1 play the game! - pearson argentina · 1 play the game! word list page 43 workbook page 104 play...

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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?

Vocabulary�Sports 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 <1.1> - swimming goggles and water [A/W <1.2> - close up of basketball net and ball slam-dunking through [A/W < 1.3> - a mountain bike wheel in mud [A/W <1.4> - a judo belt on a white judo suit [A/W <1.5> - running shoes on starting block [A/W <1.6> - skateboard wheels and board on concrete [A/W <1.7> - end of ice hockey stick and puck [A/W <1.8> - part of snowboard on snow [A/W <1.9> - close-up of arrow fitted to bow + hand [A/W <1.10> - horse wearing saddle, ready for someone to ride [A/W <1.11> - an ice-skate blade on ice [A/W <1.12> - 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 1�Play The Game!

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

short answers Verb + -ing – enjoy , hate , like , love, don’t 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 Teacher’s 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 aren’t. They’re 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 a–c. 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 fi 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 fl ag are the symbol of the Games. There are fi ve rings because there are Olympic athletes from fi 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 fl ag.The Olympic Games begins with an opening ceremony. In the ceremony, a man or woman lights the Olympic torch. The fi re for the torch always starts in Ancient Olympia in Greece. The sun starts the fi 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 fi 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 fl ag are the symbol of the Games. There are fi ve rings because there are

Olympic athletes from fi 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 fl ag.The Olympic Games begins with an opening ceremony. In the ceremony, a man or woman lights the Olympic torch. The fi re for the torch always starts in Ancient Olympia in Greece. The sun starts the fi 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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Affirmative

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

Negative

I/You/We/They don’t (do not) watch He/She/It doesn’t (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

Grammar�Present simple

1 Study the grammar tables. Match the rules (1–2) to the examples (a–b).

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 don’t 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. Leela’s 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. Leela’s 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 don’t .

Does he/she/it watch TV? Yes, he/she/it does . No, he/she/it doesn’t .

Pronunciation Verb endings: /s/ /z/ / ɪ 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 / ɪz /: 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 doesn’t get up at seven. 3 don’t study in the bedroom. 4 don’t walk to school in the morning. 5 doesn’t go to the cinema every Saturday. 6 don’t 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/ /ɪz/

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 doesn’t like 5 plays 8 practise 3 doesn’t play 6 loves 9 Do their parents join 4 does she do 7 get 10 don’t stop

Further practiceWorkbook pages 10 and 86–87

Brain Trainer Activity 2See Teacher’s 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 /ʃ/ , /tʃ/ , /ʒ/ or /dʒ/ , do we add the complete syllable /ɪz/ . Note that the pronunciation of do/does is also irregular in that the vowel sound changes from the infinitive /duː/ to the third person /dʌz/ .

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 can’t 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 don’t mind / don’t 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 don’t mind tidying my bedroom. 3 Do you like going to the cinema? 4 We hate playing football in winter! 5 They don’t like doing athletics. 6 Does he enjoy reading books?


• 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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Unit 1


8 Put these verbs in the correct order.

don’t like don’t 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 don’t, and I love 5 (win)

snowboarding competitions! Amy What don’t you like? Ben I don’t like 6 (lose) competitions!

11 What about you? In pairs, ask and answer. 1 What sports do/don’t you like doing? 2 Do you mind losing a competition or a game?

Vocabulary�Compound 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 don’t 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 doesn’t (does not) like/doesn’t (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

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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 doesn’t 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 doesn’t Zak like about England? 5 What is the name of Zak’s favourite

basketball team? 6 Does Nadia’s 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 doesn’t usually come to the football pitch on Saturdays, but she wants to meet you.

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

don’t 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 dad’s 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.


• Play the recording for students to listen and read and check their answers to Exercise 1.

Answers

1 They’re at a football pitch. 2 Because Nadia wants to meet Zak. 3 A football 4 He’s 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 doesn’t 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! It’s 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.


• 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/don’t 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 / don’t 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 I’m 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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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 Serena’s 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 Touré’s ritual? 7 What numbers are lucky for many footballers? 8 What are Sebastian Vettel’s 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 / doesn’t 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 Touré is always the last player onto the football pitch before a game. It’s his ritual. Many

football players believe numbers like 11, 22 or 33 on a player’s 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 , doesn’t 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 Touré (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 Atlético 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 Touré, 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 Touré


• 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 Teacher’s Book page 225


• 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


• 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 doesn’t 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 Touré 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 … it’s difficult to practise in summer , but from November

to … 3 He has two gold medals ! 4 What about you ? 5 It’s 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 doesn’t like playing it. 3 When do they watch football on TV? 4 Have you got a lucky number? 5 That’s Jody’s brother’s skateboard. 6 Mike’s brother is a great football player!

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

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

questions and answers.

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

a helmet, goggles and gloves. 4 It’s 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 10–15 vocabulary items from the unit for students to memorise. In the Teacher’s 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 ( Rose’s MP3 player ) and contractions ( isn’t ).

2 Read about Isabella’s 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 I’ve 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 Isabella’s favourite sport again. Answer the questions. 1 What is Isabella’s 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. It’s a winter sport and it’s diffi 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. It’s 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. It’s 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!

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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 isn’t happy! He hates 3 ! Bella, his sister, doesn’t like 4 ball games but she doesn’t mind 5 them on TV. She also likes 6 her Chelsea football shirt. She thinks it’s 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.

don’t favourite like think What

A What do you think of the Olympic Games? B I like them. I think they’re boring. A But do you Usain Bolt? B Yes, I do. I he’s amazing. A He’s 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 doesn’t do4 goes 8 don’t like5 don’t 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


Answers

B don’t A like B think A favourite


Answers and Audioscript 1 We never watch sport on TV. 2 She does athletics on Saturday morning. 3 He’s 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 Touré?’ – 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 ball’s 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


• 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 as a class.

• Check answers by asking pairs of students to read questions and answers.

Answers

2 There are 32 pieces. 3 They’re 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 Teacher’s 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? It’s 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 don’t like.

I like learning about them, but I don’t 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 don’t 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 Arthur’s sword? ( Excalibur ) 2 Which French queen was married to Louis XVI? ( Marie Antoinette ) 3 When was the Second World War? ( 1939–1945 ) 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. It’s in the centre of England in a very green area called the Midlands. It’s one thousand years old and is on a rock next to a river. It’s beautiful! There are a lot of things to do: you can see a dragon – that’s brilliant, visit the castle dungeon – that’s very scary, look at the gardens – I think that’s boring, and see the king and his army preparing for war! It’s 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 history’s 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

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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 didn’t 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 George’s Castle is a famous tourist attraction

in Portugal. Where is it?

It’s 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 didn’t leave the city. They stayed and about 80,000 people died.

The Fire of London After the Great Plague, there was a very big fi re in London. On 2 nd September 1666, a fi re started at the bakery of Thomas Farriner in Pudding Lane. Farriner and his family escaped but their servant died in the fi re. The fi 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 Paul’s Cathedral. The fi re was terrible but there were not many victims and only six people died. Is this really true or did more people die? It’s 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/ /ɪd/

5a 1.32 Listen and repeat the sentences. 1 /t/ : We liked the castle. 2 /d/ : He travelled to London. 3 /ɪd /: 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

32

Grammar�Past 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 wasn’t (was not) You/We/They weren’t (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 wasn’t.

Were you/we/they old? Yes, you/we/they were. No, you/we/they weren’t.

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/ /ɪd/

asked

Regular verbs: affirmative and negative

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

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

Time expressions

yesterday yesterday evening last year three years ago in 1666


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/ /ɪd/

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 /ɪd/ . Note that a very common error is for students to add the extra syllable /ɪd/ 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/ /ɪd/ asked died ended escaped happened visited watched lived wanted


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 didn’t visit a castle in Scotland. 3 She didn’t read a story about a famous knight. 4 You didn’t see a sword at the museum. 5 The restaurant didn’t open at ten. 6 They didn’t have a History test last week. 7 He wasn’t 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 didn’t feel 10 saw3 was 7 stayed 1 1 didn’t buy4 learned/learnt 8 visited 12 didn’t have5 didn’t 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 didn’t 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 didn’t 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 Regent’s 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. I’m tired. My feet hurt! Jody Forget the photo. Let’s visit the Bloody Tower. Nadia Why ? Jody Because there are ghosts in it ! Nadia Then I don’t want to see it . Jody Don’t be silly , Nadia. Why don’t you want

to see it ? Nadia Because I’m scared of ghosts . Mr Jones Well, I’m 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, that’s a raven. The ravens at the

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

Jody And they can talk!

34


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


3 1.37 Listen and read again. Answer the questions. 1 Why does Zak say ‘Say “Cheese”’? Because he wants to take a photo. 2 Where does Jody want to go? 3 Why does she want to go there? 4 Why doesn’t Nadia want to go? 5 Who killed the young princes in the tower? 6 What is a raven? 7 What can the ravens do?

4 Act out the conversation in groups of five.

Say it in your language … Say ‘Cheese’! Don’t be silly.



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Exercise 3 (Track 1.37) • Play the recording again. • Individually, students answer the questions. • They then check in pairs before checking answers as a class.

Answers 2 She wants to visit the Bloody Tower. 3 Because there are ghosts. 4 Because she’s scared of ghosts. 5 Richard III killed the princes. 6 A (black) bird. 7 They can talk.

Exercise 4 • Divide the class into groups of fi ve. One student takes the part of both the raven and Carlos.• Groups act out the conversation. • Monitor and correct students’ pronunciation as appropriate. • Nominate one group to perform the conversation for the class.


Say ‘Cheese’! – expression traditionally used in English when taking a photo. Used because when saying the word cheese the mouth is in the approximate position of a smile. This idea has also been adopted in many other languages with different words, e.g. potato in Spanish, cabbage in Bulgarian and omelette in Swedish.

Don’t be silly. – colloquial phrase used to reject an idea or behaviour you think is foolish. Care should be taken to use exaggerated intonation in order to make the phrase sound light-hearted rather than rude. You might use it in class in a light-hearted way if a student intentionally makes a silly comment.

Chatroom Reasoning

Revision First – Ask students if they can remember the four Say it in your language … phrases which have been covered so far, i.e. ‘I quit!’ , ‘Cheer up!’ , ‘No way!’ and ‘I’m in!’ . Write the four phrases on the board.

Second – Write the following items on the board. Students choose the most logical expression in each case. 1 A: Oh no! I hate doing exams and I forgot my lucky pencil. B: … You always pass exams. You don’t need a lucky charm! A: Yes, I do. This is a disaster! 2 A: Do you like the Chicago Bulls? Let’s go to the game on Friday. B: Good idea. … I think they’re amazing! A: Great! 3 A: Why don’t we go mountain biking tomorrow? B: … It’s cold and windy. I want to go to the cinema. A: OK. Why don’t we go to see Breaking Dawn ? (Answers: 1 Cheer up!; 2 I’m in!; 3 No way! )

Third – Students compare their ideas in pairs before checking answers as a class. They then write a short conversation using ‘I quit!’ , which is not used above, e.g. : A: I’m tired and hungry. I don’t want to play anymore. B: OK. But let’s play for fi ve minutes more. Please! A: No, I quit! I’m going home! Sorry!



Exercise 2 (Track 1.37) • Play the recording for students to listen and read and check their answers to Exercise 1.

Answers

1 They’re in London. 2 They’re visiting the Tower of London. 3 She’s tired and her feet hurt.


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Exercise 5 • Students refer back to the conversation and complete the sentences. • Check answers as a class.

Answers 2 Because 3 don’t 4 be 5 Why 6 Because

Exercise 6 • Read the phrases for asking for and giving reasons with the class. • Drill the phrases for word stress and intonation.

Exercise 7 (Track 1.38) • Play the recording for students to listen to the conversations. • Pairs 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 reasons. • Ask some students to perform their conversations for the class.



Grammar Past simple: questions and short answers

Language note

Students may have problems with the pronunciation of the auxiliary did in question forms, particularly when it combines with subject pronouns. Their tendency is to pronounce them as two discrete items when they are usually pronounced as one phonetic unit, e.g. did you … ? ( /dɪdʒə/ ); did he … ? ( /dɪdɪ/ ); did she … ? ( /dɪdʃɪ/ ) After checking answers to Exercises 2 and 3, drill all the questions to help students practise the pronunciation as part of a stream of connected speech.

Exercise 1 • Read the grammar table with the class. • Individually, students complete the rules, referring back to the grammar table where necessary. • Check answers as a class.

Answers 1 the infinitive 2 don’t use

Exercise 2 • Students write the questions. Make sure students understand that they should change the pronoun in the questions and use the word in brackets. • Check answers as a class.

Answers 2 Did she study her History notes? 3 Did they see a ghost in the tower? 4 Did he have lunch at one o’clock? 5 Did you get a good mark in the test? 6 Did he visit the dungeon?

Exercise 3 • Individually, students make questions. • Check students’ questions.


Exercise 4 • Ask two students to read out the examples .• In pairs, students ask and answer the questions. • Monitor but do not interrupt fluency unless they make mistakes with the Past simple forms.

Extra activity

Write the following prompts on the board: A: you / meet / your friends / last night / ? B: Yes / I A: Where / you / go / ? / What / you / do / ? B: We / meet / at the sports centre / in town A: you / play football / ? B: No / we / . / We / play basketball / . / It / be / great / ! A: you / win / ? B: Yes / we Elicit a conversation from the students using the prompts. Do not allow students to write anything down. Drill the conversation for correct pronunciation. Divide the class in half down the centre. Tell the half on the left that they are going to be A and the half on the right that they are going to be B. 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. (Complete conversation: A: Did you meet your friends last night? B: Yes, I did. A: Where did you go? What did you do? B: We met at the sports centre in town. A: Did you play football? B: No, we didn’t. We played basketball. It was great! A: Did you win? B: Yes, we did! )

Further practice Workbook pages 29 and 90–91

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ReasoningReasoning

35

5 Look back at the conversation. Complete the sentences. 1 Say ‘Cheese’! 2 there are ghosts in it! 3 I want to see it. 4 Don’t silly. 5 don’t you want to see it? 6 I’m scared of ghosts.

6 Read the phrases for asking for and giving reasons.

Grammar Past simple: questions and short answers

Asking for a reason Giving a reason

Why?/Why not? Because …

Why do/don’t you want to … ?

7 1.38 Listen to the conversations. Act out the conversations in pairs. Zak Let’s go to 1 the war museum . Nadia Why? Zak Because 2 it’s interesting. Nadia 3 That’s a good idea.

Zak I want to go to 1 the London Dungeon . Nadia Why do you want to go there? Zak Because 2 it’s scary . Nadia 3 No way!

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

Let’s go to the zoo.

Why?

Because it’s fun.

1 the castle / zoo / park / shops

2 (it’s/they’re) interesting / exciting / boring / fun / scary / terrible

3 That’s a good idea. / No way! / No, thanks. / OK. / All right.

Regular verbs: questions and short answers

Did I/you/he/she/it/we/they stay in London? Yes, I/you/he/she/it/we/they did . No, I/you/he/she/it/we/they didn’t (did not) .

Irregular verbs: questions and short answers

Did I/you/he/she/it/we/they leave the city? Yes, I/you/he/she/it/we/they did . No, I/you/he/she/it/we/they didn’t (did not) .

Wh-questions

Where did you stay ? When did they leave ?



1 In Past simple questions we use did + the infinitive / the Past simple form of the verb.

2 In Past simple short answers we use / don’t use the verb after did and didn’t .

2 Make questions with the Past simple. 1 I took a photo of the castle. (you) Did you take a photo of the castle? 2 He studied his History notes. (she) 3 We saw a ghost in the tower. (they) 4 You had lunch at one o’clock. (he) 5 She got a good mark in the test. (you) 6 They visited the dungeon. (he)

3 Make questions with the words in columns A and B. Did you visit your grandparents yesterday?

Did you visit your grandparents yesterday?

Yes, I did.

A B visit your grandparents at the weekend have an English lesson last nightmeet your friends last week walk to school this morningwatch TV yesterday

4 In pairs, ask and answer the questions in Exercise 3.



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Key Words

career owner play tragedy mystery author

36

Reading 1 Look at the photo. Answer the questions.

1 Who is this man? 2 Why is he famous ? 3 What do you know about him?


3 1.39 Read the text again. Complete the sentences with the correct years or numbers. 1 Shakespeare was born in the year 1564. 2 He married in the year . 3 He had children. 4 Shakespeare moved to London when he was

years old. 5 He stopped writing in the year . 6 He died in the year . 7 He wrote plays.

4 1.39 Read the text again. Answer the questions. 1 Where was Shakespeare born? He was born in Stratford-upon-Avon, England. 2 Did he go to university? 3 What was his wife called? 4 Why did his son die? 5 Did Shakespeare’s family go with him to London? 6 What did Shakespeare do in London? 7 What kinds of plays did Shakespeare write? 8 Why do some people think that Shakespeare

didn’t write his plays?

Listening 1 1.40 Read the questions. Guess the

correct answers. Listen and check. 1 How old was Anne Hathaway when she got

married? a sixteen b twenty-two c twenty-six 2 How many wives did Philip II of Spain have? a two b three c four 3 The father of the young princes in the Tower was a Richard III. b Henry VI. c Edward IV.

2 1.40 Listen again. Complete the sentences. 1 Shakespeare and Anne Hathaway got married

on the 27 th or 28 th . 2 Mary and Philip got married in . 3 Mary of was Philip II’s second wife. 4 The names of the two princes in the Tower

were and . 5 Peter scores out of .

W illiam Shakespeare was born in Stratford-upon-Avon, England, in 1564. He probably went to school but he

didn’t go to university. When he was eighteen William married Anne Hathaway. T hey had a son called Hamnet and two daughters, Susanna and Judith. Hamnet died of the plague when he was eleven. In 1585, Shakespeare left his family in Stratford and went to London. There he started a career as an actor, a writer and the owner of a theatre with some other actors. He retired in 1613 and died three years later. William Shakespeare wrote about thirty-eight plays: comedies (e.g. A Midsummer Night’s Dream ), tragedies (e.g. Romeo and Juliet ) and historical plays (e.g. Richard III ). Some people think that Shakespeare didn’t write his plays. They believe that another, mystery person wrote them. Why? Because in the sixteenth century, writers were often rich and went to university. They usually travelled and spoke different languages. Shakespeare didn’t come from a rich family or study at university and he stayed in England all his life. Most people believe Shakespeare was the author of the plays, but there are questions about his life: Why did he marry Anne Hathaway? Why did he move to London? Why did he retire? How did he die? Shakespeare’s plays are famous all over the world but his life has many mysteries.

William Shakespeare (1564-1616)



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7 He wrote comedies, tragedies and historical plays. 8 Because he wasn’t rich, he didn’t study at university and he stayed in England all his life.

Extra activity

Write the Key Words on the left of the board and simple definitions on the right of the board in random order. Students look back at the text to see the words in context and match the words to the definitions. Check answers as a class.

Listening Audioscript See Teacher’s Book page 225

Exercise 1 (Track 1.40) • Individually, students answer the questions. • Play the recording for students to check and correct their answers. • Check answers as a class.

Answers 1 c 2 c 3 c

Exercise 2 (Track 1.40) • Play the recording again for students to complete the sentences. • Check answers by asking individual students to write answers on the board.

Answers 1 of November 2 1554 3 England 4 Edward; Richard 5 two; three

Extra activity

Write the following sentences on the board. Play the recording again for students to decide if they are true or false ( answers in brackets ). 1 The presenter’s name is Peter Strong. (False – The presenter’s name is Ann Strong. ) 2 The programme is called ‘The History Chair’. (False – The programme is called ‘The History Quiz’. ) 3 Shakespeare was an old man when he married Anne. (False – Shakespeare was eighteen when he married Anne. ) 4 Peter doesn’t know the answer to question two. (False – He knows the answer. ) 5 Edward and Richard lived in the fourteenth century. (False – The princes lived in the fi fteenth century. ) 6 The princes were prisoners in the Tower of London. (True) They then compare their answers in pairs. When checking answers, ask students to correct the false sentences.

Reading 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. • In pairs, students answer the questions.

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

Answers 1 William Shakespeare 2 Because he wrote famous plays. 3 Students’ own answers


career – all of a person’s professional life

owner – a person who has control of property and can sell it if he or she wants

play – the text of a performance for the theatre

tragedy – a sad story where the characters die at the end

mystery – something that can’t be explained because not enough is known about it

author – the person who writes a book or a play

Exercise 3 (Track 1.39) • Students read the text and complete the sentences. • If you wish, play the recording for students to listen and read. • Make sure students understand that they need to do some simple calculations to work out what numbers complete each sentence.

Answers 2 1582 3 three 4 21 5 1613 6 1616 7 38

Exercise 4 (Track 1.39) • Individually, students answer the questions. • Check in pairs before checking answers as a class. • Check answers by asking pairs of students to read questions and answers.

Answers 2 No, he didn’t. 3 Anne Hathaway 4 He died of the plague. 5 No, they didn’t. 6 He was an actor, a writer and the owner of a theatre.


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Exercise 3 • Individually, students answer the questions. • Students check in pairs before checking answers as a class. • Check answers by asking pairs of students to read questions and answers.

Answers

2 She was born in Lombardy in the north of Italy. 3 She studied painting with four of her sisters. 4 She studied painting in Italy. 5 Michelangelo gave her ideas for her paintings. 6 She left Italy in 1559. 7 She lived in the palace of King Philip II. 8 Elizabeth of Valois was the third wife of Philip II. 9 Because she was a great painter and she painted important people. 10 You can see her painting of Philip II in the Prado Museum in Madrid.

Exercise 4 • Explain that students should only make notes at this point or write short sentences. • Encourage students to ask you for any vocabulary they need or to use a dictionary.


Exercise 5 • Read the ‘My biography of …’ 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.


Extra activity

Add an extra 10–15 vocabulary items from this unit to the collection of word cards. Revise all the vocabulary by playing a scrambled words game. Before the class, prepare one or two of the words to demonstrate with, e.g. nodegnu ( dungeon ) and cardemutony ( documentary ). Give each student one word card for them to scramble. They then take turns writing their scrambled words on the board. The rest of the class have to write down the student’s name and the unscrambled word. When all students have written up their scrambled words, check answers as a class.

Writing A biography

Revision First – Write the following items from the unit on the board for students to unscramble: dataruge (graduate), nidf a boj (fi nd a job), lalf ni vole (fall in love), trats loochs (start school), vemo useho (move house), og ot tunesirivy (go to university)

Second – Write the following jumbled sentences on the board. Tell students that these are sentences about Shakespeare’s life. Individually, students unscramble the sentences. 1 Shakespeare / born / 1564 / in / William / was 2 married / he / eighteen / was / he / When / got 3 son and / two / daughters / William and / a / had / Anne 4 when / plague / of / Their / died / son / eleven / he was 5 in / Shakespeare / 1613 / retired Check answers by asking individuals to write sentences on the board. (Answers: 1 William Shakespeare was born in 1564.; 2 When he was eighteen he got married.; 3 William and Anne had a son and two daughters; 4 Their son died of plague when he was eleven.; 5 Shakespeare retired in 1613. )

Third – Students create their own jumbled sentences using language from the unit. Monitor and point out errors for students to self-correct. They exchange their sentences with a partner to put the words in order.

Cultural notes

Sofonisba Anguissola (Italy, 1532–1625) is famous for her informal style of portraits. Her painting of her pupil, Elizabeth of Valois, was so fine that it was copied by many other artists, including Rubens. Anguissola was married twice, the second time to a wealthy husband, much younger than herself, who she proposed to shortly after the death of her first husband. Their marriage lasted over thirty years until she died at the age of 93. In the last years of her life, her eyesight became progressively poorer but she continued to act as a patron of other artists with the money she had earned from King Philip II and with her husband’s fortune. Thanks to Anguissola’s work, many more women began to take up careers in art.

Exercise 1 • Read the Writing fi le with the class.

Exercise 2 • Make sure students understand not to read in detail at this point. • Students scan the text quickly and match the paragraphs to the categories.

Answers 1 B 2 C 3 A


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Unit 3

Writing A biography

1 Read the Writing File. 3 Read the biography of Sofonisba again. Answer the questions. 1 When was Sofonisba born? She was born in 1532. 2 Where was she born? 3 Who did she study painting with? 4 Where did she study painting? 5 Who gave her ideas for her paintings? 6 When did she leave Italy? 7 Where did she live in Spain? 8 Who was Elizabeth of Valois? 9 Why did Sofonisba become famous? 10 Where can you see her painting of Philip II today?

4 Think of a famous person from your country. Find information about him or her and make notes about: 1 his/her name, date of birth and place of birth 2 his/her education and work 3 other important information about him/her

5 Write a biography of your famous person. Use ‘My biography of …’ and your notes from Exercise 4.

Writing File Ordering information

Information in a biography is usually in this order:

1 Name, date of birth, place of birth 2 Education and work 3 Other important information

2 Match the paragraphs (A–C) to the correct categories (1–3). 1 Name, date of birth, place of birth.2 Education and work.3 Other important information.

Sofonisba Anguissola

A Sofonisba was famous because she was a great

painter and she painted important people. You

can see a painting of Philip II by her in the Prado

Museum in Madrid today. She also helped other

women in the sixteenth century to become artists.

She died in 1625.

B Sofonisba Anguissola was born in 1532 in Lombardy in the north of Italy.

C She studied painting with four of her sisters in Italy. She met Michelangelo in Rome in 1554 and he gave her some ideas for her paintings. In 1559, Sofonisba left Italy and moved to Spain. She lived and worked there in the palace of King Philip II. She painted many beautiful pictures at this time and became the art teacher of Philip’s third wife, Elizabeth of Valois.

My biography of …

1 Name, date of birth, place of birth was born in in . 2 Education and work When she/he was she/he .Then . 3 Other important information died in .

Remember! Organise your biography in three sections. Use the vocabulary in this unit. Check your grammar, spelling and

punctuation.



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Grammar Review

1 Copy and complete the table with these verbs in the Past simple form.

become do die have leave live read see stay study

Vocabulary Review


castle century killed prisoners servants sword wars

1 Jeanne d’Arc lived in the fifteenth century . 2 Thousands of soldiers died in the between

France and England. 3 The king put the in the dungeon. 4 King Charles VII of France lived in the of Chinon. 5 They were rich and their cooked and

cleaned the house for them. 6 The knight had a and a white horse. 7 The plague was a terrible disease. It

many people.

5 Complete the text with these words.

born got graduated had left moved

Barack Obama was 1 born in Honolulu, Hawaii in 1961. He went to school in Indonesia and Hawaii. When he 2 school, he studied law in New York. He 3 from university in 1983. He and Michelle Robinson 4 married in 1992. They 5 their first baby in 1998. When Barack Obama became President of the USA in 2009, he and his family 6 house. They moved to the White House in Washington DC.

Speaking Review

6 1.41 Put the conversation in the correct order 1–6. Then listen and check.

Let’s go to the old castle today. Because I like castles. They’re really cool! Why not?

Why? Because castles are boring! No, thanks. I don’t want to go.

Dictation

7 1.42 Listen and write in your notebook .

Regular Irregular

became

2 Complete the sentences with the Past simple form of the verb to be . 1 She wasn’t tall, she was short. 2 What Shakespeare’s first name? 3 there any people in the castle? 4 It an interesting place. 5 The buildings old, they were new.

3 Choose the correct answer. 1 When she born? a did b does c was 2 I didn’t to the museum at the weekend. a go b went c going 3 We a film about London yesterday. a see b saw c did see 4 They like the Tower of London. a not b doesn’t c didn’t 5 She to school by bus yesterday. a did go b went c go 6 ‘Did you learn about the kings and queens of

England?’ ‘Yes, we .’ a did b did go c went 7 How many plays ? a Shakespeare wrote b wrote Shakespeare c did Shakespeare write 8 Shakespeare died hundreds of years . a ago b last c before


1



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Extra activity

Revise the Past simple by talking about famous women from history: – Write the facts about the two women on the board. Draw the pictures but do not include the names. – Tell students you are thinking of two famous women from history. Students take it in turns to make guesses about who you are thinking about. Allow students one guess each. If they guess correctly, write the names Amelia Earhart and Cleopatra on the board within the plane and the pyramid respectively. – Explain that students are going to talk about the biographies of these famous women. Draw the question mark at the top of the board and elicit some possible questions. Write these up as prompts within speech bubbles down the centre of the board. – Divide the class into pairs. Write up the information about Amelia Earhart in the box on the left of the board and nominate one student in each pair to be an ‘expert’ on her life. Make sure the students understand that they should ask and answer questions in the third person. – Students then work in pairs, asking questions and giving their ‘expert’ viewpoint on the life of Amelia Earhart. Monitor but do not interrupt students’ fluency. – They then change roles and repeat the activity with the information about Cleopatra. – 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.



Answers

Regular Irregular died became lived did stayed had studied left read (/red/) saw

Exercise 2

Answers 2 was 3 Were 4 was 5 weren’t

Exercise 3

Answers 2 a 3 b 4 c 5 b 6 a 7 c 8 a

Exercise 4

Answers 2 wars 3 prisoners 4 castle 5 servants 6 sword 7 killed

Exercise 5

Answers 2 left 3 graduated 4 got 5 had 6 moved


Answers 1 Let’s go to the old castle today. 2 Why? 3 Because I like castles. They’re really cool! 4 No, thanks. I don’t want to go. 5 Why not? 6 Because castles are boring!


Answers and Audioscript

1 The king had a big army. 2 She retired when she was sixty-five. 3 When did he die? 4 Why do you want to study History? 5 Because I love learning about kings and queens. 6 Rats carried the plague to the city.


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History File Cultural notes

Ancient Egypt existed for over three millennia until Egyptian civilisation finally fell to the Roman Empire in 30 BC. Most famous today for its vast monuments and temples and its antiquities, which are to be found in museums around the world. The Egyptians made major contributions to the development of mankind including construction techniques, boats, glass and art and architecture which still inspire and fascinate us today. The Roman Empire began after the fall of the Roman Republic which had lasted for five hundred years. The murder of Julius Caesar is commonly seen as marking the beginning of the transition from Republic to Empire. The Romans, like the Egyptians, were also vitally important in the development of the Western world, adapting Ancient Greek models and giving much of Western Europe the basis for its languages, arts, political systems and religions. The Aztecs remain one of the most fascinating cultures of Central America. The height of the civilisation spanned nearly two centuries until the Spanish colonisation when they founded what is now Mexico City on the ruins of Tenochtitlan. Their legacy lives on in the Nahuatl language (which gave the world the words chocolate and tomato ), Mexican cuisine and numerous artistic and architectural treasures.

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: civilisation, ran through, pharaoh, conquered, calendar, ruler, powerful, poetry, festival

Exercise 1 • Draw attention to the photos and the text and ask students what they can see. • Students match the photos to the paragraphs. • They then scan the text quickly to check their answers. • If you have a world map available, ask students what areas Ancient Egypt, the Roman Empire and the Aztec civilisation covered.

Answers

1 Picture c 2 Picture a 3 Picture b

Exercise 2 (Track 1.43) • Students read the text and match the sentences to the civilisations. • If you wish, play the recording for students to listen and read. • Make sure students understand that they should only use the information contained in the text to complete the activity. • Students then check in pairs before checking answers as a class.

Answers 2 AZ 3 RE 4 RE 5 AE 6 AZ

My History File

Exercise 3 • Individually, students fi nd out about another period of history, e.g. Ancient Greece, the Middle Ages, the Renaissance.


Exercise 4 • Tell students they must now present their information as a complete text, not as notes or unconnected sentences. • Monitor and help with grammar and vocabulary and feed in ideas if necessary. • Give students time to write a first and second draft of their paragraphs. • Remind students to check their punctuation, grammar and spelling carefully before they give you their written work. • Collate the texts and pictures and prepare a poster to display in the classroom.





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History File

My History File

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Reading 1 Read the text quickly. Match the pictures (a–c)

to the paragraphs (1–3).

2 1.43 Read the text again. Write AE (Ancient Egypt), RE (Roman Empire) or AZ (Aztec) for sentences 1–6. 1 Menes was an ancient pharaoh. AE 2 Gods were very important for them. 3 Their Empire began in 27 BC . 4 They spoke and wrote in Latin. 5 The Nile River was important for them. 6 Tenochtitlan was an island.

1 Ancient Egypt was a civilisation in North Africa. The Nile River ran through Ancient Egypt. Two separate kingdoms developed along the Nile River - the kingdom in Upper Egypt and the kingdom in Lower Egypt. In 3200 BC the pharaoh of the north conquered the south and Egypt became one country. The pharaoh’s name was King Narmer or Menes.

3 Make notes about a period of history. Think about: • brief history (when it began/ended, important events) • facts about their culture, art, religion, etc. • any other interesting information

4 Write a paragraph about the period of history. Add pictures. Use your notes from Exercise 3 to help you.

2 The Roman Empire began in Italy in 27 BC. It was small at fi rst, but it became very big. In the end, North Africa, Spain, France, Germany and England were all part of it. The Romans play an important part in our lives today. Many of the things we do or have are from the Romans. The Romans spoke and wrote in Latin and many of our words come from Latin words. Our calendar, for example, started with Julius Caesar, a Roman ruler.

3 The Aztec people were from central Mexico. From the 13th century, the Valley of Mexico was the centre of Aztec civilisation. In AD 1325 the Aztecs lived in central Mexico City, a large, beautiful and powerful city, on a small island called Tenochtitlan. The ancient Aztecs believed in many gods and goddesses. Songs and poetry were also very important for them. There were poetry competitions at most of the Aztec festivals.

Ancient Civilisations

a

b

c



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Look At YouLook At You Grammar Comparatives and superlatives; Present continuous for future

Vocabulary Appearance adjectives; Personality adjectives

Speaking Agreeing and disagreeing

Writing A description of a friend


Vocabulary Appearance adjectives 1 2.14 Match the pictures to these words.

Then listen, check and repeat.

Body short, slim, tall, well-built Eye colour blue, brown, green, grey 1 Hair colour black, brown, dark, fair, red Hair style curly, long, short, straight Other features beard, glasses, moustache

2 2.15 Look at the pictures. Choose the correct options. Then listen and check.

He’s short and slim. He’s got black hair and wears glasses.

Alex! Brain Trainer Activity 3 Go to page 116

Jake is 1 tall / short and 2 slim / well-built . He’s got 3 short / long 4 fair / dark hair. He’s got 5 brown / blue eyes. Ana has got 6 short / long 7 straight / curly 8 fair / dark hair and 9 brown / blue eyes. She’s 10 tall / short and 11 slim / well-built .

3 In pairs, describe a classmate. Your partner guesses who he or she is.

1 2

3 45

6

78

9

12 13 14 15

10

11

16

17 18 19 20



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Unit contents Grammar Comparatives and superlatives – short, long and irregular adjectives Present continuous for future

Vocabulary Appearance adjectives – Body: short, slim, tall, well-built; Eye colour: blue, brown, green, grey; Hair colour: black, brown, dark, fair, red; Hair style: curly, long, short, straight; Other features: beard, glasses, moustache Personality adjectives – cheerful, clever, friendly, generous, hard-working, lazy, moody, selfi sh, shy, stupid, talkative, unfriendly

Communication Agreeing and disagreeing Writing a description of a friend

Key co mpetences Linguistic competence Competence in knowledge and interaction with the physical world Interpersonal, social and civic competence Learning to learn Autonomy and personal initiative

Vocabulary Appearance adjectives Extra activity

Books closed. Pre-teach the vocabulary in Exercise 1 by using students in your class. For example, select a student with curly hair and another with straight hair. Elicit the word hair and then elicit the adjectives to describe it by pointing and using gestures. Continue with other students. With the exceptions of beard and moustache it should be possible to elicit all the vocabulary. Do not allow students to write anything down and do not write down or spell the words yourself. Drill the vocabulary for pronunciation and word stress. In pairs, students then write down how they think the words might be spelt. They check their answers by opening their books and looking at the vocabulary box.

Exercise 1 (Track 2.14) • Individually, students match the pictures to the words. • Play the recording for students to listen and check. • Play the recording again. Pause after each word to check students’ pronunciation.

Answers 2 brown 7 well-built 12 brown 17 long3 green 8 short 13 black 18 short 4 blue 9 slim 14 fair 19 curly5 glasses 10 moustache 15 red 20 straight6 tall 1 1 beard 16 dark

Exercise 2 (Track 2.15) • Make sure students understand that they need to refer to the pictures to complete the text. • Check answers as a class.

Answers 2 well-built 6 long 9 brown3 short 7 curly 10 tall4 dark 8 fair 1 1 slim5 blue

Exercise 3 • Demonstrate the activity by describing one student in the class yourself. • Monitor and correct students’ pronunciation as appropriate. • Ask some students to say their descriptions for the class.


Extra activity

Stronger groups or individual students choose a famous person and write a text describing them. They should use this person instead of a name to keep the identity a secret, e.g. ‘This person has got long, fair hair and is very tall and slim.’ When checking students’ work, focus on the positive use of the grammar and vocabulary taught so far and respond to the students’ texts by saying who you think the famous person is. After correcting the texts you could display them on the classroom walls for students to identify the famous people.




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Exercise 1 • Draw attention to the photos and the website. Ask students who they can see and what they know about the famous people. • Ask students about the other people in the pictures and pre-teach the word look-alike . • Make sure students understand not to read in detail at this point. • Students scan the text quickly to match the paragraphs to the photos.

Answers 1 B 2 A 3 C

Exercise 2 (Track 2.16) • 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 2 False (DanceQueen doesn’t agree with BeckhamFan.) 3 True 4 True 5 True 6 False (He thinks they are beautiful, but that Leona’s more beautiful.) 7 False (He thinks George Sampson is a better dancer.) 8 False (She thinks Mark is older but cooler.)

Exercise 3 • Read the questions and 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.


Reading

Revision First – Revise appearance adjectives by playing a ‘guess who’ game. Demonstrate the activity by secretly choosing a photo of a person in the Students’ Book. The person should be visible from the waist up at least. The photo can be from any page, even from the latter part of the book. Students have to ask questions about the person’s appearance and clothes to identify who it is and the photo. Elicit yes/no questions from the class. When students think they know who it is they put their hands up.

Second – Repeat the activity as a class with one of the stronger students answering the questions. Make sure that the student doesn’t choose a photo which is head and shoulders only.

Third – In pairs, students play the game. Monitor and correct students’ pronunciation of the appearance adjectives as appropriate.

Cultural notes

Leona Lewis (UK, 1985) is a British singer-songwriter. She won the third series of The X Factor in the UK. She was named Billboard magazine’s top new artist in 2008 and has since become a multi-platinum selling artist. George Sampson (UK, 1993) is a British street dancer and actor. He won the second series of Britain’s Got Talent in 2008 at the age of only 14. Alongside lucrative advertising deals he has also appeared in the BBC drama Waterloo Road . David Beckham (UK, 1975) is an English footballer. He has played for Manchester United, Real Madrid, A.C. Milan and Los Angeles Galaxy as well as for the England national team. He is married to Victoria Beckham (née Adams) of the Spice Girls with whom he has four children.

Extra activity

Books closed. Quickly review the pronunciation of the alphabet with the class, paying particular attention to any letters which habitually cause problems to your students. Then write the following word skeleton on the board: L _ _ n _ L _ w _ s Pick individual students, asking them to say a letter. If the letter they choose is in the word, write it in the correct position(s). If it is not, write it in a column on one side of the board. When students think they know what the word is, they put their hands up. (Answer: Leona Lewis ) Continue with the names George Sampson and David Beckham , leaving out all the vowels when you write them up on the board. Books open. Students match the names to the people in the photos in Exercise 1.


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Reading 1 Read the website. Match the paragraphs (1–3)

to the photos (A–C).

2 2.16 Read the website again. Are the sentences true (T) or false (F)? Correct the false sentences. 1 BeckhamFan thinks Andy is a good look-alike. T 2 DanceQueen agrees with BeckhamFan. 3 Beckham has got a different hairstyle now. 4 Heather and Victoria are Leona Lewis look-alikes. 5 Heather and Victoria are sisters. 6 CoolBoy doesn’t think the twins are beautiful. 7 Andy thinks his dad is a better dancer than

George Sampson. 8 GoGirl thinks George is cooler than Mark.

3 What about you? In pairs, ask and answer. 1 Which celebrity look-alikes do you know? 2 Do you or any of your classmates look like a

celebrity? Who are they? 3 What do they look like? 4 Do you look like anybody in your family?

Which celebrity look-alikes do you know?

I think Beyoncé has got a look-alike but she is not a

good dancer.

Do you know any celebrity look-alikes? Send us their photos! Can you spot the difference between them and the celebrities? Send us your comments.

1 Andy is slim and he’s got fair hair. I think he looks like David Beckham, the British footballer. Isn’t he an amazing look-alike?! BeckhamFan

Comments?

Don’t be silly! Beckham hasn’t got that hairstyle now! Andy is younger and shorter than Beckham. He wears glasses and is well-built. Beckham is tall and slimmer than Andy. And he’s more handsome! DanceQueen

B

C

2 Heather and Victoria Williams are twins and I think they look like the singer Leona Lewis. Leona’s more famous than Heather and Victoria, but they’ve got her face and long curly hair. TeresaG

Comments?

Leona’s got darker hair than Heather and Victoria. Their hair is shorter and curlier, too. LDaisy

Heather and Victoria are beautiful but I think Leona’s more beautiful than them! CoolBoy

3 My dad Mark is 45. He was a good dancer when he was younger, and now he can breakdance! Of course, George Sampson is a better dancer, but my dad is the best dancer in town! Andy

Comments?

You’re right! Mark is older than George Sampson, but I think he’s cooler than him. Rock on, Dad! GoGirl

Celebrity look-alikes!

A



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Grammar Comparatives and Superlatives


Short Comparatives SuperlativesAdjectives

long long er (than) the longest

slim slim mer (than) the slimmest

nice nic er (than) the nicest

curly curl ier (than) the curliest

Long Comparatives SuperlativesAdjectives

famous more famous the most famous (than)

beautiful more beautiful the most beautiful (than)


2 What is the comparative and superlative form of these adjectives? 1 big bigger (than) the biggest 2 exciting 3 expensive 4 fat 5 funny 6 romantic 7 small 8 young

Comparative adjectives 1 We usually add -er to short / long adjectives. 2 We use more with short / long adjectives.

3 Make sentences with comparative adjectives. 1 Dina / be / young / Kelly Dina is younger than Kelly. 2 Kelly / have got / a big house / Dina 3 Dina / have got / a small car / Kelly 4 Kelly / wear / expensive clothes / Dina 5 Kelly / be / a good singer / Dina 6 Dina / be / happy / Kelly

4 Look at the picture of The Wild Thornberrys. Complete the text with the superlative form of the adjectives.

The Wild Thornberrys are a very famous cartoon family in America. Nigel Archibald and Marian Hunter are the parents and they’ve got three children. Debbie is 1 the oldest (old) child and Donnie is 2 (young). I think the middle child, Eliza, is 3 (funny) member of the family. The family has got a very special pet called Darwin. Darwin is a chimpanzee and is the 4 (special) member of the family. He can talk! My favourite character is Donnie. I think he’s 5 (clever) member of the family and he has 6 (strange) hair!

5 What about you? In pairs, give your opinion. Use the comparative or superlative form of the adjectives. 1 sport: mountain biking / basketball / walking

(exciting) 2 school subject: History / Maths / English (bad) 3 free-time activity: reading a book / watching TV /

playing computer games (boring) 4 family day out: going shopping / visiting a

theme park / going to the cinema (good)

I think basketball is the most exciting sport. What

about you? I think mountain biking is more exciting than

basketball.

5 Bea is very nice to people. She’s .

9 Alex doesn’t talk to people when he doesn’t know them. He’s very .

56

Watch Out!good better (than) the best bad worse (than) the worst

Superlative adjectives 3 We usually add -est to short / long adjectives. 4 We use the most with short / long adjectives .



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Exercise 3 • Individually, students write the sentences. • Monitor and point out errors for students to self-correct. • Check answers by asking individual students to read the sentences.

Answers

2 Kelly’s got a bigger house than Dina. 3 Dina’s got a smaller car than Kelly. 4 Kelly wears more expensive clothes than Dina. 5 Kelly is a better singer than Dina. 6 Dina is happier than Kelly.

Exercise 4 • Draw students’ attention to the picture and ask them what they know about The Wild Thornberrys . • Individually, students complete the text. • Students check in pairs before checking answers as a class.

Answers 2 the youngest 5 the cleverest 3 the funniest 6 the strangest 4 most special

Exercise 5 • Read the example with the class. • In pairs, students give their opinions. • Monitor but do not interrupt fluency unless they make mistakes with the comparative or superlative forms.


Extra activity

Give students additional practice by eliciting the names of two actors, e.g. Johnny Depp and Robert Pattinson . In pairs, students think of as many sentences as possible comparing the two actors, e.g. ‘Robert Pattinson is younger than Johnny Depp.’ Feedback as a class and then repeat the activity with two musicians, then two celebrities, two sports stars, etc. After each pair of names, feedback as a class and correct students’ pronunciation as appropriate.



Grammar Comparatives and Superlatives

Language note

Make sure students remember the basic spelling rules relating to comparatives and superlatives. In most cases we simply add -er to a short adjective to form the comparative and -est to form the superlative. However there are three exceptions to this rule: – Adjective ends consonant + vowel + consonant: double the consonant, e.g. slim which becomes slimmer or slimmest . – Adjective ends with - e : add only - r or - st , e.g. nice which becomes nicer or nicest . – Adjective ends with -y : remove the - y and add -ier or - iest , e.g. curly which becomes curlier or curliest . Note that ‘long adjectives’ is used to refer to adjectives of two or more syllables. There are, however, a few exceptions when an adjective has a very weak second syllable. The most common of these are quiet – quieter (not more quiet ) and clever – cleverer (not more clever ). The doubling of a final consonant as in slim – slimmer – slimmest is a relatively common feature of English when the base form ends in consonant + vowel + consonant. This also happens with both the formation of the Present participle ( stop – stopping ) and the Past simple ( stop – stopped ). The only exception to this rule is words ending in -w or -y where the consonant is not doubled, e.g slow – slower – slowest (not slowwer or slowwest ) and play – playing – played (not playying or playyed ). In American English further exceptions are also made to this rule, e.g. travel – traveled (AmE) / travelled (BrE).

Exercise 1 • Read the grammar table with the class. • Individually, students complete the rules, referring back to the grammar table where necessary. • Check answers as a class. • Read the ‘Watch Out!’ section with the class.

Answers

1 short 2 long 3 short 4 long

Exercise 2 • Individually, students write the comparative and superlative forms. • Check answers by asking individual students to write words on the board.

Answers 2 more exciting (than), the most exciting 3 more expensive (than), the most expensive 4 fatter (than), the fattest 5 funnier (than), the funniest 6 more romantic (than), the most romantic 7 smaller (than), the smallest 8 younger (than), the youngest


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Language note

This Pronunciation section highlights the use of rising intonation at the end of yes/no question forms and falling intonation at the end of short answers. Students often have problems with intonation in English due to the unintentional transfer of the intonation patterns of their own language to English and this can sometimes impede clear communication. It is important therefore throughout the course to drill not only discrete items of vocabulary and grammar but also phrases and conversations so that students start to assimilate the intonation patterns of connected speech.

Exercise 4a (Track 2.19)

• Play the recording, pausing after each line to check students’ pronunciation. • Draw students’ attention to the rising and falling intonation in the question and answer.

Exercise 4b • Individually, students mark the intonation on the questions and answers.

Exercise 4c (Track 2.20)

• Play the recording for students to listen, check and repeat. • Check answers by asking individual students to write questions and answers on the board and mark the intonation.

Answers 1 up – cheerful; down – is 2 up – talkative; down – isn’t 3 up – selfish; down – isn’t


Exercise 5 • Students work individually, writing their sentences. • Monitor students’ spelling. • In pairs, students read their description to their partner. • Encourage students to agree or disagree with the adjectives their partner has chosen.




Vocabulary Personality adjectives

Revision First – Prepare a ‘live listening’ comparing yourself and a famous person. Don’t identify the person by name. With stronger groups you can include some of the personality adjectives from this section. Use the following text as an example (Male): This person is very handsome, he is much more handsome than me! His hair is longer than mine and fairer. It’s straight and fair and mine is curly and dark. He’s older than me but he looks like a young man … , etc. (Answer: Leonardo diCaprio )

Second – Students listen and answer the following questions: What adjectives does your teacher use? Who do you think the famous person is? What other sentences can you make comparing your teacher and the famous person?

Third – Students compare their answers in pairs before checking as a class.

Exercise 1 (Track 2.17) • Play the recording for students to listen and repeat. • In pairs, students decide if the adjectives are positive or negative. • Check answers as a class.

Answers Positive: (cheerful), clever, friendly, generous, hard-working Negative: lazy, moody, selfish, shy, stupid, talkative, unfriendly

Exercise 2 • Students use their dictionaries to match the pairs of opposites in Exercise 1. • They then compare their answers in pairs. • Check answers by asking pairs to read pairs of words.

Answers 2 stupid 3 unfriendly 4 lazy 5 selfish 6 talkative

Exercise 3 (Track 2.18) • Individually, students complete the sentences. • Play the recording for students to listen and check. • Drill the sentences for pronunciation and sentence stress.

Answers 2 cheerful 6 moody 10 generous3 selfish 7 unfriendly 1 1 hard-working4 lazy 8 talkative 12 clever5 friendly 9 shy

Pronunciation Intonation in questions and answers


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Vocabulary Personality adjectives 1 2.17 Listen and repeat. Are these adjectives positive (P) or

negative (N)?

cheerful P clever friendly generous hard-working lazymoody selfish shy stupid talkative unfriendly

2 Find the opposites in Exercise 1. 1 cheerful moody 3 friendly 5 generous 2 clever 4 hard-working 6 shy

3 2.18 Complete the sentences with adjectives from Exercise 1. Then listen and check.


1 Diana isn’t stupid . She’s very clever.

3 Sara doesn’t think about other people. She’s .

2 George is usually happy. He’s a boy .

4 Frank doesn’t like working. He’s .

6 Sometimes Eric is happy, and then he’s sad. He’s .

5 Bea is very nice to people. She’s .

8 Joe speaks all the time. He’s very .

7 Nicola isn’t nice to people. She’s .

9 Alex doesn’t talk to people when he doesn’t know them. He’s very .

12 Spot isn’t a dog. He’s

stupid .

11 Cathy studies every day. She’s .

10 Penny often gives things to her friends. She’s .

Unit 5

5 What about you? Choose three adjectives to describe yourself. Read your description to your partner.


Pronunciation Intonation in questions and answers 4a 2.19 Listen and repeat the

question and answer.

A Is Amy clever?

B Yes, she is.

b Read the questions and answers.Where does the voice go up and where does it go down? 1 A Is George cheerful? B Yes, he is. 2 A Is Alex talkative? B No, he isn’t. 3 A Is Penny selfish? B No, she isn’t.

c 2.20 Listen, check and repeat.

I’m usually happy and cheerful and I think I’m

very friendly.

I think I’m friendly and talkative but I’m sometimes

moody.

57


Pronunciation Intonation in questions and answers


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1 Where are the friends? 2 What has Zak got with him?


3 2.21 Listen and read again. Answer the questions. 1 What is Carlos doing? Carlos is waiting for Zak. 2 Carlos says Zak is always late. Does Jody agree? 3 What is Nadia’s opinion of Zak? 4 Does Carlos think Zak is handsome? 5 What is Jody’s opinion of Zak? 6 Why is Zak late? 7 Are Jody and Nadia going with Zak and Carlos?

4 Act out the conversation in groups of four.

Nadia What’s up, Carlos? Carlos I’m waiting for Zak. He’s always late! Jody That’s not true . He’s usually on time. Nadia Hey, look at that guy over there with the

guitar. He’s very good-looking! Carlos I don’t think so . Nadia Oh! It’s Zak! Jody Yes, you’re right ! Nadia You know, Jody, I think Zak’s really handsome! Jody I agree . Carlos Hey, Zak! Zak Sorry I am late, I was helping my dad. Jody What are you doing this afternoon? Zak Nick and I are practising for the ‘Best Band’

competition. Carlos Yes, and then Zak and I are playing football.

Do you want to come with us? Jody Sorry, boys. Nadia and I are shopping. Zak Oh, OK. Have fun!

Say it in your language … What’s up? Have fun!



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Chatroom Agreeing and disagreeing

Revision First – Write the following prompts on the board: A: Robbie / , / you / look like / brother / ? B: no / . / he / tall / well-built / curly fair hair A: really / ? B: yes / , / he / look like / my father / ! A: you / look like / your mother / ? / dark hair / ? B: yes / . / she / short / slim / brown hair A: colour eyes / she / ? / B: green / like

Second – Elicit a conversation from the students using the prompts. Do not allow students to write anything down.

Third – Drill the conversation for correct pronunciation. Divide the class in half down the centre. Tell the half on the left that they are going to be A and the half on the right that they are going to be B. Build up the conversation step by step until students can perform it unprompted. (Complete co nversation: A: Robbie, do you look like your brother? B: No, I don’t. He’s tall and well-built and has got curly fair hair. A: Really? B: Yes, he looks like my father! A: Do you look like your mother? Has she got dark hair? B: Yes, I do. She’s short and slim and has got brown hair. A: And what colour eyes has she got? B: Green. Like me!)




• Play the recording for students to listen and read and check their answers to Exercise 1.

Answers 1 in the street 2 his guitar


Exercise 3 (Track 2.21) • Individually, students answer the questions. • They then check in pairs before checking answers as a class.

Answers 2 No, she doesn’t. 3 Nadia thinks Zak is really handsome. 4 No, he doesn’t. 5 Jody agrees with Nadia. She thinks he’s really handsome. 6 Because he was helping his dad. 7 No, they aren’t.

Extra activity

Divide the class into four groups and assign each group a character ( Nadia, Carlos, Jody or Zak ). Within their group students work in pairs, reviewing everything they have learnt about their character up to this point and deciding on the best appearance and personality adjectives to describe him or her. Collate adjectives for each character on the board and ask students to justify their choices.

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


What’s up? – informal question, commonly used as a greeting to start a conversation. Depending on the intonation the meaning can vary from a simple, friendly greeting to an expression of concern when someone looks worried or upset.

Have fun! – often used to end a conversation, when the other person is going to do an activity which they anticipate being enjoyable. You might use it in class before students go home or before a weekend or holiday.


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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 Carlos 4 Nadia 5 Jody 6 Zak

Exercise 6 • Read the phrases for agreeing and disagreeing with the class. • Drill the phrases for word stress and intonation. • Make sure students understand that the intonation of the phrases for disagreeing is particularly important in order not to sound rude.

Exercise 7 (Track 2.22) • Play the recording for students to listen to the conversation. • In pairs, students act out the conversation. • 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 agreeing and disagreeing. • Ask some students to perform one of their conversations for the class to hear.


Grammar Present continuous for future

Language note

This unit revises the Present continuous to talk about future arrangements and Unit 6 revises going to to talk about intentions, both of which students saw in Next Move 1 . You might need to help students understand that by ‘future arrangements’ we mean activities which have in some way been confirmed, by making a specific arrangement about the day and the time with another person or by buying tickets, for example. By ‘intentions’ we mean actions that we want to do but which are not concrete, i.e. they don’t involve buying tickets, planning with other people or confirmation of any type.

Exercise 1 • Read the grammar table with the class. • Individually, students complete the rule, referring back to the grammar table where necessary. • Check the answer as a class.

Answers future

Exercise 2 • Students read Zak’s diary and make sentences with the Present continuous about his arrangements. • They then compare their ideas in pairs before checking answers as a class.

Answers They’re practising for the ‘Best Band’ competition. On Monday Zak is taking a photo of the band for the school magazine. On Tuesday Zak is working on his History project. On Wednesday Zak is meeting Carlos in the park after school. They’re playing tennis. On Thursday Zak is watching a film at Nadia’s house. On Friday Zak is meeting Carlos, Jody and Nadia. They’re going to the cinema.

Exercise 3 • Students work individually, making questions about Zak’s arrangements. • Check the questions with the class.

Answers 2 Is Zak working on his History project on Tuesday? 3 Are Carlos and Zak going skiing on Wednesday? 4 Is Zak watching a film at Jody’s house on Thursday? 5 Are Carlos and Zak going to the park on Friday?

Exercise 4 • Ask two students to read out the example question and answer. • Make sure students remember the short answer forms for the Present continuous. • In pairs, students ask and answer the questions. • Make a note of any mistakes relating to the use of the Present continuous to go over with the class afterwards.

Answers 2 Yes, he is. 3 No, they aren’t. They’re playing tennis. 4 No, he isn’t. He’s watching a film at Nadia’s house on Thursday. 5 No, they aren’t. They’re going to the park on Wednesday.

Extra activity

Students draw a blank diary of their own and add one or two events for each day, using Zak’s diary in Exercise 2 as a model. Make sure their events all refer to arrangements and are not referring to intentions. In pairs, they tell their partner about their arrangements using the Present continuous.



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Agreeing and disagreeingAgreeing and disagreeing

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5 Look back at the conversation. Who says what? 1 That’s not true. Jody 2 He’s very good-looking! 3 I don’t think so. 4 Zak’s really handsome! 5 I agree.6 Have fun!

6 Read the phrases for agreeing and disagreeing.

Grammar Present continuous for future

Agreeing Neutral Disagreeing

I agree. Maybe. I disagree.

That’s (That is) I don’t (do not) right. think so.

I think so, too. That’s not true.

7 2.22 Listen to the conversation. Act out the conversation in pairs. Jody Do you think I look like 1 Amanda

Seyfried , the 2 film star ? Nadia Hmm, maybe . She’s got 3 fair hair . Jody We’ve both got the same 4 face ! Nadia I agree . And you’ve both got 5 blue eyes ,

but 6 she’s taller and older than you – and she’s more famous, too!

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

Do you think I look like Beyoncé, the singer?

1 Orlando Bloom / Maria Sharapova / Beyoncé

2 film star / sports star / singer

3 dark / brown / black / red / curly / straight / long / short

5 blue / brown / grey / green

6 short / young / slim / well-built

4 face / hair style / hair / eyes

We ’re (are) meeting our friends this afternoon .

She ’s (is) visiting her cousins next week .

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


We use the Present continuous to talk about future / past arrangements with time expressions like at four o’clock, tomorrow , on Friday, this evening, tomorrow morning and next weekend .

2 Look at Zak’s diary. Make sentences about his arrangements for next week. On Sunday Zak is going to Nick’s house in the morning.

3 Make questions about Zak’s arrangements. 1 Zak / go / to Nick’s house / on Monday? Is Zak going to Nick’s house on Monday? 2 Zak / work / on his History project / on Tuesday? 3 Carlos and Zak / go / skiing / on Wednesday? 4 Zak / watch / film / at Jody’s house / on Thursday? 5 Carlos and Zak / go / to the park / on Friday?

4 In pairs, ask and answer the questions in Exercise 3.

Is Zak going to Nick’s house on Monday?

Maybe.

No, he isn’t. He’s going to Nick’s house

on Sunday.

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Go to Nick’s house in the morning. Practise for ‘Best Band’ competition.

Take photo of band for school magazine.

Work on my History project.

Meet Carlos in the park after school. Play tennis.

Watch a fi lm at Nadia’s house.

Meet Carlos, Jody and Nadia. Go to the cinema.



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Reading 1 Look at the photos. Guess the boys’

personalities? 1 James / Harry is talkative. 2 James / Harry is shy. 3 James / Harry is funny.


3 2.23 Read the article again. Are the sentences true (T) or false (F)? 1 Harry and James are really good friends. T 2 Some basketball players at James and Harry’s

school use wheelchairs. 3 Boys and girls play on the same team in a

mixed match. 4 James is a better basketball player than Harry. 5 James hates it when people talk over him in

his wheelchair.

4 2.23 Read the article again. Answer the questions. 1 Why are James and Harry similar? They are slim and have got dark hair. 2 Why are they different? 3 Why is it difficult for James to use a wheelchair? 4 Why does James feel angry sometimes? 5 Is James and Harry’s school only for people

with disabilities?

Listening 1 2.24 Listen to the interview. Choose the

correct options. 1 Toby knows / doesn’t know his personality type.2 Toby doesn’t like people / parties . 3 Irena is happy / unhappy when her family and

friends are happy. 4 Irena enjoys giving / getting presents. 5 Elsa always feels / doesn’t always feel the same. 6 Carl doesn’t like studying / going out with friends.

2 2.24 Listen again. Match the people (1–4) to the correct personality adjectives (a–d). 1 Toby a moody 2 Irena b generous 3 Elsa c lazy 4 Carl d shy

James and Harry are thirteen years old. They go to school together, they’re in the same class, and they play basketball together. They are best friends. In some ways they’re very similar. Harry is slim and has got dark hair. James is slim and has got dark hair, too. But in other ways, they’re very different. Their personalities are not the same. James is more talkative than Harry and he loves making new friends. Harry is shy, but he’s funnier than James. The biggest difference is that James uses a wheelchair. Every Friday, the two boys play basketball for the school. ‘We’re playing a mixed match this evening,’ Harry says.

‘You mean boys and girls on the same team?’ I ask. ‘No, some players are in wheelchairs and some aren’t. Harry is our best player.’ James says. ‘It’s not always easy in a wheelchair,’ James says. ‘For example, it’s diffi cult to open doors in a wheelchair, and when I’m sitting in it, I’m shorter than my friends. I hate people talking over my head. When this happens, I feel angry, but Harry is great. He’s very cheerful and that helps me,’ he says. Harry and James like their school. Some students have disabilities and some students don’t, but they all respect and help each other. ‘We’re different, but different is good,’ they both say.

Different is good

Key Words

similar wheelchair mixed match help disabilities

Harry

James



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Answers 2 They have different personalities and James uses a wheelchair. 3 It’s difficult to open doors in a wheelchair and when he’s sitting in it, James is shorter than his friends. 4 Because people talk over his head. 5 No, it isn’t.

Extra activity

Do some additional work on citizenship by asking students further questions related to the topic of the text, e.g.: 1 Think about what you do every day. What things are difficult to do in a wheelchair? Why? 2 Look at your school and your city. Is it a wheelchair- friendly place? Why?/Why not? 3 Do you think people with disabilities have the same opportunities as you? 4 What can you do to make life better for people like James? Discuss the questions as a class. Ideally the class discussion activity should be completed in English.

Listening Audioscript See Teacher’s Book page 226

Exercise 1 (Track 2.24) • Play the recording. Students choose the correct options. • Check answers as a class.

Answers 1 doesn’t know 2 parties 3 happy 4 giving 5 doesn’t always feel 6 studying

Exercise 2 (Track 2.24) • Students match the people to the personality adjectives. • Play the recording again, pausing after each section to check students’ answers. • Ask students to explain why they chose each adjective, e.g. ‘Toby is shy because he doesn’t like talking to people he doesn’t know and he doesn’t enjoy going to parties.’

Answers 1 d 2 b 3 a 4 c

Extra activity

Write the following sentences on the board. Play the recording again for students to complete the sentences ( possible answers in brackets ). 1 Toby is shy but he’s … . ( cheerful ) 2 Irena … her family and friends. ( loves ) 3 Elsa’s personality … . ( changes all the time ) 4 Elsa can be … and … or she can be … . ( happy; cheerful; sad ) 5 Carl … going out with friends. ( enjoys ) Students compare ideas then check answers as a class.

Reading Exercise 1

• In pairs, students describe the two boys in the photos and guess their personalities. • Make sure students understand not to read in detail at this point.

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

Answers 1 James 2 Harry 3 Harry


similar – alike but not exactly the same

wheelchair – a special chair with two big wheels and two small wheels to help people with disabilities move

mixed – with different things all together

match – a competitive game of a sport like basketball, football or tennis

help – make something easier for someone by doing or saying something

disabilities – (physical or mental) problems which make it more difficult for people to do things

Exercise 3 (Track 2.23) • 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. • When checking answers, ask students to correct the false sentences. • Elicit from stronger students or explain yourself the meaning of any new vocabulary.

Answers 2 True 3 False (A mixed match means some players are in wheelchairs and some aren’t.) 4 False (Harry is the team’s best player.) 5 True

Exercise 4 (Track 2.23) • Individually, students answer the questions. • Check answers as a class.


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Answers 2 He is more generous than her. 3 They are more talkative than us. 4 We are older than him. 5 I am funnier than you. 6 Sam is more cheerful than her. 7 My brother is more hard-working than me. 8 He always gives them presents.

Extra activity

Stronger groups or fast finishers create their own jumbled sentences using adjectives from the unit. Students write sentences and then break them into three or four pieces and write them jumbled up on a clean page of their notebook. Monitor and point out errors for students to self-correct. They exchange these sentences with a partner to put the words in the correct order.

Exercise 4 • Explain that students should only make notes at this point or write short sentences. • Encourage students to ask you for any vocabulary they need or use a dictionary.


Exercise 5 • Read the ‘My friend’ writing guide with the class and draw students’ attention to the ‘Remember!’ checklist. • Make sure students understand that they should answer questions 1 to 6 in that order in their text.


Extra activity

Add an extra 10–15 vocabulary items from this unit to the collection of word cards. Revise all the vocabulary by playing a blind words game. Place one word card on each student’s forehead, making sure that the student does not see the word. Students hold the word in place with a finger. Alternatively, pin or stick it to students’ backs. Explain that students have to stand up and ask their classmates for clues or definitions (in English) to find out what the word is. Students move around the class, defining words to help their classmates and identifying their own words. When the students think they know their words, they come to you and tell you. If they are correct, change the word card for a new one; if not, send them back out into the class to get further help from their classmates.

Writing A description of a friend

Revision First – Write the following word snakes on the board: shortcurlytallcheerfulshycleverfairhard-workinggenerousslim moodydarkwell-builtshortstupidselfi shtalkativestraightlazylong

Second – Students match the words from the fi rst word snake with the words from the second to form pairs of opposites. Check answers by asking individual students to say pairs of words and say if they describe appearance ( A ) or personality ( P ). (Answers: short – long ( A ) ; curly – straight ( A ); tall – short ( A ); cheerful – moody ( P ); shy – talkative ( P ) ; clever – stupid ( P ); fair – dark ( A ); hard-working – lazy ( P ) ; generous – selfi sh ( P ); slim – well-built ( A ))

Third – Write the names of these people who have appeared in the Students’ Book in a column down one side of the board: Leona Lewis, Rafael Nadal, David Beckham, Fernando Torres, Sebastian Vettel, Serena Williams, Kolo Touré, Robert Pattinson Students work in pairs, using the adjectives to describe the famous people. Check ideas as a class.

Language note

In this unit students have seen a variety of appearance adjectives but have not actively looked at adjectival order when using more than one adjective before a noun. There are rules which native speakers follow regarding the order of adjectives in such cases, consequently long, curly, fair hair sounds correct but fair, curly, long hair does not. As students have not studied these rules, when correcting their written work, do not penalise them should they use the adjectives in a different order.

Exercise 1 • Read the Writing fi le with the class. • Ask students if the word order rules are the same or different in their L1.

Exercise 2 • Individually, students read the description and complete it with the object pronouns. • Check answers as a class.

Answers 1 me 2 us 3 him 4 them

Exercise 3 • Students order the words, referring back to the Writing File where necessary. • They then check in pairs before checking answers as a class.


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Unit 5

Writing A description of a friend 1 Read the Writing File. 3 Put the words in the correct order.

1 they / me / often / phone They often phone me. 2 more / her / is / generous / than / he 3 us / are / talkative / they / more / than 4 we / him / older / are / than 5 than / am / you / I / funnier6 more / cheerful / Sam / than / is / her7 me / more / brother / my / than / hard-working / is 8 always / gives / he / them / presents

4 Think about you and one of your friends. Answer the questions. Make notes. 1 How old are you? How old is your friend? 2 Where are you both from? 3 What type of personality is your friend?4 What type of personality are you? 5 What do you both like? 6 What are you doing together this week?

5 Write a description of your friend. Use ‘My friend’ and your notes from Exercise 4.

2 Read the description of Ricardo. Complete the description with these words.

him me them us

My best friend is Ricardo. I met him three years ago. We’re from Brazil and we’re both fifteen, but he’s taller than 1 . Ricardo’s got dark hair and brown eyes. When people see 2 together, they think we’re brothers. Ricardo often smiles and he often laughs. He’s the most cheerful person I know. He’s very talkative and he’s friendly, too. Ricardo is more talkative than me. I am sometimes shy. Ricardo is very popular. People always like 3 . We both like sport. We’re in the same volleyball team and we play volleyball for our school. Tomorrow we’re playing a match against a very good team, but I think we’re better than 4 .

Writing File Word order

Subject pronoun verb object pronoun I like her . You are older than me . We see them at school.

My friend

My best friend is ( name ) . I met him/her ( when ) . I am (age) . He/She is (age) . We are from ( place ) . ( Name ) is and . We both like and . This week we are .

Remember! Check the word order and pronouns. Use the vocabulary in this unit. Check your grammar, spelling and

punctuation.



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Grammar Review

1 Complete the sentences with the comparative or superlative form of the adjectives. 1 I’m the tallest (tall) person in my class. 2 In my opinion, Science is (interesting) than Maths. 3 Is Casillas (good) goalkeeper in the world? 4 My friend Simon is (funny) than me. 5 I think The Wild Thornberrys is (funny)

programme on TV. 6 I think computer games are (exciting) than TV.

2 Complete the email with the correct comparative or superlative form of the adjectives.

Vocabulary Review

4 Complete the description with these words.

beard black curly glasses moustache red slim straight well-built

New Message

Hi Tania, Rio is a great place for a holiday. It’s much 1 bigger than (big) Santa Caterina. The buildings are 2 (tall) and life is 3 (exciting) here! It’s one of the 4 (big) cities in Brazil and I think it’s 5 (beautiful) city in South America. My mum and I are going back to Santa Caterina next weekend. I know it’s 6 (small) than Rio, but for me it’s 7 (good) place in the world because my family and all my friends are there! Marina

Send

3 Complete the sentences with the Present continuous. On Wednesday I 1 am having (have) a haircut and then I 2 (meet) my friends for a coffee. On Thursday my cousin and I 3 (go) shopping. We 4 (not play) tennis. On Friday I 5 (watch) a football match on TV with my best friend. 6 (you / do) anything special?

5 Match these adjectives to their opposites.

lazy moody selfish shy stupid unfriendly

1 clever stupid 4 talkative 2 generous 5 hard-working 3 friendly 6 cheerful

Speaking Review

6 2.25 Complete the conversation with these words. Then listen and check.

agree maybe right so too

Jane Lisa’s very pretty. Luke I 1 agree . She’s an Anne Hathaway look-alike! Jane I don’t think 2 ! Well, 3 . Luke They’ve got the same hair. Jane You’re 4 . Lisa’s hair is brown, like Anne’s. Luke Do you think Anne is a good actress?

I think she’s great. Jane I think so, 5 .

Dictation

7 2.26 Listen and write in your notebook.

Overmatter: 3x Speech bubbles

Add Attachments


Mr Billings is 1 well-built . He’s got 2 3 hair. He’s also got a 4 and a 5 .

Mrs Billings is 6 . She’s got 7 8 h air. She’s wearing 9 .



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Extra activity

Revise appearance and personality adjectives with comparatives and superlatives: – Draw the table in the centre of the board and copy the three figures. – Point at Josh and the categories Body? , Eyes? and Hair? and elicit the question ‘What does Josh look like?’ – Point at Josh’s curly hair and then point at Eric’s curly hair and elicit the question ‘Does Josh look like Eric?’ – Point at Susie and the category Personality? and teach the question ‘What is Susie like?’ – Write the three questions above the table and clarify that the first asks for physical description, the second for physical similarity to another person and the third for description of personality. – Point at the first line of the table and elicit an example sentence, e.g. ‘Susie is taller than Eric but Josh is the tallest.’ and write this under the table. – Elicit one or two more example sentences before students work in pairs, asking questions and making as many sentences as possible using the information in the table. Monitor and help with grammar if necessary. – 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.



Answers 2 more interesting 5 the funniest3 the best 6 more exciting4 funnier

Exercise 2

Answers 2 taller 5 the most beautiful3 more exciting 6 smaller 4 biggest 7 the best

Exercise 3

Answers 2 ’m meeting 5 ’m watching3 are going 6 Are you doing4 aren’t playing

Exercise 4

Answers 2 curly/red 6 slim 3 red/curly 7 straight/black 4 beard/moustache 8 black/straight 5 moustache/beard 9 glasses

Exercise 5

Answers 2 selfish 3 unfriendly 4 shy 5 lazy 6 moody


Answers 2 so 3 maybe 4 right 5 too


Answers and Audioscript 1 My sister’s cheerful and hard-working. 2 I don’t agree with you. 3 I don’t like him. He’s selfish and moody. 4 She’s the best student in my class. 5 You’re friendlier than your brother.


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Answers

2 There are between 25,000 and 35,000 genes in your body. 3 Darker colours are usually stronger than lighter colours for your eye colour. 4 Their child usually has brown eyes. 5 They change because a special protein changes one gene. 6 They are trying to find out how genes and eye colour really work.

My Biology File

Exercise 3 • In pairs, students brainstorm things which they have inherited from their parents. • Collate suggestions on the board. • Remind students that further information about DNA and genetics is available by searching the internet.


Exercise 4 • Individually, students write their report. • 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 a diagram to illustrate their report.




Biology File Cultural notes

DNA or deoxyribonucleic (pronounced /̩diː ɒks i raɪb əʊ nju ˈkliː ɪk/) acid is essential for all forms of life and contains, amongst other things, our genetic code. DNA in fact contains a lot of additional information but it is the genes themselves which dictate, for example, the colour of our eyes, hair and skin. This genetic code is combined and passed from parents to children and that is why children tend to look like their parents or grandparents. Under the microscope DNA forms a ribbon which is a double helix and looks rather like a spiral ladder with ‘rungs’ connecting the two strands. Chromosomes are contained within the nucleus of almost every cell in our body. Each chromosome contains an extended sequence of DNA with all its genetic information held together with proteins. Chromosomes are X-shaped and are always found in pairs, one from the mother and one from the father. There are a total of 46 chromosomes in a human, 23 from each parent. Investigation into genetics is considered to be very important to the future of mankind although mapping our DNA in detail is a huge task which will take many more years to complete.

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: genes, connection, chromosomes, darker, lighter, protein .

Exercise 1 • Draw attention to the pictures and the text and ask students what they can see. • Students scan the text quickly to match the headings to the paragraphs. • Make sure students understand not to read in detail at this point.

Answers 1 C 2 D 3 B 4 A

Exercise 2 (Track 2.27) • 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 as a class. • Check answers by asking pairs of students to read questions and answers.


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iris

Biology File

63

Reading1 Read the text. Match the paragraph headings

(A–D) to the paragraphs (1–4). A Changes in eye colour C Eye colour B Strong genes D Cells and DNA

2 2.27 Read the text again. Answer the questions. 1 What are genes? Genes are pieces of biological information

from our parents. 2 How many genes are there in your body? 3 Which colours are stronger than others in the

genes for your eye colour? 4 The parents have blue and brown eyes. What

eye colour does their child usually have? 5 Why do babies’ eyes change colour when they

become older? 6 What are scientists trying to find out?

My Biology File

3 Make notes about other biological information you have from your parents. Think about: • other parts of your body – e.g. hair colour

and style • how DNA works

4 Write a short report on your topic. Add a diagram. Use your notes from Exercise 3 to help you.

1 What colour are your eyes? What colour are your parents’ eyes? The answer to these questions is in your parents’ genes. There is a strong connection between the colour of your iris and your parents’ eye colour.

2 Every cell in your body has chromosomes. These contain DNA: our genes. Genes are pieces of biological information from our parents. You have between 25,000 and 35,000 genes in your body. Half of the genes come from your father. Half come from your mother.

Genes and DNA3 Some genes are stronger than other genes. For example, darker colours are usually stronger than lighter colours. This means a parent with blue eyes and a parent with brown eyes usually have a child with brown eyes.

4 Sometimes babies are born with blue eyes and their eyes change colour when they become older. They change because a special protein changes one gene. Scientists are still trying to find out how genes and eye colour really work.

nucleus chromosome

gene



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1 play the game! - pearson argentina · 1 play the game! word list page 43 workbook page 104 play...

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