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1

Play The Game!

Grammar

Present simple; Verb + -ing; Adverbs of frequency

Vocabulary

Sports; Compound nouns

Speaking

Opinions

Writing

A description of a sport

VocabularySports

Word list page 43

ball slam-

athletics
gymnastics
ice-skating
skateboarding
swimming 1
Workbook page 104

Which sports in Exercise 1 are not in the photos?

Put the sports in Exercise 1 in the correct column.


go + -ing

do

horse-riding

archery

basketball

PL

play

k
n concrete
ck

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.

10

SA

w + hand
or someone to

basketball
horse-riding
judo
skiing
tennis

U
N

archery
football
ice hockey
mountain biking
snowboarding

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

IT
S

parallel bars

11

12

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


Yes, I do archery and I go
mountain biking. What
about you?
I play tennis and
I go snowboarding
in winter.

Brain Trainer Activity 3


Go to page 112

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Unit 1Play The Game!


Exercise 3

Unit contents

Individually, students complete the table.


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

Grammar

Present simple affirmative, negative, questions and


short answers
Verb + -ing enjoy, hate, like, love, dont mind
followed by -ing
Adverbs of frequency never, hardly ever,
sometimes, often, usually, always

Answers

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

U
N

SA

Books closed. In pairs or small groups, students brainstorm


sports and activities. They change partners or groups
and teach each other the vocabulary. Collate suggestions
on the board. Check spelling and pronunciation.

Exercise 1 (Track 1.5)

Play the recording for students to listen and repeat.


Pause after each word to check students pronunciation.
Individually, students match the photos to the words.

Answers
2
3
4
5

basketball
skateboarding
judo
athletics

6
7
8
9

ice hockey
ice-skating
snowboarding
archery

10 horse-riding
1 1 gymnastics
12 mountain biking

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

archery
athletics
gymnastics
judo

Exercise 4

PL

Extra activity

horse-riding
ice-skating
mountain biking
skateboarding
skiing
snowboarding
swimming

Linguistic competence
Mathematical competence
Interpersonal, social and civic competence
Learning to learn
Autonomy and personal initiative

Vocabulary Sports

basketball
football
ice hockey
tennis

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.

Opinions
Writing a description of a sport

Keyco mpetences

do

Language note

Communication

go + -ing

IT
S

play

Students check in pairs before checking answers


as a class.

Answers
2 do 3 go 4 do
9 go 10 go

5 go

6 do

7 play 8 play

Exercise 5
Ask two students to read out the examples.
Students work in pairs, asking and answering the questions.
Monitor but do not interrupt fluency.

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

Further practice

Workbook pages 8 and 104

Brain Trainer Activity 3

See Teachers Book page 210

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Unit 1Play The Game!

Reading

Extra activity
Give students one minute to look at the illustrations
and the flags in the magazine article. Tell them to focus
only on the images, not to read the text. Books closed.
Write the following questions on the board (answers in
brackets). In pairs, students try to answer from memory.
1 How many different flags are there on the page?
(eleven ten countries plus the Olympic flag)
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? (five)
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)

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

IT
S

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)

Pairs check their answers by looking back at the


Students Book page.

Individually, students read the text and answer


the questions.
If you wish, play the recording for students to listen
and read.
Students check in pairs before checking answers
as a class.
Check answers by asking pairs of students to read
questions and answers.
Elicit from stronger students or explain yourself the
meaning of any new vocabulary.

SA

PL

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, waterskiing, etc. cannot be considered an Olympic sport.

U
N

Exercise 2 (Track 1.6)

Cultural notes

Draw attention to the photos and the text and ask


students what they can see.
Make sure students understand not to read in detail at
this point.
Students match the items to the photos.

Answers
2 c

2 No, they arent. Theyre 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

Exercise 1

1 b

Answers

3 a

Read the questions with the class.


Students then work in pairs, asking and answering
the questions.
Monitor but do not interrupt fluency.
Make a note of any mistakes to go over with the
class afterwards.
Feedback as a class.

Answers
Students own answers

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Unit 1

Reading
Look at the photos ac. Which one shows
1 the Olympic flag?
2 the Olympic torch?
3 the opening ceremony of the Olympic Games?

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?

What about you? In pairs, ask and answer.


1 What is your favourite Olympic sport?
2 How many Olympic sports can you name?
3 How many Olympic athletes can you name?
What is your favourite
Olympic sport?
My favourite Olympic
sport is football. What
about you?
a

IT
S

Summer Olympic Games

ORDEM

2004

2008

Beijing,
China

1998

2002

Winter Olympic Games

Salt Lake City,


The USA

SA

Nagano,
Japan

2012

London,
The United Kingdom

PL

Athens,
Greece

2000

Sydney,
Australia

2006
Turin,
Italy

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 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 ag are the symbol of
the Games.There are ve rings because there are

2010

Vancouver,
Canada

PR

OG

RE

SS
O

U
N

The Olympic Games

The Olympic G
Games.They tak
not happen in th
At the Summer
athletics, gymna
hockey, skiing an
The Paralympics
The rings on the
athletes from v
yellow and gree
The Olympic G
torch.The re fo
then a woman li
visits many coun

2016

Rio de Janeiro,
Brazil

2014
Sochi,
Russia

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

Questions and short answers

I/You/We/They
He/She/It

watch
watches

TV.

Negative
I/You/We/They
He/She/It

dont (do not) watch


doesnt (does not) watch

TV.

Do I/you/we/they watch TV?

Yes, I/you/we/they do.


No, I/you/we/they dont.

Does he/she/it watch TV?

Yes, he/she/it does.


No, he/she/it doesnt.

Wh-questions
What programmes do you watch?

play plays go
study studies

Time expressions

goes

every day
after school

Study the grammar tables. Match the rules


(12) to the examples (ab).

PL
go
work

get up
study

We do judo on Friday evenings.


James
books by Stephenie Meyer.
They
skateboarding after school.
She
in a hospital near London.
The students
French and German at school.
You
ice hockey at the weekends.
I
my mobile phone every day.
Mum
at seven every morning.

SA

1
2
3
4
5
6
7
8

do
read

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?

U
N

Complete the sentences with the Present


simple form of these verbs.
charge
play

at the weekend
at night

Grammar reference Workbook page 86

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.

on Tuesday
in the morning

IT
S

Watch Out!

Complete the sentences with the negative


form of the Present simple.
1 We like football. They dont 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 .

Complete the text with the verbs in the


Present simple.
Leelas 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. Leelas 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!

Pronunciation
Verb endings: /s/ /z/ /z/
6

1.7
Listen and repeat the sentences.
Pay attention to the verb endings.
1 /s/:
Grace likes ice-skating.
2 /z/:
Baz loves athletics.
3 /z/: Liz watches sport on TV.

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Unit 1Play The Game!

Grammar Present simple

Answers
2
3
4
5
6

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 5
Individually, students complete the text.
They check answers in pairs then as a class.

Answers
2 doesnt like
3 doesnt play
4 does she do

Exercise 1

Exercise 2

IT
S

Workbook pages 10 and 8687

Brain Trainer Activity 2

See Teachers Book page 210

Pronunciation

Answers

5 study 6 play

7 charge

4 works

PL

Individually, students complete the sentences.


Check answers and spelling by asking individual
students to write sentences on the board.

Exercise 3

2
3
4
5
6

SA

Individually, students complete the negative sentences.


Monitor and point out errors for students to self-correct.
Check answers as a class.

Answers

8 practise
9 Do their parents join
10 dont stop

Verb endings: /s/ /z/ /z/

Language note

1 b 2 a

2 reads 3 go
8 gets up

5 plays
6 loves
7 get

Further practice

U
N

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

Does your dad wear jeans to work?


Do you study Japanese?
Does your mum speak English?
Do your friends watch videos on YouTube?
Does your teacher use computers?

doesnt get up at seven.


dont study in the bedroom.
dont walk to school in the morning.
doesnt go to the cinema every Saturday.
dont 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.

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 //, /t/,
// or /d/, do we add the complete syllable /z/.
Note that the pronunciation of do/does is also irregular in
that the vowel sound changes from the infinitive /du/ to
the third person /dz/.

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 cant 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

Extra activity
Drill the conversation for correct pronunciation. Tell the
class that they are going to be Ben and that you are
going to be Amy. Build up the conversation step by step
until students can perform it unprompted.
Change over the roles and repeat the procedure so that
students have practised both parts.
Students then work in pairs, acting out the conversation.

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 11
In pairs, students ask and answer the questions.
Monitor but do not interrupt fluency unless they make
mistakes with the verb + -ing forms.

Exercise 7
Read the grammar table with the class.
Individually, students complete the rule, referring back to
the grammar table where necessary.

Further practice

Workbook pages 11 and 8687

Answers

IT
S

Vocabulary Compound nouns

-ingf orm

Exercise 8

Answers
love like/ enjoy dont mind / dont like hate

PL

Individually, students make sentences with the verbs in


the -ingf orm.
They then check in pairs before checking answers as a
class.
Check spelling by asking students to spell the -ing
forms to you.

Answers

I dont mind tidying my bedroom.


Do you like going to the cinema?
We hate playing football in winter!
They dont like doing athletics.
Does he enjoy reading books?

SA

2
3
4
5
6

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
forms to you.

Answers
2 moving
6 losing

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
3
4
5
6
7

Exercise 9

Exercise 1 (Track 1.9)

U
N

In pairs, students order the words.


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

3 listening 4 practising 5 winning

tennis court
football boots
ice-skating rink
swimming costume
judo belt
basketball court

8
9
10
11
12

swimming pool
hockey stick
ice skates
tennis racket
athletics track

Exercise 2
Students choose the correct options.
They then compare their answers in pairs before
checking answers as a class.

Answers
2 pitch

3 rink

4 court 5 track 6 pool

Exercise 3
Ask students to scan the text quickly and tell you how
many sports Holly does. (Answer: four judo, swimming,
ice hockey and tennis)
Individually, students complete the text.
Check answers as a class.

Answers
2 swimming 3 pool

4 stick 5 racket

Further practice

Workbook pages 11 and 104

Brain Trainer Activity 4

See Teachers Book page 210

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Unit 1

Verb + -ing

VocabularyCompound nouns
1

Affirmative
She enjoys/hates/likes/loves playing football.

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

athletics track
football pitch 1
ice-skating rink
swimming pool

Negative
She doesnt (does not) like/doesnt (does not)
mind playing football.

basketball court
hockey stick
judo belt
tennis court
2

Questions

football boots
ice skates
swimming costume
tennis racket
3

Does she like playing football?


Grammar reference Workbook page 86
4

Study the grammar table. Choose the correct


option to complete the rule.
After enjoy, hate, like, love and dont mind, we
use the infinitive form / -ing form of the verb.

Put these verbs in the correct order.


dont like

dont mind

enjoy

like

love

11

Wordlist page 43

1.8
Complete the conversation with the
correct form of the verbs. Then listen and check.
Amy 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 dont, and I love 5
(win)
snowboarding competitions!
Amy What dont you like?
Ben I dont like 6
(lose) competitions!

12

Workbook page 104

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.

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!

SA

10

10

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?

PL

hate

U
N

IT
S

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


1 What sports do/dont you like doing?
2 Do you mind losing a competition or a game?

Brain Trainer Activity 4


Go to page 112
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Chatroom

Opinions

Speaking and Listening


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?

1.10
Listen and read the conversation.
Check your answers.

Listen and read again. Answer the


questions.
1 Does Nadia usually come to the football pitch
on Saturdays?
No, she doesnt usually come to the football
pitch on Saturdays.
2 Why is Nadia at the football pitch today?
3 What does Zak like about England?
4 What doesnt Zak like about England?
5 What is the name of Zaks favourite
basketball team?
6 Does Nadias dad like basketball?

Nadia
Zak

IT
S

1.10

Nadia
Carlos
Zak
Nadia

Say it in your language


I quit!
Cheer up!

Act out the conversation in groups of three.

SA

PL

Zak
Nadia
Zak

I quit! I hate playing this game!


Cheer up, Zak! You can learn. Now come
and say hi to Nadia. She doesnt usually
come to the football pitch on Saturdays,
but she wants to meet you.
Hi, Nadia. Im Zak. Im from the USA.
Yes, I know. So, what do you think of England?
Well, I think the people are amazing, but I
dont like football.
What sports do you like?
Basketball! The Chicago Bulls are my
favourite team.
Hey, I know the Chicago Bulls. My dads a fan.
I love them, too.
Then come to my house tonight. We can
watch a game together.
Good idea!

U
N

Zak
Carlos

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Unit 1Play The Game!

Chatroom Opinions

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.

Revision
First Write the following word snakes on the board:
icejudoswimmingathleticsfootballbasketballhockeytennis
racketskatestrackcourtstickpoolbeltpitch

Answers
Because she wants to meet Zak.
He likes the people.
He doesnt like football.
The Chicago Bulls.
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.

PL

U
N

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)

2
3
4
5
6

IT
S

Second Students match the words from the first 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)

Speaking and Listening


Exercise 1

Exercise2

Cheer up! positive expression used to try to make


someone who we can see is sad or frustrated feel
happier. Frequently followed by a short positive
phrase, e.g. Cheer up! Its Saturday tomorrow! You
might use it in class if you see a student looking
unhappy.

SA

In pairs, students describe what they can see and


answer the questions.

I quit! informal exclamation, used to indicate that


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

(Track 1.10)

Play the recording for students to listen and read and


check their answers to Exercise 1.

Answers
1
2
3
4

Theyre at a football pitch.


Because Nadia wants to meet Zak.
A football
Hes playing football.

Brain Trainer Activity 1

See Teachers Book page 210

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Unit 1Play The Game!


Exercise 2

Exercise 5
Students refer back to the conversation and identify the
speakers.
Check answers as a class.

Individually, students put the adverbs in the correct


place.
Check answers by asking individual students to read
the sentences.

Answers
2 Nadia 3 Zak 4 Zak

Answers

5 Carlos

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.

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

Exercise 7 (Track 1.11)


Play the recording for students to listen to the
conversations.
In pairs, students act out the conversations.
Monitor and correct students pronunciation as
appropriate.

Extra activity

Further practice

SA

Grammar Adverbs of frequency


Language note

Make sure students understand that, in English, these


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

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

Answers
1 after

2 before

IT
S

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.

E
M

Workbook pages 12 and 113

PL

Answers
Students own answers

U
N

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.

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.

Exercise 3
Students work individually, writing the questions.
Check the questions with the class.

Answers
2
3
4
5

Do you sometimes go to football matches?


Do you always watch TV after school?
Do you often play computer games at home?
Where do you usually meet your friends?

Exercise 4
Drill the questions and example answer for pronunciation
and intonation.
In pairs, students ask and answer the questions.
Monitor and point out errors for students to self-correct.
Ask some students to say their sentences for the class.

Answers
Students own answers

Further practice

Workbook pages 13 and 8687

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Asking for opinions

Giving opinions

What do you think of ?

I think is/are boring/


OK/great/amazing.

Do you like ?

I like/dont like
are my favourite
team/is my favourite
player.

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.

I never see you


here at the
weekend.

PL

3 Rafael Nadal / Fernando Torres / Pau Gasol /


Usain Bolt / Manchester United
4 athlete / player / team

Im usually at
home on
Saturdays.

Study the grammar table. Choose the correct


options to complete the rules.

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)

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?

What about you? Answer the questions in


Exercise 3.

SA
2 like / love / dont like / hate

I sometimes get
up early.

1 Adverbs of frequency go before / after


the verb to be.
2 Adverbs of frequency go before / after
other verbs.

I like it. Fernando Torres


is my favourite player.

1 athletics / basketball / football / ice hockey /


swimming / tennis

100%

Grammar reference Workbook page 86

Work in pairs. Replace the words in purple in


Exercise 7. Use these words and/or your own
ideas. Act out the conversations.
What do you
think of football?

50%

never / hardly ever sometimes / often usually / always

Read the phrases for asking for and giving


opinions.

Carlos What do you think of 1 basketball?


Zak
I 2 like it. 3 Pau Gasol is my favourite
4
player.

0%

IT
S

Grammar Adverbs of frequency

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.

U
N

When do you usually


play tennis?
I usually play tennis on
Fridays after school.

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Superstitious sports stars

Reading

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 Tour is always the last player onto the
football pitch before a game. Its his ritual. Many
football players believe numbers like
11, 22 or 33 on a players 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, doesnt have a special ritual
but he has lucky charms. He has a
necklace and a little metal pig!

Look at the photos of sports stars. Answer


the questions.
1 What sports do they do?
2 What are their names?

PL

U
N

IT
S

Read and check your answers to Exercise 1.

Read the article again. Who has ?


A lucky charm Sebastian Vettel
A lucky number
Lucky clothes
A special ritual

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 Serenas 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 Tours ritual?
7 What numbers are lucky for many footballers?
8 What are Sebastian Vettels lucky charms?

superstitious
lucky charm
shoelaces

(good/bad) luck
ritual
trophy

Listening
1

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

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 / doesnt 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.

SA

1
2
3
4

1.12

Key Words

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Unit 1Play The Game!

Reading

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.

Cultural notes

Answers
2 Fernando Torres
3 Serena Williams
4 Rafael Nadal, Kolo Tour

Exercise 4 (Track 1.12)


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

Answers
2 The same socks, shoes and an extra dress.
3 Two (putting two water bottles in the same position
next to the court and biting the trophy when he wins a
competition).
4 He always bites the trophy.
5 He always takes three shirts, three pairs of shorts and
three pairs of boots.
6 He is always the last player onto the football pitch.
7 11, 22 or 33.
8 A necklace and a little metal pig.

IT
S

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

Draw attention to the photos and the text and ask


students what they can see.
Make sure students understand not to read in detail at
this point.
In pairs, students answer the questions.

Exercise 2

U
N

Exercise 1

PL

Students scan the text quickly and check their answers


to Exercise 1.
Ask students what else they know about the sports
stars.

Answers

Key Words

SA

1 tennis, Formula One, football


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

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
luckyc harm a special object which a person
believes brings them luck
ritual a special routine or sequence of actions
which a person completes in an almost religious way
shoelaces the strings or cords which we use to
secure our shoes to our feet
trophy a prize, often a cup made of metal, given to
the winner of a competitive event

Extra activity
Write the question Have you got a lucky charm? on the
board. Ask students who have a lucky charm to show it
to the class or draw a picture of it on the board. Elicit the
word for the charm or teach it yourself, then ask students
further questions, e.g. How does it help you?, Do you
(wear) it (every day)?, etc.

Listening
Audioscript

See Teachers Book page 225

Exercise 1 (Track 1.13)


Play the recording for students to listen and order the
lucky charms.
Check answers as a class.

Answers
1 pen

2 key ring

3 number 7

Exercise 2 (Track 1.13)


Play the recording again for students to listen and
choose the correct options.
Check in pairs before checking answers as a class.

Answers
1 school 2 doesnt really help
5 very 6 on her birthday

3 never 4 bag

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Unit 1Play The Game!

Writing A description of a sport

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.

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)

Answers
2 She goes snowboarding in Verbier.
3 You need a snowboard, special snowboard boots,
a helmet, goggles and gloves.
4 Its fast and exciting.

Exercise 5

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 Tour plays games here. (football pitch)

IT
S

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
unconnected sentences.
Draw students attention to the Remember! checklist.

Exercise 1

Answers

U
N

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.

Explain that students should only make notes at this


point or write short sentences.
Encourage students to ask you for any vocabulary
they need.

PL

Read the Writing file with the class.


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

Exercise 2

SA

Possible answers

Make sure students understand that they should find at


least one example for each sort of punctuation

1 my favourite sport is snowboarding.


2 its difficult to practise in summer, but from November
to
3 He has two gold medals!
4 What about you?
5 Its 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

Students own answers

Extra activity
At the end of each unit make a set of word cards using
1015 vocabulary items from the unit for students to
memorise. In the Teachers 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.

Answers
2
3
4
5
6

She likes watching tennis, but she doesnt like playing it.
When do they watch football on TV?
Have you got a lucky number?
Thats Jodys brothers skateboard.
Mikes brother is a great football player!

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Unit 1

Writing A description of a sport


Read the Writing File.

Writing File

Put the correct punctuation in the sentences.


1 Ive got a tracksuit some trainers and a football
Ive 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

Read about Isabellas favourite sport again.


Answer the questions.
1 What is Isabellas 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?

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?

Punctuation

We use:
a full stop . at the end of sentences.

an exclamation mark ! to show surprise.

a comma , in the middle of a sentence


before a new idea, or in lists.
a question mark ? at the end of questions.
an apostrophe for possessives (Roses
MP3 player) and contractions (isnt).

Read about Isabellas favourite sport. Find:


1 a full stop.
2 a comma.
3 an exclamation mark.
4 a question mark.
5 an apostrophe.

U
N

SA

PL

My favourite sport by Isabella


I live in Switzerland and my favourite sport is
snowboarding. Its a winter sport and its difcult
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. Its fast and exciting.
I love snowboarding! What about you?

IT
S

Write a description of your favourite sport.


Use My favourite sport and your notes from
Exercise 5.

My favourite sport

1 Name of sport and where you watch/play it


My favourite sport is (name)
.
I play it / watch it (where)
with (who)
(when)
.
2 Your favourite team and/or player
I really like
.
My favourite
.
3 Why you like the sport
is great.
Its always
.

Remember!
Use full stops, commas, exclamation
marks, question marks and apostrophes.
Use the vocabulary in this unit.
Check your grammar and spelling.
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Refresh Your Memory!


Grammar Review

Vocabulary Review

Complete the sentences with the verbs in the


Present simple.
1 Do you go (you / go) swimming at the
weekend?
2 We (play) tennis every Friday.
3
(Jane / walk) to school every day?
4 Gary (go) snowboarding in winter.
5 I (not watch) sports on TV.
6 What clothes (they / wear) for judo?
7 Martin (not do) athletics on Wednesday.
8 The girls (not like) football!

Complete the sentences with the correct form


of these verbs.
play

play

watch

wear

win

court

PL

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

SA

1
2
3
4
5

pitch

pool

rink

track

You play tennis on a tennis court.


You do athletics on an athletics
.
You go ice-skating at the ice-skating
You play football on a football
.
He goes swimming at the swimming

.
.

Speaking Review
6

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

dont
A
B
A
B
A

needed: (1.56)]

Complete the sentences with these words.

Luke loves 1 playing football and he loves 2


!
His team usually wins, but when they lose, Luke
isnt happy! He hates 3
! Bella, his sister,
doesnt like 4
ball games but she doesnt mind
5
them on TV. She also likes 6
her Chelsea
football shirt. She thinks its a great shirt!

U
N

lose

IT
S

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.

favourite

like

think

What

What do you think of the Olympic Games?


I
like them. I think theyre boring.
But do you
Usain Bolt?
Yes, I do. I
hes amazing.
Hes my
athlete, too.

Dictation
7

1.15

Listen and write in your notebook.

My assessment profile: Workbook page 127


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Unit 1Play The Game!

Refresh Your Memory!

Extra activity

Exercise 1
Answers
2
3
4
5

play
Does Jane walk
goes
dont watch

6 do they wear
7 doesnt do
8 dont like

Exercise 2
Answers
2 winning 3 losing 4 playing

5 watching 6 wearing

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

U
N

Exercise 4
Answers
5 judo
6 mountain biking

2 gymnastics
3 ice hockey
4 swimming

Answers
(Track 1.14)

Answers

Exercise7

A like B think A favourite

SA

B dont

Exercise6

4 pitch 5 pool

PL

Exercise 5
2 track 3 rink

IT
S

2
3
4
5
6

Revise the vocabulary of sports from this unit by creating


a mind map:
Start by writing the word Sports in a cloud in the centre
of the board and copying the three spokes onto the
board. Elicit the three verbs commonly used with sports
from the class (do, go and play) and write one in the
circle at the end of each spoke.
Elicit an example of a sport with play, e.g. basketball,
and write it in a box connected to the verb play. Elicit
other words connected with basketball, e.g. ball, court,
player and write these on the board, connecting them to
the box. Draw a simple illustration for each of the words.
Continue the process, eliciting a sport with do and
a sport with go and add these to the board along with
appropriate vocabulary. Students then work in small
groups, brainstorming vocabulary and adding it to their
diagrams. Give them a time limit of five minutes. Monitor
and help with vocabulary and feed in ideas where
necessary.
Collate vocabulary on the board. Students can
peer-teach the vocabulary they have thought of. Drill the
vocabulary for pronunciation and word stress.
Draw up the four speech bubbles. Make sure students
understand that the ones on the left ask for opinions
and the ones on the right give opinions. Elicit example
questions to make sure students understand that the
questions can be used to ask about either sports,
e.g. What do you think of basketball? or sports stars,
e.g. What do you think of Kolo Tour?
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.

(Track 1.15)

Answers and Audioscript


1
2
3
4
5
6

We never watch sport on TV.


She does athletics on Saturday morning.
Hes a great basketball player.
What do you think of our ice hockey team?
I love skiing.
Do you like my swimming costume?

My Assessment Profile Unit 1


See Workbook page 127

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Unit 1Play The Game!

Maths File

Exercise 2 (Track 1.16)


Individually, students read the text and answer
the questions.
If you wish, play the recording for students to listen
and read.
Students then check in pairs before checking answers
as a class.
Check answers by asking pairs of students to read
questions and answers.

Cultural notes

Answers
2
3
4
5
6

There are 32 pieces.


Theyre pentagons and hexagons.
Size 2 is good for young children.
It weighs a maximum of 370 grams.
They use a size 5 football.

IT
S

My Maths File
Exercise 3

U
N

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

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 balls exact
position on the pitch to antennae around the stadium
and send this information back to a receiver carried by
the referee.

PL

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

SA

Draw attention to the pictures and the text and ask


students what they can see.
Students scan the text quickly to find out what it is
about.
Make sure students understand not to read in detail at
this point.

Answers
3 the size and shape of footballs

Individually, students write their fact file.


Monitor and help with grammar and vocabulary and
feed in ideas if necessary.
Point out errors for students to self-correct.
Remind students to check their grammar, spelling
and punctuation carefully before they give you their
written work.
Students also include photos and pictures to illustrate
their fact file.

Answers
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


Teachers Resources are at two levels of difficulty:
* For students who need extra help and support
** For students who require an additional challenge

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Maths File
Football Fact File
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.

Circumference

What shape is the average football?


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

68-70cm

An average football has 32 pieces of material:


12 pentagons and 20 hexagons.

U
N

There are five different sizes of football.

Size 2

Size 3

Size 4

Hexagon

Size 5

Size 1

Pentagon

IT
S

Sphere

Size1 : This has a circumference of 43 centimetres.

PL

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.

SA

Size3 : This ball weighs a maximum of 340 grams. It has a


maximum circumference of 61 centimetres.

Reading
1

Look quickly at the text. What do you think it


is about?
1 the football World Cup
2 the history of footballs
3 the size and shape of footballs

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?

Size4 : 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.
Size5 : This is the ball for adult football matches and
competitions like the World Cup. It has a circumference
of 71 centimetres.

My Maths File

Make notes about some sports equipment


you use or your favourite sports star uses.
Think about:
size
shape
colour
weight

Write a fact file about the sports equipment.


Add pictures or photos. Use your notes from
Exercise 3 to help you.

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3
Grammar

Past Lives
Past simple: affirmative and negative; Past simple: questions

Vocabulary

History; Life events

Speaking

Reasoning

Writing

A biography
1

Vocabulary History
1

castle 1
king
servant

Word list page 43

die
plague
sword

dungeon
prisoner
war

Workbook page 106

Which words in Exercise 1 are not in the


picture? Which of these words means
1 to stop living? die
2 to make a person or animal die?
3 a terrible disease?
4 a hundred years?
5 a time of fighting between countries?

7
6

Complete the sentences with the words in


Exercise 1.
1 The king and live in a big castle.
2 A is a disease that kills a lot of people.
3 When there is a war, many people .
4 The has 10,000 soldiers.
5 The in the castle cook and clean.
6 This castle is from the fourteenth .
7 The dungeon is for .

SA

PL

century
knight
soldier

U
N

army
kill
queen

IT
S

1.30
Listen and repeat. Then match ten of
these words to the picture.

In pairs, talk about the things from history you


like and dont like.
10

I like learning about


kings. What about you?
I like learning about them,
but I dont like reading
about wars.

Brain Trainer Activity 3


Go to page 114
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Unit 3Past Lives


Exercise 3

Unit contents

Students work individually, completing the sentences.


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

Grammar

Past simple affirmative, negative, questions and


short answers

Answers

Vocabulary

1
2
3
4

History army, castle, century, die, dungeon, kill,


king, knight, plague, prisoner, queen, servant,
soldier, sword, war
Life events be born, die, fall in love, find a job,
get married, go to university, graduate, have a baby,
leave home, move house, retire, start school

Stronger groups or fast finishers write sentences for five


of the seven words not used in Exercise 3, i.e. castle,
dungeon, kill, knight, soldier, sword and war. Monitor and
help with vocabulary and grammar if necessary.

Reasoning
Writing a biography

Keyco mpetences

Linguistic competence
Mathematical competence
Interpersonal, social and civic competence
Cultural and artistic competences
Learning to learn
Autonomy and personal initiative

IT
S

Exercise 4

Ask two students to read out the examples.


Students then work in pairs, talking about the things
from history they like and dont like.
Monitor and correct students pronunciation as
appropriate.

U
N

Answers

Vocabulary History

Students own answers

Extra activity

SA

PL

Stronger groups or individual students cover the words


in the box and complete Exercise 1 blind. They then
uncover the box and see if they used the same words or
different ones. This type of activity is very valuable as it
helps students notice the gap between their knowledge
and the target language.

Exercise 1 (Track 1.30)

Play the recording for students to listen and repeat.


Pause after each word to check students pronunciation.
Individually, students match the words to parts of the
picture.

Extra activity
Ask students the following history quiz questions.
In pairs, they confer and write down their answers.
Check answers as a class, awarding one point for each
correct answer.
1 What was the name of King Arthurs sword?
(Excalibur)
2 Which French queen was married to Louis XVI?
(Marie Antoinette)
3 When was the Second World War? (19391945)
4 How long was Nelson Mandela a prisoner? (27 years)
5 In which century was Napoleon born (eighteenth)

Further practice

Answers
2 king
3 queen
4 soldier

5 servants
6 century
7 prisoners

Extra activity

Communication

(king); queen
plague
die
army

5 servant
6 prisoner
7 dungeon

8 army
9 sword
10 knight

Workbook pages 24 and 106

Brain Trainer Activity 3

See Teachers Book page 212

Exercise 2
In pairs, students identify the missing items and match
them to the definitions.
Check answers to Exercises 1 and 2 as a class.

Answers
2 kill

3 plague

4 century 5 war

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Unit 3Past Lives

Reading

Exercise 3 (Track 1.31)


Individually, students read the text and decide if the
sentences are true or false.
If you wish, play the recording for students to listen
and read.
Students check in pairs before checking answers as a
class.
When checking answers, ask students to correct the
false sentences.
Elicit from stronger students or explain yourself the
meaning of any new vocabulary.

Revision
First Create a history mind map with students. Copy the
central HISTORY book onto the board and elicit from students
possible sub-categories for the words. Complete the five
stems with objects, people, places, verbs and other words.
Second Use the word queen as an example. Elicit from
students where to put the word on the diagram. In pairs,
students classify the other history words from page 30 of the
Students Book. Students use their dictionaries to find five
additional words on the topic of history, e.g. emperor, palace,
crown, murder and battle.

Answers
1 False (There are other things to do at The London
Dungeon.)
2 False (Rats carried the plague from the ships to London.)
3 True
4 True
5 False (The Great Plague started in 1665 and the
Great Fire started in 1666.)
6 False (Only six people died.)
7 False (You can see ghosts in the Labyrinth.)

IT
S

Third Check answers as a class and collate new vocabulary


on the board by asking individual students to write words on
the board. Students can peer-teach the vocabulary they have
thought of. Drill the vocabulary for pronunciation and word stress.

U
N

Exercise 4

Read through the questions and the example with the


class.
Students then work in pairs, asking and answering the
questions.
Monitor but do not interrupt fluency.
Make a note of any mistakes to go over with the class
afterwards.
Feedback as a class.

PL

Cultural notes

SA

The London Dungeon opened in 1974 and has proved


a highly successful tourist attraction over nearly forty
years. It is not in fact a dungeon, but in reality is more
like a theme park with actors taking on roles and guiding
visitors through some of historys more macabre and
grisly events. It is chiefly aimed at, and popular with,
young people, who enjoy the reconstructions of the
Great Plague, the Great Fire of London, medical surgery,
torture and the world of Jack the Ripper among others.
Further information is available on the internet.

Exercise 1
Draw attention to the photo and the text and ask
students what they can see.
Make sure students understand not to read in detail at
this point.
Ask which option they think describes what the text is.

Exercise 2
Students scan the text quickly and check their answer
to Exercise 1.
Check the answer as a class.
Ask if any students have been to London and visited
The London Dungeon.

Answers
Students own answers

Extra activity
Use the questions in Exercise 4 as the basis to plan a
live listening about a tourist attraction in your country.
Remember to grade your language appropriately. Use
the following text as an example:
In the UK, Warwick Castle is a very famous tourist
attraction. Its in the centre of England in a very green
area called the Midlands. Its one thousand years old
and is on a rock next to a river. Its beautiful! There are a
lot of things to do: you can see a dragon thats brilliant,
visit the castle dungeon thats very scary, look at the
gardens I think thats boring, and see the king and his
army preparing for war! Its amazing!
Students listen and answer the questions in Exercise 4.
Check answers as a class.
(Answers: 1 Warwick Castle; 2 In the centre of England /
the Midlands. On a rock next to a river.; 3 see a dragon,
visit the castle dungeon, look at the gardens, see the
king and his army preparing for war)

Answers
3 an advertisement for a tourist attraction

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Unit 3

Reading

Read and check your answer to Exercise 1.

1.31
Read the text again. Are the
sentences true (T) or false (F)?
1 At the London Dungeon you can only learn
about two horrible events. F
2 Rats carried the plague from London to the ships.
3 In 1665 many rich people left London because
they didnt want to die.
4 The plague killed about 80,000 people in London.
5 The Great Fire of London started in the same
year as the Great Plague.
6 During the fire there were many victims in London.
7 You can meet horrible people from history in
the Labyrinth.

London
Dungeon

What about you? Think of a tourist attraction


in your country. In pairs, ask and answer.
1 What is it?
2 Where is it?
3 What can you do there?
St Georges Castle is
a famous tourist attraction
in Portugal.
Where is it?
Its in Lisbon.

PL

The

IT
S

Look at the text quickly. Is it:


1 from an encyclopedia?
2 from a short story?
3 an advertisement for a tourist attraction?

U
N

The Fire of London

Come and see London at the time of the


Great Plague and the Great Fire! Learn about
other horrible events in English history!

After the Great Plague, there was a very big


re in London. On 2nd September 1666, a
re started at the bakery of Thomas Farriner
in Pudding Lane. Farriner and his family
escaped but their servant died in the re.
The re started in this poor part of the city
and then burned the old City of London,
including 13,500 houses, 87 churches and
St Pauls Cathedral. The re was terrible but
there were not many victims and only six
people died. Is this really true or did more
people die? Its a mystery!

SA

What can you do at The London Dungeon?

The Great Plague

In the fourteenth century a terrible plague


killed many thousands of people in England.
The plague came and went many times in
the next three hundred years. Then, in 1665,
rats from ships carried the disease to London
again. King Charles II and many rich people
went to the country to escape the plague, but
poor people didnt leave the city. They stayed
and about 80,000 people died.

Other things to do
Go for a boat ride in the dark, see the ghosts
in the Labyrinth of the Lost Souls, or meet
horrible people from history!
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GrammarPast simple
Regular verbs: affirmative and negative

To be: Affirmative
was
were

old.

To be: Negative
I/He/She/It
You/We/They

old.

Was I/he/she/it old?

Yes, I/he/she/it was.


No, I/he/she/it wasnt.

Were you/we/they old?

Yes, you/we/they were.


No, you/we/they werent.

in London.

I/You/He/She/It/We/They

didnt (did not) stay

in London.

left

I/You/He/She/It/We/They

didnt (did not) leave the city.

yesterday
three years ago

Complete the sentences with these words.


give

Complete the sentences with the Past simple.


1 She did (do) her History homework last night.
2 The soldiers (fight) in the war.
3 The young man (become) a knight.
4 The students (learn) about the Great Fire.
5 The fire (happen) last year.
6 I (have) a terrible day yesterday.
7 They (study) for a test last night.
8 You (make) a big mistake!

leave

play

read

watch

We played tennis on Saturday.


Luke and Jason
a horror film last night.
He
me a present for my birthday.
I
a text about Ancient Rome. I
about
Julius Caesar.
5 You school early yesterday.

PL

What is the Past simple form of these verbs?


1 play played
7 do
13 see
2 go
8 carry
14 like
3 start
9 eat
15 write
4 read
10 give
16 take
5 clean
11 listen
17 come
6 drink
12 hear
18 sit

SA

learn

1
2
3
4

Study the grammar tables. Choose the correct


options to complete the rules.

1 The past forms of regular / irregular verbs


end in -ed.
2 The past forms of regular / irregular verbs are
all different. It is important to learn them.

last year

Grammar reference Workbook page 90

4
dance danced
hurry hurried

the city.

yesterday evening
in 1666

U
N

cooked
stopped

I/You/He/She/It/We/They

Time expressions

Watch Out!

stayed

Irregular verbs: affirmative and negative


wasnt (was not)
werent (were not)

To be: Questions and short answers

cook
stop

I/You/He/She/It/We/They

IT
S

I/He/She/It
You/We/They

Pronunciation

Verb endings: /t/ /d/ /d/


5a

1.32
Listen and repeat the sentences.
1 /t/: We liked the castle.
2 /d/: He travelled to London.
3 /d/: The fire started there.

1.33 Listen. Copy the table and put the


verbs in the correct column.

asked
lived

died
visited
/t/

ended
wanted
/d/

escaped
watched

happened

/d/

asked

1.34

Listen, check and repeat.

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Unit 3Past Lives

Grammar Past simple

Exercise 4
Students match the verbs to the sentences and put
them in the Past simple.
They then check in pairs before checking answers as a
class.

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

Answers
2 watched

Answers
1 regular

3 gave

Pronunciation

2 irregular

Exercise 2

4 read; learned/learnt

5 left

Verb endings: /t/ /d/ /d/

Language note

Read the Watch Out! section under the grammar tables


with the class.
Individually, students write the past simple forms,
referring back to the Watch Out! section where
necessary.
Check answers and spelling by asking individual
students to write words on the board and tell you if they
are regular or irregular.

IT
S

Past simple verbs are pronounced with /t/ at the end


when the infinitive ends with an unvoiced consonant
sound and with /d/ at the end when the infinitive
ends with a voiced consonant sound. Only when the
infinitive ends with the sounds /t/ or /d/, do we add the
complete extra syllable /d/.
Note that a very common error is for students to add the
extra syllable /d/ to all Past simple verb forms.

Answers

Exercise 5a (Track 1.32)

Extra activity

Play the recording for students to listen to the


sentences.
Play the recording again, pausing after each sentence
for students to repeat the sentences.
Check students pronunciation.

U
N

gave (irregular)
listened (regular)
heard (irregular)
saw (irregular)
liked (regular)
wrote (irregular)
took (irregular)
came (irregular)
sat (irregular)

10
11
12
13
14
15
16
17
18

PL

2 went (irregular)
3 started (regular)
4 read (pronounced /red/,
irregular)
5 cleaned (regular)
6 drank (irregular)
7 did (irregular)
8 carried (regular)
9 ate (irregular)

SA

Students test each other on the Past simple forms.


Demonstrate with a stronger student, explaining that you
are going to say an infinitive and they must respond by
telling you if it is regular or irregular and giving you the
Past simple form. The student then says a new infinitive
and you respond with regular or irregular and the Past
simple form, e.g.
Teacher: play
Student: regular: played make
Teacher: irregular: made break
Student: irregular: broke, etc.
Monitor and correct students pronunciation as
appropriate. Students refer to the irregular verb list on
Students Book page 127 if necessary.

Exercise 3
Individually, students complete the sentences.
Check answers by asking individual students to read
the sentences.

Exercise 5b (Track 1.33)


Students listen and classify the verbs according to the
endings.

Exercise 5c (Track 1.34)


Play the recording for students to listen and check.
Drill the vocabulary for pronunciation.

Answers
/t/

/d/

/d/

asked
escaped
watched

died
happened
lived

ended
visited
wanted

Further practice

Workbook page 123

Extra activity
Brainstorm ten other regular verbs students already
know and write them on the board. Ask students to
classify these verbs according to the pronunciation of
the final -ed.

Answers
2 fought
3 became
4 learned/learnt

5 happened
6 had

7 studied
8 made

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Unit 3Past Lives

Vocabulary Life events

Exercise 6
Individually, students change the sentences from
affirmative to negative.
Check answers as a class.

Exercise 1 (Track 1.35)


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

Answers
2
3
4
5
6
7

I didnt visit a castle in Scotland.


She didnt read a story about a famous knight.
You didnt see a sword at the museum.
The restaurant didnt open at ten.
They didnt have a History test last week.
He wasnt in London two weeks ago.

Answers
2
3
4
5

Exercise 7

IT
S

In pairs, students identify the missing items.


Check answers to Exercises 1 and 2 as a class.
Ask students to give a definition in English or a
translation in their L1 for the missing items.

Answers

Answers
6
7
8
9

didnt feel
stayed
visited
had

10 saw
1 1 didnt buy
12 didnt have

die, get married, go to university, retire

Exercise 3 (Track 1.36)

U
N

went
was
learned/learnt
didnt come

6 find a job
7 move house
8 have a baby

Exercise 2

Tell students to scan the text quickly and find out what
Diana bought in London. (Answer: Nothing)
Students read the email and complete it using the
Past simple form of the verbs in the box.
Check answers as a class.
2
3
4
5

start school
fall in love
leave home
graduate

Students choose the correct options.


Play the recording for students to listen and check.

Exercise 8

Answers

2 started
3 left
4 went

Students own answers

SA

Extra activity

Answers

PL

Individually, students write sentences about their


weekend.
Monitor and help with grammar and vocabulary if
necessary.
Check students sentences.

Prepare six sentences about your weekend. Remember


to grade your language appropriately. Include both
affirmative and negative Past simple verb forms. Some of
the sentences should be true and some false.
Read the sentences for students to decide if they think
they are true or false. Do not allow students to write
anything down apart from the words true or false. In
pairs, students compare their answers.
Tell students to listen again and write down the
sentences, but tell them they must change the
sentences which they think are false to make them true
as they write them down.
Check answers as a class and confirm which of your
sentences were true and which were false.

5 graduated
6 left
7 found

8 fell
9 got
10 had

1 1 moved
12 retired

Extra activity
Students work in pairs. They use the text about Megan
as a model and write a mini-biography of their partner
in the third person, imagining they are now retired. They
should write about all the positive things their partner
did in their life and say when they happened using the
Past simple. Students then read the mini-biography their
partner has written about them.

Further practice

Workbook pages 27 and 106

Brain Trainer Activity 4

See Teachers Book page 212

Further practice

Workbook pages 26 and 9091

Brain Trainer Activity 2

See Teachers Book page 212

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Vocabulary Life events

Rewrite the sentences in the negative form.


1 We went to London at the weekend.
They didnt go to London at the weekend.
2 They visited a castle in Scotland. I .
3 He read a story about a famous knight. She .
4 I saw a sword at the museum. You .
5 The museum opened at ten. The restaurant .
6 We had a History test last week. They .
7 I was in London two weeks ago. He .

Complete the email with the Past simple form


of these verbs.
arrive
not buy
stay

be
not come
visit

go
not feel

have
not have

1.35
Listen and repeat. Then match eight
of these words to the pictures.

be born 1
find a job
graduate
move house

die
get married
have a baby
retire

Word list page 43

Workbook page 106

fall in love
go to university
leave home
start school

IT
S

Unit 3

learn
see

SA

PL

Send
Hi Barbara!
1
Well, we arrived in London ten days ago. Last
Friday Dad and I 2
to the Tower of London. It
3
fantastic and we 4
a lot about English
history. Mum 5
with us because she 6 well.
She 7
at the hotel.
Yesterday we 8
the Imperial War Museum.
Then we 9
lunch at a fish and chip shop. In the
afternoon we went shopping on Regents Street. I
10
some beautiful clothes. I 11
them because I
12
any money. Oh well! Next time.
See you soon.
Add Attachments
Diana

U
N

New Message

What about you? What did you do last


weekend? Write sentences.
On Saturday I didnt get up early. I got up at ten. I
had breakfast and then I met my friends in town

Which words in Exercise 1 are not in the


pictures?

1.36
Choose the correct options. Then
listen and check.
Megan Davies 1 was / had born in 1953. She
2
started / left school when she was five and
3
started / left school when she was eighteen.
After school, she 4 went / retired to university. She
5
retired / graduated in 1974. She 6 got / left home
when she 7 met / found a job. She met John and
8
started / fell in love with him. They 9 got / had
married two months later. Megan 10 had / was a
baby in 1977. After two years, Megan and John
11
moved / left house. Megan 13 retired / graduated
when she was 60.

Brain Trainer Activity 4


Go to page 114
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Chatroom

Reasoning

Speaking and Listening

OK, guys. I want to take a photo. Say


Cheese!
Nadia
No, Zak. Im tired. My feet hurt!
Jody
Forget the photo. Lets visit the Bloody Tower.
Nadia
Why?
Jody
Because there are ghosts in it!
Nadia
Then I dont want to see it.
Jody
Dont be silly, Nadia. Why dont you want
to see it?
Nadia
Because Im scared of ghosts.
Mr Jones Well, Im not sure there are ghosts, but King
Richard III killed two young princes there.
Raven
Good morning!
Zak
Did you hear that?!
Carlos
Yes, I did. It was that bird.
Mr Jones Yes, thats a raven. The ravens at the
Tower of London are famous. They look
after the Tower.
Jody
And they can talk!

1.37
Listen and read the conversation.
Check your answers.

1.37
Listen and read again. Answer the
questions.
1 Why does Zak say Say Cheese?
Because he wants to take a photo.
2 Where does Jody want to go?
3 Why does she want to go there?
4 Why doesnt Nadia want to go?
5 Who killed the young princes in the tower?
6 What is a raven?
7 What can the ravens do?

Act out the conversation in groups of five.

U
N

Say it in your language


Say Cheese!
Dont be silly.

SA

PL

Look at the photo. Answer the questions.


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

IT
S

Zak

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Unit 3Past Lives

Chatroom Reasoning

Exercise 3 (Track 1.37)


Play the recording again.
Individually, students answer the questions.
They then check in pairs before checking answers as a
class.

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

She wants to visit the Bloody Tower.


Because there are ghosts.
Because shes scared of ghosts.
Richard III killed the princes.
A (black) bird.
They can talk.

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

U
N

Third Students compare their ideas in pairs before checking


answers as a class. They then write a short conversation
using I quit!, which is not used above, e.g.:
A: Im tired and hungry. I dont want to play anymore.
B: OK. But lets play for five minutes more. Please!
A: No, I quit! Im going home! Sorry!

2
3
4
5
6
7

IT
S

Second Write the following items on the board. Students


choose the most logical expression in each case.
1 A: Oh no! I hate doing exams and I forgot my lucky pencil.
B: You always pass exams. You dont need a
lucky charm!
A: Yes, I do. This is a disaster!
2 A: Do you like the Chicago Bulls? Lets go to the game
on Friday.
B: Good idea. I think theyre amazing!
A: Great!
3 A: Why dont we go mountain biking tomorrow?
B: Its cold and windy. I want to go to the cinema.
A: OK. Why dont we go to see Breaking Dawn?
(Answers: 1 Cheer up!; 2 Im in!; 3 No way!)

Answers

PL

Speaking and Listening


Exercise 1

SA

In pairs, students describe what they can see and


answer the questions.

Exercise 2 (Track 1.37)

Play the recording for students to listen and read and


check their answers to Exercise 1.

Answers

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.
Say Cheese! expression traditionally used in
English when taking a photo. Used because when
saying the word cheese the mouth is in the
approximate position of a smile. This idea has also
been adopted in many other languages with different
words, e.g. potato in Spanish, cabbage in Bulgarian
and omelette in Swedish.
Dont be silly. colloquial phrase used to reject an
idea or behaviour you think is foolish. Care should be
taken to use exaggerated intonation in order to make
the phrase sound light-hearted rather than rude. You
might use it in class in a light-hearted way if a student
intentionally makes a silly comment.

1 Theyre in London.
2 Theyre visiting the Tower of London.
3 Shes tired and her feet hurt.

Brain Trainer Activity 1

See Teachers Book page 212

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Unit 3Past Lives


Exercise 5

Exercise 2

Students refer back to the conversation and complete


the sentences.
Check answers as a class.

Students write the questions. Make sure students


understand that they should change the pronoun in the
questions and use the word in brackets.
Check answers as a class.

Answers
2 Because

3 dont

Answers

4 be 5 Why 6 Because
2
3
4
5
6

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

Exercise 7 (Track 1.38)

Exercise 3

Play the recording for students to listen to the


conversations.
Pairs act out the conversations.
Monitor and correct students pronunciation as
appropriate.

Individually, students make questions.


Check students questions.

IT
S

Answers
Students own answers

Exercise 8

Exercise 4

Workbook pages 28 and 115

Further practice

Grammar Past simple: questions

SA

and short answers

Students may have problems with the pronunciation of the


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

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

Answers
1 the infinitive 2 dont use

U
N

PL

Answers
Students own answers

Ask two students to read out the examples.


In pairs, students ask and answer the questions.
Monitor but do not interrupt fluency unless they make
mistakes with the Past simple forms.

Extra activity

Write the following prompts on the board:


A: you / meet / your friends / last night / ?
B: Yes / I
A: Where / you / go / ? / What / you / do / ?
B: We / meet / at the sports centre / in town
A: you / play football / ?
B: No / we / . / We / play basketball / . / It / be / great / !
A: you / win / ?
B: Yes / we
Elicit a conversation from the students using the
prompts. Do not allow students to write anything down.
Drill the conversation for correct pronunciation. Divide
the class in half down the centre. Tell the half on the left
that they are going to be A and the half on the right that
they are going to be B. Build up the conversation step by
step until students can perform it unprompted. Change
over the roles and repeat the procedure so that students
have practised both parts.
Students then work in pairs, acting out the conversation.
(Complete conversation:
A: Did you meet your friends last night?
B: Yes, I did.
A: Where did you go? What did you do?
B: We met at the sports centre in town.
A: Did you play football?
B: No, we didnt. We played basketball. It was great!
A: Did you win?
B: Yes, we did!)

Students make their own conversations by replacing the


words in purple In Exercise 7.
Monitor but do not interrupt fluency unless students
make mistakes with the phrases for asking for and
giving reasons.
Ask some students to perform their conversations for
the class.

Language note

Did she study her History notes?


Did they see a ghost in the tower?
Did he have lunch at one oclock?
Did you get a good mark in the test?
Did he visit the dungeon?

Further practice

Workbook pages 29 and 9091

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Grammar Past simple:

Look back at the conversation. Complete


the sentences.
1 Say Cheese!
2
there are ghosts in it!
3 I want to see it.
4 Dont silly.
5
dont you want to see it?
6
Im scared of ghosts.

questions and short answers


Regular verbs: questions and short answers
Did I/you/he/she/it/we/they stay in London?
Yes, I/you/he/she/it/we/they did.
No, I/you/he/she/it/we/they didnt (did not).

Read the phrases for asking for and


giving reasons.

Irregular verbs: questions and short answers

Asking for a reason

Giving a reason

Why?/Why not?

Because

Did I/you/he/she/it/we/they leave the city?


Yes, I/you/he/she/it/we/they did.
No, I/you/he/she/it/we/they didnt (did not).

Why do/dont you


want to ?

Wh-questions

IT
S

Where did you stay?

I want to go to 1 the London Dungeon.


Why do you want to go there?
Because 2 its scary.
3
No way!

PL

Zak
Nadia
Zak
Nadia

Grammar reference Workbook page 90

Make questions with the Past simple.


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

Make questions with the words in columns A


and B.
Did you visit your grandparents yesterday?

SA
Why?

Because its fun.

A
visit your grandparents
have an English lesson
meet your friends
walk to school
watch TV

1 the castle / zoo / park / shops


2 (its/theyre) interesting / exciting / boring /
fun / scary / terrible
3 Thats a good idea. / No way! / No, thanks. /
OK. / All right.

1 In Past simple questions we use did + the


infinitive / the Past simple form of the verb.
2 In Past simple short answers we use / dont use
the verb after did and didnt.

Work in pairs. Replace the words in purple in


Exercise 7. Use these words and/or your own
ideas. Act out the conversations.
Lets go to the zoo.

Study the grammar table. Choose the correct


options to complete the rules.

U
N

1.38
Listen to the conversations. Act out
the conversations in pairs.
Zak
Lets go to 1 the war museum.
Nadia Why?
Zak
Because 2 its interesting.
Nadia 3 Thats a good idea.

When did they leave?

B
at the weekend
last night
last week
this morning
yesterday

In pairs, ask and answer the questions in


Exercise 3.
Did you visit your
grandparents yesterday?

Yes, I did.
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William Shakespeare (1564-1616)

Reading

Look at the photo. Answer the questions.


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

illiam Shakespeare was born in Stratford-upon-Avon,


England, in 1564. He probably went to school but he
didnt go to university.When he was eighteen William married
Anne Hathaway.They had a son called Hamnet and two daughters,
Susanna and Judith. Hamnet died of the plague when he was eleven.
In 1585, Shakespeare left his family in Stratford and went to
London. There he started a career as an actor, a writer and the
owner of a theatre with some other actors. He retired in 1613
and died three years later.
William Shakespeare wrote about thirty-eight plays: comedies
(e.g. A Midsummer Nights Dream), tragedies (e.g. Romeo and
Juliet) and historical plays (e.g. Richard III).
Some people think that Shakespeare didnt write his plays.
They believe that another, mystery person wrote them. Why?
Because in the sixteenth century, writers were often rich and
went to university. They usually travelled and spoke different
languages. Shakespeare didnt come from a rich family or study at
university and he stayed in England all his life. Most people believe
Shakespeare was the author of the plays, but there are questions
about his life: Why did he marry Anne Hathaway? Why did he
move to London? Why did he retire? How did he die?
Shakespeares plays are famous all over the world but his life
has many mysteries.

U
N

IT
S

owner
mystery

play
author

career
tragedy

Key Words

Read and check your answers to Exercise 1.

Read the text again. Complete the


sentences with the correct years or numbers.
1 Shakespeare was born in the year 1564.
2 He married in the year .
3 He had children.
4 Shakespeare moved to London when he was
years old.
5 He stopped writing in the year .
6 He died in the year .
7 He wrote plays.

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

PL

Listening
1

1.40
Read the questions. Guess the
correct answers. Listen and check.
1 How old was Anne Hathaway when she got
married?
a sixteen
b twenty-two
c twenty-six
2 How many wives did Philip II of Spain have?
a two
b three
c four
3 The father of the young princes in the Tower was
a Richard III. b Henry VI.
c Edward IV.

Listen again. Complete the sentences.


Shakespeare and Anne Hathaway got married
on the 27th or 28th .
Mary and Philip got married in .
Mary of was Philip IIs second wife.
The names of the two princes in the Tower
were and .
Peter scores out of .

SA

1.39

1.40

1
2
3
4
5

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Unit 3Past Lives

Reading

7 He wrote comedies, tragedies and historical plays.


8 Because he wasnt rich, he didnt study at university
and he stayed in England all his life.

Exercise 1
Draw attention to the photo and the text and ask
students what they can see.
Make sure students understand not to read in detail at
this point.
In pairs, students answer the questions.

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

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

Listening

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

Audioscript

See Teachers Book page 225

IT
S

Exercise 1 (Track 1.40)

Key Words

career all of a persons professional life


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

Answers

1 c

PL

tragedy a sad story where the characters die at the


end
mystery something that cant be explained
because not enough is known about it

Exercise 3 (Track 1.39)

author the person who writes a book or a play

SA

Students read the text and complete the sentences.


If you wish, play the recording for students to listen and
read.
Make sure students understand that they need to do
some simple calculations to work out what numbers
complete each sentence.

Answers
2 1582

3 three 4 21 5 1613

6 1616 7 38

Exercise 4 (Track 1.39)


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

Answers
2
3
4
5
6

No, he didnt.
Anne Hathaway
He died of the plague.
No, they didnt.
He was an actor, a writer and the owner of a theatre.

2 c

3 c

Exercise 2 (Track 1.40)

play the text of a performance for the theatre

Individually, students answer the questions.


Play the recording for students to check and correct
their answers.
Check answers as a class.

U
N

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.

Play the recording again for students to complete the


sentences.
Check answers by asking individual students to write
answers on the board.

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

Extra activity
Write the following sentences on the board. Play the
recording again for students to decide if they are true or
false (answers in brackets).
1 The presenters name is Peter Strong.
(False The presenters name is Ann Strong.)
2 The programme is called The History Chair.
(False The programme is called The History Quiz.)
3 Shakespeare was an old man when he married Anne.
(False Shakespeare was eighteen when he
married Anne.)
4 Peter doesnt know the answer to question two.
(False He knows the answer.)
5 Edward and Richard lived in the fourteenth century.
(False The princes lived in the fifteenth century.)
6 The princes were prisoners in the Tower of London.
(True)
They then compare their answers in pairs. When checking
answers, ask students to correct the false sentences.

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Unit 3Past Lives

Writing A biography

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

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

IT
S

Exercise 4

Explain that students should only make notes at this


point or write short sentences.
Encourage students to ask you for any vocabulary they
need or to use a dictionary.

Answers

Students own answers

Third Students create their own jumbled sentences using


language from the unit. Monitor and point out errors for
students to self-correct. They exchange their sentences with
a partner to put the words in order.

She was born in Lombardy in the north of Italy.


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

U
N

Second Write the following jumbled sentences on


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

Answers

PL

Cultural notes

SA

Sofonisba Anguissola (Italy, 15321625) is famous for


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

Exercise 1
Read the Writing file with the class.

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

Exercise 5
Read the My biography of writing guide with the
class. Tell students they must now present their
information as a complete text, not as notes or
unconnected sentences.
Draw students attention to the Remember! checklist.

Answers
Students own answers

Extra activity
Add an extra 1015 vocabulary items from this unit to the
collection of word cards.
Revise all the vocabulary by playing a scrambled words
game. Before the class, prepare one or two of the words
to demonstrate with, e.g. nodegnu (dungeon) and
cardemutony (documentary). Give each student one
word card for them to scramble. They then take turns
writing their scrambled words on the board. The rest of
the class have to write down the students name and the
unscrambled word. When all students have written up
their scrambled words, check answers as a class.

Answers
1 B

2 C

3 A

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Unit 3

Writing A biography
Read the Writing File.

Writing File

Read the biography of Sofonisba again.


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

Think of a famous person from your country.


Find information about him or her and make
notes about:
1 his/her name, date of birth and place of birth
2 his/her education and work
3 other important information about him/her

Ordering information

Information in a biography is usually in


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

Match the paragraphs (AC) to the correct


categories (13).
1 Name, date of birth, place of birth.
2 Education and work.
3 Other important information.

U
N

Sofonisba Anguissola

IT
S

PL

SA

A Sofonisba was famous because she was a great


painter and she painted important people. You
can see a painting of Philip II by her in the Prado
Museum in Madrid today. She also helped other
women in the sixteenth century to become artists.
She died in 1625.

B Sofonisba Anguissola was born in 1532 in


Lombardy in the north of Italy.

Write a biography of your famous person.


Use My biography of and your notes from
Exercise 4.

My biography of

1 Name, date of birth, place of birth


was born in in .
2 Education and work
When she/he was she/he .Then
3 Other important information
died in .

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

C She studied painting with four of her sisters in


Italy. She met Michelangelo in Rome in 1554 and
he gave her some ideas for her paintings. In 1559,
Sofonisba left Italy and moved to Spain. She lived
and worked there in the palace of King Philip II.
She painted many beautiful pictures at this time
and became the art teacher of Philips third wife,
Elizabeth of Valois.
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Refresh Your Memory!


Grammar Review

Vocabulary Review

Copy and complete the table with these verbs


in the Past simple form.
become
live

do
read
Regular

die
see

have
stay

Complete the sentences with these words.


castle
servants

leave
study

Complete the text with these words.

born

PL

SA

prisoners

IT
S

U
N

Choose the correct answer.


1 When she born?
a did
b does
c was
2 I didnt to the museum at the weekend.
a go
b went
c going
3 We a film about London yesterday.
a see
b saw
c did see
4 They like the Tower of London.
a not
b doesnt c didnt
5 She to school by bus yesterday.
a did go b went
c go
6 Did you learn about the kings and queens of
England? Yes, we .
a did
b did go
c went
7 How many plays ?
a Shakespeare wrote
b wrote Shakespeare
c did Shakespeare write
8 Shakespeare died hundreds of years .
a ago
b last
c before

Complete the sentences with the Past simple


form of the verb to be.
1 She wasnt tall, she was short.
2 What Shakespeares first name?
3
there any people in the castle?
4 It an interesting place.
5 The buildings old, they were new.

killed
wars

1 Jeanne dArc lived in the fifteenth century.


2 Thousands of soldiers died in the between
France and England.
3 The king put the in the dungeon.
4 King Charles VII of France lived in the of Chinon.
5 They were rich and their cooked and
cleaned the house for them.
6 The knight had a and a white horse.
7 The plague was a terrible disease. It
many people.

Irregular
became

century
sword

got

graduated

had

left

moved

Barack Obama was 1 born in Honolulu, Hawaii in


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

Speaking Review
6

1.41
Put the conversation in the correct
order 16. Then listen and check.
1 Lets go to the old castle today.
Because I like castles. Theyre really cool!
Why not?
Why?
Because castles are boring!
No, thanks. I dont want to go.

Dictation
7

1.42

Listen and write in your notebook.

My assessment profile: Workbook page 129


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Unit 3Past Lives

Refresh Your Memory!

Extra activity

Exercise 1
Answers
Regular

Irregular

died
lived
stayed
studied

became
did
had
left
read (/red/)
saw

Exercise 2
Answers
3 Were

4 was 5 werent

IT
S

2 was

Exercise 3
Answers
3 b

4 c 5 b

6 a 7 c

8 a

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

Answers
2 left

3 graduated

4 got

Answers

Lets go to the old castle today.


Why?
Because I like castles. Theyre really cool!
No, thanks. I dont want to go.
Why not?
Because castles are boring!

SA

1
2
3
4
5
6

5 had 6 moved

Exercise 6 (Track 1.41)

PL

Exercise 5

U
N

2 a

Revise the Past simple by talking about famous women


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

Exercise 7 (Track 1.42)


Answers and Audioscript
1
2
3
4
5
6

The king had a big army.


She retired when she was sixty-five.
When did he die?
Why do you want to study History?
Because I love learning about kings and queens.
Rats carried the plague to the city.

My Assessment Profile Unit 3


See Workbook page 129

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Unit 3Past Lives

History File

Exercise 2 (Track 1.43)


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

Cultural notes

3 RE 4 RE

5 AE 6 AZ

My History File
Exercise 3

IT
S

Individually, students find out about another period


of history, e.g. Ancient Greece, the Middle Ages,
the Renaissance.

Answers

Students own answers

U
N

PL

Language note

SA

Be prepared to elicit from stronger students or explain


yourself the meaning of the following lexical items which
appear in the reading text:
civilisation, ran through, pharaoh, conquered, calendar,
ruler, powerful, poetry, festival

Exercise 1

Answers
2 AZ

Exercise 4

Tell students they must now present their information as


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

Ancient Egypt existed for over three millennia until


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

Draw attention to the photos and the text and ask


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

Answers

Answers
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?

1 Picture c 2 Picture a 3 Picture b

With the exception of the Writing worksheets, all the


Teachers Resources are at two levels of difficulty:
* For students who need extra help and support
** For students who require an additional challenge

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History File

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

IT
S

2 The Roman Empire began in Italy in 27 BC. It

was small at first, but it became very big. In the


end, North Africa, Spain, France, Germany and
England were all part of it. The Romans play an
important part in our lives today. Many of the
things we do or have are from the Romans.
The Romans spoke and wrote in Latin and many of
our words come from Latin words. Our calendar, for
example, started with Julius Caesar, a Roman ruler.

PL

U
N

3 The Aztec people were from central Mexico. From

SA

the 13th century, the Valley of Mexico was the centre


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

Reading
1

Read the text quickly. Match the pictures (ac)


to the paragraphs (13).

1.43
Read the text again. Write AE (Ancient
Egypt), RE (Roman Empire) or AZ (Aztec) for
sentences 16.
1 Menes was an ancient pharaoh. AE
2 Gods were very important for them.
3 Their Empire began in 27 BC.
4 They spoke and wrote in Latin.
5 The Nile River was important for them.
6 Tenochtitlan was an island.

My History File

Make notes about a period of history.


Think about:
brief history (when it began/ended, important events)
facts about their culture, art, religion, etc.
any other interesting information

Write a paragraph about the period of history.


Add pictures. Use your notes from Exercise 3
to help you.

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Look At You

Grammar

Comparatives and superlatives; Present continuous for future

Vocabulary

Appearance adjectives; Personality adjectives

Speaking

Agreeing and disagreeing

Writing

A description of a friend
1

adjectives
1

Match the pictures to these words.


Then listen, check and repeat.
short, slim, tall, well-built
blue, brown, green, grey 1
black, brown, dark, fair, red
curly, long, short, straight
beard, glasses, moustache

Word list page 77

Workbook page 108

6
7

8
9

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

SA

PL

Body
Eye colour
Hair colour
Hair style
Other features

U
N

2.14

IT
S

Vocabulary Appearance

Jake is 1 tall / short and 2 slim / well-built. Hes got


3
short / long 4 fair / dark hair. Hes got 5 brown /
blue eyes. Ana has got 6 short / long 7 straight / curly
8
fair / dark hair and 9 brown / blue eyes. Shes
10
tall / short and 11 slim / well-built.

10
11

12

17

13

14

18

15

19

16

20

In pairs, describe a classmate. Your partner


guesses who he or she is.

Hes short and slim. Hes got


black hair and wears glasses.

Alex!

Brain Trainer Activity 3


Go to page 116

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Unit 5Look At You


Exercise 2 (Track 2.15)

Unit contents

Make sure students understand that they need to refer


to the pictures to complete the text.
Check answers as a class.

Grammar

Comparatives and superlatives short, long and


irregular adjectives
Present continuous for future

Answers
2
3
4
5

Vocabulary

Appearance adjectives Body: short, slim, tall,


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

IT
S

Agreeing and disagreeing


Writing a description of a friend

Answers

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

Students own answers

Extra activity

U
N

Vocabulary Appearance adjectives

PL

Extra activity

9 brown
10 tall
1 1 slim

Demonstrate the activity by describing one student in the


class yourself.
Monitor and correct students pronunciation as
appropriate.
Ask some students to say their descriptions for the
class.

Keyco mpetences

6 long
7 curly
8 fair

Exercise 3

Communication

well-built
short
dark
blue

SA

Books closed. Pre-teach the vocabulary in Exercise 1


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

Stronger groups or individual students choose a famous


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

Further practice

Workbook pages 42 and 108

Brain Trainer Activity 3

See Teachers Book page 214

Exercise 1 (Track 2.14)


Individually, students match the pictures to the words.
Play the recording for students to listen and check.
Play the recording again. Pause after each word to
check students pronunciation.

Answers
2
3
4
5
6

brown
green
blue
glasses
tall

7
8
9
10
11

well-built
short
slim
moustache
beard

12
13
14
15
16

brown
black
fair
red
dark

17
18
19
20

long
short
curly
straight

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Unit 5Look At You

Reading

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

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

Answers
1 B

Second Repeat the activity as a class with one of the


stronger students answering the questions. Make sure that
the student doesnt choose a photo which is head and
shoulders only.

U
N

IT
S

Individually, students read the text and decide if the


sentences are true or false.
If you wish, play the recording for students to listen and
read.
Students check in pairs before checking answers as a
class.
When checking answers, ask students to correct the
false sentences.
Elicit from stronger students or explain yourself the
meaning of any new vocabulary.

Answers

False (DanceQueen doesnt agree with BeckhamFan.)


True
True
True
False (He thinks they are beautiful, but that Leonas
more beautiful.)
7 False (He thinks George Sampson is a better dancer.)
8 False (She thinks Mark is older but cooler.)
2
3
4
5
6

Extra activity

SA

PL

Leona Lewis (UK, 1985) is a British singer-songwriter.


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

3 C

Exercise 2 (Track 2.16)

Third In pairs, students play the game. Monitor and correct


students pronunciation of the appearance adjectives as
appropriate.

Cultural notes

2 A

Books closed. Quickly review the pronunciation of the


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

Exercise 3
Read the questions and example with the class.
Students then work in pairs, asking and answering the
questions.
Monitor but do not interrupt fluency.
Make a note of any mistakes to go over with the class
afterwards.
Feedback as a class.

Answers
Students own answers

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Unit 5

Reading
Read the website. Match the paragraphs (13)
to the photos (AC).

2.16
Read the website again. Are the
sentences true (T) or false (F)? Correct the
false sentences.
1 BeckhamFan thinks Andy is a good look-alike. T
2 DanceQueen agrees with BeckhamFan.
3 Beckham has got a different hairstyle now.
4 Heather and Victoria are Leona Lewis look-alikes.
5 Heather and Victoria are sisters.
6 CoolBoy doesnt think the twins are beautiful.
7 Andy thinks his dad is a better dancer than
George Sampson.
8 GoGirl thinks George is cooler than Mark.

What about you? In pairs, ask and answer.


1 Which celebrity look-alikes do you know?
2 Do you or any of your classmates look like a
celebrity? Who are they?
3 What do they look like?
4 Do you look like anybody in your family?
Which celebrity
look-alikes do you know?
I think Beyonc has got a
look-alike but she is not a
good dancer.

U
N

Celebrity look-alikes!

IT
S

Do you know any celebrity look-alikes? Send us their photos!


Can you spot the difference between them and the celebrities?
Send us your comments.

1 Andy is slim and hes got fair


hair. I think he looks like David
Beckham, the British footballer.
Isnt he an amazing look-alike?!
BeckhamFan

SA

PL

2 Heather and Victoria Williams


are twins and I think they look like
the singer Leona Lewis. Leonas
more famous than Heather and
Victoria, but theyve got her face
and long curly hair.
TeresaG

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

Comments?
Dont be silly! Beckham hasnt got
that hairstyle now! Andy is younger
and shorter than Beckham. He
wears glasses and is well-built.
Beckham is tall and slimmer than
Andy. And hes more handsome!
DanceQueen
Comments?
Leonas got darker hair than
Heather and Victoria. Their hair is
shorter and curlier, too.
LDaisy
Heather and Victoria are beautiful
but I think Leonas more beautiful
than them!
CoolBoy
Comments?
Youre right! Mark is older than
George Sampson, but I think
hes cooler than him. Rock on,
Dad! GoGirl

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Grammar Comparatives and

Make sentences with comparative adjectives.


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

Look at the picture of The Wild Thornberrys.


Complete the text with the superlative form of
the adjectives.

Superlatives

long

longer (than)

the longest

slim

slimmer (than)

the slimmest

nice

nicer (than)

the nicest

curly

curlier (than)

the curliest

Long
Adjectives

Comparatives

Superlatives

famous

more famous
(than)

the most famous

beautiful

more beautiful
(than)

the most beautiful

U
N

Short
Comparatives
Adjectives

Watch Out!

PL

Study the grammar table. Choose the correct


options to complete the rules.

good better (than) the best


bad worse (than) the worst
Grammar reference Workbook page 94

SA

Comparative adjectives
1 We usually add -er to short / long adjectives.
2 We use more with short / long adjectives.
Superlative adjectives
3 We usually add -est to short / long adjectives.
4 We use the most with short / long adjectives.

IT
S

Superlatives

What is the comparative and superlative form


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

The Wild Thornberrys are a very famous cartoon


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

5 Bea i
nice
Shes

What about you? In pairs, give your opinion.


Use the comparative or superlative form of the
adjectives.
1 sport: mountain biking / basketball / walking
(exciting)
2 school subject: History / Maths / English (bad)
3 free-time activity: reading a book / watching TV /
playing computer games (boring)
4 family day out: going shopping / visiting a
theme park / going to the cinema (good)

9 Alex d
talk to
when
know
very

I think basketball is the


most exciting sport. What
about you?
I think mountain biking
is more exciting than
basketball.

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Unit 5Look At You

Grammar Comparatives and

Exercise 3

Superlatives

Individually, students write the sentences.


Monitor and point out errors for students to self-correct.
Check answers by asking individual students to read the
sentences.

Language note

Answers
2
3
4
5
6

IT
S

Draw students attention to the picture and ask them


what they know about The Wild Thornberrys.
Individually, students complete the text.
Students check in pairs before checking answers as a
class.

Answers

2 the youngest
3 the funniest
4 most special

U
N

PL

Exercise 1

1 short

2 long

SA

Read the grammar table with the class.


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

Answers

3 short

4 long

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

Answers
2
3
4
5
6
7
8

Kellys got a bigger house than Dina.


Dinas got a smaller car than Kelly.
Kelly wears more expensive clothes than Dina.
Kelly is a better singer than Dina.
Dina is happier than Kelly.

Exercise 4

5 the cleverest
6 the strangest

Exercise 5

Make sure students remember the basic spelling rules


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

Read the example with the class.


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

Answers
Students own answers

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

Further practice

Workbook pages 44 and 9495

Brain Trainer Activity 2

See Teachers Book page 214

more exciting (than), the most exciting


more expensive (than), the most expensive
fatter (than), the fattest
funnier (than), the funniest
more romantic (than), the most romantic
smaller (than), the smallest
younger (than), the youngest

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Unit 5Look At You

Vocabulary Personality adjectives

Pronunciation
Intonation in questions and answers

Revision

Language note

First Prepare a live listening comparing yourself and a


famous person. Dont identify the person by name. With
stronger groups you can include some of the personality
adjectives from this section. Use the following text as an
example (Male): This person is very handsome, he is much
more handsome than me! His hair is longer than mine and
fairer. Its straight and fair and mine is curly and dark. Hes
older than me but he looks like a young man , etc.
(Answer: Leonardo diCaprio)
Second Students listen and answer the following questions:
What adjectives does your teacher use?
Who do you think the famous person is?
What other sentences can you make comparing your teacher
and the famous person?

This Pronunciation section highlights the use of rising


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

Exercise 4a (Track 2.19)


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

Exercise 1 (Track 2.17)

Exercise 4b

PL

Positive: (cheerful), clever, friendly, generous, hard-working


Negative: lazy, moody, selfish, shy, stupid, talkative,
unfriendly

Exercise 2

SA

Students use their dictionaries to match the pairs of


opposites in Exercise 1.
They then compare their answers in pairs.
Check answers by asking pairs to read pairs of words.

Answers
2 stupid

3 unfriendly 4 lazy 5 selfish 6 talkative

Individually, students complete the sentences.


Play the recording for students to listen and check.
Drill the sentences for pronunciation and sentence
stress.

Answers
cheerful
selfish
lazy
friendly

Exercise 4c (Track 2.20)


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

6
7
8
9

moody
unfriendly
talkative
shy

Answers
1 up cheerful; down is
2 up talkative; down isnt
3 up selfish; down isnt

Further practice

Workbook page 124

Exercise 5

Exercise 3 (Track 2.18)

2
3
4
5

Individually, students mark the intonation on the


questions and answers.

Answers

U
N

Play the recording for students to listen and repeat.


In pairs, students decide if the adjectives are positive or
negative.
Check answers as a class.

IT
S

Third Students compare their answers in pairs before


checking as a class.

10 generous
1 1 hard-working
12 clever

Students work individually, writing their sentences.


Monitor students spelling.
In pairs, students read their description to their partner.
Encourage students to agree or disagree with the
adjectives their partner has chosen.

Answers
Students own answers

Further practice

Workbook pages 45 and 108

Brain Trainer Activity 4

See Teachers Book page 214

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Unit 5

Vocabulary Personality adjectives


1

2.17
Listen and repeat. Are these adjectives positive (P) or
negative (N)?

cheerful P
moody

clever
selfish

Word list page 77

hard-working
talkative

lazy
unfriendly

4a

Workbook page 108

2.19
Listen and repeat the
question and answer.

A Is Amy clever?

Find the opposites in Exercise 1.


1 cheerful moody
3 friendly
2 clever
4 hard-working

B Yes, she is.

5 generous
6 shy

b Read the questions and answers.


Where does the voice go up and
where does it go down?
1 A Is George cheerful?
B Yes, he is.
2 A Is Alex talkative?
B No, he isnt.
3 A Is Penny selfish?
B No, she isnt.

Complete the sentences with adjectives from Exercise 1.


Then listen and check.
2.18

2 George is
usually happy.
Hes a
boy.

3 Sara doesnt
think about
other people.
Shes
.

4 Frank doesnt
like working.
Hes
.

6 Sometimes Eric 7 Nicola isnt


8 Joe speaks all
is happy, and
nice to people.
the time. Hes
then hes sad.
Shes
very
.
.
Hes .

SA

5 Bea is very
nice to people.
Shes
.

PL

1 Diana isnt
stupid. Shes
very clever.

U
N

IT
S

friendly generous
shy
stupid

Pronunciation Intonation
in questions and answers

2.20

Listen, check and

repeat.

What about you? Choose


three adjectives to describe
yourself. Read your
description to your partner.

Im usually happy and


cheerful and I think Im
very friendly.
I think Im friendly and
talkative but Im sometimes
moody.

Brain Trainer Activity 4


Go to page 116

9 Alex doesnt
10
talk to people
when he doesnt
know them. Hes
very .

Penny often
gives things
to her friends.
Shes
.

11 Cathy studies
every day.
Shes
.

12 Spot isnt a
dog. Hes
stupid.

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Agreeing and disagreeing

Speaking and Listening

Nadia
Carlos
Jody
Nadia

Look at the photo. Answer the questions.


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

Listen and read the conversation.


Check your answers.

2.21 Listen and read again. Answer the


questions.
1 What is Carlos doing?
Carlos is waiting for Zak.
2 Carlos says Zak is always late. Does Jody agree?
3 What is Nadias opinion of Zak?
4 Does Carlos think Zak is handsome?
5 What is Jodys opinion of Zak?
6 Why is Zak late?
7 Are Jody and Nadia going with Zak and Carlos?

Act out the conversation in groups of four.

Carlos
Nadia
Jody
Nadia
Jody
Carlos
Zak
Jody
Zak
Carlos

U
N

2.21

Whats up, Carlos?


Im waiting for Zak. Hes always late!
Thats not true. Hes usually on time.
Hey, look at that guy over there with the
guitar. Hes very good-looking!
I dont think so.
Oh! Its Zak!
Yes, youre right!
You know, Jody, I think Zaks really handsome!
I agree.
Hey, Zak!
Sorry I am late, I was helping my dad.
What are you doing this afternoon?
Nick and I are practising for the Best Band
competition.
Yes, and then Zak and I are playing football.
Do you want to come with us?
Sorry, boys. Nadia and I are shopping.
Oh, OK. Have fun!

IT
S

Chatroom

Jody
Zak

Whats up?
Have fun!

SA

PL

Say it in your language

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Unit 5Look At You

Chatroom Agreeing and

Exercise 3 (Track 2.21)

disagreeing

Individually, students answer the questions.


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

Revision

Answers

First Write the following prompts on the board:


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

No, she doesnt.


Nadia thinks Zak is really handsome.
No, he doesnt.
Jody agrees with Nadia. She thinks hes really
handsome.
6 Because he was helping his dad.
7 No, they arent.
2
3
4
5

Extra activity

Second Elicit a conversation from the students using the


prompts. Do not allow students to write anything down.

IT
S

U
N
Exercise 4

PL

Third Drill the conversation for correct pronunciation.


Divide the class in half down the centre. Tell the half on the
left that they are going to be A and the half on the right that
they are going to be B. Build up the conversation step by
step until students can perform it unprompted.
(Completeco nversation:
A: Robbie, do you look like your brother?
B: No, I dont. Hes tall and well-built and has got curly
fair hair.
A: Really?
B: Yes, he looks like my father!
A: Do you look like your mother? Has she got dark hair?
B: Yes, I do. Shes short and slim and has got brown hair.
A: And what colour eyes has she got?
B: Green. Like me!)

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

Speaking and Listening

SA

Exercise 1

In pairs, students describe what they can see and


answer the questions.

Exercise2

(Track 2.21)

Play the recording for students to listen and read and


check their answers to Exercise 1.

Answers
1 in the street 2 his guitar

Brain Trainer Activity 1

Divide the class into groups of four.


Groups act out the conversation.
Monitor and correct students pronunciation as
appropriate.
Nominate one group to perform the conversation for the
class.

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.
Whats up? informal question, commonly used
as a greeting to start a conversation. Depending on
the intonation the meaning can vary from a simple,
friendly greeting to an expression of concern when
someone looks worried or upset.
Have fun! often used to end a conversation, when
the other person is going to do an activity which they
anticipate being enjoyable. You might use it in class
before students go home or before a weekend or
holiday.

See Teachers Book page 214

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Unit 5Look At You


Exercise 5

Exercise 2

Students refer back to the conversation and identify the


speakers.
Check answers as a class.

Students read Zaks diary and make sentences with the


Present continuous about his arrangements.
They then compare their ideas in pairs before checking
answers as a class.

Answers

Answers

2 Nadia 3 Carlos 4 Nadia 5 Jody 6 Zak

Theyre practising for the Best Band competition.


On Monday Zak is taking a photo of the band for the
school magazine.
On Tuesday Zak is working on his History project.
On Wednesday Zak is meeting Carlos in the park after
school. Theyre playing tennis.
On Thursday Zak is watching a film at Nadias house.
On Friday Zak is meeting Carlos, Jody and Nadia. Theyre
going to the cinema.

Read the phrases for agreeing and disagreeing with the


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

Exercise 7 (Track 2.22)


Play the recording for students to listen to the
conversation.
In pairs, students act out the conversation.
Monitor and correct students pronunciation as appropriate.

Exercise 3

IT
S

Exercise 6

Students work individually, making questions about


Zaks arrangements.
Check the questions with the class.

Exercise 8

Workbook pages 46 and 117

U
N

PL

Further practice

Grammar Present continuous

SA

for future

Language note

Answers
2
3
4
5

Is Zak working on his History project on Tuesday?


Are Carlos and Zak going skiing on Wednesday?
Is Zak watching a film at Jodys house on Thursday?
Are Carlos and Zak going to the park on Friday?

Exercise 4

Students make their own conversations by replacing the


words in purple in Exercise 7.
Monitor but do not interrupt fluency unless students make
mistakes with the phrases for agreeing and disagreeing.
Ask some students to perform one of their
conversations for the class to hear.

This unit revises the Present continuous to talk about


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

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

Ask two students to read out the example question and


answer.
Make sure students remember the short answer forms
for the Present continuous.
In pairs, students ask and answer the questions.
Make a note of any mistakes relating to the use of the
Present continuous to go over with the class afterwards.

Answers
2 Yes, he is.
3 No, they arent. Theyre playing tennis.
4 No, he isnt. Hes watching a film at Nadias house on
Thursday.
5 No, they arent. Theyre going to the park on Wednesday.

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

Further practice

Workbook pages 47 and 9495

Answers
future

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Were (are) meeting our friends this afternoon.


Shes (is) visiting her cousins next week.
Grammar reference Workbook page 94

Read the phrases for agreeing and disagreeing.

Agreeing
I agree.

Neutral

Disagreeing

Maybe.

Thats (That is)


right.

I dont (do not)


think so.

I think so, too.

Thats not
true.

2.22 Listen to the conversation. Act out the


conversation in pairs.
Jody
Do you think I look like 1 Amanda
Seyfried, the 2 film star?
Nadia Hmm, maybe. Shes got 3 fair hair.
Jody
Weve both got the same 4 face!
Nadia I agree. And youve both got 5 blue eyes,
but 6 shes taller and older than you
and shes more famous, too!

Monday

PL

Work in pairs. Replace the words in purple in


Exercise 7. Use these words and/or your own
ideas. Act out the conversation.

Take photo of band for school magazine.

Tuesday

Work on my History project.

Wednesday Meet Carlos in the park after


school. Play tennis.
Thursday
Friday

Do you think I look like


Beyonc, the singer?

SA

Look at Zaks diary. Make sentences about his


arrangements for next week.
On Sunday Zak is going to Nicks house in the
morning.
Sunday Go to Nicks house in the morning.
Practise for Best Band competition.

Study the grammar table. Choose the correct


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

I disagree.

for future

IT
S

Grammar Present continuous

Look back at the conversation. Who says


what?
1 Thats not true. Jody
2 Hes very good-looking!
3 I dont think so.
4 Zaks really handsome!
5 I agree.
6 Have fun!

U
N

Watch a film at Nadias house.

Meet Carlos, Jody and Nadia. Go to


the cinema.

Maybe.

Make questions about Zaks arrangements.


1 Zak / go / to Nicks house / on Monday?
Is Zak going to Nicks house on Monday?
2 Zak / work / on his History project / on Tuesday?
3 Carlos and Zak / go / skiing / on Wednesday?
4 Zak / watch / film / at Jodys house / on Thursday?
5 Carlos and Zak / go / to the park / on Friday?

In pairs, ask and answer the questions in


Exercise 3.

1 Orlando Bloom / Maria Sharapova / Beyonc


2 film star / sports star / singer
3 dark / brown / black / red / curly /
straight / long / short
4 face / hair style / hair / eyes
5 blue / brown / grey / green
6 short / young / slim / well-built

Is Zak going to Nicks


house on Monday?

No, he isnt. Hes


going to Nicks house
on Sunday.

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Different
is good

Reading
Look at the photos. Guess the boys
personalities?
1 James / Harry is talkative.
2 James / Harry is shy.
3 James / Harry is funny.

PL

Read and check your answers to Exercise 1.

Read the article again. Are the


sentences true (T) or false (F)?
1 Harry and James are really good friends. T
2 Some basketball players at James and Harrys
school use wheelchairs.
3 Boys and girls play on the same team in a
mixed match.
4 James is a better basketball player than Harry.
5 James hates it when people talk over him in
his wheelchair.

2.23 Read the article again. Answer the


questions.
1 Why are James and Harry similar?
They are slim and have got dark hair.
2 Why are they different?
3 Why is it difficult for James to use a wheelchair?
4 Why does James feel angry sometimes?
5 Is James and Harrys school only for people
with disabilities?

Harry

Key Words

wheelchair
help

mixed
disabilities

Listening
1

2.24 Listen to the interview. Choose the


correct options.
1 Toby knows / doesnt know his personality type.
2 Toby doesnt like people / parties.
3 Irena is happy / unhappy when her family and
friends are happy.
4 Irena enjoys giving / getting presents.
5 Elsa always feels / doesnt always feel the same.
6 Carl doesnt like studying / going out with friends.

2.24 Listen again. Match the people (14)


to the correct personality adjectives (ad).
1 Toby
a moody
2 Irena
b generous
3 Elsa
c lazy
4 Carl
d shy

SA

2.23

James

IT
S

You mean boys and girls on the


same team? I ask.
No, some players are in wheelchairs
and some arent. Harry is our best
player. James says.
Its not always easy in a wheelchair,
James says. For example, its difcult to
open doors in a wheelchair, and when
Im sitting in it, Im shorter than my
friends. I hate people talking over my
head. When this happens, I feel angry,
but Harry is great. Hes very cheerful
and that helps me, he says.
Harry and James like their school.
Some students have disabilities and
some students dont, but they all
respect and help each other.
Were different, but different is good,
they both say.
similar
match

James and Harry are thirteen years old.


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

U
N

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Unit 5Look At You

Reading

Answers
2 They have different personalities and James uses a
wheelchair.
3 Its difficult to open doors in a wheelchair and when hes
sitting in it, James is shorter than his friends.
4 Because people talk over his head.
5 No, it isnt.

Exercise 1
In pairs, students describe the two boys in the photos
and guess their personalities.
Make sure students understand not to read in detail at
this point.

Exercise 2

Extra activity

Students scan the text quickly and check their answers


to Exercise 1.

Do some additional work on citizenship by asking students


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

Answers
1 James

2 Harry

3 Harry

Key Words

IT
S

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.
similar alike but not exactly the same

mixed with different things all together

See Teachers Book page 226

PL

help make something easier for someone by doing


or saying something

disabilities (physical or mental) problems which


make it more difficult for people to do things

Exercise 3 (Track 2.23)

SA

Students read the text and decide if the sentences are


true or false.
If you wish, play the recording for students to listen and
read.
When checking answers, ask students to correct the
false sentences.
Elicit from stronger students or explain yourself the
meaning of any new vocabulary.

Answers
2 True
3 False (A mixed match means some players are in
wheelchairs and some arent.)
4 False (Harry is the teams best player.)
5 True

Exercise 4 (Track 2.23)


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

Audioscript

Exercise 1 (Track 2.24)

match a competitive game of a sport like


basketball, football or tennis

Listening

U
N

wheelchair a special chair with two big wheels


and two small wheels to help people with disabilities
move

Play the recording. Students choose the correct options.


Check answers as a class.

Answers
1 doesnt know 2 parties 3 happy
5 doesnt always feel 6 studying

4 giving

Exercise 2 (Track 2.24)


Students match the people to the personality adjectives.
Play the recording again, pausing after each section to
check students answers.
Ask students to explain why they chose each adjective,
e.g. Toby is shy because he doesnt like talking to people
he doesnt know and he doesnt enjoy going to parties.

Answers
1 d

2 b

3 a

4 c

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

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Unit 5Look At You

Writing A description of a friend

Answers
2
3
4
5
6
7
8

Revision
First Write the following word snakes on the board:
shortcurlytallcheerfulshycleverfairhard-workinggenerousslim
moodydarkwell-builtshortstupidselfishtalkativestraightlazylong
Second Students match the words from the first word
snake with the words from the second to form pairs of
opposites. Check answers by asking individual students to
say pairs of words and say if they describe appearance (A) or
personality (P).
(Answers: short long (A); curly straight (A); tall short (A);
cheerful moody (P); shy talkative (P); clever stupid (P);
fair dark (A); hard-working lazy (P); generous selfish (P);
slim well-built (A))

Extra activity

IT
S

Stronger groups or fast finishers create their own


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

Exercise 4

Explain that students should only make notes at this


point or write short sentences.
Encourage students to ask you for any vocabulary they
need or use a dictionary.

U
N

Third Write the names of these people who have appeared


in the Students Book in a column down one side of the
board:
Leona Lewis, Rafael Nadal, David Beckham, Fernando
Torres, Sebastian Vettel, Serena Williams, Kolo Tour, Robert
Pattinson
Students work in pairs, using the adjectives to describe the
famous people. Check ideas as a class.

He is more generous than her.


They are more talkative than us.
We are older than him.
I am funnier than you.
Sam is more cheerful than her.
My brother is more hard-working than me.
He always gives them presents.

Answers

Language note

Students own answers

Exercise 5

Exercise 1

SA

PL

In this unit students have seen a variety of appearance


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

Read the Writing file with the class.


Ask students if the word order rules are the same or
different in their L1.

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

Answers
1 me

2 us

3 him

4 them

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

Read the My friend writing guide with the class and


draw students attention to the Remember! checklist.
Make sure students understand that they should answer
questions 1 to 6 in that order in their text.

Answers
Students own answers

Extra activity
Add an extra 1015 vocabulary items from this unit to the
collection of word cards.
Revise all the vocabulary by playing a blind words
game. Place one word card on each students
forehead, making sure that the student does not see
the word. Students hold the word in place with a finger.
Alternatively, pin or stick it to students backs. Explain
that students have to stand up and ask their classmates
for clues or definitions (in English) to find out what the
word is. Students move around the class, defining words
to help their classmates and identifying their own words.
When the students think they know their words, they
come to you and tell you. If they are correct, change the
word card for a new one; if not, send them back out into
the class to get further help from their classmates.

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Unit 5

Writing A description of a friend


Read the Writing File.

Writing File

verb
like
are
see

Think about you and one of your friends.


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

object pronoun
her.
older than me.
them at school.

Read the description of Ricardo. Complete


the description with these words.
me

them

us

U
N

him

Put the words in the correct order.


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

Word order

Subject pronoun
I
You
We

IT
S

Write a description of your friend. Use My


friend and your notes from Exercise 4.

PL

My friend

SA

My best friend is Ricardo. I met


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

My best friend is (name)


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

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

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Refresh Your Memory!


Grammar Review

Vocabulary Review

Complete the sentences with the comparative


or superlative form of the adjectives.
1 Im the tallest (tall) person in my class.
2 In my opinion, Science is (interesting) than Maths.
3 Is Casillas (good) goalkeeper in the world?
4 My friend Simon is (funny) than me.
5 I think The Wild Thornberrys is (funny)
programme on TV.
6 I think computer games are (exciting) than TV.

Complete the description with these words.


beard
red

Match these adjectives to their opposites.

lazy

PL

moustache

IT
S

U
N
5

moody

selfish

1 clever stupid
2 generous
3 friendly

shy

stupid

unfriendly

4 talkative
5 hard-working
6 cheerful

Speaking Review
6

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

glasses
well-built

Mrs Billings is 6
.
7
8
hair.
Shes got
Shes wearing 9
.

New Message

curly
straight

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

Complete the email with the correct comparative


or superlative form of the adjectives.

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

black
slim

2.25 Complete the conversation with these


words. Then listen and check.

agree

maybe

right

so

too

Lisas very pretty.


I 1 agree. Shes an Anne Hathaway look-alike!
I dont think 2
! Well, 3
.
Theyve got the same hair.
Youre 4 . Lisas hair is brown, like Annes.
Do you think Anne is a good actress?
I think shes great.
Jane I think so, 5
.
Jane
Luke
Jane
Luke
Jane
Luke

Dictation
7

2.26

Listen and write in your notebook.

My assessment profile: Workbook page 131


Overmatter:
3x Speech bubbles
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Unit 5Look At You

Refresh Your Memory!

Extra activity

Exercise 1

Revise appearance and personality adjectives with


comparatives and superlatives:
Draw the table in the centre of the board and copy the
three figures.
Point at Josh and the categories Body?, Eyes? and
Hair? and elicit the question What does Josh look like?
Point at Joshs curly hair and then point at Erics curly
hair and elicit the question Does Josh look like Eric?
Point at Susie and the category Personality? and teach
the question What is Susie like?
Write the three questions above the table and clarify
that the first asks for physical description, the second
for physical similarity to another person and the third for
description of personality.
Point at the first line of the table and elicit an example
sentence, e.g. Susie is taller than Eric but Josh is the
tallest. and write this under the table.
Elicit one or two more example sentences before
students work in pairs, asking questions and making as
many sentences as possible using the information in the
table. Monitor and help with grammar if necessary.
Make a note of any mistakes related to the content of
this unit to go over with the class afterwards but make
sure that these mistakes remain anonymous during the
correction stage.

Answers
2 more interesting
3 the best
4 funnier

5 the funniest
6 more exciting

Exercise 2
Answers
2 taller
3 more exciting
4 biggest

5 the most beautiful


6 smaller
7 the best

Exercise 3
2 m meeting
3 are going
4 arent playing

IT
S

Answers
5 m watching
6 Are you doing

U
N

Exercise 4
2
3
4
5

curly/red
red/curly
beard/moustache
moustache/beard

6
7
8
9

slim
straight/black
black/straight
glasses

PL

Exercise 5
Answers

3 unfriendly 4 shy 5 lazy 6 moody

Exercise 6 (Track 2.25)


Answers
3 maybe

4 right 5 too

SA

2 so

2 selfish

Answers

Exercise 7 (Track 2.26)

Answers and Audioscript


1
2
3
4
5

My sisters cheerful and hard-working.


I dont agree with you.
I dont like him. Hes selfish and moody.
Shes the best student in my class.
Youre friendlier than your brother.

My Assessment Profile Unit 5


See Workbook page 131

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Unit 5Look At You

Biology File

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

Cultural notes

Exercise 3

IT
S

In pairs, students brainstorm things which they have


inherited from their parents.
Collate suggestions on the board.
Remind students that further information about DNA
and genetics is available by searching the internet.

Answers

PL

Be prepared to elicit from stronger students or explain


yourself the meaning of the following lexical items
which appear in the reading text: genes, connection,
chromosomes, darker, lighter, protein.

Exercise 1

SA

Draw attention to the pictures and the text and ask


students what they can see.
Students scan the text quickly to match the headings to
the paragraphs.
Make sure students understand not to read in detail at
this point.

Answers
1 C

2 D

3 B

Students own answers

Exercise 4

Individually, students write their report.


Monitor and help with grammar and vocabulary and
feed in ideas if necessary.
Point out errors for students to self-correct.
Remind students to check their grammar, spelling and
punctuation carefully before they give you their written
work.
Students also include a diagram to illustrate their report.

Language note

My Biology File

U
N

DNA or deoxyribonucleic (pronounced /di ks i rab


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

4 A

Exercise 2 (Track 2.27)


Students read the text and answer the questions.
If you wish, play the recording for students to listen and
read.
Students then check in pairs before checking answers
as a class.
Check answers by asking pairs of students to read
questions and answers.

Answers
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


Teachers Resources are at two levels of difficulty:
* For students who need extra help and support
** For students who require an additional challenge

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Biology File

Genes and DNA


3
Some genes are stronger than other genes. For
example, darker colours are usually stronger than
lighter colours. This means a parent with blue eyes
and a parent with brown eyes usually have a child
with brown eyes.

IT
S

iris

Sometimes babies are born with blue eyes and their


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

What colour are your eyes? What colour are your


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

PL

Every cell in your body has chromosomes. These


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

U
N

Reading

Read the text. Match the paragraph headings


(AD) to the paragraphs (14).
A Changes in eye colour
C Eye colour
B Strong genes
D Cells and DNA

2.27 Read the text again. Answer


the questions.
1 What are genes?
Genes are pieces of biological information
from our parents.
2 How many genes are there in your body?
3 Which colours are stronger than others in the
genes for your eye colour?
4 The parents have blue and brown eyes. What
eye colour does their child usually have?
5 Why do babies eyes change colour when they
become older?
6 What are scientists trying to find out?

SA

gene

nucleus

chromosome

My Biology File

Make notes about other biological information


you have from your parents. Think about:
other parts of your body e.g. hair colour
and style
how DNA works

Write a short report on your topic. Add a


diagram. Use your notes from Exercise 3
to help you.

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