&) CAMBRIDGE PPADS ee WITH DOWNLOADABLE [RESOURCE PACK 1 Emma Heyderman I Second Edition LAA&) CAMBRIDGE PPADS ee WITH DOWNLOADABLE [RESOURCE PACK 1 Emma Heyderman I Second Edition LAATOOT Tinesine Match the words in the box to the letters a A-P inthe photo. bag board chair coat computer door _ exercise book map pencilcase —_ pen poster rubber ruler teacher textbook window > AUDIOSCRIPT PAGE 000 4 Play questions 1 and 2 from the recording in Exercise 3 again and invite volunteers to write the two questions on the board. Remind the students that we use Are there any ... ?with plural things and fs there a ... ? with singular things. If necessary, revise my and your. They should take turns to close their eyes while their partner asks at least three questions. Answers Students’ own answers GET STARTED! aBACKGROUND INFORMATION Research suggest that backpacks should not weigh more than 10% of a students’ body weight. Students should try ‘to keep as many books and material as possible at school and they should regularly clean out their bag to check they are not carrying unnecessary items, like heavy toys. ‘Students should also make sure they spread the weight of their bag evenly over both shoulders using both straps and not carry it on just one, Have got 5 Inpairs, ask the students to look at things (A-I) and say what they are. Then, ask them to read about Simon’s bag and tick the things in his bag. Answers E textbooks H exercise books G pencil case Chottle of water F sandwich I money 6 Onthe board, write: What have you got in your bag today? Have you got a/an/any ... inyaur bag today? Remind students that we use a/an with singular things (an before avowel sound) and any with plural things. Encourage them to ask you questions about your bag first. Then, in pairs, they ask and answer about their bags. They will need to remember their partner’s answer because they will have to write some sentences about their partner's bag. Allow them some time to ask and answer their questions, then challenge volunteers to come to the board to write some sentences, both positive and negative, about your bag, e.g, Mrs Fulton has got a bottle of water in her bag. She hasn't got a football. They must write at least five sentences about their partner's bag. Answers Students’ own answers. ‘>> GRAMWAR REFERENCE AND PRACTICE PAGE 137 SPEAKING | I PRONUNCIATION | The alphabet €)) 1 Play the recording and ask the students to listen and “repeat the letters of the alphabet. If necessary, write some groups of letters on the board that students often confuse, e.g. the vowels A EI 0 U, and consonants G/J, BW. Audioscript The alphabet is recorded for the students to listen and repeat. 18 STARTED UNIT 2 Ask the students to look at the table in their books and ask ‘Why is H under A, and why is C under B?’ (because they have the same vowel sound) Ask the students to write the letters of the alphabet in the right column, according to the vowel sound. Play the recording again (or say the letters yourself) if the students need help. | answers The answers are recorded for students to listen and check. AIK B:CDEGPTV F:LMNSXZ by Qw PS 3 Tell the students to complete the questions (1-6) before they match them to their answers (a-f). If time allows, ask them in pairs to take turns to ask and answer the questions. FAST FINISHERS In pairs, fast finishers ask each other variations on these questions, e.g. How do you say ‘pizarra' in English? How do ‘you spell ‘pencil case"? Answers Lrepeat-d 2say-f 3page-e 4spell-a Sborrow-b 6mean-c COOLER Have a spelling race. Divide the class into teams of four or five. Choose a word from this unit and spell it out quickly. The first team to put up their hand, say the word and spell it correctly gets a point. With a stronger class, the ‘students can continue playing in groups.Have got Ey 5) Read what Simon says. Tick (v/) the things he’s got in his bag. @ PRONUNGIATION | thealphabet a 1] Listen and repeat. Aa Bb Ce Dd Ee FI Go Hh Ou KK Li Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Vy Zz 2. impairs, read out the names of the letters and complete the table with the letters that sound the same. Two columns have no additional letters! AB H |e ‘> GRAMMAR REFERENGE AND PRACTICE PAGE 137 GET STARTED! GET STARTED! 1VOCABULARY ) AUDIOSGRIPT PAGE 000 guess what the word is. For example: a , i it 5 Encourage the students to say the complete questions Teacher: {spy with my litt thing be ge y plete q Sra ar erenoeorbmetonisan caster first. (When's your birthday? What's today’s date? / What's de ae the date taday? When's your mum's / dad's birthday?) SiueneAy (Sieg? If necessary, write them on the board. Then, in small Teacher: Yes, itis. groups, the students take turns to ask and answer the StudentB: Is itnear the door? questions. Remind them to begin their answers with it’s .-.. Point out that they need to write down the other Teacher: —_ Yes, itis. students’ dates, StudentC: Is it the board? Teacher: —_ Yes, itis. FAST FINISHERS: With a stronger class, the students play the game in small Fast finishers write some new questions about dates, e.g. groups. When’s the next holiday? What’s tomorrow’s date? What date is our national day? When the others are ready, the fast finishers ask the class their questions. ty Wi Ask the students to notice how these numbers are always * said with the stress on the first part of the word, e.g. twenty. Answers ‘Students’ own answers Audioscript The numbers are recorded for the students to listen and repeat. 2 Encourage the students to work in pairs and say the “ numbers in this exercise first, before they listen to the recording. If time allows, after the students have completed the activity, ask them in pairs to take turns to say another number for their partner to choose the right number; ¢.g. a 25, b 13, Answers / Audioscript a7S b30 col di4 e19 £50 Dates 3 Highlight the syllables and stress in each month (e.g. Jan-u-ry). Next, ask the students to say each month correctly. Then, in pairs, the students say the months in order. Answers January, February, March, April, May, June, July, August, September, October, November, December D4 Ask“what's the date today? and write the date on the board using the ordinal number, e.g. 7th September. Ask the students to repeat the date and draw their attention to the box which explains the difference between how we say dates and how we write them. Check that they can pronounce the ordinal numbers on the calendar correctly, especially 20th (twentieth) and 30th (thirtieth). Then, ask them to listen and write down the eight dates on the recording. in pairs, they then check their answers by asking and answering questions: A What's 1? B: It’s the first of March. What's b? GET STARTED! alGRAMMAR |E7) 1 Encourage the students to look at the photos first and try to say what the people are doing in each one before they read the words and match them to the photos. Answers Adrawacar Bswim underwater C make acake Dridea bike Espeakthree languages Frun 5k G play tennis H stand on your head 2 Encourage the students to make a question with each of the words in Exercise 1 first. With a weaker class, you might want to do this together on the board. Allow them time to ask and answer the questions in pairs. Then, if appropriate, ask them to stand up and ask at least four other students the questions. If not, they can do this in groups of six. Point out that they should take notes as they will need to report back to the class. They might find this easier if they complete a chart in their notebooks like the one below, Name | swim under speak three ride a bike? water? languages? Jon * v When they have finished, ask “How many students can swim under water?’ and encourage them to answer with either a number or with names, e.g, Five students can swim under water / Ana and David can swim under water. Answers Students’ own answers. Present simple 3. Ask the students to read what the people say about themselves and answer the questions. Point out that they should use complete sentences. In Unit 1, the students will look at the present simple with adverbs of frequency. Answers 1 Yes, he does. 2 He hasn’t got any brothers, 3. She likes swimming, 4 He wants to goto China. 5 He playsfootball. 6 She goes shopping on Saturday. 4 Write the question prompts on the board and encourage the class to make complete questions, Demonstrate by getting volunteers to ask you the questions and give full answers. For example: Student: What kind of music doyou like? Teacher: | like pop and rock. | don’t like classical music, Then, the students take turns to ask and answer the questions. Point out that they will need to take notes so that they can tell the class about their partner. 22 STARTED UNIT MIXED ABILITY For weaker students, write the question prompts on the board, leaving a space for the missing words, e.g. 1... ... do sports every day? 2 What kind of music ... ... like? Invite volunteers to complete the questions on the board, Then, as above, demonstrate the activity and then ask the students to ask and answer in pairs. If theyneed more help, suggest that they copy the questions into their notebook and write down the answers so they are true for them, before they ask and answer witha partner. Answers Students’ own answers >> GRAMMAR REFERENCE AND PRACTICE PAGE 138 Ey 1 Brainstorm the questions as a class first. Then, invite two stronger students to demonstrate the activity orally, giving complete answers. The students then write the questions individually before asking and answering in pairs. Point out that they need to listen to their partner carefully as they will need to write some sentences about them. Remind them that when they do this, they need to use the third person he or she, Answers Students’ own answers COOLER Tell the class that you're going to read four sentences about yourself and that the information in two of them is incorrect. Encourage them to listen carefully and say or guess which two sentences are incorrect and, if possible, correct the information. For example: My name's Mrs Brown, (correct) i'm 18 years old. (incorrect: I'm 40 years old.) i've got two brothers. (correct) i like travelling and | love sweets. (incorrect: | don’t like sweets.) Then, ask the students to write four sentences about themselves and include two sentences with incorrect information. in small groups, the students read their sentences and the others have to guess the incorrect information. if the students enjoy competition, they can award a point for identifying each incorrect sentence and an extra point if they can correct it.GRAMMAR za J] Match the photos A-H to the words in the box. Present simple 3 Read about the students and answer the drawacar makeacake _playtennis rideabike — runSkm speak three languages standonyourhead swim under water 2 In pairs, ask and answer about the activities in Exercise 1. Yes, can. No, | can’t, Now ask around the class, How many people canes, + swim under water? speak three languages? ride a bike? play tennis? drawa car? 4 Work with a partner. Ask and answer the >> GRAMMAR REFERENCE AND PRACTICE PAGE 138 | SPEAKING | JL. Write questions to find out about your partner's questions. Use complete sentences. 2 Does Tyler like music? 2 How many brothers has Jason got? 3. What sport does Millie like? 4 Where does Tyler want to go? 5 What does Jason do every day? 6 When does Miillie go shopping? I've got a brother and a sister. | like music and I love travelling. | want to go to China, Ihaven't got any brothers or sisters. |like all sports and I play football every day. eau weet ic ike ewimming and 1often ge shopping with my sister on Saturday. I love sweets but | don't ike ice cream, questions, 0 / do sports every day? you do sports every day? 5, 1 do, J play tennis after school every doy. 2 What kind of music / like? 2 / like travelling? 3 / play football at school? 4 / like swimming? 5 What / favourite food? Now tell the class. Manuela doesn’t like swimming. She likes ... + age + favourite pop star + address + favourite school + phone number subject + brothers and sisters In pairs, ask and answer the questions. Then write sentences about your partner. GET STARTED! 13 GET STARTED! 23SA GU Ss ABOUT YOU Doyou like basketball, football or tennis? Which sport do you prefer? Do you play any sports? CE ano Shots 4 Read Sophie's and Ben's blogs, Who does their sport every week? Who can't do their sport where they live? 1] Match the pictures A-M to the words in the box. - . Read about Sophie and Ben again and answer @ soathietics play badminton the questions. ‘do gymnastics play baseball 1 How many women and girls do Sophie's sport? go cycling play hockey 2 What does Sophie do at the weekend? go sailing play rugby 3 What does Sophie want to do at Loughborough ‘go skating play table tennis University? ‘go snowboarding play volleyball 4 Where does Ben prefer to be? ‘go surfing Why does Ben go snowboarding every day? ow Ben says he's ‘gooly-foot’. What does ‘goofy-foot’ mean? Listen and check. Then repeat. Listen and check. Th: In pairs, ask and answer the questions. pairs, ask and he questi 1. Which of the sports do you do in teams (a group of people)? Which do you do alone {just one person)? 2 Which of the sports can you do beth in teams and alone? 3. Which of these sparts do you do? 4 Do you prefer team sports or sports Post about you and your sport here. you do alone? Why? By ProwuWetaTION sana 3 Put the words into the correct column. My sport is ... rugby! That's me in the photo. People think that rugby is for boys, but that’s not true. More than 18,000 women and girls play rugby in England. My team always plays a match on Saturday or ‘Sunday, and I usually go to practice games three times a week. It's hard work, but it's never boring! I'm 14. and | play for the U15s. That's the team for players under the age of 15. ‘When I'm older, | want to go to the rugby summer camp at Loughborough University, My favourite player, Fran Matthews, went there and now she plays for the England national rugby team. Sy ue ities baseball bike fly _—_ play riding skating Jex/ sailing Jat/ cycling P Listen and check. Then repeat. [a UNIT1SUS GTS) TOPIC Common and unusual sports and games VOCABULARY ANDREADING — Sports PRONUNCIATION /ei/ and /ai/ GRAMMAR Adverbs of frequency READING Try these sports! VOCABULARY — Sports equipment LISTENING An interview about an unusual sport SPEAKING Guess the sport GRAMMAR REFERENCE AND PRACTICE: page 138 WORKBOOK: page XX PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 1; Vocabulary worksheet Unit 1 WARMER Challenge the students to guess the title of this u Sports and games: . Nao a ene < on the board, with one space for every missing letter. + Encourage the students to take turns to guess the missing letters. + Ifthe students say a wrong letter, e.g. u, which is not in the unit title, write it on the board. Tell them that they can only guess five wrong letters. Brainstorm a list of sports onto the board. @® avout vow Asa class, brainstorm alist of follow-up questions onto the board, e.g. Why do you prefer it? How often do you play it? Who do you play it with? Where do you play it? Encourage the student who is asking the questions to keep their partner talking by asking the follow-up questions on the board. Answers Students’ own answers Tree ano Sports 1 Ifthe students have brainstormed a list of sports onto. the board, encourage them to compare their list with the sports in the Student’s Book. Ask them to try to name the sports in the pictures before they match them to the words in the box. Invite the students to say when we use play (ball sports), go (sports ending in -ing) and do (all other sports). Ask the students to make a table of sports you can play, go and do in their notebooks, including the sports from this lesson. Ky Answers The answers are recorded for students to check and then repeat. Ago sailing Bplay volleyball C play table tennis D go cycling Ego snowboarding F play baseball Gdo athletics H play rugby | playhockey J do gymnastics K play badminton Lgosurfing M go skating 2 Ask students to read the first two questions and point ‘out the explanations for in teams and alone given in brackets. Answers 1 You play volleyball, baseball, rugby and hockey in teams. ‘You go surfing, sailing and snowboarding alone. 2 You can do athletics and gymnastics in teams or alone. You can go eycling and skating in teams and alone. You can play badminton and table tennis in teams and alone. 3 and 4 Students’ own answers I] PRONUNCIATION | fc¥/and js 3. Write /ei/ sailing and /ai/ cycling on the board in two columns and model the pronunciation. Encourage the students to say the words in the box aloud and write them in the correct column. » Answers The answers are recorded for students to check and then repeat. /e1/ sailing, baseball, play, skating Jau/ cycling, bike, fly, riding 4 Encourage the class to look at the photos first and say what sports Sophie and Ben do. Then ask them to look at the two texts quickly and check their ideas. Finally, ask them to skim the texts to find the answers to both questions and to underline the answers in the text. Set atime limit (e.g. one minute) for this to discourage them from reading every word and add an element of competition. Answers Sophie does her sport every week - four times a week (she plays one match and three practice games), Ben can’t go snowboarding inthe city. He goes tothe mountains. 5 Ask the students to try to answer the questions from memory before they read the texts again. Remind them to underline the answers in the texts and write the question number next to the underlined answer. Check the answers as a class, encouraging students to say where they found the answers in the text. Answers 1 More than 18,000 women (play rugby). 2 She plays a rugby match. 3. She wants to goto a rugby summer camp. 4 He prefers to be in the mountains. (He feels at home there.) 5 He's good at snowboarding and wants to become a famous snowboarder. 6 *Goofy-foot’ means Ben’s right foot is in front on the board. Overmatter SPORTS AND GAMES 3|CEU Adverbs of frequency Books closed. Write these sentences on the board; don’t rub out these sentences until after exercise 2: My team always plays a match on Saturday or Sunday. It's never boring. | sometimes go snowboarding with Mum. Encourage the students to tell you whether the sentences refer to the present, past or future (present) and whether they are talking about something we are doing now or something we do aften or every day (often or every day). Ask them to say what the underlined words are (adverbs of frequency). 1 Ask students to find the adverbs of frequency in the blogs. Copy the line onto the board and encourage volunteers to come to the board and write the adverbs in the correct place. Answers Key: (from left to right) never = sometimes - often - usually ~ always 2. Encourage students to look at the sentences on the board again (see above). Ask the questions as a class before they complete the rules in the book. Answers 1 Present simple: My team always plays a match on Saturday or Sunday, loften go with my little sister and other young people. sometimes go snowboarding with Mum. 2 Be'It’snever boring, It’s usually quiet. 3 In sentences with the verb be, we put the adverb of frequency after the verb. In sentences with the present simple, we put the adverb of frequency before the verb. 3. Write don't often play rugby on the board. Check understanding of what a ‘main’ verb is by asking a volunteer to come up and underline the main verb (play). Then students complete the rules. Answers In negatives and questions with the present simple, we put the adverb of frequency before the main verb. In negatives and questions with the verb be, we put the adverb of frequency after be. 4 Encourage the students to underline the main verb in each sentence first (see answers below). Then ask them to say whether the adverb should go before or after the verb.. Answers 1 Jusually play hockey at school on Fridays. 2 Sophie is often tired after rugby matches. 3 People don’t always go sailing in teams. 4 My uncle and my dad never play table tennis. 5 ls gymnastics sometimes dangerous? 6 Do you often go cycling? 5 @ Thisicon indicates that the exercise has been informed by the Cambridge Learner Corpus (see page XXX). Encourage the students to look at each group of words first and say whether they need to make an affirmative sentence, a negative sentence or a question. 26 ‘UNIT 1 Answers 1 You are always welcome in our sports club. 2 We never do athletics on Mondays. 3 Does she usually go skating with her brother? 4 Students do not often play table tennis at school. 5 Lizzie and her sister sometimes go cycling at the weekend >> GRAMMAR REFERENCE AND PRACTICE PAGE 138 6 Highlight the use of but fora contrast (I often... , but ‘never ...), and for in addition (/ often... and | usually ..) and also the use of adjectives (It's great fun and It’s never boring). Encourage the students to ask questions with How often do you ...?and to give full answers with adverbs of frequency and adjectives. Model a good answer with a strong student: Student: How often do you play badminton? J never play badminton, but | sometimes play tennis. It’s great fun. How about you? Teacher: Answers Students’ own answers MIXED ABILITY Put a stronger student with a weaker student. Ask the weaker students to ask some questions first so that the stronger student models some good answers. 7 Remind the students to use the follow-up questions from the beginning of the lesson (e.g. Who do you play it with? Where do you play it?). If time allows, encourage volunteers to report back to the class on their partner’s answers. Answers Students’ own answers > GRAMMAR WORKSHEET UNIT 1 COOLER Play Vocabulary Tennis. Divide the class into two teams. and give each team the name of a famous tennis player. Team A says a sport and Team B scoresa pointifthey make a correct sentence using play, go or doand an adverb of frequency. Team B then says a sport and so on. For example: Team A: badminton Team B: | often play badminton with my friends. (one point) Team B: skating Team A: | goskating never. (no points)UCP TS? Adverbs of frequency We use the present simple to talk about things wedo often or every day. Igo snowboarding every day. 1] Look at these examples from the blogs. The adverbs of frequency are in purple. My team always plays a match on Saturday or Sunday. It’s never boring, It's usually quiet. | sometimes go snowboarding with Mum. Write the words in purple on the right place onthe line. ov a b c d e 2 Answerthe questions. simple verb? of frequency before / after the verb. adverb of frequency before / after the verb. | love the snow and the mountains. | feel at home there. | live in a city and there's no snow here, but in the holidays, | always go to the mountains with my family, | sometimes go snowbearding with Mum, but | often go with my little sister and other young people. Mum usually skis with my dad, and my sister and | like spending more time in the snow than they do. It's usually quiet. When we're in the mountains, | go snowboarding every day and I'm getting really good. | often think about the future - | want to be a famous snowboarder one day, like Max Parrot. Oh, and I'm goofy-foot ~ that means | put my right foot at the front of the board ET Lee eee a | often gowith my little sister and other young people. 1 Which sentences in Exercise 1 have a present 2. Which sentences in Exercise 1 have the verb be? 3B Choose the correct words to complete the rules. In sentences with the verb be, we put the adverb In sentences with the present simple, we put the Goofy-foot or regular? 4, Read the examples and choose the correct words to complete the rules. People don't always play sport in teams. Ben doesn’t usually go snowboarding with his dad. Do you sometimes play volleyball with friends? Is rugby often dangerous? Football isn’t always boring! In negatives and questions with the present simple, we put the adverb of frequency before / after the main verb. In negatives and questions with the verb be, we put the adverb of frequency before / after the verb be. > GRAMMAR REFERENCE AND PRACTICE PAGE 138 5 Put the adverbs in the right place to complete the sentences and questions. 1 I play hockey at school on Fridays. (usually) 2 Sophie is tired after rugby matches. (often) 3 People don't go sailing in teams. (always) 4 My uncle and my dad play table tennis. (never) 5 Is gymnastics dangerous? (sometimes) 6 Do you go cycling? (often) G Put the words in order to make sentences and questions and questions. © often / school / plays / my friend / after / football My friend often plays football after school, welcome / sports / are / in / our / club / always / you Mondays / do / on / athletics / never / we skating / brother / she /go/her / usually / does / with /? table tennis / students / not / often /do/ school / play /at cycling / and / her sister / at / the weekend / ‘sometimes / Lizzie / go / wn = w How often do you do the sports in Exercise 1 on I sometimes play rugby, and! often go cycling, It’s never boring. In pairs, ask and answer the questions. i What sports do you do? 2 How often de you do them? 2 Do you play sports at school? 4 How often do you wateh sports on TV? 5 How often do you go to watch sports? 6 Who are your favourite sports stars? SPORTS ANDGAMES = 15 SPORTS ANDGAMES 27Look at the photos of the sports and games. What can you see? Read the three texts and match them to the photos. TRY THESE ) oO) a) This sports like football on bikes. There are two teams. Each team has usually got two players. The bikes don’t have any brakes to stop them Players in each team try to hit the ball into the goal, They can use their bike or their heads to do this, The ball is quite heavy - it weighs halfa kilogram. The winning team isthe team with the most goalsat the end of the game. This is an ancient sport from India. The players use two things: one long stick, called a danda and a short egg-shaped bat, called a gilli. There are two teams. One player puts the gilli on the ground inside a small circle and hits it into the air with the danda. Then the player hits the giflf again and runs to touch a spot outside the circle to get a point. The sports also called underwater hockey. There are two teams. Each team has got six players. Players swim underwater toplay this game. They use small sticks anda puck. The puck is alittle like aflatball. it's heavy and weighs about a kilogram Players try to push the puck along the bottom of a swimming pool into the other team’s goal, The winning team is the team with the most goals at the end of the match, Read the three texts again. Are the sentences right (v’) or wrong (x)? 1 There are always two players in a cycleball team. 2. The ball in cycleball is small and light. 2 Players in cyelebal can'chitehe ball with thats hand (STALKING Points 4. Gillicdanda comes from India Which of these sparts do you 5 The two sticks in gilli-danda are the same size. want to try? © Players use a small ball in gilli-danda, Do you have any sports like 7 People play octopush in teams. these in your country? 8 Players in octopush hit the ball, or puck, with their hands. 9 Players in octopush swim underwater to play their game. 16 «UNITI 28 «UNIT 1WARMER Before the class, write some of the sports from pages 14 and 15 on the board with the vowels missing, for example b_dm_nt_nand v_It_yb_ll. Challenge teams to complete the words as quickly as they can. BACKGROUND INFORMATION These are three real sports. Cycleball: People have been playing this sport since 1893 and there is an annual world championship which is governed by the International Cycling Union. However, because the bikes have no brakes, the gears are fixed and players can’t put their feet on the ground, this sport is very difficult to play and crashes, falls and injuries are common. Gilli-danda: This game is often played in rural areas between teams from different villages. Versions of this game are played in other parts of the world; for example bilharda in Galicia, Spain, lippa in Italy and pee-wee in the USA. Some people believe that sports like cricket, baseball and softball evolved from gilli-danda. Octopush (or underwater hockey): This sport was invented inthe UK in the early 1950s by divers who were bored of just swimming up and down the pool to get fit. t's now popular all over the world. As it is played underwater, it isn't easy for people to watch this sport. find question 6 a little more difficult because in gilli- danda, there isn’t a ball as such - the short bat is used as aball. MIXED ABILITY Divide the students into three groups: Group 1 reads the sentences about cycleball (1-3) and decides if they are right or wrong; Group 2 reads about gilli-danda (4-6); and Group 3 reads about octopush (7-9). All the students. read the other sentences for homework and complete the exercise. FAST FINISHERS Fast finishers write three or more right or wrong sentences about the three sports for the rest of the class a 1. Write these expressions on the board: I can see... , think it’sa..., there’sa.... Encourage the students to say as much as they can about each photo by asking them to describe the players, their clothes. and equipment, the place where the sport is played, and the sport itself. Encourage them to use full sentences. If necessary, pre-teach stick and bat by pointing to the stick bat in the photo (or drawing a picture on the board) and underwater by asking ‘Where are the swimmers in photo cr Possible answers A There are two teams. Someone is holding a long bat. He's going tohita smaller stick. 8 There are some swimmers underwater, They are following aball. € There are some women on bikes. They are trying to hit to the ball with their bike. nN Set a time limit (e.g. three minutes) to encourage the students to skim read the text for gist, When they think they know the answer, ask them to underline the words or expressions in the text which suggest the answer, e.g. in the first text, football on bikes, any brakes, hit the ball into the goal, etc. During open class feedback, invite them to justify their answers, e.g. Cis cycleball because they are playing football on bikes. Answers 1C 2A 3B Ask the students to read the sentences in pairs and try to say if they are right or wrong before they read the texts again. Encourage them to underline the answers in the texts and to correct the wrong sentences. Students may Answers 1¥ 2% (The ballis quite heavy.) 3 (They can use their bike ortheirheads.) 4% 5» (There is one long stick called adanda and a short bat called a gill.) 6 x (People use a short bat.) 77 8 (Players hit the ball, or puck, with small sticks.) 9 p The Reading text is recorded for students to listen and read. WD racine points Encourage the students to explain why by using because .«.. With the second question, extend the conversation by encouraging the students to think of some sports in their country which visitors might find unusual. Ask them, to think about how they would explain this sport. In the Speaking section at the end of the lesson, students will have an opportunity to talk about a sport they know. SPORTS AND GAMES |LTE aT Sports equipment 1 Encourage the students to underline the sports equipment in the three Reading texts on page 16 (e.g. bike, ball, goal, stick, bat, puck). Then ask them to try to find some of these underlined words in the photos before matching the words in the box. | answers 2 The answers are recorded for students to check and then repeat. Aracket Bstick C bat D ball £ board 2 Books closed. Copy the table onto the board with the column headings and challenge the students to think of at least two sports for the first two columns and one sport for the last column (e.g. surfing, snowboarding and skateboarding). if appropriate, organise the students into teams and award points for sports with the correct spelling. Next ask the students to complete the table in their books, but point out that some words don’t go in the table, i.e, sailing, skating, cycling, swimming and running. Then ask them to add any extra sports from the board. » Answers The answers are recorded for students to check and then repeat. usea stick, aracketor | 605 batt weatoard abat badminton (racket), —_| baseball, surfing baseball (bat), gili- basketball, snowboarding danda (sticks or cycleball, onestick and one football, hockey, bat), hockey (stick), _| rugby, table ‘octopush (stick), table | tennis, tennis, tennis (bat), tennis volleyball (racket) Encourage the students to cover the words in Exercise 2and try to complete the sentences from memory first. When they have finished, encourage them to test each other on these wards in pairs by asking the question What do you need to play [name of sport]? and answering You need... Answers lbat 2balls 3bat 4 ball Sracket 6 stick 7 ball > VOCABULARY WORKSHEET UNIT 1 = 1 Encourage the students to look at the photosand predict how the sport is played, what equipment is needed, whether itis played in teams, and whether it is played inside or outside. Answers 1B 2A As they listen for the first time, students should also check their predictions in Exercise 1. Answers Pato 30 s«UNIT 1 ey 3. Encourage the students to read the sentences first and choose the correct words before they listen again. With a weaker class, play the recording for a third time and stop after each answer. With a stronger class, play the recording for a third time, stop after each of the interviewer's questions, and encourage the students to repeat the question with the correct intonation. Answers four 2six 3give 4throw >> aupioscriet PAGE 000 Exo 1 Encourage the students to choose a sport quickly. Alternatively, write some sports on different slips of paper and give one slip to each student. Then ask the students to read through the questions and make some notes on their sport. Check that the students can say each question with an interested intonation (rather than flat and bored) by asking them to listen to you and then repeat. Student A now asks Student B about their sport. Point out that Student B shouldn't use the name of the sport in their answer as Student A will need to guess the sport. Encourage Student B to use some of the new vocabulary and to use full sentences. Have Student A guess the sport before Student B confirms the answer. They then swap and Student B asks Student A about their sport. Answers Students’ own answers COOLER Have a general knowledge sports quiz. On the board, write some questions based on the information in unit (see below), Play in teams, Each team takes turns to answer a question and gets a point for a correct answer. Iftime allows, students write five questions for another general knowledge sports quiz. They can either use the information in the unit or they can look for new information on the internet. Finish the next class with this new quiz. Sample questions (and answers) What sport does Sophie White play? (rugby) How often does she go to practice games? (three times a week) Does Ben James live in the mountains? (no) Does he go snowboarding with his friends? (no) What’s another name for octopush? (underwater hockey) How many players are there on a cycleball team? (two) Are gilli-danda sticks the same size? (no) 8 What's special about a Pato ball? (there are six handles)VOCABULARY BStuac cu J] Match the photos A-E to the words in the box. 6 g af «| a = /‘@ ag a bat ball board racket stick WD Listen and check. Then repeat, 2 Complete the table with the sports in the box. ‘Some sports can go in more than one column. baseball basketball football ectopush skating swimming volleyball badminton cycleball cycling gillicdanda hockey rugby running sailing snowboarding surfing table tennis tennis Usea stick, Usea ball Use a board aracket or a bat W Listen and check. Then repeat, 3 Complete the information with the sports words in Exercise 1. TABLE TENNIS 1 One for each player. 2. Several small, light for the game. BASEBALL 3 One for each team. 4 One small, hard for the game. BADMINTON 5 One for each player. OCTOPUSH 6 Onesmall for each player. 7 One heavy puck, like a flat for the game. Soy J] Look at the photo of the sport. Match the words 1-2 to Aand B in the photos. 1 handle 2 net DD Listen to an interview with a boy about his = unusual sport. What's the name of the sport? DB Listen again, and choose the correct words. There are four /six players in each team. There are six/ eight handles on the ball Players throw / give the ball to each other. Players throw / put the ball in the net to score agoal Eco J] Think of a sport. Choose one from this unit or another sport that you know. In pairs, take turns to ask and answer the questions. pwue Do people do this sport inside or outside? Is the sport on or under water? Is this sport on snow? What things do people need to do this sport? Do people play this sport in your country? What do you like about this sport? Who are some of the famous players of this sport? Noueune Try and guess the sport. SPORTS ANDGAMES 17 SPORTS ANDGAMES = 31SESE AU AE (2) ncour you What time does your alarm go off on a school day? What do you do in the morning before you go to school? 1] Match the photos to the phrases in the box. @ srs yourhair check your messages clean yourteeth —_getdressed have breakfast, leave the house _ prepare your school bag putonyourshoes tidy yourroom wake up W Listen and check. Then repeat, WD 2 tisten to Maddie talking about her morning routine. «* “Number the photos in the order that you hear them. 3 Can you remember Maddie’s routine? Complete the sentences with the times in the box. You don't need to use all the times. 600 630 645 650 715 730 740 8.00 1 Myalarm goes off at 2 Igetupat . 3 | clean my teeth at 4 | get dressed at 5 | prepare my school bag at . 6 | put my shoes on and leave home at W Listen again and check. 4. Inpairs or small groups, talk about your momingroutine. I wake up at seven o'clock, | get dressed and then | have breakfast. 32 —s«UNIT2TOPIC Everyday routines VOCABULARY ANDLISTENING Daily routines GRAMMAR Present continuous and present simple READING Tell us about your day VOCABULARY Food PRONUNCIATION The sound /a/ LISTENING Tips for getting up in the morning, WRITING A paragraph about your routine EXAMTASKS —_ Reading Part 2 matching; reading for specific information and detailed comprehension GRAMMAR REFERENCE AND PRACTICE: page 139 WORKBOOK: page XX PHOTOCOPIABLE WORKSHEETS: Grammar worksheet Unit 2; Vocabulary worksheet Unit 2 If appropriate, ask the students to close their eyes. Set off an alarm on a mobile phone or computer or make an appropriate noise or draw a picture on the board. Ask the class ‘What happened?’ and write on the board: When my alarm goes offon a schoo! day, |... . Brainstorm two or three activities from the class (e.g. get up, have a shower) and then challenge the students in small groups to write down as many activities as they can in two minutes. Write their ideas onto the board. Leave this list on the board so that the students can useit in About You and Exercise 1 below. @ aout vou Encourage the students to use the activities in the list on the board (see Warmer) to answer their partner's questions. Answers Students’ own answers: VOCABULARY [FTT} Clo Daily routines 1. Ask the students to match as many words on the board (see Warmer} to the photos in the book and to say what the person is deing in the remaining photos before looking at the words in the book. p Answers The answers are recorded for students to check and then repeat. Acheck your messages 8 tidy your room get dressed Dhave breakfast prepare your school bag, F leave home G wake up H brush your hair | put your shoes on J clean your teeth Ask the students to look at the photos first and try to guess the order before they listen. With a weaker class, play the audio again stopping after each answer. Answers A287 CS D3 E8 F10 G1 H619 Ja First check that the students can say the times correctly, reminding them that there are often two ways of saying the same time, e.g. six thirty or half past six and six forty- five or a quarter to seven, With a weaker class, stop the audio after each answer. Answers 16.30 26.45 37.00 47.15 57.30 67.40 >> AuDIOSCRIPT PAGE 000 4 Ask the class to look at the sentences about Maddie in Exercise 3 and think of some questions to ask her, e.g. What time does your alarm go off? Do you get up when your alarm goes off? Write the questions on the beard, practise the pronunciation and encourage the students to.use these questions in their discussion. Answers Students’ own answers THIS IS MY DAY alPresent continuous TE and present simple 1_Ask the students to look at the examples and say what the differences are between the first and second set (the first are all be + -ing form and are talking about things happening today, at the moment or now, the second have adverbs of frequency because they talk about things we usually do). Answers continuous simple 2 Point out that the students should complete these rules with the underlined words in Exercise 1. Encourage stronger students to think of one or two more words for each one, ¢g, present continuous: rightnow, this week; present simple: often, normally. Answers never, always, sometimes, usually today, at the moment, now > GRAMMAR REFERENCE AND PRACTICE PAGE 139, 3. Before they complete the exercise, ask the students to look at the sentences again in Exercise 1 and say how to form the present simple (//you/we/they + verb, he/she/it +verb +s) and present continuous (//you/he/shesit/ we/ they + be +verb + -ing). MIXED ABILITY Ask stronger students to work through Exercises 3-6 at ‘their own pace (see Fast finishers activity after Exercise 6). Ask the weaker students to work in pairs, find the adverb (at the moment, always, today, etc.) ineach sentence and if appropriate underline it. Check their ideas. Pens down ‘Ask the whole group to say whether they should use the present continuous (PC) or present simple (PS) in each sentence and if appropriate, ask them to write PS or PC next to each one before they complete the exercise. With very weak students, read the complete sentence to them with the verb in the correct tense. Ask them to listen and say if the verb is in the present continuous (PC) or present simple (PS). Answers cooks 2give 3’m/amstaying, ’m/ am not going 4’m/amwatching 5 does, get up 6 not sleeping 4 Point out there is one mistake with the present continuous or present simple in every sentence. Encourage the students to find the words in sentence 1 which help them decide on the tense or the adverbs (today, at the moment, etc) in sentences 2-5 to help them find the mistake. Answers 1 How-are you? I’m writing to you to give you some news, 2 What are you doing at the moment? 3 My brother and | don’t go swimming every day. 4 My mum only works in the mornings. 5 We usually eat a big breakfast on Sunday. 34s«UNIT2 5 Ask the students to look at the example sentence first {or write it on the board). Point out that but is used to connect the sentences and elicit whether the present simple or present continuous is used in each part. Do the first as an open class example to make sure everyone knows what to do. Answers 1 Lusually have a sandwich for lunch, but today I'm having spaghetti. 2 Lusually watch TV after school, but today I'm doing my homework. 3 Lusually play football on Saturday, but today 'm playing tennis. 4 lusually get up at seven o'clock, but today I'm getting up at eight o'clock. 5 lusually have a shower, but today I’m having a bath. a Elicit from the class how to form questions in the present continuous ((Question word) + be + //you/he/she/it/ we/ they + verb + -ing) and the present simple ((Question word) + do/does + I/you/he/she/it/ we/they + verb) and write these on the board, Then ask the students to look at each set of words. and underline the first word in each question first. FAST FINISHERS Ask the fast finishers to write some more questions using the present continuous and present simple. When the others have finished, put the students into small groups with a fast finisher who asks the other students their new questions, Answers 1 What is your friend doing at the moment? 2 What time do you usually go to bed? 3 How do you get home from school? 4 Isyourteacher sitting down at the moment? 5 Isthe sun shining today? 6 Doyou get up at the same time every day? le 2b 3c 4d Sa 6f 7 Demonstrate this as a class first by miming one of the activities and asking the students to ask questions. If necessary, remind them to use the present continuous to ask their questions. Then give some more information about the activity in the present simple and elicit the tense from the class. If necessary, ask two stronger students to demonstrate the activity again to the class. Answers Students’ own answers > GRAMMAR WORKSHEET UNIT 2 COOLER Ask the students to choose one of the activities in Exercise 7 and to write down some more information about it on a piece of paper, following the example in the book if necessary. Collect in the pieces of paper. Read out the information and award points to students or teams who guess which student wrote the information.Present continuous and Se present simple J] Look at the examples from the listening, Write simple or continuous. Present Today, 'm talking about my morning routine, I'm having cereal with fruit today. At the moment, I’m wearing my favourite T-shirt. I'm leaving the house now. I'm not wearing my uniform today. Present. | never have a shower in the morning, | always check my messages in the morning. | sometimes have toast and butter. | usually wear my uniform. | don't usually have a shower in the morning. 2 Complete the rules with the underlined words. We often use the present simple with words like : i and We often use the present continuous with words like ‘and > GRAMMAR REFERENGE AND PRACTICE PAGE 139, 3 Complete the sentences with the correct tense of the verbs in brackets. 0 | '‘m shopping (shop) at the moment. | can’t talk. 1 My mum always (cook) nice food. 2 The teachers usually (give) us a lot of homework on Monday. 31 (stay) atlhome today. | (not g0} to school 4 It’s five o'clock now and | with my sister. 5 What time your dad usually (get up) on a Sunday? 6 It's OK, Jack's (not sleep) at the moment. You can go and talk to him, (watch) TV 4 Correct the mistakes inthe sentences. e is getting 0 My cousin gets-married today. 1 How are you? | write to you to give you some news. 2 What do you do at the moment? 3. My brother and | are not going swimming every day. My mum is only working in the mornings. as We usually are eating a big breakfast on Sunday. 55 Make sentences with the present simple and present continuous. Use usually and today or at the moment. 0 walk to school / go by bus. J usually watk to school, but teday''m going bybus, 1. have a sandwich for lunch / spaghetti 2. watch TV after school / do my homework 3. play football on Saturday / play tennis 4 get upat seven o’clack / eight o'clock 5 have a shower / havea bath G Put the words in order to make questions. 1 your/ the / moment, friend / what / doing / is/ at? 2. bed /do/ go/ you / what/ usually / to / time? 3. school / do / get / home / how / from / you? 4 sitting / is / teacher / at/ down / your / the / moment? 5 sun / today shining / is / the? 6 day/do /-every/ get / at/ same / up / the / time you? Now match the questions to the correct answer. a No, itisn’t. d Yes, heis, b 10pm. She's sleeping. ¢ walk, f Yes,Ido. Im pairs, ask and answer the questions. 7 Work in pairs, student A, mime an activity in the box. Student 8, guess what it catch a bus do some homework paintapicture play football preparelunch put on your coat take a photo check your messages go to sleep _ Areyou taking a photo? No. Student A, when Student B guesses the activity, give more information: Student B, ask more questions. THIS IS MY DAY THISISMYDAY 35oy |] Read the texts once. Who starts school the earliest? Tell us about your day... * |= eeeeebaen Vere wake up at 6.00 am, have a shower and put on my uniform. My breakfast is coffee, with bread and cheese or avocado, At 7.00 am, its Hes pee OO ae re eet ae a time to go to.school. Sometimes I walk, but often my mum drives me. coed and pik wal orange pave: Miter Classes begin at 8.00 and finish at 2.30, After that, | have my art class. breakfast, | meet my friend, and we go to Ihave lunch at about 3.00, and then I do my homework. | do it til 6.00 ice ees aa creat or 7.00. After that, | go on the internet, or watch TV with my family. school starts at 9.00 but on other days at Ihave dinner at about 8.00. 10.00. We don't wear a uniform, and we call our teachers by their first name, We all get a free — GagisGie: lunch at school - meat or fish My mother wakes me and my sister up at 5.00 am. with vegetables for the main water the plants in the garden, and my sister ‘course and {nit for dessert. prepares the food for the evening meal. Then we School usualy finishes at 2.45, Pa on ou sotto unforms and Brush ur teat We and after that | go to music leave the house at 6.90 and buy breakfast on our lessons or drama way to school. Lessons are from 7.80 to 2.90 pm. club. |havea snack [J] Lunch is at schoo! - today, it's rice and tomatoes. | ike in the evening it, but my sister doesn't! After schoo! | have my football before bed. class, and in the evening | watch TV before bed. i Zi 2. Read the texts again. For each question, MOE) at Food e write O (Onni), D (Diego) or A(Aban). 1. Who says he uses the computer in the 1 Look at the texts and find these words. evening? 2. Who can choose what he wears to © This is the first meal of the day. breakfast school? This is sweet and you have itat the end of the meal. You have this when you don’t need a big meal. You have this meal in the middle of the day. This is a drink made from fruit. This is the last meal of the day. This is the largest or most important part of the meal. 3. Who doesn’t have breakfast at home? 4 Who goes to school by car? 5 Who doesn’t start school at the same time each day? 6 Who does sport after school? 7 Who has a hot drink in the morning? auewne (2. Match the photos to the words in the box. TALKING POINTS © avocado bread cabbage _ cereal Whose school dayis like yours? Whose is cheese cucumber fish fruit honey different? hot chocolate jam mango pasta _ toast Was any of the information surprising to you? tomatoes rice vegetables yoghurt 29° Fs 8 D Listen re repeat. g gq 1@G Of O, L BO "ws "@ "5 2 36“ UNIT2WARMER Hold a geography quiz. Write the following table on the board and encourage the students in small groups to complete it. Set a time limit (e.g. five minutes). The answers are given below in italics. Finland Mexico Ghana Continent Europe NorthAmerica — Africa Capital City ‘Helsinki Mexico City Accra Official Language Finnish Spanish English & Swedish Currency Euro Peso Cedi Then, if possible, show the class where the three countries are on a map. Finland, Mexico and Ghana appear in the reading text in this unit. BACKGROUND INFORMATION Finland Mexico Ghana Compulsory education 7-15 6-18 4-12" Free Yes? Yes Yes Uniform, No Most? Yes Homework None Yes Yes (and lots of tests) *somestart later or can’t afford to start at all because of cost of books, clothes, etc 2 includes university tuition fees * compulsory in public (state) schools and most private schools, fy 1. Books closed, Tell the class they are going to read about a typical school day of three people from Finland, Mexico and Ghana. Encourage a brief class discussion on what they think each day is like, who they think starts school the earliest and why. The students then read the texts and check their ideas, Answers Aban -Ghana 2 A2 Key for Schools Reading and Writing Part 2. @ inthis part, students read three texts about three lifferent people, places, personal experiences, things, etc and have to answer seven Which person/place/ete .. type questions. Encourage the students te try to answer the questions before they read the texts again. Answers 1D 20 3A 4050 6A7D p The Reading text is recorded for students to listen and read. MIXED ABILITY For Exercises 1 and 2, divide the class into three groups, A, Band C, making sure there is.a mix of stronger and weaker students in each group. Group A reads about Oni, Group B Diego and Group ¢ Ghana. Ask them to read their text quickly to find what time each person starts school. Compare answers as a class and decide who starts the earliest. Then ask them to read their text again and as a group try to answer as many questions in Exercise 2 as they can, encouraging the stronger students to help the weaker ones. Then put the students into groups of three where each student has read a different text and ask them ta share their answers. The students read the other two texts for homework, FAST FINISHERS Fast finishers write some more questions about the three texts for a class quiz, e.g. Who has a cold drink in the morning? Who goes to school with a friend? Organise the Class into teams, The fast finishers come to the front of the class, ask each team some questions and give points for correct answers. @& tavenc powrs Copy the table below onto the board and elicit some examples. Then ask the students to copy the table and make notes before they start talking. Put the students into small groups for this activity; ask them to use their notes to answer the questiens and also to say which of the people in the texts has the best and worst school day. similar | different surprising e.g. Diego-lalso |e.g.Diegoand | e.g. Onni’s school startschoolat8 | Aban -Jdon't starts late. am. wear a uniform Answers ‘Students’ own answers VOCABULARY izrr 1 Point out that the words are all in blue in the text. Make sure the students pronounce each ward correctly. Answers Adessert 2snack 3lunch 4juice 5 dinner 6 main course 2 Encourage the students to cover the words and say what they can seein each photo first. &D | answers = The answers are recorded for students to check and then repeat. Amango Bjam Cfish Dfruit E vegetables F bread Ghoney Htomatoes Icabbage J cheese K cereal Leucumber Mrice Nhot chocolate O pasta P avocado Qtoast R yoghurt THISISMYDAY 373. If the students are slow to think of more food words, encourage them to read the questions first, think about the food words they'll need to answer these questions and make a list. Model some good answers to the questions by encouraging the class to ask you the questions first. Answers Students’ own answers. > VOCABULARY WORKSHEET UNIT 2 I PRONUNCIATION | The sound /o/ The sound /a/ is also known as the schwa. In English it is mainly found where a vowel is unstressed, e.g. butter. 4. Encourage the students to say how each underlined sound is pronounced (/a/). Check that students pronounce vegetable /'ved3.ta.bal/ correctly and if necessary, point out that it has three syllables. )) Audioscript The words are recorded for students to listen and repeat. breakfast, dinner, vegetables 5 Encourage the students to try to find the sound /a/ in each word before they listen, check and repeat. Point out that we say chocolate with two syllables. Ask the students to find some more words in this unit with the sound /a/. ) | answers 3 The answers are recorded for the students to listen and repeat. past@ chocolate banana salad tomato yoghirt cucumber LISTENING | 1. Write some useful language on the board first so that the students can compare their ideas and say why, ¢.g. / think (have a cold shower) is /isn’t a. good / great / bad tip because ...; I (don't) agree with this tip because ... ; What do you think?; Do you agree? Ask the students to look at the poster and say what it is about. Encourage them to guess what tip means from the context and then check understanding by asking them to think of synonyms, e.g. idea, advice, help or the word in their own language. Answers Students’ own answers. This exercise is loosely based on A2 Key for Schools Listening Part 5, where students listen to someone talking about six people they know and choose one answer for each person out of eight possible answers (the first person is always an example). Point out that there is an extra tip that students do not need to use and that Student 1 has been done as an example. With aweaker class, stop after Student 1 and encourage the students to say what information on the recording tells them it's Tip C. Students listen to the recording again in Exercise 3. abo = 38 «UNIT2 a Answers Student 1 TipC Student 2 TipE Student 3 Tip Student 4 TipB. Student 5 TipA Student 6 Tip F Encourage the students to compare their answers in pairs before they listen again. If time allows, encourage the students to design a poster with tips for another part of the day, e.g. ‘six tips to do your homework well’ or ‘six tips to get.a good night’s sleep’ Answers Students’ own answers. >> AUDIOSCRIPT PAGE 000 Koy PREPARE TO WRITE Tell the students that they are going to write about their school day routine, similar to the paragraphs written by Onni, Diego and Aban. (GET READY Check the students understand the meaning of and, but and or by asking them fora translation. Encourage stronger students to rewrite the sentences so they are true for them. Answers Tbut 2and 3 but 4or PLAN If students are slow to start, encourage them to choose one of the three texts, e.g. Diego, think about which phrases they could use in their own paragraph and to write down complete sentences which are true for them, e.g. / wake up at 7.30.am. My breakfast is biscuits and hot milk. WRITE Remind students to use and, but and or in their paragraph and to look at their notes and the texts for ideas. REVIEW Encourage the students to look out for common mistakes. You will need to point these out to them or they won't know what to look for, e.g. writing ‘i’ instead of ‘I’ or putting the adverb after the verb Hhaveusuallyfish, COOLER Organise the class into teams. Write a word from this unit ‘on the board, e.g. chocolate and challenge the teams to think of a food or drink beginning with each letter, e.g. cabbage, honey, orange, curry, onion, lemonade, apple, toast, egg.3 Think of ten more food words. In pairs, compare your words. Then ask and answer these questions. 1 What's your favourite food? What don’t you like? 2 What do you have for breakfast? 3. What timedo you have dinner? What do you have? 4 What snacks do you have every day? The sound /2/ @ Listen and repeat, breakfast dinner vegetables WS Listen and repeat. circle the /a/ sound in * “each word. One word has two /a/ sounds. Which word is it? pasta chocolate. banana _ salad tomato yoghurt cucumber tips to help you feel great in the morning! Ce ea at Cooly ‘| Read the poster. What do you think of these tips? &) D Listen to the radio show. You will hear a woman “* “asking six students about getting up in the morning. Match each student to the correct tip. There is one tip you do not need. Students TipA Student 2 \ TipB Students \Tipc Student 4 TipD Student 5 TipE Student6 Tip Tip G Listen again and check. Then in small groups, discuss the questions. 1 Which of the tips do you think are useful? Which are not useful? 2 Can you think of other tips for getting up in the moming? 3 Is getting up in the morning easy or difficult for you? LL I Preeane ro waite Aparagraph about your routine GET READY Read the three texts in Exercise Lon page 20 again and find all the examples of and, but and or, ‘Choose the correct words to complete the sentences. 1 Wedon'tget chocolate or crisps orf but at school. 2 | walk to school my brother but/ or gets the bus. 2 | eat lots of fruit drink lots and / of of water, 4 | like staying up late lean't but /and do that during the week. 5 | don’tlike carrots tomatoes. or / but PLAN Make notes about what you do and eatona typical school day. WRITE Write a paragraph aboutit. Look at your notes and the reading texts for ideas. Use and, but and orin your paragraph. ‘REVIEW In pairs, read your own text and your partner's. Check for mistakes. Give your partner two ‘ideas to make their text better. THISISMYDAY 21 THISISMYDAY 391 In pairs, discuss the questions with your partner. 1 Do you like doing sports? What sports do you do? 2. Doyou like watching sports on TV? What sports do you watch? 3 Do you usually watch the Olympic Games and the Paralympic Games? ‘2. Read the text in boxes (1-6) and match them tothe sports in the photos. Write SV (sitting volleyball) or WR (wheelchair rugby). 3B Read the texts again and complete the table. are there on a team? | How many players |” ‘ from each team are ‘on the court? 4, Find the words BIgHIIBHREY in the text and choose the correct meanings, a or b. medal aa type of ball b a prize ina sports competition wheelchair a something people use when they can’t walk b something people use to stand on court a aplace with seats b an indoor or outdoor area for games player a a person ina wheelchair b a person playing a game or sport geal line a_a line you pass to get points b the number of players on a team w w - w 22 ~=GULTURE 40 CULTURE Sitting | Wheelchair volleyball | rugby wheelchairs. anda‘ How many players. |* . The International Paralympic Committee website {wwnw.paralympic.org) tells us these facts First officiol Paralympic Games: 1960. They were held in Rome, llaly ond there was special opening and closing ceremony. Number of sports: Around 25 G Ww : There Celebrated: Every two years. l are summer Games ond winter Games. The Paralympic Games take place every two years. There are winter Games and summer Games. Athletes with physical disabilities from different countries compete for gold, silver and bronze fiedals. The Paralympic Games have a lot of different competitions for a lot of different sports. There are 22 sports in the summer Games and five sports in the winter Games. Here’s a description of two popular sports played in the Paralympic Games.+ The students learn about the Paralympic Games. + Inthe project stage, they write interview questions for a Paralympic athlete and find the answers. medal wheelchair rugby ball court player goal line CULTURE VIDEO AND CULTURE VIDEO WORKSHEET: Whatis.a Paralympic athlete? BACKGROUND INFORMATION The Olympic Games symbol is five interlaced rings (blue, yellow, black, green and red), which represent the five continents (Africa, America, Asia, Australasia and Europe). The Paralympic Games symbol is three red, blue and green ‘agitos’ (see illustration on unit page). An ‘agito’ (=I move’ in Latin) is the symbol of movement. To compete in the Paralympic Games, each athlete is evaluated by a panel of judges. To avoid the least impaired athletes from winning all the competitions, each athlete is categorised according to their degree of impairment; this categorisation is sport specific. In the word Paralympics, ‘Para’ stands for parallel (= side by side with the Olympics) and not paraplegic. Draw the Olympic Games symbol (see Background information above) on the left-hand side of the board and ask the class what it is and what they know about these games. Write the class’ ideas onto the left-hand side of the board. Next draw the Paralympic Games symbol (see Coursebook page and Background information above) on the right-hand side and ask what it is and what they know about these games. Write the class’ ideas onto the right-hand side of the board. Then, ask them to read the factfile at the top of the page and the introduction to the six descriptions and check theirideas. 1 Ifnecessary, ask the students to look at Vocabulary and Reading Exercise 1 on page 14 again to revise the names of sports before they do this exercise. Encourage them to answer in full sentences and ask follow-up questions where appropriate, e.g. Where do you play football? Who do you play it with? Answers Students’ own answers 2 First, ask the students in pairs to look at the photos of the two different sports (sitting volleyball and wheelchair rugby), describe the sports and talk about how they think each one is played. Then, ask them to read the six texts (1-6) quickly to check their ideas before they write SV or WR. MIXED ABILITY For Exercises 2 and 3, weaker students read about sitting volleyball only (texts 2, 3 and 5). In Exercise 2 they complete the three texts with SV and in Exercise 3 they answer the questions for sitting volleyball only. Then, pair them up witha fast finisher who shares their information about wheelchair rugby, so that their weaker partner can complete the table. Answers IWR 2SV 3SV 4WR SSV 6WR 3. Ask the students to try to complete the table before they read the texts again. Point out that they don’t have to write complete sentences - they can write notes. Answers Lindoor court 2indoor court 3net 4ball Ssix 6twelve 7 six 8 four SD The Reading text is recorded for students to listen and read. 4 Ask the students to find the six words in the texts first and try to understand the meaning of each one from context before they read the definitions. FAST FINISHERS. In pairs, fast finishers take turns to say five sentences about one of the sports where some of the information is true and some is false. Their partners need to correct the false information. Answers 1b 2a 3a 4b 5b 6a THE PARALYMPIC GAMES a]®& meine pots Ask the students to look at their completed tables in Exercise 3 again and decide on their own which of the two sports they'd like to play first and why. Then, ask them to compare thelr ideas with a partner. f appropriate, ‘encourage the students to ask their sports teacher if they can try playing sitting volleyball 5 First, ask the students in pairs to describe the three pictures and to say how they think each one is played before they listen. Answers wheelchair tennis [16 Ask the students to try to answer the questions before they listen again. With a weaker class, it may be necessary to play the recording fora third time and pause it after each answer is given, Answers Lil yearsold 2nearthe/her school 3the Paralympic Games 4 he has alot of medals 5 the United States 6 no, she doesn’t 7 no, she has competitions >> AUDIOSCRIPT PAGE 000 PROJECT An inverview Ask the students to read the instructions in bold, Check that they have understood them by asking ‘Where do you work?’ ‘Who are you going to interview?’ ‘What do youneed ‘to write?’ Write the following table (with the title) on the board (without the example information about Martha): Paralympic Athlete Name: e.g. Martha Dirksen ‘Sport: e.g. wheelchair tennis Nationality: Medals: Questions: | 1 2 3 Asa class complete the table for Martha Dirksen (see example above), encouraging the students to think of three questions they would like to ask her. In pairs, ask the students to copy the table (with title) into their notebooks, Ask the students to find information about another athlete and complete the table with the information they find. Remind them that they need to write three of their own questions and also find the answers for these questions. With a less autonomous class, it may be a good idea to find the names of several Paralympic athletes and give one of these names to each group. Ask the pairs to give a short presentation to the class on their athlete. Answers Students’ own answers. [2 CULTURE o PROJECT EXTENSION Tell the pairs they are going to record an interview (either voice or video) for the radio, where one of them is the radio journalist and the other is the athlete. Encourage them to use some of the questions they wrote for their project above and their answers and where appropriate, to write some new questions. Point out they will also need to write an introduction to the interview where the journalist introduces the athlete, Tell the pairs they can either write out the full interview first or write some notes. They should rehearse their interview before they record it, When the pairs are ready, play the interviews back to the class and vote on the best three. @ whatis a Paralympic athlete? When students have completed the lesson, they can watch the video and complete the worksheet. COOLER Tell the students you are thinking of a sport (e.g. tennis). The students have to guess the sport, but they can only ask a maximum of five Yes/No questions, e.g. Is it a ball sport? (Yes, it is.) Do you kick the ball? (No, you don’t.) Invite a student to come to the front of the class and to think of a sport. The students now ask their five questions and try to guess which sport it is.