Next move 2 teachers book

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TEACHER’S BOOKWITH MULTI-ROM

TIMOTHY JOHN FOSTER

A1-A2

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THE IDEAL GUIDE FOR YOURLANGUAGE LEARNING JOURNEYFROM FIRST STEPS TO LAST

Following a path of 21st century lear

ning, the carefully

structured, multi-level approach inspires you to r

Online learning for students, instant marking and monitoring for teacherswww.MyEnglishLab.com/nextmove Choose a paper Workbook or a blended solution

FOR TEACHERS

Teacher’s Book with Teacher’s Resources Multi-ROM

Includes photocopiable resourcesand tests

Interactive Whiteboard software discincluding Teacher’s Resources

and video

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TEACHER’S BOOKWITH MULTI-ROM

TIMOTHY JOHN FOSTER

2

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Welcome to Next Move ! This four-level course allows

students to use twenty-first century skills to expand their knowledge across the curriculum and positions the learning of English within a framework of culture and citizenship. It provides students and their teachers with a range of dynamic, new, digital and print materials for use in class and at home. The rich combination of online, offline and digital content creates an environment that is fun, fast-moving and

familiar for students who are digital natives . And for their less digitally native teachers, or digital tourists , it provides a

user-friendly tool which enhances the teaching experience.

Next Move embraces a holistic approach to the education of

today’s students. It provides them with a solid grounding in core knowledge of the English language combined with crucial twenty-first century skills. Within the context of contemporary themes, students develop the essential skills for success in today’s world, such as creativity and

innovation, critical thinking, problem solving, communication and collaboration. Because we now live in a technology and media-driven environment, with access to an abundance of information, students need to be skilled not just in

manipulating the technological tools with which to do the research but also in analysing and evaluating the information they discover.

The clear, classroom-based methodology incorporates the concept of multiple intelligences as outlined by Howard Gardner in 1983 thereby encouraging every child, whatever their learning style, to develop both their cognitive and language skills, to be educated in the round (see page 8). Please go to www.pearsonelt.com/NextMove for a full description of the course and further resources.

About the methodology

Motivation

Next Move captures students’ attention by setting the

content and approach of the course firmly within the world of the modern teenager. The core subjects and twenty-first century themes such as global awareness and citizenship engage students’ curiosity. The topics promote social and cross-cultural awareness while the approach helps them to develop initiative and self-direction.

In this way students benefit not just in terms of improvement in their language competence but also in terms of their life and career skills.

Digital look and feel

There is one key difference that makes students today different from students a decade ago. That is that students

today are digital natives , to use the term coined by author

Marc Prensky in 2001. In simple terms, the students using this course have never known a life before digital

technologies were commonplace, while their teachers most definitely have. Teenagers today have grown up with

technology all around them, and life without the internet, mobile phones, games consoles, touch-sensitive tablet computers, MP3 players, social networking sites and the like seems unimaginable to them. They do not necessarily see the digital world as ‘unreal’ and the rest of the world as ‘real’ in the same way as previous generations, they are used to receiving and evaluating large quantities of information at great speed, they multitask and they are comfortable jumping rapidly from one topic or area to another. This type of student will feel comfortable with the various

modes of delivery employed in Next Move , whether via

downloadable, interactive digital or online platforms, and so be empowered to achieve more than ever before.

So what does this mean for teachers today? Obviously we need to update our vocabulary to be able to talk fluently about the world that these digital natives come from, we need to find points of reference and comparison between our world and theirs, and we need to update our teaching

materials and techniques. The Next Move course aims to

motivate digital natives through the modern design, regular changes of pace and focus, and references to and

examples of familiar digital media such as email, social networking and webpages. The user-friendly format enables

less digitally-native teachers (digital tourists) to manage the

materials with ease.

Inductive grammar

Next Move uses an inductive approach to grammar

presentation. Rather than merely presenting grammar rules for students to memorise, students are asked to examine the grammatical forms, think about their use in context and complete for themselves some of the key rules relating to each grammar point. This student-centred approach, in which students learn by doing rather than learn by being told, involves students more deeply in the process of learning and understanding and helps assimilation of the rules.

Visual approach to vocabulary

Extensive use is made of illustration to present new vocabulary, twice in each Students’ Book unit to introduce the topic as well as in the additional, extension vocabulary reference section at the back of the Workbook.

Mixed ability

Next Move is designed to address each student of whatever

profile or level as an individual so that even those in large, mixed-ability classes will thrive. Wherever possible,

suggestions have been made to help teachers working with mixed-ability groups. Workbook activities are provided at three levels of difficulty while the tests and photocopiable materials are available at two levels. With this range of materials, a wide range of levels within the same class can be catered for as well as different learning styles. See pages 8–9 for information about Multiple Intelligences and Learning Styles.

Introduction

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About the Students’ Book

At the centre of the course is the Students’ Book itself, which contains a host of innovative and motivating features to make your classes a real success.

The Students’ Book begins with a Starter Unit , which reviews some of the key points from Next Move 1 and helps

students refresh their studies from the previous level.

There are nine main Students’ Book units, each of which contains ten pages:

Students’ Book

Starter Unit

Nine units of one lesson per page Three Review units

Nine Brain Trainer pages Six Culture pages

Grammar and Punctuation Tips Word list, Irregular Verb List,

Phonetics Chart, Grammar Reference

Three Check your Progress Language Reference and Practice

Teacher’s Book

Introduction

Unit-by-unit Teaching Notes Interleaved Students’ Book pages Workbook Answer Key

Students’ Book audio

ActiveTeach (for whiteboards)

Students’ Book pages Class audio and audioscripts DVD and audioscripts DVD worksheets

Photocopiable worksheets Tests

Tests audio and audioscripts Writing page from Workbook as PDF Mini dictionary

WB audio and audioscripts

Grammar Reference from Workbook Irregular verb list

Phonetic chart Games (two per unit)

Access to MyEnglishLab

Page 1 Vocabulary – Students are introduced to the topic of the unit through motivating work on an extended lexical set. The lexis is presented and practised

systematically and extensive use is made of illustration to help students understand and assimilate the vocabulary.

Page 3 Grammar – The first grammar point of the unit, which has been indirectly introduced in the preceding reading text, is presented. Deductive concept questions help students reach a deeper understanding of the grammar before they move on to a series of carefully organised controlled and freer-practice activities.

Page 2 Reading – The topic is developed further and the vocabulary recycled through an extended reading text related to the theme of the unit. Comprehension is fully checked through a variety of activities, including

sentence completion, traditional questions and True or False? questions.

Page 4 Vocabulary – The second vocabulary page of the unit covers another lexical set related to the topic of the unit. The total number of lexical items introduced per unit is around thirty, approximately half on each vocabulary page.

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Page 5–6 Chatroom – This double-page feature in each unit follows a group of teenagers of a similar age to the students through a variety of situations. Through an extended conversation, students focus on an area of functional language in context and are given controlled and freer practice. The feature also includes a second grammar focus, indirectly introduced in the conversation and followed by a variety of practice activities. Teenage idiomatic language is highlighted in the ‘Say it in your language …’ box.

Page 9 Refresh Your Memory! – Each unit concludes with a page of review exercises, covering grammar, vocabulary, speaking and dictation. At the end of each

page, students are referred to their Assessment Profile

which relates their work to the ‘Can do …’ statements of the Common European Framework and is designed to help students become more autonomous learners.

Page 7 Reading and Listening – This page further develops the topic of the unit and gives extended work on these key skills. Students work first on an extended reading text before moving on to the listening section. The comprehension of both sections is checked through a wide range of activities.

Page 10 … File – Odd-numbered units include a … File , essentially a CLIL page working on a cross-curricular

area, loosely related to the theme of the unit. There is a reading text which presents the topic and appropriate activities to check comprehension before students work on a related project themselves.

Page 8 Writing – This page works intensively on a specific text type. Students work with a model text, reading it for meaning before moving on to analyse the structure and features of the text type. The final task is to write a text of their own, using the model to support them.

Page 10 Real World Profiles – Even-numbered units

include a Real World Profi le , which works extensively on

citizenship . These pages present a teenager of a similar age to the students who has made an important contri-bution to society as a whole and give opportunities for extended discussion on the topic.

Each unit also contains a Pronunciation focus, related either

to individual sounds or to features of connected speech. The exact location of this section varies depending on the area being covered.

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The digital workbook for Next Move is a complete and

comprehensive set of practice materials for the student to use independently at home or in the digital classroom. It provides students with reinforcement and extra practice of grammar, vocabulary and skills through a wide range of exercises and varied activity types. While in structure it mirrors the Students’ Book, MyEnglishLab also provides students with an extensive full-colour reference section covering Grammar, Speaking and Listening and Pronunciation. It is ideal for mixed-ability groups as activities are classified with stars according to their level of difficulty. It should be possible for all students to complete the one-star activities, while two-star activities are aimed at the average students. Work is assigned digitally and student scores are recorded in the Gradebook to be monitored by the teacher. Feedback is given by grammar tips at relevant points.

After every three units there are extended Review sections

to identify any areas which are causing your students particular problems and to provide them with timely revision.

The Students’ Book also

It concludes with six Culture pages, which

introduce students to different aspects of life in the UK and the English-speaking world.

Workbook

The Next Move Workbook provides students with

reinforcement and extra practice of the grammar, vocabulary and skills at each level through a wide range of exercises and varied activity types. While in structure it mirrors the Students’ Book, the Workbook also provides students with an extensive full-colour reference section covering Grammar, Vocabulary, Speaking and Listening, Pronunciation and Self Assessment. The Workbook can be used either in class, to keep fast-finishers or stronger students busy, or as homework. It is ideal for mixed-ability groups as activities are classified with one, two or three stars according to their level of difficulty. It should be possible for all students to complete the one-star activities, while two-star activities are aimed at the average students and three-star activities should be reserved for those students who need an additional challenge.

Teacher’s Resource and Tests Multi-ROM

The wide range of photocopiable material contained on the Teacher’s Resource Multi-ROM supplements and practises further the language presented in the Students’ Book itself. Much of this material is offered at two levels of difficulty. One-star activities are for students who need extra help and support; two-star activities are for students who require an additional challenge. As this material is photocopiable, a teacher can grade the activities to the level of the group or to particular students in the case of a group with a spread of levels.

The Teacher’s Resource Multi-ROM contains:

• Grammar and Vocabulary worksheets at two levels of

difficulty;

• Reading and Listening worksheets at two levels of difficulty; • Writing worksheets offering guided writing practice and

model texts;

• Speaking worksheets designed for use individually or in pairs. The final section of the Teacher’s Resource material is a

comprehensive collection of Tests which consist of:

• an initial Diagnostic Test to allow teachers to assess how

familiar students are with the grammar and vocabulary presented in the Starter Unit;

• nine Language Tests to check the grammar, vocabulary

and speaking items within each of the nine core units;

• three Skills Tests for use after each three units to test

general progress, language proficiency and fluency;

• an End Of Year Test for use at the end of the course

covering items from the whole level; • a full answer key.

Apart from the diagnostic test all the tests are at two levels of difficulty so teachers can test more appropriately and offer the correct level of challenge. All the tests are provided in A and B versions which are different in content as well as in order of presentation.

The Teacher’s Resource Multi-ROM also contains the

Workbook audio.

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ActiveTeach

For teachers working with digital natives, the ActiveTeach software for Interactive Whiteboards will really help bring classes alive. This interactive version of the class materials will allow you to:

• focus students’ attention on the task in hand and keep their heads up and out of their books in class;

• clarify instructions and the mechanics of activities quickly and efficiently;

• complete exercises and check answers in a fun and motivating way;

• make sure that weaker students do not fall behind or get lost during the class;

• access all the multimedia resources with a few simple clicks;

• select and print worksheets from the Teacher’s Resource File;

• plan work and keep track of individual students’ progress. This powerful and flexible tool provides everything needed for the fully digital classroom and in such a way that even the

most peripatetic digital tourist teacher will be able to use it

with ease.

About the Teacher’s Book

This Teacher’s Book contains unit objectives, cross references to other course components, full teacher’s notes, answer keys and extra activities interleaved with the pages of the Students’ Book itself for quick and easy reference. At the end of the Teacher’s Book are the audioscripts for the listening activities in the Students’ Book and a full answer key and audioscripts for the Workbook. In short, everything you need to prepare and teach your classes in one easy reference guide.

Extra activities

There are a range of ‘no-preparation’ extra activities in the Teacher’s Book notes which extend or revise points from the Students’ Book itself. The majority of these are self-explanatory, but the following five are worthy of some further comment.

Mixed ability

Wherever possible, suggestions have been made to help teachers working with mixed-ability groups. As you get to know your students, you will come to learn which students work faster and which more slowly, and can therefore start to use the suggested activities to occupy the stronger students and fast finishers thereby giving weaker students time to complete the tasks in the Students’ Book without feeling that all eyes are on them. Before using these activities do check though that fast finishers have also been accurate in their work. Should you find that they have completed a task quickly but with a lot of errors then, before giving them an additional task, have them review their work, check it thoroughly and self-correct.

Live listening

Extended teacher talk time is often regarded in the modern classroom very negatively. However the students’ inherent interest in their teacher and his or her world can be exploited most effectively through live-listening activities and such activities can also provide a much needed change of focus and pace in the classroom.

The key to a live-listening activity is that the teacher should provide a natural and realistic model of spoken language while students complete a relatively simple task. Language can of course be graded, taking into account the level of the students, and grammar and vocabulary can be recycled. However over-preparing or reading aloud a written text destroys the spontaneity in these activities. When talking to your group, make sure you make eye contact as much as possible and use natural pronunciation and rhythm. Bear in mind that what you tell your class does not have to be true, in fact, in order to maximise recycling of grammar and vocabulary, it is often more useful if it is fictional.

When a model text has been provided, this should be taken as an example only. Take the basic ideas and the basic structure but make it your own and bring it to life for your students. Due to space limitations, a model text cannot always be included. When activities contain questions for the students to answer, do make sure that you cover all those areas when speaking.

Dictation

There are a variety of additional dictation activities in the Teacher’s Book notes which can be used to help students develop their understanding of sound–spelling relationships. When using these dictation activities, make sure that you provide a realistic pronunciation model at all times. Repeat the sentences as many times as necessary, with natural pronunciation and intonation and at a natural speed. Use the audio recording if you are not confident of your own spoken English as a model. If students are not completely successful in writing down what you are saying, this is not a problem. What is essential is that students hear a realistic model of the pronunciation at various times, which, during the checking stage, they can relate to the written form. At the end of each dictation activity, write the sentences on the board for students to check their answers and then highlight for them particular features of the pronunciation of each sentence (assimilation, intrusion, consonant clusters, etc.) which may have caused them problems.

Drilling

Throughout the Teacher’s Book suggestions are made for drilling. There are numerous variations on drilling, the value of which should never be underestimated. Experiment with drilling techniques, for example:

forward drilling – drill phonetically, starting at the

beginning of the sentence and adding one more syllable each time, e.g

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/maɪ/ ( ‘My …’ )

/maɪ neɪm/ ( ‘My name …’ ) /maɪ neɪm ɪz/ ( ‘My name is …’ ) /maɪ neɪm ɪz dʒəʊ/ ( ‘My name is Joe.’ )

or backward drilling – drill phonetically, starting at the end

of the sentence, e.g

/ʃiːz ə dɒktə/ ( ‘She’s a doctor.’ )

When working on a conversation, either take one role yourself or divide the class in half or into three groups and work in sequence on each line of the conversation building towards a final ‘performance’.

Consider also telling students to cover the text while you are working on pronunciation. The complex sound–spelling relationships in English confuse many students and there can be serious L1 interference when students look at the written form. Removing the visual reference often results in a notable improvement in students’ pronunciation.

Pronunciation

As well as drills there are many other suggestions for revision and extension of pronunciation work in the Teacher’s Book. For successful communication it is very important that students can understand a wide variety of native and non-native speakers. Students usually have considerably more problems understanding native speakers of English than understanding people who are using English as a second language so regular pronunciation work in class really helps students understand how native speakers use the language. Students will reap many benefits from this in the long term, most notably an improvement in listening comprehension resulting from a deeper knowledge of sounds and how these relate to spelling.

Multiple Intelligences

In 1983 Howard Gardner, an American developmental psychologist, outlined the concept of multiple intelligences as an alternative to traditional definitions of intelligence as expressed by IQ. The debate about how many intelligences exist and their precise classification continues today but it is generally agreed that there are a minimum of seven:

Visual/Spatial Intelligence

Profi le: sees things with the mind’s eye; thinks in pictures and

creates mental images to help memory; enjoys looking at visually intricate materials

Typical skills: understanding charts, graphs and plans; good

sense of direction; drawing, sketching and painting; designing practical objects; interpreting and creating visual images; good at solving puzzles

Typical careers: architect, artist, sculptor, designer, inventor,

mechanic, engineer

Verbal/Linguistic Intelligence

Profi le: adept at using words and language; highly developed

listening skills; generally thinks in words rather than images; enjoys reading and writing and story telling

Typical skills: good at discussing, debating and arguing

points; note reading, writing and note taking; memorising information and dates; able to learn and analyse both their own and foreign languages

Typical careers: lawyer, journalist, writer, teacher, politician,

translator, poet

Logical/Mathematical Intelligence

Profi le: connects pieces of information by looking for

patterns; asks lots of questions; likes to experiment; reasons logically; often has a high IQ

Typical skills: excellent with numerical, mathematical activities

and computer programming; able to handle long,

complicated sequences of information; good at geometry

Typical careers: scientist, IT programmer, accountant,

mathematician, doctor, economist

Bodily/Kinaesthetic Intelligence

Profi le: uses physical interaction with objects or space to

process information; responds to getting up and moving around; may become restless if not given a chance to move

Typical skills: good muscle control leading to capacity to

minutely control body movements and handle delicate objects; good at making things; advanced muscle memory; good hand–eye coordination

Typical careers: athlete, dancer, actor, firefighter, surgeon,

soldier, pilot

Musical/Rhythmic Intelligence

Profi le: highly sensitised to sounds, rhythms and tones; well

developed language skills; sensitive to background sounds; responds to music and can talk about it critically

Typical skills: singing and playing musical instruments;

memory for complex rhythmic and melodic patterns; understands music, rhythm and structure; perfect musical pitch

Typical careers: musician, singer, conductor, composer,

writer, public speaker

Interpersonal Intelligence

Profi le: relates to others and able to see things from their

point of view; extremely sensitive to other people’s emotions and moods; enjoys discussion or debate; extroverted

Typical skills: good organisation; is cooperative in groups and

acts as peace-maker; good at communicating verbally and non verbally using body language and eye contact

Typical careers: social worker, manager, businessperson,

sales representative

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Intrapersonal Intelligence

Profi le: tends towards self-reflection and analysis of strengths

and weaknesses; introverted; often intuitive; has a profound understanding of self; prefers to work alone

Typical skills: good at understanding and recognising feelings

and emotions; well-developed awareness of strengths and weaknesses; realistic about their role in the world

Typical careers: researcher, philosopher, writer, lawyer

Naturally, developing an awareness of intelligence type can help teachers support students in their studies and in their future career decisions.

Learning Styles

Additional studies by Neil Fleming establish a model, usually referred to as VAK, which specifically deals with the way learners interact with information. This model focuses on three basic learning styles which should also be considered in any classroom situation:

Visual Learners

… like to see information expressed as maps, charts, graphs, diagrams and mind maps. Clear and logical use of pictures, colour, font, layout and graphics keep them focused. They learn well with activities which involve drawing lines, arrows and circles, and underlining, highlighting and crossing out.

Auditory Learners

… like to hear information and learn best from listening and pronunciation activities, teacher talk time and group and pair discussion work. They tend to deal with language as they speak rather than before which means they may make mistakes but these are a key part of their learning process.

Kinaesthetic/Tactile Learners

… respond best to ‘reality’ be it through demonstration, simulations or video of the physical world. They may have difficulty learning by reading or listening and will retain information better when they are free to move. They will respond well to activities with micro-movement in class such as games and card matching activities.

Catering for diversity in the classroom is a key objective in

Next Move which has been written to include the widest

possible range of material for students of all intelligences and

learner types. All the activities in Next Move have been

designed to ensure maximum variety in order to ensure that all students get the most out of the course.

The Brain Trainer material at the end of the Students’ Book

allows you to focus a little more consciously on multiple intelligences and learning styles in the classroom. Raise awareness after completing each activity by asking students how easy or difficult they found the activity and gradually helping them understand what type of learner they are.

Learning Styles Test

At the beginning of the course, use the following test to get a general idea about your students’ preferences. This also serves as an introduction for them to the basic idea of

learning styles and helps them understand that the Brain Trainer section is not merely another collection of grammar

and vocabulary activities, but rather a way to find out about themselves and learn how to learn more effectively. Tell the students to write the numbers 1–30 on a piece of paper and tell them that you are going to ask them 30 simple

questions to which they must answer simply yes or no . Read

the following questions in students’ L1, repeating them as necessary.

Ask students to divide their answers into three groups, 1–10,

11–20, 21–30. They count up how many times they wrote yes in each group. Tell students who have the majority of yes

answers in the first block (1–10) to stand up and explain that

they are predominantly visual learners. Repeat the procedure with the second block (11–20) for the auditory learners and finally with the third block for the kinaesthetic / tactile learners.

Point out that within the class there are a range of learner types and that the Students’ Book has material for all of them.

1 Are you good at using maps?

2 Do you remember people’s faces even if you’ve only seen them once or twice?

3 Are you good at spelling? 4 Do you like clothes and fashion?

5 Can you understand charts and diagrams quickly? 6 Is it difficult for you to study when it is noisy? 7 Do you like using different colour pens? 8 Do you dream in colour?

9 Do you read a lot outside class? 10 Do you often write letters or emails? 1 1 Do you like studying with other people? 12 Are you good at explaining things?

13 Do you spend a long time talking on the phone? 14 Do you like discussing things in class?

15 Do you often hum or sing to yourself? 16 Do you like listening to the radio?

17 Are you good at remembering people’s names? 18 Do you like hearing people telling stories? 19 Do you like acting?

20 Are you happy talking in front of groups of people? 21 Do you like making things?

22 Are you good at sports and physical activities? 23 Is your handwriting a bit messy?

24 Do you like making models and building things? 25 Are you a good dancer?

26 Do you like science classes? 27 Do you do activities like martial arts? 28 If you buy something new, do you ignore the

instructions and start to use it immediately? 29 Is it difficult for you to sit still for long?

30 Has anybody ever told you you’re hyperactive?

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4 To be; Have got; There is/are;

Personal and Object pronouns;

Possessive ’s;

Possessive adjectives and pronouns

PlacesPossessions

Countries and nationalities

The Friends’ ClubAsking for and giving personal informationA personal profi le

Maths File

10 Present simple; Verb + -ing;

Adverbs of frequency SportsCompound nouns The Olympic GamesSuperstitious sports stars

30Past simple: affi rmative and negativePast simple: questions and short answers

Pronunciation: Verb endings /t/, /d/, /ɪd/ A biographyWriting File: Ordering information

Angelica Da Silva

44Past continuous: affi rmative, negative and questions

Past simple/Past continuous

Breaking the rules

Prepositions of movement Paul’s problem pageSupergran catches thieves! Police interviews Dictation

Showing interest

Pronunciation: Was and were;

strong and weak forms

A short story

Writing File: Sequencing words

Biology File

54Comparatives and SuperlativesPresent continuous for future

Agreeing and disagreeing

Pronunciation: Intonation in questions and answers

A description of a friendWriting File: Word order

Litia Fruean

64 Going to; Should;

Must/Mustn’t Environment verbsMaterials and containers

88Present perfect: affi rmative and negativePresent perfect: questions

The natural world

98 a/an, some/any; Quantity

Indefi nite pronouns

Adjectives describing jobs

Micropolix theme parkForget babysitting!

Summer jobs Dictation

Pronunciation: Schwa /ə/ A questionnaireWriting File: Checking your work

Brain Trainer pages 112–120 Culture pages 121–126 Irregular verb list page 127

Play The Game!The Big Picture

4 To be; Have got; There is/are;

Personal and Object pronouns;

Possessive ’s;

Possessive pronouns

PlacesPossessions

Countries and nationalities

The Friends’ ClubAsking for and giving personal informationA personal profi le

Maths File

10 Present simple; Verb + -ing;

Adverbs of frequency SportsCompound nouns The Olympic GamesSuperstitious sports stars

30Past simple: affi rmative and negativePast simple: questions and short answers

Pronunciation: Verb endings /t/, /d/, /ɪd/ A biographyWriting File: Ordering information

Angelica Da Silva

44Past continuous: affi rmative, negative and questions

Past simple/Past continuous

Breaking the rules

Prepositions of movement Paul’s problem pageSupergran catches thieves! Police interviews Dictation

Showing interest

Pronunciation: Was and were;

strong and weak forms

A short story

Writing File: Sequencing words

Biology File

54Comparatives and SuperlativesPresent continuous for future

Agreeing and disagreeing

Pronunciation: Intonation in questions and answers

A description of a friendWriting File: Word order

Litia Fruean

64 Going to; Should;

Must/Mustn’t Environment verbsMaterials and containers

88Present perfect: affi rmative and negativePresent perfect: questions

The natural world

98 a/an, some/any; Quantity

Indefi nite pronouns

Adjectives describing jobs

Micropolix theme parkForget babysitting!

Summer jobs Dictation

Pronunciation: Schwa /ə/ A questionnaireWriting File: Checking your work

Brain Trainer pages 112–120 Culture pages 121–126 Irregular verb list page 127

3Curriculum File Real World Profiles

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4 To be; Have got; There is/are;

Personal and Object pronouns;

Possessive ’s;

Possessive adjectives and pronouns

PlacesPossessions

Countries and nationalities

The Friends’ ClubAsking for and giving personal informationA personal profi le

Maths File

10 Present simple; Verb + -ing;

Adverbs of frequency SportsCompound nouns The Olympic GamesSuperstitious sports stars

30Past simple: affi rmative and negativePast simple: questions and short answers

Pronunciation: Verb endings /t/, /d/, /ɪd/ A biographyWriting File: Ordering information

Angelica Da Silva

44Past continuous: affi rmative, negative and questions

Past simple/Past continuous

Breaking the rules

Prepositions of movement Paul’s problem pageSupergran catches thieves! Police interviews Dictation

Showing interest

Pronunciation: Was and were;

strong and weak forms

A short story

Writing File: Sequencing words

Biology File

54Comparatives and SuperlativesPresent continuous for future

Agreeing and disagreeing

Pronunciation: Intonation in questions and answers

A description of a friendWriting File: Word order

Litia Fruean

64 Going to; Should;

Must/Mustn’t Environment verbsMaterials and containers

88Present perfect: affi rmative and negativePresent perfect: questions

The natural world

98 a/an, some/any; Quantity

Indefi nite pronouns

Adjectives describing jobs

Micropolix theme parkForget babysitting!

Summer jobs Dictation

Pronunciation: Schwa /ə/ A questionnaireWriting File: Checking your work

Brain Trainer pages 112–120 Culture pages 121–126 Irregular verb list page 127

Play The Game!The Big Picture

4 To be; Have got; There is/are;

Personal and Object pronouns;

Possessive ’s;

Possessive pronouns

PlacesPossessions

Countries and nationalities

The Friends’ ClubAsking for and giving personal informationA personal profi le

Maths File

10 Present simple; Verb + -ing;

Adverbs of frequency SportsCompound nouns The Olympic GamesSuperstitious sports stars

30Past simple: affi rmative and negativePast simple: questions and short answers

Pronunciation: Verb endings /t/, /d/, /ɪd/ A biographyWriting File: Ordering information

Angelica Da Silva

44Past continuous: affi rmative, negative and questions

Past simple/Past continuous

Breaking the rules

Prepositions of movement Paul’s problem pageSupergran catches thieves! Police interviews Dictation

Showing interest

Pronunciation: Was and were;

strong and weak forms

A short story

Writing File: Sequencing words

Biology File

54Comparatives and SuperlativesPresent continuous for future

Agreeing and disagreeing

Pronunciation: Intonation in questions and answers

A description of a friendWriting File: Word order

Litia Fruean

64 Going to; Should;

Must/Mustn’t Environment verbsMaterials and containers

88Present perfect: affi rmative and negativePresent perfect: questions

The natural world

98 a/an, some/any; Quantity

Indefi nite pronouns

Adjectives describing jobs

Micropolix theme parkForget babysitting!

Summer jobs Dictation

Pronunciation: Schwa /ə/ A questionnaireWriting File: Checking your work

Brain Trainer pages 112–120 Culture pages 121–126 Irregular verb list page 127

3Curriculum File Real World Profiles

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Starter Unit

Grammar To be

Where (they / be)?

B Yes, (she / be). 6 A (this / not be) my CD.

H ave got

2 Has he / He has got a new mobile phone? 3 We hasn’t / haven’t got the CDs. Has / Have

you got them?

4 I ’ve / has got a pet cat. 5 Has / Have you got Lila’s email? 6 She hasn’t / Has she got a green bag. Her

bag is blue.

7 Have they / They have got a computer. 8 The car hasn’t / has got two doors. It have /

has got four.

2 She’s got three cats. 3 My room’s got two windows. 4 Kate’s a police officer. 5 It’s a new computer game. 6 That girl’s got pretty eyes. 7 He’s at the cinema.

8 Adrian’s got a new MP3 player.

answers.

Picture A

1 she / short hair?

A Has she got short hair?

B No, she hasn’t. She’s got long hair.

2 he / an MP3 player? 3 they / green bags? Picture B

4 the chair / four legs? 5 the cat / green eyes? 6 the dogs / a house?

3 A Have they got green bags?

B No, they haven’t. They’ve got blue bags. 4 A Has the chair got four legs?

B No, it hasn’t. It’s got three legs. 5 A Has the cat got green eyes? B Yes, it has.

6 A Have the dogs got a house? B Yes, they have.

Exercise 1

2 Is Fred; isn’t; He’s

3 The books aren’t; are they; they’re 4 Are you; aren’t; We’re

5 Who is; She’s; Is she; she is 6 This isn’t; It’s

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B Yes, .

B Yes, . a small table, too.

Personal and Object pronouns

your new teacher.

2 Your DVDs are here. Adam’s got them / they . 3 I / Me like fruit.

4 Come to the cinema with we / us . 5 Jade’s happy today. Look at she / her . 6 Liam is a nice boy. I like he / him .

7 This is Nick and this is Carla. Them / They are

It’s Peter’s (Peter).

2 Where are the (children) new toys? 3 We’re at our (grandma) house. 4 This is my (sister) room and this is my

(brother).

5 Is this the (men) room?

6 Lily plays in the (women) football team. 7 It’s my (friends) birthday party. They’re twins! 8 Have you got (Oliver) mobile phone number?

1 His bag is big.2 bag is small.

3 hats are black.4 hats are green.

Possessive adjectives and pronouns

adjectives. Then rewrite them again with possessive pronouns.

1 My dad’s got a big desk.

His desk is big. The big desk is his.

2 I’ve got a red T-shirt. . The red T-shirt is .3 We’ve got a small car.

. The small car is .

4 Amy and Liam have got an old computer. . The old computer is . 5 Maria’s got a new mobile phone.

. The new mobile phone is . 6 You’ve got a nice bag.

. The nice bag is .

1 there isn’t; there’s

2 There are; There aren’t; There are 3 Are there; there are

4 Are there; there aren’t; There’s 5 Is there; there is; There’s 6 Is there; there isn’t; there are

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Vocabulary Places

6 books, study, read 7 history, paintings, art 8 shops, fast-food restaurants 9 coffee, juice, snack

2 You play tennis at the zoo / sports centre . 3 You go to the cinema to see a DVD / film. 4 You buy clothes at a shop / town square. 5 You have dinner at a library / restaurant . 6 You have lessons in a post office / school .

Possessions

2 You wear them on your eyes when it’s sunny. 3 You take photos with it.

4 You write or draw with it. 5 It tells you the time.

6 You send emails and use the internet with it.

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B Yes, .

B Yes, . a small table, too.

Personal and Object pronouns

your new teacher.

2 Your DVDs are here. Adam’s got them / they . 3 I / Me like fruit.

4 Come to the cinema with we / us . 5 Jade’s happy today. Look at she / her . 6 Liam is a nice boy. I like he / him .

7 This is Nick and this is Carla. Them / They are

It’s Peter’s (Peter).

2 Where are the (children) new toys? 3 We’re at our (grandma) house. 4 This is my (sister) room and this is my

(brother).

5 Is this the (men) room?

6 Lily plays in the (women) football team. 7 It’s my (friends) birthday party. They’re twins! 8 Have you got (Oliver) mobile phone number?

1 His bag is big.2 bag is small.

3 hats are black.4 hats are green.

Possessive adjectives and pronouns

adjectives. Then rewrite them again with possessive pronouns.

1 My dad’s got a big desk.

His desk is big. The big desk is his.

2 I’ve got a red T-shirt. . The red T-shirt is .3 We’ve got a small car.

. The small car is .

4 Amy and Liam have got an old computer. . The old computer is . 5 Maria’s got a new mobile phone.

. The new mobile phone is . 6 You’ve got a nice bag.

. The nice bag is .

Countries and Nationalities

country or nationality.

2 James is from Britain. He’s . 3 Hanna is from . She’s German. 4 Nadine is from France. She’s . 5 Matias is from . He’s Argentinian. 6 Sophia is from . She’s Greek. 7 Marco is from Italy. He’s . 8 Gabriella is from . She’s Mexican.

8 What about you? Complete the sentences. I am from . I am .

People

What has Zak got?

This is Zak. He is American. He is from Chicago, a big city in the USA. Zak and his family are moving to Britain. Today Zak is packing his things. 1 poster

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1 1.2Read The Friends’ Club.

sentences true (T) or false (F)?

2 She’s got a pet. 3 Nadia likes dancing. 4 She’s got a brother.

5 Carlos’ mum and dad are Brazilian. 6 Carlos’ favourite food is salad.

1 Carlos has a brother. His name is Paolo. 2 has got a camera.

3 is funny. 4 has a sister, Zahra. 5 works in a shop. 6 is thirteen years old.

The Friends' Club

Hi, I’m Jody and I’m fourteen years old. I’ve got a brother, Harry, and a cat. Carlos and Nadia are my friends. We go to school together. I love fi lms. I’ve got a video camera and I make fi lms.

fourteen. I love dancing, music and fashion. This is a photo of me. I have a sister, Zahra. She works in a shop. She’s eighteen.

I’m Carlos and I love sports. I’m thirteen years old. My dad’s Brazilian and my mum’s British. I’ve got one brother, Paolo. I’m funny and good-looking. (OK, I’m joking!) My favourite food is chocolate!

I’m and I’m years old.

5 False (His dad’s Brazilian but his

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Starter Unit

Speaking and Listening

listen and check.

Gabriella Hi, I’m Gabriella . 1 . c

Gabriella 2 .

Gabriella 3 .

years old. a Where are you from? b How old are you? c What’s your name? d What about you?

e Have you got any brothers or sisters or are you an only child?

Replace the words in purple with your own information.

Starter Unit

I’ve got Art with Nadia.

is this?

Zak, by the way.

Carlos Are you American, Zak?

dad’s Brazilian.

Goodbye .

Carlos What subject have you got this morning, Zak?

Carlos Follow me! We’re in the same class.

My assessment profile: Workbook page 126

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basketball horse-riding archery

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

about you?

1 1.5 Listen and repeat. Then match the photos to twelve of these sports.

football gymnastics horse-riding ice hockey ice-skating judo mountain biking skateboarding skiing snowboarding swimming 1 tennis [Design: numbered photos

[A/W <1.1> - swimming goggles and water

[A/W <1.2> - close up of basketball net and ball slam-dunking through

[A/W < 1.3> - a mountain bike wheel in mud [A/W <1.4> - a judo belt on a white judo suit [A/W <1.5> - running shoes on starting block

[A/W <1.6> - skateboard wheels and board on concrete [A/W <1.7> - end of ice hockey stick and puck [A/W <1.8> - part of snowboard on snow

[A/W <1.9> - close-up of arrow fitted to bow + hand [A/W <1.10> - horse wearing saddle, ready for someone to ride

[A/W <1.11> - an ice-skate blade on ice

[A/W <1.12> - horse (gymnasts’ horse) and parallel bars

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

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

4 Complete the sentences with play , go or do .

1 I play football with my friends.

2 Paul and Sam athletics at school. 3 They swimming in summer. 4 We gymnastics in our free time.

5 My brothers skateboarding in the street. 6 Claire and Victoria judo at the sports centre. 7 I ice hockey in autumn.

8 They basketball in the park. 9 We skiing in winter.

10 I horse-riding in the country.

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

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

Vocabulary Sports; Compound nouns

Speaking Opinions

Writing A description of a sport

Brain Trainer Activity 3

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

Adverbs of frequency – never, hardly ever, sometimes, often, usually, always

Vocabulary



Sports – archery, athletics, basketball, football, gymnastics, horse-riding, ice hockey, ice-skating, judo, mountain biking, skateboarding, skiing, snowboarding, swimming, tennis



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

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

Exercise 1 (Track 1.5)

• Play the recording for students to listen and repeat. • Pause after each word to check students’ pronunciation. • Individually, students match the photos to the words.

2 basketball 6 ice hockey 10 horse-riding 3 skateboarding 7 ice-skating 1 1 gymnastics 4 judo 8 snowboarding 12 mountain biking 5 athletics 9 archery

Exercise 2

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

in their L1 for the missing items, if appropriate. Answers

football, skiing, tennis

Exercise 3

• Individually, students complete the table.

• Check answers by drawing the table on the board and asking individual students to complete the missing information.

play go + - ing do

basketball horse-riding archery

football ice-skating athletics ice hockey mountain biking gymnastics tennis skateboarding judo

After checking the answers to Exercise 3, check

students understand the basic rules governing the use of

play , go and do . With stronger groups you might prefer to

have students try to deduce the rule themselves based on the table in Exercise 3 and then suggest further examples for each verb.

Generally speaking, we use play for sports with a ball, go with free-time activities which end in -ing and do for

other sports and activities.

• Ask two students to read out the examples.

• Students work in pairs, asking and answering the questions. • Monitor but do not interrupt fluency.

Extra activity

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

Workbook pages 8 and 104 Brain Trainer Activity 3 See Teacher’s Book page 210

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Unit 1Play The Game!

Revision

First – At the start of the class, revise the use of play , go and do from the previous lesson. Tell students to draw a table in

their notebooks with three columns and mark the columns

play , go and do respectively.

Second – Tell students you are going to say ten sports and that they must write them in the correct column and also spell them correctly. They will get half a point for the correct column and a further half a point for the correct spelling. Read the following ten items and then check answers by asking individual students to write the words on the board.

athletics, basketball, football, ice hockey, judo, mountain biking, skateboarding, snowboarding, swimming, tennis

Third – Students correct their own work and give themselves a mark out of ten.

(Answers: play – basketball , football , ice hockey , tennis ; go – mountain biking , skateboarding , snowboarding , swimming ; do – athletics , judo)

Cultural notes

The first Ancient Olympic Games are believed to have taken place in Ancient Greece in 776 BC at Olympia, from where they take their name. The games were celebrated for over five hundred years until the advance of Christianity reached Greece in AD 393.

The Olympic Games we know today were first celebrated in Athens, Greece, in April 1896 in the Panathenaic Stadium which was built on the ruins of the ancient stadium in the capital. In the modern games, hundreds of countries and thousands of athletes compete in nearly four hundred different events.

The first Winter Olympic Games were held in 1924 in Chamonix, France, and the first Paralympic Games were held in Rome, Italy, in 1960. The sports that form part of the Olympic Games have varied considerably over the years. The only constant is that any activity which involves motorised equipment, e.g. motorcycling, water-skiing, etc. cannot be considered an Olympic sport.

Exercise 1

• Draw attention to the photos and the text and ask students what they can see.

• Make sure students understand not to read in detail at

Give students one minute to look at the illustrations and the flags in the magazine article. Tell them to focus only on the images, not to read the text. Books closed.

Write the following questions on the board ( answers in brackets ). In pairs, students try to answer from memory.

1 How many different flags are there on the page?

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

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

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

yellow, black, green, red )

5 When and where are the next Summer Olympic

Games? ( 2016 Rio de Janeiro, Brazil )

6 When and where are the next Winter Olympic Games

( 2014 Sochi, Russia )

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

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

• Elicit from stronger students or explain yourself the meaning of any new vocabulary.

2 No, they aren’t. They’re in different years. 3 Yes, it is.

4 The Paralympics take place in the same year as the Summer Olympic Games.

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

national flag.

Exercise 3

• Read the questions with the class.

• Students then work in pairs, asking and answering the questions.

• Monitor but do not interrupt fluency.

• Make a note of any mistakes to go over with the

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1 the Olympic flag? 2 the Olympic torch?

3 the opening ceremony of the Olympic Games?

2 1.6 Read the magazine article. Answer the questions.

1 How often are the Olympic Games?

Every four years.

2 Are the Summer Olympic Games and the Winter Olympic Games in the same year? 3 Is archery an Olympic sport?

4 When are the Paralympics?

5 Why are there five rings on the Olympic flag? 6 Why are the colours of the Olympic flag blue,

black, red, yellow and green?

3 What about you? In pairs, ask and answer.

1 What is your favourite Olympic sport? 2 How many Olympic sports can you name? 3 How many Olympic athletes can you name?

What is your favourite

Olympic sport?My favourite Olympic sport is football. What

The Olympic Games is an international sports event. There are Summer Olympic Games and Winter Olympic Games. They take place every four years in a different country. The Summer and Winter Olympic Games do not happen in the same year.

At the Summer Olympic Games, athletes from ﬁ ve continents take part in many sports including archery, athletics, gymnastics, swimming, football and basketball. At the Winter Olympic Games the sports include ice hockey, skiing and snowboarding. The Paralympics take place in the same year as the Summer Olympic Games. The Paralympics are for athletes with physical disabilities.

The rings on the Olympic ﬂ ag are the symbol of the Games. There are ﬁ ve rings because there are Olympic athletes from ﬁ ve continents: Europe, Asia, Oceania, Africa and the Americas. The rings are blue, black, red, yellow and green because every country has one of these colours on its national ﬂ ag.

The Olympic Games begins with an opening ceremony. In the ceremony, a man or woman lights the Olympic torch. The ﬁ re for the torch always starts in Ancient Olympia in Greece. The sun starts the ﬁ re in a mirror, and then a woman lights the torch. After that, different people carry the torch to the opening ceremony. The torch visits many countries and towns before the opening ceremony.

The Olympic Games

ca

The rings on the Olympic ﬂ ag are the symbol of the Games. There are ﬁ ve rings because there are

Olympic athletes from ﬁ ve continents: Europe, Asia, Oceania, Africa and the Americas. The rings are blue, black, red, yellow and green because every country has

one of these colours on its national ﬂ ag. The Olympic Games begins with an opening ceremony. In the ceremony, a man or woman lights the Olympic torch. The ﬁ re for the torch always starts in Ancient Olympia in Greece. The sun starts the ﬁ re in a mirror, and then a woman lights the torch. After that, different people carry the torch to the opening ceremony. The torch visits many countries and towns before the opening ceremony.

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every day on Tuesday at the weekend after school in the morning at night Watch Out!

play play s go go es study stud ies

Grammar reference Workbook page 86

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

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

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

a My grandfather likes music.

b We play tennis after school.

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

charge do get up go

play read study work

1 We do judo on Friday evenings. 2 James books by Stephenie Meyer. 3 They skateboarding after school. 4 She in a hospital near London.

5 The students French and German at school. 6 You ice hockey at the weekends.

7 I my mobile phone every day. 8 Mum at seven every morning.

3 Complete the sentences with the negative form of the Present simple.

1 We like football. They don’t like football. 2 I get up at seven. She .

3 You study in the bedroom. I .

4 She walks to school in the morning. We . 5 They go to the cinema every Saturday. He . 6 He plays tennis every Tuesday. You .

4 Make questions with the Present simple. In pairs, ask and answer.

1 you / watch / sport / on TV ?

Do you watch sport on TV? Yes, I do.

2 your dad / wear / jeans / to work? 3 you / study / Japanese?

4 your mum / speak / English?

5 your friends / watch / videos / on YouTube? 6 your teacher / use / computers?

5 Complete the text with the verbs in the Present simple.

Leela’s parents 1 play tennis every weekend, but Leela 2 (not like) tennis and she 3 (not play) it. So what sport 4 (she / do) to stay fit? She

5 (play) football. Leela’s older sister, Lisa, also

6 (love) the game, and the two sisters 7 (get) up early every morning and 8 (practise) for half an hour before school. 9 (their parents / join) them? No, but they 10 (not stop) them!

Questions and short answers

Do I/you/we/they watch TV? Yes, I/you/we/they do. No, I/you/we/they don’t . Does he/she/it watch TV? Yes, he/she/it does . No, he/she/it doesn’t .

Pronunciation

Verb endings: /s/ /z/ / ɪ z/

6 1.7 Listen and repeat the sentences. Pay attention to the verb endings. 1 / s /: Grace like s ice-skating. 2 / z /: Baz love s athletics. 3 / ɪz /: Liz watch es sport on TV.

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Unit 1Play The Game!

Grammar Present simple

Language note

The spelling rules relating to the formation of the Present simple are as follows:

Verb + s : Most verbs simply add an -s to make the third

person form.

Verb + es : Some verbs take -es at the end, generally verbs which end in -s , -sh , -ch and -x , but also the verbs do and go .

Verb + ies : Verbs which end in a consonant followed by -y form the third person by changing -y to -i and adding -es (e.g. study – studies , try – tries , copy – copies ).

Exercise 1

• Read the grammar tables with the class.

• Individually, students match the rules to the examples, referring back to the grammar tables where necessary. • Check answers as a class.

• Read the ‘Watch Out!’ section under the grammar tables with the class.

Answers

1 b 2 a

Exercise 2

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

students to write sentences on the board.

Answers

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

Exercise 3

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

Answers

2 doesn’t get up at seven. 3 don’t study in the bedroom. 4 don’t walk to school in the morning. 5 doesn’t go to the cinema every Saturday. 6 don’t play tennis every Tuesday.

Exercise 4

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

and sentence stress.

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

make mistakes with the question or third person forms.

Pronunciation Verb endings:

/s//z//ɪz/

Answers

2 Does your dad wear jeans to work? 3 Do you study Japanese?

4 Does your mum speak English?

5 Do your friends watch videos on YouTube? 6 Does your teacher use computers?

Exercise 5

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

2 doesn’t like 5 plays 8 practise

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

Further practice

Workbook pages 10 and 86–87 Brain Trainer Activity 2 See Teacher’s Book page 210

Language note

Third person singular verbs are pronounced with /s/ at the end when the infinitive ends with an unvoiced consonant sound and with /z/ at the end when the infinitive ends with a voiced consonant sound. Only when the infinitive ends with the sounds /ʃ/ , /tʃ/ , /ʒ/ or /dʒ/ , do we add the complete syllable /ɪz/ .

Note that the pronunciation of do/does is also irregular in

that the vowel sound changes from the infinitive /duː/ to the third person /dʌz/ .

Exercise 6 (Track 1.7)

• Play the recording. Students listen and repeat. • Draw students’ attention to the pronunciation of the

verb endings. Extra activity

Brainstorm ten other regular verbs students already know and write them on the board. Be prepared to feed in additional verbs if students can’t think of ten. Ask students to classify these verbs according to the

pronunciation of the third person -s .

If students have problems identifying the group, tell them to put their hand on the front of their neck as they say the infinitive. Point out the physical difference between

the verbs which end in an unvoiced sound (e.g. like ) and those which end in a voiced sound (e.g. love ). Those with

a voiced sound will cause them to feel vibrations in their neck whereas the unvoiced ones will not.

Further practice Workbook page 123

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Unit 1Play The Game!

Verb + -ing

Language note

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

only at higher levels. Throughout Next Move the form taught after verbs of preference is -ing .

Exercise 7

• Read the grammar table with the class.

• Individually, students complete the rule, referring back to the grammar table where necessary.

Answers

-ing form

Exercise 8

• In pairs, students order the words.

• Check answers by drawing the line on the board and asking individuals where to place the verbs.

Answers

l ove



like / enjoy



don’t mind / don’t like



hate

Exercise 9

• Individually, students make sentences with the verbs in

the -ing form.

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

• Check spelling by asking students to spell the -ing

forms to you.

Answers

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

Exercise 10 (Track 1.8)

• Students complete the conversation.

• Play the recording for students to listen and check.

• Check spelling by asking students to spell the -ing

Drill the conversation for correct pronunciation. Tell the class that they are going to be Ben and that you are going to be Amy. Build up the conversation step by step until students can perform it unprompted.

Change over the roles and repeat the procedure so that students have practised both parts.

Students then work in pairs, acting out the conversation.

Exercise 11

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

mistakes with the verb + -ing forms.

Further practice

Workbook pages 11 and 86–87

Vocabulary Compound nouns

Exercise 1 (Track 1.9)

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

check students’ pronunciation. Answers

2 tennis court 8 swimming pool 3 football boots 9 hockey stick 4 ice-skating rink 10 ice skates 5 swimming costume 1 1 tennis racket 6 judo belt 12 athletics track 7 basketball court

Exercise 2

• Students choose the correct options.

• They then compare their answers in pairs before checking answers as a class.

Answers

2 pitch 3 rink 4 court 5 track 6 pool

Exercise 3

• Ask students to scan the text quickly and tell you how

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

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

2 swimming 3 pool 4 stick 5 racket Further practice

Workbook pages 11 and 104 Brain Trainer Activity 4 See Teacher’s Book page 210

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13Unit 1

Grammar reference Workbook page 86

8 Put these verbs in the correct order. don’t like don’t mind enjoy like

9 Make sentences with the verbs in the - ing form.

1 she / enjoy / read / books

She enjoys reading books.

2 I / not mind / tidy / my bedroom 3 you / like / go / to the cinema? 4 we / hate / play / football / in winter! 5 they / not like / do / athletics 6 he / enjoy / read / books?

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

snowboarding , Ben?

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

you go snowboarding?

Ben Yes, I do. I like Linkin Park.

Amy Do you mind 4 (practise) every day? Ben No, I don’t, and I love 5 (win)

snowboarding competitions! Amy What don’t you like?

Ben I don’t like 6 (lose) competitions!

11 What about you? In pairs, ask and answer. 1 What sports do/don’t you like doing?

2 Do you mind losing a competition or a game?

1 1.9 Match the pictures to these compound nouns. Then listen, check and repeat.

athletics track basketball court football boots football pitch 1 hockey stick ice skates ice-skating rink judo belt swimming costume swimming pool tennis court tennis racket

Wordlist page 43 Workbook page 104

After enjoy, hate, like, love and don’t mind , we use the infinitive form / -ing form of the verb.

2 Choose the correct options.

1 You play basketball on a basketball pitch / court . 2 You play football on a football pitch / court .

3 You go ice-skating at an ice-skating rink / track .

4 You play tennis on a tennis court / rink .

5 You do athletics on an athletics pitch / track .

6 You swim in a swimming pool / track .

3 Complete the text with the words in Exercise 1. Holly loves sport. She does judo on Mondays. She is good at it and she has a brown judo 1 belt . On Wednesdays she goes swimming. She takes her

2 costume to the swimming 3 . On Thursday she plays ice hockey. She uses her hockey 4 . On Friday she plays tennis. She needs her tennis 5 . On Saturday she watches football on TV!

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

She doesn’t (does not) like/doesn’t (does not) mind playing football.

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Speaking and Listening

1 Look at the photo. Answer the questions. 1 Where are Zak, Carlos and Nadia? 2 Why do you think they are there? 3 What has Carlos got in his hands? 4 What do you think Zak is doing?

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

3 1.10 Listen and read again. Answer the

2 Why is Nadia at the football pitch today? 3 What does Zak like about England? 4 What doesn’t Zak like about England? 5 What is the name of Zak’s favourite

basketball team?

6 Does Nadia’s dad like basketball?

4 Act out the conversation in groups of three.

Zak I quit! I hate playing this game !

Carlos Cheer up, Zak! You can learn. Now come and say hi to Nadia. She doesn’t usually come to the football pitch on Saturdays, but she wants to meet you.

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

don’t like football . Nadia What sports do you like?

Zak Basketball! The Chicago Bulls are my favourite team .

Nadia Hey, I know the Chicago Bulls. My dad’s a fan. Carlos I love them , too.

Zak Then come to my house tonight. We can watch a game together.

Nadia Good idea!

Say it in your language … I quit!

Cheer up!

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Second – Students match the words from the fi rst word snake to the words from the second to make compound nouns. Check answers by asking individual students to write words on the board.

(Answers: ice skates, judo belt, swimming pool, athletics track, football pitch, basketball court, hockey stick, tennis racket )

Third – Read the following questions for students to answer. 1 Where do you go ice-skating?

2 What do you wear to go to the swimming pool?

3 What verb do we use with judo?

4 What two activities can you do in the mountains in the snow?

5 Where do you play tennis?

6 What sport was Robin Hood good at?

7 What verb do we use with skateboarding?

8 What do you wear on your feet to play football? 9 What sport do you do with an animal?

10 What verb do we use with ice hockey?

In pairs, students compare their answers before checking as a class.

(Answers: 1 ice-skating rink; 2 swimming costume; 3 do; 4 skiing; snowboarding; 5 tennis court; 6 archery; 7 go; 8 football boots; 9 horse-riding; 10 play)

Speaking and Listening

Exercise 1

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

Exercise 2 (Track 1.10)

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

Answers

1 They’re at a football pitch.

2 Because Nadia wants to meet Zak. 3 A football

4 He’s playing football. Brain Trainer Activity 1 See Teacher’s Book page 210

Exercise 3 (Track 1.10)

• Play the recording again.

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

as a class.

Answers

2 Because she wants to meet Zak. 3 He likes the people.

4 He doesn’t like football. 5 The Chicago Bulls. 6 Yes, he does.

Exercise 4

• Divide the class into groups of three. • Groups act out the conversation.

• Monitor and correct students’ pronunciation as appropriate.

• Nominate one group to perform the conversation for the class.

Say it in your language …

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

the speaker is no longer going to participate in an activity. May also convey the impression that the speaker is irritated or angry with the activity. Similar in

meaning to ‘I give up!’

someone who we can see is sad or frustrated feel happier. Frequently followed by a short positive

phrase, e.g. ‘Cheer up! It’s Saturday tomorrow!’ You

might use it in class if you see a student looking unhappy.

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Unit 1Play The Game!

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

Exercise 8

• Students make their own conversations by replacing the words in purple in Exercise 7.

• Monitor but do not interrupt fluency unless students make mistakes with the phrases for asking for and giving opinions.

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

Students’ own answers Further practice

Workbook pages 12 and 113

Grammar Adverbs of frequency

Language note

Make sure students understand that, in English, these

adverbs of frequency are always placed before the verb, except in the case of the verb to be where they are

placed after.

Exercise 1

• Read the grammar table with the class.

• Individually, students complete the rules, referring back to the grammar table where necessary.

• Check the answers as a class.

2 He sometimes plays computer games before breakfast. 3 He often meets Paul for a game of tennis at the weekend.

4 They always play tennis in the park. 5 Pete hardly ever loses a game.

6 Their friend Maria is never there to watch them. 7 Peter and Paul are usually happy about that. Extra activity

Write the following sentences on the board and ask students to put adverbs in the sentences to make them true for them.

1 I go mountain biking at the weekend. 2 I watch the Summer Olympic Games. 3 I play tennis on Saturdays.

4 In my opinion the opening ceremony of the Olympic Games is amazing.

5 I do athletics at school.

6 My friends come to my house to watch football. Check answers by asking individual students to read complete sentences. The position of the adverb should be the same for the whole class although the adverb will change according to the student.

Exercise 3

• Students work individually, writing the questions. • Check the questions with the class.

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

Exercise 4

• Drill the questions and example answer for pronunciation and intonation.

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

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5 Look back at the conversation. Who says what? 1 I hate playing this game. Zak

2 What do you think of England? 3 I think the people are amazing.

4 The Chicago Bulls are my favourite team. 5 I love them, too.

6 Read the phrases for asking for and giving opinions.

Asking for opinions Giving opinions

What do you think of …? I think … is/are boring/

7 1.11 Listen to the conversations. Act out the conversations in pairs.

Zak What do you think of 1 tennis ?

Carlos I 2 love it. 3 Andy Murray is my favourite

4 player .

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

4 player.

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

2 like / love / don’t like / hate

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

Grammar reference Workbook page 86

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

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

2 Adverbs of frequency go before / after

other verbs.

2 Put the adverbs of frequency in the correct place in the sentences.

1 Pete gets up early. (usually)

Pete usually gets up early.

2 He plays computer games before breakfast. (sometimes)

3 He meets Paul for a game of tennis at the weekend. (often)

4 They play tennis in the park. (always) 5 Pete loses a game. (hardly ever)

6 Their friend Maria is there to watch them. (never) 7 Peter and Paul are happy about that. (usually)

3 Make questions with adverbs of frequency. 1 when / you / usually / play / tennis?

When do you usually play tennis?

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

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

4 athlete / player / team

never / hardly ever sometimes / often usually / always I never see you I sometimes get I’m usually at here at the up early. home on

When do you usually play tennis ?

I usually play tennis on Fridays after school.

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1 What sports do they do? 2 What are their names?

2 Read and check your answers to Exercise 1.

3 1.12 Read the article again. Who has … ? 1 A lucky charm Sebastian Vettel

2 A lucky number 3 Lucky clothes 4 A special ritual

4 1.12 Read the magazine article again. Answer the questions.

1 What does Serena Williams do before a match?

She ties her shoelaces in the same way before every match.

2 What are Serena’s lucky clothes?

3 How many rituals does Rafael Nadal have? 4 What does Nadal do when he wins a competition? 5 What does Fernando Torres take to

football matches?

6 What is Kolo Touré’s ritual?

7 What numbers are lucky for many footballers? 8 What are Sebastian Vettel’s lucky charms?

Listening

1 1.13 Listen to the radio show about lucky charms. Put the charms in the order you hear about them.

2 1.13 Listen to the radio show again. Choose the correct options.

1 Speaker 1 uses his lucky charm at school / home .

2 His lucky charm really helps / doesn’t really help .

3 Speaker 2 never / sometimes loses her charm.

4 She puts it in her bag / hand for good luck.

5 Speaker 3 says her lucky charm is not very / very lucky.

6 She has her lucky charm with her every day / on her birthday .

M

any sports stars are superstitious. They believe in good and bad luck. Some have a lucky charm (something they have with them for good luck) or wear lucky clothes. Others believe special numbers are lucky and some do special rituals (things they do for good luck) on the day of an important game.

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

competition, he always bites the trophy!

The Spanish footballer, Fernando Torres, loves the number three. He always has three shirts, three pairs of shorts and three pairs of boots in his sports bag.

Kolo Touré is always the last player onto the football pitch before a game. It’s his ritual. Many

football players believe numbers like 11, 22 or 33 on a player’s shirt are good luck and they think it is bad luck to change their number when they go to another team.

Formula One racing driver, Sebastian Vettel , doesn’t have a special ritual but he has lucky charms. He has a necklace and a little metal pig! way before every match. She often wears the same socks at all the matches in a competition. She also has lucky shoes and likes having an extra dress with her. Another tennis star, Nadal, places two water bottles in exactly the same position next to the tennis court before every match. When he wins a

Superstitious sports stars

Key Words

superstitious (good/bad) luck lucky charm ritual

shoelaces trophy

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Unit 1Play The Game!

Reading

Cultural notes

Rafael Nadal (Spain, 1986) is considered one of the

greatest tennis players of all time. Winner of numerous singles titles and an Olympic gold medallist.

Sebastian Vettel (Germany, 1987) is a world champion

Formula 1 racing driver. His first win was the 2008 Italian Grand Prix when he was only 21.

Serena Williams (United States, 1981) has won numerous

international tennis competitions playing both singles and doubles with her sister Venus.

Kolo Touré (Ivory Coast, 1981) has played for Arsenal and

Manchester City. He has two younger brothers who are also professional football players.

Fernando Torres (Spain, 1984) has played with Atlético

Madrid, Liverpool and Chelsea. He was also part of the Spanish team which won the 2010 FIFA World Cup.

Exercise 1

• Draw attention to the photos and the text and ask students what they can see.

• Make sure students understand not to read in detail at

1 tennis, Formula One, football

2 (left to right, top to bottom) Rafael Nadal, Sebastian Vettel, Serena Williams, Kolo Touré, Fernando Torres. Key Words

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

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

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

lucky charm – a special object which a person believes brings them luck

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

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

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

Exercise 3 (Track 1.12)

• Students read the text and identify the sports stars. • If you wish, play the recording for students to listen

and read.

• Elicit from stronger students or explain yourself the meaning of any new vocabulary.

• Individually, students answer the questions. • Check answers as a class.

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

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

4 He always bites the trophy.

5 He always takes three shirts, three pairs of shorts and three pairs of boots.

6 He is always the last player onto the football pitch. 7 11, 22 or 33.

8 A necklace and a little metal pig. Extra activity

Write the question ‘Have you got a lucky charm?’ on the

board. Ask students who have a lucky charm to show it to the class or draw a picture of it on the board. Elicit the word for the charm or teach it yourself, then ask students

further questions, e.g. ‘How does it help you?’, ‘Do you (wear) it (every day)?’ , etc.

• Play the recording again for students to listen and choose the correct options.

• C heck in pairs before checking answers as a class. Answers

1 school 2 doesn’t really help 3 never 4 bag 5 very 6 on her birthday

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Unit 1Play The Game!

Writing A description of a sport

Revision

First – Revise the twelve compound nouns covered in the Vocabulary section on Students’ Book page 13 by writing the following words on the board:

athletics, basketball, football, hockey, ice, judo, swimming, tennis

Elicit all the words which can follow these words.

(Answers: athletics track , basketball court , football

boots/pitch , hockey stick , ice skates /- skating rink , judo belt , swimming pool/costume , tennis court / racket )

Second – Read the following sentences and ask students to identify the words.

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

court )

6 Kolo Touré plays games here. ( football pitch )

Third – Check answers and spelling by asking individual students to write words on the board. In pairs, students write more clues using famous sports stars for some of the

compound nouns not used.

Exercise 1

• Read the Writing fi le with the class.

• Ask students if the punctuation rules are the same or different in their L1.

Exercise 2

• Make sure students understand that they should fi nd at least one example for each sort of punctuation

Possible answers

1 … my favourite sport is snowboarding .

2 … it’s difficult to practise in summer , but from November to …

3 He has two gold medals ! 4 What about you ? 5 It’s a winter sport …

Exercise 3

• Individually, students rewrite the sentences with appropriate punctuation.

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

sentences on the board.

Answers

2 She likes watching tennis, but she doesn’t like playing it. 3 When do they watch football on TV?

4 Have you got a lucky number? 5 That’s Jody’s brother’s skateboard. 6 Mike’s brother is a great football player!

Exercise 4

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

as a class.

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

2 She goes snowboarding in Verbier.

3 You need a snowboard, special snowboard boots, a helmet, goggles and gloves.

4 It’s fast and exciting.

Exercise 5

• Explain that students should only make notes at this point or write short sentences.

• Encourage students to ask you for any vocabulary they need.

Answers

Students’ own answers

Exercise 6

• Read the ‘My favourite sport’ writing guide with the class. Tell students they must now present their information as a complete text, not as notes or

At the end of each unit make a set of word cards using 10–15 vocabulary items from the unit for students to memorise. In the Teacher’s Book notes at the end of each Writing page from Units 2 to 9 there are games and ideas to exploit these cards and revise the chosen vocabulary.

Prepare some blank cards in advance, making them at least 6 cm x 10 cm, and an envelope or bag to keep them in. On the front of the card, write the lexical item in large clear letters.

Use the cards to make sure fast finishers always have something to do. Have them decorate the front of the card with a picture or design to help students remember the word. On the back they write the following: a definition of the word in English or in their L1 and an example sentence in English containing a blank where the word appears.

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17Unit 1

1 Read the Writing File.

Writing File Punctuation

We use:

•

a full stop . at the end of sentences.

•

a comma , in the middle of a sentence before a new idea, or in lists.

•

an exclamation mark ! to show surprise.

•

a question mark ? at the end of questions.

•

an apostrophe ’ for possessives ( Rose’s MP3 player ) and contractions ( isn’t ).

2 Read about Isabella’s favourite sport. Find:

3 Put the correct punctuation in the sentences. 1 Ive got a tracksuit some trainers and a football

I’ve got a tracksuit, some trainers and a football.

2 She likes watching tennis but she doesnt like playing it

3 When do they watch football on TV

4 Have you got a lucky number 5 Thats Jodys brothers skateboard 6 Mikes brother is a great football player

4 Read about Isabella’s favourite sport again. Answer the questions.

1 What is Isabella’s favourite sport? Snowboarding

2 Where does she do this sport?

3 What equipment do you need for this sport? 4 Why does Isabella like the sport?

5 Think about a sport you like. Answer the questions. Make notes.

1 Which sport do you like?

2 When and where do you play/watch it? 3 What is your favourite team?

4 Who is your favourite player? 5 Why do you like the sport?

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

I live in Switzerland and my favourite sport is snowboarding. It’s a winter sport and it’s difﬁ cult to practise in summer, but from November to April I go snowboarding every weekend with my friends. There are many ski resorts in my country but I usually go to Verbier. The snow is great there and I hardly ever go to other places.

The main equipment for snowboarding is a snowboard and special snowboard boots. I always wear a helmet, goggles for my eyes and gloves. My favourite snowboarder is Shaun Roger White. He snowboards in the Winter Olympic Games. He has two gold medals! I think he is an amazing athlete. Snowboarding is a great sport. It’s fast and exciting. I love snowboarding! What about you?

My favourite sport by Isabella

My favourite sport

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

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

Use full stops, commas, exclamation marks, question marks and apostrophes. Use the vocabulary in this unit.

Check your grammar and spelling.

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2 We (play) tennis every Friday. 3 (Jane / walk) to school every day? 4 Gary (go) snowboarding in winter. 5 I (not watch) sports on TV.

6 What clothes (they / wear) for judo? 7 Martin (not do) athletics on Wednesday. 8 The girls (not like) football!

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

lose play play watch wear win

Luke loves 1 playing football and he loves 2 ! His team usually wins, but when they lose, Luke isn’t happy! He hates 3 ! Bella, his sister, doesn’t like 4 ball games but she doesn’t mind

5 them on TV. She also likes 6 her Chelsea football shirt. She thinks it’s a great shirt!

3 Put the words in the correct order.

1 play / basketball / usually / after school / They

They usually play basketball after school.

2 a football shirt / I / often / wear 3 usually / are / Fast sports / exciting 4 eat / We / never / before swimming

5 He / his friends / often / on Sunday / phones 6 in the park / She / sometimes / studies

Vocabulary Review

4 Look at the pictures. Complete the sentences. 1 Josh and Alex do archery at the weekend. 2 Sasha does at school.

3 Max plays every winter.

4 Ben and Katie go every day in summer. 5 Hannah does on Fridays.

6 Fred goes in summer.

5 Complete the sentences with these words. court pitch pool rink track

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

Speaking Review

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

don’t favourite like think What

A What do you think of the Olympic Games? B I like them. I think they’re boring. A But do you Usain Bolt?

B Yes, I do. I he’s amazing. A He’s my athlete, too.

Dictation

7 1.15 Listen and write in your notebook. [New photo needed: (1.56)]

My assessment profile: Workbook page 127 

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Unit 1Play The Game!

Refresh Your Memory!

Exercise 1 Answers

3 Does Jane walk 7 doesn’t do

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

Answers and Audioscript 1 We never watch sport on TV.

2 She does athletics on Saturday morning. 3 He’s a great basketball player.

4 What do you think of our ice hockey team?

– Start by writing the word Sports in a cloud in the centre

of the board and copying the three spokes onto the board. Elicit the three verbs commonly used with sports

from the class ( do , go and play ) and write one in the

circle at the end of each spoke.

– Elicit an example of a sport with play , e.g. basketball , and write it in a box connected to the verb play . Elicit other words connected with basketball, e.g. ball , court , player and write these on the board, connecting them to

the box. Draw a simple illustration for each of the words.

– Continue the process, eliciting a sport with do and a sport with go and add these to the board along with

appropriate vocabulary. Students then work in small groups, brainstorming vocabulary and adding it to their diagrams. Give them a time limit of five minutes. Monitor and help with vocabulary and feed in ideas where necessary.

– Collate vocabulary on the board. Students can peer-teach the vocabulary they have thought of. Drill the vocabulary for pronunciation and word stress.

– Draw up the four speech bubbles. Make sure students understand that the ones on the left ask for opinions and the ones on the right give opinions. Elicit example questions to make sure students understand that the questions can be used to ask about either sports,

e.g. ‘What do you think of basketball?’ or sports stars, e.g. ‘What do you think of Kolo Touré?’

– Students then work in pairs, making conversations and expressing their opinions about sports and sports stars. – Monitor but do not interrupt fluency. Make a note of any mistakes related to the content of this unit to go over with the class afterwards but make sure that these mistakes remain anonymous during the correction stage.

My Assessment Profi le Unit 1 See Workbook page 127

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Unit 1Play The Game!

Maths File

Cultural notes

Humans started using simple natural materials, such as pigs’ bladders, to make balls many centuries ago, but modern football design is now at the cutting edge of science. Since Charles Goodyear made the first all-rubber football in 1855, ball design has evolved continuously. The only thing which has remained consistent is the size of the ball used in professional matches, which was established in 1873. For over 75 years footballs were dark brown until, in 1951, with the introduction of electric floodlighting, white balls were introduced to make it easier for spectators to follow the ball during the game.

Footballs made from 32 pieces of material, as described in the text, first appeared in the 1950s. They remain very common, although they were replaced in the 2006 FIFA World Cup by a design made of only 14 pieces and in 2010 by a controversial design with only eight pieces. In each case, it is the pressure within the ball which transforms it from a complex geometrical form into a perfect sphere. The newest footballs contain chips and transmitters which can send data about the ball’s exact position on the pitch to antennae around the stadium and send this information back to a receiver carried by the referee.

Language note

Be prepared to elicit from stronger students or explain yourself the meaning of the following lexical items which

appear in the reading text: facts, average, circumference, weigh, material.

Exercise 1

• Draw attention to the pictures and the text and ask students what they can see.

• Students scan the text quickly to find out what it is

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

Answers

2 There are 32 pieces.

3 They’re pentagons and hexagons. 4 Size 2 is good for young children. 5 It weighs a maximum of 370 grams. 6 They use a size 5 football.

My Maths File Exercise 3

• In pairs, students brainstorm sports equipment they use or their favourite sports stars use.

• Collate suggestions on the board.

Answers

Students’ own answers

Exercise 4

• Individually, students write their fact fi le.

• Monitor and help with grammar and vocabulary and feed in ideas if necessary.

• Point out errors for students to self-correct. • Remind students to check their grammar, spelling

and punctuation carefully before they give you their written work.

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

Students’ own answers In this unit have you …

… used the Grammar and Vocabulary worksheet? … used the Reading and Listening worksheet? … used the Writing worksheet?

… used the Speaking worksheet? … used the Unit test?

With the exception of the Writing worksheets, all the Teacher’s Resources are at two levels of diffi culty: * For students who need extra help and support

** For students who require an additional challenge

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1 the football World Cup 2 the history of footballs

3 the size and shape of footballs

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

average football?

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

4 Which football is good for young children? 5 What does a size 4 football weigh?

6 Which football do players use in the World Cup?

My Maths File

3 Make notes about some sports equipment you use or your favourite sports star uses.

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

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

Football Fact File

There are fi ve different sizes of football.

Size 1: This has a circumference of 43 centimetres. Size 2: This has a circumference of 56 centimetres; it weighs

a maximum of 280 grams. This is a good football for young children. This ball is good for football skills practice, too.

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

maximum circumference of 61 centimetres.

Size 4: This ball weighs a maximum of 370 grams. It has a

maximum circumference of 66 centimetres. Boys and girls from 8 to 12 usually play with this football.

Size 5: This is the ball for adult football matches and

competitions like the World Cup. It has a circumference of 71 centimetres.

SphereCircumference

What shape is the average football?

It’s a sphere and it has a circumference of 68 to 70 centimetres. It usually weighs between 410 and 450 grams.

An average football has 32 pieces of material:

12 pentagons and 20 hexagons.

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Grammar Present continuous; Present simple and Present continuous

Vocabulary Types of films; Adjectives

Speaking Suggestions

Writing A film review

1 1.17 Listen and repeat. Then match the photos to eight of these types of films. action film animated film comedy documentary fantasy historical film horror film martial arts film musical science fiction film war film western 1

Word list page 43 Workbook page 105

2 Which words in Exercise 1 are not in the photos? Think of a film for each film type.

Comedy – Night at the Museum

3 Read the sentences. What type of films are they? 1 Joe likes cartoons. animated films

2 I like adventures.

3 The songs in this film are great.

4 I like films with information about animals, people and places.

5 I love stories about the past. 6 The aliens are cool!

7 There are werewolves and zombies. 8 Cowboy films are my favourite. 9 It’s really funny. There are lots of jokes. 10 I love watching kung-fu and karate films.

4 In pairs, ask and answer. What type of films do you like?

What type of films

do you like?I like action films and animated films.

What about you?

Brain Trainer Activity 3

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Next move 2 teachers book

<b>TEACHER’S BOOKWITH MULTI-ROM</b>

<b>TIMOTHY JOHN FOSTER</b>

<b>THE IDEAL GUIDE FOR YOURLANGUAGE LEARNING JOURNEYFROM FIRST STEPS TO LAST</b>

<b>FOR TEACHERS </b>

<b>TEACHER’S BOOKWITH MULTI-ROM</b>

<b>TIMOTHY JOHN FOSTER</b>

<b>2</b>

<b> About the methodology </b>

<b> Motivation </b>

<b> Digital look and feel </b>

<b> Inductive grammar </b>

<b> Visual approach to vocabulary </b>

<b> Mixed ability </b>

<b>Introduction</b>

<b> About the Students’ Book </b>

<b> Workbook </b>

<b> Teacher’s Resource and Tests Multi-ROM </b>

<b> ActiveTeach </b>

<b> About the Teacher’s Book </b>

<b> Extra activities </b>

<b> Mixed ability </b>

<b> Live listening </b>

<b> Dictation </b>

<b> Drilling </b>

<b> Pronunciation </b>

<b> Multiple Intelligences </b>

<b> Visual/Spatial Intelligence </b>

<b> Verbal/Linguistic Intelligence </b>

<b> Logical/Mathematical Intelligence </b>

<b> Bodily/Kinaesthetic Intelligence </b>

<b> Musical/Rhythmic Intelligence </b>

<b> Interpersonal Intelligence </b>

<b> Intrapersonal Intelligence </b>

<b> Learning Styles </b>

<b> Visual Learners </b>

<b> Auditory Learners </b>

<b> Kinaesthetic/Tactile Learners </b>

<b> Learning Styles Test </b>

<b>Play The Game!The Big Picture</b>

<b>Play The Game!The Big Picture</b>

<b>Starter Unit</b>

<b> Grammar </b><i><b>To be </b></i>

<i><b>H ave got </b></i>

<i><b> Personal and Object pronouns </b></i>

<i><b> Possessive adjectives and pronouns </b></i>

<b> Vocabulary </b><i><b> Places </b></i>

<b> Possessions </b>

<i><b> Personal and Object pronouns </b></i>

<i><b> Possessive adjectives and pronouns </b></i>

<b>Countries and Nationalities </b>

<b> People </b>

<i>The Friends' Club</i>

Starter Unit

<b> Speaking and Listening </b>

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



Unit 1<b>Play The Game!</b>

The Olympic Games

<b> Pronunciation </b>

<b>Verb endings: /s/ /z/ / ɪ z/ </b>

Unit 1<b>Play The Game!</b>

<b> Grammar Present simple </b>

<b>/s//z//ɪz/</b>

Unit 1<b>Play The Game!</b>

<b> Verb + </b><i><b>-ing</b></i><b> </b>

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



<b> Vocabulary Compound nouns</b>

<b> Speaking and Listening </b>

<b> Speaking and Listening </b>

Unit 1<b>Play The Game!</b>

<b> Grammar Adverbs of frequency</b>

<b> Listening </b>

M

<b> Superstitious sports stars </b>

Unit 1<b>Play The Game!</b>

<b> Reading </b>

Unit 1<b>Play The Game!</b>

Unit 1<b>Play The Game!</b>

Unit 1<b>Play The Game!</b>

Unit 1<b>Play The Game!</b>

Unit 1<b>Play The Game!</b>

Unit 1<b>Play The Game!</b>

Unit 1<b>Play The Game!</b>

Unit 1<b>Play The Game!</b>