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I Second Edition


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

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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.


Present continuous and
Look at the examples from the listening. Write

present continuous. Use usually and today
or at the moment.

0 walk to school / go by bus.
! usually walk to school, but today I’m going
by bus.
have a sandwich for lunch / spaghetti
watch TV after school / do my homework
play football on Saturday/ play tennis
get up at seven o’clock/ eight o’clock

simple or continuous.

Present 0

2

M

ee

Today, |’m talking about my morning routine.
I’m having cereal with fruit today.
At the moment, I’m wearing my favourite T-shirt.

+

I’m leaving the house now.

ƠI

I’m not wearing my uniform today.

Present

never have a shower in the morning.
always check my messages in the morning.
sometimes have toast and butter.
usually wear my uniform.
don’t usually have a shower in the morning.

6

have a shower/ have a bath

Put the words in order to make questions.
1 your/ the /moment/ friend / what/ doing/
is/ at?
bed / do / go / you / what/ usually/ to / time?
school
/ do / get / home/ how / from
/ you?
sitting/ is / teacher/ at / down / your/ the/

+

|
|
|
|
|

Make sentences with the present simple and

b2

‘|__

5

Complete the rules with the underlined words.

We often use the present simple with words like
We often use the present continuous with words

Eo chad ee cere a NG eee

>> GRAMMAR REFERENCE AND PRACTICE PAGE 139
3

Complete the sentences with the correct tense of
the verbs in brackets.
0

2 The teachers usually homework on Monday.

3 1...

5 Whattime

(cook) nice food.

(give) us a lot of

(stay)athome today.l....... (not

go) to school.
4 Itsfiveocloceknowandl
with my sister.

Now match the questions to the correct answer.
a

No, it isn’t.

c

| walk.

b 10pm.

d Yes, he is.

e She’s sleeping.

f Yes,I do.

In pairs, ask and answer the questions.
Work in pairs, Student A, mime an activity in the
box. Student B, guess what it is.

=—=

(watch) TV

catch a bus
check your messages
do some homework
go to sleep
paint a picture
play football
prepare lunch

put on your coat
take a photo

your dadusually...........

(get up) on a Sunday?
ItsOK,Jack»........... (notsleep) at the
moment. You can go and talk to him.

Correct the mistakes in the sentences.
is getting

0

1

My cousin getsmatried today.

How are you? | write to you to give you

some news.
2 What do you do at the moment?
3 My brother and | are not going swimming
every day.
My mum is only working in the mornings.
We usually are eating a big breakfast on Sunday.

as

4

oO

sun / today/ shining/ is / the?
day/ do / every/ get
/ at / same/ up/ the
/ time
/ you?

| ’mshopping (shop) at the moment. | can’t talk.

1 My mumalways

6

moment?

au

2

_ Are you putting on your sunglasses? _
No

Are you taking a photo?

Student A, when Student B guesses the activity,
give more information:

| go toa photography club every Friday.

It starts at 7 pm. | go there by bus.

Student B, ask more questions.

THIS ISMYDAY

19

THIS IS MY DAY


oy
1

Read the texts once. Who starts school the earliest?

Tell us about your day...
B

A

| wake up at 6.00 am, have a shower and put on my uniform. My

Omni - Finland
| get up at 8.00 am. For breakfast | have
cereal and milk, with orange juice. After

breakfast is coffee, with bread and cheese or avocado. At 7.00 am, it’s

time to go to school. Sometimes | walk, but often my mum drives me.

Classes begin at 8.00 and finish at 2.30. After that, | have my art class.

breakfast, | meet my friend, and we go to

| have lunch at about 3.00, and then | do my homework.

school together on the metro. Some days
school starts at 9.00 but on other days at
and we call our teachers by their
first name. We all get a free

| have dinner at about 8.00.

C

Aban - Ghana

lunch at school — meat or fish
with vegetables for the main
course and fruit for dessert.

My mother wakes me and my sister up at 5.00 am.
| water the plants in the garden, and my sister
prepares the food for the evening meal. Then we

School usually finishes at 2.45,

put on our school uniforms and brush our teeth. We

and after that | go to music

lessons or drama
club. | have a snack
in the evening
before bed.

leave the house at 6.30 and buy breakfast on our

Bag
-

Lunch is at school — today, it’s rice and tomatoes. | like

it, but my sister doesn’t! After school | have my football
class, and in the evening | watch TV before bed.

ah A

1

4

Who doesn’t start school at the same

time each day?
Who does sport after school?

Who has a hot drink in the morning?

TALKING POINTS

Whose school day is like yours? Whose is

2

©

different?

Was any of the information surprising to you?

4)

UNIT2

Look at the texts and find these words.

0 This
This
You
You
This
This
This

Who goes to school by car?

UNIT2

`

ee

way to school. Lessons are from 7.30 to 2.30 pm.

2 Who can choose what he wears to
school?
Who doesn’t have breakfast at home?

36

C3

Read the texts again. For each question,
write O (Onni), D (Diego) or A (Aban).

1 Who says he uses the computer in the
evening?

20

| do it till 6.00

or 7.00. After that, | go on the internet, or watch TV with my family.

10.00. We don’t wear a uniform,

2
@

Diego - Mexico

is the first meal of the day. breakfast
is sweet and you have it at the end of the meal.
have this when you don’t need a big meal.
have this meal in the middle of the day.
is a drink made from fruit.
is the last meal of the day.
is the largest or most important part of the meal.

`

Match the photos to the words in the box.

avocado
bread
cabbage
cereal
cheese
cucumber
fish
fruit
honey
hotchocolate
jam
mango
pasta
toast
tomatoes
rice

vegetables
yoghurt
Listen and check. Then repeat.


WARMER

MIXED ABILITY

Hold a geography quiz. Write the following table on
the board and encourage the students in small groups

For Exercises 1 and 2, divide the class into three groups,

A, Band C, making sure there is a mix of stronger and

weaker students in each group. Group A reads about Onni,
Group B Diego and Group C Ghana. Ask them to read their

to complete it. Set a time limit (e.g. five minutes). The

answers are given below in italics.
Finland

Mexico

Ghana

Continent

Europe

NorthAmerica

Africa

Capital City

Helsinki

Mexico City

Accra

Official Language

Finnish
& Swedish

Spanish

English

Currency

Euro

Peso

Cedi

text quickly to find what time each person starts school.
Compare answers as a class and decide who starts the

earliest. Then ask them to read their text again and as a
group try to answer as many questions in Exercise 2 as

they can, encouraging the stronger students to help the
weaker ones. Then put the students into groups of three
where each student has read a different text and ask them
to share their answers. The students read the other two
texts for homework.

Then, if possible, show the class where the three

countries are on a map.

Finland, Mexico and Ghana appear in the reading text in
this unit.

FAST FINISHERS
Fast finishers write some more questions about the three
texts fora class quiz, e.g. Who has acold drink in the

BACKGROUND INFORMATION

Finland

Mexico

Ghana

Compulsory education

7-15

6-18

4-12!

Free

Yes?

Yes

Yes

Uniform

No

Most?

Yes

Homework

None

Yes

morning? Who goes to school with a friend? Organise the

class into teams. The fast finishers come to the front of
the class, ask each team some questions and give points
for correct answers.

Taking rowrs

Yes (and lots
of tests)

Copy the table below onto the board and elicit some
examples. Then ask the students to copy the table and

1some start later or can’t afford to start at all because of

make notes before they start talking. Put the students into

cost of books, clothes, etc

small groups for this activity; ask them to use their notes to
answer the questions and also to say which of the people

2 includes university tuition fees
3 compulsory in public (state) schools and most private
schools

1

in the texts has the best and worst school day.

Books closed. Tell the class they are going to read about
a typical school day of three people from Finland, Mexico
and Ghana. Encourage a brief class discussion on what
they think each day is like, who they think starts school
the earliest and why. The students then read the texts
and check their ideas.

surprising

e.g. Diego - | also

e.g. Diego and

e.g. Onni’s school
starts late.

Students’ own answers

1

Point out that the words are all in blue in the text. Make
sure the students pronounce each word correctly.
Answers

In this part, students read three texts about three
different people, places, personal experiences, things,
etc and have to answer seven Which person/place/etc ... /

1dessert

N

A2 Key for Schools Reading and Writing Part 2.
2

type questions. Encourage the students to try to answer

the questions before they read the texts again.
2O

s9

2snack

3lunch

4juice

5dinner

6 main course

Encourage the students to cover the words and say what
they can see in each photo first.

Answers
The answers are recorded for students to check and then

Answers
1D

Aban -! don’t
wear a uniform

| Answers

Aban - Ghana

@

different

start school at 8
am.

Answers

2

similar

3A

4D

5O

6A

7D

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

repeat.

Amango Bjam Cfish Dfruit Evegetables F bread
Ghoney Htomatoes I cabbage Jcheese K cereal
Lcucumber Mrice N hotchocolate O pasta P avocado
Qtoast R yoghurt

THIS IS MY DAY

37


3

Ifthe students are slow to think of more food words,

Answers

about the food words they’ll need to answer these
questions and make a list. Model some good answers to
the questions by encouraging the class to ask you the
questions first.

Student

Student
Student
Student
Student
Student

encourage them to read the questions first, think

Answers
Students’ own answers

>> VOCABULARY WORKSHEET UNIT 2

G@ PRONUNCIATION | The sound /o/

The sound /9/ is also known as the schwa. In English it is
mainly found where a vowel is unstressed, e.g. butter.
4 Encourage the students to say how each underlined
sound is pronounced (/o/). Check that students
pronounce vegetable /'ved3.ta.bal/ correctly and if
necessary, point out that it has three syllables

C)) Audioscript
19

The words are recorded for students to listen and repeat.
breakfast, dinner, vegetables

5

Encourage the students to try to find the sound /a/ in

each word before they listen, check and repeat. Point
out that we say chocolate with two syllables. Ask the
students to find some more words in this unit with the
sound /a/.

=9

Answers
The answers are recorded for the students to listen and repeat.
pasta) chocolate b@narn@) salad tomato yoghurt
cucumb€r)

Soy
1

Write some useful language on the board first so that

the students can compare their ideas and say why, e.g. /
think (have a cold shower) is /isn’t a good
/ great / bad tip
because ... ; 1 (don’t) agree with this tip because ... ; What
do you think?; Do you agree? Ask the students to look at
the poster and say what it is about. Encourage them to

guess what tip means from the context and then check
understanding by asking them to think of synonyms, e.g.
idea, advice, help or the word in their own language.
Answers

Students’ own answers

This exercise is loosely based on A2 Key for Schools
Listening Part 5, where students listen to someone

talking about six people they know and choose one
answer for each person out of eight possible answers
(the first person is always an example). Point out that
there is an extra tip that students do not need to use
and that Student 1 has been done as an example. With
a weaker class, stop after Student 1 and encourage the
students to say what information on the recording tells

them it’s Tip C. Students listen to the recording again in
Exercise 3.

38 = UNIT 2

cỊ) :

1
2
3
4
5
6

Tip C
Tip E
Tip G

Tip B
TipA
Tip F

Encourage the students to compare their answers in
pairs before they listen again. If time allows, encourage
the students to design a poster with tips for another part
of the day, e.g. ‘six tips to do your homework well’ or ‘six
tips to get a good night’s sleep’.
Answers
Students’ own answers

>> AUDIOSCRIPT PAGE 000

W PREPARE TO WRITE

Tell the students that they are going to write about their
school day routine, similarto the paragraphs written by
Onni, Diego and Aban.

GET READY Check the students understand the meaning of
and, but and or by asking them for a translation. Encourage
stronger students to rewrite the sentences so they are true
for them.
Answers
1but

2and

3but

4or

PLAN If students are slow to start, encourage them to
choose one of the three texts, e.g. Diego, think about which
phrases they could use in their own paragraph and to write

down complete sentences which are true for them, e.g. /
wake up at 7.30 am. My breakfast is biscuits and hot milk.

WRITE Remind students to use and, but and or in their
paragraph and to look at their notes and the texts for
ideas.

REVIEW Encourage the students to look out for common
mistakes. You will need to point these out to them or they
won’t know what to look for, e.g. writing ‘i’ instead of ‘I’ or
putting the adverb after the verb rave ysuely-fish,

COOLER
Organise the class into teams. Write a word from this unit
on the board, e.g. chocolate and challenge the teams to
think of a food or drink beginning with each letter, e.g.
cabbage, honey, orange, curry, onion, lemonade, apple,

toast, egg.


3

your words. Then ask and answer these questions.
What’s your favourite food? What don’t you like?
What do you have for breakfast?
What time do you have dinner? What do you have?
What snacks do you have every day?

JOC

CoCo

SELES OEE EO OOOO OSEEDESEO EE OEDEO EOE

PRONUNCIATION

ch) 4
19

/3/

Listen and repeat.
breakfast

) 5

| The sound

ODODE DEOEOS

dinner

vegetables

Listen and repeat. Circle the /a/ sound in
each word. One word has two /a/ sounds.
Which word is it?

pasta
tomato

chocolate
yoghurt

banana
cucumber

salad

tips to help
you feel great
in the morning!
a
have acold

B tidy your room

‘|

4) 2.
®eeeeeeeee°eeeeeeoeoeeoeeeeoeoeeoeoo°eeeoeeoeoeoo°ø°e

1
2
3
4

A

LISTENING|

Think of ten more food words. In pairs, compare

Read the poster. What do you think of these tips?

Listen to the radio show. You will hear a woman
asking six students about getting up in the
morning. Match each student to the correct tip.
There is one tip you do not need.

Student
Student
Student
Student
Student
Student
4) 3
cs

1
2 a
3

4
5
6

TipA
Tip B
Tip C
Tip D
Tip E
Tip F
Tip G

Listen again and check. Then in small groups,
discuss the questions.
1 Which of the tips do you think are useful?
Which are not useful?

2 Can you think of other tips for getting up in

the morning?
3 Is getting up in the morning easy or difficult
for you?

Ly
PREPARE TO WRITE

Aparagraph about your routine

GET READY Read the three texts in Exercise 1 on
page 20 again and find all the examples of and, but

and or.
Choose the correct words to complete the
sentences.

1 Wedon’t get chocolate. or
crisps
at school.
2 | walk to school
_my brother
gets the bus.
3 leatlots offruit. — — drink lots
of water.
4 Ilikestayinguplae
lcant
do that during the week.
5 Idontlkecaros
—“ tomatoes.

or/ but
but/ or

and/ or
but/and
or/but

PLAN Make notes about what you do and eat on a
typical school day.
WRITE Write a paragraph about it. Look at your
notes and the reading texts for ideas. Use and, but
and orin your paragraph.

REVIEW In pairs, read your own text and your
partner’s. Check for mistakes. Give your partner two
ideas to make their text better.

THIS ISMYDAY

21

THIS IS MY DAY


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In pairs, discuss the questions with your partner.

Do you like doing sports? What sports do you do?
Do you like watching sports on TV? What sports do
you watch?
3 Do you usually watch the Olympic Games and the
Paralympic Games?
1
2

2

3

Read the text in boxes (1-6) and match them to the

sports in the photos. Write SV (sitting volleyball) or
WR (wheelchair rugby).
Read the texts again and complete the table.

Sitting
volleyball

Where do you play?

|'..........

What do they need? | a ball and a

oe

Wheelchair
rugby

i

wheelchairs
a

How many players

|”...

2N

Athletes

physical

disabilities

a a type of ball

The Paralympic Games have a lot
of different competitions for a lot
of different sports. There are 22
sports in the summer Games and
five sports in the winter Games.

wheelchair

Here’s a description of two

Find the words highlighted in the text and choose the

correct meanings, a or b.

oie

popular sports played in the

a something people use when they can’t walk

Paralympic

b something people use to stand on

court

a aplace with seats
b anindoor or outdoor area for games
player
a aperson ina wheelchair
b aperson playing a game or sport
goal line
a

aline you pass to get points

b the number of players on a team

Wheelchair rugby

CULTURE

|

i\

CULTURE

with

for gold, silver and bronze medals.

b aprize in a sports competition

40

Ghi Tp VY

from different countries compete

1 medal

22

ng cv

int

Games and summer Games.

on the court?

4

Th

SCE NÓ CHẾ

anda‘

|°...

from each team are

The Paralympic Games take place

j

How manyplayes

are there on a team?

=

Ñ

Games.

i

|


,

.
.

=

_=

2

The students learn about the Paralympic Games.
In the project stage, they write interview questions for a
Paralympic athlete and find the answers.

Vocabulary
medal

wheelchair

SV or WR.

MIXED ABILITY
rugby ball

court

For Exercises 2 and 3, weaker students read about
sitting volleyball only (texts 2, 3 and 5). In Exercise 2 they

player goal line

complete the three texts with SV and in Exercise 3 they
answer the questions for sitting volleyball only. Then, pair
them up with a fast finisher who shares their information
about wheelchair rugby, so that their weaker partner can
complete the table.

‘Resources
CULTURE VIDEO AND CULTURE VIDEO WORKSHEET: What is a

Paralympic athlete?

BACKGROUND INFORMATION

Answers

The Olympic Games symbol is five interlaced rings

1WR

(blue, yellow, black, green and red), which represent the
five continents (Africa, America, Asia, Australasia and

Europe). The Paralympic Games symbol is three red,
blue and green ‘agitos’ (see illustration on unit page). An
‘agito’ (= ‘| move’ in Latin) is the symbol of movement.
To compete in the Paralympic Games, each athlete
is evaluated by a panel of judges. To avoid the least
impaired athletes from winning all the competitions,
each athlete is categorised according to their degree of
impairment; this categorisation is sport specific. In the
word Paralympics, ‘Para’ stands for parallel (= side by side
with the Olympics) and not paraplegic.

WARMER
Draw the Olympic Games symbol (see Background
information above) on the left-hand side of the board and
ask the class what it is and what they know about these

games. Write the class’ ideas onto the left-hand side of
the board. Next draw the Paralympic Games symbol (see
Coursebook page and Background information above)
on the right-hand side and ask what it is and what they
know about these games. Write the class’ ideas onto the
right-hand side of the board. Then, ask them to read the
factfile at the top of the page and the introduction to the
six descriptions and check their ideas.
1

First, ask the students in pairs to look at the photos of
the two different sports (sitting volleyball and wheelchair
rugby), describe the sports and talk about how they
think each one is played. Then, ask them to read the six

texts (1-6) quickly to check their ideas before they write

3

2SV

3SV

4WR

5SV

6WR

Ask the students to try to complete the table before they
read the texts again. Point out that they don’t have to
write complete sentences - they can write notes.
Answers
1indoor court
six 8 four

2¡indoor court

3net

4ball

5six

6twelve

7

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

4_

Ask the students to find the six words in the texts first

and try to understand the meaning of each one from
context before they read the definitions.

FAST FINISHERS
In pairs, fast finishers take turns to say five sentences
about one of the sports where some of the information is
true and some is false. Their partners need to correct the
false information.
Answers
1b

2a

3a

4b

5b

6a

If necessary, ask the students to look at Vocabulary and

Reading Exercise 1 on page 14 again to revise the names

of sports before they do this exercise. Encourage them
to answer in full sentences and ask follow-up questions
where appropriate, e.g. Where do you play football? Who
do you play it with?
Answers
Students’ own answers

THE PARALYMPIC GAMES

41


(© TALtiNe P0INTS

Ask the students to look at their completed tables in

Exercise 3 again and decide on their own which of the two

sports they’d like to play first and why. Then, ask them
to compare their ideas with a partner. If appropriate,
encourage the students to ask their sports teacher if they
can try playing sitting volleyball.

a) 5

First, ask the students in pairs to describe the three
pictures and to say how they think each one is played
before they listen.
Answers
wheelchair tennis

S) 6

Ask the students to try to answer the questions before
they listen again. With a weaker class, it may be
necessary to play the recording for a third time and
pause it after each answer is given.

Tell the pairs they are going to record an interview (either
voice or video) for the radio, where one of them is the
radio journalist and the other is the athlete. Encourage
them to use some of the questions they wrote for their
project above and their answers and where appropriate,
to write some new questions. Point out they will also
need to write an introduction to the interview where the

journalist introduces the athlete. Tell the pairs they can

either write out the full interview first or write some notes.

They should rehearse their interview before they record it.
When the pairs are ready, play the interviews back to the
class and vote on the best three.

® What is a Paralympic athlete?

* When students have completed the lesson, they can watch
the video and complete the worksheet.

Answers

COOLER

11lyears old 2 nearthe/her school 3 the Paralympic
Games 4hehas alot of medals 5 the United States
6 no, she doesn’t 7 no, she has competitions

Tell the students you are thinking of a sport (e.g. tennis).
The students have to guess the sport, but they can only

>> AUDIOSCRIPT PAGE 000
PROJECT An inverview

Ask the students to read the instructions in bold. Check

that they have understood them by asking ‘Where do you
work?’ ‘Who are you going to interview?’ ‘What do you need
to write?’
Write the following table (with the title) on the board
(without the example information about Martha):

A Paralympic Athlete

Name:

e.g. Martha Dirksen

Sport:

e.g. wheelchair tennis

Nationality:

Asa class complete the table for Martha Dirksen (see
example above), encouraging the students to think of
three questions they would like to ask her. In pairs, ask the
students to copy the table (with title) into their notebooks.
Ask the students to find information about another athlete

and complete the table with the information they find.

Remind them that they need to write three of their own
questions and also find the answers for these questions.

With a less autonomous class, it may be a good idea to find
the names of several Paralympic athletes and give one of
these names to each group. Ask the pairs to give a short
presentation to the class on their athlete.
Answers
Students’ own answers

42

PROJECT EXTENSION

CULTURE

ask a maximum of five Yes/No questions, e.g. /s it a ball
sport? (Yes, it is.) Do you kick the ball? (No, you don’t.)

Invite a student to come to the front of the class and to
think of a sport. The students now ask their five questions
and try to guess which sport it is.


RE) 5
2

Listen to an interview with Martha

Dirksen about a Paralympic sport. What
sport does she do?

) Wheelchair
1 basketball

WR.

|

|
) Wheelchair
tennis

You play this sport on an indoor

|

court. Players are in wheelchairs. They
need a ball. They pass the ball from one
person to another.

.... You play this sport on a court

inside. Players sit on the floor. They need
a net and a ball. Teams need to hit the ball

over the net in three turns using their arms.

fl" @
a3

Listen again and answer the questions.
ldi

1

ha?

How o - is Martha?

Where is the court?
What'does she want to be in.one day?

2
3

4 What has her sports hero got?

............. Each team has six players on the court.

Each team is on a different side of the net.

Where is David Wagner from?
6 Does Martha play tennis on Tuesdays?
7 Does Martha rest at weekends?
5

.......... There are 12 players on a team,
but there are only four players on the court
for each team at one time. For a goal, the

team carries the ball over the opposite team’s
line and two wheels need to cross the line.

........... The net is lower than in the
Olympic version. In the Olympic version,
the players stand.

Imagine you work for a radio station.
In pairs, write interview questions to ask
a Paralympic athlete.

¢
............ The indoor court is smaller than in
the game played outside. It is the same size

as a basketball court. The goal lines are at
the far ends of the court.

TALKING POINTS

Which sport do you like best - sitting volleyball or
wheelchair rugby. Why?

Find out:
¢ Their name.
e
e

What sport they do.
Where they are from.

« How many medals they have.
e Write three questions you can ask
the athlete.
e Find information on a Paralympic
athlete. Answer the questions.
Tell the class what you found out.

THE PARALYMPIC GAMES

43 |


yo:
@02 Watch the video then ask

and answer the questions.

1 When do you
2 Where do you
3 Do you listen
with friends?
4 Can you play

listen to music?
listen to music?
to music alone or
any musical

instruments? Which one(s)?

Music
Look at the words in the box. Complete the table.

©

classical music
hip-hop
jazz
piano
pop
soul
violin
Types of music

electric guitar

drums
keyboard
opera
rap
rock
saxophone

Musical instruments

Match the photos A-F to the musical instruments
in Exercise 1.

*

`

Listen and check. Then repeat.

~~

Listen to the different types of music. Match them
to the types of music in Exercise 1.

24
44

UNIT3

UNIT3

What types of music do you think the people are
playing in the photos?
Choose the correct word to complete the
sentences.

1 You usually need a lot of different instruments
for classical music
/ pop and the pieces of music
are often quite long.
2 People sometimes use sticks when they play the
keyboard / drums.
3 There are different singers in jazz/ an opera. It’s
a bit like a play with music and singing.
4 Inrap / rock, the artists don’t really sing the
words; they speak them.
5 You put the saxophone / violin to your mouth to
play it.
6 Apiano / an electric guitar is quite easy to carry

around.


S
D
N
U
O
S
T
GREA

WARMER

Unit overview
TOPIC

Write the unit title on the board and ask the students to
say what they think the unit is about. Ask the students to
look at the photos at the top of the page for 15 seconds
and then close their books. Challenge them to tell you as
much as they can about each photo.

Music

VOCABULARY

AND LISTENING
GRAMMAR
READING

Types of music; musical instruments
like, don’t like, hate, love + -ing
Starting in the music business

VOCABULARY

Music verbs

PRONUNCIATION

Email addresses, phone numbers and names

LISTENING
SPEAKING
EXAM TASKS

Talking about a music school
Talking about music
Speaking Parts 1 and 2 interactional and social
language; comparing, describing, expressing

@ avout you

As aclass, 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.

opinions

© You can begin the class and introduce the topic of the unit
2 by showing the video and asking students to complete the

Resources

video worksheet. Then, read the questions in the box and
ask students to discuss them in pairs.

GRAMMAR REFERENCE AND PRACTICE: page 140

WORKBOOK: page XX

VIDEO AND VIDEO WORKSHEET: Great sounds

>> VIDEOSGRIPT PAGE 000

PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 3;

Vocabulary worksheet Unit 3

BACKGROUND INFORMATION
There are several photos of famous musicians in this unit.

Music

Page 24

1

A: Bruno Mars is an American singer, born in Hawaii. He is

one of the best-selling artists of all time. His music has a
wide variety of styles, including hip-hop, pop, reggae and
soul.

Answers

B: Vanessa Mae is a British violinist born in 1978. She
has sold several million albums and was once one of the

Types of music: classical music, hip-hop, jazz, opera, pop,
rap, rock, soul
Musical instruments: drums, electric guitar, keyboard, piano,
saxophone, violin

richest British young musicians.
C: Kyle J Simmons is the keyboardist with British band

Bastille. Bastille were formed in 2010 and to date have
sold over 2.5 million records in the UK.

2

D: Cindy Blackman is an American jazz and rock drummer.
She is famous for touring and recording with American
singer Lenny Kravitz, but has also recorded solo albums.

repeat.

A (electric) guitar
F saxophone

s9

3

F: Jaleel Shaw is an American jazz saxophonist. He has
degrees in Music Education and Performance, and Jazz
Performance. He was awarded the Young Jazz Composer

Award in 2008.

Bviolin

C keyboard

Ddrums

E piano

Check that the students pronounce the types of music
correctly. Then, stop the recording after each type and
ask the students to work in pairs and say: What do you
think itis? | think it’s [rap]. |agree / don’t agree.
Answers

Page 26
Shawn Mendes

Ask the students to say who is playing what, e.g. Lady
Gaga is playing the piano.
The answers are recorded for the students to check and then

E: Lady Gaga is an American singer, songwriter and

actress, born in 1986 in New York City. She founded Born
This Way Foundation with her mother to help young
people.

Books closed. Copy the table onto the board. As a class,
brainstorm as many words as possible onto the board.
Books open, students complete the table and then copy
any extra words on the board into their table.

1hip-hop

is a Canadian singer-songwriter. He

became famous after uploading covers of songs ona
video sharing app.
Rihanna is a singer, songwriter and actress from Barbados
born in 20 February 1988.

8 opera

4

2rock

3 classical

4pop

5jazz

6soul

7 rap

Put the students in pairs to ask and answer questions

about each photo, e.g.:
Student A:

What type of music is the manin photoA
playing?
Overmatter

Student B:

/ think he’s playing pop.

GREAT SOUNDS

45


We

Ask the students to look at the photos first and predict
who can play what before they listen. With a weaker
class, point out that they play two instruments each.

26

Answers
lreading

2Jason

3Jason

Answers
1 2
(Jason doesn’t like listening
to opera.) 3 ¥
4 x (Jason tried to play the violin but it was difficult.)
5 x (She hates listening to the drums. They’re too loud.)

>> AUDIOSCRIPT PAGE 000

1

=9

like, don’t like, hate, love + -ing

Books closed. Write the four sentences on the board
and elicit who said what (Mia or Jason). Underline the
verbs in bold and ask ‘What do the expressions have in
common?’ (They express a preference.) Books open. Ask
the students to say what the two emoticons mean in the
exercise before they complete the table. Do not rub out
the sentences as they’ll be used again in Exercise 2.

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

a
b
c
d

| love listening to rap.
She likes playing classical music.
| don’t like listening
to opera.
| hate playing the violin.

5 listening

does your dad like reading? Then they ask and answer the

questions together.
5

A2 Key for Schools Speaking Parts 1 and 2.

@ In Part 1 Phase 2, the examiner will ask each candidate

some general questions about themselves on two
different topics. One of the topics could be music, for
example. In Part 2, candidates talk about a different
topic to Part 1. They discuss their likes and dislikes on
a topic. It is possible that a topic such as music could
appear in either Part 1 Phase 2 or Part 2. It will not
appear in both. First practise saying the questions with
the correct intonation by asking the students to copy

your intonation. Remind them to give full answers and to
ask follow-up questions.

MIXED ABILITY
With weaker students and more reluctant speakers, use a
disappearing board conversation:
1 rite the questions with sample answers (see below) on
the board.
2 Divide the weaker students into As and Bs. As a class,
As read the questions and Bs read the answers, then

change roles.

3 Students continue to do this in pairs. As they do this,

begin to rub out words from the answers until the

students are saying the answers from memory.

>> GRAMMAR REFERENCE AND PRACTICE PAGE 140

4 Encourage the students to read the questions (still on
the board) and give their own answers.
Sample answers

2

2 | love pop music. That’s my favourite.

Rub out listening and playing from the four sentences

on the board (used in Exercise 1). Ask the students to

say what is missing in each sentence, write the missing

word (listening or playing) in a different colour and
highlight the -ing form. Ask the students to look at the
table in their books and elicit the spelling rules by asking
‘What happens with verbs that end in -e?’ (remove the
‘e’) ‘And verbs with one syllable that end in consonantvowel-consonant?’ (double the last consonant) ‘And all
other verbs?’ (add ‘-ing’)
help: learning, singing
write: choosing, driving, making, practising, riding
run: getting, sitting, swimming, winning

Encourage students to read the second sentence in each

question first and decide whether they'll need to choose
a positive or a negative word.
Answers
lhate

2doesn’t like

3 My favourite musician is Ed Sheeran. He sings and he
plays the guitar.
4 | love listening to the piano but | can’t play it.
5 Yes, they can. Students learn to play the recorder at my
school.
Answers

>> GRAMMAR WORKSHEET UNIT 3
COOLER
Play track 25 again and ask the students to identify both
the types of music and the musical instruments and also
to express their opinion, e.g. / hate this because | don’t like

jazz.
3loves

4 don’t like

Point out that students often make mistakes with the
-ing form after verbs such as like, love, hate, etc. and they
should check their spelling carefully.

UNIT3

1 | usually listen to music in my bedroom.

Students’ own answers

Answers

46

4 learning

Ask fast finishers to write questions for each of the
answers, e.g. What do you like doing on Sundays? What

4Mia

Ask the students try to say if the sentences are right or
wrong before they listen again. With a stronger class,
ask the students to correct the wrong sentences. Witha
weaker class, play the recording for a third time and stop
after each answer.

TET

3 going

FAST FINISHERS

Answers
1Mia

2playing


2

Look at the examples in the table. How does the
verb change in the -ing form?

help > helping | write > writing | run > running

Listen to Jason and Mia talking about music and
musical instruments. Who can play:
saxophone?

electric guitar?
keyboard?
piano?

Listen again. Are the sentences right (W) or

like, don’t like, hate,

love+ -img

ở...

ốc.

learn

sing — sit

make
swim

win

Choose the correct words to complete the
sentences.

———_

Complete the sentences with the correct form

of the verbs.

0

On Sundays, | like having. lunch with my family.
(have)
1 My dad likes |
the news online. (read)
2 I really love _
_ football with my brother.

(play)

3 Ilove____ tomy friends’ houses to play
computer games. (go)

C7
futimmtion

Listen and check. Then repeat.

>> GRAMMAR REFERENCE AND PRACTICE PAGE 140

Everyone in ourclasslkes

English. (learn)

Do you like ................ tÐ music when you are doing

your homework? (listen)

5

ˆ_—
—..
— _
w

@

| don’t like listening to opera.
She likes playing classical music.
| hate playing the violin.
| love listening to rap.

@®

get

2 She doesn’t like/ loves playing the piano.
She prefers the saxophone.
3 My mum loves/ hates listening to opera.
She often goes to watch it.
4 Lots of people like/ don’t like hip-hop, but | think
it’s great.

Put the words in bold on the correct place (a-d).

1
2

3
4

drive
ride

1 | like / hate rock. It’s too loud.

Mia likes the new album a lot. 4
Mia often listens to jazz at home.
Jason likes opera.
Jason’s sister plays in a rock group.
Jason thinks the violin is easy to play.
Mia likes the drums.

BRANEAN
1

3

wrong (X)?
OhWNEFEOO

)26 7

the
the
the
the

+

1
2
3
4

choose
practise

WN Fe

G

uf

cl)
°

Now complete the table with the -ing form of these
verbs in the correct columns.

pairs, ask and answer the questions.

Do you listen to music?
What’s your favourite type of music?
Who are your favourite musicians and what
instruments do they play?
What’s your favorite instrument?
Can students learn to play instruments at your

school? Which ones?

GREAT SOUNDS

25

GREAT SOUNDS

AT