Sports; Compound Nouns Speaking Opinions 1 2 3 Writing a Description of a Sport

1 Play The Game! Grammar Present simple; Verb + - ing ; Adverbs of frequency Vocabulary Sports; Compound nouns Speaking Opinions 1 2 3 Writing A description of a sport

VocabularySports

1 1.5 Listen and repeat. Then match the 4 5 photos to twelve of these sports. archery athletics basketball football gymnastics horse-riding ice hockey ice-skating judo mountain biking skateboarding skiing snowboarding swimming 1 tennis [Design: numbered photos [A/W <1.1> - swimming goggles and water Word list page 43 Workbook page 104 [A/W <1.2> - close up of basketball net and ball slam- 6 UNITS7 dunking through 2 Which sports in Exercise 1 are not in the photos? [A/W < 1.3> - a mountain bike wheel in mud 3 Put the sports in Exercise 1 in the correct column. [A/W <1.4> - a judo belt on a white judo suit [A/W <1.5> - running shoes on starting block play go + -ing do [A/W <1.6> - skateboard wheels and board on concrete [A/W <1.7> - end of ice hockey stick and puck basketball horse-riding archery [A/W <1.8> - part of snowboard on snow 8 9 10 [A/W <1.9> - close-up of arrow fitted to bow + hand 4 Complete the sentences with play , go or do . [A/W <1.10> - horse wearing saddle, ready for someone to 1 I play football with my friends. ride 2 Paul and Sam athletics at school. [A/W <1.11> - an ice-skate blade on ice 3 They swimming in summer. 4 We gymnastics in our free time. [A/W <1.12> - horse (gymnasts’ horse) and parallel bars 5 My brothers skateboarding in the street. 6 Claire and Victoria SAMPLE judo at the sports centre. 7 I ice hockey in autumn. 11 12 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?

Yes, I do archery and I go mountain biking. What about you? I play tennis and I go snowboarding in winter. Brain Trainer Activity 3 Go to page 112

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Exercise 3 Unit contents • Individually, students complete the table. Grammar • Check answers by drawing the table on the board  Present simple – afﬁ rmative, negative, questions and and asking individual students to complete the short answers missing information.  Verb + -ing – enjoy , hate , like , love, don’t mind followed by -ing Answers Adverbs of frequency – never, hardly ever,  play go + - ing do sometimes, often, usually, always Vocabulary basketball horse-riding archery  Sports – archery, athletics, basketball, football, football ice-skating athletics gymnastics, horse-riding, ice hockey, ice-skating, ice hockey mountain biking gymnastics judo, mountain biking, skateboarding, skiing, tennis skateboarding judo snowboarding, swimming, tennis skiing  Compound nouns – athletics track, basketball snowboarding court, football boots, football pitch, hockey stick, swimming ice skates, ice-skating rink, judo belt, swimming costume, swimming pool, tennis court, tennis racket Language note Communication After checking the answers to Exercise 3, check  Opinions students understand the basic rules governing the use of  Writing a description of a sport play , go and do. With stronger groups you might prefer to Key co mpetences have students try to deduce the rule themselves based  Linguistic competence on the table in Exercise 3 and then suggest further  Mathematical competence examples for each verb.  Interpersonal, social and civic competence Generally speaking, we use play for sports with a ball,  Learning to learn go with free-time activities which end in -ing and do for  Autonomy and personal initiative otherUNITS sports and activities.

Exercise 4 Vocabulary Sports • Students check in pairs before checking answers as a class. Extra activity Answers Books closed. In pairs or small groups, students brainstorm sports and activities. They change partners or groups 2 do 3 go 4 do 5 go 6 do 7 play 8 play and teach each other the vocabulary. Collate suggestions 9 go 10 go on the board. Check spelling and pronunciation. Exercise 5 • Ask two students to read out the examples. Exercise 1 (Track 1.5) • Students work in pairs, asking and answering the questions. • Play the recording for students to listen and repeat. • Monitor but do not interrupt fluency. • Pause after each word to checkSAMPLE students’ pronunciation. • Individually, students match the photos to the words. Extra activity Reinforce vocabulary and spelling by doing a group Answers mime activity at this point. Ask one student to come to 2 basketball 6 ice hockey 10 horse-riding the front of the class and turn his or her back to the board. 3 skateboarding 7 ice-skating 1 1 gymnastics Write one of the sports on the board. On the count of 4 judo 8 snowboarding 12 mountain biking three, everybody else in the class mimes the sport for 5 athletics 9 archery the student to guess. After the student has guessed the Exercise 2 word, ask him or her to spell it for you. Repeat the • In pairs, students identify the missing items. process until you have revised all fifteen items. • Check answers to Exercises 1 and 2 as a class. • Ask students to give a definition in English or a translation Further practice in their L1 for the missing items, if appropriate. Workbook pages 8 and 104

Answers Brain Trainer Activity 3 football, skiing, tennis See Teacher’s Book page 210

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Reading Extra activity Give students one minute to look at the illustrations Revision and the flags in the magazine article. Tell them to focus First – At the start of the class, revise the use of play , go and only on the images, not to read the text. Books closed. do from the previous lesson. Tell students to draw a table in Write the following questions on the board (answers in their notebooks with three columns and mark the columns brackets ). In pairs, students try to answer from memory. play , go and do respectively. 1 How many different flags are there on the page? (eleven – ten countries plus the Olympic ﬂ ag ) Second – Tell students you are going to say ten sports and 2 Which countries are they for? ( Australia, Greece, that they must write them in the correct column and also China, the United Kingdom, Brazil, Japan, the USA, spell them correctly. They will get half a point for the correct Italy, Canada, Russia ) column and a further half a point for the correct spelling. 3 How many rings does the Olympic flag have? ( ﬁ v e ) Read the following ten items and then check answers by 4 What colour are the rings from left to right? ( blue, asking individual students to write the words on the board. yellow, black, green, red ) athletics, basketball, football, ice hockey, judo, mountain 5 When and where are the next Summer Olympic biking, skateboarding, snowboarding, swimming, tennis Games? (2016 Rio de Janeiro, Brazil ) Third – Students correct their own work and give themselves 6 When and where are the next Winter Olympic Games a mark out of ten. (2014 Sochi, Russia ) (Answers: play – basketball , football , ice hockey , tennis ; Pairs check their answers by looking back at the go – mountain biking , skateboarding , snowboarding , Students’ Book page. swimming ; do – athletics , judo)

Exercise 2 (Track 1.6) Cultural notes • Individually, students read the text and answer The first Ancient Olympic Games are believed to have the questions. taken place in Ancient Greece in 776 BC at Olympia, • If you wish, play the recording for students to listen from where they take their name. The games were and read. celebrated for over five hundred years until the advance • StudentsUNITS check in pairs before checking answers of Christianity reached Greece in AD 393. as a class. The Olympic Games we know today were first • Check answers by asking pairs of students to read celebrated in Athens, Greece, in April 1896 in the questions and answers. Panathenaic Stadium which was built on the ruins • Elicit from stronger students or explain yourself the of the ancient stadium in the capital. In the modern meaning of any new vocabulary. games, hundreds of countries and thousands of athletes compete in nearly four hundred different events. Answers The first Winter Olympic Games were held in 1924 in 2 No, they aren’t. They’re in different years. Chamonix, France, and the first Paralympic Games were 3 Yes, it is. held in Rome, Italy, in 1960. The sports that form part 4 The Paralympics take place in the same year as the of the Olympic Games have varied considerably over Summer Olympic Games. the years. The only constant is that any activity which 5 Because there are Olympic athletes from five continents. involves motorised equipment, e.g. motorcycling, water- 6 Because every country has one of these colours on its skiing, etc. cannot be consideredSAMPLE an Olympic sport. national flag. Exercise 3 Exercise 1 • Read the questions with the class. • Draw attention to the photos and the text and ask • Students then work in pairs, asking and answering students what they can see. the questions. • Make sure students understand not to read in detail at • Monitor but do not interrupt fluency. this point. • Make a note of any mistakes to go over with the • Students match the items to the photos. class afterwards. • Feedback as a class. Answers 1 b 2 c 3 a Answers Students’ own answers

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1 Look at the photos a–c. Which one shows … 3 What about you? In pairs, ask and answer. 1 the Olympic flag? 1 What is your favourite Olympic sport? 2 the Olympic torch? 2 How many Olympic sports can you name? 3 the opening ceremony of the Olympic Games? 3 How many Olympic athletes can you name?

2 1.6 Read the magazine article. Answer the questions. What is your favourite Olympic sport? 1 How often are the Olympic Games? My favourite Olympic sport is football. What Every four years. about you? 2 Are the Summer Olympic Games and the Winter Olympic Games in the same year? 3 Is archery an Olympic sport? a 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?

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 The Olympic Games not happen in the same year. b 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 Summer Olympic Games hockey, skiing and snowboarding. The Paralympics take place in the same year as the Summer Olympic Games.

RDE O M E P ROG R E S S UNITSO 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 2000 2004 2008 2012 2016 athletes from fi ve continents: Europe, Asia, Oceania, Africa and the Americas. The rings are blue, black, red, Sydney, Athens, Beijing, London, Rio de Janeiro, yellow and green because every country has one of these colours on its national fl ag. Australia Greece China The United Kingdom Brazil The Olympic Games begins with an opening ceremony. In the ceremony, a man or woman lights the Olympic Winter Olympic Games 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.

1998 2002 2006 2010 2014 Nagano, Salt Lake City, Turin, Vancouver, Sochi, Japan The USA Italy Canada Russia

The Olympic Games is an international sports Olympic athletes from fi ve continents: Europe, Asia, event. There are Summer Olympic Games and Oceania, Africa and the Americas. The rings are blue, black, Winter Olympic Games. They take place every red, yellow and green because every country has four years in a different country.SAMPLE The Summer one of these colours on its national fl ag. c and Winter Olympic Games do not happen in The Olympic Games begins with an the same year. opening ceremony. In the ceremony, At the Summer Olympic Games, athletes a man or woman lights the from fi ve continents take part in many Olympic torch. The fi re for the sports including archery, athletics, gymnastics, torch always starts in Ancient swimming, football and basketball. At the Olympia in Greece. The sun Winter Olympic Games the sports include starts the fi re in a mirror, and ice hockey, skiing and snowboarding. The then a woman lights the torch. Paralympics take place in the same year as the After that, different people Summer Olympic Games. The Paralympics are carry the torch to the opening for athletes with physical disabilities. ceremony. The torch visits many The rings on the Olympic fl ag are the symbol of countries and towns before the the Games. There are fi ve rings because there are opening ceremony.

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M01_NEXT-MOVE_TB_02GLB_3690_U01.indd 21 08/10/2012 14:12 Grammar Present simple

Affirmative Questions and short answers I/You/We/They watch Do I/you/we/they watch TV? Yes, I/you/we/they do. TV. He/She/It watches No, I/you/we/they don’t . Negative Does he/she/it watch TV? Yes, he/she/it does . No, he/she/it doesn’t . I/You/We/They don’t (do not) watch TV. He/She/It doesn’t (does not) watch Wh-questions What programmes do you watch ? Watch Out! Time expressions play play s go go es study stud ies every day on Tuesday at the weekend after school in the morning at night

1 Study the grammar tables. Match the rules Grammar reference Workbook page 86 (1–2) to the examples (a–b).

1 We use the Present simple to talk about 4 Make questions with the Present simple. In routines and habits. pairs, ask and answer. 2 We use the Present simple to talk about 1 you / watch / sport / on TV ? things that are true in general. Do you watch sport on TV? Yes, I do. a My grandfather likes music. 2 your dad / wear / jeans / to work? b We play tennis after school. 3 you / study / Japanese? UNITS4 your mum / speak / English? 2 Complete the sentences with the Present 5 your friends / watch / videos / on YouTube? simple form of these verbs. 6 your teacher / use / computers? charge do get up go 5 Complete the text with the verbs in the play read study work Present simple. Leela’s parents 1 play tennis every weekend, but 1 We do judo on Friday evenings. Leela 2 (not like) tennis and she 3 (not play) it. 2 James books by Stephenie Meyer. So what sport 4 (she / do) to stay fit? She 3 They skateboarding after school. 5 (play) football. Leela’s older sister, Lisa, also 4 She in a hospital near London. 6 (love) the game, and the two sisters 7 (get) 5 The students French and German at school. up early every morning and 8 (practise) for half 6 You ice hockey at the weekends. an hour before school. 9 (their parents / join) 7 I my mobile phone every day. them? No, but they 10 (not stop) them! 8 Mum at seven everySAMPLE morning. 3 Complete the sentences with the negative Pronunciation form of the Present simple. 1 We like football. They don’t like football. Verb endings: /s/ /z/ / ɪ z/ 2 I get up at seven. She . 6 1.7 Listen and repeat the sentences. 3 You study in the bedroom. I . Pay attention to the verb endings. 4 She walks to school in the morning. We . 5 They go to the cinema every Saturday. He . 1 /s / : Grace likes ice-skating. 6 He plays tennis every Tuesday. You . 2 /z / : Baz love s athletics. 3 /ɪ z/ : Liz watches sport on TV.

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Grammar Present simple Answers 2 Does your dad wear jeans to work? Language note 3 Do you study Japanese? The spelling rules relating to the formation of the Present 4 Does your mum speak English? simple are as follows: 5 Do your friends watch videos on YouTube? Verb + s : Most verbs simply add an -s to make the third 6 Does your teacher use computers? person form. Exercise 5 Verb + es : Some verbs take -es at the end, generally verbs which end in -s , -sh , -ch and -x , but also the verbs • Individually, students complete the text. do and go . • They check answers in pairs then as a class. Verb + ies : Verbs which end in a consonant followed by Answers -y form the third person by changing -y to -i and adding -es (e.g. study – studies , try – tries , copy – copies). 2 doesn’t like 5 plays 8 practise 3 doesn’t play 6 loves 9 Do their parents join Exercise 1 4 does she do 7 get 10 don’t stop • Read the grammar tables with the class. Further practice • Individually, students match the rules to the examples, Workbook pages 10 and 86–87 referring back to the grammar tables where necessary. • Check answers as a class. Brain Trainer Activity 2 • Read the ‘Watch Out!’ section under the grammar See Teacher’s Book page 210 tables with the class. Pronunciation Verb endings: /s/ /z/ /ɪz/ Answers 1 b 2 a Language note Exercise 2 Third person singular verbs are pronounced with /s/ at the end when the infinitive ends with an unvoiced • Individually, students complete the sentences. consonantUNITS sound and with at the end when the • Check answers and spelling by asking individual /z/ infinitive ends with a voiced consonant sound. students to write sentences on the board. Only when the infinitive ends with the sounds /ʃ/ , /tʃ/ , or , do we add the complete syllable . Answers /ʒ/ /dʒ/ /ɪz/ Note that the pronunciation of do/does is also irregular in 2 reads 3 go 4 works 5 study 6 play 7 charge that the vowel sound changes from the infinitive to 8 gets up /duː/ the third person /dʌz/ . Exercise 3 Exercise 6 (Track 1.7) • Individually, students complete the negative sentences. • Play the recording. Students listen and repeat. • Monitor and point out errors for students to self-correct. • Draw students’ attention to the pronunciation of the • Check answers as a class. verb endings. Answers 2 doesn’t get up at seven. SAMPLE Extra activity 3 don’t study in the bedroom. Brainstorm ten other regular verbs students already 4 don’t walk to school in the morning. know and write them on the board. Be prepared to feed 5 doesn’t go to the cinema every Saturday. in additional verbs if students can’t think of ten. Ask 6 don’t play tennis every Tuesday. students to classify these verbs according to the Exercise 4 pronunciation of the third person -s . If students have problems identifying the group, tell them • Individually, students write questions using the prompts. to put their hand on the front of their neck as they say • Check as a class, drilling the questions for pronunciation the infinitive. Point out the physical difference between and sentence stress. the verbs which end in an unvoiced sound (e.g. like ) and • In pairs, students ask and answer the questions. those which end in a voiced sound (e.g. love ). Those with • Monitor but do not interrupt fluency unless students a voiced sound will cause them to feel vibrations in their make mistakes with the question or third person forms. neck whereas the unvoiced ones will not.

Further practice Workbook page 123

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Verb + -ing Extra activity Drill the conversation for correct pronunciation. Tell the Language note class that they are going to be Ben and that you are In some languages verbs of preference are followed by going to be Amy. Build up the conversation step by step the infinitive form and this can cause L1 interference for until students can perform it unprompted. some learners. Although in British English the use of the Change over the roles and repeat the procedure so that infinitive is in fact possible after these verbs in certain students have practised both parts. circumstances, it is a complicated area usually taught Students then work in pairs, acting out the conversation. only at higher levels. Throughout Next Move the form taught after verbs of preference is -ing . Exercise 11 • In pairs, students ask and answer the questions. Exercise 7 • Monitor but do not interrupt fluency unless they make • Read the grammar table with the class. mistakes with the verb + -ing forms. • Individually, students complete the rule, referring back to the grammar table where necessary. Further practice Workbook pages 11 and 86–87 Answers -ingf orm Vocabulary Compound nouns Exercise 8 Exercise 1 (Track 1.9) • In pairs, students order the words. • In pairs, students match the pictures to the words in the box. • Check answers by drawing the line on the board and • Play the recording for students to listen and check. asking individuals where to place the verbs. • Play the recording again. Pause after each word to check students’ pronunciation. Answers l ove  like / enjoy  don’t mind / don’t like  hate Answers Exercise 9 2 tennisUNITS court 8 swimming pool • Individually, students make sentences with the verbs in 3 football boots 9 hockey stick the -ing f orm. 4 ice-skating rink 10 ice skates • They then check in pairs before checking answers as a 5 swimming costume 1 1 tennis racket class. 6 judo belt 12 athletics track • Check spelling by asking students to spell the -ing 7 basketball court forms to you. Exercise 2 • Students choose the correct options. Answers • They then compare their answers in pairs before 2 I don’t mind tidying my bedroom. checking answers as a class. 3 Do you like going to the cinema? 4 We hate playing football in winter! Answers 5 They don’t like doing athletics. 2 pitch 3 rink 4 court 5 track 6 pool 6 Does he enjoy reading books? SAMPLE Exercise 3 Exercise 10 (Track 1.8) • Ask students to scan the text quickly and tell you how • Students complete the conversation. many sports Holly does. (Answer: four – judo, swimming, • Play the recording for students to listen and check. ice hockey and tennis ) • Check spelling by asking students to spell the -ing • Individually, students complete the text. forms to you. • Check answers as a class. Answers Answers 2 moving 3 listening 4 practising 5 winning 2 swimming 3 pool 4 stick 5 racket 6 losing Further practice Workbook pages 11 and 104

Brain Trainer Activity 4 See Teacher’s Book page 210

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Affirmative 1 1.9 Match the pictures to these compound nouns. Then listen, check and repeat. She enjoys/hates/likes/loves playing football. athletics track basketball court football boots Negative football pitch 1 hockey stick ice skates ice-skating rink judo belt swimming costume She doesn’t (does not) like/doesn’t (does not) swimming pool tennis court tennis racket mind playing football. Questions 1 2 3 Does she like playing football?

Grammar reference Workbook page 86 4 5 6 7 Study the grammar table. Choose the correct option to complete the rule. 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. 8 don’t like don’t mind enjoy like 9 10 love hate UNITS 11 9 Make sentences with the verbs in the - ing form. 12 1 she / enjoy / read / books She enjoys reading books. 2 I / not mind / tidy / my bedroom you / like / go / to the cinema? 3 Wordlist page 43 Workbook page 104 4 we / hate / play / football / in winter! 5 they / not like / do / athletics 2 Choose the correct options. 6 he / enjoy / read / books? 1 You play basketball on a basketball pitch / court. 10 1.8 Complete the conversation with the 2 You play football on a football pitch / court . correct form of the verbs. Then listen and check. 3 You go ice-skating at an ice-skating rink / track . Amy Why do you like 1 going (go) 4 You play tennis on a tennis court / rink . snowboarding , Ben? 5 You do athletics on an athletics pitch / track . 2 SAMPLE 6 You swim in a swimming pool / track . Ben Well, I love (move) on the snow. Amy Do you enjoy 3 (listen) to music when 3 Complete the text with the words in Exercise 1. you go snowboarding? Ben Yes, I do. I like Linkin Park. Holly loves sport. She does judo on Mondays. She Amy Do you mind 4 (practise) every day? is good at it and she has a brown judo 1 belt . On Ben No, I don’t, and I love 5 (win) Wednesdays she goes swimming. She takes her snowboarding competitions! 2 costume to the swimming 3 . On Thursday Amy What don’t you like? she plays ice hockey. She uses her hockey 4 . On Ben I don’t like 6 (lose) competitions! Friday she plays tennis. She needs her tennis 5 . On Saturday she watches football on TV! 11 What about you? In pairs, ask and answer. 1 What sports do/don’t you like doing? Brain Trainer Activity 4 2 Do you mind losing a competition or a game? Go to page 112

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M01_NEXT-MOVE_TB_02GLB_3690_U01.indd 25 08/10/2012 14:12 Chatroom Opinions

Speaking and Listening Zak I quit! I hate playing this game ! Carlos Cheer up, Zak! You can learn. Now come 1 Look at the photo. Answer the questions. and say hi to Nadia. She doesn’t usually 1 Where are Zak, Carlos and Nadia? come to the football pitch on Saturdays, 2 Why do you think they are there? but she wants to meet you. 3 What has Carlos got in his hands? Zak Hi, Nadia. I’m Zak. I’m from the USA. 4 What do you think Zak is doing? Nadia Yes, I know. So, what do you think of England ? Zak Well , I think the people are amazing , but I 2 1.10 Listen and read the conversation. don’t like football . Check your answers. Nadia What sports do you like? 3 1.10 Listen and read again. Answer the Zak Basketball! The Chicago Bulls are my questions. favourite team . 1 Does Nadia usually come to the football pitch Nadia Hey, I know the Chicago Bulls. My dad’s a fan. on Saturdays? Carlos I love them , too. Zak Then come to my house tonight. We can No, she doesn’t usually come to the football watch a game together. pitch on Saturdays. Nadia Good idea! 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 Say it in your language … basketball team? I quit! 6 Does Nadia’s dad like basketball? UNITS Cheer up! 4 Act out the conversation in groups of three.

SAMPLE

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Chatroom Opinions Exercise 3 (Track 1.10) • Play the recording again. • Individually, students answer the questions. Revision • They then check in pairs before checking answers First – Write the following word snakes on the board: as a class. icejudoswimmingathleticsfootballbasketballhockeytennis racketskatestrackcourtstickpoolbeltpitch Answers Second – Students match the words from the ﬁ rst word 2 Because she wants to meet Zak. snake to the words from the second to make compound 3 He likes the people. nouns. Check answers by asking individual students to write 4 He doesn’t like football. words on the board. 5 The Chicago Bulls. (Answers: ice skates, judo belt, swimming pool, athletics 6 Yes, he does. track, football pitch, basketball court, hockey stick, tennis Exercise 4 racket ) • Divide the class into groups of three. Third – Read the following questions for students to answer. • Groups act out the conversation. 1 Where do you go ice-skating? • Monitor and correct students’ pronunciation as 2 What do you wear to go to the swimming pool? appropriate. 3 What verb do we use with judo? • Nominate one group to perform the conversation for 4 What two activities can you do in the mountains in the the class. snow? 5 Where do you play tennis? Say it in your language … 6 What sport was Robin Hood good at? 7 What verb do we use with skateboarding? Ask students to find the phrases in the conversation 8 What do you wear on your feet to play football? and look at them in context to try to deduce the 9 What sport do you do with an animal? meaning. 10 What verb do we use with ice hockey? I quit! – informal exclamation, used to indicate that In pairs, students compare their answers before checking UNITSthe speaker is no longer going to participate in an as a class. activity. May also convey the impression that the (Answers: 1 ice-skating rink; 2 swimming costume; 3 do; speaker is irritated or angry with the activity. Similar in 4 skiing; snowboarding; 5 tennis court; 6 archery; 7 go; meaning to ‘I give up!’ 8 football boots; 9 horse-riding; 10 play) 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 Speaking and Listening phrase, e.g. ‘Cheer up! It’s Saturday tomorrow!’ You might use it in class if you see a student looking Exercise 1 unhappy. • In pairs, students describe what they can see and answer the questions.

Exercise 2 (Track 1.10) • Play the recording for studentsSAMPLE 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.

Brain Trainer Activity 1 See Teacher’s Book page 210

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Exercise 5 Exercise 2 • Students refer back to the conversation and identify the • Individually, students put the adverbs in the correct speakers. place. • Check answers as a class. • Check answers by asking individual students to read the sentences. Answers 2 Nadia 3 Zak 4 Zak 5 Carlos Answers 2 He sometimes plays computer games before breakfast. Exercise 6 3 He often meets Paul for a game of tennis at the • Read the phrases for asking for and giving opinions with weekend. the class. 4 They always play tennis in the park. • Drill the phrases for word stress and intonation. 5 Pete hardly ever loses a game. 6 Their friend Maria is never there to watch them. Exercise 7 (Track 1.11) 7 Peter and Paul are usually happy about that. • Play the recording for students to listen to the conversations. Extra activity • In pairs, students act out the conversations. • Monitor and correct students’ pronunciation as Write the following sentences on the board and ask appropriate. students to put adverbs in the sentences to make them true for them. Exercise 8 1 I go mountain biking at the weekend. • Students make their own conversations by replacing the 2 I watch the Summer Olympic Games. words in purple in Exercise 7. 3 I play tennis on Saturdays. • Monitor but do not interrupt fluency unless students 4 In my opinion the opening ceremony of the Olympic make mistakes with the phrases for asking for and Games is amazing. giving opinions. 5 I do athletics at school. • Ask some students to perform one of their 6 My friends come to my house to watch football. conversations for the class. CheckUNITS answers by asking individual students to read complete sentences. The position of the adverb should Answers be the same for the whole class although the adverb will Students’ own answers change according to the student.

Further practice Exercise 3 Workbook pages 12 and 113 • Students work individually, writing the questions. • Check the questions with the class. Grammar Adverbs of frequency Answers Language note 2 Do you sometimes go to football matches? 3 Do you always watch TV after school? Make sure students understand that, in English, these 4 Do you often play computer games at home? adverbs of frequency are always placed before the verb, 5 Where do you usually meet your friends? except in the case of the verb to beSAMPLE where they are placed after. Exercise 4 • Drill the questions and example answer for pronunciation Exercise 1 and intonation. • Read the grammar table with the class. • In pairs, students ask and answer the questions. • Individually, students complete the rules, referring back • Monitor and point out errors for students to self-correct. to the grammar table where necessary. • Ask some students to say their sentences for the class. • Check the answers as a class. Answers Answers Students’ own answers 1 after 2 before Further practice Workbook pages 13 and 86–87

M01_NEXT-MOVE_TB_02GLB_3690_U01.indd 28 08/10/2012 14:12 5 Look back at the conversation. Who says what? Grammar Adverbs of frequency Opinions 1 I hate playing this game. Zak 2 What do you think of England? 0% 50% 100% 3 I think the people are amazing. 4 The Chicago Bulls are my favourite team. never / hardly ever sometimes / often usually / always 5 I love them, too. I never see you I sometimes get I’m usually at 6 Read the phrases for asking for and giving here at the up early. home on opinions. weekend. Saturdays.

Asking for opinions Giving opinions Grammar reference Workbook page 86 What do you think of …? I think … is/are boring/ OK/great/amazing. 1 Study the grammar table. Choose the correct options to complete the rules. Do you like …? I like/don’t like … … are my favourite 1 Adverbs of frequency go before / after team/is my favourite the verb to be . player. 2 Adverbs of frequency go before / after other verbs.

7 1.11 Listen to the conversations. Act out the conversations in pairs. 2 Put the adverbs of frequency in the correct Zak What do you think of 1 tennis ? place in the sentences. Carlos I 2 love it. 3 Andy Murray is my favourite 1 Pete gets up early. (usually) 4 player . Pete usually gets up early. Carlos What do you think of 1 basketball? 2 He plays computer games before breakfast. 2 3 UNITS Zak I like it. Pau Gasol is my favourite (sometimes) 4 player. 3 He meets Paul for a game of tennis at the weekend. (often) 8 Work in pairs. Replace the words in purple in 4 They play tennis in the park. (always) Exercise 7. Use these words and/or your own 5 Pete loses a game. (hardly ever) ideas. Act out the conversations. 6 Their friend Maria is there to watch them. (never) 7 Peter and Paul are happy about that. (usually)

What do you 3 Make questions with adverbs of frequency. think of football? 1 when / you / usually / play / tennis? I like it. Fernando Torres is my favourite player. When do you usually play tennis? 2 you / sometimes / go / to football matches? 3 you / always / watch / TV / after school? SAMPLE 4 you / often / play / computer games / at home? 5 where / you / usually / meet / your friends? 1 athletics / basketball / football / ice hockey / swimming / tennis 4 What about you? Answer the questions in Exercise 3. 2 like / love / don’t like / hate

3 Rafael Nadal / Fernando Torres / Pau Gasol / When do you usually Usain Bolt / Manchester United play tennis? I usually play tennis on Fridays after school. 4 athlete / player / team

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M01_NEXT-MOVE_TB_02GLB_3690_U01.indd 29 08/10/2012 14:12 Reading Superstitious sports stars

1 Look at the photos of sports stars. Answer any sports stars are superstitious. They believe in good and Mbad luck. Some have a lucky charm (something they have the questions. with them for good luck) or wear lucky clothes. Others believe 1 What sports do they do? special numbers are lucky and some do special rituals (things 2 What are their names? 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 UNITSnecklace and a little metal pig! Key Words superstitious (good/bad) luck lucky charm ritual shoelaces trophy 2 Read and check your answers to Exercise 1. 3 1.12 Read the article again. Who has … ? Listening 1 A lucky charm Sebastian Vettel 1 1.13 Listen to the radio show about lucky 2 A lucky number charms. Put the charms in the order you hear 3 Lucky clothes about them. 4 A special ritual

4 1.12 Read the magazine article again. Answer the questions.SAMPLE 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? 2 1.13 Listen to the radio show again. 3 How many rituals does Rafael Nadal have? Choose the correct options. 4 What does Nadal do when he wins a competition? 1 Speaker 1 uses his lucky charm at school / home . 5 What does Fernando Torres take to 2 His lucky charm really helps / doesn’t really help . football matches? 3 Speaker 2 never / sometimes loses her charm. 6 What is Kolo Touré’s ritual? 4 She puts it in her bag / hand for good luck. 7 What numbers are lucky for many footballers? 5 Speaker 3 says her lucky charm is not very / 8 What are Sebastian Vettel’s lucky charms? very lucky. 6 She has her lucky charm with her every day / on her birthday .

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Reading Exercise 3 (Track 1.12) • Students read the text and identify the sports stars. Cultural notes • If you wish, play the recording for students to listen Rafael Nadal (Spain, 1986) is considered one of the and read. greatest tennis players of all time. Winner of numerous • Elicit from stronger students or explain yourself the singles titles and an Olympic gold medallist. meaning of any new vocabulary. Sebastian Vettel (Germany, 1987) is a world champion Answers Formula 1 racing driver. His first win was the 2008 Italian Grand Prix when he was only 21. 2 Fernando Torres Serena Williams (United States, 1981) has won numerous 3 Serena Williams international tennis competitions playing both singles and 4 Rafael Nadal, Kolo Touré doubles with her sister Venus. Exercise 4 (Track 1.12) Kolo Touré (Ivory Coast, 1981) has played for Arsenal and • Individually, students answer the questions. Manchester City. He has two younger brothers who are • Check answers as a class. also professional football players. Fernando Torres (Spain, 1984) has played with Atlético Answers Madrid, Liverpool and Chelsea. He was also part of the 2 The same socks, shoes and an extra dress. Spanish team which won the 2010 FIFA World Cup. 3 Two (putting two water bottles in the same position next to the court and biting the trophy when he wins a Exercise 1 competition). • Draw attention to the photos and the text and ask 4 He always bites the trophy. students what they can see. 5 He always takes three shirts, three pairs of shorts and • Make sure students understand not to read in detail at three pairs of boots. this point. 6 He is always the last player onto the football pitch. • In pairs, students answer the questions. 7 11, 22 or 33. Exercise 2 8 AUNITS necklace and a little metal pig. • Students scan the text quickly and check their answers Extra activity to Exercise 1. • Ask students what else they know about the sports Write the question ‘Have you got a lucky charm?’ on the stars. 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 Answers word for the charm or teach it yourself, then ask students 1 tennis, Formula One, football further questions, e.g. ‘How does it help you?’, ‘Do you 2 (left to right, top to bottom) Rafael Nadal, Sebastian (wear) it (every day)?’ , etc. Vettel, Serena Williams, Kolo Touré, Fernando Torres.

Key Words Listening Be prepared to focus on the Key Words, either Audioscript by pre-teaching them, eliciting their meaning after See Teacher’s Book page 225 students have read the text SAMPLEor through dictionary or definition writing work. Exercise 1 (Track 1.13) superstitious – an adjective for people who believe • Play the recording for students to listen and order the in luck and similar supernatural forces lucky charms. (good/bad) luck – an indefinable factor which some • Check answers as a class. people believe affects the outcome of events Answers lucky c harm – a special object which a person believes brings them luck 1 pen 2 key ring 3 number 7 ritual – a special routine or sequence of actions Exercise 2 (Track 1.13) which a person completes in an almost religious way • Play the recording again for students to listen and shoelaces – the strings or cords which we use to choose the correct options. secure our shoes to our feet • C heck in pairs before checking answers as a class. trophy – a prize, often a cup made of metal, given to Answers the winner of a competitive event 1 school 2 doesn’t really help 3 never 4 bag 5 very 6 on her birthday

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Writing A description of a sport Exercise 4 • Individually, students answer the questions. • They then check in pairs before checking answers Revision as a class. First – Revise the twelve compound nouns covered in the • Check answers by asking pairs of students to read Vocabulary section on Students’ Book page 13 by writing the questions and answers. following words on the board: athletics, basketball, football, hockey, ice, judo, swimming, Answers tennis 2 She goes snowboarding in Verbier. Elicit all the words which can follow these words. 3 You need a snowboard, special snowboard boots, (Answers: athletics track , basketball court , football a helmet, goggles and gloves. boots/pitch , hockey stick , ice skates /- skating rink , judo belt , 4 It’s fast and exciting. swimming pool/costume , tennis court / racket ) Exercise 5 Second – Read the following sentences and ask students to • Explain that students should only make notes at this identify the words. point or write short sentences. 1 Serena Williams plays matches here. (tennis court ) • Encourage students to ask you for any vocabulary 2 Fernando Torres wears these on his feet. ( football boots ) they need. 3 Michael Phelps always practises here. (swimming pool ) 4 Rafael Nadal hits the ball with this. ( tennis racket ) Answers 5 Michael Jordan practised here every day. (basketball court ) Students’ own answers 6 Kolo Touré plays games here. ( football pitch ) Exercise 6 Third – Check answers and spelling by asking individual • Read the ‘My favourite sport’ writing guide with the students to write words on the board. In pairs, students write class. Tell students they must now present their more clues using famous sports stars for some of the information as a complete text, not as notes or compound nouns not used. unconnected sentences. • DrawUNITS students’ attention to the ‘Remember!’ checklist. Exercise 1 Answers • Read the Writing ﬁ le with the class. Students’ own answers • Ask students if the punctuation rules are the same or different in their L1. Extra activity Exercise 2 At the end of each unit make a set of word cards using • Make sure students understand that they should ﬁ nd at 10–15 vocabulary items from the unit for students to least one example for each sort of punctuation memorise. In the Teacher’s Book notes at the end of each Writing page from Units 2 to 9 there are games Possible answers and ideas to exploit these cards and revise the chosen 1 … my favourite sport is snowboarding . vocabulary. 2 … it’s difficult to practise in summer, but from November Prepare some blank cards in advance, making them to … at least 6 cm x 10 cm, and an envelope or bag to keep 3 He has two gold medals ! SAMPLEthem in. On the front of the card, write the lexical item in 4 What about you ? large clear letters. 5 It’s a winter sport … Use the cards to make sure fast finishers always have something to do. Have them decorate the front of the Exercise 3 card with a picture or design to help students remember • Individually, students rewrite the sentences with the word. On the back they write the following: a appropriate punctuation. definition of the word in English or in their L1 and an • Monitor and point out errors for students to self-correct. example sentence in English containing a blank where • Check answers by asking individual students to write the word appears. 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!

M01_NEXT-MOVE_TB_02GLB_3690_U01.indd 32 08/10/2012 14:12 Unit 1 Writing A description of a sport 1 Read the Writing File. 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. Writing File Punctuation 2 She likes watching tennis but she doesnt like We use: playing it 3 When do they watch football on TV • a full stop . at the end of sentences. 4 Have you got a lucky number • a comma , in the middle of a sentence 5 Thats Jodys brothers skateboard before a new idea, or in lists. 6 Mikes brother is a great football player

• an exclamation mark ! to show surprise. 4 Read about Isabella’s favourite sport again. • a question mark ? at the end of questions. Answer the questions. • an apostrophe ’ for possessives (Rose’s 1 What is Isabella’s favourite sport? Snowboarding MP3 player ) and contractions ( isn’t ). 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 2 Read about Isabella’s favourite sport. Find: questions. Make notes. 1 a full stop. 1 Which sport do you like? 2 a comma. 2 When and where do you play/watch it? 3 an exclamation mark. 3 What is your favourite team? 4 a question mark. 4 Who is your favourite player? 5 an apostrophe. 5 UNITS Why do you like the sport? 6 Write a description of your favourite sport. Use ‘My favourite sport’ and your notes from Exercise 5.

My favourite sport

1 Name of sport and where you watch/play it My favourite sport is ( n a m e ) . I play it / watch it ( w h e r e ) with ( w h o ) ( w h e n ) . My favourite sport by Isabella 2 Your favourite team and/or player I really like . I live in Switzerland and my SAMPLEfavourite sport is My favourite . snowboarding. It’s a winter sport and it’s difﬁ cult to practise in summer, but from November to April 3 Why you like the sport I go snowboarding every weekend with my friends. is great. There are many ski resorts in my country but I It’s always . 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 Remember! wear a helmet, goggles for my eyes and gloves. My favourite snowboarder is Shaun Roger White. He Use full stops, commas, exclamation snowboards in the Winter Olympic Games. He has marks, question marks and apostrophes. two gold medals! I think he is an amazing athlete. Use the vocabulary in this unit. Snowboarding is a great sport. It’s fast and exciting. Check your grammar and spelling. I love snowboarding! What about you?

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M01_NEXT-MOVE_TB_02GLB_3690_U01.indd 33 08/10/2012 14:12 Refresh Your Memory!

Grammar Review Vocabulary Review

1 Complete the sentences with the verbs in the 4 Look at the pictures. Complete the sentences. Present simple. 1 Josh and Alex do archery at the weekend. 1 Do you go (you / go) swimming at the 2 Sasha does at school. weekend? 3 Max plays every winter. 2 We (play) tennis every Friday. 4 Ben and Katie go every day in summer. 3 (Jane / walk) to school every day? 5 Hannah does on Fridays. 4 Gary (go) snowboarding in winter. 6 Fred goes in summer. 5 I (not watch) sports on TV. 6 What clothes (they / wear) for judo? 1 2 3 7 Martin (not do) athletics on Wednesday. 8 The girls (not like) football!

2 Complete the sentences with the correct form of these verbs. 4 5 6 lose play play watch wear win

Luke loves 1 playing football and he loves 2 ! His team usually wins, but when they lose, Luke 5 Complete the sentences with these words. isn’t happy! He hates 3 ! Bella, his sister, 4 UNITS doesn’t like ball games but she doesn’t mind 5 them on TV. She also likes 6 her Chelsea court pitch pool rink track football shirt. She thinks it’s a great shirt! 1 You play tennis on a tennis court . 3 Put the words in the correct order. 2 You do athletics on an athletics . 1 play / basketball / usually / after school / They 3 You go ice-skating at the ice-skating . They usually play basketball after school. 4 You play football on a football . 5 He goes swimming at the swimming . 2 a football shirt / I / often / wear 3 usually / are / Fast sports / exciting 4 eat / We / never / before swimming Speaking Review 5 He / his friends / often / on Sunday / phones 6 in the park / She / sometimes / studies 6 1.14 Complete the conversation with these words. Then listen and check.

SAMPLE 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.

[New photo needed: (1.56)] Dictation

7 1.15 Listen and write in your notebook.

 My assessment profile: Workbook page 127 18

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M01_NEXT-MOVE_TB_02GLB_3690_U01.indd 34 08/10/2012 14:13 Unit 1 Play The Game!

Refresh Your Memory! Extra activity Exercise 1 Revise the vocabulary of sports from this unit by creating a mind map: Answers – Start by writing the word Sports in a cloud in the centre 2 play 6 do they wear of the board and copying the three spokes onto the 3 Does Jane walk 7 doesn’t do board. Elicit the three verbs commonly used with sports 4 goes 8 don’t like from the class (do , go and play ) and write one in the 5 don’t watch circle at the end of each spoke. – Elicit an example of a sport with play , e.g. basketball , Exercise 2 and write it in a box connected to the verb play . Elicit Answers other words connected with basketball, e.g. ball , court , player and write these on the board, connecting them to 2 winning 3 losing 4 playing 5 watching 6 wearing the box. Draw a simple illustration for each of the words. Exercise 3 – Continue the process, eliciting a sport with do and a sport with go and add these to the board along with Answers appropriate vocabulary. Students then work in small 2 I often wear a football shirt. groups, brainstorming vocabulary and adding it to their 3 Fast sports are usually exciting. diagrams. Give them a time limit of five minutes. Monitor 4 We never eat before swimming. and help with vocabulary and feed in ideas where 5 He often phones his friends on Sunday. necessary. 6 She sometimes studies in the park. – Collate vocabulary on the board. Students can peer-teach the vocabulary they have thought of. Drill the Exercise 4 vocabulary for pronunciation and word stress. – Draw up the four speech bubbles. Make sure students Answers understand that the ones on the left ask for opinions 2 gymnastics 5 judo and the ones on the right give opinions. Elicit example 3 ice hockey 6 mountain biking questionsUNITS to make sure students understand that the 4 swimming questions can be used to ask about either sports, e.g. ‘What do you think of basketball?’ or sports stars, Exercise 5 e.g. ‘What do you think of Kolo Touré?’ – Students then work in pairs, making conversations and Answers expressing their opinions about sports and sports stars. 2 track 3 rink 4 pitch 5 pool – Monitor but do not interrupt fluency. Make a note of Exercise 6 (Track 1.14) any mistakes related to the content of this unit to go over with the class afterwards but make sure that these Answers mistakes remain anonymous during the correction stage. B don’t A like B think A favourite

Exercise 7 (Track 1.15) Answers and Audioscript SAMPLE 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?

My Assessment Proﬁ le Unit 1 See Workbook page 127

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Maths File Exercise 2 (Track 1.16) • Individually, students read the text and answer Cultural notes the questions. • If you wish, play the recording for students to listen Humans started using simple natural materials, such and read. as pigs’ bladders, to make balls many centuries ago, • Students then check in pairs before checking answers but modern football design is now at the cutting edge as a class. of science. Since Charles Goodyear made the first • Check answers by asking pairs of students to read all-rubber football in 1855, ball design has evolved questions and answers. continuously. The only thing which has remained consistent is the size of the ball used in professional Answers matches, which was established in 1873. For over 75 2 There are 32 pieces. years footballs were dark brown until, in 1951, with the 3 They’re pentagons and hexagons. introduction of electric floodlighting, white balls were 4 Size 2 is good for young children. introduced to make it easier for spectators to follow the 5 It weighs a maximum of 370 grams. ball during the game. 6 They use a size 5 football. 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 My Maths File World Cup by a design made of only 14 pieces and in 2010 by a controversial design with only eight pieces. Exercise 3 In each case, it is the pressure within the ball which • In pairs, students brainstorm sports equipment they use transforms it from a complex geometrical form into a or their favourite sports stars use. perfect sphere. The newest footballs contain chips and • Collate suggestions on the board. transmitters which can send data about the ball’s exact Answers position on the pitch to antennae around the stadium and send this information back to a receiver carried by Students’ own answers the referee. ExerciseUNITS 4 • Individually, students write their fact ﬁ le. Language note • Monitor and help with grammar and vocabulary and Be prepared to elicit from stronger students or explain feed in ideas if necessary. yourself the meaning of the following lexical items which • Point out errors for students to self-correct. appear in the reading text: facts, average, circumference, • Remind students to check their grammar, spelling weigh, material. and punctuation carefully before they give you their written work. Exercise 1 • Students also include photos and pictures to illustrate their fact file. • Draw attention to the pictures and the text and ask students what they can see. Answers • Students scan the text quickly to find out what it is about. Students’ own answers • Make sure students understandSAMPLE not to read in detail at this point. In this unit have you … … used the Grammar and Vocabulary worksheet? Answers … used the Reading and Listening worksheet? 3 the size and shape of footballs … 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

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Football Fact File

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

What shape is the average football? 68-70cm 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: Sphere Pentagon Hexagon 12 pentagons and 20 hexagons.

There are ﬁ ve different sizes of football.

Size 1 Size 2 Size 3 UNITSSize 4 Size 5 Size 1 : This has a circumference of 43 centimetres. Size 4 : This ball weighs a maximum of 370 grams. It has a maximum circumference of 66 centimetres. Boys and girls Size 2: This has a circumference of 56 centimetres; it weighs from 8 to 12 usually play with this football. a maximum of 280 grams. This is a good football for young children. This ball is good for football skills practice, too. Size 5 : This is the ball for adult football matches and competitions like the World Cup. It has a circumference Size 3 : This ball weighs a maximum of 340 grams. It has a of 71 centimetres. maximum circumference of 61 centimetres.

Reading My Maths File

1 Look quickly at the text. What do you think it 3 Make notes about some sports equipment is about? SAMPLE you use or your favourite sports star uses. 1 the football World Cup Think about: 2 the history of footballs • size 3 the size and shape of footballs • shape • colour 2 1.16 Read the text. Answer the questions. • weight 1 What shape is a football? A football is a sphere. 2 How many pieces of material are there in an 4 Write a fact file about the sports equipment. average football? Add pictures or photos. Use your notes from 3 What shape are the pieces of material in an Exercise 3 to help you. 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?

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M01_NEXT-MOVE_TB_02GLB_3690_U01.indd 37 08/10/2012 14:13 3 Past Lives

Grammar Past simple: affirmative and negative; Past simple: questions Vocabulary History; Life events Speaking Reasoning Writing A biography 1

Vocabulary History

1 1.30 Listen and repeat. Then match ten of these words to the picture. army castle 1 century die dungeon kill king knight plague prisoner queen servant soldier sword war 2 3

Word list page 43 Workbook page 106

2 Which words in Exercise 1 are not in the 5 picture? Which of these words means … 4 UNITS 1 to stop living? die 2 to make a person or animal die? 3 a terrible disease? 4 a hundred years? 5 a time of fighting between countries? 7 6 3 Complete the sentences with the words in Exercise 1. 1 The king and live in a big castle. 2 A is a disease that kills a lot of people. 8 3 When there is a war, many people . 4 The has 10,000 soldiers. 5 The in the castle cook and clean. 6 This castle is from theSAMPLE fourteenth . 7 The dungeon is for . 9 4 In pairs, talk about the things from history you like and don’t like.

10 I like learning about kings. What about you? I like learning about them, but I don’t like reading about wars.

Brain Trainer Activity 3 Go to page 114

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M03A_NEXT-MOVE_TB_02GLB_3690_U03.indd 58 08/10/2012 14:16 Unit 3 Past Lives

Exercise 3 Unit contents • Students work individually, completing the sentences. Grammar • They then check in pairs before checking answers as  Past simple – afﬁ rmative, negative, questions and a class. short answers Answers Vocabulary  History – army, castle, century, die, dungeon, kill, 1 (king); queen 5 servants king, knight, plague, prisoner, queen, servant, 2 plague 6 century soldier, sword, war 3 die 7 prisoners  Life events – be born, die, fall in love, ﬁ nd a job, 4 army get married, go to university, graduate, have a baby, Extra activity leave home, move house, retire, start school Communication Stronger groups or fast finishers write sentences for five  Reasoning of the seven words not used in Exercise 3, i.e. castle ,  Writing a biography dungeon, kill , knight , soldier , sword and war . Monitor and help with vocabulary and grammar if necessary. Key co mpetences  Linguistic competence Exercise 4  Mathematical competence  Interpersonal, social and civic competence • Ask two students to read out the examples.  Cultural and artistic competences • Students then work in pairs, talking about the things  Learning to learn from history they like and don’t like. Autonomy and personal initiative • Monitor and correct students’ pronunciation as  appropriate.

Answers Vocabulary History Students’ own answers

Extra activity ExtraUNITS activity Stronger groups or individual students cover the words Ask students the following history quiz questions. in the box and complete Exercise 1 ‘blind’. They then In pairs, they confer and write down their answers. uncover the box and see if they used the same words or Check answers as a class, awarding one point for each different ones. This type of activity is very valuable as it correct answer. helps students notice the gap between their knowledge 1 What was the name of King Arthur’s sword? and the target language. ( Excalibur ) 2 Which French queen was married to Louis XVI? Exercise 1 (Track 1.30) ( Marie Antoinette ) • Play the recording for students to listen and repeat. 3 When was the Second World War? ( 1939–1945 ) • Pause after each word to check students’ pronunciation. 4 How long was Nelson Mandela a prisoner? ( 27 years ) • Individually, students match the words to parts of the 5 In which century was Napoleon born ( eighteenth ) picture. SAMPLE Further practice Answers Workbook pages 24 and 106 2 king 5 servant 8 army 3 queen 6 prisoner 9 sword Brain Trainer Activity 3 4 soldier 7 dungeon 10 knight See Teacher’s Book page 212 Exercise 2 • In pairs, students identify the missing items and match them to the deﬁ nitions. • Check answers to Exercises 1 and 2 as a class.

Answers 2 kill 3 plague 4 century 5 war

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Reading Exercise 3 (Track 1.31) • Individually, students read the text and decide if the sentences are true or false. Revision • If you wish, play the recording for students to listen First – Create a history mind map with students. Copy the and read. central HISTORY book onto the board and elicit from students • Students check in pairs before checking answers as a possible sub-categories for the words. Complete the fi ve class. stems with objects , people , places , verbs and other words . • When checking answers, ask students to correct the Second – Use the word queen as an example. Elicit from false sentences. students where to put the word on the diagram. In pairs, • Elicit from stronger students or explain yourself the students classify the other history words from page 30 of the meaning of any new vocabulary. Students’ Book. Students use their dictionaries to fi nd fi ve additional words on the topic of history, e.g. emperor , palace , Answers crown , murder and battle . 1 False (There are other things to do at The London Third – Check answers as a class and collate new vocabulary Dungeon.) on the board by asking individual students to write words on 2 False (Rats carried the plague from the ships to London.) the board. Students can peer-teach the vocabulary they have 3 True thought of. Drill the vocabulary for pronunciation and word stress. 4 True 5 False (The Great Plague started in 1665 and the Great Fire started in 1666.) 6 False (Only six people died.) 7 False (You can see ghosts in the Labyrinth.) Exercise 4 • Read through the questions and the example with the class. • Students then work in pairs, asking and answering the questions.UNITS • Monitor but do not interrupt fluency. Cultural notes • Make a note of any mistakes to go over with the class afterwards. The London Dungeon opened in 1974 and has proved • Feedback as a class. a highly successful tourist attraction over nearly forty years. It is not in fact a dungeon, but in reality is more Answers like a theme park with actors taking on roles and guiding Students’ own answers visitors through some of history’s more macabre and grisly events. It is chiefly aimed at, and popular with, Extra activity young people, who enjoy the reconstructions of the Great Plague, the Great Fire of London, medical surgery, Use the questions in Exercise 4 as the basis to plan a torture and the world of Jack the Ripper among others. ‘live listening’ about a tourist attraction in your country. Further information is available on the internet. Remember to grade your language appropriately. Use SAMPLEthe following text as an example: Exercise 1 In the UK, Warwick Castle is a very famous tourist attraction. It’s in the centre of England in a very green • Draw attention to the photo and the text and ask area called the Midlands. It’s one thousand years old students what they can see. and is on a rock next to a river. It’s beautiful! There are a • Make sure students understand not to read in detail at lot of things to do: you can see a dragon – that’s brilliant, this point. visit the castle dungeon – that’s very scary, look at the • Ask which option they think describes what the text is. gardens – I think that’s boring, and see the king and his Exercise 2 army preparing for war! It’s amazing! Students listen and answer the questions in Exercise 4. • Students scan the text quickly and check their answer Check answers as a class. to Exercise 1. (Answers: 1 Warwick Castle; 2 In the centre of England / • Check the answer as a class. the Midlands. On a rock next to a river.; 3 see a dragon, • Ask if any students have been to London and visited visit the castle dungeon, look at the gardens, see the The London Dungeon. king and his army preparing for war ) Answers 3 an advertisement for a tourist attraction

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1 Look at the text quickly. Is it: 4 What about you? Think of a tourist attraction 1 from an encyclopedia? in your country. In pairs, ask and answer. 2 from a short story? 1 What is it? 3 an advertisement for a tourist attraction? 2 Where is it? 3 What can you do there? 2 Read and check your answer to Exercise 1.

3 1.31 Read the text again. Are the St George’s Castle is sentences true (T) or false (F)? a famous tourist attraction 1 At the London Dungeon you can only learn in Portugal. about two horrible events. F Where is it? 2 Rats carried the plague from London to the ships. 3 In 1665 many rich people left London because It’s in Lisbon. they didn’t want to die. 4 The plague killed about 80,000 people in London. 5 The Great Fire of London started in the same year as the Great Plague. 6 During the fire there were many victims in London. 7 You can meet horrible people from history in the Labyrinth. The London UNITS Dungeon

What can you do at The London Dungeon? The Fire of London Come and see London at the time of the After the Great Plague, there was a very big Great Plague and the Great Fire! Learn about fi re in London. On 2 nd September 1666, a other horrible events in English history! fi re started at the bakery of Thomas Farriner in Pudding Lane. Farriner and his family The Great Plague SAMPLEescaped but their servant died in the fi re. In the fourteenth century a terrible plague The fi re started in this poor part of the city killed many thousands of people in England. and then burned the old City of London, The plague came and went many times in including 13,500 houses, 87 churches and the next three hundred years. Then, in 1665, St Paul’s Cathedral. The fi re was terrible but rats from ships carried the disease to London there were not many victims and only six again. King Charles II and many rich people people died. Is this really true or did more went to the country to escape the plague, but people die? It’s a mystery! poor people didn’t leave the city. They stayed and about 80,000 people died. Other things to do Go for a boat ride in the dark, see the ghosts in the Labyrinth of the Lost Souls, or meet h o r r i b l e p e o p l e f r o m h i s t o r y !

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M03A_NEXT-MOVE_TB_02GLB_3690_U03.indd 61 08/10/2012 14:16 GrammarPast simple

To be: Affirmative Regular verbs: affirmative and negative I/He/She/It was I/You/He/She/It/We/They stayed in London. old. You/We/They were I/You/He/She/It/We/They didn’t (did not) stay in London. To be: Negative Irregular verbs: affirmative and negative I/He/She/It wasn’t (was not) old. I/You/He/She/It/We/They left the city. You/We/They weren’t (were not) I/You/He/She/It/We/They didn’t (did not) leave the city. To be: Questions and short answers Time expressions Was I/he/she/it old? Yes, I/he/she/it was. No, I/he/she/it wasn’t. yesterday yesterday evening last year three years ago in 1666 Were you/we/they old? Yes, you/we/they were. No, you/we/they weren’t. Grammar reference Workbook page 90

4 Complete the sentences with these words. Watch Out! cook cook ed dance dance d give learn leave play read watch stop stopped hurry hurr ied 1 We played tennis on Saturday. 2 Luke and Jason a horror film last night. 1 Study the grammar tables. Choose the correct 3 He me a present for my birthday. options to complete the rules. 4UNITS I a text about Ancient Rome. I about Julius Caesar. 1 The past forms of regular / irregular verbs You school early yesterday. end in - ed . 5 2 The past forms of regular / irregular verbs are all different. It is important to learn them. Pronunciation

2 What is the Past simple form of these verbs? Verb endings: /t/ /d/ /ɪd/ 1 play played 7 do 13 see 5a 1.32 Listen and repeat the sentences. 2 go 8 carry 14 like 1 : We liked the castle. 3 start 9 eat 15 write /t/ 2 : He travelled to London. 4 read 10 give 16 take /d/ 3 /: The fire started there. 5 clean 11 listen 17 come /ɪd 6 drink 12 hear 18 sit b 1.33 Listen. Copy the table and put the SAMPLE verbs in the correct column. 3 Complete the sentences with the Past simple. 1 She did (do) her History homework last night. asked died ended escaped happened 2 The soldiers (fight) in the war. lived visited wanted watched 3 The young man (become) a knight. 4 The students (learn) about the Great Fire. 5 The fire (happen) last year. /t/ / d / / ɪ d / 6 I (have) a terrible day yesterday. asked 7 They (study) for a test last night. 8 You (make) a big mistake! c 1.34 Listen, check and repeat.

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Grammar Past simple Exercise 4 • Students match the verbs to the sentences and put Exercise 1 them in the Past simple. • Read the grammar tables with the class. • They then check in pairs before checking answers as a • Individually, students complete the rules, referring back class. to the grammar tables where necessary. • Check answers as a class. Answers 2 watched 3 gave 4 read; learned/learnt 5 left Answers 1 regular 2 irregular Pronunciation Verb endings: /t/ /d/ /ɪd/ Exercise 2 Language note • Read the ‘Watch Out!’ section under the grammar tables Past simple verbs are pronounced with /t/ at the end with the class. when the infinitive ends with an unvoiced consonant • Individually, students write the past simple forms, sound and with /d/ at the end when the infinitive referring back to the ‘Watch Out!’ section where ends with a voiced consonant sound. Only when the necessary. infinitive ends with the sounds /t/ or /d/ , do we add the • Check answers and spelling by asking individual complete extra syllable /ɪd/ . students to write words on the board and tell you if they Note that a very common error is for students to add the are regular or irregular. extra syllable /ɪd/ to all Past simple verb forms. Answers Exercise 5a (Track 1.32) 2 went (irregular) 10 gave (irregular) • Play the recording for students to listen to the 3 started (regular) 1 1 listened (regular) sentences. 4 read (pronounced / r e d / , 12 heard (irregular) • Play the recording again, pausing after each sentence irregular) 13 saw (irregular) for students to repeat the sentences. 5 cleaned (regular) 14 liked (regular) • Check students’ pronunciation. 6 drank (irregular) 15 wrote (irregular) UNITS 7 did (irregular) 16 took (irregular) Exercise 5b (Track 1.33) 8 carried (regular) 17 came (irregular) • Students listen and classify the verbs according to the 9 ate (irregular) 18 sat (irregular) endings.

Extra activity Exercise 5c (Track 1.34) • Play the recording for students to listen and check. Students test each other on the Past simple forms. • Drill the vocabulary for pronunciation. Demonstrate with a stronger student, explaining that you are going to say an infinitive and they must respond by Answers telling you if it is regular or irregular and giving you the Past simple form. The student then says a new infinitive /t/ /d/ / ɪd/ and you respond with regular or irregular and the Past asked died ended simple form, e.g. escaped happened visited Teacher: play SAMPLE watched lived wanted Student: regular: played – make Teacher: irregular: made – break Student: irregular: broke , etc. Further practice Monitor and correct students’ pronunciation as Workbook page 123 appropriate. Students refer to the irregular verb list on Students’ Book page 127 if necessary. Extra activity Exercise 3 Brainstorm ten other regular verbs students already know and write them on the board. Ask students to • Individually, students complete the sentences. classify these verbs according to the pronunciation of • Check answers by asking individual students to read the final -ed . the sentences.

Answers 2 fought 5 happened 7 studied 3 became 6 had 8 made 4 learned/learnt

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Exercise 6 Vocabulary Life events • Individually, students change the sentences from afﬁ rmative to negative. Exercise 1 (Track 1.35) • Check answers as a class. • Play the recording for students to listen and repeat. • Pause after each word to check students’ Answers pronunciation. 2 I didn’t visit a castle in Scotland. • I ndividually, students match the words to the pictures. 3 She didn’t read a story about a famous knight. 4 You didn’t see a sword at the museum. Answers 5 The restaurant didn’t open at ten. 2 start school 6 find a job 6 They didn’t have a History test last week. 3 fall in love 7 move house 7 He wasn’t in London two weeks ago. 4 leave home 8 have a baby 5 graduate Exercise 7 • Tell students to scan the text quickly and ﬁ nd out what Exercise 2 Diana bought in London. (Answer: Nothing ) • In pairs, students identify the missing items. • Students read the email and complete it using the • Check answers to Exercises 1 and 2 as a class. Past simple form of the verbs in the box. • Ask students to give a definition in English or a • Check answers as a class. translation in their L1 for the missing items.

Answers Answers 2 went 6 didn’t feel 10 saw die, get married, go to university, retire 3 was 7 stayed 1 1 didn’t buy 4 learned/learnt 8 visited 12 didn’t have Exercise 3 (Track 1.36) 5 didn’t come 9 had • Students choose the correct options. • Play the recording for students to listen and check. Exercise 8 • Individually, students write sentences about their AnswersUNITS weekend. 2 started 5 graduated 8 fell 1 1 moved • Monitor and help with grammar and vocabulary if 3 left 6 left 9 got 12 retired necessary. 4 went 7 found 10 had • Check students’ sentences. Extra activity Answers Students work in pairs. They use the text about Megan Students’ own answers as a model and write a mini-biography of their partner Extra activity in the third person, imagining they are now retired. They should write about all the positive things their partner Prepare six sentences about your weekend. Remember did in their life and say when they happened using the to grade your language appropriately. Include both Past simple. Students then read the mini-biography their affirmative and negative Past simple verb forms. Some of partner has written about them. the sentences should be true and some false. Read the sentences for students SAMPLEto decide if they think Further practice they are true or false. Do not allow students to write Workbook pages 27 and 106 anything down apart from the words true or false . In pairs, students compare their answers. Brain Trainer Activity 4 Tell students to listen again and write down the See Teacher’s Book page 212 sentences, but tell them they must change the sentences which they think are false to make them true as they write them down. Check answers as a class and confirm which of your sentences were true and which were false.

Further practice Workbook pages 26 and 90–91

Brain Trainer Activity 2 See Teacher’s Book page 212

M03A_NEXT-MOVE_TB_02GLB_3690_U03.indd 64 08/10/2012 14:16 Unit 3 Vocabulary Life events 6 Rewrite the sentences in the negative form. 1 1.35 Listen and repeat. Then match eight 1 We went to London at the weekend. of these words to the pictures. They didn’t go to London at the weekend . 2 They visited a castle in Scotland. I . be born 1 die fall in love 3 He read a story about a famous knight. She . find a job get married go to university 4 I saw a sword at the museum. You . graduate have a baby leave home 5 The museum opened at ten. The restaurant . move house retire start school 6 We had a History test last week. They . 7 I was in London two weeks ago. He . Word list page 43 Workbook page 106

7 Complete the email with the Past simple form 1 2 3 of these verbs. arrive be go have learn not buy not come not feel not have see stay visit

New Message 4 5 6 Hi Barbara! Send Well, we 1 arrived in London ten days ago. Last Friday Dad and I 2 to the Tower of London. It 3 fantastic and we 4 a lot about English history. Mum 5 with us because she 6 well. She 7 at the hotel. Yesterday we 8 the Imperial War Museum. 7 UNITS8 Then we 9 lunch at a fish and chip shop. In the afternoon we went shopping on Regent’s Street. I 10 some beautiful clothes. I 11 them because I 12 any money. Oh well! Next time. See you soon. Diana Add Attachments

2 Which words in Exercise 1 are not in the pictures? 3 1.36 Choose the correct options. Then listen and check. Megan Davies 1 was / had born in 1953. She SAMPLE 2 started / left school when she was five and 3 started / left school when she was eighteen. After school, she 4 went / retired to university. She 5 retired / graduated in 1974. She 6 got / left home when she 7 met / found a job. She met John and 8 started / fell in love with him. They 9 got / had married two months later. Megan 10 had / was a baby in 1977. After two years, Megan and John 8 What about you? What did you do last 11 moved / left house. Megan 13 retired / graduated weekend? Write sentences. when she was 60. On Saturday I didn’t get up early. I got up at ten. I had breakfast and then I met my friends in town … Brain Trainer Activity 4 Go to page 114

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M03A_NEXT-MOVE_TB_02GLB_3690_U03.indd 65 08/10/2012 14:16 Chatroom Reasoning

Speaking and Listening Zak OK, guys. I want to take a photo. Say 1 Look at the photo. Answer the questions. ‘Cheese’! 1 Where do you think the four friends are? Nadia No, Zak. I’m tired. My feet hurt! 2 What are they doing there? Jody Forget the photo. Let’s visit the Bloody Tower. 3 What’s wrong with Nadia? Nadia Why ? Jody Because there are ghosts in it ! 2 1.37 Listen and read the conversation. Nadia Then I don’t want to see it . Check your answers. Jody Don’t be silly , Nadia. Why don’t you want to see it ? 3 1.37 Listen and read again. Answer the Nadia Because I’m scared of ghosts . questions. Mr Jones Well, I’m not sure there are ghosts, but King 1 Why does Zak say ‘Say “Cheese”’? Richard III killed two young princes there. Because he wants to take a photo. Raven Good morning! Zak Did you hear that?! 2 Where does Jody want to go? Carlos Yes, I did. It was that bird. 3 Why does she want to go there? Mr Jones Yes, that’s a raven. The ravens at the 4 Why doesn’t Nadia want to go? Tower of London are famous. They look 5 Who killed the young princes in the tower? after the Tower. 6 What is a raven? Jody And they can talk! 7 What can the ravens do? 4 Act out the conversation in groups of five. UNITS Say it in your language … Say ‘Cheese’! Don’t be silly.

SAMPLE

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Chatroom Reasoning Exercise 3 (Track 1.37) • Play the recording again. • Individually, students answer the questions. Revision • They then check in pairs before checking answers as a First – Ask students if they can remember the four Say it in class. your language … phrases which have been covered so far, i.e. ‘I quit!’ , ‘Cheer up!’ , ‘No way!’ and ‘I’m in!’ . Write the four Answers phrases on the board. 2 She wants to visit the Bloody Tower. Second – Write the following items on the board. Students 3 Because there are ghosts. choose the most logical expression in each case. 4 Because she’s scared of ghosts. 1 A: Oh no! I hate doing exams and I forgot my lucky pencil. 5 Richard III killed the princes. B: … You always pass exams. You don’t need a 6 A (black) bird. lucky charm! 7 They can talk. A: Yes, I do. This is a disaster! Exercise 4 2 A: Do you like the Chicago Bulls? Let’s go to the game • Divide the class into groups of ﬁ ve. One student takes on Friday. the part of both the raven and Carlos. B: Good idea. … I think they’re amazing! • Groups act out the conversation. A: Great! • Monitor and correct students’ pronunciation as 3 A: Why don’t we go mountain biking tomorrow? appropriate. B: … It’s cold and windy. I want to go to the cinema. • Nominate one group to perform the conversation for the A: OK. Why don’t we go to see Breaking Dawn ? class. (Answers: 1 Cheer up!; 2 I’m in!; 3 No way! ) Third – Students compare their ideas in pairs before checking Say it in your language … answers as a class. They then write a short conversation using ‘I quit!’ , which is not used above, e.g. : Ask students to find the phrases in the conversation A: I’m tired and hungry. I don’t want to play anymore. and look at them in context to try to deduce the B: OK. But let’s play for ﬁ ve minutes more. Please! UNITSmeaning. A: No, I quit! I’m going home! Sorry! Say ‘Cheese’! – expression traditionally used in English when taking a photo. Used because when saying the word cheese the mouth is in the Speaking and Listening approximate position of a smile. This idea has also been adopted in many other languages with different Exercise 1 words, e.g. potato in Spanish, cabbage in Bulgarian • In pairs, students describe what they can see and and omelette in Swedish. answer the questions. Don’t be silly. – colloquial phrase used to reject an idea or behaviour you think is foolish. Care should be Exercise 2 (Track 1.37) taken to use exaggerated intonation in order to make • Play the recording for students to listen and read and the phrase sound light-hearted rather than rude. You check their answers to Exercise 1. might use it in class in a light-hearted way if a student Answers intentionally makes a silly comment. SAMPLE 1 They’re in London. 2 They’re visiting the Tower of London. 3 She’s tired and her feet hurt.

Brain Trainer Activity 1 See Teacher’s Book page 212

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Exercise 5 Exercise 2 • Students refer back to the conversation and complete • Students write the questions. Make sure students the sentences. understand that they should change the pronoun in the • Check answers as a class. questions and use the word in brackets. • Check answers as a class. Answers 2 Because 3 don’t 4 be 5 Why 6 Because Answers 2 Did she study her History notes? Exercise 6 3 Did they see a ghost in the tower? • Read the phrases for asking for and giving reasons with 4 Did he have lunch at one o’clock? the class. 5 Did you get a good mark in the test? • Drill the phrases for word stress and intonation. 6 Did he visit the dungeon? Exercise 7 (Track 1.38) Exercise 3 • Play the recording for students to listen to the • Individually, students make questions. conversations. • Check students’ questions. • Pairs act out the conversations. • Monitor and correct students’ pronunciation as Answers appropriate. Students’ own answers Exercise 8 Exercise 4 • Students make their own conversations by replacing the • Ask two students to read out the examples . words in purple In Exercise 7. • In pairs, students ask and answer the questions. • Monitor but do not interrupt fluency unless students • Monitor but do not interrupt fluency unless they make make mistakes with the phrases for asking for and mistakes with the Past simple forms. giving reasons. • Ask some students to perform their conversations for Extra activity the class. Write UNITSthe following prompts on the board: A: you / meet / your friends / last night / ? Answers B: Yes / I Students’ own answers A: Where / you / go / ? / What / you / do / ? Further practice B: We / meet / at the sports centre / in town Workbook pages 28 and 115 A: you / play football / ? B: No / we / . / We / play basketball / . / It / be / great / ! A: you / win / ? Grammar Past simple: questions B: Yes / we Elicit a conversation from the students using the and short answers prompts. Do not allow students to write anything down. Language note Drill the conversation for correct pronunciation. Divide the class in half down the centre. Tell the half on the left Students may have problems with the pronunciation of the that they are going to be A and the half on the right that auxiliary did in question forms, particularlySAMPLE when it combines they are going to be B. Build up the conversation step by with subject pronouns. Their tendency is to pronounce step until students can perform it unprompted. Change them as two discrete items when they are usually over the roles and repeat the procedure so that students pronounced as one phonetic unit, e.g. did you … ? have practised both parts. ( /dɪdʒə/ ); did he … ? (/dɪdɪ/ ); did she … ? (/dɪdʃɪ/ ) Students then work in pairs, acting out the conversation. After checking answers to Exercises 2 and 3, drill all the (Complete conversation: questions to help students practise the pronunciation as A: Did you meet your friends last night? part of a stream of connected speech. B: Yes, I did. A: Where did you go? What did you do? Exercise 1 B: We met at the sports centre in town. • Read the grammar table with the class. A: Did you play football? • Individually, students complete the rules, referring back B: No, we didn’t. We played basketball. It was great! to the grammar table where necessary. A: Did you win? • Check answers as a class. B: Yes, we did! )

Answers Further practice 1 the infinitive 2 don’t use Workbook pages 29 and 90–91

M03A_NEXT-MOVE_TB_02GLB_3690_U03.indd 68 08/10/2012 14:16 5 Look back at the conversation. Complete Grammar Reasoning the sentences. Past simple: 1 Say ‘Cheese’! questions and short answers 2 there are ghosts in it! 3 I want to see it. Regular verbs: questions and short answers 4 Don’t silly. Did I/you/he/she/it/we/they stay in London? 5 don’t you want to see it? 6 I’m scared of ghosts. Yes, I/you/he/she/it/we/they did . No, I /you/he/she/it/we/they didn’t (did not) . 6 Read the phrases for asking for and giving reasons. Irregular verbs: questions and short answers

Asking for a reason Giving a reason Did I/you/he/she/it/we/they leave the city? Yes, I/you/he/she/it/we/they did . Why?/Why not? Because … No, I /you/he/she/it/we/they didn’t (did not) . Why do/don’t you Wh-questions want to … ? Where did you stay ? When did they leave ?

1.38 7 Listen to the conversations. Act out Grammar reference Workbook page 90 the conversations in pairs. Zak Let’s go to 1 the war museum . 1 Study the grammar table. Choose the correct Nadia Why? options to complete the rules. Zak Because 2 it’s interesting. Nadia 3 That’s a good idea. 1 In Past simple questions we use did + the infinitive / the Past simple form of the verb. Zak I want to go to 1 the London Dungeon . 2 UNITS In Past simple short answers we use / don’t use Nadia Why do you want to go there? the verb after did and didn’t . Zak Because 2 it’s scary . Nadia 3 No way! 2 Make questions with the Past simple. 1 I took a photo of the castle. (you) 8 Work in pairs. Replace the words in purple in Exercise 7. Use these words and/or your own Did you take a photo of the castle? ideas. Act out the conversations. 2 He studied his History notes. (she) 3 We saw a ghost in the tower. (they) 4 You had lunch at one o’clock. (he) Let’s go to the zoo. 5 She got a good mark in the test. (you) Why? 6 They visited the dungeon. (he) 3 Make questions with the words in columns A and B. Because it’s fun. SAMPLE Did you visit your grandparents yesterday? A B visit your grandparents at the weekend have an English lesson last night 1 the castle / zoo / park / shops meet your friends last week walk to school this morning 2 (it’s/they’re) interesting / exciting / boring / watch TV yesterday fun / scary / terrible 4 In pairs, ask and answer the questions in 3 That’s a good idea. / No way! / No, thanks. / Exercise 3. OK. / All right. Did you visit your grandparents yesterday? Yes, I did.

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M03A_NEXT-MOVE_TB_02GLB_3690_U03.indd 69 08/10/2012 14:16 Reading William Shakespeare (1564-1616)

1 Look at the photo. Answer the questions. illiam Shakespeare was born in Stratford-upon-Avon, W England, in 1564. He probably went to school but he 1 Who is this man? didn’t go to university. When he was eighteen William married 2 Why is he famous ? Anne Hathaway. T hey had a son called Hamnet and two daughters, 3 What do you know about him? Susanna and Judith. Hamnet died of the plague when he was eleven. In 1585, Shakespeare left his family in Stratford and went to London. There he started a career as an actor, a writer and the owner of a theatre with some other actors. He retired in 1613 and died three years later. William Shakespeare wrote about thirty-eight plays: comedies (e.g. A Midsummer Night’s Dream ), tragedies (e.g. Romeo and Juliet) and historical plays (e.g. Richard III ). Some people think that Shakespeare didn’t write his plays. They believe that another, mystery person wrote them. Why? Because in the sixteenth century, writers were often rich and went to university. They usually travelled and spoke different languages. Shakespeare didn’t come from a rich family or study at university and he stayed in England all his life. Most people believe Shakespeare was the author of the plays, but there are questions about his life: Why did he marry Anne Hathaway? Why did he move to London? Why did he retire? How did he die? Shakespeare’s plays are famous all over the world but his life has many mysteries.

Key Words career owner play UNITStragedy mystery author 2 Read and check your answers to Exercise 1. Listening 3 1.39 Read the text again. Complete the sentences with the correct years or numbers. 1 1.40 Read the questions. Guess the correct answers. Listen and check. 1 Shakespeare was born in the year 1564. 2 He married in the year . 1 How old was Anne Hathaway when she got 3 He had children. married? 4 Shakespeare moved to London when he was a sixteen b twenty-two c twenty-six years old. 2 How many wives did Philip II of Spain have? 5 He stopped writing in the year . a two b three c four 6 He died in the year . 3 The father of the young princes in the Tower was 7 He wrote plays. a Richard III. b Henry VI. c Edward IV.

1.39 SAMPLE 4 Read the text again. Answer the 2 1.40 Listen again. Complete the sentences. questions. 1 Shakespeare and Anne Hathaway got married 1 Where was Shakespeare born? on the 27th or 28 th . He was born in Stratford-upon-Avon, England. 2 Mary and Philip got married in . 2 Did he go to university? 3 Mary of was Philip II’s second wife. 3 What was his wife called? 4 The names of the two princes in the Tower 4 Why did his son die? were and . 5 Did Shakespeare’s family go with him to London? 5 Peter scores out of . 6 What did Shakespeare do in London? 7 What kinds of plays did Shakespeare write? 8 Why do some people think that Shakespeare didn’t write his plays?

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Reading 7 He wrote comedies, tragedies and historical plays. 8 Because he wasn’t rich, he didn’t study at university Exercise 1 and he stayed in England all his life. • Draw attention to the photo and the text and ask students what they can see. Extra activity • Make sure students understand not to read in detail at Write the Key Words on the left of the board and simple this point. definitions on the right of the board in random order. • In pairs, students answer the questions. Students look back at the text to see the words in Exercise 2 context and match the words to the definitions. Check answers as a class. • Students scan the text quickly and check their answers to Exercise 1.

Answers Listening 1 William Shakespeare Audioscript 2 Because he wrote famous plays. See Teacher’s Book page 225 3 Students’ own answers Exercise 1 (Track 1.40) Key Words • Individually, students answer the questions. Be prepared to focus on the Key Words, either by • Play the recording for students to check and correct pre-teaching them, eliciting their meaning after their answers. students have read the text or through dictionary or • Check answers as a class. definition writing work. Answers career – all of a person’s professional life owner – a person who has control of property and 1 c 2 c 3 c can sell it if he or she wants Exercise 2 (Track 1.40) play – the text of a performance for the theatre • PlayUNITS the recording again for students to complete the tragedy – a sad story where the characters die at the sentences. end • Check answers by asking individual students to write mystery – something that can’t be explained answers on the board. because not enough is known about it Answers author – the person who writes a book or a play 1 of November 2 1554 3 England 4 Edward; Richard 5 two; three Exercise 3 (Track 1.39) • Students read the text and complete the sentences. Extra activity • If you wish, play the recording for students to listen and Write the following sentences on the board. Play the read. recording again for students to decide if they are true or • Make sure students understand that they need to do false ( answers in brackets). some simple calculations to workSAMPLE out what numbers 1 The presenter’s name is Peter Strong. complete each sentence. (False – The presenter’s name is Ann Strong. ) 2 The programme is called ‘The History Chair’. Answers (False – The programme is called ‘The History Quiz’. ) 2 1582 3 three 4 21 5 1613 6 1616 7 38 3 Shakespeare was an old man when he married Anne. (False – Shakespeare was eighteen when he Exercise 4 (Track 1.39) married Anne. ) • Individually, students answer the questions. 4 Peter doesn’t know the answer to question two. • Check in pairs before checking answers as a class. (False – He knows the answer. ) • Check answers by asking pairs of students to read 5 Edward and Richard lived in the fourteenth century. questions and answers. (False – The princes lived in the ﬁ fteenth century. ) Answers 6 The princes were prisoners in the Tower of London. (True) 2 No, he didn’t. They then compare their answers in pairs. When checking 3 Anne Hathaway answers, ask students to correct the false sentences. 4 He died of the plague. 5 No, they didn’t. 6 He was an actor, a writer and the owner of a theatre.

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Writing A biography Exercise 3 • Individually, students answer the questions. • Students check in pairs before checking answers as a Revision class. First – Write the following items from the unit on the board for • Check answers by asking pairs of students to read students to unscramble: questions and answers. dataruge (graduate), nidf a boj (ﬁ nd a job), lalf ni vole (fall in love), trats loochs (start school), vemo useho (move house), Answers og ot tunesirivy (go to university) 2 She was born in Lombardy in the north of Italy. Second – Write the following jumbled sentences on 3 She studied painting with four of her sisters. the board. Tell students that these are sentences about 4 She studied painting in Italy. Shakespeare’s life. Individually, students unscramble the 5 Michelangelo gave her ideas for her paintings. sentences. 6 She left Italy in 1559. 1 Shakespeare / born / 1564 / in / William / was 7 She lived in the palace of King Philip II. 2 married / he / eighteen / was / he / When / got 8 Elizabeth of Valois was the third wife of Philip II. 3 son and / two / daughters / William and / a / had / Anne 9 Because she was a great painter and she painted 4 when / plague / of / Their / died / son / eleven / he was important people. 5 in / Shakespeare / 1613 / retired 10 You can see her painting of Philip II in the Prado Check answers by asking individuals to write sentences on Museum in Madrid. the board. Exercise 4 (Answers: 1 William Shakespeare was born in 1564.; 2 When • Explain that students should only make notes at this he was eighteen he got married.; 3 William and Anne had a point or write short sentences. son and two daughters; 4 Their son died of plague when he • Encourage students to ask you for any vocabulary they was eleven.; 5 Shakespeare retired in 1613. ) need or to use a dictionary. Third – Students create their own jumbled sentences using language from the unit. Monitor and point out errors for Answers students to self-correct. They exchange their sentences with Students’UNITS own answers a partner to put the words in order. Exercise 5 Cultural notes • Read the ‘My biography of …’ writing guide with the class. Tell students they must now present their Sofonisba Anguissola (Italy, 1532–1625) is famous for information as a complete text, not as notes or her informal style of portraits. Her painting of her pupil, unconnected sentences. Elizabeth of Valois, was so fine that it was copied by • Draw students’ attention to the ‘Remember!’ checklist. many other artists, including Rubens. Anguissola was married twice, the second time to a wealthy husband, Answers much younger than herself, who she proposed to shortly Students’ own answers after the death of her first husband. Their marriage lasted over thirty years until she died at the age of Extra activity 93. In the last years of her life, her eyesight became progressively poorer but she continued to act as a Add an extra 10–15 vocabulary items from this unit to the SAMPLEcollection of word cards. patron of other artists with the money she had earned from King Philip II and with her husband’s fortune. Revise all the vocabulary by playing a scrambled words Thanks to Anguissola’s work, many more women began game. Before the class, prepare one or two of the words to take up careers in art. to demonstrate with, e.g. nodegnu ( dungeon ) and cardemutony ( documentary ). Give each student one Exercise 1 word card for them to scramble. They then take turns writing their scrambled words on the board. The rest of • Read the Writing ﬁ le with the class. the class have to write down the student’s name and the Exercise 2 unscrambled word. When all students have written up their scrambled words, check answers as a class. • Make sure students understand not to read in detail at this point. • Students scan the text quickly and match the paragraphs to the categories.

Answers 1 B 2 C 3 A

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1 Read the Writing File. 3 Read the biography of Sofonisba again. Answer the questions. Writing File Ordering information 1 When was Sofonisba born? She was born in 1532. Information in a biography is usually in 2 Where was she born? this order: 3 Who did she study painting with? 1 Name, date of birth, place of birth 4 Where did she study painting? 2 Education and work 5 Who gave her ideas for her paintings? 3 Other important information 6 When did she leave Italy? 7 Where did she live in Spain? 8 Who was Elizabeth of Valois? 9 Why did Sofonisba become famous? 2 Match the paragraphs (A–C) to the correct 10 Where can you see her painting of Philip II today? categories (1–3). 1 Name, date of birth, place of birth. 4 Think of a famous person from your country. 2 Education and work. Find information about him or her and make 3 Other important information. notes about: 1 his/her name, date of birth and place of birth 2 his/her education and work Sofonisba Anguissola 3 other important information about him/her

5 Write a biography of your famous person. Use ‘My biography of …’ and your notes from ExerciseUNITS 4.

My biography of …

1 Name, date of birth, place of birth was born in in . 2 Education and work When she/he was she/he .Then . A Sofonisba was famous because she was a great painter and she painted important people. You 3 Other important information can see a painting of Philip II by her in the Prado died in . Museum in Madrid today. She also helped other women in the sixteenth century to become artists. She died in 1625. SAMPLE Remember! Organise your biography in three sections. B Sofonisba Anguissola was born in 1532 in Use the vocabulary in this unit. Lombardy in the north of Italy. Check your grammar, spelling and punctuation.

C She studied painting with four of her sisters in Italy. She met Michelangelo in Rome in 1554 and he gave her some ideas for her paintings. In 1559, Sofonisba left Italy and moved to Spain. She lived and worked there in the palace of King Philip II. She painted many beautiful pictures at this time and became the art teacher of Philip’s third wife, Elizabeth of Valois.

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Grammar Review Vocabulary Review

1 Copy and complete the table with these verbs 4 Complete the sentences with these words. in the Past simple form. castle century killed prisoners become do die have leave servants sword wars live read see stay study 1 Jeanne d’Arc lived in the fifteenth century . Regular Irregular 2 Thousands of soldiers died in the between France and England. became 3 The king put the in the dungeon. 4 King Charles VII of France lived in the of Chinon. 2 Complete the sentences with the Past simple 5 They were rich and their cooked and form of the verb to be . cleaned the house for them. 6 The knight had a and a white horse. 1 She wasn’t tall, she was short. 7 The plague was a terrible disease. It 2 What Shakespeare’s first name? many people. 3 there any people in the castle? 4 It an interesting place. 5 Complete the text with these words. 5 The buildings old, they were new. born got graduated had left moved 3 Choose the correct answer. 1 When she born? BarackUNITS Obama was 1 born in Honolulu, Hawaii in a did b does c was 1961. He went to school in Indonesia and 2 I didn’t to the museum at the weekend. Hawaii. When he 2 school, he studied law in a go b went c going New York. He 3 from university in 1983. He and 4 3 We a film about London yesterday. Michelle Robinson married in 1992. They 5 a see b saw c did see their first baby in 1998. When Barack Obama became President of the USA in 2009, he and his 4 They like the Tower of London. family 6 house. They moved to the White House a not b doesn’t c didn’t in Washington DC. 5 She to school by bus yesterday. a did go b went c go 6 ‘Did you learn about the kings and queens of Speaking Review England?’ ‘Yes, we .’ 6 1.41 Put the conversation in the correct a did b did go c went order 1–6. Then listen and check. 7 How many plays ? SAMPLE 1 Let’s go to the old castle today. a Shakespeare wrote Because I like castles. They’re really cool! b wrote Shakespeare Why not? c did Shakespeare write Why? 8 Shakespeare died hundreds of years . Because castles are boring! a ago b last c before No, thanks. I don’t want to go.

Dictation

7 1.42 Listen and write in your notebook .

 My assessment profile: Workbook page 129 38

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Refresh Your Memory! Extra activity Exercise 1 Revise the Past simple by talking about famous women from history: Answers – Write the facts about the two women on the board. Draw the pictures but do not include the names. Regular Irregular – Tell students you are thinking of two famous women died became from history. Students take it in turns to make guesses lived did about who you are thinking about. Allow students one stayed had guess each. If they guess correctly, write the names studied left Amelia Earhart and Cleopatra on the board within the read (/red/) plane and the pyramid respectively. saw – Explain that students are going to talk about the biographies of these famous women. Draw the question Exercise 2 mark at the top of the board and elicit some possible questions. Write these up as prompts within speech Answers bubbles down the centre of the board. 2 was 3 Were 4 was 5 weren’t – Divide the class into pairs. Write up the information Exercise 3 about Amelia Earhart in the box on the left of the board and nominate one student in each pair to be an ‘expert’ Answers on her life. Make sure the students understand that they 2 a 3 b 4 c 5 b 6 a 7 c 8 a should ask and answer questions in the third person. – Students then work in pairs, asking questions and Exercise 4 giving their ‘expert’ viewpoint on the life of Amelia Earhart. Monitor but do not interrupt students’ fluency. Answers – They then change roles and repeat the activity with the 2 wars 3 prisoners 4 castle 5 servants 6 sword information about Cleopatra. 7 killed – MakeUNITS a note of any mistakes related to the content of this unit to go over with the class afterwards but make Exercise 5 sure that these mistakes remain anonymous during the Answers correction stage.

2 left 3 graduated 4 got 5 had 6 moved

Exercise 6 (Track 1.41)

Answers 1 Let’s go to the old castle today. 2 Why? 3 Because I like castles. They’re really cool! 4 No, thanks. I don’t want to go. 5 Why not? 6 Because castles are boring! SAMPLE Exercise 7 (Track 1.42) Answers and Audioscript 1 The king had a big army. 2 She retired when she was sixty-five. 3 When did he die? 4 Why do you want to study History? 5 Because I love learning about kings and queens. 6 Rats carried the plague to the city.

My Assessment Proﬁ le Unit 3 See Workbook page 129

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History File Exercise 2 (Track 1.43) • Students read the text and match the sentences to the Cultural notes civilisations. • If you wish, play the recording for students to listen and Ancient Egypt existed for over three millennia until read. Egyptian civilisation finally fell to the Roman Empire in • Make sure students understand that they should only 30 BC. Most famous today for its vast monuments and use the information contained in the text to complete temples and its antiquities, which are to be found in the activity. museums around the world. The Egyptians made major • Students then check in pairs before checking answers contributions to the development of mankind including as a class. construction techniques, boats, glass and art and architecture which still inspire and fascinate us today. Answers The Roman Empire began after the fall of the Roman 2 AZ 3 RE 4 RE 5 AE 6 AZ Republic which had lasted for five hundred years. The murder of Julius Caesar is commonly seen as marking the beginning of the transition from Republic to Empire. My History File The Romans, like the Egyptians, were also vitally important in the development of the Western world, Exercise 3 adapting Ancient Greek models and giving much of • Individually, students ﬁ nd out about another period Western Europe the basis for its languages, arts, political of history, e.g. Ancient Greece, the Middle Ages, systems and religions. the Renaissance. The Aztecs remain one of the most fascinating cultures Answers of Central America. The height of the civilisation spanned nearly two centuries until the Spanish colonisation when Students’ own answers they founded what is now Mexico City on the ruins of Exercise 4 Tenochtitlan. Their legacy lives on in the Nahuatl language (which gave the world the words chocolate and • Tell students they must now present their information as tomato ), Mexican cuisine and numerous artistic and a complete text, not as notes or unconnected sentences.UNITS architectural treasures. • Monitor and help with grammar and vocabulary and feed in ideas if necessary. Language note • Give students time to write a first and second draft of Be prepared to elicit from stronger students or explain their paragraphs. yourself the meaning of the following lexical items which • Remind students to check their punctuation, grammar appear in the reading text: and spelling carefully before they give you their written civilisation, ran through, pharaoh, conquered, calendar, work. ruler, powerful, poetry, festival • Collate the texts and pictures and prepare a poster to display in the classroom. Exercise 1 Answers • Draw attention to the photos and the text and ask students what they can see. Students’ own answers • Students match the photos to SAMPLEthe paragraphs. • They then scan the text quickly to check their answers. In this unit have you … • If you have a world map available, ask students what … used the Grammar and Vocabulary worksheet? areas Ancient Egypt, the Roman Empire and the Aztec … used the Reading and Listening worksheet? civilisation covered. … used the Writing worksheet? … used the Speaking worksheet? Answers … used the Unit test? 1 Picture c 2 Picture a 3 Picture b 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

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Ancient Civilisations

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

2 The Roman Empire began in Italy in 27 BC. It was small at ﬁ rst, but it became very big. In the end, North Africa, Spain, France, Germany and b England were all part of it. The Romans play an important part in our lives today. Many of the things we do or have are from the Romans. The Romans spoke and wrote in Latin and many of our words come from Latin words. Our calendar, for UNITSc example, started with Julius Caesar, a Roman ruler.

3 The Aztec people were from central Mexico. From the 13th century, the Valley of Mexico was the centre of Aztec civilisation. In AD 1325 the Aztecs lived in central Mexico City, a large, beautiful and powerful city, on a small island called Tenochtitlan. The ancient Aztecs believed in many gods and goddesses. Songs and poetry were also very important for them. There were poetry competitions at most of the Aztec festivals. SAMPLE Reading My History File

1 Read the text quickly. Match the pictures (a–c) 3 Make notes about a period of history. to the paragraphs (1–3). Think about: • brief history (when it began/ended, important events) 2 1.43 Read the text again. Write AE (Ancient • facts about their culture, art, religion, etc. Egypt), RE (Roman Empire) or AZ (Aztec) for • any other interesting information sentences 1–6. 1 Menes was an ancient pharaoh. AE 4 Write a paragraph about the period of history. 2 Gods were very important for them. Add pictures. Use your notes from Exercise 3 3 Their Empire began in 27 BC . to help you. 4 They spoke and wrote in Latin. 5 The Nile River was important for them. 6 Tenochtitlan was an island.

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Grammar Comparatives and superlatives; Present continuous for future Vocabulary Appearance adjectives; Personality adjectives Speaking Agreeing and disagreeing Writing A description of a friend

1 2

Vocabulary Appearance adjectives 3 4 5 1 2.14 Match the pictures to these words. Then listen, check and repeat. Body short, slim, tall, well-built Eye colour blue, brown, green, grey 1 Hair colour black, brown, dark, fair, red 6 Hair style curly, long, short, straight 8 Other features beard, glasses, moustache 7 9 Word list page 77 Workbook page 108 UNITS

2 2.15 Look at the pictures. Choose the correct options. Then listen and check. 10 11

12 13 14 15 16

1 SAMPLE 2 Jake is tall / short and slim / well-built . He’s got 3 short / long 4 fair / dark hair. He’s got 5 brown / blue eyes. Ana has got 6 short / long 7 straight / curly 17 18 19 20 8 fair / dark hair and 9 brown / blue eyes. She’s 10 tall / short and 11 slim / well-built .

3 In pairs, describe a classmate. Your partner guesses who he or she is.

He’s short and slim. He’s got black hair and wears glasses. Alex! Brain Trainer Activity 3 Go to page 116

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Exercise 2 (Track 2.15) Unit contents • Make sure students understand that they need to refer Grammar to the pictures to complete the text.  Comparatives and superlatives – short, long and • Check answers as a class. irregular adjectives  Present continuous for future Answers Vocabulary 2 well-built 6 long 9 brown  Appearance adjectives – Body: short, slim, tall, 3 short 7 curly 10 tall well-built; Eye colour: blue, brown, green, grey; 4 dark 8 fair 1 1 slim Hair colour: black, brown, dark, fair, red; Hair style: 5 blue curly, long, short, straight; Other features: beard, Exercise 3 glasses, moustache • Demonstrate the activity by describing one student in the Personality adjectives – cheerful, clever, friendly,  class yourself. generous, hard-working, lazy, moody, s e l ﬁ s h , shy, • Monitor and correct students’ pronunciation as stupid, talkative, unfriendly appropriate. Communication • Ask some students to say their descriptions for the  Agreeing and disagreeing class.  Writing a description of a friend Key co mpetences Answers  Linguistic competence Students’ own answers  Competence in knowledge and interaction with the physical world Extra activity  Interpersonal, social and civic competence Stronger groups or individual students choose a famous  Learning to learn person and write a text describing them. They should  Autonomy and personal initiative use this person instead of a name to keep the identity a secret, e.g. ‘This person has got long, fair hair and is very tall UNITSand slim.’ When checking students’ work, focus on Vocabulary Appearance adjectives the positive use of the grammar and vocabulary taught so far and respond to the students’ texts by saying who Extra activity you think the famous person is. After correcting the texts you could display them on Books closed. Pre-teach the vocabulary in Exercise 1 the classroom walls for students to identify the famous by using students in your class. For example, select a people. student with curly hair and another with straight hair. Elicit the word hair and then elicit the adjectives to describe it by pointing and using gestures. Continue Further practice with other students. With the exceptions of beard Workbook pages 42 and 108 and moustache it should be possible to elicit all the vocabulary. Do not allow students to write anything Brain Trainer Activity 3 down and do not write down or spell the words yourself. See Teacher’s Book page 214 Drill the vocabulary for pronunciationSAMPLE and word stress. In pairs, students then write down how they think the words might be spelt. They check their answers by opening their books and looking at the vocabulary box.

Exercise 1 (Track 2.14) • Individually, students match the pictures to the words. • Play the recording for students to listen and check. • Play the recording again. Pause after each word to check students’ pronunciation.

Answers 2 brown 7 well-built 12 brown 17 long 3 green 8 short 13 black 18 short 4 blue 9 slim 14 fair 19 curly 5 glasses 10 moustache 15 red 20 straight 6 tall 1 1 beard 16 dark

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Reading Exercise 1 • Draw attention to the photos and the website. Ask students who they can see and what they know about Revision the famous people. First – Revise appearance adjectives by playing a ‘guess • Ask students about the other people in the pictures and who’ game. Demonstrate the activity by secretly choosing a pre-teach the word look-alike . photo of a person in the Students’ Book. The person should • Make sure students understand not to read in detail at be visible from the waist up at least. The photo can be from this point. any page, even from the latter part of the book. Students • Students scan the text quickly to match the paragraphs have to ask questions about the person’s appearance and to the photos. clothes to identify who it is and the photo. Elicit yes/no questions from the class. When students think they know Answers who it is they put their hands up. 1 B 2 A 3 C Second – Repeat the activity as a class with one of the Exercise 2 (Track 2.16) stronger students answering the questions. Make sure that the student doesn’t choose a photo which is head and • Individually, students read the text and decide if the shoulders only. sentences are true or false. • If you wish, play the recording for students to listen and Third – In pairs, students play the game. Monitor and correct read. students’ pronunciation of the appearance adjectives as • Students check in pairs before checking answers as a appropriate. class. • When checking answers, ask students to correct the Cultural notes false sentences. Leona Lewis (UK, 1985) is a British singer-songwriter. • Elicit from stronger students or explain yourself the She won the third series of The X Factor in the UK. She meaning of any new vocabulary. was named Billboard magazine’s top new artist in 2008 Answers and has since become a multi-platinum selling artist. George Sampson (UK, 1993) is a British street dancer 2 FalseUNITS (DanceQueen doesn’t agree with BeckhamFan.) and actor. He won the second series of Britain’s Got 3 True Talent in 2008 at the age of only 14. Alongside lucrative 4 True advertising deals he has also appeared in the BBC 5 True drama Waterloo Road . 6 False (He thinks they are beautiful, but that Leona’s David Beckham (UK, 1975) is an English footballer. more beautiful.) He has played for Manchester United, Real Madrid, A.C. 7 False (He thinks George Sampson is a better dancer.) Milan and Los Angeles Galaxy as well as for the England 8 False (She thinks Mark is older but cooler.) national team. He is married to Victoria Beckham Exercise 3 (née Adams) of the Spice Girls with whom he has four • Read the questions and example with the class. children. • Students then work in pairs, asking and answering the questions. Extra activity • Monitor but do not interrupt fluency. Books closed. Quickly review the SAMPLEpronunciation of the • Make a note of any mistakes to go over with the class alphabet with the class, paying particular attention to any afterwards. letters which habitually cause problems to your students. • Feedback as a class. Then write the following word skeleton on the board: Answers L _ _ n _ L _ w _ s Pick individual students, asking them to say a letter. If the Students’ own answers letter they choose is in the word, write it in the correct position(s). If it is not, write it in a column on one side of the board. When students think they know what the word is, they put their hands up. (Answer: Leona Lewis ) Continue with the names George Sampson and David Beckham , leaving out all the vowels when you write them up on the board. Books open. Students match the names to the people in the photos in Exercise 1.

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1 Read the website. Match the paragraphs (1–3) 3 What about you? In pairs, ask and answer. to the photos (A–C). 1 Which celebrity look-alikes do you know? 2 2.16 Read the website again. Are the 2 Do you or any of your classmates look like a sentences true (T) or false (F)? Correct the celebrity? Who are they? false sentences. 3 What do they look like? 1 BeckhamFan thinks Andy is a good look-alike. T 4 Do you look like anybody in your family? 2 DanceQueen agrees with BeckhamFan. 3 Beckham has got a different hairstyle now. Which celebrity 4 Heather and Victoria are Leona Lewis look-alikes. look-alikes do you know? 5 Heather and Victoria are sisters. 6 CoolBoy doesn’t think the twins are beautiful. I think Beyoncé has got a 7 Andy thinks his dad is a better dancer than look-alike but she is not a George Sampson. good dancer. 8 GoGirl thinks George is cooler than Mark.

Celebrity look-alikes!

Do you know any celebrity look-alikes? Send us their photos! Can you spot the difference between them and the celebrities? Send us your comments. UNITS A 1 Andy is slim and he’s got fair Comments? hair. I think he looks like David Beckham, the British footballer. Don’t be silly! Beckham hasn’t got Isn’t he an amazing look-alike?! that hairstyle now! Andy is younger BeckhamFan and shorter than Beckham. He wears glasses and is well-built. Beckham is tall and slimmer than Andy. And he’s more handsome! DanceQueen

B 2 Heather and Victoria Williams Comments? are twins and I think they look like the singer Leona Lewis. Leona’s Leona’s got darker hair than more famous than Heather and Heather and Victoria. Their hair is Victoria, but they’ve got her face shorter and curlier, too. SAMPLEand long curly hair. LDaisy TeresaG Heather and Victoria are beautiful but I think Leona’s more beautiful than them! CoolBoy C 3 My dad Mark is 45. He Comments? was a good dancer when he was younger, and now he can You’re right! Mark is older than breakdance! Of course, George George Sampson, but I think Sampson is a better dancer, but he’s cooler than him. Rock on, my dad is the best dancer in town! Dad! GoGirl Andy

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M05_NEXT-MOVE_TB_02GLB_3690_U05.indd 105 08/10/2012 14:19 Grammar Comparatives and 3 Make sentences with comparative adjectives. 1 Dina / be / young / Kelly Superlatives Dina is younger than Kelly. 2 Kelly / have got / a big house / Dina Short Comparatives Superlatives 3 Dina / have got / a small car / Kelly Adjectives 4 Kelly / wear / expensive clothes / Dina 5 Kelly / be / a good singer / Dina long long er (than) the longest 6 Dina / be / happy / Kelly slim slim mer (than) the slimmest 4 Look at the picture of The Wild Thornberrys. nice nic er (than) the nicest Complete the text with the superlative form of the adjectives. curly curlier (than) the curliest

Long Comparatives Superlatives Adjectives famous more famous the most famous (than) beautiful more beautiful the most beautiful (than)

Watch Out! The Wild Thornberrys are a very famous cartoon good better (than) the best family in America. Nigel Archibald and Marian bad worse (than) the worst Hunter are the parents and they’ve got three UNITS1 children. Debbie is the oldest (old) child and Donnie is 2 (young). I think the middle child, Eliza, Grammar reference Workbook page 94 is 3 (funny) member of the family. The family has got a very special pet called Darwin. Darwin 4 1 Study the grammar table. Choose the correct is a chimpanzee and is the (special) member options to complete the rules. of the family. He can talk! My favourite character is Donnie. I think he’s 5 (clever) member of the family and he has 6 (strange) hair! Comparative adjectives 1 We usually add -er to short / long adjectives. 5 What about you? In pairs, give your opinion. 5 Bea is very 2 We use more with short / long adjectives. Use the comparative or superlative form of the nice to people. adjectives. She’s . Superlative adjectives 3 We usually add -est to short / long adjectives. 1 sport: mountain biking / basketball / walking 4 We use the most with short / long adjectives. (exciting) SAMPLE 2 school subject: History / Maths / English (bad) 3 free-time activity: reading a book / watching TV / 2 What is the comparative and superlative form playing computer games (boring) of these adjectives? 4 family day out: going shopping / visiting a theme park / going to the cinema (good) 1 big bigger (than) the biggest 2 exciting 3 expensive I think basketball is the 9 Alex doesn’t 4 fat most exciting sport. What talk to people 5 funny about you? when he doesn’t I think mountain biking 6 romantic know them. He’s is more exciting than 7 small very . 8 young basketball.

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Grammar Comparatives and Exercise 3 • Individually, students write the sentences. Superlatives • Monitor and point out errors for students to self-correct. • Check answers by asking individual students to read the Language note sentences. Make sure students remember the basic spelling rules relating to comparatives and superlatives. Answers In most cases we simply add -er to a short adjective to 2 Kelly’s got a bigger house than Dina. form the comparative and -est to form the superlative. 3 Dina’s got a smaller car than Kelly. However there are three exceptions to this rule: 4 Kelly wears more expensive clothes than Dina. – Adjective ends consonant + vowel + consonant: 5 Kelly is a better singer than Dina. double the consonant, e.g. slim which becomes slimmer 6 Dina is happier than Kelly. or slimmest . – Adjective ends with -e : add only - r or - st , e.g. nice Exercise 4 which becomes nicer or nicest . • Draw students’ attention to the picture and ask them – Adjective ends with -y : remove the -y and add -ier or what they know about The Wild Thornberrys . - iest , e.g. curly which becomes curlier or curliest . • Individually, students complete the text. Note that ‘long adjectives’ is used to refer to adjectives • Students check in pairs before checking answers as a of two or more syllables. There are, however, a few class. exceptions when an adjective has a very weak second Answers syllable. The most common of these are quiet – quieter (not more quiet ) and clever – cleverer (not more clever ). 2 the youngest 5 the cleverest The doubling of a final consonant as in slim – slimmer – 3 the funniest 6 the strangest slimmest is a relatively common feature of English when 4 most special the base form ends in consonant + vowel + consonant. Exercise 5 This also happens with both the formation of the Present participle ( stop – stopping ) and the Past simple ( stop – • Read the example with the class. stopped ). The only exception to this rule is words ending • InUNITS pairs, students give their opinions. in -w or -y where the consonant is not doubled, e.g slow • Monitor but do not interrupt fluency unless they make – slower – slowest (not slowwer or slowwest ) and play mistakes with the comparative or superlative forms. – playing – played (not playying or playyed ). In American Answers English further exceptions are also made to this rule, e.g. travel – traveled (AmE) / travelled (BrE). Students’ own answers Extra activity Exercise 1 • Read the grammar table with the class. Give students additional practice by eliciting the names • Individually, students complete the rules, referring back of two actors, e.g. Johnny Depp and Robert Pattinson . to the grammar table where necessary. In pairs, students think of as many sentences as possible • Check answers as a class. comparing the two actors, e.g. ‘Robert Pattinson is • Read the ‘Watch Out!’ section with the class. younger than Johnny Depp.’ Feedback as a class and then repeat the activity with two musicians, then Answers SAMPLEtwo celebrities, two sports stars, etc. After each pair

1 short 2 long 3 short 4 long of names, feedback as a class and correct students’ pronunciation as appropriate. Exercise 2 • Individually, students write the comparative and Further practice superlative forms. Workbook pages 44 and 94–95 • Check answers by asking individual students to write words on the board. Brain Trainer Activity 2 See Teacher’s Book page 214 Answers 2 more exciting (than), the most exciting 3 more expensive (than), the most expensive 4 fatter (than), the fattest 5 funnier (than), the funniest 6 more romantic (than), the most romantic 7 smaller (than), the smallest 8 younger (than), the youngest

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Vocabulary Personality adjectives Pronunciation Intonation in questions and answers

Revision Language note First – Prepare a ‘live listening’ comparing yourself and a This Pronunciation section highlights the use of rising famous person. Don’t identify the person by name. With intonation at the end of yes/no question forms and falling stronger groups you can include some of the personality intonation at the end of short answers. Students often adjectives from this section. Use the following text as an have problems with intonation in English due to the example (Male): This person is very handsome, he is much unintentional transfer of the intonation patterns of their more handsome than me! His hair is longer than mine and own language to English and this can sometimes impede fairer. It’s straight and fair and mine is curly and dark. He’s clear communication. It is important therefore throughout older than me but he looks like a young man … , etc. the course to drill not only discrete items of vocabulary (Answer: Leonardo diCaprio ) and grammar but also phrases and conversations so Second – Students listen and answer the following questions: that students start to assimilate the intonation patterns of What adjectives does your teacher use? connected speech. Who do you think the famous person is? What other sentences can you make comparing your teacher Exercise 4a (Track 2.19) and the famous person? • Play the recording, pausing after each line to check Third – Students compare their answers in pairs before students’ pronunciation. checking as a class. • Draw students’ attention to the rising and falling intonation in the question and answer.

Exercise 1 (Track 2.17) Exercise 4b • Play the recording for students to listen and repeat. • Individually, students mark the intonation on the • In pairs, students decide if the adjectives are positive or questions and answers. negative. Exercise 4c (Track 2.20) • Check answers as a class. • PlayUNITS the recording for students to listen, check and Answers repeat. Positive: (cheerful), clever, friendly, generous, hard-working • Check answers by asking individual students to write Negative: lazy, moody, selfish, shy, stupid, talkative, questions and answers on the board and mark the unfriendly intonation. Exercise 2 Answers • Students use their dictionaries to match the pairs of 1 up – cheerful; down – is opposites in Exercise 1. 2 up – talkative; down – isn’t • They then compare their answers in pairs. 3 up – selfish; down – isn’t • Check answers by asking pairs to read pairs of words. Further practice Answers Workbook page 124 2 stupid 3 unfriendly 4 lazy SAMPLE5 selfish 6 talkative Exercise 5 Exercise 3 (Track 2.18) • Individually, students complete the sentences. • Students work individually, writing their sentences. • Play the recording for students to listen and check. • Monitor students’ spelling. • Drill the sentences for pronunciation and sentence • In pairs, students read their description to their partner. stress. • Encourage students to agree or disagree with the adjectives their partner has chosen. Answers Answers 2 cheerful 6 moody 10 generous 3 selfish 7 unfriendly 1 1 hard-working Students’ own answers 4 lazy 8 talkative 12 clever Further practice 5 friendly 9 shy Workbook pages 45 and 108 Brain Trainer Activity 4 See Teacher’s Book page 214

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Pronunciation Unit 5 Intonation in questions and answers Vocabulary Personality adjectives

1 2.17 Listen and repeat. Are these adjectives positive (P) or negative (N)? Pronunciation Intonation cheerful P clever friendly generous hard-working lazy in questions and answers moody selfish shy stupid talkative unfriendly 4a 2.19 Listen and repeat the question and answer. Word list page 77 Workbook page 108 A Is Amy clever? 2 Find the opposites in Exercise 1. B Yes, she is. 1 cheerful moody 3 friendly 5 generous 2 clever 4 hard-working 6 shy b Read the questions and answers. Where does the voice go up and 3 2.18 Complete the sentences with adjectives from Exercise 1. where does it go down? Then listen and check. 1 A Is George cheerful? B Yes, he is. 2 A Is Alex talkative? B No, he isn’t. 3 A Is Penny selfish? B No, she isn’t.

c 2.20 Listen, check and 1 Diana isn’t 2 George is 3 Sara doesn’t 4 Frank doesn’t repeat. stupid . She’s usually happy. think about like working. very clever. He’s a boy . other people. He’s . UNITS She’s . 5 What about you? Choose three adjectives to describe yourself. Read your description to your partner.

I’m usually happy and cheerful and I think I’m very friendly. 5 Bea is very 6 Sometimes Eric 7 Nicola isn’t 8 Joe speaks all nice to people. is happy, and nice to people. the time. He’s She’s . then he’s sad. She’s . very . I think I’m friendly and He’s . talkative but I’m sometimes SAMPLE moody.

Brain Trainer Activity 4 Go to page 116

9 Alex doesn’t 10 Penny often 11 Cathy studies 12 Spot isn’t a talk to people gives things every day. dog. He’s when he doesn’t to her friends. She’s . stupid . know them. He’s She’s . very .

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M05_NEXT-MOVE_TB_02GLB_3690_U05.indd 109 08/10/2012 14:19 Chatroom Agreeing and disagreeing

Speaking and Listening Nadia What’s up, Carlos? 1 Look at the photo. Answer the questions. Carlos I’m waiting for Zak. He’s always late! Jody That’s not true . He’s usually on time. 1 Where are the friends? Nadia Hey, look at that guy over there with the 2 What has Zak got with him? guitar. He’s very good-looking! Carlos I don’t think so . 2 2.21 Listen and read the conversation. Check your answers. Nadia Oh! It’s Zak! Jody Yes, you’re right ! 3 2.21 Listen and read again. Answer the Nadia You know, Jody, I think Zak’s really handsome! questions. Jody I agree . Carlos Hey, Zak! 1 What is Carlos doing? Zak Sorry I am late, I was helping my dad. Carlos is waiting for Zak. Jody What are you doing this afternoon? 2 Carlos says Zak is always late. Does Jody agree? Zak Nick and I are practising for the ‘Best Band’ 3 What is Nadia’s opinion of Zak? competition. 4 Does Carlos think Zak is handsome? Carlos Yes, and then Zak and I are playing football. 5 What is Jody’s opinion of Zak? Do you want to come with us? 6 Why is Zak late? Jody Sorry, boys. Nadia and I are shopping. 7 Are Jody and Nadia going with Zak and Carlos? Zak Oh, OK. Have fun!

4 Act out the conversation in groups of four. UNITSSay it in your language … What’s up? Have fun!

SAMPLE

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Chatroom Agreeing and Exercise 3 (Track 2.21) • Individually, students answer the questions. disagreeing • They then check in pairs before checking answers as a class. Revision Answers First – Write the following prompts on the board: 2 No, she doesn’t. A: Robbie / , / you / look like / brother / ? 3 Nadia thinks Zak is really handsome. B: no / . / he / tall / well-built / curly fair hair 4 No, he doesn’t. A: really / ? 5 Jody agrees with Nadia. She thinks he’s really B: yes / , / he / look like / my father / ! handsome. A: you / look like / your mother / ? / dark hair / ? 6 Because he was helping his dad. B: yes / . / she / short / slim / brown hair 7 No, they aren’t. A: colour eyes / she / ? / B: green / like Extra activity Second – Elicit a conversation from the students using the prompts. Do not allow students to write anything down. Divide the class into four groups and assign each group a character (Nadia , Carlos, Jody or Zak ). Within their Third – Drill the conversation for correct pronunciation. group students work in pairs, reviewing everything Divide the class in half down the centre. Tell the half on the they have learnt about their character up to this point left that they are going to be A and the half on the right that and deciding on the best appearance and personality they are going to be B. Build up the conversation step by adjectives to describe him or her. Collate adjectives for step until students can perform it unprompted. each character on the board and ask students to justify (Complete co nversation: their choices. A: Robbie, do you look like your brother? B: No, I don’t. He’s tall and well-built and has got curly Exercise 4 fair hair. A: Really? • Divide the class into groups of four. B: Yes, he looks like my father! • GroupsUNITS act out the conversation. A: Do you look like your mother? Has she got dark hair? • Monitor and correct students’ pronunciation as B: Yes, I do. She’s short and slim and has got brown hair. appropriate. A: And what colour eyes has she got? • Nominate one group to perform the conversation for the B: Green. Like me!) class. Say it in your language … Speaking and Listening Ask students to find the phrases in the conversation and look at them in context to try to deduce the Exercise 1 meaning. • In pairs, students describe what they can see and What’s up? – informal question, commonly used answer the questions. as a greeting to start a conversation. Depending on the intonation the meaning can vary from a simple, Exercise 2 (Track 2.21) friendly greeting to an expression of concern when • Play the recording for studentsSAMPLE to listen and read and someone looks worried or upset. check their answers to Exercise 1. Have fun! – often used to end a conversation, when Answers the other person is going to do an activity which they 1 in the street 2 his guitar anticipate being enjoyable. You might use it in class before students go home or before a weekend or Brain Trainer Activity 1 holiday. See Teacher’s Book page 214

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Exercise 5 Exercise 2 • Students refer back to the conversation and identify the • Students read Zak’s diary and make sentences with the speakers. Present continuous about his arrangements. • Check answers as a class. • They then compare their ideas in pairs before checking answers as a class. Answers 2 Nadia 3 Carlos 4 Nadia 5 Jody 6 Zak Answers They’re practising for the ‘Best Band’ competition. Exercise 6 On Monday Zak is taking a photo of the band for the • Read the phrases for agreeing and disagreeing with the school magazine. class. On Tuesday Zak is working on his History project. • Drill the phrases for word stress and intonation. On Wednesday Zak is meeting Carlos in the park after • Make sure students understand that the intonation of school. They’re playing tennis. the phrases for disagreeing is particularly important in On Thursday Zak is watching a film at Nadia’s house. order not to sound rude. On Friday Zak is meeting Carlos, Jody and Nadia. They’re going to the cinema. Exercise 7 (Track 2.22) • Play the recording for students to listen to the Exercise 3 conversation. • Students work individually, making questions about • In pairs, students act out the conversation. Zak’s arrangements. • Monitor and correct students’ pronunciation as appropriate. • Check the questions with the class. Exercise 8 Answers • Students make their own conversations by replacing the 2 Is Zak working on his History project on Tuesday? words in purple in Exercise 7. 3 Are Carlos and Zak going skiing on Wednesday? • Monitor but do not interrupt fluency unless students make 4 Is Zak watching a film at Jody’s house on Thursday? mistakes with the phrases for agreeing and disagreeing. 5 Are Carlos and Zak going to the park on Friday? • Ask some students to perform one of their UNITS conversations for the class to hear. Exercise 4 • Ask two students to read out the example question and Further practice answer. Workbook pages 46 and 117 • Make sure students remember the short answer forms for the Present continuous. Grammar • In pairs, students ask and answer the questions. Present continuous • Make a note of any mistakes relating to the use of the for future Present continuous to go over with the class afterwards.

Language note Answers This unit revises the Present continuous to talk about 2 Yes, he is. future arrangements and Unit 6 revises going to to talk 3 No, they aren’t. They’re playing tennis. about intentions, both of which students saw in Next 4 No, he isn’t. He’s watching a film at Nadia’s house on Move 1 . You might need to help studentsSAMPLE understand Thursday. that by ‘future arrangements’ we mean activities which 5 No, they aren’t. They’re going to the park on Wednesday. have in some way been confirmed, by making a specific arrangement about the day and the time with another Extra activity person or by buying tickets, for example. By ‘intentions’ Students draw a blank diary of their own and add we mean actions that we want to do but which are not one or two events for each day, using Zak’s diary in concrete, i.e. they don’t involve buying tickets, planning Exercise 2 as a model. Make sure their events all refer to with other people or confirmation of any type. arrangements and are not referring to intentions. In pairs, they tell their partner about their arrangements using the Exercise 1 Present continuous. • Read the grammar table with the class. • Individually, students complete the rule, referring back to Further practice the grammar table where necessary. Workbook pages 47 and 94–95 • Check the answer as a class. Answers future

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M05_NEXT-MOVE_TB_02GLB_3690_U05.indd 112 08/10/2012 14:19 5 Look back at the conversation. Who says Grammar Agreeing and disagreeing what? Present continuous 1 That’s not true. Jody for future 2 He’s very good-looking! 3 I don’t think so. We ’re (are) meeting our friends this afternoon . 4 Zak’s really handsome! She ’s (is) visiting her cousins next week . 5 I agree. 6 Have fun! Grammar reference Workbook page 94 6 Read the phrases for agreeing and disagreeing. 1 Study the grammar table. Choose the correct Agreeing Neutral Disagreeing option to complete the rule. I agree. Maybe. I disagree. We use the Present continuous to talk about future / past arrangements with time expressions That’s (That is) I don’t (do not) like at four o’clock, tomorrow , on Friday, this right. think so. evening, tomorrow morning and next weekend . I think so, too. That’s not true. 2 Look at Zak’s diary. Make sentences about his arrangements for next week. 7 2.22 Listen to the conversation. Act out the On Sunday Zak is going to Nick’s house in the conversation in pairs. morning. Jody Do you think I look like 1 Amanda Seyfried , the 2 film star ? Sunday Go to Nick’s house in the morning. Nadia Hmm, maybe . She’s got 3 fair hair . Practise for ‘Best Band’ competition. Jody We’ve both got the same 4 face ! I agree . And you’ve both got 5 blue eyes , Monday Nadia UNITSTake photo of band for school magazine. but 6 she’s taller and older than you – Tuesday and she’s more famous, too! Work on my History project. 8 Work in pairs. Replace the words in purple in Wednesday Meet Carlos in the park after Exercise 7. Use these words and/or your own school. Play tennis. ideas. Act out the conversation. Thursday Watch a ﬁ lm at Nadia’s house. Friday Do you think I look like Meet Carlos, Jody and Nadia. Go to the cinema. Beyoncé, the singer? Maybe. 3 Make questions about Zak’s arrangements. 1 Zak / go / to Nick’s house / on Monday? Is Zak going to Nick’s house on Monday? 1 Orlando Bloom / MariaSAMPLE Sharapova / Beyoncé 2 Zak / work / on his History project / on Tuesday? 3 Carlos and Zak / go / skiing / on Wednesday? 2 film star / sports star / singer 4 Zak / watch / film / at Jody’s house / on Thursday? 5 Carlos and Zak / go / to the park / on Friday? 3 dark / brown / black / red / curly / straight / long / short 4 In pairs, ask and answer the questions in Exercise 3. 4 face / hair style / hair / eyes Is Zak going to Nick’s 5 blue / brown / grey / green house on Monday? No, he isn’t. He’s going to Nick’s house 6 short / young / slim / well-built on Sunday.

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M05_NEXT-MOVE_TB_02GLB_3690_U05.indd 113 08/10/2012 14:19 Reading Different 1 Look at the photos. Guess the boys’ personalities? 1 James / Harry is talkative. is good 2 James / Harry is shy. 3 James / Harry is funny.

James James and Harry are thirteen years old. ‘You mean boys and girls on the They go to school together, they’re in same team?’ I ask. the same class, and they play basketball ‘No, some players are in wheelchairs together. They are best friends. and some aren’t. Harry is our best In some ways they’re very similar. player.’ James says. Harry is slim and has got dark hair. ‘It’s not always easy in a wheelchair,’ James is slim and has got dark hair, James says. ‘For example, it’s difﬁ cult to too. But in other ways, they’re very open doors in a wheelchair, and when different. Their personalities are not I’m sitting in it, I’m shorter than my the same. James is more talkative friends. I hate people talking over my than Harry and he loves making new head. When this happens, I feel angry, friends. Harry is shy, but he’s funnier but Harry is great. He’s very cheerful than James. The biggest difference is and that helps me,’ he says. Harry that James uses a wheelchair. Harry and James like their school. Every Friday, the two boys play Some students have disabilities and basketball for the school. some students don’t, but they all ‘We’re playing a mixed match this respect and help each other. evening,’ Harry says. ‘We’re different, but different is good,’ UNITS Key Words they both say. similar wheelchair mixed match help disabilities

2 Read and check your answers to Exercise 1. Listening 3 2.23 Read the article again. Are the sentences true (T) or false (F)? 1 2.24 Listen to the interview. Choose the correct options. 1 Harry and James are really good friends. T 2 Some basketball players at James and Harry’s 1 Toby knows / doesn’t know his personality type. school use wheelchairs. 2 Toby doesn’t like people / parties . 3 Boys and girls play on the same team in a 3 Irena is happy / unhappy when her family and mixed match. friends are happy. 4 James is a better basketball player than Harry. 4 Irena enjoys giving / getting presents. SAMPLE 5 Elsa always feels / doesn’t always feel the same. 5 James hates it when people talk over him in his wheelchair. 6 Carl doesn’t like studying / going out with friends.

4 2.23 Read the article again. Answer the 2 2.24 Listen again. Match the people (1–4) questions. to the correct personality adjectives (a–d). 1 Why are James and Harry similar? 1 Toby a moody Irena generous They are slim and have got dark hair. 2 b 3 Elsa c lazy 2 Why are they different? 4 Carl d shy 3 Why is it difficult for James to use a wheelchair?

4 Why does James feel angry sometimes?

5 Is James and Harry’s school only for people

with disabilities?

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Reading Answers Exercise 1 2 They have different personalities and James uses a wheelchair. • In pairs, students describe the two boys in the photos 3 It’s difficult to open doors in a wheelchair and when he’s and guess their personalities. sitting in it, James is shorter than his friends. • Make sure students understand not to read in detail at 4 Because people talk over his head. this point. 5 No, it isn’t. Exercise 2 Extra activity • Students scan the text quickly and check their answers to Exercise 1. Do some additional work on citizenship by asking students further questions related to the topic of the text, e.g.: Answers 1 Think about what you do every day. What things are 1 James 2 Harry 3 Harry difficult to do in a wheelchair? Why? 2 Look at your school and your city. Is it a wheelchair- Key Words friendly place? Why?/Why not? 3 Do you think people with disabilities have the same Be prepared to focus on the Key Words, either opportunities as you? by pre-teaching them, eliciting their meaning after 4 What can you do to make life better for people like James? students have read the text or through dictionary or Discuss the questions as a class. Ideally the class definition writing work. discussion activity should be completed in English. similar – alike but not exactly the same wheelchair – a special chair with two big wheels and two small wheels to help people with disabilities Listening move mixed – with different things all together Audioscript See Teacher’s Book page 226 match – a competitive game of a sport like basketball, football or tennis UNITS Exercise 1 (Track 2.24) help – make something easier for someone by doing • Play the recording. Students choose the correct options. or saying something • Check answers as a class. disabilities – (physical or mental) problems which make it more difficult for people to do things Answers 1 doesn’t know 2 parties 3 happy 4 giving Exercise 3 (Track 2.23) 5 doesn’t always feel 6 studying

• Students read the text and decide if the sentences are Exercise 2 (Track 2.24) true or false. • Students match the people to the personality adjectives. • If you wish, play the recording for students to listen and • Play the recording again, pausing after each section to read. check students’ answers. • When checking answers, ask students to correct the • Ask students to explain why they chose each adjective, false sentences. SAMPLE e.g. ‘Toby is shy because he doesn’t like talking to people • Elicit from stronger students or explain yourself the he doesn’t know and he doesn’t enjoy going to parties.’ meaning of any new vocabulary. Answers Answers 1 d 2 b 3 a 4 c 2 True 3 False (A mixed match means some players are in Extra activity wheelchairs and some aren’t.) 4 False (Harry is the team’s best player.) Write the following sentences on the board. Play the 5 True recording again for students to complete the sentences (possible answers in brackets). Exercise 4 (Track 2.23) 1 Toby is shy but he’s … . ( cheerful ) • Individually, students answer the questions. 2 Irena … her family and friends. ( loves ) • Check answers as a class. 3 Elsa’s personality … . ( changes all the time ) 4 Elsa can be … and … or she can be … . (happy ; cheerful; sad ) 5 Carl … going out with friends. ( enjoys ) Students compare ideas then check answers as a class.

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Writing A description of a friend Answers 2 He is more generous than her. They are more talkative than us. Revision 3 4 We are older than him. First – Write the following word snakes on the board: 5 I am funnier than you. shortcurlytallcheerfulshycleverfairhard-workinggenerousslim 6 Sam is more cheerful than her. moodydarkwell-builtshortstupidselfi shtalkativestraightlazylong 7 My brother is more hard-working than me. Second – Students match the words from the fi rst word 8 He always gives them presents. snake with the words from the second to form pairs of opposites. Check answers by asking individual students to Extra activity say pairs of words and say if they describe appearance ( A ) or Stronger groups or fast finishers create their own personality ( P ). jumbled sentences using adjectives from the unit. (Answers: short – long ( A ) ; curly – straight ( A ); tall – short ( A ); Students write sentences and then break them into three cheerful – moody ( P ); shy – talkative ( P ) ; clever – stupid ( P ); or four pieces and write them jumbled up on a clean fair – dark ( A ); hard-working – lazy ( P ) ; generous – selfi sh ( P ); page of their notebook. Monitor and point out errors for slim – well-built ( A )) students to self-correct. They exchange these sentences Third – Write the names of these people who have appeared with a partner to put the words in the correct order. in the Students’ Book in a column down one side of the board: Exercise 4 Leona Lewis, Rafael Nadal, David Beckham, Fernando • Explain that students should only make notes at this Torres, Sebastian Vettel, Serena Williams, Kolo Touré, Robert point or write short sentences. Pattinson • Encourage students to ask you for any vocabulary they Students work in pairs, using the adjectives to describe the need or use a dictionary. famous people. Check ideas as a class. Answers Language note Students’UNITS own answers In this unit students have seen a variety of appearance Exercise 5 adjectives but have not actively looked at adjectival order • Read the ‘My friend’ writing guide with the class and when using more than one adjective before a noun. draw students’ attention to the ‘Remember!’ checklist. There are rules which native speakers follow regarding • Make sure students understand that they should answer the order of adjectives in such cases, consequently questions 1 to 6 in that order in their text. long, curly, fair hair sounds correct but fair, curly, long hair does not. As students have not studied these rules, Answers when correcting their written work, do not penalise them Students’ own answers should they use the adjectives in a different order. Extra activity Exercise 1 Add an extra 10–15 vocabulary items from this unit to the • Read the Writing fi le with the class. collection of word cards. • Ask students if the word order rules are the same or Revise all the vocabulary by playing a blind words different in their L1. SAMPLEgame. Place one word card on each student’s Exercise 2 forehead, making sure that the student does not see • Individually, students read the description and complete the word. Students hold the word in place with a finger. it with the object pronouns. Alternatively, pin or stick it to students’ backs. Explain • Check answers as a class. that students have to stand up and ask their classmates for clues or definitions (in English) to find out what the Answers word is. Students move around the class, defining words 1 me 2 us 3 him 4 them to help their classmates and identifying their own words. When the students think they know their words, they Exercise 3 come to you and tell you. If they are correct, change the • Students order the words, referring back to the word card for a new one; if not, send them back out into Writing File where necessary. the class to get further help from their classmates. • They then check in pairs before checking answers as a class.

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M05_NEXT-MOVE_TB_02GLB_3690_U05.indd 116 08/10/2012 14:19 Unit 5 Writing A description of a friend 1 Read the Writing File. 3 Put the words in the correct order. 1 they / me / often / phone Writing File Word order They often phone me. 2 more / her / is / generous / than / he Subject pronoun verb object pronoun 3 us / are / talkative / they / more / than I like her . 4 we / him / older / are / than You are older than me . 5 than / am / you / I / funnier We see them at school. 6 more / cheerful / Sam / than / is / her 7 me / more / brother / my / than / hard-working / is 8 always / gives / he / them / presents

4 Think about you and one of your friends. Read the description of Ricardo. Complete 2 Answer the questions. Make notes. the description with these words. 1 How old are you? How old is your friend? him me them us 2 Where are you both from? 3 What type of personality is your friend? 4 What type of personality are you? 5 What do you both like? 6 What are you doing together this week?

5 Write a description of your friend. Use ‘My friend’ and your notes from Exercise 4. MyUNITS friend My best friend is ( name ) . I met him/her (when ) . I am (age) . He/She is (age) . We are from ( place ) . ( Name ) is and . We both like and . My best friend is Ricardo. I met This week we are . him three years ago. We’re from Brazil and we’re both fifteen, but he’s taller than 1 . Ricardo’s got dark hair and brown eyes. When Remember! 2 people see together, they think Check the word order and pronouns. we’re brothers. RicardoSAMPLE often smiles Use the vocabulary in this unit. and he often laughs. He’s the Check your grammar, spelling and most cheerful person I know. He’s punctuation. very talkative and he’s friendly, too. Ricardo is more talkative than me. I am sometimes shy. Ricardo is very popular. People always like 3 . We both like sport. We’re in the same volleyball team and we play volleyball for our school. Tomorrow we’re playing a match against a very good team, but I think we’re better than 4 .

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M05_NEXT-MOVE_TB_02GLB_3690_U05.indd 117 08/10/2012 14:19 Refresh Your Memory!

Grammar Review Vocabulary Review

1 Complete the sentences with the comparative 4 Complete the description with these words. or superlative form of the adjectives. beard black curly glasses moustache 1 I’m the tallest (tall) person in my class. red slim straight well-built 2 In my opinion, Science is (interesting) than Maths. 3 Is Casillas (good) goalkeeper in the world? 4 My friend Simon is (funny) than me. 5 I think The Wild Thornberrys is (funny) programme on TV. Mr Billings is 1 6 I think computer games are (exciting) than TV. well-built . He’s got 2 3 h a i r . H e ’ s a l s o 2 Complete the email with the correct comparative got a 4 a n d5 a . or superlative form of the adjectives. Mrs Billings is 6 . 7 8 New Message She’s got h a i r . She’s wearing 9 . Hi Tania, Send Rio is a great place for a holiday. It’s much 1 bigger than (big) Santa Caterina. The buildings are 2 (tall) and life is 3 (exciting) here! It’s one 5 Match these adjectives to their opposites. of the 4 (big) cities in Brazil and I think it’s 5 (beautiful) city in South America. lazy UNITS moody selfish shy stupid unfriendly My mum and I are going back to Santa Caterina next weekend. I know it’s 6 (small) than Rio, but 1 clever stupid 4 talkative for me it’s 7 (good) place in the world because 2 generous 5 hard-working my family and all my friends are there! 3 friendly 6 cheerful Marina Add Attachments Speaking Review

6 2.25 Complete the conversation with these words. Then listen and check. agree maybe right so too

Jane Lisa’s very pretty. SAMPLE Luke I 1 agree . She’s an Anne Hathaway look-alike! Jane I don’t think 2 ! Well, 3 . Luke They’ve got the same hair. Jane You’re 4 . Lisa’s hair is brown, like Anne’s. Luke Do you think Anne is a good actress? 3 Complete the sentences with the Present I think she’s great. continuous. Jane I think so, 5 . On Wednesday I 1 am having (have) a haircut and then I 2 (meet) my friends for a coffee. On Thursday my cousin and I 3 (go) shopping. Dictation We 4 (not play) tennis. On Friday I 5 (watch) a football match on TV with 7 2.26 Listen and write in your notebook. my best friend. 6 (you / do) anything special?

My assessment profile: Workbook page 131 Overmatter: 3x Speech bubbles 62

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Refresh Your Memory! Extra activity Exercise 1 Revise appearance and personality adjectives with comparatives and superlatives: Answers – Draw the table in the centre of the board and copy the 2 more interesting 5 the funniest three figures. 3 the best 6 more exciting – Point at Josh and the categories Body? , Eyes? and 4 funnier Hair? and elicit the question ‘What does Josh look like?’ – Point at Josh’s curly hair and then point at Eric’s curly Exercise 2 hair and elicit the question ‘Does Josh look like Eric?’ Answers – Point at Susie and the category Personality? and teach the question ‘What is Susie like?’ 2 taller 5 the most beautiful – Write the three questions above the table and clarify 3 more exciting 6 smaller that the first asks for physical description, the second 4 biggest 7 the best for physical similarity to another person and the third for Exercise 3 description of personality. – Point at the first line of the table and elicit an example Answers sentence, e.g. ‘Susie is taller than Eric but Josh is the 2 ’m meeting 5 ’m watching tallest.’ and write this under the table. 3 are going 6 Are you doing – Elicit one or two more example sentences before 4 aren’t playing students work in pairs, asking questions and making as many sentences as possible using the information in the Exercise 4 table. Monitor and help with grammar if necessary. – Make a note of any mistakes related to the content of Answers this unit to go over with the class afterwards but make 2 curly/red 6 slim sure that these mistakes remain anonymous during the 3 red/curly 7 straight/black correction stage. 4 beard/moustache 8 black/straight UNITS 5 moustache/beard 9 glasses Exercise 5

Answers 2 selfish 3 unfriendly 4 shy 5 lazy 6 moody

Exercise 6 (Track 2.25)

Answers 2 so 3 maybe 4 right 5 too

Exercise 7 (Track 2.26) Answers and Audioscript SAMPLE 1 My sister’s cheerful and hard-working. 2 I don’t agree with you. 3 I don’t like him. He’s selfish and moody. 4 She’s the best student in my class. 5 You’re friendlier than your brother.

My Assessment Proﬁ le Unit 5 See Workbook page 131

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Biology File Answers 2 There are between 25,000 and 35,000 genes in your Cultural notes body. 3 Darker colours are usually stronger than lighter colours DNA or deoxyribonucleic (pronounced /ˌdiː ɒks i raɪb for your eye colour. əʊ nju ˈkliː ɪk/) acid is essential for all forms of life and contains, amongst other things, our genetic code. DNA 4 Their child usually has brown eyes. in fact contains a lot of additional information but it is the 5 They change because a special protein changes one genes themselves which dictate, for example, the colour gene. of our eyes, hair and skin. This genetic code is combined 6 They are trying to find out how genes and eye colour and passed from parents to children and that is why really work. children tend to look like their parents or grandparents. Under the microscope DNA forms a ribbon which is a My Biology File double helix and looks rather like a spiral ladder with ‘rungs’ connecting the two strands. Exercise 3 Chromosomes are contained within the nucleus of • In pairs, students brainstorm things which they have almost every cell in our body. Each chromosome inherited from their parents. contains an extended sequence of DNA with all • Collate suggestions on the board. its genetic information held together with proteins. • Remind students that further information about DNA Chromosomes are X-shaped and are always found in and genetics is available by searching the internet. pairs, one from the mother and one from the father. There are a total of 46 chromosomes in a human, 23 Answers from each parent. Students’ own answers Investigation into genetics is considered to be very important to the future of mankind although mapping our Exercise 4 DNA in detail is a huge task which will take many more • Individually, students write their report. years to complete. • Monitor and help with grammar and vocabulary and feedUNITS in ideas if necessary. Language note • Point out errors for students to self-correct. • Remind students to check their grammar, spelling and Be prepared to elicit from stronger students or explain punctuation carefully before they give you their written yourself the meaning of the following lexical items work. which appear in the reading text: genes , connection, • Students also include a diagram to illustrate their report. chromosomes, darker, lighter, protein . Answers Exercise 1 Students’ own answers • Draw attention to the pictures and the text and ask students what they can see. In this unit have you … • Students scan the text quickly to match the headings to … used the Grammar and Vocabulary worksheet? the paragraphs. … used the Reading and Listening worksheet? • Make sure students understand not to read in detail at … used the Writing worksheet? this point. SAMPLE … used the Speaking worksheet? … used the Unit test? Answers 1 C 2 D 3 B 4 A With the exception of the Writing worksheets, all the Exercise 2 (Track 2.27) Teacher’s Resources are at two levels of difﬁ culty: • Students read the text and answer the questions. * For students who need extra help and support • If you wish, play the recording for students to listen and ** For students who require an additional challenge read. • Students then check in pairs before checking answers as a class. • Check answers by asking pairs of students to read questions and answers.

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Genes and DNA

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

4 iris Sometimes babies are born with blue eyes and their eyes change colour when they become older. They 1 change because a special protein changes one What colour are your eyes? What colour are your gene. Scientists are still trying to find out how genes parents’ eyes? The answer to these questions is in your and eye colour really work. parents’ genes. There is a strong connection between the colour of your iris and your parents’ eye colour.

2 Every cell in your body has chromosomes. These UNITS contain DNA: our genes. Genes are pieces of biological information from our parents. You have between 25,000 gene and 35,000 genes in your body. Half of the genes come from your father. Half come from your mother. nucleus chromosome

Reading My Biology File

1 Read the text. Match the paragraph headings 3 Make notes about other biological information (A–D) to the paragraphs (1–4). you have from your parents. Think about: A Changes in eye colour C Eye colour • other parts of your body – e.g. hair colour B Strong genes D Cells and DNA and style • how DNA works 2.27 SAMPLE 2 Read the text again. Answer the questions. 4 Write a short report on your topic. Add a 1 What are genes? diagram. Use your notes from Exercise 3 to help you. Genes are pieces of biological information from our parents. 2 How many genes are there in your body? 3 Which colours are stronger than others in the genes for your eye colour? 4 The parents have blue and brown eyes. What eye colour does their child usually have? 5 Why do babies’ eyes change colour when they become older? 6 What are scientists trying to find out?

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