Next move 2 teachers book

There are nine main Students’ Book units, each of which contains ten pages: Students’ Book Starter Unit Nine units of one lesson per page Three Review units Nine Brain Trainer pages

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TEACHER’S BOOK

WITH MULTI-ROM

TIMOTHY JOHN FOSTER

A1-A2

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THE IDEAL GUIDE FOR YOUR LANGUAGE LEARNING JOURNEY FROM FIRST STEPS TO LASTFollowing a path of 21st century lear

ning, the carefully

structured, multi-level appr oach inspires you to r

Online learning for students, instant marking and monitoring for teachers www.MyEnglishLab.com/nextmove

Choose a paper Workbook or a blended solution

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TEACHER’S BOOK

WITH MULTI-ROM

TIMOTHY JOHN FOSTER

2

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Welcome to Next Move ! This four-level course allows

students to use twenty-first century skills to expand their

knowledge across the curriculum and positions the learning

of English within a framework of culture and citizenship

It provides students and their teachers with a range of

dynamic, new, digital and print materials for use in class and

at home The rich combination of online, offline and digital

content creates an environment that is fun, fast-moving and

familiar for students who are digital natives And for their less

digitally native teachers, or digital tourists , it provides a

user-friendly tool which enhances the teaching experience

Next Move embraces a holistic approach to the education of

today’s students It provides them with a solid grounding in

core knowledge of the English language combined with

crucial twenty-first century skills Within the context of

contemporary themes, students develop the essential skills

for success in today’s world, such as creativity and

innovation, critical thinking, problem solving, communication

and collaboration Because we now live in a technology and

media-driven environment, with access to an abundance of

information, students need to be skilled not just in

manipulating the technological tools with which to do the

research but also in analysing and evaluating the information

they discover

The clear, classroom-based methodology incorporates the

concept of multiple intelligences as outlined by Howard

Gardner in 1983 thereby encouraging every child, whatever

their learning style, to develop both their cognitive and

language skills, to be educated in the round (see page 8)

Please go to www.pearsonelt.com/NextMove for a full

description of the course and further resources

About the methodology

Motivation

Next Move captures students’ attention by setting the

content and approach of the course firmly within the world of

the modern teenager The core subjects and twenty-first

century themes such as global awareness and citizenship

engage students’ curiosity The topics promote social and

cross-cultural awareness while the approach helps them to

develop initiative and self-direction

In this way students benefit not just in terms of improvement

in their language competence but also in terms of their life

and career skills

Digital look and feel

There is one key difference that makes students today

different from students a decade ago That is that students

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

Marc Prensky in 2001 In simple terms, the students using

this course have never known a life before digital

technologies were commonplace, while their teachers most

definitely have Teenagers today have grown up with

technology all around them, and life without the internet, mobile phones, games consoles, touch-sensitive tablet computers, MP3 players, social networking sites and the like seems unimaginable to them They do not necessarily see the digital world as ‘unreal’ and the rest of the world as ‘real’

in the same way as previous generations, they are used to receiving and evaluating large quantities of information at great speed, they multitask and they are comfortable jumping rapidly from one topic or area to another

This type of student will feel comfortable with the various

modes of delivery employed in Next Move , whether via

downloadable, interactive digital or online platforms, and so

be empowered to achieve more than ever before

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

materials and techniques The Next Move course aims to

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

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

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

materials with ease

Inductive grammar

Next Move uses an inductive approach to grammar

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

Visual approach to vocabulary

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

Mixed ability

Next Move is designed to address each student of whatever

profile or level as an individual so that even those in large, mixed-ability classes will thrive Wherever possible, suggestions have been made to help teachers working with mixed-ability groups Workbook activities are provided at three levels of difficulty while the tests and photocopiable materials are available at two levels With this range of materials, a wide range of levels within the same class can be catered for as well as different learning styles See pages 8–9 for information about Multiple Intelligences and Learning Styles

Introduction

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About the Students’ Book

At the centre of the course is the Students’ Book itself, which contains a host of innovative and motivating features

to make your classes a real success

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

students refresh their studies from the previous level

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

Students’ Book

Starter Unit

Nine units of one lesson per page

Three Review units

Nine Brain Trainer pages

Six Culture pages

Grammar and Punctuation Tips

Word list, Irregular Verb List,

Phonetics Chart, Grammar Reference

Workbook audio

Course components

Workbook (+ audio CD)

Starter unit Units 1–9 Three Check your Progress Language Reference and Practice

Teacher’s Book

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

Audioscripts (SB and WB)

Teacher’s Resource Multi-ROM

Tests Tests audio Photocopiable worksheetsWorkbook audio

Class Audio

Students’ Book audio

ActiveTeach (for whiteboards)

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

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

WB audio and audioscripts Grammar Reference from Workbook Irregular verb list

Phonetic chart Games (two per unit)

Access to MyEnglishLab

Page 1 Vocabulary – Students are introduced to the

topic of the unit through motivating work on an extended

lexical set The lexis is presented and practised

systematically and extensive use is made of illustration

to help students understand and assimilate the

vocabulary

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

Page 2 Reading – The topic is developed further and

the vocabulary recycled through an extended reading

text related to the theme of the unit Comprehension is

fully checked through a variety of activities, including

sentence completion, traditional questions and True or

False? questions.

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

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Page 5–6 Chatroom – This double-page feature in each

unit follows a group of teenagers of a similar age to the

students through a variety of situations Through an

extended conversation, students focus on an area of

functional language in context and are given controlled

and freer practice The feature also includes a second

grammar focus, indirectly introduced in the conversation

and followed by a variety of practice activities Teenage

idiomatic language is highlighted in the ‘Say it in your

language …’ box

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

page, students are referred to their Assessment Profile

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

Page 7 Reading and Listening – This page further

develops the topic of the unit and gives extended work

on these key skills Students work first on an extended

reading text before moving on to the listening section

The comprehension of both sections is checked through

a wide range of activities

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

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

on a related project themselves

Page 8 Writing – This page works intensively on a

specific text type Students work with a model text, reading

it for meaning before moving on to analyse the structure

and features of the text type The final task is to write a

text of their own, using the model to support them

Page 10 Real World Profiles – Even-numbered units

include a Real World Profi le , which works extensively on

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

Each unit also contains a Pronunciation focus, related either

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

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The digital workbook for Next Move is a complete and

comprehensive set of practice materials for the student to

use independently at home or in the digital classroom It

provides students with reinforcement and extra practice of

grammar, vocabulary and skills through a wide range of

exercises and varied activity types While in structure it

mirrors the Students’ Book, MyEnglishLab also provides

students with an extensive full-colour reference section

covering Grammar, Speaking and Listening and Pronunciation

It is ideal for mixed-ability groups as activities are classified

with stars according to their level of difficulty It should be

possible for all students to complete the one-star activities,

while two-star activities are aimed at the average students

Work is assigned digitally and student scores are recorded in

the Gradebook to be monitored by the teacher Feedback is

given by grammar tips at relevant points

After every three units there are extended Review sections

to identify any areas which are causing your students

particular problems and to provide them with timely revision

The Students’ Book also

Workbook

The Next Move Workbook provides students with

reinforcement and extra practice of the grammar, vocabulary and skills at each level through a wide range of exercises and varied activity types While in structure it mirrors the Students’

Book, the Workbook also provides students with an extensive full-colour reference section covering Grammar, Vocabulary, Speaking and Listening, Pronunciation and Self Assessment

The Workbook can be used either in class, to keep finishers or stronger students busy, or as homework It is ideal for mixed-ability groups as activities are classified with one, two or three stars according to their level of difficulty It should be possible for all students to complete the one-star activities, while two-star activities are aimed at the average students and three-star activities should be reserved for those students who need an additional challenge

Teacher’s Resource and Tests Multi-ROM

The wide range of photocopiable material contained on the Teacher’s Resource Multi-ROM supplements and practises further the language presented in the Students’ Book itself

Much of this material is offered at two levels of difficulty

One-star activities are for students who need extra help and support; two-star activities are for students who require an additional challenge As this material is photocopiable, a teacher can grade the activities to the level of the group or to particular students in the case of a group with a spread of levels

The Teacher’s Resource Multi-ROM contains:

• Grammar and Vocabulary worksheets at two levels of

difficulty;

• Reading and Listening worksheets at two levels of difficulty;

• Writing worksheets offering guided writing practice and

model texts;

• Speaking worksheets designed for use individually or in pairs

The final section of the Teacher’s Resource material is a

comprehensive collection of Tests which consist of:

• an initial Diagnostic Test to allow teachers to assess how

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

• nine Language Tests to check the grammar, vocabulary

and speaking items within each of the nine core units;

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

general progress, language proficiency and fluency;

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

covering items from the whole level;

• a full answer key

Apart from the diagnostic test all the tests are at two levels

of difficulty so teachers can test more appropriately and offer the correct level of challenge All the tests are provided in

A and B versions which are different in content as well as in order of presentation

The Teacher’s Resource Multi-ROM also contains the

Workbook audio

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ActiveTeach

For teachers working with digital natives, the ActiveTeach

software for Interactive Whiteboards will really help bring

classes alive This interactive version of the class materials

will allow you to:

• focus students’ attention on the task in hand and keep

their heads up and out of their books in class;

• clarify instructions and the mechanics of activities quickly

and efficiently;

• complete exercises and check answers in a fun and

motivating way;

• make sure that weaker students do not fall behind or get

lost during the class;

• access all the multimedia resources with a few simple

clicks;

• select and print worksheets from the Teacher’s Resource

File;

• plan work and keep track of individual students’ progress

This powerful and flexible tool provides everything needed

for the fully digital classroom and in such a way that even the

most peripatetic digital tourist teacher will be able to use it

with ease

About the Teacher’s Book

This Teacher’s Book contains unit objectives, cross references

to other course components, full teacher’s notes, answer keys

and extra activities interleaved with the pages of the Students’

Book itself for quick and easy reference At the end of the

Teacher’s Book are the audioscripts for the listening activities

in the Students’ Book and a full answer key and audioscripts

for the Workbook In short, everything you need to prepare

and teach your classes in one easy reference guide

Extra activities

There are a range of ‘no-preparation’ extra activities in the

Teacher’s Book notes which extend or revise points from

the Students’ Book itself The majority of these are

self-explanatory, but the following five are worthy of some

further comment

Mixed ability

Wherever possible, suggestions have been made to help

teachers working with mixed-ability groups As you get to

know your students, you will come to learn which students

work faster and which more slowly, and can therefore start to

use the suggested activities to occupy the stronger students

and fast finishers thereby giving weaker students time to

complete the tasks in the Students’ Book without feeling that

all eyes are on them Before using these activities do check

though that fast finishers have also been accurate in their

work Should you find that they have completed a task

quickly but with a lot of errors then, before giving them an

additional task, have them review their work, check it

thoroughly and self-correct

Live listening

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

The key to a live-listening activity is that the teacher should provide a natural and realistic model of spoken language while students complete a relatively simple task Language can of course be graded, taking into account the level of the students, and grammar and vocabulary can be recycled

However over-preparing or reading aloud a written text destroys the spontaneity in these activities When talking to your group, make sure you make eye contact as much as possible and use natural pronunciation and rhythm Bear in mind that what you tell your class does not have to be true,

in fact, in order to maximise recycling of grammar and vocabulary, it is often more useful if it is fictional

When a model text has been provided, this should be taken

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

Dictation

There are a variety of additional dictation activities in the Teacher’s Book notes which can be used to help students develop their understanding of sound–spelling relationships

When using these dictation activities, make sure that you provide a realistic pronunciation model at all times Repeat the sentences as many times as necessary, with natural pronunciation and intonation and at a natural speed Use the audio recording if you are not confident of your own spoken English as a model If students are not completely successful

in writing down what you are saying, this is not a problem

What is essential is that students hear a realistic model of the pronunciation at various times, which, during the checking stage, they can relate to the written form At the end of each dictation activity, write the sentences on the board for students to check their answers and then highlight for them particular features of the pronunciation of each sentence (assimilation, intrusion, consonant clusters, etc.) which may have caused them problems

forward drilling – drill phonetically, starting at the

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

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/maɪ/ ( ‘My …’ )

/maɪ neɪm/ ( ‘My name …’ )

/maɪ neɪm ɪz/ ( ‘My name is …’ )

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

or backward drilling – drill phonetically, starting at the end

of the sentence, e.g

/ʃiːz ə dɒktə/ ( ‘She’s a doctor.’ )

When working on a conversation, either take one role

yourself or divide the class in half or into three groups and

work in sequence on each line of the conversation building

towards a final ‘performance’

Consider also telling students to cover the text while you are

working on pronunciation The complex sound–spelling

relationships in English confuse many students and there can

be serious L1 interference when students look at the written

form Removing the visual reference often results in a notable

improvement in students’ pronunciation

Pronunciation

As well as drills there are many other suggestions for revision

and extension of pronunciation work in the Teacher’s Book

For successful communication it is very important that

students can understand a wide variety of native and

non-native speakers Students usually have considerably

more problems understanding native speakers of English

than understanding people who are using English as a

second language so regular pronunciation work in class

really helps students understand how native speakers use

the language Students will reap many benefits from this in

the long term, most notably an improvement in listening

comprehension resulting from a deeper knowledge of

sounds and how these relate to spelling

Multiple Intelligences

In 1983 Howard Gardner, an American developmental

psychologist, outlined the concept of multiple intelligences as

an alternative to traditional definitions of intelligence as

expressed by IQ The debate about how many intelligences

exist and their precise classification continues today but it is

generally agreed that there are a minimum of seven:

Visual/Spatial Intelligence

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

creates mental images to help memory; enjoys looking at

visually intricate materials

Typical skills: understanding charts, graphs and plans; good

sense of direction; drawing, sketching and painting;

designing practical objects; interpreting and creating visual

images; good at solving puzzles

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

mechanic, engineer

Verbal/Linguistic Intelligence

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

listening skills; generally thinks in words rather than images;

enjoys reading and writing and story telling

Typical skills: good at discussing, debating and arguing

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

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

translator, poet

Logical/Mathematical Intelligence

Profi le: connects pieces of information by looking for

patterns; asks lots of questions; likes to experiment;

reasons logically; often has a high IQ

Typical skills: excellent with numerical, mathematical activities

and computer programming; able to handle long, complicated sequences of information; good at geometry

Typical careers: scientist, IT programmer, accountant,

mathematician, doctor, economist

Bodily/Kinaesthetic Intelligence

Profi le: uses physical interaction with objects or space to

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

Typical skills: good muscle control leading to capacity to

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

good hand–eye coordination

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

soldier, pilot

Musical/Rhythmic Intelligence

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

developed language skills; sensitive to background sounds;

responds to music and can talk about it critically

Typical skills: singing and playing musical instruments;

memory for complex rhythmic and melodic patterns;

understands music, rhythm and structure; perfect musical pitch

Typical careers: musician, singer, conductor, composer,

writer, public speaker

Interpersonal Intelligence

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

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

Typical skills: good organisation; is cooperative in groups and

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

Typical careers: social worker, manager, businessperson,

sales representative

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Intrapersonal Intelligence

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

and weaknesses; introverted; often intuitive; has a profound

understanding of self; prefers to work alone

Typical skills: good at understanding and recognising feelings

and emotions; well-developed awareness of strengths and

weaknesses; realistic about their role in the world

Typical careers: researcher, philosopher, writer, lawyer

Naturally, developing an awareness of intelligence type can

help teachers support students in their studies and in their

future career decisions

Learning Styles

Additional studies by Neil Fleming establish a model,

usually referred to as VAK, which specifically deals with the

way learners interact with information This model focuses on

three basic learning styles which should also be considered

in any classroom situation:

Visual Learners

… like to see information expressed as maps, charts, graphs,

diagrams and mind maps Clear and logical use of pictures,

colour, font, layout and graphics keep them focused They

learn well with activities which involve drawing lines, arrows

and circles, and underlining, highlighting and crossing out

Auditory Learners

… like to hear information and learn best from listening and

pronunciation activities, teacher talk time and group and pair

discussion work They tend to deal with language as they

speak rather than before which means they may make

mistakes but these are a key part of their learning process

Kinaesthetic/Tactile Learners

… respond best to ‘reality’ be it through demonstration,

simulations or video of the physical world They may have

difficulty learning by reading or listening and will retain

information better when they are free to move They will

respond well to activities with micro-movement in class such

as games and card matching activities

Catering for diversity in the classroom is a key objective in

Next Move which has been written to include the widest

possible range of material for students of all intelligences and

learner types All the activities in Next Move have been

designed to ensure maximum variety in order to ensure that

all students get the most out of the course

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

allows you to focus a little more consciously on multiple

intelligences and learning styles in the classroom Raise

awareness after completing each activity by asking students

how easy or difficult they found the activity and gradually

helping them understand what type of learner they are

Learning Styles Test

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

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

and vocabulary activities, but rather a way to find out about themselves and learn how to learn more effectively

Tell the students to write the numbers 1–30 on a piece of paper and tell them that you are going to ask them 30 simple

questions to which they must answer simply yes or no Read

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

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

11–20, 21–30 They count up how many times they wrote yes

in each group Tell students who have the majority of yes

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

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

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

1 Are you good at using maps?

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

3 Are you good at spelling?

4 Do you like clothes and fashion?

5 Can you understand charts and diagrams quickly?

6 Is it difficult for you to study when it is noisy?

7 Do you like using different colour pens?

8 Do you dream in colour?

9 Do you read a lot outside class?

10 Do you often write letters or emails?

1 1 Do you like studying with other people?

12 Are you good at explaining things?

13 Do you spend a long time talking on the phone?

14 Do you like discussing things in class?

15 Do you often hum or sing to yourself?

16 Do you like listening to the radio?

17 Are you good at remembering people’s names?

18 Do you like hearing people telling stories?

19 Do you like acting?

20 Are you happy talking in front of groups of people?

21 Do you like making things?

22 Are you good at sports and physical activities?

23 Is your handwriting a bit messy?

24 Do you like making models and building things?

25 Are you a good dancer?

26 Do you like science classes?

27 Do you do activities like martial arts?

28 If you buy something new, do you ignore the instructions and start to use it immediately?

29 Is it difficult for you to sit still for long?

30 Has anybody ever told you you’re hyperactive?

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

Personal and Object pronouns;

Possessive ’s;

Possessive adjectives and pronouns

Places Possessions Countries and nationalities

The Friends’ Club Asking for and giving personal information A personal profi le

Maths File

10 Present simple; Verb + -ing;

Adverbs of frequency SportsCompound nouns The Olympic GamesSuperstitious sports stars

Lucky charms Dictation

Opinions Pronunciation: Verb endings: /s/, /z/, /ɪz/ A description of a sportWriting File: Punctuation

Kishan Shrikanth

20 Present continuous: affi rmative, negative and

questions Present simple/Present continuous

Types of fi lms Adjectives

The Film Museum EXTRA special Film extras Dictation

Suggestions Pronunciation: Word stress in adjectives

A fi lm review Writing File: Linking words

History File

30 Past simple: affi rmative and negative

Past simple: questions and short answers

History Life events

The London Dungeon William Shakespeare

A history quiz Dictation

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

Angelica Da Silva

44 Past continuous: affi rmative, negative and

questions Past simple/Past continuous

Breaking the rules Prepositions of movement Paul’s problem pageSupergran catches thieves!

Police interviews Dictation

Showing interest

Pronunciation: Was and were;

strong and weak forms

A short story Writing File: Sequencing words

Biology File

54 Comparatives and Superlatives

Present continuous for future

Appearance adjectives Personality adjectives

Celebrity look-alikes Different is good Personality types Dictation

Agreeing and disagreeing Pronunciation: Intonation in questions and answers

A description of a friend Writing File: Word order

Litia Fruean

64 Going to; Should;

Must/Mustn’t Environment verbsMaterials and containers

Green talk Plastic bag? No, thank you!

Dinosaur museum Dictation

Shopping Pronunciation: Silent letter l An information leafl etWriting File: Making your writing

Jerara Malangi

88 Present perfect: affi rmative and negative

Present perfect: questions

The natural world Camping

Teen adventures Helen’s adventure Dancing around the world Dictation

Apologising Pronunciation: Syllables

An informal email Writing File: Beginning and ending

an email

Literature File

98 a/an, some/any; Quantity

Indefi nite pronouns

Jobs Adjectives describing jobs

Micropolix theme park Forget babysitting!

Summer jobs Dictation

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

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

1 2

3

4 5 6

7 8 9

Starter Unit Play The Game!

The Big Picture Past Lives

Is It A Crime?

Look At You It’s Your World

Make Music Adventure World Of Work

2

Curriculum File Real World Profiles

Possessive ’s;

Possessive pronouns

Places Possessions Countries and nationalities

Maths File

History File

History Life events

Showing interest

Biology File

Litia Fruean

Jerara Malangi

an email

Literature File

3 Curriculum File Real World Profiles

10

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Possessive ’s;

Possessive adjectives and pronouns

Places Possessions

Countries and nationalities

Maths File

History File

History Life events

Showing interest

Biology File

Litia Fruean

Jerara Malangi

an email

Literature File

Play The Game!

The Big Picture

Possessive ’s;

Possessive pronouns

Places Possessions

Countries and nationalities

Maths File

History File

History Life events

Showing interest

Biology File

Litia Fruean

Jerara Malangi

an email

Literature File

3 Curriculum File Real World Profiles

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Starter Unit

4

Grammar To be

Where (they / be)?

B Yes, (she / be)

6 A (this / not be) my CD

H ave got

2 Has he / He has got a new mobile phone?

3 We hasn’t / haven’t got the CDs Has / Have

you got them?

4 I ’ve / has got a pet cat

5 Has / Have you got Lila’s email?

6 She hasn’t / Has she got a green bag Her

bag is blue

7 Have they / They have got a computer

8 The car hasn’t / has got two doors It have /

has got four

2 She’s got three cats

3 My room’s got two windows

4 Kate’s a police officer

5 It’s a new computer game

6 That girl’s got pretty eyes

7 He’s at the cinema

8 Adrian’s got a new MP3 player

answers

Picture A

1 she / short hair?

A Has she got short hair?

B No, she hasn’t She’s got long hair.

2 he / an MP3 player?

3 they / green bags?

Picture B

4 the chair / four legs?

5 the cat / green eyes?

6 the dogs / a house?

3 A Have they got green bags?

B No, they haven’t They’ve got blue bags

4 A Has the chair got four legs?

B No, it hasn’t It’s got three legs

5 A Has the cat got green eyes?

B Yes, it has

6 A Have the dogs got a house?

B Yes, they have

Exercise 1

2 Is Fred; isn’t; He’s

3 The books aren’t; are they; they’re

4 Are you; aren’t; We’re

5 Who is; She’s; Is she; she is

6 This isn’t; It’s

Trang 15

B Yes,

B Yes, a small table, too

Personal and Object pronouns

your new teacher

2 Your DVDs are here Adam’s got them / they

3 I / Me like fruit

4 Come to the cinema with we / us

5 Jade’s happy today Look at she / her

6 Liam is a nice boy I like he / him

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

It’s Peter’s (Peter)

2 Where are the (children) new toys?

3 We’re at our (grandma) house

4 This is my (sister) room and this is my (brother)

5 Is this the (men) room?

6 Lily plays in the (women) football team

7 It’s my (friends) birthday party They’re twins!

8 Have you got (Oliver) mobile phone number?

1 His bag is big.

2 bag is small.

3 hats are black.

4 hats are green

Possessive adjectives and pronouns

adjectives Then rewrite them again with possessive pronouns

1 My dad’s got a big desk

His desk is big The big desk is his

2 I’ve got a red T-shirt

The red T-shirt is .

3 We’ve got a small car.

The small car is .

4 Amy and Liam have got an old computer.

The old computer is

5 Maria’s got a new mobile phone.

The new mobile phone is

6 You’ve got a nice bag.

The nice bag is .

3 Our car is small; ours

4 Their computer is old; theirs

5 Her mobile phone

is new; hers

6 Your bag is nice; yours

Exercise 5

1 there isn’t; there’s

2 There are; There aren’t; There are

3 Are there; there are

4 Are there; there aren’t; There’s

5 Is there; there is; There’s

6 Is there; there isn’t; there are

Trang 16

6

Vocabulary Places

6 books, study, read

7 history, paintings, art

8 shops, fast-food restaurants

9 coffee, juice, snack

2 You play tennis at the zoo / sports centre

3 You go to the cinema to see a DVD / film

4 You buy clothes at a shop / town square

5 You have dinner at a library / restaurant

6 You have lessons in a post office / school

Possessions

2 You wear them on your eyes when it’s sunny

3 You take photos with it

4 You write or draw with it

5 It tells you the time

6 You send emails and use the internet with it

Trang 17

B Yes,

B Yes, a small table, too

Personal and Object pronouns

your new teacher

2 Your DVDs are here Adam’s got them / they

3 I / Me like fruit

4 Come to the cinema with we / us

5 Jade’s happy today Look at she / her

6 Liam is a nice boy I like he / him

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

It’s Peter’s (Peter)

2 Where are the (children) new toys?

3 We’re at our (grandma) house

4 This is my (sister) room and this is my (brother)

5 Is this the (men) room?

6 Lily plays in the (women) football team

7 It’s my (friends) birthday party They’re twins!

8 Have you got (Oliver) mobile phone number?

1 His bag is big.

2 bag is small.

3 hats are black.

4 hats are green

Possessive adjectives and pronouns

adjectives Then rewrite them again with possessive pronouns

1 My dad’s got a big desk

His desk is big The big desk is his

2 I’ve got a red T-shirt

The red T-shirt is .

3 We’ve got a small car.

The small car is .

4 Amy and Liam have got an old computer.

The old computer is

5 Maria’s got a new mobile phone.

The new mobile phone is

6 You’ve got a nice bag.

The nice bag is .

Countries and Nationalities

country or nationality

2 James is from Britain He’s

3 Hanna is from She’s German

4 Nadine is from France She’s

5 Matias is from He’s Argentinian

6 Sophia is from She’s Greek

7 Marco is from Italy He’s

8 Gabriella is from She’s Mexican

8 What about you? Complete the sentences.

I am from I am

People

What has Zak got?

This is Zak He is American He is from Chicago, a big city in the USA Zak and his family are moving

to Britain Today Zak is packing his things

1 poster

Trang 18

Reading

1 1.2 Read The Friends’ Club

8

sentences true (T) or false (F)?

2 She’s got a pet

3 Nadia likes dancing

4 She’s got a brother

5 Carlos’ mum and dad are Brazilian

6 Carlos’ favourite food is salad

1 Carlos has a brother His name is Paolo

2 has got a camera

3 is funny

4 has a sister, Zahra

5 works in a shop

6 is thirteen years old

The Friends' Club

www.TheFriendsClub.netcom

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

fourteen I love dancing, music and fashion This

is a photo of me I have a sister, Zahra She works in

a shop She’s eighteen.

Nadia

Carlos

I’m Carlos and I love sports

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

I’m and I’m years old

I’ve got I’m

5 False (His dad’s

Brazilian but his

Trang 19

Starter Unit

17

Speaking and Listening

listen and check

Gabriella Hi, I’m Gabriella 1 c

Gabriella 2

Gabriella 3

years old

a Where are you from?

b How old are you?

c What’s your name?

d What about you?

e Have you got any brothers or sisters or are you

an only child?

Replace the words in purple with your own information

Starter Unit

9

I’ve got Art with Nadia

is this?

Zak, by the way

Carlos Are you American, Zak?

dad’s Brazilian

Goodbye

Carlos What subject have you got this morning, Zak?

Carlos Follow me! We’re in the same class

My assessment profile: Workbook page 126

Trang 20

Yes, I do archery and I go mountain biking What about you?

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

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

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

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

slam-dunking through

[A/W < 1.3> - a mountain bike wheel in mud

[A/W <1.4> - a judo belt on a white judo suit

[A/W <1.5> - running shoes on starting block

[A/W <1.6> - skateboard wheels and board on concrete

[A/W <1.7> - end of ice hockey stick and puck

[A/W <1.8> - part of snowboard on snow

[A/W <1.9> - close-up of arrow fitted to bow + hand

[A/W <1.10> - horse wearing saddle, ready for someone to

ride

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

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

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

3 Put the sports in Exercise 1 in the correct column

4 Complete the sentences with play , go or do

1 I play football with my friends

2 Paul and Sam athletics at school

3 They swimming in summer

4 We gymnastics in our free time

5 My brothers skateboarding in the street

6 Claire and Victoria judo at the sports centre

7 I ice hockey in autumn

8 They basketball in the park

9 We skiing in winter

10 I horse-riding in the country

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

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

Vocabulary Sports; Compound nouns

Speaking Opinions

Writing A description of a sport

Brain Trainer Activity 3

Trang 21

 Adverbs of frequency – never, hardly ever,

sometimes, often, usually, always

Vocabulary

 Sports – archery, athletics, basketball, football,

gymnastics, horse-riding, ice hockey, ice-skating, judo, mountain biking, skateboarding, skiing, snowboarding, swimming, tennis

 Compound nouns – athletics track, basketball

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

Books closed In pairs or small groups, students brainstorm

sports and activities They change partners or groups

and teach each other the vocabulary Collate suggestions

on the board Check spelling and pronunciation

Exercise 1 (Track 1.5)

• Play the recording for students to listen and repeat

• Pause after each word to check students’ pronunciation

• Individually, students match the photos to the words

Answers

2 basketball 6 ice hockey 10 horse-riding

3 skateboarding 7 ice-skating 1 1 gymnastics

4 judo 8 snowboarding 12 mountain biking

5 athletics 9 archery

Exercise 2

• In pairs, students identify the missing items

• Check answers to Exercises 1 and 2 as a class

• Ask students to give a definition in English or a translation

in their L1 for the missing items, if appropriate

Answers

football, skiing, tennis

Exercise 3

• Individually, students complete the table

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

Answers

play go + - ing do

basketball horse-riding archery

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

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

have students try to deduce the rule themselves based

on the table in Exercise 3 and then suggest further examples for each verb

Generally speaking, we use play for sports with a ball,

go with free-time activities which end in -ing and do for

other sports and activities

• Ask two students to read out the examples

• Students work in pairs, asking and answering the questions

• Monitor but do not interrupt fluency

Extra activity Reinforce vocabulary and spelling by doing a group mime activity at this point Ask one student to come to the front of the class and turn his or her back to the board

Write one of the sports on the board On the count of three, everybody else in the class mimes the sport for the student to guess After the student has guessed the word, ask him or her to spell it for you Repeat the process until you have revised all fifteen items

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

Trang 22

Unit 1 Play The Game!

20

Reading

Revision

First – At the start of the class, revise the use of play , go and

do from the previous lesson Tell students to draw a table in

their notebooks with three columns and mark the columns

play , go and do respectively

Second – Tell students you are going to say ten sports and

that they must write them in the correct column and also

spell them correctly They will get half a point for the correct

column and a further half a point for the correct spelling

Read the following ten items and then check answers by

asking individual students to write the words on the board

athletics, basketball, football, ice hockey, judo, mountain

biking, skateboarding, snowboarding, swimming, tennis

Third – Students correct their own work and give themselves

a mark out of ten

(Answers: play – basketball , football , ice hockey , tennis ;

go – mountain biking , skateboarding , snowboarding ,

swimming ; do – athletics , judo)

Cultural notes

The first Ancient Olympic Games are believed to have

taken place in Ancient Greece in 776 BC at Olympia,

from where they take their name The games were

celebrated for over five hundred years until the advance

of Christianity reached Greece in AD 393

The Olympic Games we know today were first

celebrated in Athens, Greece, in April 1896 in the

Panathenaic Stadium which was built on the ruins

of the ancient stadium in the capital In the modern

games, hundreds of countries and thousands of athletes

compete in nearly four hundred different events

The first Winter Olympic Games were held in 1924 in

Chamonix, France, and the first Paralympic Games were

held in Rome, Italy, in 1960 The sports that form part

of the Olympic Games have varied considerably over

the years The only constant is that any activity which

involves motorised equipment, e.g motorcycling,

water-skiing, etc cannot be considered an Olympic sport

Exercise 1

• Draw attention to the photos and the text and ask

students what they can see

• Make sure students understand not to read in detail at

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

1 How many different flags are there on the page?

( eleven – ten countries plus the Olympic fl ag )

2 Which countries are they for? ( Australia, Greece, China, the United Kingdom, Brazil, Japan, the USA, Italy, Canada, Russia )

3 How many rings does the Olympic flag have? ( fi ve )

4 What colour are the rings from left to right? ( blue, yellow, black, green, red )

5 When and where are the next Summer Olympic

Games? ( 2016 Rio de Janeiro, Brazil )

6 When and where are the next Winter Olympic Games

5 Because there are Olympic athletes from five continents

6 Because every country has one of these colours on its national flag

Exercise 3

• Read the questions with the class

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

• Monitor but do not interrupt fluency

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

• Feedback as a class

Answers Students’ own answers

Trang 23

1 the Olympic flag?

2 the Olympic torch?

3 the opening ceremony of the Olympic Games?

2 1.6 Read the magazine article Answer

the questions

1 How often are the Olympic Games?

Every four years

2 Are the Summer Olympic Games and the Winter Olympic Games in the same year?

3 Is archery an Olympic sport?

4 When are the Paralympics?

5 Why are there five rings on the Olympic flag?

6 Why are the colours of the Olympic flag blue, black, red, yellow and green?

3 What about you? In pairs, ask and answer

1 What is your favourite Olympic sport?

2 How many Olympic sports can you name?

3 How many Olympic athletes can you name?

What is your favourite Olympic sport? My favourite Olympic

sport is football What about you?

Winter Olympic Games

1998

Nagano, Japan

2010

Vancouver, Canada

2014

Sochi, Russia

Summer Olympic Games

2000

Sydney, Australia

2004

Athens, Greece

2008

Beijing, China

2012

London, The United Kingdom

2016

Rio de Janeiro, Brazil

ORDEM E PR OG O

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

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

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

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

The Olympic Games

c

a

b

The Olympic Games is an international sports

event There are Summer Olympic Games and

Winter Olympic Games They take place every

four years in a different country The Summer

and Winter Olympic Games do not happen in

the same year

At the Summer Olympic Games, athletes

from ﬁ ve continents take part in many

sports including archery, athletics, gymnastics,

swimming, football and basketball At the

Winter Olympic Games the sports include

ice hockey, skiing and snowboarding The

Paralympics take place in the same year as the

Summer Olympic Games The Paralympics are

for athletes with physical disabilities

The rings on the Olympic ﬂ ag are the symbol of

the Games There are ﬁ ve rings because there are

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

one of these colours on its national ﬂ ag

The Olympic Games begins with an opening ceremony In the ceremony,

a man or woman lights the Olympic torch The ﬁ re for the torch always starts in Ancient Olympia in Greece The sun starts the ﬁ re in a mirror, and then a woman lights the torch

After that, different people carry the torch to the opening ceremony The torch visits many countries and towns before the opening ceremony

Trang 24

12

Affirmative

I/You/We/They watchHe/She/It watches

Grammar reference Workbook page 86

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

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

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

a My grandfather likes music.

b We play tennis after school.

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

charge do get up go play read study work

1 We do judo on Friday evenings

2 James books by Stephenie Meyer

3 They skateboarding after school

4 She in a hospital near London

5 The students French and German at school

6 You ice hockey at the weekends

7 I my mobile phone every day

8 Mum at seven every morning

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

1 We like football They don’t like football.

2 I get up at seven She

3 You study in the bedroom I

4 She walks to school in the morning We

5 They go to the cinema every Saturday He

6 He plays tennis every Tuesday You

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

1 you / watch / sport / on TV ?

Do you watch sport on TV? Yes, I do

2 your dad / wear / jeans / to work?

3 you / study / Japanese?

4 your mum / speak / English?

5 your friends / watch / videos / on YouTube?

6 your teacher / use / computers?

5 Complete the text with the verbs in the Present simple

Leela’s parents 1 play tennis every weekend, but Leela 2 (not like) tennis and she 3 (not play) it

So what sport 4 (she / do) to stay fit? She

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

6 (love) the game, and the two sisters 7 (get)

up early every morning and 8 (practise) for half

an hour before school 9 (their parents / join) them? No, but they 10 (not stop) them!

Questions and short answers

Do I/you/we/they watch TV? Yes, I/you/we/they do

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

No, he/she/it doesn’t

Pronunciation

Verb endings: /s/ /z/ / ɪ z/

6 1.7 Listen and repeat the sentences

Pay attention to the verb endings

1 / s /: Grace like s ice-skating

2 / z /: Baz love s athletics

3 / ɪz /: Liz watch es sport on TV

Trang 25

23

Grammar Present simple

Language note

The spelling rules relating to the formation of the Present

simple are as follows:

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

person form

Verb + es : Some verbs take -es at the end, generally

verbs which end in -s , -sh , -ch and -x , but also the verbs

do and go

Verb + ies : Verbs which end in a consonant followed by

-y form the third person by changing -y to -i and adding

-es (e.g study – studies , try – tries , copy – copies )

Exercise 1

• Read the grammar tables with the class

• Individually, students match the rules to the examples,

referring back to the grammar tables where necessary

• Check answers as a class

• Read the ‘Watch Out!’ section under the grammar

tables with the class

Answers

1 b 2 a

Exercise 2

• Individually, students complete the sentences

• Check answers and spelling by asking individual

students to write sentences on the board

Answers

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

8 gets up

Exercise 3

• Individually, students complete the negative sentences

• Monitor and point out errors for students to self-correct

Answers

2 doesn’t get up at seven

3 don’t study in the bedroom

4 don’t walk to school in the morning

5 doesn’t go to the cinema every Saturday

6 don’t play tennis every Tuesday

Exercise 4

• Individually, students write questions using the prompts

• Check as a class, drilling the questions for pronunciation

and sentence stress

• In pairs, students ask and answer the questions

• Monitor but do not interrupt fluency unless students

make mistakes with the question or third person forms

Pronunciation Verb endings: /s/ /z/ /ɪz/

Answers

2 Does your dad wear jeans to work?

3 Do you study Japanese?

4 Does your mum speak English?

5 Do your friends watch videos on YouTube?

6 Does your teacher use computers?

Exercise 5

• Individually, students complete the text

• They check answers in pairs then as a class

2 doesn’t like 5 plays 8 practise

3 doesn’t play 6 loves 9 Do their parents join

4 does she do 7 get 10 don’t stop Further practice

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

Language note Third person singular verbs are pronounced with /s/

at the end when the infinitive ends with an unvoiced consonant sound and with /z/ at the end when the infinitive ends with a voiced consonant sound

Only when the infinitive ends with the sounds /ʃ/ , /tʃ/ , /ʒ/ or /dʒ/ , do we add the complete syllable /ɪz/

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

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

• Play the recording Students listen and repeat

• Draw students’ attention to the pronunciation of the verb endings

Extra activity Brainstorm ten other regular verbs students already know and write them on the board Be prepared to feed

in additional verbs if students can’t think of ten Ask students to classify these verbs according to the

pronunciation of the third person -s

If students have problems identifying the group, tell them

to put their hand on the front of their neck as they say the infinitive Point out the physical difference between

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

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

Further practiceWorkbook page 123

Trang 26

24

Verb + -ing

Language note

In some languages verbs of preference are followed by

the infinitive form and this can cause L1 interference for

some learners Although in British English the use of the

infinitive is in fact possible after these verbs in certain

circumstances, it is a complicated area usually taught

only at higher levels Throughout Next Move the form

taught after verbs of preference is -ing

Exercise 7

• Read the grammar table with the class

• Individually, students complete the rule, referring back to

the grammar table where necessary

Answers

-ing form

Exercise 8

• In pairs, students order the words

• Check answers by drawing the line on the board and

asking individuals where to place the verbs

Answers

l ove  like / enjoy  don’t mind / don’t like  hate

Exercise 9

• Individually, students make sentences with the verbs in

the -ing form

• They then check in pairs before checking answers as a

class

• Check spelling by asking students to spell the -ing

forms to you

Answers

2 I don’t mind tidying my bedroom

3 Do you like going to the cinema?

4 We hate playing football in winter!

5 They don’t like doing athletics

6 Does he enjoy reading books?

• Students complete the conversation

• Play the recording for students to listen and check

• Check spelling by asking students to spell the -ing

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

Students then work in pairs, acting out the conversation

Exercise 11

• Monitor but do not interrupt fluency unless they make

mistakes with the verb + -ing forms

Further practiceWorkbook pages 11 and 86–87

Vocabulary Compound nouns

• In pairs, students match the pictures to the words in the box

• Play the recording for students to listen and check

• Play the recording again Pause after each word to check students’ pronunciation

Answers

2 tennis court 8 swimming pool

3 football boots 9 hockey stick

4 ice-skating rink 10 ice skates

5 swimming costume 1 1 tennis racket

6 judo belt 12 athletics track

7 basketball court

Exercise 2

• Students choose the correct options

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

Answers

2 pitch 3 rink 4 court 5 track 6 pool

Exercise 3

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

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

• Individually, students complete the text

Trang 27

13

Unit 1

8 Put these verbs in the correct order

don’t like don’t mind enjoy like

9 Make sentences with the verbs in the - ing form

1 she / enjoy / read / books

She enjoys reading books

2 I / not mind / tidy / my bedroom

3 you / like / go / to the cinema?

4 we / hate / play / football / in winter!

5 they / not like / do / athletics

6 he / enjoy / read / books?

10 1.8 Complete the conversation with the

correct form of the verbs Then listen and check

Am y Why do you like 1 going (go) snowboarding , Ben?

Ben Well, I love 2 (move) on the snow

Amy Do you enjoy 3 (listen) to music when you go snowboarding?

Ben Yes, I do I like Linkin Park

Amy Do you mind 4 (practise) every day?

Ben No, I don’t, and I love 5 (win) snowboarding competitions!

Amy What don’t you like?

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

11 What about you? In pairs, ask and answer

1 What sports do/don’t you like doing?

2 Do you mind losing a competition or a game?

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

athletics track basketball court football bootsfootball pitch 1 hockey stick ice skatesice-skating rink judo belt swimming costumeswimming pool tennis court tennis racket

Wordlist page 43 Workbook page 104

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

2 Choose the correct options

1 You play basketball on a basketball pitch / court

2 You play football on a football pitch / court

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

4 You play tennis on a tennis court / rink

5 You do athletics on an athletics pitch / track

6 You swim in a swimming pool / track

3 Complete the text with the words in Exercise 1

Holly loves sport She does judo on Mondays She

is good at it and she has a brown judo 1 belt On Wednesdays she goes swimming She takes her

2 costume to the swimming 3 On Thursday she plays ice hockey She uses her hockey 4 On Friday she plays tennis She needs her tennis 5

On Saturday she watches football on TV!

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

Trang 28

14

1 Look at the photo Answer the questions

1 Where are Zak, Carlos and Nadia?

2 Why do you think they are there?

3 What has Carlos got in his hands?

4 What do you think Zak is doing?

2 1.10 Listen and read the conversation

Check your answers

3 1.10 Listen and read again Answer the questions

1 Does Nadia usually come to the football pitch

on Saturdays?

No, she doesn’t 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 doesn’t Zak like about England?

5 What is the name of Zak’s favourite basketball team?

6 Does Nadia’s dad like basketball?

4 Act out the conversation in groups of three

Zak I quit! I hate playing this game ! Carlos Cheer up, Zak! You can learn Now come

and say hi to Nadia She doesn’t usually come to the football pitch on Saturdays, but she wants to meet you

Zak Hi, Nadia I’m Zak I’m from the USA

Nadia Yes, I know So, what do you think of England ? Zak Well , I think the people are amazing , but I

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

Zak Basketball! The Chicago Bulls are my

favourite team Nadia Hey, I know the Chicago Bulls My dad’s a fan

Carlos I love them , too

Zak Then come to my house tonight We can

watch a game together

Nadia Good idea!

Say it in your language …

I quit!

Cheer up!

Trang 29

Second – Students match the words from the fi rst word

snake to the words from the second to make compound

nouns Check answers by asking individual students to write

words on the board

(Answers: ice skates, judo belt, swimming pool, athletics

track, football pitch, basketball court, hockey stick, tennis

racket )

Third – Read the following questions for students to answer

1 Where do you go ice-skating?

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

3 What verb do we use with judo?

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

snow?

5 Where do you play tennis?

6 What sport was Robin Hood good at?

7 What verb do we use with skateboarding?

8 What do you wear on your feet to play football?

9 What sport do you do with an animal?

10 What verb do we use with ice hockey?

In pairs, students compare their answers before checking

as a class

(Answers: 1 ice-skating rink; 2 swimming costume; 3 do;

4 skiing; snowboarding; 5 tennis court; 6 archery; 7 go;

8 football boots; 9 horse-riding; 10 play)

Exercise 1

• In pairs, students describe what they can see and

answer the questions

• Play the recording for students to listen and read and

check their answers to Exercise 1

Answers

1 They’re at a football pitch

2 Because Nadia wants to meet Zak

3 A football

4 He’s playing football

See Teacher’s Book page 210

• Play the recording again

• Individually, students answer the questions

• They then check in pairs before checking answers

as a class

Answers

2 Because she wants to meet Zak

3 He likes the people

4 He doesn’t like football

5 The Chicago Bulls

6 Yes, he does

Exercise 4

• Divide the class into groups of three

• Groups act out the conversation

• Monitor and correct students’ pronunciation as appropriate

• Nominate one group to perform the conversation for the class

Say it in your language … Ask students to find the phrases in the conversation and look at them in context to try to deduce the meaning

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

meaning to ‘I give up!’

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

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

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

Trang 30

• In pairs, students act out the conversations

• Monitor and correct students’ pronunciation as

appropriate

Exercise 8

• Students make their own conversations by replacing the

words in purple in Exercise 7

• Monitor but do not interrupt fluency unless students

make mistakes with the phrases for asking for and

giving opinions

• Ask some students to perform one of their

conversations for the class

Answers

Students’ own answers

Further practice

Workbook pages 12 and 113

Grammar Adverbs of frequency

Language note

Make sure students understand that, in English, these

adverbs of frequency are always placed before the verb,

except in the case of the verb to be where they are

placed after

Exercise 1

• Read the grammar table with the class

• Individually, students complete the rules, referring back

to the grammar table where necessary

• Check the answers as a class

2 He sometimes plays computer games before breakfast

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

4 They always play tennis in the park

5 Pete hardly ever loses a game

6 Their friend Maria is never there to watch them

7 Peter and Paul are usually happy about that

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

1 I go mountain biking at the weekend

2 I watch the Summer Olympic Games

3 I play tennis on Saturdays

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

5 I do athletics at school

6 My friends come to my house to watch football

Check answers by asking individual students to read complete sentences The position of the adverb should

be the same for the whole class although the adverb will change according to the student

Exercise 3

• Students work individually, writing the questions

• Check the questions with the class

2 Do you sometimes go to football matches?

3 Do you always watch TV after school?

4 Do you often play computer games at home?

5 Where do you usually meet your friends?

Exercise 4

• Drill the questions and example answer for pronunciation and intonation

• Ask some students to say their sentences for the class

Answers Students’ own answers Further practiceWorkbook pages 13 and 86–87

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Opinions

15

5 Look back at the conversation Who says what?

1 I hate playing this game Zak

2 What do you think of England?

3 I think the people are amazing

4 The Chicago Bulls are my favourite team

5 I love them, too

6 Read the phrases for asking for and giving opinions

Asking for opinions Giving opinions

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

OK/great/amazing

Do you like …? I like/don’t like …

… are my favourite team/is my favourite player

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

Zak What do you think of 1 tennis ? Carlos I 2 love it 3 Andy Murray is my favourite

4 player Carlos What do you think of 1 basketball?

Zak I 2 like it 3 Pau Gasol is my favourite

4 player

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

What do you think of football?

I like it Fernando Torres

is my favourite player

1 athletics / basketball / football / ice hockey / swimming / tennis

2 like / love / don’t like / hate

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

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

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

2 Adverbs of frequency go before / after

other verbs

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

1 Pete gets up early (usually)

Pete usually gets up early

2 He plays computer games before breakfast

(sometimes)

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

4 They play tennis in the park (always)

5 Pete loses a game (hardly ever)

6 Their friend Maria is there to watch them (never)

7 Peter and Paul are happy about that (usually)

3 Make questions with adverbs of frequency

1 when / you / usually / play / tennis?

When do you usually play tennis?

2 you / sometimes / go / to football matches?

3 you / always / watch / TV / after school?

4 you / often / play / computer games / at home?

5 where / you / usually / meet / your friends?

4 What about you? Answer the questions in Exercise 3

4 athlete / player / team

never / hardly ever sometimes / often usually / always

I never see you I sometimes get I’m usually at here at the up early home on

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1 What sports do they do?

2 What are their names?

2 Read and check your answers to Exercise 1

3 1.12 Read the article again Who has … ?

1 A lucky charm Sebastian Vettel

2 A lucky number

3 Lucky clothes

4 A special ritual

4 1.12 Read the magazine article again

Answer the questions

1 What does Serena Williams do before a match?

She ties her shoelaces in the same way before every match

2 What are Serena’s lucky clothes?

3 How many rituals does Rafael Nadal have?

4 What does Nadal do when he wins a competition?

5 What does Fernando Torres take to football matches?

6 What is Kolo Touré’s ritual?

7 What numbers are lucky for many footballers?

8 What are Sebastian Vettel’s lucky charms?

Listening

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

2 1.13 Listen to the radio show again

Choose the correct options

1 Speaker 1 uses his lucky charm at school / home

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

3 Speaker 2 never / sometimes loses her charm

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

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

6 She has her lucky charm with her every day /

on her birthday

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

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

competition, he always bites the trophy!

The Spanish footballer, Fernando Torres, loves the number three He always has three shirts, three pairs

of shorts and three pairs of boots in his sports bag

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

football players believe numbers like

11, 22 or 33 on a player’s shirt are good luck and they think it is bad luck

to change their number when they go

to another team

Formula One racing driver, Sebastian Vettel , doesn’t have a special ritual but he has lucky charms He has a necklace and a little metal pig!

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

Superstitious sports stars

Trang 33

Reading

Cultural notes

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

greatest tennis players of all time Winner of numerous

singles titles and an Olympic gold medallist

Sebastian Vettel (Germany, 1987) is a world champion

Formula 1 racing driver His first win was the 2008 Italian

Grand Prix when he was only 21

Serena Williams (United States, 1981) has won numerous

international tennis competitions playing both singles and

doubles with her sister Venus

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

Manchester City He has two younger brothers who are

also professional football players

Fernando Torres (Spain, 1984) has played with Atlético

Madrid, Liverpool and Chelsea He was also part of the

Spanish team which won the 2010 FIFA World Cup

Exercise 1

• Draw attention to the photos and the text and ask

• Make sure students understand not to read in detail at

1 tennis, Formula One, football

2 (left to right, top to bottom) Rafael Nadal, Sebastian

Vettel, Serena Williams, Kolo Touré, Fernando Torres

Key Words

Be prepared to focus on the Key Words, either

by pre-teaching them, eliciting their meaning after

students have read the text or through dictionary

or definition writing work

superstitious – an adjective for people who believe

in luck and similar supernatural forces

(good/bad) luck – an indefinable factor which some

people believe affects the outcome of events

lucky charm – a special object which a person

believes brings them luck

ritual – a special routine or sequence of actions

which a person completes in an almost religious way

shoelaces – the strings or cords which we use to

secure our shoes to our feet

trophy – a prize, often a cup made of metal, given to

the winner of a competitive event

• 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

2 The same socks, shoes and an extra dress

3 Two (putting two water bottles in the same position next to the court and biting the trophy when he wins a competition)

4 He always bites the trophy

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

6 He is always the last player onto the football pitch

7 11, 22 or 33

8 A necklace and a little metal pig

Extra activity

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

board Ask students who have a lucky charm to show it

to the class or draw a picture of it on the board Elicit the word for the charm or teach it yourself, then ask students

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

Listening

AudioscriptSee Teacher’s Book page 225

1 school 2 doesn’t really help 3 never 4 bag

5 very 6 on her birthday

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32

Writing A description of a sport

Revision

First – Revise the twelve compound nouns covered in the

Vocabulary section on Students’ Book page 13 by writing the

following words on the board:

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

tennis

Elicit all the words which can follow these words

(Answers: athletics track , basketball court , football

boots/pitch , hockey stick , ice skates /- skating rink , judo belt ,

swimming pool/costume , tennis court / racket )

Second – Read the following sentences and ask students to

identify the words

1 Serena Williams plays matches here ( tennis court )

2 Fernando Torres wears these on his feet ( football boots )

3 Michael Phelps always practises here ( swimming pool )

4 Rafael Nadal hits the ball with this ( tennis racket )

5 Michael Jordan practised here every day ( basketball

court )

6 Kolo Touré plays games here ( football pitch )

Third – Check answers and spelling by asking individual

students to write words on the board In pairs, students write

more clues using famous sports stars for some of the

compound nouns not used

Exercise 1

• Read the Writing fi le with the class

• Ask students if the punctuation rules are the same or

different in their L1

Exercise 2

• Make sure students understand that they should fi nd at

least one example for each sort of punctuation

Possible answers

1 … my favourite sport is snowboarding

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

to …

3 He has two gold medals !

4 What about you ?

5 It’s a winter sport …

Exercise 3

• Individually, students rewrite the sentences with

appropriate punctuation

• Check answers by asking individual students to write

sentences on the board

Answers

2 She likes watching tennis, but she doesn’t like playing it

3 When do they watch football on TV?

4 Have you got a lucky number?

5 That’s Jody’s brother’s skateboard

6 Mike’s brother is a great football player!

Exercise 4

• They then check in pairs before checking answers

as a class

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

2 She goes snowboarding in Verbier

3 You need a snowboard, special snowboard boots,

a helmet, goggles and gloves

4 It’s fast and exciting

• Draw students’ attention to the ‘Remember!’ checklist

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

Trang 35

17

Unit 1

1 Read the Writing File

Writing File Punctuation

We use:

• a full stop at the end of sentences

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

• an exclamation mark ! to show surprise

• a question mark ? at the end of questions

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

2 Read about Isabella’s favourite sport Find:

3 Put the correct punctuation in the sentences

1 Ive got a tracksuit some trainers and a football

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

2 She likes watching tennis but she doesnt like playing it

3 When do they watch football on TV

4 Have you got a lucky number

5 Thats Jodys brothers skateboard

6 Mikes brother is a great football player

4 Read about Isabella’s favourite sport again

Answer the questions

1 What is Isabella’s favourite sport? Snowboarding

2 Where does she do this sport?

3 What equipment do you need for this sport?

4 Why does Isabella like the sport?

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

1 Which sport do you like?

2 When and where do you play/watch it?

3 What is your favourite team?

4 Who is your favourite player?

5 Why do you like the sport?

6 Write a description of your favourite sport

Use ‘My favourite sport’ and your notes from Exercise 5

I live in Switzerland and my favourite sport is snowboarding It’s a winter sport and it’s difﬁ cult

to practise in summer, but from November to April

I go snowboarding every weekend with my friends

There are many ski resorts in my country but I usually go to Verbier The snow is great there and I hardly ever go to other places

The main equipment for snowboarding is a snowboard and special snowboard boots I always wear a helmet, goggles for my eyes and gloves My favourite snowboarder is Shaun Roger White He snowboards in the Winter Olympic Games He has two gold medals! I think he is an amazing athlete

Snowboarding is a great sport It’s fast and exciting

I love snowboarding! What about you?

My favourite sport by Isabella

My favourite sport

1 Name of sport and where you watch/play it

My favourite sport is ( name )

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

2 Your favourite team and/or player

Use the vocabulary in this unit

Check your grammar and spelling

Trang 36

2 We (play) tennis every Friday

3 (Jane / walk) to school every day?

4 Gary (go) snowboarding in winter

5 I (not watch) sports on TV

6 What clothes (they / wear) for judo?

7 Martin (not do) athletics on Wednesday

8 The girls (not like) football!

2 Complete the sentences with the correct form

of these verbs

lose play play watch wear win

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

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

3 Put the words in the correct order

1 play / basketball / usually / after school / They

They usually play basketball after school

2 a football shirt / I / often / wear

3 usually / are / Fast sports / exciting

4 eat / We / never / before swimming

5 He / his friends / often / on Sunday / phones

6 in the park / She / sometimes / studies

Vocabulary Review

4 Look at the pictures Complete the sentences

1 Josh and Alex do archery at the weekend

2 Sasha does at school

3 Max plays every winter

4 Ben and Katie go every day in summer

5 Hannah does on Fridays

6 Fred goes in summer

5 Complete the sentences with these words

court pitch pool rink track

1 You play tennis on a tennis court

2 You do athletics on an athletics

3 You go ice-skating at the ice-skating

4 You play football on a football

5 He goes swimming at the swimming

Speaking Review

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

don’t favourite like think What

A What do you think of the Olympic Games?

B I like them I think they’re boring

A But do you Usain Bolt?

B Yes, I do I he’s amazing

A He’s my athlete, too

Dictation

7 1.15 Listen and write in your notebook

[New photo needed: (1.56)]

My assessment profile: Workbook page 127



Trang 37

Refresh Your Memory!

Exercise 1

Answers

3 Does Jane walk 7 doesn’t do

2 I often wear a football shirt

3 Fast sports are usually exciting

4 We never eat before swimming

5 He often phones his friends on Sunday

6 She sometimes studies in the park

Answers and Audioscript

1 We never watch sport on TV

2 She does athletics on Saturday morning

3 He’s a great basketball player

4 What do you think of our ice hockey team?

5 I love skiing

6 Do you like my swimming costume?

Extra activity 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 Touré?’

– Students then work in pairs, making conversations and expressing their opinions about sports and sports stars

– Monitor but do not interrupt fluency Make a note of any mistakes related to the content of this unit to go over with the class afterwards but make sure that these mistakes remain anonymous during the correction stage

My Assessment Profi le Unit 1See Workbook page 127

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36

Maths File

Cultural notes

Humans started using simple natural materials, such

as pigs’ bladders, to make balls many centuries ago,

but modern football design is now at the cutting edge

of science Since Charles Goodyear made the first

all-rubber football in 1855, ball design has evolved

continuously The only thing which has remained

consistent is the size of the ball used in professional

matches, which was established in 1873 For over 75

years footballs were dark brown until, in 1951, with the

introduction of electric floodlighting, white balls were

introduced to make it easier for spectators to follow the

ball during the game

Footballs made from 32 pieces of material, as described

in the text, first appeared in the 1950s They remain very

common, although they were replaced in the 2006 FIFA

World Cup by a design made of only 14 pieces and in

2010 by a controversial design with only eight pieces

In each case, it is the pressure within the ball which

transforms it from a complex geometrical form into a

perfect sphere The newest footballs contain chips and

transmitters which can send data about the ball’s exact

position on the pitch to antennae around the stadium

and send this information back to a receiver carried by

the referee

Language note

Be prepared to elicit from stronger students or explain

yourself the meaning of the following lexical items which

appear in the reading text: facts, average, circumference,

weigh, material

Exercise 1

• Draw attention to the pictures and the text and ask

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

2 There are 32 pieces

3 They’re pentagons and hexagons

4 Size 2 is good for young children

5 It weighs a maximum of 370 grams

6 They use a size 5 football

My Maths File Exercise 3

• In pairs, students brainstorm sports equipment they use

or their favourite sports stars use

• Collate suggestions on the board

Answers

Students’ own answers

Exercise 4

• Individually, students write their fact fi le

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

• Point out errors for students to self-correct

• Remind students to check their grammar, spelling and punctuation carefully before they give you their written work

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

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 Teacher’s Resources are at two levels of diffi culty:

* For students who need extra help and support ** For students who require an additional challenge

Trang 39

1 the football World Cup

2 the history of footballs

3 the size and shape of footballs

2 1.16 Read the text Answer the questions

1 What shape is a football? A football is a sphere.

2 How many pieces of material are there in an average football?

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

4 Which football is good for young children?

5 What does a size 4 football weigh?

6 Which football do players use in the World Cup?

4 Write a fact file about the sports equipment

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

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

Football Fact File

Pentagon Hexagon

There are fi ve different sizes of football.

Size 1: This has a circumference of 43 centimetres

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

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

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

maximum circumference of 61 centimetres

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

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

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

competitions like the World Cup It has a circumference

of 71 centimetres

68-70cm

Sphere

Circumference

What shape is the average football?

It’s a sphere and it has a circumference of 68 to 70 centimetres

It usually weighs between 410 and 450 grams

An average football has 32 pieces of material:

12 pentagons and 20 hexagons

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20

Grammar Present continuous; Present simple and Present continuous

Vocabulary Types of films; Adjectives

Speaking Suggestions

Writing A film review

1 1.17 Listen and repeat Then match the photos to eight of these types of films

action film animated film comedydocumentary fantasy historical filmhorror film martial arts film musicalscience fiction film war film western 1

Word list page 43 Workbook page 105

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

Think of a film for each film type

Comedy – Night at the Museum

3 Read the sentences What type of films are they?

1 Joe likes cartoons animated films

2 I like adventures

3 The songs in this film are great

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

5 I love stories about the past

6 The aliens are cool!

7 There are werewolves and zombies

8 Cowboy films are my favourite

9 It’s really funny There are lots of jokes

10 I love watching kung-fu and karate films

4 In pairs, ask and answer What type of films

do you like?

What type of films

do you like? I like action films

and animated films

What about you?

Tiêu đề	Next Move 2 Teacher's Book
Tác giả	Hn Foster, Timothy Jo
Chuyên ngành	English Language
Thể loại	Teacher's Book
Năm xuất bản	2012

Định dạng
Số trang	251
Dung lượng	40,88 MB