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Vocabulary

5Focus Practising vocabulary

ñRefer Ss to the list of interests in the rubric and check for any new vocabulary.

ñIn pairs, Ss discuss what they like to do in their free time.

Suggested Answer Key

A:I enjoy listening to CDs, reading books and magazines, watching DVDs and playing computer games. What about you? What do you enjoy doing in your free time?

B:I like going places, like the cinema. I also like eating out and working out at a gym.

Speaking

6Focus Making notes on the text/ describing

a sport activity

ñRefer Ss to the headings in the rubric and check for understanding.

ñHave Ss choose one of the activities in the text and make notes under the headings (explain that making notes involves writing only the most important information, without full sentences).

ñSs using their notes describe their activity to a partner and the partner guesses the activity.

ñMonitor activity and assist as necessary.

Suggested Answer Key

equipment: helmet, rope, boots, axe rules/technique: swing axe above head, pull

yourself up the ice using all your strength

A:To do this sport you need a helmet, a rope, some boots and an axe. You swing the axe above your head into the ice and then you pull yourself up using all your strength.

B:Ice climbing!

A: Yes!

Reading & Vocabulary 8a

Writing

7Focus Writing about your favourite activity

ñAllow Ss time to write their paragraphs, following the guidelines in the rubric.

ñInvite Ss to read out their paragraphs to the class and encourage the class to ask questions about the activity.

Suggested Answer Key

My favourite activity is water skiing. You need the following equipment to water ski: water skis, a life jacket, bindings, water ski ropes, water ski tubes and, of course, a boat and a large area of water.

To water ski you must remember to relax, breathe slowly and don’t panic! Team work is essential. You must be able to communicate effectively with the boat driver and the observer.

I like this sport because it is exciting and a good way to get rid of stress. You can enjoy a day out with your friends and family.

Objectives

Vocabulary: sports, sport collocations; phrases related to invitations

Reading: reading to identify missing text Speaking: discussing sports you do; practising a dialogue; role playing (invitations)

Listening: listening for specific information; listening to identify sports; listening for confirmation; intonation in do/don’t statements

Reading

1Focus Understanding vocabulary

ñHave Ss listen to recording and repeat. Check for proper pronunciation.

ñElicit from Ss which sports in the list are shown in the pictures.

ñHave Ss find meanings in own L1.

Answer Key

I can see rugby, gymnastics, javelin throwing, cricket, ice hockey and snowboarding in the pictures.

(Answers according to Ss’ L1)

2Focus Consolidating vocabulary

ñIn pairs, have Ss organise list of sports from Ex. 1 under the headings listed in rubric.

ñPairs compare answers with another pair.

Answer Key

Individual sports: long jump, high jump, javelin throwing, hurdles, jogging, aerobics, swimming, gymnastics, karate, cycling, snowboarding, golf, climbing

Team sports: squash, cricket, rugby, football, badminton, tennis, volleyball, basketball, ice hockey

Water sports: windsurfing, water polo, scuba diving

3Focus Forming collocations (sports)

ñIn groups of 3-4 have Ss complete table with sports from Ex. 1.

ñInvite a few groups to read out answers in class and check.

132

Answer Key

4Focus Listening for specific information/

identifying a sport

ñHave Ss listen to recording.

ñHave Ss identify each sport. Elicit answers in class and check.

Answer Key

The first person is describing football, the second is describing cricket and the third is describing wind surfing.

5Focus Discussing sports you do

ñRead with Ss the rubric and check for understanding.

ñIn pairs, Ss tell each other about the sports they do, using the phrases in the box.

ñMonitor activity and assist as necessary.

Suggested Answer Key

A:In my free time, I like to do lots of different sports. In the summer, I play tennis all the time and I quite often go swimming and scuba diving. In the winter, I go snowboarding maybe once every two weeks, and I play ice hockey twice a week. I have been playing tennis and going swimming for quite a long time ― since I was eight. I haven’t been scuba diving for very long ― only for six months. I have been snowboarding for a couple of years now and I have been playing ice hockey for three years.

6a Focus Identifying a dialogue

ñRead with Ss the sentences and elicit what the dialogue is about.

Answer Key

The dialogue is about playing tennis.

bFocus Reading to identify missing text/

listening for confirmation

ñHave Ss complete task individually.

ñSs listen to recording to check their answers.

ñIn pairs, Ss practice reading out the dialogue.

ñRead the box with Ss and check for understanding of phrases.

ñElicit from Ss which phrases are found in the dialogue in Ex. 6.

Answer Key

In the dialogue:

Are you doing anything ...

I’d love to ...

b)Focus Role playing (invitations)

ñInvite a few Ss to read out notices on noticeboard and check for understanding.

ñRefer Ss to the example exchange in the rubric.

ñSs act out similar exchanges, using phrases from Ex. 7a and the information from the noticeboard.

ñInvite Ss to act out their exchanges in class and ask for feedback.

Answer Key

A:Are you doing anything on Sunday?

B:No, why?

A:How about going to the Inter-school football game? It’s on Sunday, from 10 till 4 and there are free refreshments.

B:Sure. Why not?

Listening & Speaking Skills 8b

A:Would you like to go to the school play on Saturday night?

B:I’d love to. What time is it on?

A:It starts at 7 pm.

B:Great! How much are the tickets?

A:Five pounds each. We have to get them from the office.

A:I was wondering if you are free on Friday night.

B:Yes, why?

A:Do you fancy going to the school concert?

B:That would be lovely. I love going to concerts!

Listening

8Focus Listening for specific information

ñRead through statements with Ss and check for understanding.

ñSs listen to recording and complete task individually.

ñSs compare answers with a partner and check

Answer Key

Say it Right

9Focus Understanding exchanges/ listening

for confirmation

ñHave Ss complete task individually.

ñSs listen to recording and check their answers.

Answer Key

Intonation

10 Focus Understanding intonation in do/don’t

statements

ñRead with Ss the theory box and check for understanding.

ñHave Ss listen to the sentences and elicit which features in the theory box describe the way they are spoken.

ñListen again to the sentences and check.

Objectives

Grammar: conditionals; If and When; Unless Speaking: role playing (weekend plans using conditionals); describing pictures using type 3 conditionals; telling a chain story

Writing: writing sentences using conditionals

1Focus Introducing conditionals

ñRead with Ss the jokes.

ñRefer Ss to the Grammar Reference section and have them match the underlined sentences to their uses in the rubric.

Answer Key

If it doesn’t, there’ll be (a probable situation in the future)

If one and one makes two, (a general truth)

If you tidied (an imaginary situation in the present/future)

If you had helped me …, the teacher wouldn’t have been (an imaginary situation in the past)

2Focus Understanding conditionals

ñRead through table with Ss and check for understanding.

ñElicit similar structures in Ss’ own L1.

Answer Key

(Answers according to Ss’ L1)

3Focus Understanding the differences

between If and When

ñElicit/Explain the uses of When and If to Ss (When can be used instead of If in type 0 basic truth conditionals. In all other cases we use When to say that something will definitely happen and If to say that something might happen)

ñSs complete task individually.

ñInvite Ss to read out sentences in class and check.

Answer Key

2 If/when you heat metal, it expands.

3 If/when iron gets wet, it rusts.

4 If/when you don’t water plants, they die.

5If/when you heat water to 100degrees Celsius, it boils.

6 If/when you drop ice on water, it floats.

7 If you come, we can talk about it.

8 When they meet, they will discuss all details.

4Focus Understanding the use of Unless in

type 1 conditionals

ñRead the theory box with Ss.

ñExplain that Unless replaces the If Not clause of type 1 conditionals and is always followed by an affirmative verb.

ñRefer Ss to example and check for understanding.

ñSs complete task individually.

ñInvite Ss to read out answers in class and check.

Answer Key

2Don’t go unless you are sure she’s at home.

3You can’t fix it unless you know how to do it.

4 You can’t sit here unless you have a reservation.

5 You’ll miss the bus unless you leave now.

6The electricity bill will be cut off unless we pay it.

5Focus Role playing (weekend plans, using

conditionals)

ñRefer Ss to the list of ideas in the rubric.

ñIn pairs, have Ss act out exchanges about what they are doing this weekend, using the ideas from the rubric and conditionals.

ñInvite Ss to act out their exchanges in class and ask for feedback.

Suggested Answer Key

A:What are you doing this weekend?

B:It depends. If I get tickets, I’ll go to a pop

concert. What about you?

A:I haven’t really decided, but if I’m in the mood, I’ll tidy up my room. etc

Grammar in Use 8c

6Focus Writing type 2 conditionals

ñRefer Ss to example in rubric and check for understanding (explain that these are imaginary situations in the future and follow the structure of type 2 conditionals)

ñSs write their sentences and read them to a partner.

ñMonitor activity and check answers.

Suggested Answer Key

2If the weather was great, I would go to the beach.

3If my parents were on a business trip, I would invite some friends round.

4If I had an exam on Monday, I would spend some time studying.

5If all my friends were away, I would spend the weekend with my family.

6If it was my birthday, I would have a party.

7Focus Practising verb tenses in

conditionals/ identifying conditional types

ñHave Ss complete sentences individually and with a partner identify the conditional type of each sentence, giving reasons why.

ñInvite pairs to read out their answer and check.

8Focus describing pictures, using type 3

conditional

ñRefer Ss to the type 3 conditional in the table in Ex. 2. (remind Ss that the third conditional describes an imaginary situation in the past)

ñRead example with Ss in the rubric and explain that this description is an imaginary situation that could have happened in the past.

ñInvite Ss to describe pictures using the third conditional.

ñDiscuss Ss answers and check for understanding of structure of the third conditional.

8c Grammar in Use

Suggested Answer Key

If the man had left his house earlier, he wouldn’t have missed the bus.

If the player had practiced more, he wouldn’t have lost the match.

9Focus Rewriting sentences into type 2 or 3

conditionals

ñRead through example and check for understanding.

ñSs write their sentences individually.

ñInvite Ss to read out answers in class and check.

Answer Key

2If it wasn’t raining, we could go to the park./We could go to the park if it wasn’t raining.

3If the weather hadn’t been bad, we would have enjoyed the school trip./We would have enjoyed the school trip if the weather hadn’t been bad.

4If I knew her phone number, I would call her./ I would call her if I knew her phone number.

5If someone had told me Mary was in hospital, I would have visited her./I would have visited Mary if someone had told me she was in hospital.

6If that PC game wasn’t very expensive, I would buy it./ I would buy that PC game if it wasn’t very expensive.

7If I didn’t have to study for my exams tonight, I would meet you./ I would meet you if I didn’t have to study for my exams.

8If I had gone to Laura’s party, I would have met her cousin./ I would have met Laura’s cousin if I had gone to her party.

10Focus Writing sentences using conditionals

ñSs write their sentences individually.

ñIn pairs, Ss read each other theirs sentences and check.

ñMonitor activity and check.

Answer Key

1If I visit London, I will see the tower of London and the British museum.

2If it stopped raining, we could go for a walk to the park.

3If I hadn’t eaten that much, I might have tried the desert.

4If I find his phone number, I will try to call him.

5If I leave on time, I can stop by your house and return your books.

6If I found a wallet in the street, I would definitely bring it to the police station.

7If I had more free time, I would read more books and surf the Internet.

8If I had seen you, I would have stopped and talked to you.

Speaking

11Focus Telling a chain story

ñRead the example in the rubric and elicit what a chain story is (a story in which one event affects the next event).

ñHave one student continue the story from the rubric and continue around the class until every Ss has added to the story.

ñCheck for correct form of conditionals.

Answer Key

S3: ... she would not have been late for class ...

S4: ... If she had not been late for class, ...

S5: ... her teacher would not have gotten

angry with her and sent her to the

principal’s office ...

S6: ... If she had not been sent to the

principal’s office, ...

S7: ... she would have attended music class ...

S8: ... If she had attended music class, ...

S9: ... she could have entered the music

contest ...

S10: ... If she had entered the music contest, ...

S11: ... she might have won ... etc

Objectives

Vocabulary: related to doing sports; sports equipment; sports idioms; collocations (sports) Grammar: wh-questions; both/neither/either Reading: reading for confirmation; reading for specific information

Speaking: role playing (playing sports and sports equipment); discussing sport you did/do Listening: listening for confirmation

Reading

1Focus Introducing the topic of the text.

ñRefer Ss to the pictures and text. Elicit answers to the questions in the rubric and discuss.

ñSs read and listen to the text to check their answers.

Answer Key

It is a very popular football event.

Norman Whiteside was the youngest player to ever play in a World Cup, Pelé was the youngest to ever score in a match and win a World Cup and Ronaldo is the top scorer in World Cup history.

2 a Focus Practising Wh-questions/reading

for specific information

ñRefer Ss to the Wh-question words in the rubric.

ñHave Ss complete task individually.

ñIn pairs, Ss ask each other the questions and check each other’s answers.

1 Jules Rimet came up with the idea.

2 It was played in Uruguay.

3 Uruguay beat Argentina 4-2.

4 America defeated England in 1950.

5 They beat the host team, Spain, in 1982.

bFocus Understanding vocabulary

ñRefer Ss to words in bold and discuss meanings.

ñAllow Ss time to write down any new vocabulary in notebooks.

Answer Key

came up with ― thought of enthusiasm ― eagerness

host team ― team hosting an event competition ― sporting event beat ― defeated

legends ― people made famous for doing sth score ― get a goal

championship ― competition region ― part

3Focus Understanding scores in

competitions

ñIn pairs, have Ss complete task.

ñInvite pairs to give answers in class and check.

Answer Key

4Focus Practising vocabulary

ñRefer Ss to the list of words in rubric and elicit meanings

ñSs listen to recording and complete task.

ñSs listen again to recording and check their answers.

A:Where can you play rugby in your area?

B:There’s a rugby pitch opposite the school. etc

Vocabulary

5Focus Role playing (playing sports and

sports equipment)

ñRefer Ss to the example exchange in the rubric and check for understanding.

8d Vocabulary & Speaking

In pairs, Ss act out similar exchanges.

Monitor activity and assist as necessary.

Suggested Answer Key

A:Shall we go climbing after school?

B:Sorry, but I’ve left my climbing rope at home.

A:Shall we play American football after school?

B:Sorry, but I’ve left my helmet at home.

A:Shall we play golf after school?

B:Sorry, but I’ve left my clubs at home.

A:Shall we play rounders after school?

B:Sorry, but I’ve left my bat at home.

A:Shall we play tennis after school?

B:Sorry, but I’ve left my racquet at home.

A:Shall we go ice skating after school?

B:Sorry, but I’ve left my ice skates at home.

A:Shall we play hockey after school?

B:Sorry, but I’ve left my hockey stick at home.

A:Shall we go scuba diving after school?

B:Sorry, but I’ve left my scuba mask and snorkel at home.

A:Shall we go swimming after school?

B:Sorry, but I’ve left my swimsuit at home.

A:Shall we play baseball after school?

B:Sorry, but I’ve left my glove at home.

A:Shall we play football after school?

B:Sorry, but I’ve left my football boots at home.

A:Shall we go skiing after school?

B:Sorry, but I’ve left my skis at home.

6Focus Forming collocations (sports)

ñHave Ss complete task and make up sentences with the phrases in the rubric.

ñSs compare answer with a partner and check.

Suggested Answer Key

1Stacy won first prize for her excellent painting.

2As the top scorer on the team, he has gained the support of all the fans.

3The basketball team beat their opponent by over ten points.

4The winning race car gained speed the last lap and passed all the other cars.

5He hopes to win the gold medal at the Olympic games.

7 a Focus Understanding both/neither/

either

ñRead with Ss the theory box and check for understanding.

ñElicit from students if it is a plural or singular verb used in the sentences.

Answer Key

Both sentences are followed by a plural verb. Neither sentence is followed by either a singular or plural verb.

Either sentence is followed by a singular noun.

bFocus Practising both/neither/either

ñHave Ss complete the task individually, pay attention to if the verb is singular or plural.

ñInvite Ss to read out their sentences in class and check.

Answer Key

2Neither Mary nor Becky know(s) how to play squash.

3Either Henry’s Dad or his Mum will pick him up from hockey practice.

4 Both Mark and Ben have a new tennis racket. 5 Either Ben or David scored the goal.

Idioms

8Focus Understanding Idioms

ñRefer Ss to the list of idioms.

ñHave Ss form groups of 3-4 and complete task, checking the meanings in Appendix 3.

ñInvite groups to say their answers in front of the class and discuss.

Answer Key

1 was saved by the bell

2 got off the hook

3 throw in the towel

4 the ball is in my court

5 get the ball rolling

8 e Writing Skills

Objectives

Grammar: direct/indirect questions Reading: reading for specific information Listening: listening for specific information

Speaking: roleplaying (a telephone conversation requesting information)

Writing: writing an email based on written input/requesting information

1Focus Introducing the topic

ñHave Ss read the dictionary entry and answer the questions.

ñCheck and discuss answers.

Suggested Answer Key

I belong to a dance club.

ñfootball club ñ photography club

ñtennis club

2Focus Listening for specific information

ñHave Ss read the application form in the rubric and check for understanding.

Vocabulary & Speaking 8d

ñ Monitor activity and assist as necessary.

Suggested Answer Key

I used to play basketball on the school team and I took swimming lessons twice a week in primary school. I got bored and now I like to play football with my friends at the pitch in my neighbourhood. This winter I plan to take ice skating lessons at the rink near my house, but I need to buy some skates first.

ñSs listen to recording and fill in missing information.

ñElicit answers in class and check.

Answer Key

The form is for a swimming club.

3Focus Understanding letters/emails based

on written input

ñRead the box with Ss and check for understanding.

ñElicit answers to the questions in the rubric and discuss.

Answer Key

A transactional letter (asking for information). It should be formal.

4Focus Reading for specific information/

identifying information asked for in the rubric

ñHave Ss read the email and check if all the points are mentioned that were required.

8e Writing Skills

Answer Key

Alana asked about the lessons for beginners and not about other levels. She asked for a timetable but did not ask specifically about the length of the lessons.

5 a) Focus Understanding direct and

indirect questions

ñRead the box with Ss and check for understanding.

ñElicit from Ss examples of direct and indirect questions from the email in Ex. 4.

ñSs complete task individually and compare answers with a partner.

Answer Key

Direct questions: How old does a child have to be to join and what time are new swimmers accepted on Friday evenings?

Indirect questions: Could you send me some information for beginners? I was wondering if he could start having swimming lessons at your club this year. Would it also be possible for you to send me a timetable of the sessions? Could you also tell me if the annual subscription fee is the same for everybody?

2 Could you please tell me where the lessons take place?

3Could you please tell me how many pupils there are in each class?

4Could you please tell me whether we have to buy our own equipment?

5Could you please tell me whether we can borrow more than five books from the library?

b)Focus Role playing a telephone

conversation requesting information

ñIn pairs, Ss act out a telephone conversation to request information about the advert in Ex. 3.

ñInvite a few pairs to act out conversations in class and ask for feedback.

Suggested Answer Key

Rory Newtown: Brighton Swimming Club. How may I help you?

Alana Holmes: Hello. I’d like to get some more information about the swimming club you have, please.

Rory Newtown: Yes, certainly. What level are you? Alana Holmes: I’m a beginner, actually.

Rory Newtown: You should come along on Friday evening. We have a new class for beginners from 7 pm until 830. How old are you?

Alana Holmes: I am thirteen.

Rory Newtown: That’s great. Are you interested in joining?

Alana Holmes: Yes, I am. Could you tell me if there is a discount for children?

Rory Newtown: The annual subscription is £20 for children up to the age of 16 and £25 for adults.

Alana Holmes: Excellent. I’ll come along on Friday and join.

Rory Newtown: See you then. Bye.

Alana Holmes: Bye.

Writing

6Focus Writing an email based on written

input/requesting information

ñRead through rubric and advert with Ss. Check for understanding.

ñAllow Ss time to write their emails requesting information and following the plan in the rubric. Alternatively, assign task as HW.

ñInvite Ss to read out their emails in class and ask for feedback.

Suggested Answer Key

Dear Ms Burton,

I am writing to find out more information about the school photography club which I saw advertised on the school noticeboard.

First of all, could you tell me what the fees would be to do basic level classes? Also, I was wondering whether we have to take our own equipment or is everything provided? Secondly, I would like to know what time the club starts on Tuesdays and how long it runs for. Finally, where is the club planning to go for the three weekend outings? Would they take place on Saturdays or Sundays?

Thank you in advance for your help. I look forward to hearing from you.

Yours sincerely, Liz Warner