Play the Game!

Transcription

Play the Game!

Play the Game!
1
Vocabulary • Sports
Grammar
Present simple; Verb + -ing;
Adverbs of frequency
1
1.5
Vocabulary
Sports; Compound nouns
Speaking
Opinions
Listen and repeat. Then match the photos to twelve of these sports.
archery
ice skating
snowboarding
1
Writing
A description of a sport
basketball
judo
soccer
2
gymnastics
mountain biking
swimming 1
horseback riding
skateboarding
tennis
3
ice hockey
skiing
track
4
Word list page 43
Workbook page 104
5
6
9
10
11
7
8
4 Complete the sentences with play, go or do.
1 I play soccer with my friends.
2 Paul and Sam track 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 gym.
7 I ice hockey in the fall.
8 They basketball in the park.
9 We skiing in the winter.
10 I horseback riding in the country.
12
5 In pairs, ask and answer. Do you like sports?
2 Which sports in Exercise 1 are not in the photos?
3 Put the sports in Exercise 1 in the correct column.
go + -ing
play
basketball
10
I play tennis and
I go snowboarding
in the winter.
do
archery
Brain Trainer
Activity 3
Go to page 112
Unit 1 • Play the Game!
Next Move_ SB2_U1.indd 10
18
horseback riding
Yes, I do archery and I go
mountain biking.
What about you?
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Unit contents
3 Individually, students complete the table.
Grammar
Present simple – affirmative, negative, questions and
short answers
Verb + -ing – enjoy, hate, like, love, don’t mind
followed by -ing
Adverbs of frequency – never, hardly ever,
sometimes, often, usually, always
Vocabulary
Sports – archery, basketball, gymnastics, horseback
riding, ice hockey, ice skating, judo, mountain
biking, skateboarding, skiing, snowboarding, soccer,
swimming, tennis, track
Compound nouns – basketball court, football field,
hockey stick, ice skates, ice skating rink, judo belt,
soccer cleats, soccer field, swimming pool, swimsuit,
tennis court, tennis racket
Communication
Opinions
Writing a description of a sport
Key competences
Linguistic competence
Mathematical competence
Interpersonal, social and civic competence
Learning to learn
Autonomy and personal initiative
play
go + - ing
do
basketball
ice hockey
soccer
tennis
horseback riding
ice skating
mountain biking
skateboarding
skiing
snowboarding
swimming
archery
gymnastics
judo
track
Language note
After checking the answers to Exercise 3, check that
students understand the basic rules governing the
use of play, go and do. With stronger groups, you
might prefer to have students try to deduce the rule
themselves based on the table in Exercise 3, and then
suggest further examples for each verb. Generally
speaking, we use play for sports with a ball, go with
free-time activities that end in -ing, and do for other
sports and activities.
as a class.
Extra activity
Answers
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.
1 Play the recording for students to listen and repeat.
1.5 Pause after each word to check students’
pronunciation.
Individually, students match the photos to the words.
Answers
basketball
skateboarding
judo
track
Answers
4 Students check in pairs before checking answers
Vocabulary • Sports
2
3
4
5
Check answers by drawing the table on the board
and asking individual students to complete the
missing information.
6
7
8
9
ice hockey
ice skating
snowboarding
archery
10 horseback riding
11 gymnastics
12 mountain biking
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
soccer, skiing, tennis
2 do 3 go 4 do
9 go 10 go
5 go 6 do
7 play
8 play
5 Ask two students to read the examples aloud.
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/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/
her to spell it for you. Repeat the process until you have
reviewed all fifteen items.
Further practice
Workbook pages 8 and 104
Brain Trainer Activity 3
See Teacher’s Book page 210
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Reading
Review
First – At the beginning of the class, review 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 that 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 another 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. basketball, football, gymnastics, judo, mountain
biking, skateboarding, soccer, snowboarding, swimming,
tennis
Third – Students correct their own work and give
themselves a score out of ten.
(Answers: play – basketball, football, soccer, tennis;
go – mountain biking, skateboarding, snowboarding,
swimming; do – gymnastics, 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
that involves motorized equipment, e.g., motorcycling
and waterskiing, cannot be considered an Olympic
sport.
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 this point.
Students match the items to the photos.
20
2 c
Give students one minute to look at the illustrations and
the flags in the magazine article. Tell them to focus only
on the images, not to read the text. Books closed.
Write the following questions on the board (answers in
parentheses). In pairs, students try to answer from memory.
1 How many different flags are there on the page?
(eleven – ten countries plus the Olympic flag)
2 Which countries are they from? (Australia, Greece,
China, the United Kingdom, Brazil, Japan, the US, Italy,
Canada, Russia)
3 How many rings does the Olympic flag have? (five)
4 What color are the rings from left to right? (blue, yellow,
black, green, red)
5 Where are the 2016 Summer Olympic Games?
(Rio de Janeiro, Brazil)
6 Where were the 2014 Winter Olympic Games?
(Sochi, Russia)
Pairs check their answers by looking back at the Student’s
Book page.
2 Individually, students read the text and answer
1.6
the questions.
If you wish, play the recording for students to listen
and read.
Students check answers in pairs before checking
them as a class.
Check answers by asking pairs of students to read
questions and answers.
Elicit from stronger students or explain the meaning
of any new vocabulary yourself.
Answers
2 No, they aren’t. They’re in different years.
3 Yes, it is.
4 The Paralympics take place in the same year as the
Summer Olympic Games.
5 Because there are Olympic athletes from five continents.
6 Because every country has one of these colors on its
national flag.
3 Read the questions with the class.
Students then work in pairs, asking and answering
the questions.
Monitor, but do not interrupt fluency.
Make note of any mistakes to go over with
the class afterward.
Feedback
as a class.

Answers
Students’ own answers
Answers
1 b
Extra activity
3 a
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Reading
1 Look at the photos a–c. Which one shows …
3 What about you? In pairs, ask and answer.
1 the Olympic flag?
2 the Olympic torch?
3 the opening ceremony of the Olympic Games?
1 What is your favorite Olympic sport?
2 How many Olympic sports can you name?
3 How many Olympic athletes can you name?
What is your favorite
Olympic sport?
2 Read the magazine article. Answer the questions.
1.6
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 colors of the Olympic flag blue,
black, red, yellow and green?
My favorite Olympic sport
is soccer. What about you?
a
The Olympic Games
b
Summer Olympic Games
ORDEM E PROG
2000
Sydney,
Australia
2004
Athens,
Greece
2008
Beijing,
China
2012
RESS
O
2016
London,
UK
Rio de Janeiro,
Brazil
2010
2014
Winter Olympic Games
1998
Nagano,
Japan
2002
Salt Lake City,
US
2006
Turin,
Italy
The Olympic Games are 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
five continents compete in many sports, including
archery, track, gymnastics, swimming, soccer 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 flag are the symbol of the
Games.There are five rings because there are Olympic
athletes from five continents: Europe, Asia, Oceania,
Vancouver,
Canada
Sochi,
Russia
Africa and the Americas.The rings are blue, black, red, yellow and
green because every country has one of these colors on
its national flag.
The Olympic Games begin with an
c
opening ceremony. In the ceremony,
a man or woman lights the
Olympic torch.The fire for the
torch always starts in Ancient
Olympia in Greece.The sun
starts the fire in a mirror, and
then a woman lights the torch.
After that, different people
carry the torch to the opening
ceremony. The torch visits
many countries and towns
before the opening ceremony.
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Grammar • Present simple
3 Complete the sentences with the negative form
Affirmative
I/You/We/They
He/She/It
of the Present simple.
watch
watches
TV.
Negative
I/You/We/They
He/She/It
don’t (do not) watch
doesn’t (does not) watch
TV.
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.
Wh questions
I/You/He/She/It/We/They
What shows do you watch?
Time expressions
every day
after school
on Tuesday
in the morning
on the weekend
at night
1
2
3
4
5
6
We like soccer. They don’t like soccer.
I get up at seven. She .
You study in the bedroom. I .
She walks to school in the morning. We .
They go to the movies every Saturday. He .
He plays tennis every Tuesday. You .
4 Make questions with the Present simple. In pairs,
ask and answer.
1 you / watch / sports / on TV?
Do you watch sports on TV? Yes, I do.
2 your dad / wear / jeans / to work?
3 you / study / Japanese?
4 your mom / speak / English?
5 your friends / watch / videos / on YouTube?
6 your teacher / use / computers?
5 Complete the text with the verbs in the
Grammar reference Workbook page 86
Present simple.
Watch Out!
play
plays
go
goes
study
studies
1 Study the grammar table. 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 study work
1
2
3
4
5
6
7
12
We do judo on Friday evenings.
They skateboarding after school.
She in a hospital near Los Angeles.
The students French and German at school.
You baseball on weekends.
I my cell phone every day.
Mom at seven every morning.
Pronunciation
Verb endings: /s/, /z/, /ɪz/
6 Listen and repeat the sentences.
1.7
Pay attention to the verb endings.
1 /s/:
2 /z/:
3 /ɪz/:
Grace likes ice skating.
Baz loves track.
Liz watches sports on TV.
22
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) soccer. Leela’s older sister, Lisa, also
6
(love) the game, and the two sisters 7
(get) up early every morning and 8 (practice)
for half an hour before school. 9 (their parents /
join) them? No, but they 10 (not stop) them!
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Grammar • Present simple
Answers
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 that end in -s, -sh, -ch and -x, but also the verbs
do and go.
Verb + ies: Verbs that 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).
1 Read the grammar table with the class.
Individually, students match the rules to the
examples, referring back to the grammar table
where necessary.
Check answers as a class.
Read the “Watch Out!” section under the grammar
table with the class.
2 a
2 Individually, students complete the sentences.
Check answers and spelling by asking individual
students to write sentences on the board.
Answers
2 go 3 works
4 study
5 play
6 charge
7 gets up
3 Individually, students complete the negative sentences.
Monitor and point out errors for students
to self-correct.
Answers
2
3
4
5
6
Does your dad wear jeans to work?
Do you study Japanese?
Does your mom speak English?
Do your friends watch videos on YouTube?
Does your teacher use computers?
5 Individually, students complete the text.
They check answers in pairs and then as a class.
Answers
2 doesn’t like
3 doesn’t play
4 does she do
5 plays
6 loves
7 get
8 practice
9 Do their parents join
10 don’t stop
Further practice
Workbook pages 10 and 86–87
Pronunciation
Verb endings: /s/, /z/, /ɪz/
Language note
Answers
1 b
2
3
4
5
6
doesn’t get up at seven.
don’t study in the bedroom.
don’t walk to school in the morning.
doesn’t go to the movies every Saturday.
don’t play tennis every Tuesday.
4 Individually, students write questions using the prompts.
Check as a class, drilling the questions for
pronunciation and sentence stress.
In
 pairs, students ask and answer the questions.
Monitor, but do not interrupt fluency unless
students make mistakes with the question or
third person forms.
Third person singular verbs are pronounced with /s/
at the end when the infinitive ends with an unvoiced
consonant sound, and with /z/ at the end when the
infinitive ends with a voiced consonant sound.
Only when the infinitive ends with the sounds /∫/, /t∫/,
/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 /du/
to the third person /dʌz/.
6 Play the recording. Students listen and repeat.
1.7 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 that end in an unvoiced sound (e.g., like) and those
that end in a voiced sound (e.g., love). Those with a voiced
sound will cause them to feel vibrations in their neck,
whereas the unvoiced ones will not.
Further practice
Workbook page 123
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• 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 American
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 Move It! the form taught after verbs of
preference is -ing.
Individually, students complete the rule, referring
back to the grammar table where necessary.
Answer
Extra activity
Drill the conversation for correct pronunciation. Tell the
class that they are going to be Ben and that you are going
to be Amy. Build up the conversation step by step until
students can perform it unprompted.
Switch the roles and repeat the procedure so that students
have practiced both parts.
Students then work in pairs, acting out the conversation.
11 In pairs, students ask and answer the questions.
Monitor, but do not interrupt fluency unless they
make mistakes with the verb + -ing forms.
Further practice
Vocabulary • Compound nouns
1 In pairs, students match the pictures to the words
-ing form
1.9
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
love → like / enjoy → don’t mind / don’t like → hate
9 Individually, students make sentences with the verbs
in the -ing form.
They then check answers in pairs before checking
them as a class.
Check spelling by asking students to spell the -ing
forms for you.
Answers
2
3
4
5
I don’t mind cleaning up my bedroom.
Do you like going to the movies?
We hate playing soccer in the winter!
Does he enjoy reading books?
10 Students complete the conversation.
1.8 Play the recording for students to listen and check.
Check spelling by asking students to spell the -ing
forms for you.
Answers
2 moving 3 listening 4 practicing 5 winning 6 losing
in the box.
Play the recording for students to listen and check.
Play the recording again. Pause after each word
to check students’ pronunciation.
Answers
2
3
4
5
6
7
tennis court
soccer cleats
ice skating rink
swimsuit
judo belt
basketball court
8
9
10
11
12
swimming pool
hockey stick
ice skates
tennis racket
football field
2 Sudents choose the correct options.
They then compare their answers in pairs before
checking them as a class.
Answers
2 field
3 rink 4 court
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.
Answers
2 swimsuit
3 pool 4 stick
5 racket
Further practice
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• Verb + -ing
Vocabulary • Compound nouns
Affirmative
1 Match the pictures to these compound nouns.
She enjoys/hates/likes/loves playing soccer.
1.9
Negative
Then listen, check and repeat.
basketball court
ice skates
soccer cleats
swimsuit
She doesn’t (does not) like/doesn’t (does not)
mind playing soccer.
Questions
Does she like playing soccer?
7 Study the grammar table. Choose the correct
option to complete the rule.
4
hockey stick
judo belt
swimming pool
tennis racket
3
2
1
football field
ice skating rink
soccer field 1
tennis court
6
5
After enjoy, hate, like, love and don’t mind, we
use the infinitive form / -ing form of the verb.
7
8 Put these verbs in the correct order.
don’t like
don’t mind
enjoy
8
like
love
hate
9
10
11
9 Make sentences with the verbs in the -ing form.
1 she / enjoy / read / books
She enjoys reading books.
2 I / not mind / clean up / my bedroom
3 you / like / go / to the movies?
4 we / hate / play / soccer / in the winter!
5 he / enjoy / read / books?
10 Complete the conversation with the correct form of
1.8
the verbs. Then listen and check.
Amy Why do you like 1 going (go)
snowboarding, Ben?
Ben Well, I love 2
(move) on the snow.
Amy Do you enjoy 3
(listen) to music when you
go snowboarding?
Ben Yes, I do. I like Linkin Park.
Amy Do you mind 4
(practice) 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!
12
Word list page 43
Workbook page 104
2 Choose the correct options.
1
2
3
4
You play basketball on a basketball field / court.
You play soccer on a soccer field / court.
You go ice skating at an ice skating rink / track.
You play tennis on a tennis court / rink.
3 Complete the text with the words in Exercise 1.
Holly loves sports. 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 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 soccer on TV!
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?
Brain Trainer
Activity 4
Go to page 112
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Chatroom Opinions
Speaking and Listening
1 Look at the photo. Answer the questions.
1
2
3
4
Where are Zak, Carlos and Nadia?
Why do you think they are there?
What does Carlos have in his hands?
What do you think Zak is doing?
I don’t
2 Listen and read the conversation. Check your answers.
The Chicago Bulls is my
1.10
3
1.10
Listen and read again. Answer the questions.
1 Does Nadia usually come to the soccer field
on Saturdays?
No, she doesn’t usually come to the soccer field
on Saturdays.
2 Why is Nadia at the soccer field today?
3 What does Zak like about Texas?
4 What doesn’t Zak like about Texas?
5 What is the name of Zak’s favorite basketball team?
6 Does Nadia’s dad like basketball?
Say it in your
language …
I quit!
Cheer up!
4 Act out the conversation in groups of three.
14
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Chatroom Opinions
Review
First – Write the following word snakes on the board:
1) icejudoswimmingtrackfootballbasketballhockeytennis
2) racketskatescourtstickpoolbeltfield
Second – Students match the words from the first
word snake to the words from the second one to make
compound nouns. Check answers by asking individual
students to write words on the board.
(Answers: ice skates, judo belt, swimming pool, football
field, 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 soccer?
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 swimsuit; 3 do; 4 skiing;
snowboarding; 5 tennis court; 6 archery; 7 go; 8 soccer
cleats; 9 horseback riding; 10 play)
Speaking and Listening
3 Play the recording again.
1.10Individually, students answer the questions.
them as a class.
Answers
2
3
4
5
6
Because she wants to meet Zak.
He likes the people.
He doesn’t like soccer.
The Chicago Bulls.
Yes, he does.
4 Divide the class into groups of three.
Groups act out the conversation.
Monitor and correct students’ pronunciation
as appropriate.
Call on 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.
I quit! – informal exclamation, used to indicate that the
speaker is no longer going to participate in an activity. May
also convey the impression that the speaker is irritated or
angry with the activity. Similar in meaning to “I give up!”
Cheer up! – positive expression used to try to make
someone who we can see is sad or frustrated feel happier.
Frequently followed by a short positive phrase, e.g., “Cheer
up! It’s Saturday tomorrow!” You might use it in class if
you see a student looking unhappy.
1 In pairs, students describe what they can see and
answer the questions.
2 Play the recording for students to listen and read
1.10 and check their answers to Exercise 1.
Answers
1
2
3
4
They’re at a soccer field.
Because Nadia wants to meet Zak.
A soccer ball
He’s playing soccer.
27
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2 Individually, students put the adverbs in
5 Students refer back to the conversation and identify
the speakers.
Check
answers as a class.

Answers
2 Nadia 3 Zak
4 Zak
5 Carlos
6 Read the phrases for asking for and giving opinions
with the class.
Drill the phrases for word stress and intonation.
7 Play the recording for students to listen to
1.11 the conversations.
In pairs, students act out the conversations.
Monitor and correct students’ pronunciation
as appropriate.
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
the correct place.
Check
answers by asking individual students

to read the sentences.
Answers
2
3
4
5
6
7
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 on 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 gymnastics 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.
3 Students work individually, writing the questions.
Further practice
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.
Individually, students complete the rules, referring
back to the grammar table where necessary.
Answers
1 after
2 before
He sometimes plays computer games before breakfast.
He often meets Paul for a game of tennis on the weekend.
They always play tennis in the park.
Pete hardly ever loses a game.
Their friend Maria is never there to watch them.
Peter and Paul are usually happy about that.
Check the questions with the class.
Answers
2
3
4
5
Do you sometimes go to football games?
Do you always watch TV after school?
Do you often play computer games at home?
Where do you usually meet your friends?
4 Drill the questions and example answer
for pronunciation and intonation.
In pairs, students ask and answer the questions.
to self-correct.
Ask some students to say their sentences
for the class.
Answers
Further practice
28
11/10/14 9:33 AM
5 Look back at the conversation. Who says what?
1
2
3
4
5
I hate playing this game. Zak
What do you think of Texas?
I think the people are great.
The Chicago Bulls is my favorite team.
I love them, too.
Grammar • Adverbs of frequency
0%
never / hardly ever
50%
100%
sometimes / often
I never see you here I sometimes get up
on the weekend.
early.
usually / always
I’m usually at home
on Saturdays.
6 Read the phrases for asking for and giving
opinions.
1 Study the grammar table. Choose the correct
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 …
… is my favorite
team/is my favorite player.
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.
7 Listen to the conversations. Act out the
1.11
conversations in pairs.
Zak
What do you think of 1 tennis?
Carlos I 2 love it. 3 John Isner is my favorite
4
player.
Carlos What do you think of 1 basketball?
Zak
I 2 like it. 3 Taj Gibson is my favorite
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. Peyton Manning
is my favorite player.
1 track / basketball / soccer / ice hockey /
swimming / tennis
2 like / love / don’t like / hate
3 Rafael Nadal / Peyton Manning / Taj Gibson /
Usain Bolt / Dallas Cowboys
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 on 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 games?
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.
When do you usually
play tennis?
I usually play tennis on
Fridays after school.
4 athlete / player / team
15
26/09/14 09:59
29
11/10/14 9:33 AM
Reading
1 Look at the photos of sports stars. Answer
the questions.
1 What sports do they play?
2 What are their names?
Superstitious Sports Stars
M
any sports stars are superstitious.They believe in good and
bad luck. Some have a lucky charm (something they have
with them for good luck) or wear lucky clothes. Others believe
special numbers are lucky, and some do special rituals (things
they do for good luck) on the day of an important game.
Serena Williams, the tennis player, ties her shoelaces in the same
way before every match. She often wears the same socks
at all the matches in a tournament. 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 tournament, he always bites the trophy!
The basketball player Jason Terry, in addition to wearing
multiple pairs of socks while he plays, always sleeps wearing
the shorts of the opposing team the night before a game.
Kolo Touré is always the last player onto the soccer field
before a game. It’s his ritual. Many soccer 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!
Key Words
superstitious
lucky charm
shoelaces
2 Read and check your answers to Exercise 1.
3 Read the article again. Who has …
1.12
1
2
3
4
a lucky charm? Sebastian Vettel
a lucky number?
lucky clothes?
a special ritual?
(good/bad) luck
ritual
trophy
Listening
1 Listen to the radio show about lucky charms.
1.13
Put the charms in the order you hear about them.
4 Read the magazine article again. Answer
1.12
the questions.
1 What does Serena Williams do before a match?
She ties her shoelaces in the same way before
every match.
2 What does Nadal do when he wins a competition?
3 What does Jason Terry wear the night before
a game?
4 What is Kolo Touré’s ritual?
5 What numbers are lucky for many soccer players?
6 What are Sebastian Vettel’s lucky charms?
16
correct options.
1
2
3
4
5
Speaker 1 uses his lucky charm at school / home.
His lucky charm really helps / doesn’t really help.
Speaker 2 never / sometimes loses her charm.
She puts it in her bag / hand for good luck.
Speaker 3 says her lucky charm is not very /
very lucky.
6 She has her lucky charm with her every day /
on her birthday.
MI_N2_SB2_U1.indd 16
30
2 Listen to the radio show again. Choose the
1.13
07/11/14 13:32
11/10/14 9:33 AM
Reading
Cultural notes
Rafael Nadal (Spain, 1986) is considered one of the
greatest tennis players of all time. He is the winner of
numerous singles titles and an Olympic gold medalist.
Sebastian Vettel (Germany, 1987) is a world champion
Formula One 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 tournaments playing
singles, and also 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 soccer players.
Jason Terry (United States, 1977) has played with the
Brooklyn Nets, Boston Celtics, Dallas Mavericks and
Sacramento Kings. He started his NBA career in 1999.
1 Draw attention to the photos and the text and ask
at this point.
In pairs, students answer the questions.
2 Students scan the text quickly and check their
answers to Exercise 1.
Ask students what else they know about the stars.
Answers
1 tennis, Formula One, soccer, basketball
2 (left to right, top to bottom) Rafael Nadal, Sebastian
Vettel, Serena Williams, Kolo Touré, Jason Terry
Key Words
Be prepared to focus on the Key Words, either by preteaching them, eliciting their meaning after students
have read the text or through dictionary or definitionwriting work.
superstitious – an adjective for people who believe
in luck and similar supernatural forces
(good/bad) luck – an indefinable factor that some
people believe affects the outcome of events
lucky charm – a special object that a person believes
brings them luck
ritual – a special routine or sequence of actions that
a person completes in an almost religious way
shoelaces – the strings or cords that 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
3 Students read the text and identify the sports stars.
1.12If you wish, play the recording for students to listen
and read.
Elicit from stronger students the meaning of any
new vocabulary, or explain it yourself.
Answers
2 Kolo Touré
3 Serena Williams
4 Rafael Nadal, Kolo Touré, Jason Terry
4 Individually, students answer the questions.
1.12Check answers as a class.
Answers
2 He always bites the trophy.
3 He wears the shorts of the opposing team.
4 He is always the last player onto the soccer field before
a game.
5 11, 22 or 33
6 His lucky charms are a necklace and a little metal pig.
Extra activity
Write the question “Do you have 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)?”
Listening
Audioscript
1 Play the recording for students to listen and order
1.13 the lucky charms.
Answers
1 pen
2 key ring
3 number 7
2 Play the recording again for students to listen and
1.13 choose the correct options.
Check in pairs before checking answers as a class.
Answers
1 school 2 doesn’t really help
5 very 6 on her birthday
3 never 4 bag
31
11/10/14 9:33 AM
Writing • A description of a sport
Review
First – Review the twelve compound nouns covered in the
Vocabulary section on Student’s Book page 13 by writing
the following words on the board:
basketball, football, hockey, ice, judo, soccer, swimming,
swim, tennis
Elicit all the words that can follow these words.
(Answers: basketball court, football field, hockey stick, ice
skates/skating rink, judo belt, soccer cleats/field, swimming
pool, swimsuit, tennis court/racket)
Second – Read the following sentences and ask students
to identify the words.
1 Serena Williams plays here. (tennis court)
2 Lionel Messi wears these on his feet. (soccer cleats)
3 Michael Phelps always practices here. (swimming pool)
4 Rafael Nadal hits the ball with this. (tennis racket)
5 Michael Jordan practiced here every day. (basketball
court)
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.
1 Read the Writing File with the class.
Ask students if the punctuation rules are the same
or different in their L1.
2 Make sure students understand that they should
4 Individually, students answer the questions.
them as a class.
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.
5 Explain that students should only take notes at this
point or write short sentences.
Encourage students to ask you for any vocabulary
they need.
Answers
6 Read the “My favorite sport” writing guide with
the class. Tell students they must now present their
information as a complete text, not as notes or
unconnected sentences.
Draw students’ attention to the “Remember!”
checklist.
Answers
find at least one example for each kind of punctuation.
Possible answers
1 … my favorite sport is snowboarding.
2 … it’s difficult to do in the summer, but from November
to …
3 He has two gold medals!
4 What about you?
5 It’s a winter sport …
3 Individually, students rewrite the sentences
with appropriate punctuation.
to self-correct.
Check
answers by asking individual students

to write sentences on the board.
Answers
2
3
4
5
32
Extra activity
At the end of each unit, make a set of word cards using
10–15 vocabulary items from the unit for students to
memorize. In the Teacher’s Book notes at the end of each
Writing page from Units 2 to 9, there are games and ideas
to exploit these cards and review the chosen vocabulary.
Prepare some blank cards in advance, making them at least
6 cm x 10 cm, and an envelope or bag to keep them in.
On the front of the card, write the lexical item in large,
clear letters.
Use the cards to make sure fast finishers always have
something to do. Have them decorate the front of the card
with a picture or design to help students remember the
word. On the back, they write the following: a definition of
the word in English or in their L1, and an example sentence
in English containing a blank where the word appears.
When do they watch soccer on TV?
Do you have a lucky number?
That’s Jody’s brother’s skateboard.
Mike’s brother is a great baseball player!
11/10/14 9:33 AM
Writing • A description of a sport
1 Read the Writing File.
Writing File Punctuation
We use:
•
•
a period . at the end of sentences.
•
•
•
an exclamation point ! to show surprise.
a comma , in the middle of a sentence before
a new idea, or in lists.
a question mark ? at the end of questions.
an apostrophe ’ for possessives (Rose’s MP3
player) and contractions (isn’t).
2 Read about Isabella’s favorite sport. Find:
1
2
3
4
5
a period.
a comma.
an exclamation point.
a question mark.
an apostrophe.
Key Words
3 Put the correct punctuation in the sentences.
1 I have a tracksuit some sneakers and a football
I have a tracksuit, some sneakers and a football.
2 When do they watch soccer on TV
3 Do you have a lucky number
4 Thats Jodys brothers skateboard
5 Mikes brother is a great baseball player
4 Read about Isabella’s favorite sport again.
Answer the questions.
1
2
3
4
What is Isabella’s favorite sport? Snowboarding
Where does she do this sport?
What equipment do you need for this sport?
Why does Isabella like the sport?
5 Think about a sport you like. Answer the questions.
Take notes.
1
2
3
4
5
Which sport do you like?
When and where do you play/watch it?
What is your favorite team?
Who is your favorite player?
Why do you like the sport?
6 Write a description of your favorite sport.
Use “My favorite sport” and your notes from Exercise 5.
My favorite sport
My Favorite Sport by Isabella
I live in Switzerland, and my favorite sport is
snowboarding. It’s a winter sport, and it’s difficult
to do in the 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 favorite 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?
1 Name of sport and where you watch/play it
My favorite sport is (name)
.
I play it / watch it (where)
with (who)
(when)
.
2 Your favorite team and/or player
I really like
.
My favorite
.
3 Why you like the sport
is great.
It’s always
.
Remember!
Use periods, commas, exclamation
points, question marks and apostrophes.
Use the vocabulary in this unit.
Check your grammar and spelling.
MI_N2_SB2_U1.indd 17
17
07/11/14 13:33
33
11/10/14 9:33 AM
R e f r e s h Yo u r M e m o
r y!
Grammar • Review
Vocabulary • Review
1 Complete the sentences with the verbs in the
4 Look at the pictures. Complete the sentences.
Present simple.
1
2
3
4
5
6
1 Do you go (you / go) swimming on the
weekend?
2 We (play) tennis every Friday.
(Jane / walk) to school every day?
3
4 Gary (go) snowboarding in the winter.
5 I (not watch) sports on TV.
6 What clothes (they / wear) for judo?
Josh and Alex do archery on the weekend.
Sasha does at school.
Max plays every winter.
Ben and Katie go in the summer.
Hannah does on Fridays.
Fred goes on Saturdays.
3
2
1
2 Complete the sentences with the correct form
of these verbs.
lose
play
play
watch
wear
win
Luke loves 1 playing baseball, 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 New England
soccer shirt. She thinks it’s a great shirt!
4
6
5 Complete the sentences with these words.
court (x2)
1
2
3
4
5
3 Put the words in the correct order.
1 play / basketball / usually / after school / They
They usually play basketball after school.
2 a soccer shirt / I / often / wear
3 usually / are / Fast sports / exciting
4 eat / We / never / before swimming
5 He / his friends / often / on Sunday / calls
6 in the park / She / sometimes / studies
5
field
pool
rink
You play soccer on a soccer field.
They play basketball on a basketball
You go ice skating at the ice skating
You play tennis on a tennis .
He goes swimming at the swimming
.
.
.
Speaking • Review
6 Complete the conversation with these words.
1.14
Then listen and check.
don’t
favorite
like
think
What
A What do you think of the Olympic Games?
BI
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 Listen and write in your notebook.
1.15
✓
18
34
My assessment profile: Workbook page 127
26/09/14 09:59
11/10/14 9:33 AM
R e f r e s h Yo u r M e m o
r y!
Extra activity
1 Answers
2 play
3 Does Jane walk
4 goes
5 don’t watch
6 do they wear
2 Answers
2 winning
3 losing
4 playing
5 watching
6 wearing
3 Answers
2
3
4
5
6
I often wear a soccer shirt.
Fast sports are usually exciting.
We never eat before swimming.
He often calls his friends on Sunday.
She sometimes studies in the park.
4 Answers
2 gymnastics
3 ice hockey
4 swimming
5 judo
6 mountain biking
5 Answers
2 court
3 rink 4 court 5 pool
6 Answers
1.14
B don’t
A like
B think
A favorite
Review the vocabulary of sports from this unit by creating
a mind map:
– Start by writing the word Sports in a cloud in the center
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 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 note of any
mistakes related to the content of this unit to go over with
the class afterward, but make sure that these mistakes
remain anonymous during the correction stage.
7 Answers and Audioscript
1.15
1 We never watch sports on TV.
2 She does track on Saturday mornings.
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 swimsuit?
My Assessment Profile Unit 1
See Workbook page 127
35
11/10/14 9:33 AM
M at
h File
2 Individually, students read the text and answer
Cultural notes
Humans started using simple natural materials, such as
pigs’ bladders, to make balls many centuries ago, but
modern soccer ball design is now at the cutting edge
of science. Since Charles Goodyear made the first allrubber soccer ball in 1855, ball design has continued
to evolve. The only thing that has remained consistent
is the size of the ball used in professional matches,
which was established in 1873. For over 75 years,
soccer balls 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.
Soccer balls 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 that
transforms it from a complex geometrical form into a
perfect sphere. The newest soccer balls contain chips
and transmitters that can send data about the ball’s
exact position on the field to antennas 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 that appear in the reading text: facts, average,
circumference, weigh, material.
1 Draw attention to the pictures and the text and ask
Students scan the text quickly to find out what
it is about.
at this point.
Answer
3 the size and shape of soccer balls
the questions.
If
 you wish, play the recording for students to listen
and read.
Students then check answers in pairs before
checking them as a class.
Answers
2
3
4
5
6
There are 32 pieces.
They’re pentagons and hexagons.
Size 2 is good for young children.
It weighs a maximum of 370 grams.
They use a size 5 soccer ball.
My Math File
3 In pairs, students brainstorm sports equipment that
they use or that their favorite sports stars use.
Collate
suggestions on the board.

Answers
4 Individually, students write their fact file.
Monitor and help with grammar and vocabulary,
and feed in ideas if necessary.
Point out errors for students to self-correct.
Remind students to check their grammar, spelling
and punctuation carefully before they give you their
written work.
Students also include photos and pictures
to illustrate their fact file.
Answers
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 difficulty:
* For students who need extra help and support
** For students who require an additional challenge
36
11/10/14 9:33 AM
M at
h File
Soccer Ball Fact File
You can see soccer balls on the street, in stores,
at school and in your house. But what do you know
about soccer balls? Here are some facts.
Circumference
What shape is the average soccer ball?
It’s a sphere, and it has a circumference of 68 to 70 centimeters.
It usually weighs between 410 and 450 grams.
An average soccer ball has 32 pieces of material:
12 pentagons and 20 hexagons.
68-70 cm
Sphere
Pentagon
Hexagon
There are five different sizes of soccer balls.
Size 1
Size 2
Size 3
Size 1: This has a circumference of 43 centimeters.
Size 2: This has a circumference of 56 centimeters; it weighs
a maximum of 280 grams. This is a good soccer ball for
young children. This ball is good for soccer skills practice, too.
Size 3: This ball weighs a maximum of 340 grams. It has a
maximum circumference of 61 centimeters.
Size 5
Size 4: This ball weighs a maximum of 370 grams. It has
a maximum circumference of 66 centimeters. Boys and girls
from 8 to 12 usually play with this soccer ball.
Size 5: This is the ball for adult soccer games and
tournaments like the World Cup. It has a circumference
of 71 centimeters.
Reading
1 Look quickly at the text. What do you think
it is about?
1 The soccer World Cup.
2 The history of soccer balls.
3 The size and shape of soccer balls.
2 Read the text. Answer the questions.
1.16
Size 4
1 What shape is a soccer ball? A soccer ball is a sphere.
2 How many pieces of material are there in an average
soccer ball?
3 What shape are the pieces of material in an average
soccer ball?
4 Which soccer ball is good for young children?
5 What does a size 4 soccer ball weigh?
6 Which soccer ball do players use in the World Cup?
My Math File
3 Take notes about some sports
equipment you use or your favorite
sports star uses. Think about:
•
•
•
•
size
shape
color
weight
4 Write a fact file about the sports
equipment. Add pictures or photos.
Use your notes from Exercise 3 to
help you.
19
26/09/14 09:59
37
11/10/14 9:33 AM

Play the Game!

Transcription

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