did (irregular) 8 carried (regular) 9 ate (irregular)

Extra activity

Students test each other on the Past simple forms. Demonstrate with a stronger student, explaining that you are going to say an infinitive and they must respond by telling you if it is regular or irregular and giving you the Past simple form. The student then says a new infinitive and you respond with regular or irregular and the Past simple form, e.g. Teacher: play Student: regular: played make Teacher: irregular: made break Student: irregular: broke , etc. Monitor and correct students pronunciation as appropriate. Students refer to the irregular verb list on Students Book page 127 if necessary.

Exercise 3 Individually, students complete the sentences. Check answers by asking individual students to read the sentences.

Answers

2 fought 5 happened 7 studied3 became 6 had 8 made4 learned/learnt

10 gave (irregular) 1 1 listened (regular) 12 heard (irregular) 13 saw (irregular) 14 liked (regular) 15 wrote (irregular) 16 took (irregular) 17 came (irregular) 18 sat (irregular)


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Vocabulary Life events Exercise 1 (Track 1.35)

Play the recording for students to listen and repeat. Pause after each word to check students pronunciation. I ndividually, students match the words to the pictures.

Answers 2 start school 6 find a job3 fall in love 7 move house4 leave home 8 have a baby5 graduate

Exercise 2 In pairs, students identify the missing items. Check answers to Exercises 1 and 2 as a class. Ask students to give a definition in English or a translation in their L1 for the missing items.

Answers die, get married, go to university, retire

Exercise 3 (Track 1.36) Students choose the correct options. Play the recording for students to listen and check.

Answers 2 started 5 graduated 8 fell 1 1 moved3 left 6 left 9 got 12 retired4 went 7 found 10 had

Extra activity

Students work in pairs. They use the text about Megan as a model and write a mini-biography of their partner in the third person, imagining they are now retired. They should write about all the positive things their partner did in their life and say when they happened using the Past simple. Students then read the mini-biography their partner has written about them.



Exercise 6 Individually, students change the sentences from affi rmative to negative. Check answers as a class.

Answers 2 I didnt visit a castle in Scotland. 3 She didnt read a story about a famous knight. 4 You didnt see a sword at the museum. 5 The restaurant didnt open at ten. 6 They didnt have a History test last week. 7 He wasnt in London two weeks ago.

Exercise 7 Tell students to scan the text quickly and fi nd out what Diana bought in London. (Answer: Nothing ) Students read the email and complete it using the Past simple form of the verbs in the box. Check answers as a class.

Answers 2 went 6 didnt feel 10 saw3 was 7 stayed 1 1 didnt buy4 learned/learnt 8 visited 12 didnt have5 didnt come 9 had

Exercise 8 Individually, students write sentences about their weekend. Monitor and help with grammar and vocabulary if necessary. Check students sentences.


Extra activity

Prepare six sentences about your weekend. Remember to grade your language appropriately. Include both affirmative and negative Past simple verb forms. Some of the sentences should be true and some false. Read the sentences for students to decide if they think they are true or false. Do not allow students to write anything down apart from the words true or false . In pairs, students compare their answers. Tell students to listen again and write down the sentences, but tell them they must change the sentences which they think are false to make them true as they write them down. Check answers as a class and confirm which of your sentences were true and which were false.



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Unit 3

Vocabulary Life events 1 1.35 Listen and repeat. Then match eight

of these words to the pictures.

be born 1 die fall in love find a job get married go to university graduate have a baby leave home move house retire start school

6 Rewrite the sentences in the negative form. 1 We went to London at the weekend.

They didnt go to London at the weekend . 2 They visited a castle in Scotland. I . 3 He read a story about a famous knight. She . 4 I saw a sword at the museum. You . 5 The museum opened at ten. The restaurant . 6 We had a History test last week. They . 7 I was in London two weeks ago. He .

7 Complete the email with the Past simple form of these verbs.

arrive be go have learn not buy not come not feel not have see stay visit

8 What about you? What did you do last weekend? Write sentences. On Saturday I didnt get up early. I got up at ten. I had breakfast and then I met my friends in town

New Message

Hi Barbara! Well, we 1 arrived in London ten days ago. Last Friday Dad and I 2 to the Tower of London. It 3 fantastic and we 4 a lot about English history. Mum 5 with us because she 6 well. She 7 at the hotel. Yesterday we 8 the Imperial War Museum. Then we 9 lunch at a fish and chip shop. In the afternoon we went shopping on Regents Street. I 10 some beautiful clothes. I 11 them because I 12 any money. Oh well! Next time. See you soon. Diana

Send

Add Attachments


2 Which words in Exercise 1 are not in the pictures?

3 1.36 Choose the correct options. Then listen and check. Megan Davies 1 was / had born in 1953. She 2 started / left school when she was five and 3 started / left school when she was eighteen. After school, she 4 went / retired to university. She 5 retired / graduated in 1974. She 6 got / left home when she 7 met / found a job. She met John and 8 started / fell in love with him. They 9 got / had married two months later. Megan 10 had / was a baby in 1977. After two years, Megan and John 11 moved / left house. Megan 13 retired / graduated when she was 60.


1 2 3

4 5 6

7 8



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Chatroom ReasoningReasoning Zak OK, guys. I want to take a photo. Say

Cheese! Nadia No, Zak. Im tired. My feet hurt! Jody Forget the photo. Lets visit the Bloody Tower. Nadia Why ? Jody Because there are ghosts in it ! Nadia Then I dont want to see it . Jody Dont be silly , Nadia. Why dont you want

to see it ? Nadia Because Im scared of ghosts . Mr Jones Well, Im not sure there are ghosts, but King

Richard III killed two young princes there. Raven Good morning! Zak Did you hear that?! Carlos Yes, I did. It was that bird. Mr Jones Yes, thats a raven. The ravens at the

Tower of London are famous. They look after the Tower.

Jody And they can talk!

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Speaking and Listening 1 Look at the photo. Answer the questions.

1 Where do you think the four friends are? 2 What are they doing there? 3 Whats wrong with Nadia?

2 1.37 Listen and read the conversation. Check your answers.

3 1.37 Listen and read again. Answer the questions. 1 Why does Zak say Say Cheese? Because he want

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