Exam Vocabulary Sports

December 11, 2016 | Author: Antony Gilmore | Category: N/A
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1 1 Temat gimnazjalny Sport Grammar Present simple; Verb + -ing; Adverbs of frequency Exam Vocabulary Sports; Sport: Pla...

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1

Play The Game!

Temat gimnazjalny Grammar

Sport

Present simple; Verb + -ing; Adverbs of frequency

Exam Vocabulary Sports; Sport: Places and equipment Speaking

Opinions

Exam Writing

1

2

3

A description of a sport

Exam Vocabulary Sports 1

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

4

5

Exam Words archery football ice hockey mountain biking snowboarding Word list page 43

athletics gymnastics ice-skating skateboarding swimming 1

basketball horse-riding judo skiing tennis

Which sports in Exercise 1 are not in the photos?

3

Put the sports in Exercise 1 in the correct column. play basketball

5

go + -ing ice-skating

do

8

9

11

12

10

archery

Complete the sentences with play, go or do. 1 I play football with my friends. 2 Paul and Sam athletics at school. 3 They swimming in summer. 4 We gymnastics in our free time. 5 My brothers skateboarding in the street. 6 Claire and Victoria judo at the sports centre. 7 I ice hockey in autumn. 8 They basketball in the park. 9 We skiing in winter. 10 I horse-riding in the country. In pairs, ask and answer. Do you like sports? Yes, I do archery and I go mountain biking. What about you?

10

7

Workbook page 104

2

4

6

I play tennis and I go snowboarding in winter.

Brain Trainer 1 Activity 3 Go to page 112

Sport: Dyscypliny sportowe

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Unit 1Play The Game! Exercise 3

Unit contents

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

Temat gimnazjalny Sport

Grammar



 

Present simple – affirmative, negative, questions and short answers Verb + -ing – enjoy, hate, like, love, don’t mind followed by -ing Adverbs of frequency – never, hardly ever, sometimes, often, usually, always

Exam Vocabulary

 

Sports – archery, athletics, basketball, football, gymnastics, horse-riding, ice hockey, ice-skating, judo, mountain biking, skateboarding, skiing, snowboarding, swimming, tennis Sport: Places and equipment – athletics track, basketball court, football boots, football pitch, hockey stick, ice skates, ice-skating rink, judo belt, swimming costume, swimming pool, tennis court, tennis racket

Speaking



Opinions



A description of a sport

   

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

Exam Writing

Key competences

Exam Vocabulary Sports Extra activity Books closed. In pairs or small groups, students brainstorm sports and activities. They change partners or groups and teach each other the vocabulary. Collate suggestions on the board. Check spelling and pronunciation.

Exercise 1 (Track 1.5) • Play the recording for students to listen and repeat. • Pause after each word to check students’ pronunciation. • Individually, students match the photos to the words.

Answers 2 3 4 5

basketball skateboarding judo athletics

6 7 8 9

ice hockey ice-skating snowboarding archery

10 horse-riding 1 1 gymnastics 12 mountain biking

Answers play

go + -ing

do

basketball football ice hockey tennis

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

archery athletics gymnastics judo

Language note After checking the answers to Exercise 3, check students understand the basic rules governing the use of play, go and do. With stronger groups you might prefer to have students try to deduce the rule themselves based on the table in Exercise 3 and then suggest further examples for each verb. Generally speaking, we use play for sports with a ball, go with free-time activities which end in -ing and do for other sports and activities.

Exercise 4 • Students check in pairs before checking answers as a class.

Answers 2 do 3 go 4 do 9 go 10 go

5 go

6 do

7 play 8 play

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

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

Exercise 2 • In pairs, students identify the missing items. • Check answers to Exercises 1 and 2 as a class. • Ask students to give a definition in English or a translation in their L1 for the missing items, if appropriate.

Further practice

Workbook pages 8 and 104

Brain Trainer 1 Activity 3

See Teacher’s Book page 210

Answers football, skiing, tennis

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Unit 1Play The Game!

Reading Revision First – At the start of the class, revise the use of play, go and do from the previous lesson. Tell students to draw a table in their notebooks with three columns and mark the columns play, go and do respectively. Second – Tell students you are going to say ten sports and that they must write them in the correct column and also spell them correctly. They will get half a point for the correct column and a further half a point for the correct spelling. Read the following ten items and then check answers by asking individual students to write the words on the board. athletics, basketball, football, ice hockey, judo, mountain biking, skateboarding, snowboarding, swimming, tennis Third – Students correct their own work and give themselves a mark out of ten. (Answers: play – basketball, football, ice hockey, tennis; go – mountain biking, skateboarding, snowboarding, swimming; do – athletics, judo)

Cultural notes The first Ancient Olympic Games are believed to have taken place in Ancient Greece in 776 BC at Olympia, from where they take their name. The games were celebrated for over five hundred years until the advance of Christianity reached Greece in AD 393. The Olympic Games we know today were first celebrated in Athens, Greece, in April 1896 in the Panathenaic Stadium which was built on the ruins of the ancient stadium in the capital. In the modern games, hundreds of countries and thousands of athletes compete in nearly four hundred different events. The first Winter Olympic Games were held in 1924 in Chamonix, France, and the first Paralympic Games were held in Rome, Italy, in 1960. The sports that form part of the Olympic Games have varied considerably over the years. The only constant is that any activity which involves motorised equipment, e.g. motorcycling, waterskiing, etc. cannot be considered an Olympic sport.

• Draw attention to the photos and the text and ask students what they can see. • Make sure students understand not to read in detail at this point. • Students match the items to the photos.

Answers 2 c

Give students one minute to look at the illustrations and the flags in the magazine article. Tell them to focus only on the images, not to read the text. Books closed. Write the following questions on the board (answers in brackets). In pairs, students try to answer from memory. 1 How many different flags are there on the page? (eleven – ten countries plus the Olympic flag) 2 Which countries are they for? ( Australia, Greece, China, the United Kingdom, Brazil, Japan, the USA, Italy, Canada, Russia) 3 How many rings does the Olympic flag have? (five) 4 What colour are the rings from left to right? (blue, yellow, black, green, red ) 5 When and where are the next Summer Olympic Games? (2016 Rio de Janeiro, Brazil ) 6 When and where are the next Winter Olympic Games (2014 Sochi, Russia) Pairs check their answers by looking back at the Students’ Book page.

Exercise 2 (Track 1.6) • Individually, students read the text and answer the questions. • If you wish, play the recording for students to listen and read. • Students check in pairs before checking answers as a class. • Check answers by asking pairs of students to read questions and answers. • Elicit from stronger students or explain yourself the meaning of any new vocabulary.

Answers 2 No, they aren’t. They’re in different years. 3 Yes, it is. 4 The Paralympics take place in the same year as the Summer Olympic Games. 5 Because there are Olympic athletes from five continents. 6 Because every country has one of these colours on its national flag.

Exercise 3

Exercise 1

1 b

Extra activity

3 a

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

Answers Students’ own answers

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Unit 1

Reading 1

Look at the photos a–c. Which one shows … 1 the Olympic flag? 2 the Olympic torch? 3 the opening ceremony of the Olympic Games?

2

1.6 EXAM TRAINER Read the magazine article. Answer the questions. 1 How often are the Olympic Games? Every four years. 2 Are the Summer Olympic Games and the Winter Olympic Games in the same year? 3 Is archery an Olympic sport? 4 When are the Paralympics? 5 Why are there five rings on the Olympic flag? 6 Why are the colours of the Olympic flag blue, black, red, yellow and green?

3

What about you? In pairs, ask and answer. 1 What is your favourite Olympic sport? 2 How many Olympic sports can you name? 3 How many Olympic athletes can you name? What is your favourite Olympic sport? My favourite Olympic sport is football. What about you? a

The Olympic Games

b

Summer Olympic Games ORDEM

E

PR

OG

RE

SS O

2000

2004

Sydney, Australia

Athens, Greece

2008

Beijing, China

2012

London, The United Kingdom

2016

Rio de Janeiro, Brazil

Winter Olympic Games

1998

Nagano, Japan

2002

Salt Lake City, The USA

2006 Turin, Italy

The Olympic Games is an international sports event. There are Summer Olympic Games and Winter Olympic Games. They take place every four years in a different country. The Summer and Winter Olympic Games do not happen in the same year. At the Summer Olympic Games, athletes from five continents take part in many sports including archery, athletics, gymnastics, swimming, football and basketball. At the Winter Olympic Games the sports include ice hockey, skiing and snowboarding. The Paralympics take place in the same year as the Summer Olympic Games. The Paralympics are for athletes with physical disabilities. The rings on the Olympic flag are the symbol of the Games.There are five rings because

2010

Vancouver, Canada

2014 Sochi, Russia

there are Olympic athletes from five continents: Europe, Asia, Oceania,Africa and the Americas.The rings are blue, black, red, yellow and green because every country has one of these colours on its national flag. c The Olympic Games begins with an opening ceremony. In the ceremony, a man or woman lights the Olympic torch.The fire for the torch always starts in Ancient Olympia in Greece.The sun starts the fire in a mirror, and then a woman lights the torch. After that, different people carry the torch to the opening ceremony. The torch visits many countries and towns before the opening ceremony. Czytanie: Wyszukiwanie szczegółowych informacji w tekście

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GrammarPresent simple Affirmative

Questions and short answers

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

watch watches

TV.

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

don’t (do not) watch doesn’t (does not) watch

TV.

Do I/you/we/they watch TV?

Yes, I/you/we/they do. No, I/you/we/they don’t.

Does he/she/it watch TV?

Yes, he/she/it does. No, he/she/it doesn’t.

Wh-questions What programmes do you watch?

Watch Out!

play plays go study studies

1

Time expressions

goes

every day after school

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

1 We use the Present simple to talk about routines and habits. 2 We use the Present simple to talk about things that are true in general. a My grandfather likes music. b We play tennis after school.

2

1 2 3 4 5 6 7 8

3

do read

get up study

go work

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

Complete the sentences with the negative form of the Present simple. 1 We like football. They don’t like football. 2 I get up at seven. She . 3 You study in the bedroom. I . 4 She walks to school in the morning. We . 5 They go to the cinema every Saturday. He . 6 He plays tennis every Tuesday. You .

at the weekend at night

Grammar Reference Workbook page 86

4

Make questions with the Present simple. In pairs, ask and answer. 1 you / watch / sport / on TV? Do you watch sport on TV? Yes, I do. 2 your dad / wear / jeans / to work? 3 you / study / Japanese? 4 your mum / speak / English? 5 your friends / watch / videos / on YouTube? 6 your teacher / use / computers?

5

Complete the text with the verbs in the Present simple. Leela’s parents 1 play tennis every weekend, but Leela 2 (not like) tennis and she 3 (not play) it. So what sport 4 (she / do) to stay fit? She 5 (play) football. Leela’s older sister, Lisa, also 6 (love) the game, and the two sisters 7 (get) up early every morning and 8 (practise) for half an hour before school. 9 (their parents / join) them? No, but they 10 (not stop) them!

Complete the sentences with the Present simple form of these verbs. charge play

on Tuesday in the morning

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

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

Brain Trainer 1 Activity 2 Go to page 112 12

Środki językowe: Czas Present simple, konstrukcje czasownikowe z formą gerund

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Unit 1Play The Game!

Grammar Present simple

Answers

Language note The spelling rules relating to the formation of the Present simple are as follows: Verb + s: Most verbs simply add an -s to make the third person form. Verb + es: Some verbs take -es at the end, generally verbs which end in -s, -sh, -ch and -x, but also the verbs do and go. Verb + ies: Verbs which end in a consonant followed by -y form the third person by changing -y to -i and adding -es (e.g. study – studies, try – tries, copy – copies).

Exercise 1 • Read the grammar tables with the class. • Individually, students match the rules to the examples, referring back to the grammar tables where necessary. • Check answers as a class. • Read the ‘Watch Out!’ section under the grammar tables with the class.

Answers

Does your dad wear jeans to work? Do you study Japanese? Does your mum speak English? Do your friends watch videos on YouTube? Does your teacher use computers?

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

Answers 2 doesn’t like 3 doesn’t play 4 does she do

5 plays 6 loves 7 get

8 practise 9 Do their parents join 10 don’t stop

Further practice

Workbook pages 10 and 86–87

Brain Trainer 1 Activity 2

See Teacher’s Book page 210

Pronunciation

Verb endings: /s/ /z/ /ɪz/

Language note

1 b 2 a

Exercise 2 • Individually, students complete the sentences. • Check answers and spelling by asking individual students to write sentences on the board.

Answers 2 reads 3 go 8 gets up

2 3 4 5 6

4 works

5 study 6 play

7 charge

Exercise 3 • Individually, students complete the negative sentences. • Monitor and point out errors for students to self-correct. • Check answers as a class.

Third person singular verbs are pronounced with /s/ at the end when the infinitive ends with an unvoiced consonant sound and with /z/ at the end when the infinitive ends with a voiced consonant sound. Only when the infinitive ends with the sounds /ʃ/, /tʃ/, /ʒ/ or /dʒ/, do we add the complete syllable /ɪz/. Note that the pronunciation of do/does is also irregular in that the vowel sound changes from the infinitive /duː/ to the third person /dʌz/.

Exercise 6 (Track 1.7) • Play the recording. Students listen and repeat. • Draw students’ attention to the pronunciation of the verb endings.

Answers 2 3 4 5 6

doesn’t get up at seven. don’t study in the bedroom. don’t walk to school in the morning. doesn’t go to the cinema every Saturday. don’t play tennis every Tuesday.

Exercise 4 • Individually, students write questions using the prompts. • Check as a class, drilling the questions for pronunciation and sentence stress. • In pairs, students ask and answer the questions. • Monitor but do not interrupt fluency unless students make mistakes with the question or third person forms.

Extra activity Brainstorm ten other regular verbs students already know and write them on the board. Be prepared to feed in additional verbs if students can’t think of ten. Ask students to classify these verbs according to the pronunciation of the third person -s. If students have problems identifying the group, tell them to put their hand on the front of their neck as they say the infinitive. Point out the physical difference between the verbs which end in an unvoiced sound (e.g. like) and those which end in a voiced sound (e.g. love). Those with a voiced sound will cause them to feel vibrations in their neck whereas the unvoiced ones will not.

Further practice

Workbook page 123

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Unit 1Play The Game!

Verb + -ing Language note In some languages verbs of preference are followed by the infinitive form and this can cause L1 interference for some learners. Although in British English the use of the infinitive is in fact possible after these verbs in certain circumstances, it is a complicated area usually taught only at higher levels. Throughout Next Move the form taught after verbs of preference is -ing.

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

Answers -ing form

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

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

Further practice

Workbook pages 11 and 86–87

Exam Vocabulary

Exercise 8 • In pairs, students order the words. • Check answers by drawing the line on the board and asking individuals where to place the verbs.

Answers love  like / enjoy  don’t mind / don’t like  hate

Sport: Places and equipment Exercise 1 (Track 1.9) • In pairs, students match the pictures to the words in the box. • Play the recording for students to listen and check. • Play the recording again. Pause after each word to check students’ pronunciation.

Exercise 9

Answers

• Individually, students make sentences with the verbs in the -ing form. • They then check in pairs before checking answers as a class. • Check spelling by asking students to spell the -ing forms to you. I don’t mind tidying my bedroom. Do you like going to the cinema? We hate playing football in winter! They don’t like doing athletics. Does he enjoy reading books?

Exercise 10 (Track 1.8) • Students complete the conversation. • Play the recording for students to listen and check. • Check spelling by asking students to spell the -ing forms to you.

Answers 2 moving 6 losing

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

8 9 10 11 12

swimming pool hockey stick ice skates tennis racket athletics track

Exercise 2

Answers 2 3 4 5 6

2 3 4 5 6 7

3 listening 4 practising 5 winning

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

Answers 2 pitch

3 rink

4 court 5 track 6 pool

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

Answers 2 swimming 3 pool

4 stick 5 racket

Further practice

Workbook pages 11 and 104

Brain Trainer 1 Activity 4

See Teacher’s Book page 210

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Verb + -ing

Unit 1

Exam Vocabulary 

Affirmative

Sport: Places and equipment

She enjoys/hates/likes/loves playing football.

1

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

Negative

Exam Words

She doesn’t (does not) like/doesn’t (does not) mind playing football.

Questions Does she like playing football? Grammar Reference Workbook page 86

7

athletics track football pitch 1 ice-skating rink

basketball court hockey stick judo belt

swimming pool

tennis court

1

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.

8

football boots ice skates swimming costume tennis racket

2

4

3

6

5

Put these verbs in the correct order. don’t like

don’t mind

love

9

10

enjoy

like

7

hate Make sentences with the verbs in the -ing form. 1 she / enjoy / read / books She enjoys reading books. 2 I / not mind / tidy / my bedroom 3 you / like / go / to the cinema? 4 we / hate / play / football / in winter! 5 they / not like / do / athletics 6 he / enjoy / read / books?

1 What sports do/don’t you like doing? 2 Do you mind losing a competition or a game?

10

11

12

Word list page 43 Workbook page 104

2

Choose the correct options. 1 You play basketball on a basketball pitch / court. 2 You play football on a football pitch / court. 3 You go ice-skating at an ice-skating rink / track. 4 You play tennis on a tennis court / rink. 5 You do athletics on an athletics pitch / track. 6 You swim in a swimming pool / track.

3

Complete the text with the words from Exercise 1. Holly loves sport. She does judo on Mondays. She is good at it and she has a brown judo 1 belt. On Wednesdays she goes swimming. She takes her 2 costume to the swimming 3 . On Thursday she plays ice hockey. She uses her hockey 4 . On Friday she plays tennis. She needs her tennis 5 . On Saturday she watches football on TV! Brain Trainer 1 Activity 4 Go to page 112

Sport: Miejsca związane ze sportem i sprzęt sportowy

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1a

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

9

Exam Trainer

1.8 Complete the conversation with the correct form of the verbs. Then listen and check. Amy Why do you like 1 going (go) snowboarding, Ben? Ben Well, I love 2 (move) on the snow. Amy Do you enjoy 3 (listen) to music when you go snowboarding? Ben Yes, I do. I like Linkin Park. Amy Do you mind 4 (practise) every day? Ben No, I don’t, and I love 5 (win) snowboarding competitions! Amy What don’t you like? Ben I don’t like 6 (lose) competitions!

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Chatroom

Opinions

Speaking and Listening 1

Look at the photo. Answer the questions. 1 Where are Zak, Carlos and Nadia? 2 Why do you think they are there? 3 What has Carlos got in his hands? 4 What do you think Zak is doing?

2

1.10 Listen and read the conversation. Check your answers.

3

Listen and read again. Answer the questions. 1 Does Nadia usually come to the football pitch on Saturdays? No, she doesn’t usually come to the football pitch on Saturdays. 2 Why is Nadia at the football pitch today? 3 What does Zak like about England? 4 What doesn’t Zak like about England? 5 What is the name of Zak’s favourite basketball team? 6 Does Nadia’s dad like basketball?

4

1.10

Zak Carlos

Zak Nadia Zak Nadia Zak Nadia Carlos Zak Nadia

I quit! I hate playing this game! Cheer up, Zak! You can learn. Now come and say hi to Nadia. She doesn’t usually come to the football pitch on Saturdays, but she wants to meet you. Hi, Nadia. I’m Zak. I’m from the USA. Yes, I know. So, what do you think of England? Well, I think the people are amazing, but I don’t like football. What sports do you like? Basketball! The Chicago Bulls are my favourite team. Hey, I know the Chicago Bulls. My dad’s a fan. I love them, too. Then come to my house tonight. We can watch a game together. Good idea!

Say it in your language … I quit! Cheer up!

Act out the conversation in groups of three. Brain Trainer 1 Activity 1 Go to page 112

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Funkcje językowe: Opinie

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Unit 1Play The Game!

Chatroom Opinions Revision First – Write the following word snakes on the board: icejudoswimmingathleticsfootballbasketballhockeytennis racketskatestrackcourtstickpoolbeltpitch Second – Students match the words from the first word snake to the words from the second to make compound nouns. Check answers by asking individual students to write words on the board. (Answers: ice skates, judo belt, swimming pool, athletics track, football pitch, basketball court, hockey stick, tennis racket) Third – Read the following questions for students to answer. 1 Where do you go ice-skating? 2 What do you wear to go to the swimming pool? 3 What verb do we use with judo? 4 What two activities can you do in the mountains in the snow? 5 Where do you play tennis? 6 What sport was Robin Hood good at? 7 What verb do we use with skateboarding? 8 What do you wear on your feet to play football? 9 What sport do you do with an animal? 10 What verb do we use with ice hockey? In pairs, students compare their answers before checking as a class. (Answers: 1 ice-skating rink; 2 swimming costume; 3 do; 4 skiing; snowboarding; 5 tennis court; 6 archery; 7 go; 8 football boots; 9 horse-riding; 10 play)

Speaking and Listening Exercise 1 • In pairs, students describe what they can see and answer the questions.

Exercise 3 (Track 1.10) • Play the recording again. • Individually, students answer the questions. • They then check in pairs before checking answers as a class.

Answers 2 3 4 5 6

Because she wants to meet Zak. He likes the people. He doesn’t like football. The Chicago Bulls. Yes, he does.

Exercise 4 • Divide the class into groups of three. • Groups act out the conversation. • Monitor and correct students’ pronunciation as appropriate. • Nominate one group to perform the conversation for the class.

Say it in your language … Ask students to find the phrases in the conversation and look at them in context to try to deduce the meaning. I quit! – informal exclamation, used to indicate that the speaker is no longer going to participate in an activity. May also convey the impression that the speaker is irritated or angry with the activity. Similar in meaning to ‘I give up!’ Cheer up! – positive expression used to try to make someone who we can see is sad or frustrated feel happier. Frequently followed by a short positive phrase, e.g. ‘Cheer up! It’s Saturday tomorrow!’ You might use it in class if you see a student looking unhappy.

Exercise 2 (Track 1.10) • Play the recording for students to listen and read and check their answers to Exercise 1.

Answers 1 2 3 4

They’re at a football pitch. Because Nadia wants to meet Zak. A football He’s playing football.

Brain Trainer 1 Activity 1

See Teacher’s Book page 210

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Unit 1Play The Game! Exercise 5 • Students refer back to the conversation and identify the speakers. • Check answers as a class.

Answers

Exercise 2 • Individually, students put the adverbs in the correct place. • Check answers by asking individual students to read the sentences.

Answers

2 Nadia 3 Zak 4 Zak 5 Carlos

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

Exercise 7 (Track 1.11) • Play the recording for students to listen to the conversations. • In pairs, students act out the conversations. • Monitor and correct students’ pronunciation as appropriate.

Exercise 8 • Students make their own conversations by replacing the words in purple in Exercise 7. • Monitor but do not interrupt fluency unless students make mistakes with the phrases for asking for and giving opinions. • Ask some students to perform one of their conversations for the class.

Answers Students’ own answers

Further practice

Workbook pages 12 and 113

Grammar Adverbs of frequency Language note Make sure students understand that, in English, these adverbs of frequency are always placed before the verb, except in the case of the verb to be where they are placed after.

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

Answers 1 after

2 before

2 He sometimes plays computer games before breakfast. 3 He often meets Paul for a game of tennis at the weekend. 4 They always play tennis in the park. 5 Pete hardly ever loses a game. 6 Their friend Maria is never there to watch them. 7 Peter and Paul are usually happy about that.

Extra activity Write the following sentences on the board and ask students to put adverbs in the sentences to make them true for them. 1 I go mountain biking at the weekend. 2 I watch the Summer Olympic Games. 3 I play tennis on Saturdays. 4 In my opinion the opening ceremony of the Olympic Games is amazing. 5 I do athletics at school. 6 My friends come to my house to watch football. Check answers by asking individual students to read complete sentences. The position of the adverb should be the same for the whole class although the adverb will change according to the student.

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

Answers 2 3 4 5

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

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

Answers Students’ own answers

Further practice

Workbook pages 13 and 86–87

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5

6

Look back at the conversation. Who says what? 1 I hate playing this game. Zak 2 What do you think of England? 3 I think the people are amazing. 4 The Chicago Bulls are my favourite team. 5 I love them, too. Read the phrases for asking for and giving opinions.

Exam Functions

7

Asking for opinions

Giving opinions

What do you think of …?

I think … is/are boring/ OK/great/amazing.

Do you like …?

I like/don’t like … … are my favourite team/is my favourite player.

Listen to the conversations. Act out the conversations in pairs. Zak What do you think of 1 tennis? Carlos I 2 love it. 3 Andy Murray is my favourite 4 player. 1.11

Grammar Adverbs of frequency 0% I never see you here at the weekend.

I sometimes get up early.

I’m usually at home on Saturdays.

Grammar Reference Workbook page 86

1

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

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

2

Put the adverbs of frequency in the correct place in the sentences. 1 Pete gets up early. (usually) Pete usually gets up early. 2 He plays computer games before breakfast. (sometimes) 3 He meets Paul for a game of tennis at the weekend. (often) 4 They play tennis in the park. (always) 5 Pete loses a game. (hardly ever) 6 Their friend Maria is there to watch them. (never) 7 Peter and Paul are happy about that. (usually)

3

Make questions with adverbs of frequency. 1 when / you / usually / play / tennis? When do you usually play tennis? 2 you / sometimes / go / to football matches? 3 you / always / watch / TV / after school? 4 you / often / play / computer games / at home? 5 where / you / usually / meet / your friends?

4

What about you? Answer the questions in Exercise 3.

Work in pairs. Replace the words in purple in Exercise 7. Use these words and/or your own ideas. Act out the conversations. What do you think of football? I like it. Fernando Torres is my favourite player.

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

100%

never / hardly ever sometimes / often usually / always

Carlos What do you think of 1 basketball? Zak I 2 like it. 3 Pau Gasol is my favourite 4 player.

8

50%

2 like / love / don’t like / hate 3 Rafael Nadal / Fernando Torres / Pau Gasol / Usain Bolt / Manchester United

When do you usually play tennis? I usually play tennis on Fridays after school.

4 athlete / player / team

Środki językowe: Przysłówki częstotliwości

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Reading 1

Look at the photos of sports stars. Answer the questions. 1 What sports do they do? 2 What are their names?

Superstitious sports stars

M

any sports stars are superstitious.They believe in good and bad luck. Some have a lucky charm (something they have with them for good luck) or wear lucky clothes. Others believe special numbers are lucky and some do special rituals (things they do for good luck) on the day of an important game. Serena Williams, the tennis player, ties her shoelaces in the same way before every match. She often wears the same socks at all the matches in a competition. She also has lucky shoes and likes having an extra dress with her. Another tennis star, Rafael Nadal, places two water bottles in exactly the same position next to the tennis court before every match.When he wins a competition, he always bites the trophy! The Spanish footballer, Fernando Torres, loves the number three. He always has three shirts, three pairs of shorts and three pairs of boots in his sports bag. Kolo Touré is always the last player onto the football pitch before a game. It’s his ritual. Many football players believe numbers like 11, 22 or 33 on a player’s shirt are good luck and they think it is bad luck to change their number when they go to another team. Formula One racing driver, Sebastian Vettel, doesn’t have a special ritual but he has lucky charms. He has a necklace and a little metal pig! New Words

superstitious lucky charm shoelaces

2

Read and check your answers to Exercise 1.

3

EXAM TRAINER Read the article again. Who has … ? 1 A lucky charm Sebastian Vettel 2 A lucky number 3 Lucky clothes 4 A special ritual

4

1.12 Read the magazine article again. Answer the questions. 1 What does Serena Williams do before a match? She ties her shoelaces in the same way before every match. 2 What are Serena’s lucky clothes? 3 How many rituals does Rafael Nadal have? 4 What does Nadal do when he wins a competition? 5 What does Fernando Torres take to football matches? 6 What is Kolo Touré’s ritual? 7 What numbers are lucky for many footballers? 8 What are Sebastian Vettel’s lucky charms?

16

1.12

(good/bad) luck ritual trophy

Listening 1

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

2

1.13 EXAM TRAINER Listen to the radio show again. Choose the correct options. 1 Speaker 1 uses his lucky charm at school / home. 2 His lucky charm really helps / doesn’t really help. 3 Speaker 2 never / sometimes loses her charm. 4 She puts it in her bag / hand for good luck. 5 Speaker 3 says her lucky charm is not very / very lucky. 6 She has her lucky charm with her every day / on her birthday.

Czytanie, słuchanie: Wyszukiwanie szczegółowych informacji w tekście

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Unit 1Play The Game!

Reading Cultural notes Rafael Nadal (Spain, 1986) is considered one of the greatest tennis players of all time. Winner of numerous singles titles and an Olympic gold medallist. Sebastian Vettel (Germany, 1987) is a world champion Formula 1 racing driver. His first win was the 2008 Italian Grand Prix when he was only 21. Serena Williams (United States, 1981) has won numerous international tennis competitions playing both singles and doubles with her sister Venus. Kolo Touré (Ivory Coast, 1981) has played for Arsenal and Manchester City. He has two younger brothers who are also professional football players. Fernando Torres (Spain, 1984) has played with Atlético Madrid, Liverpool and Chelsea. He was also part of the Spanish team which won the 2010 FIFA World Cup.

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

Exercise 2 • Students scan the text quickly and check their answers to Exercise 1. • Ask students what else they know about the sports stars.

Answers 1 tennis, Formula One, football 2 (left to right, top to bottom) Rafael Nadal, Sebastian Vettel, Serena Williams, Kolo Touré, Fernando Torres.

New Words Be prepared to focus on the New Words, either by pre-teaching them, eliciting their meaning after students have read the text or through dictionary or definition writing work. superstitious – an adjective for people who believe in luck and similar supernatural forces (good/bad) luck – an indefinable factor which some people believe affects the outcome of events lucky charm – a special object which a person believes brings them luck ritual – a special routine or sequence of actions which a person completes in an almost religious way shoelaces – the strings or cords which we use to secure our shoes to our feet trophy – a prize, often a cup made of metal, given to the winner of a competitive event

Exercise 3 (Track 1.12) • Students read the text and identify the sports stars. • If you wish, play the recording for students to listen and read. • Elicit from stronger students or explain yourself the meaning of any new vocabulary.

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

Exercise 4 (Track 1.12) • Individually, students answer the questions. • Check answers as a class.

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

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

Listening Audioscript

See Teacher’s Book page 226

Exercise 1 (Track 1.13) • Play the recording for students to listen and order the lucky charms. • Check answers as a class.

Answers 1 pen

2 key ring

3 number 7

Exercise 2 (Track 1.13) • Play the recording again for students to listen and choose the correct options. • Check in pairs before checking answers as a class.

Answers 1 school 2 doesn’t really help 5 very 6 on her birthday

3 never 4 bag

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Unit 1Play The Game!

Exam Writing

A description of a sport Revision First – Revise the twelve compound nouns covered in the Exam Vocabulary section on Students’ Book page 13 by writing the following words on the board: athletics, basketball, football, hockey, ice, judo, swimming, tennis Elicit all the words which can follow these words. (Answers: athletics track, basketball court, football boots/pitch, hockey stick, ice skates/-skating rink, judo belt, swimming pool/costume, tennis court/racket) Second – Read the following sentences and ask students to identify the words. 1 Serena Williams plays matches here. (tennis court) 2 Fernando Torres wears these on his feet. (football boots) 3 Michael Phelps always practises here. (swimming pool ) 4 Rafael Nadal hits the ball with this. (tennis racket) 5 Michael Jordan practised here every day. (basketball court) 6 Kolo Touré plays games here. (football pitch) Third – Check answers and spelling by asking individual students to write words on the board. In pairs, students write more clues using famous sports stars for some of the compound nouns not used.

Exercise 1 • Read the Exam Writing box with the class. • Ask students if the punctuation rules are the same or different in their L1.

Exercise 2 • Make sure students understand that they should find at least one example for each sort of punctuation

Possible answers 1 … my favourite sport is snowboarding. 2 … it’s difficult to practise in summer, but from November to … 3 He has two gold medals! 4 What about you? 5 It’s a winter sport …

Exercise 3 • Individually, students rewrite the sentences with appropriate punctuation. • Monitor and point out errors for students to self-correct. • Check answers by asking individual students to write sentences on the board.

Exercise 4 • Individually, students answer the questions. • They then check in pairs before checking answers as a class. • Check answers by asking pairs of students to read questions and answers.

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

Exercise 5 • Explain that students should only make notes at this point or write short sentences. • Encourage students to ask you for any vocabulary they need.

Answers Students’ own answers

Exercise 6 • Read the ‘My favourite sport’ writing guide with the class. Tell students they must now present their information as a complete text, not as notes or unconnected sentences. • Draw students’ attention to the ‘Remember!’ checklist.

Answers Students’ own answers

Extra activity At the end of each unit make a set of word cards using 10–15 vocabulary items from the unit for students to memorise. In the Teacher’s Book notes at the end of each Exam Writing page from Units 2 to 9 there are games and ideas to exploit these cards and revise the chosen vocabulary. Prepare some blank cards in advance, making them at least 6 cm x 10 cm, and an envelope or bag to keep them in. On the front of the card, write the lexical item in large clear letters. Use the cards to make sure fast finishers always have something to do. Have them decorate the front of the card with a picture or design to help students remember the word. On the back they write the following: a definition of the word in English or in their L1 and an example sentence in English containing a blank where the word appears.

Answers 2 3 4 5 6

She likes watching tennis, but she doesn’t like playing it. When do they watch football on TV? Have you got a lucky number? That’s Jody’s brother’s skateboard. Mike’s brother is a great football player!

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Unit 1

Exam Writing

A description of a sport 1

3

Put the correct punctuation in the sentences. 1 Ive got a tracksuit some trainers and a football I’ve got a tracksuit, some trainers and a football. 2 She likes watching tennis but she doesnt like playing it 3 When do they watch football on TV 4 Have you got a lucky number 5 Thats Jodys brothers skateboard 6 Mikes brother is a great football player

4

Read about Isabella’s favourite sport again. Answer the questions. 1 What is Isabella’s favourite sport? Snowboarding 2 Where does she do this sport? 3 What equipment do you need for this sport? 4 Why does Isabella like the sport?

5

Think about a sport you like. Answer the questions. Make notes. 1 Which sport do you like? 2 When and where do you play/watch it? 3 What is your favourite team? 4 Who is your favourite player? 5 Why do you like the sport?

6

EXAM TRAINER Write a description of your favourite sport. Use ‘My favourite sport’ and your notes from Exercise 5.

Read the information below.

Exam Writing

Punctuation

We use:

2

• •

a full stop . at the end of sentences.

• • •

an exclamation mark ! to show surprise.

a comma , in the middle of a sentence before a new idea, or in lists. a question mark ? at the end of questions. an apostrophe ’ for possessives (Rose’s MP3 player) and contractions (isn’t).

Read about Isabella’s favourite sport. Find: 1 a full stop. 2 a comma. 3 an exclamation mark. 4 a question mark. 5 an apostrophe.

My favourite sport

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

Pisanie: Opis ulubionej dyscypliny sportowej, interpunkcja

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1b

I live in Switzerland and my favourite sport is snowboarding. It’s a winter sport and it’s difficult to practise in summer, but from November to April I go snowboarding every weekend with my friends. There are many ski resorts in my country but I usually go to Verbier. The snow is great there and I hardly ever go to other places. The main equipment for snowboarding is a snowboard and special snowboard boots. I always wear a helmet, goggles for my eyes and gloves. My favourite snowboarder is Shaun Roger White. He snowboards in the Winter Olympic Games. He has two gold medals! I think he is an amazing athlete. Snowboarding is a great sport. It’s fast and exciting. I love snowboarding! What about you?

Exam Trainer

My favourite sport by Isabella

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

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Refresh Your Memory! Grammar Review

Exam Vocabulary Review

1

4

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

2

1

Complete the sentences with the correct form of these verbs. lose

play

play

watch

wear

2

4

3

5

6

win

Luke loves 1 playing football and he loves 2 ! His team usually wins, but when they lose, Luke isn’t happy! He hates 3 ! Bella, his sister, doesn’t like 4 ball games but she doesn’t mind 5 them on TV. She also likes 6 her Chelsea football shirt. She thinks it’s a great shirt!

3

Look at the pictures. Complete the sentences. 1 Josh and Alex do archery at the weekend. 2 Sasha does at school. 3 Max plays every winter. 4 Ben and Katie go every day in summer. 5 Hannah does on Fridays. 6 Fred goes in summer.

Put the words in the correct order. 1 play / basketball / usually / after school / They They usually play basketball after school. 2 a football shirt / I / often / wear 3 usually / are / Fast sports / exciting 4 eat / We / never / before swimming 5 He / his friends / often / on Sunday / phones 6 in the park / She / sometimes / studies

5

Complete the sentences with these words. court

1 2 3 4 5

pitch

pool

rink

track

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

. .

Speaking Review 6

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

don’t A B A B A

favourite

like

think

What

What do you think of the Olympic Games? I like them. I think they’re boring. But do you Usain Bolt? Yes, I do. I he’s amazing. He’s my athlete, too.

Dictation 7

1.15

Listen and write in your notebook.

 My Assessment Profile: Workbook page 127 18

Sport

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Unit 1Play The Game!

Refresh Your Memory! Exercise 1 Answers 2 3 4 5

play Does Jane walk goes don’t watch

6 do they wear 7 doesn’t do 8 don’t like

Exercise 2 Answers 2 winning 3 losing 4 playing

5 watching 6 wearing

Exercise 3 Answers 2 3 4 5 6

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

Exercise 4 Answers 2 gymnastics 3 ice hockey 4 swimming

5 judo 6 mountain biking

Exercise 5 Answers 2 track 3 rink

4 pitch 5 pool

Exercise 6 (Track 1.14) Answers B don’t

Extra activity Revise the vocabulary of sports from this unit by creating a mind map: – Start by writing the word Sports in a cloud in the centre of the board and copying the three spokes onto the board. Elicit the three verbs commonly used with sports from the class (do, go and play) and write one in the circle at the end of each spoke. – Elicit an example of a sport with play, e.g. basketball, and write it in a box connected to the verb play. Elicit other words connected with basketball, e.g. ball, court, player and write these on the board, connecting them to the box. Draw a simple illustration for each of the words. – Continue the process, eliciting a sport with do and a sport with go and add these to the board along with appropriate vocabulary. Students then work in small groups, brainstorming vocabulary and adding it to their diagrams. Give them a time limit of five minutes. Monitor and help with vocabulary and feed in ideas where necessary. – Collate vocabulary on the board. Students can peer-teach the vocabulary they have thought of. Drill the vocabulary for pronunciation and word stress. – Draw up the four speech bubbles. Make sure students understand that the ones on the left ask for opinions and the ones on the right give opinions. Elicit example questions to make sure students understand that the questions can be used to ask about either sports, e.g. ‘What do you think of basketball?’ or sports stars, e.g. ‘What do you think of Kolo Touré?’ – Students then work in pairs, making conversations and expressing their opinions about sports and sports stars. – Monitor but do not interrupt fluency. Make a note of any mistakes related to the content of this unit to go over with the class afterwards but make sure that these mistakes remain anonymous during the correction stage.

A like B think A favourite

Exercise 7 (Track 1.15) Answers and Audioscript 1 2 3 4 5 6

We never watch sport on TV. She does athletics on Saturday morning. He’s a great basketball player. What do you think of our ice hockey team? I love skiing. Do you like my swimming costume?

My Assessment Profile Unit 1 See Workbook page 127

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Unit 1Play The Game!

Maths File Cultural notes Humans started using simple natural materials, such as pigs’ bladders, to make balls many centuries ago, but modern football design is now at the cutting edge of science. Since Charles Goodyear made the first all-rubber football in 1855, ball design has evolved continuously. The only thing which has remained consistent is the size of the ball used in professional matches, which was established in 1873. For over 75 years footballs were dark brown until, in 1951, with the introduction of electric floodlighting, white balls were introduced to make it easier for spectators to follow the ball during the game. Footballs made from 32 pieces of material, as described in the text, first appeared in the 1950s. They remain very common, although they were replaced in the 2006 FIFA World Cup by a design made of only 14 pieces and in 2010 by a controversial design with only eight pieces. In each case, it is the pressure within the ball which transforms it from a complex geometrical form into a perfect sphere. The newest footballs contain chips and transmitters which can send data about the ball’s exact position on the pitch to antennae around the stadium and send this information back to a receiver carried by the referee.

Language note Be prepared to elicit from stronger students or explain yourself the meaning of the following lexical items which appear in the reading text: facts, average, circumference, weigh, material.

Exercise 1 • Draw attention to the pictures and the text and ask students what they can see. • Students scan the text quickly to find out what it is about. • Make sure students understand not to read in detail at this point.

Answers 3 the size and shape of footballs

Exercise 2 (Track 1.16) • Individually, students read the text and answer the questions. • If you wish, play the recording for students to listen and read. • Students then check in pairs before checking answers as a class. • Check answers by asking pairs of students to read questions and answers.

Answers 2 3 4 5 6

There are 32 pieces. They’re pentagons and hexagons. Size 2 is good for young children. It weighs a maximum of 370 grams. They use a size 5 football.

My Maths File Exercise 3 • In pairs, students brainstorm sports equipment they use or their favourite sports stars use. • Collate suggestions on the board.

Answers Students’ own answers

Exercise 4 • Individually, students write their fact file. • Monitor and help with grammar and vocabulary and feed in ideas if necessary. • Point out errors for students to self-correct. • Remind students to check their grammar, spelling and punctuation carefully before they give you their written work. • Students also include photos and pictures to illustrate their fact file.

Answers Students’ own answers

In this unit have you …

… used the Grammar and Exam Vocabulary worksheet? … used the Reading and Listening worksheet? … used the Exam Writing worksheet? … used the Speaking worksheet? … used the Unit test?

With the exception of the Exam Writing worksheets, all the Teacher’s Resources are at two levels of difficulty: * For students who need extra help and support ** For students who require an additional challenge

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Maths File Football Fact File You can see footballs on the street, in shops, at school and in your house. But what do you know about footballs? Here are some facts. What shape is the average football? It’s a sphere and it has a circumference of 68 to 70 centimetres. It usually weighs between 410 and 450 grams.

Circumference

68-70cm

An average football has 32 pieces of material: 12 pentagons and 20 hexagons.

Sphere

Pentagon

Hexagon

There are five different sizes of football.

Size 1

Size 2

Size 3

Size 1: This has a circumference of 43 centimetres. Size 2: This has a circumference of 56 centimetres; it weighs a maximum of 280 grams. This is a good football for young children. This ball is good for football skills practice, too. Size 3: This ball weighs a maximum of 340 grams. It has a maximum circumference of 61 centimetres.

Size 4

Size 4: This ball weighs a maximum of 370 grams. It has a maximum circumference of 66 centimetres. Boys and girls from 8 to 12 usually play with this football. Size 5: This is the ball for adult football matches and competitions like the World Cup. It has a circumference of 71 centimetres.

Reading 1

Look quickly at the text. What do you think it is about? 1 The football World Cup 2 The history of footballs 3 The size and shape of footballs

2

Read the text. Answer the questions. 1 What shape is a football? A football is a sphere. 2 How many pieces of material are there in an average football? 3 What shape are the pieces of material in an average football? 4 Which football is good for young children? 5 What does a size 4 football weigh? 6 Which football do players use in the World Cup?

Size 5

My Maths File

3

Make notes about some sports equipment you use or your favourite sports star uses. Think about: • size • shape • colour • weight

4

Write a fact file about the sports equipment. Add pictures or photos. Use your notes from Exercise 3 to help you.

1.16

Sport

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