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Things in the

©

:
Match the words in the box to the letters
A-P in the photo.

2.

0 There’s a
There are
There’s a
There’s a

bag
board
chair
coat
computer
door
exercise book
map
pencil case
pen
poster
rubber
ruler
teacher
textbook
window

4)

cy)
oe

Then listen, check and repeat.

GRAMMAR

3

rubber on the table. yes
five students in the classroom.
red pencil case on the table.
blue bag on a chair.

There’s a computer near the window.
There’s a poster on the wall.
There’s a bag on the floor.

Look at the photo and listen to the questions. Complete
the table with a tick (V) for the right answers.
Yes, there | Yes,there
is.
are.

2

2

Look at the photo and read the sentences. Write yes or no.

OunhWNE

.

There is/ There are

1

lam

?3

||

you/we/they are

4

|

he/she/it is

.
HA Ôn Đề
LL...0IAEc6JoMY Jš bach thing? re

sàn
tive

sentences. In pairs, ask and answer the
quéstions
nà blue and white.

Baie the coat?

ALVES, eee

5
4

I6

STARTER UNIT

STARTED UNIT

|

Work with a partner. Student A, look around your
classroom for 60 seconds, and then close your eyes.
Student B ask questions about the classroom.

B: /s there a green bag under my desk?

A: Yes, there is. / No, there isn’t.

A: Are there any coats near the door?
B: No, there aren't.

10

_

| No,there | No, there
isn’t.
aren't.


“Unit overview
aa

ee

See

=———

TOPIC
VOCABULARY
GRAMMAR

My classroom and classmates
Things in the classroom
Verb be; There is / There are; Have got

SPEAKING

Classroom questions

PRONUNCIATION

pairwork activity by inviting a student to read out one of
their sentences, e.g.:

4

Student:

/t’s red and black.

Teacher:

/sitacoat?

Student:

No, it isn’t.

The alphabet

Teacher:

Is ita pencil case?

VOCABULARY

Numbers; Dates

Student:

Yes, itis.

GRAMMAR
SPEAKING

Can; Present simple
Find out about your partner

Answers

`

s
e
c
r
u
o
s
Re

GRAMMAR REFERENCE AND PRACTICE: pages 137 and 138

WORKBOOK: page XX

Students’ own answers

There is | There are

2

Read the first sentence as a class and encourage the
students to look at the photo and to say if the sentence is
correct (yes) or incorrect (no). They then do the exercise

on their own.
Answers

Divide the class into small groups. Appoint a secretary for
each group and give them a few minutes to write down

lno

as many things in the classroom as they can, e.g. desk,
board. Don’t go through the lists with them yet. Collect
in the lists and check them while the students are doing
Exercise 1. Award points for correctly spelled words.

2yes

3no

4no

5yes

6yes

Draw the table onto the board. Play the recording and

top it after the first question. Ask the students to repeat

the question, then look at the photo and say the answer.
Invite a volunteer to put a tick in the correct space on

the table on the board. Play the rest of the recording
for the students to complete the table in their books

(0H15 ẤT Things in the classroom
1

cl)
XX

or notebooks. With a stronger class, play the recording
again and ask the students to say the complete correct
answer, e.g. Yes, there is.

Ask the students to look at the photo first and to say
what they can see. Then, ask them to look at the words.
Check that they can pronounce them correctly; in
particular remind them that board /bo:d/ and coat /kaut/
are one syllable. Then, ask the students to match the
words to the lettered objects in the photo. If you did
the Warmer activity, give the lists back and ask them to
compare their lists with the words in the book. If they
enjoy competition, award extra points for every word
they have written which is not in the book.

MIXED ABILITY

Stop the recording after each question, ask the class
to repeat the question, and if necessary write it on the
board. Give them time to look at the photo, compare their
ideas with a partner and then put up their hand when
they think they know the correct answer.
Answers

Answers

Ticks should
1 Yes, there
2 Yes, there
3 Yes, there
4 No, there
5 No, there

The answers are recorded for the students to check and then

repeat.

Aboard Bmap Cposter Ddoor Eteacher F window
Gcomputer Hbag Icoat Jchair Ktextbook L pen
Mpencilcase Nruler Orubber P exercise book

GRAMMAR
1

12

First, revise the names of the colours by pointing to

things in the classroom and inviting volunteers to name
the colours. Write them on the board. Remind students
that with the verb be, we use is for singular objects and
are for plural objects. If necessary, remind the students
of the question and short answer form. Ask the students
to write at least five sentences about the objects in the
photo using It’s / They’re + colour, e.g. /t’s green and white
(the rubber), it’s blue (the chair). Then, demonstrate the

be under:
are.
is.
are.
isn’t.
aren’t.

>> AUDIOSCRIPT PAGE 000

4

Play questions 1 and 2 from the recording in Exercise 3
again and invite volunteers to write the two questions on

the board. Remind the students that we use Are there any

... 2with plural things and /s there a... ? with singular
things. If necessary, revise my and your. They should take
turns to close their eyes while their partner asks at least
three questions.
Answers

Students’ own answers

GET STARTED!

17


2

BACKGROUND INFORMATION

Research suggest that backpacks should not weigh more
than 10% ofa students’ body weight. Students should try
to keep as many books and material as possible at school
and they should regularly clean out their bag to check
they are not carrying unnecessary items, like heavy toys.
Students should also make sure they spread the weight
of their bag evenly over both shoulders using both straps

=9

A:HJK
B:CDEGPTV
F:LMNSXZ
IY

3

Answers
Etextbooks H exercise books G pencil case

C bottle of water F sandwich I money

Tell the students to complete the questions (1-6) before
they match them to their answers (a-f). If time allows,
ask them in pairs to take turns to ask and answer the
questions.

Onthe board, write: What have you got in your bag today?

FAST FINISHERS

a vowel sound) and any with plural things. Encourage

In pairs, fast finishers ask each other variations on these
questions, e.g. How do you say ‘pizarra’ in English? How do
you spell ‘pencil case’?

Have you got a/an/any ... in your bag today? Remind
students that we use a/an with singular things (an before
them to ask you questions about
pairs, they ask and answer about
need to remember their partner’s
will have to write some sentences
bag.

your bag first. Then, in
their bags. They will
answer because they
about their partner’s

Allow them some time to ask and answer their questions,
then challenge volunteers to come to the board to write
some sentences, both positive and negative, about your
bag, e.g. Mrs Fulton has gota bottle of water in her bag.
She hasn’t got a football.
They must write at least five sentences about their
partner’s bag.

Answers
Students’ own answers

>> GRAMMAR REFERENCE AND PRACTICE PAGE 137

SPEAKING|

WY PRONUNCIATION

The alphabet

Play the recording and ask the students to listen and
repeat the letters of the alphabet. If necessary, write

some groups of letters on the board that students often
confuse, e.g. the vowels A E! O U, and consonants G/J,

B/V/W.

Audioscript

The alphabet is recorded for the students to listen and

repeat.

18

:QW

Inpairs, ask the students to look at things (A-I) and say
what they are. Then, ask them to read about Simon’s bag

and tick the things in his bag.

cya
hở

BOO

Have got

6

Answers
The answers are recorded for students to listen and check.

and not carry it on just one.

5

Ask the students to look at the table in their books and
ask ‘Why is H under A, and why is C under B?’ (because
they have the same vowel sound) Ask the students to

write the letters of the alphabet in the right column,
according to the vowel sound. Play the recording again
(or say the letters yourself) if the students need help.

STARTED UNIT

Answers

lrepeat-d

6 mean-c

2say-f

3page-e

4spell-a

5borrow-b

COOLER
Have a spelling race. Divide the class into teams of four or

five. Choose a word from this unit and spell it out quickly.
The first team to put up their hand, say the word and
spell it correctly gets a point. With a stronger class, the
students can continue playing in groups.


Have got

|

5

Read what Simon says. Tick (VY) the things he’s
got in his bag.

PRONUNCIATION

; KỈ) 1
* 03

2

3

Listen and repeat.

In pairs, read out the names of the letters
and complete the table with the letters
that sound the same. Two columns have
no additional letters!

repeat
1

2

mean

say

A: What have you got in your bag today?
B:/’vegot

ta/an/any.......... in your bag today?
/ No, | haven't.

A: Have you go

B: Yes, | have.

Write five sent ences about your partner.

>> GRAMMAR REFERENCE AND PRACTICE PAGE 137

page

spell

Ứmsorry, can you................. that, please?
How do you _.

3 What.
!n pairs, ask and answer the questions.

:

Complete questions 1-6 with the words in the
box. Then match the questions to answers a-f.

borrow

6

| The alphabet

4 Howdoyou

bonjour in English?

are we on?

. ‘because’?

5 Canl
yourruler?
6 What does fin pairs”.................
a

B-E-C-A-U-S-E.

e

19,1 think.

b Sure, here you are.
c With your partner.
d | said, ‘please do Exercise 3’.
f

Hello.

GET STARTED!

11

GET STARTED!

19


VOCABULARY
cy) 1
05

c)

06

2.

|

ten

Listen and repeat.

twenty

thirty

Listen and choose the numbers you hear.
25

75

39

13

30

70

41

<

61

oD

91

17

19

90

LS

50

80

ft

eae

.

Itty

seventy

Dates
3

November

r
February

07

mm...

`.

.

September

as

October

Listen and write the dates.

When we say dates, we say the
and of:
My birthday is on the ninth of June.

F3

When we write dates, we don't

write the or of:
My birthday is on 9% June.
1

1st March
.

In pairs, compare your answers.

Q

Calendar

MONDAY

TUESDAY

WEDNESDAY

2nd

3rd

THURSDAY

FRIDAY

SATURDAY

SUNDAY

óth

as

Say the dates.

In small groups, ask and answer
the questions.

¢
¢
e

When / your birthday?
What / today’s date?

When
/ your mum’s/dad’s

birthday?

Write the dates of all the students in

your group.

12

20

STARTER UNIT

STARTED UNIT

4th

5th

h

eighty

a hundred

Say the months in the correct order.

lL bannnugnng 3i

cy 4

_forty


WARMER

Answers

Play | Spy with the class using the things in the classroom

list March 212th October 38th May 425th February

5 22nd July

in Exercise 1 on Student’s Book page 10. Begin by saying

6 31st December

‘| spy with my little eye, something beginning with B’”
Encourage the students to ask you questions before they

>> AUDIOSCRIPT PAGE 000

Teacher:

5

guess what the word is. For example:

—/ spy with my little eye something beginning
with:

Student A:

Is it big?

Teacher:
Student B:
Teacher:

Yes, itis.
/s/fnear the door?
Yes, it is.

Student C:

/s it the board?

Teacher:

Yes, itis.

7 3rd April

8 11th August

Encourage the students tosay the complete questions ;
first. (When’s your birthday? What’s today’s date?/ What’s
the date today? When’s your mum’s / dad’s birthday?)
If necessary, write them on the board. Then, in small

groups, the students take turns to ask and answer the
questions. Remind them to begin their answers with /t’s
.... Point out that they need to write down the other
students’ dates.

FAST FINISHERS

With a stronger class, the students play the game in small
groups.

Fast finishers write some new questions about dates, e.g.
When’s the next holiday? What’s tomorrow’s date? What

date is our national day? When the others are ready, the
fast finishers ask the class their questions.

VGABULARY j
C)) 1
"*.

Ask the students to notice how these numbers are always
said with the stress on the first part of the word, e.g.

Answers
Students’ own answers

twenty.

Audioscript
The numbers are recorded for the students to listen and
repeat.

CQ) 2
`

Encourage the students to work in pairs and say the
numbers in this exercise first, before they listen to

the recording. If time allows, after the students have
completed the activity, ask them in pairs to take turns to
say another number for their partner to choose the right
number; e.g. a 25, b 13.

Answers / Audioscript
a75

3

b30

c91

d14

e19

f50

Highlight the syllables and stress in each month (e.g.

Jan-u-ry). Next, ask the students to say each month
correctly. Then, in pairs, the students say the months in
order.
Answers
January, February, March, April, May, June, July, August,

September, October, November, December

C)) 4

Ask ‘What’s the date today?’ and write the date on the
board using the ordinal number, e.g. 7th September. Ask
the students to repeat the date and draw their attention
to the box which explains the difference between how
we say dates and how we write them. Check that they
can pronounce the ordinal numbers on the calendar

correctly, especially 20th (twentieth) and 30th (thirtieth).

Then, ask them to listen and write down the eight dates
on the recording. In pairs, they then check their answers
by asking and answering questions:
A:

What’s 1?

B:

It’s the first of March. What’s b?

GET STARTED!

21


1

MIXED ABILITY

|Re-7,

GRAMMAR

For weaker students, write the question prompts on the

Encourage the students to look at the photos first and try
to say what the people are doing in each one before they
read the words and match them to the photos.

board, leaving a space for the missing words, e.g.
do sports every day?
2 What kind of music

Answers

Invite volunteers to complete the questions on the board.

Then, as above, demonstrate the activity and then ask

Adrawacar Bswimunder water C make acake
Drideabike Espeak three languages F run 5k
G play tennis H stand on your head

2

Encourage the students to make a question with each

of the words in Exercise 1 first. With a weaker class, you
might want to do this together on the board. Allow them
time to ask and answer the questions in pairs. Then, if
appropriate, ask them to stand up and ask at least four
other students the questions. If not, they can do this in
groups of six. Point out that they should take notes as
they will need to report back to the class. They might find
this easier if they complete a chart in their notebooks like

the one below.

Name | swim under
water?
Jon

v

speak three
languages?

ride a bike?

x

ye

When they have finished, ask ‘How many students can
swim under water?’ and encourage them to answer with
either a number or with names, e.g. Five students can

swim under water/ Ana and David can swim under water.
Students’ own answers

Ask the students to read what the people say
themselves and answer the questions. Point
they should use complete sentences. In Unit
students will look at the present simple with
frequency.

about
out that
1, the
adverbs of

1 Yes, he does.

He hasn’t got any brothers.
She likes swimming.
He wants to goto China.
He plays football.
She goes shopping on Saturday.

Write the question prompts on the board and encourage
the class to make complete questions. Demonstrate by

getting volunteers to ask you the questions and give full
answers. For example:
Student:

What kind of music do you like?

Teacher:

I like pop and rock. | don’t like classical music.

Then, the students take turns to ask and answer the

questions. Point out that they will need to take notes so
that they can tell the class about their partner.

22

>> GRAMMAR REFERENCE AND PRACTICE PAGE 138

SPEAKING|
1

Brainstorm the questions as a class first. Then, invite
two stronger students to demonstrate the activity orally,
giving complete answers. The students then write the
questions individually before asking and answering in
pairs. Point out that they need to listen to their partner
carefully as they will need to write some sentences about
them. Remind them that when they do this, they need to

Students’ own answers

Answers

4

Students’ own answers

Answers

Present simple

2
3
4
5
6

Answers

use the third person he or she.

Answers

3

the students to ask and answer in pairs. If they need more
help, suggest that they copy the questions into their
notebook and write down the answers so they are true for
them, before they ask and answer with a partner.

STARTED UNIT

COOLER
Tell the class that you’re going to read four sentences
about yourself and that the information in two of them is
incorrect. Encourage them to listen carefully and say or
guess which two sentences are incorrect and, if possible,

correct the information. For example:
My name’s Mrs Brown. (correct)

I’m 18 years old. (incorrect: I’m 40 years old.)
I’ve got two brothers. (correct)

| like travelling and | love sweets. (incorrect: | don’t like

sweets.)

Then, ask the students to write four sentences about

themselves and include two sentences with incorrect

information. In small groups, the students read their
sentences and the others have to guess the incorrect

information. If the students enjoy competition, they can
award a point for identifying each incorrect sentence and
an extra point if they can correct it.


GRAMMAR
‘|

#727

Present simple

Match the photos A-H to the words in the box.

3

questions. Use complete sentences.

Ø

ƠI +> U2

draw a car
make a cake
play tennis

ride a bike
run 5km
speak three languages
stand on your head
swim under water

Read about the students and answer the
Does Tyler like music?
How many brothers has Jason got?
What sport does Millie like?
Where does Tyler want to go?
What does Jason do every day?
When does Millie go shopping?
Hi, my name's Tyler.
I’ve got a brother and a sister. | like
music and | love travelling. | want to go
to China.

Hello, I’m Jason.

| haven’t got any brothers or sisters.
| like all sports and | play football
every day.

Hello, my name's Millie.

| like swimming and | often go shopping
with my sister on Saturday. | love sweets
but | don’t like ice cream.

4

Work with a partner. Ask and answer the
questions.

0 / do sports every day?
A: Do you do sports every day?
B: Yes, | do. | play tennis after school every day.
1

What kind of music / like?

5

What
/ favourite food?

2 / like travelling?
3 / play football at school?
4 / like swimming?
2.

In pairs, ask and answer about the activities
in Exercise 1.

Yes, | can.

Now tell the class.

Manuela doesn’t like swimming. She likes ...

>> GRAMMAR REFERENCE AND PRACTICE PAGE 138

No, | can’t.
Now ask around the class. How many people

can...
* swim under water?


ô
Â
ô

speak three languages?
ridea bike?
play tennis?
draw acarz

1

Write questions to find out about your partners ...

*
Â

ô_
Â

age

address

phone number
brothers and sisters

¢
e

favourite pop star
favourite school

subject

In pairs, ask and answer the questions. Then write
sentences about your partner.

GET STARTED!

13

GET STARTED!


ABOUT YOU

Do you like basketball,
football or tennis?
Which sport do you prefer?

Do you play any sports?

AN

I
Sports

4

play badminton

Read Sophie’s and Ben’s blogs. Who does their sport
every week? Who can’t do their sport where they live?
l
Read about Sophie and Ben again and answer
the questions.

play baseball

1 How many women and girls do Sophie's sport?

‘Match the pictures A-M to the words in the box.

do athletics

®

do gymnastics

go cycling
go sailing

play hockey
play rugby

go skating
go snowboarding

2 What does Sophie do at the weekend?
3 What does Sophie want to do at Loughborough

play table tennis
play volleyball

go surfing

4)

Listen and check. Then repeat.

2

In pairs, ask and answer the questions.

1 Which of
(a group
(just one
Which of
in teams
Which of

5

University?
Where does Ben prefer to be?

Why does Ben go snowboarding every day?
Ben says he’s ‘goofy-foot’. What does ‘goofy-foot’ mean?

the sports do you do in teams
of people)? Which do you do alone
person)?
the sports can you do both
and alone?
these sports do you do?

Do you prefer team sports or sports

Post

you do alone? Why?

PRONUNCIATION — fex/and /ay/

riding

/e1/ sailing

bike

skating

fly

play

/at/ cycling
ai

1⁄4
24

UNITI

UNIT

and

your

sport

here.

ĩ

My sport is ... rugby! That’s me in the photo.
People think that rugby is for boys, but that’s
not true. More than 18,000 women and girls play
rugby in England. My team always
plays a match on Saturday or

a
Sunday, and | usually go to practice
games three times a week. It’s hard

Put the words into the correct column.

baseball

you

It’s fun!
5

i

3

about

=

|

work, but it’s never boring! I’m 14

and | play for the U15s. That’s the
team for players under the age of 15.
When I’m older, | want to go to the rugby
summer camp at Loughborough University.
My favourite player, Fran Matthews,

went there and now she plays for the England
national rugby team.

ee

I

~~


c)
08

Common and unusual sports and games

The answers are recorded for students to check and then

repeat.

VOCABULARY
AND READING

Answers

Ago sailing Bplay volleyball C play table tennis
D go cycling Ego snowboarding F play baseball
G do athletics H play rugby | play hockey J do gymnastics

Sports

PRONUNCIATION /et/ and /at/
GRAMMAR
Adverbs of frequency
READING
Try these sports!

K play badminton

2

VOCABULARY

Sports equipment

LISTENING
SPEAKING

An interview about an unusual sport
Guess the sport

Lgosurfing

M go skating

Ask students to read the first two questions and point
out the explanations for in teams and alone given in
brackets.
Answers
1 You play volleyball, baseball, rugby and hockey in teams.

You go surfing, sailing and snowboarding alone.
2 Youcan do athletics and gymnastics in teams or alone. You
can go cycling and skating in teams and alone. You can

Resources
GRAMMAR REFERENCE AND PRACTICE: page 138

play badminton and table tennis in teams and alone.
3 and 4 Students’ own answers

WORKBOOK: page XX

PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 1;
Vocabulary worksheet Unit 1

3

Challenge the students to guess the title of this unit:
Sports and games:
Write

_ | a

on the board, with

one space for every missing letter.

students to say the words in the box aloud and write
them in the correct column.

op

Encourage the students to take turns to guess the
missing letters.
If the students say a wrong letter, e.g. u, which is not

inthe unit title, write it on the board. Tell them that

they can only guess five wrong letters. Brainstorm a
list of sports onto the board.

repeat.

/e1/ sailing, baseball, play, skating
/at/ cycling, bike, fly, riding

4

them from reading every word and add an element of
competition.
Answers

Sophie does her sport every week - four times a week (she
plays one match and three practice games).
Ben can’t go snowboarding in the city. He goes to the
mountains.

Answers

5

¡|

Sports
1

Ifthe students have brainstormed a list of sports onto
the board, encourage them to compare their list with the
sports in the Student’s Book. Ask them to try to name
the sports in the pictures before they match them to the
words in the box. Invite the students to say when we use
play (ball sports), go (sports ending in -ing) and do (all
other sports). Ask the students to make a table of sports
you can play, go and do in their notebooks, including the
sports from this lesson.

Encourage the class to look at the photos first and say
what sports Sophie and Ben do. Then ask them to look
at the two texts quickly and check their ideas. Finally,
ask them to skim the texts to find the answers to both
questions and to underline the answers in the text.
Set a time limit (e.g. one minute) for this to discourage

Asa class, brainstorm a list of follow-up questions onto the
board, e.g. Why do you prefer it? How often do you play it?
Who do you play it with? Where do you play it? Encourage
the student who is asking the questions to keep their
partner talking by asking the follow-up questions on the
board.

RERDING

Answers
The answers are recorded for students to check and then

& avout you

Students’ own answers

columns and model the pronunciation. Encourage the

Ask the students to try to answer the questions from
memory before they read the texts again. Remind them
to underline the answers in the texts and write the
question number next to the underlined answer. Check
the answers as a class, encouraging students to say
where they found the answers in the text.
Answers

ŒẦằổ+> O2)

°

/e1/ and /ax/

Write /e1/ sailing and /at/ cycling on the board in two

a

WARMER

PRONUNCIATION

More than 18,000 women (play rugby).
She plays a rugby match.

She wants to go to a rugby summer camp.

He prefers to be in the mountains. (He feels at home there.)
He’s good at snowboarding and wants to become a famous
snowboarder.
‘Goofy-foot’ means Ben’s right foot is in front on the board.
Overmatter

SPORTS ANDGAMES

25


WL

Adverbs of frequency
,

Answers
ha...

ẽ.
:

1 You are always welcome in our sports club.
2 We never do athletics on Mondays.

;

Books closed. Write these sentences on the board; don’t

3-Do&s she usiially.goskating with her brother?

rub out these sentences until after exercise 2:

4 Students do not often play table tennis at school.

5 Lizzie and her sister sometimes go cycling at the weekend.

My team always plays a match on Saturday or Sunday.

It’s never boring.

| sometimes go snowboarding with Mum.
Encourage the students to tell you whether the sentences
refer to the present, past or future (present) and whether

>> GRAMMAR REFERENCE AND PRACTICE PAGE 138
6

they are talking about something we are doing now or

something we do often or every day (often or every day).
Ask them to say what the underlined words are (adverbs

Highlight the use of but for a contrast (/ often... , but
I never ...), and for in addition (/ often... and
| usually
...) and also the use of adjectives (/t’s great fun and It’s

never boring). Encourage the students to ask questions
with How often do you ...? and to give full answers with
adverbs of frequency and adjectives. Model a good

of frequency).

1 Ask students to find the adverbs of frequency in the
blogs. Copy the line onto the board and encourage

answer with a strong student:

volunteers to come to the board and write the adverbs in

the correct place.
Answers

Student:

How often do you play badminton?

Teacher:

/ never play badminton, but | sometimes play
tennis. It’s great fun. How about you?

Answers

Key: (from left to right)

Students’ own answers

never - sometimes - often - usually - always
2

.

MIXED ABILITY

Encourage students to look at the sentences on the

board again (see above). Ask the questions as a class

Put a stronger student with a weaker student. Ask the
weaker students to ask some questions first so that the
stronger student models some good answers.

before they complete the rules in the book.

Answers
1 Present simple: My team always plays a match on Saturday

or Sunday. |

-

:

| often go with my little sister and other young people.

Lsometimes
ga
snowboarding
wit
Mum.
2 Be: It’s never boring.
It’s usually quiet.

3 Insentences with the verb be, we put the adverb of

frequency after the verb.
In sentences with the present simple, we put the adverb of
frequency before the verb.

3

Write / don’t often play rugby on the board. Check

understanding of what a ‘main’ verb is by asking a

volunteer to come up and underline the main verb (play).

Then students complete the rules.

from the beginning of the lesson (e.g. Who do you play

it with? Where do you play it?). \f time allows, encourage

:
)
volunteers to report back to the class on their partner’s

answers.
Answers
Students’ own answers

>> GRAMMAR WORKSHEET UNIT 1
COOLER
Play Vocabulary Tennis. Divide the class into two teams

In negatives and questions with the present simple, we put

and give each team the name of a famous tennis player.

the adverb of frequency before the main verb.

Team A says a sport and Team B scores a point if they

adverb of frequency after be.

adverb of frequency. Team B then says a sport and so on.
For example:

Encourage the students to underline the main verb in

each sentence first (see answers below). Then ask them

to say whether the adverb should go before or after the
verb..
Answers

1
2
3
4
5
6

| usually play hockey at school on Fridays.
Sophie is often tired after rugby matches.
People don’t always go sailing in teams.
My uncle and my dad never play table tennis.
Is gymnastics sometimes dangerous?
Do you often go cycling?

5 © This icon indicates that the exercise has been

informed by the Cambridge Learner Corpus (see page
XXX). Encourage the students to look at each group
of words first and say whether they need to make an
affirmative sentence, a negative sentence or a question.

26

Remind the students to use the follow-up questions

Answers

In negatives and questions with the verb be, we put the

4

7

UNITI

make a correct sentence using play, go or do and an

Team A:

badminton

Team B:

| often play badminton with my friends. (one
point)
skating
/go skating never. (no points)

TeamB:
Team A:


Wa

Adverbs of frequency

4

People don’t always play sport in teams.
Ben doesn’t usually go snowboarding with his dad.
Do you sometimes play volleyball with friends?
Is rugby often dangerous?
Football isn’t always boring!

We use the present simple to talk about things
we do often or every day.
| go snowboarding every day.
|__

Look at these examples from the blogs.
The adverbs of frequency are in purple.

In negatives and questions with the present
simple, we put the adverb of frequency before/
after the main verb.
In negatives and questions with the verb be, we
put the adverb of frequency before/ after the
verb be.

My team always plays a match on Saturday or
Sunday. It’s never boring.
It’s usually quiet.
| often go with my little sister and other young people.
| sometimes go snowboarding with Mum.

>> GRAMMAR REFERENCE AND PRACTICE PAGE 138

Write the words in purple on the right place
on the line.

5
0%

Bead,
2.

DC Leet,

SS Lament

(Ocoee

100%

Etc

Answer the questions.

Choose the correct words to complete the rules.

Put the adverbs in the right place to complete
the sentences and questions.

1

2
3
4
5
6

1 Which sentences in Exercise 1 have a present
simple verb?
2 Which sentences in Exercise 1 have the verb be?
3

Read the examples and choose the correct
words to complete the rules.

6

In sentences with the verb be, we put the adverb
of frequency before / after the verb.
In sentences with the present simple, we put the
adverb of frequency before / after the verb.

| play hockey at school on Fridays. (usually)
Sophie is tired after rugby matches. (often)
People don’t go sailing in teams. (always)
My uncle and my dad play table tennis. (never)
Is gymnastics dangerous? (sometimes)
Do you go cycling? (often)

Put the words in order to make sentences and
questions and questions.

0 often / school / plays / my friend / after/
football

My friend often plays football after school.

1 welcome / sports / are/ in / our/ club/

always / you

Wn

Mondays / do / on/ athletics / never/ we
skating/ brother/ she/ go / her/ usually/
does / with /?
4 table tennis / students/ not/ often / do/

Goofy-foot or regular?
| love the snow and the mountains. | feel at
home there. | live in a city and there’s no snow
here, but in the holidays, | always go to the
mountains with my family. | sometimes
go snowboarding with Mum, but | often
go with my little sister and other young
people. Mum usually skis with my dad,
and my sister and | like spending more
time in the snow than they do. It’s
usually quiet. When we’re in the
mountains, | go snowboarding
every day and I’m getting really
good. | often think about the

future — | want to be a famous
snowboarder one day, like Max

Parrot. Oh, and lm goofy-foot —
that means | put my right foot at
the front of the board.

5

7

school / play/ at

cycling / and /her sister/ at / the weekend/
sometimes/ Lizzie / go/

How often do you do the sports in Exercise 1 on
page 14?

| never play rugby, but | often play

volleyball. It’s great fun. How about you?
| sometimes play rugby, and |
often go cycling. It’s never boring.
8

In pairs, ask and answer the questions.

1
2

3
4
5
6

What sports do you do?
How often do you do them?
Do you play sports at school?
How often do you watch sports on TV?
How often do you go to watch sports?
Who are your favourite sports stars?

Ben James

SPORTS ANDGAMES

15

SPORTS AND GAMES

27


Look at the photos of the sports and games. What can you see?
Read the three texts and match them to the photos.

TRY THESE

SPORTS!

This is an ancient sport from India. The players

use two things: one long stick, called a danda
and a short egg-shaped bat, called a gilli. There
are two teams. One player puts the gilli on the
ground inside a small circle and hits it into the
air with the danda. Then the player hits the gilli
again and runs to touch a spot outside the circle
to get a point.

This sport is like football on bikes. There are two
teams. Each team has usually got two players.
The bikes don’t have any brakes to stop them.
Players in each team try to hit the ball into the
goal. They can use their bike or their heads
to do this. The ball is quite heavy - it weighs
half a kilogram. The winning team is the team

with the most goals at the end of the game.

The sport is also called underwater hockey. There are two
teams. Each team has got six players. Players swim underwater
to play this game. They use small sticks and a puck. The puck
is a little like a flat ball. It’s heavy and weighs about a kilogram.
Players try to push the puck along the bottom ofa swimming
pool into the other team’s goal. The winning team is the team
with the most goals at the end of the match.

Read the three texts again. Are the sentences right (“) or wrong (X)?

1
2
3
4
5

There are always two players in
The ball in cycleball is small and
Players in cycleball can’t hit the
Gilli-danda comes from India.
The two sticks in gilli-danda are

8
9

Players in octopush hit the ball, or puck, with their hands.
Players in octopush swim underwater to play their game.

6
7

16

28

UNITI

a cycleball team.
light.
ball with their hands.

the same size.

Players use a small ball in gilli-danda.
People play octopush in teams.

UNITI

©

TALKING POINTS
Which of these sports do you
want to try?
Do you have any sports like
these in your country?


WARMER

find question 6 a little more difficult because in gilli-

Before the class, write some of the sports from pages 14

a ball.

and 15 on the board with the vowels missing, for example
b_dm_nt_nand v_ll_yb_Il. Challenge teams to complete

the words as quickly as they can.

BACKGROUND INFORMATION

These are three real sports.

Cycleball: People have been playing this sport since
1893 and there is an annual world championship which
is governed by the International Cycling Union. However,
because the bikes have no brakes, the gears are fixed
and players can’t put their feet on the ground, this sport
is very difficult to play and crashes, falls and injuries are
common.
Gilli-danda: This game is often played in rural areas

between teams from different villages. Versions of this
game are played in other parts of the world; for example
bilharda in Galicia, Spain, lippa in Italy and pee-wee in

the USA. Some people believe that sports like cricket,
baseball and softball evolved from gilli-danda.
Octopush (or underwater hockey): This sport was
invented in the UK in the early 1950s by divers who were
bored of just swimming up and down the pool to get
fit. It’s now popular all over the world. As itis played
underwater, it isn’t easy for people to watch this sport.

1

Write these expressions on the board: / can see... ,/ think

it’sa...,there’sa.... Encourage the students to say

as much as they can about each photo by asking them
to describe the players, their clothes and equipment,
the place where the sport is played, and the sport itself.
Encourage them to use full sentences. If necessary,
pre-teach stick and bat by pointing to the stick bat
in the photo (or drawing a picture on the board) and
underwater by asking ‘Where are the swimmers in photo

danda, there isn’t a ball as such - the short bat is used as

MIXED ABILITY
Divide the students into three groups: Group 1 reads the
sentences about cycleball (1-3) and decides if they are

right or wrong; Group 2 reads about gilli-danda (4-6);
and Group 3 reads about octopush (7-9). All the students
read the other sentences for homework and complete the
exercise.

FAST FINISHERS
Fast finishers write three or more right or wrong
sentences about the three sports for the rest of the class.
Answers
lv 2*(Theballis
bike or their heads.)
a danda and a short
short bat.) 7 v 8 x
sticks.) 9 ¥

quite heavy.) 3 * (They can use their

4V 5 x (There is one long stick called
bat called a gilli.) 6 * (People usea
(Players hit the ball, or puck, with small

q The Reading text is recorded for students to listen and read.

Wf ratkiwe poiNrs

Encourage the students to explain why by using because
.... With the second question, extend the conversation

by encouraging the students to think of some sports in
their country which visitors might find unusual. Ask them
to think about how they would explain this sport. In the
Speaking section at the end of the lesson, students will
have an opportunity to talk about a sport they know.

c?

Possible answers
A There are two teams. Someone is holding a long bat. He’s
going to hit asmaller stick.
B There are some swimmers underwater. They are following
a ball.
C There are some women on bikes. They are trying to hit to
the ball with their bike.

2

Seta time limit (e.g. three minutes) to encourage the

students to skim read the text for gist. When they think
they know the answer, ask them to underline the words
or expressions in the text which suggest the answer, e.g.
in the first text, football on bikes, any brakes, hit the ball

into the goal, etc. During open class feedback, invite
them to justify their answers, e.g. C is cycleball because
they are playing football on bikes.
Answers
1C

3

2A

3B

Ask the students to read the sentences in pairs and try to
say if they are right or wrong before they read the texts
again. Encourage them to underline the answers in the
texts and to correct the wrong sentences. Students may

SPORTS AND GAMES

29


cl) ›
°*.

1

Encourage the students to read the sentences first
and choose the correct words before they listen again.
With a weaker class, play the recording for a third time
and stop after each answer. With a stronger class, play

Encourage the students to underline the sports
equipment in the three Reading texts on page 16 (e.g.

the recording for a third time, stop after each of the
interviewer’s questions, and encourage the students to

bike, ball, goal, stick, bat, puck). Then ask them to try

to find some of these underlined words in the photos
before matching the words in the box.

op

repeat the question with the correct intonation.
Answers

Answers

lfour

The answers are recorded for students to check and then
repeat.

Aracket

2

Bstick

Cbat

D ball

column headings and challenge the students to think

of at least two sports for the first two columns and one
sport for the last column (e.g. surfing, snowboarding and
skateboarding). If appropriate, organise the students
into teams and award points for sports with the correct
spelling. Next ask the students to complete the table

in their books, but point out that some words don’t go
in the table, i.e. sailing, skating, cycling, swimming and

running. Then ask them to add any extra sports from the

board.

C)13 | answers

The answers are recorded for students to check and then
repeat.

3

use a stick, a racket or
a bat

use a ball

use a board

badminton (racket),
baseball Eg, gillidanda (sticks or

baseball,
basketball,
cycleball,

surfing
snowboarding

football, hockey,
rugby, table
| tennis, tennis,
volleyball

3bat

4ball

1

Encourage the students to choose a sport quickly.
Alternatively, write some sports on different slips of
paper and give one slip to each student. Then ask the
students to read through the questions and make some
notes on their sport. Check that the students can say
each question with an interested intonation (rather than
flat and bored) by asking them to listen to you and then
repeat. Student A now asks Student B about their sport.
Point out that Student B shouldn’t use the name of the
sport in their answer as Student A will need to guess
the sport. Encourage Student B to use some of the new
vocabulary and to use full sentences. Have Student A
guess the sport before Student B confirms the answer.
They then swap and Student B asks Student A about
their sport.
Answers

Have a general knowledge sports quiz. On the board,

Sracket

6stick

7 ball

write some questions based on the information in this
unit (see below). Play in teams. Each team takes turns
to answer a question and gets a point for a correct

answer. If time allows, students write five questions for

another general knowledge sports quiz. They can either
use the information in the unit or they can look for new

information on the internet. Finish the next class with this
new quiz.
Sample questions (and answers)

1 What sport does Sophie White play? (rugby)

>> VOCABULARY WORKSHEET UNIT 1

2 How often does she go to practice games? (three times

Soy

3 Does Ben James live in the mountains? (no)

1

Encourage the students to look at the photos and predict
how the sport is played, what equipment is needed,
whether it is played in teams, and whether it is played
inside or outside.
Answers
1B

2A

As they listen for the first time, students should also

check their predictions in Exercise 1.
Answers
Pato

30

SPEAKING|

COOLER

Answers
2balls

4throw

Students’ own answers

Encourage the students to cover the words in Exercise
2 and try to complete the sentences from memory first.
When they have finished, encourage them to test each
other on these words in pairs by asking the question
What do you need to play [name of sport]? and answering
You need...
1bat

3give

>> AUDIOSGRIPT PAGE 000

E board

Books closed. Copy the table onto the board with the

one stick and one
bat), hockey (stick),
octopush (stick), table
tennis (bat), tennis
(racket)

2six

UNIT 1T

a week)

4 Does he go snowboarding with his friends? (no)
5 What’s another name for octopush? (underwater
hockey)

6 How many players are there on a cycleball team? (two)
7 Are gilli-danda sticks the same size? (no)
8 What’s special about a Pato ball? (there are six handles)


VOCABULARY —

1)

Sports equipment

LISTENING|

‘Match the photos A-E to the words in the box.

© og

bat

board

racket

1

c) 2.
rs

handle

2

net

Listen to an interview with a boy about his
unusual sport. What’s the name of the sport?

stick

Listen and check. Then repeat.
Complete the table with the sports in the box.

Some sports can go in more than one column.

badminton
baseball
basketball
cycleball
cycling
football
gilli-danda
hockey
octopush
rugby
running
sailing
skating
snowboarding
surfing
swimming
table tennis
tennis
volleyball

l) 3

14

1 There are four/six players in each team.
2 There are six/ eight handles on the ball.
3 Players throw /give the ball to each other.
4 Players throw

/ put the ball in the net to score
a goal.

OS
Use a stick,

a racket or a bat

Use a ball

Use a board

SPEAKING|
1

Listen and check. Then repeat.

3

Complete the information with the sports words
in Exercise 1.
TABLE TENNIS

One...

Think of a sport. Choose one from this unit or
another sport that you know. In pairs, take turns
to ask and answer the questions.
Ee

=

1

Listen again, and choose the correct words.

for each player.

2 Several small, light... for the game.

RWN

2

ball

Look at the photo of the sport. Match the
words 1-2 to A and B in the photos.

BASEBALL

3 One... foreach team.
4 One small,hard............. for the game.
BADMINTON

5 One... foreach player.

OCTOPUSH

6 Onesmall

for each player.

7 Oneheavy puck, likeaflat __

NO

ay

u⁄ g

|__

Do people do this sport inside or outside?
Is the sport on or under water?
Is this sport on snow?
What things do people need to do this sport?
Do people play this sport in your country?
What do you like about this sport?
Who are some of the famous players of
this sport?

Try and guess the sport.

forthegame.

SPORTS ANDGAMES

17

SPORTS AND GAMES

31


Y
A
D
Y
M
S
I
S
THI
Ss

SS

ee

—

| ABOUT YOU

What time does your alarm go off ona school day?
What do you do in the morning before you go to school?

>
MY

pi

m))

MORNING

003/405
ROUTINE

11,345 views

1k@

Maddie’s mad

S

Share c3
FOLLOW

life

routines
1

Match the photos to the phrases in the box.

®

brush your hair

clean your teeth

leave the house

check your messages
get dressed
have breakfast

prepare your school bag

put on your shoes

a

tidy your room

wake up

a

Listen and check. Then repeat.

2.

Listen to Maddie talking about her morning routine.
Number the photos in the order that you hear them.

3

Can you remember Maddie’s routine? Complete the

sentences with the times in the box. You don’t need to
use all the times.
6.00
felis

6.30
7.30

6.45
7.40

6.50
8.00

7.00
8.10

7.10

1 Myalarm goes offat.

2 Igetupat__

3 I clean my teeth. at, 4

5

Igetdressed at.

| prepare my school bag at

7

6 | put my shoes on and leave home. at _ enter
a

Listen again and check.

4

Inpairs or small groups, talk about your morning routine.

| wake up at seven o’clock.

I8

32

UNIT2

UNIT2

| get dressed and then | have breakfast.


TOPIC

The answers are recorded for students to check and then

Everyday routines

repeat.

VOCABULARY

GRAMMAR
READING

AND LISTENING
Daily routines
Present continuous and present simple
Tell us about your day

VOCABULARY

Food

PRONUNCIATION

The sound /9/

LISTENING

Tips for getting up in the morning

WRITING
EXAM TASKS

A paragraph about your routine

Reading Part 2 matching; reading for specific
information and detailed comprehension

Acheck
D have
G wake
J clean

yD 2

A2

Qs
16

down as many activities as they canin two minutes. Write

their ideas onto the board. Leave this list on the board so
that the students can use it in About You and Exercise 1
below.

C5

D3

E8

F10

G1

H619

J4

Answers

Vocabulary worksheet Unit 2

alarm goes off ona school day, |... . Brainstorm two or
three activities from the class (e.g. get up, have a shower)
and then challenge the students in small groups to write

B7

First check that the students can say the times correctly,
reminding them that there are often two ways of saying
the same time, e.g. six thirty or half past six and six fortyfive or a quarter to seven. With a weaker class, stop the
audio after each answer.

PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 2;

If appropriate, ask the students to close their eyes. Set
off an alarm on a mobile phone or computer or make an
appropriate noise or draw a picture on the board. Ask the
class ‘What happened?’ and write on the board: When my

Ask the students to look at the photos first and try to
guess the order before they listen. With a weaker class,
play the audio again stopping after each answer.

Answers

GRAMMAR REFERENCE AND PRACTICE: page 139
WORKBOOK: page XX

WARMER

your messages Btidy yourroom C get dressed
breakfast E prepare your school bag F leave home
up H brush your hair | put your shoes on
your teeth

16.30

26.45

37.00

47.15

57.30

67.40

>> AUDIOSCRIPT PAGE 000
4

Ask the class to look at the sentences about Maddie in
Exercise 3 and think of some questions to ask her, e.g.
What time does your alarm go off? Do you get up when

your alarm goes off? Write the questions on the board,
practise the pronunciation and encourage the students
to use these questions in their discussion.
Answers
Students’ own answers

& avout you

Encourage the students to use the activities in the list

on the board (see Warmer) to answer their partner’s
questions.
Answers
Students’ own answers

V00ABULARY ỂT | LISTENING |
Daily routines
1

Ask the students to match as many words on the board
(see Warmer) to the photos in the book and to say what
the person is doing in the remaining photos before
looking at the words in the book.

THIS IS MYDAY

33


GRAMMAR

1

Present continuous
and present simple

5_

Ask the students to look at the examples and say what

the differences are between the first and second set (the

first are all be + -ing form and are talking about things
happening today, at the moment or now; the second
have adverbs of frequency because they talk about
things we usually do).

Answers

1 | usually have a sandwich for lunch, but today I’m having
spaghetti.

Answers

2 | usually watch TV after school, but today I’m doing my
homework.
3 | usually play football on Saturday, but today I’m playing
tennis.

continuous

simple

2

Point out that the students should complete these rules

with the underlined words in Exercise 1. Encourage
stronger students to think of one or two more words for
each one, e.g. present continuous: right now, this week;
present simple: often, normally.

4 | usually get up at seven o’clock, but today I’m getting up at
eight o’clock.
5 Iusually have a shower, but today I’m having a bath.

6

Answers
never, always, sometimes, usually
today, at the moment, now

>> GRAMMAR REFERENCE AND PRACTICE PAGE 139
3

Ask the fast finishers to write some more questions using
the present continuous and present simple. When the
others have finished, put the students into small groups
with a fast finisher who asks the other students their new

look at the sentences again in Exercise 1 and say how to

form the present simple (//you/we/they + verb, he/she/it
+ verb + s) and present continuous (//you/he/she/it/ we/

they + be + verb + -ing).

questions.

MIXED ABILITY
Ask stronger students to work through Exercises 3-6 at
their own pace (see Fast finishers activity after Exercise 6).
Ask the weaker students to work in pairs, find the adverb

Answers

1 What is your friend doing at the moment?
2 What time do you usually go to bed?
3 How do you get home from school?
4 Is your teacher sitting down at the moment?
5 Isthe sun shining today?
6 Doyou get up at the same time every day?
le 2b 3c 4d 5a 6f

(at the moment, always, today, etc.) in each sentence and
if appropriate underline it. Check their ideas. Pens down.

Ask the whole group to say whether they should use the
present continuous (PC) or present simple (PS) in each
sentence and if appropriate, ask them to write PS or PC

simple (PS).

Answers
lcooks 2give 3’m/amstaying, ’m/am not going
4’m/amwatching 5 does, getup 6 not sleeping

4

Point out there is one mistake with the present
continuous or present simple in every sentence.
Encourage the students to find the words in sentence
1 which help them decide on the tense or the adverbs
(today, at the moment, etc) in sentences 2-5 to help them
find the mistake.
Answers
1 How are you? I’m writing to you to give you some news.

2
3
4
5

34

What are you doing at the moment?
My brother and | don’t go swimming every day.
My mum only works in the mornings.
We usually eat a big breakfast on Sunday.

UNIT2

Elicit from the class how to form questions in the present
continuous ((Question word) + be + I/you/he/she/it/ we/
they+ verb + -ing) and the present simple ((Question
word) + do/does + I/you/he/she/it/ we/they + verb) and
write these on the board. Then ask the students to look
at each set of words and underline the first word in each
question first.

FAST FINISHERS

Before they complete the exercise, ask the students to

next to each one before they complete the exercise. With
very weak students, read the complete sentence to them
with the verb in the correct tense. Ask them to listen and
say if the verb is in the present continuous (PC) or present

Ask the students to look at the example sentence first
(or write it on the board). Point out that but is used to
connect the sentences and elicit whether the present
simple or present continuous is used in each part. Do the
first as an open class example to make sure everyone
knows what to do.

7

Demonstrate this as a class first by miming one of the
activities and asking the students to ask questions. If
necessary, remind them to use the present continuous

to ask their questions. Then give some more information
about the activity in the present simple and elicit the

tense from the class. If necessary, ask two stronger
students to demonstrate the activity again to the class.
Answers
Students’ own answers

>> GRAMMAR WORKSHEET UNIT 2
COOLER
Ask the students to choose one of the activities in Exercise
7 and to write down some more information about it
on a piece of paper, following the example in the book
if necessary. Collect in the pieces of paper. Read out the
information and award points to students or teams who
guess which student wrote the information.