7 Team spirit

Lead-in SB p83
Ask students to look at the photo and
say what they can see (girls playing
sport, maybe football. They’re wearing
the same clothes so they might be in a
team. They look very happy). Elicit or
teach team kit and remind students to
record any new vocabulary. Ask: Why do

7
you think they’re happy? (maybe they
won the game) Elicit or teach score a
goal. Read through the questions with
the class and put students into pairs or
groups of three to discuss. Give them
a couple of minutes, then elicit some

Team spirit
answers.

Model answers
1 I really like basketball. We play it twice
a week at school and sometimes we
have games with other schools. I like
READING SPEAKING
it because it’s great exercise and it’s
topic: sport lessons topic: sport really fun.
skill: extracting factual information skill: making and replying to requests 2 Doing sport with friends is much better
from simple texts task: making requests and replies than doing it alone. I get really bored on
task: multiple-choice cloze my own and I just can’t find the energy
WRITING to start, but when you do sport with
GRAMMAR topic: sport stars friends, you usually play a game. You’re
ability: can/could skill: answering questions doing something fun and you can share
possibility: can task: a paragraph about a new it with your friends.
obligation: have to/had to sport or hobby
Read the quotation It’s all about having
VOCABULARY SWITCH ON fun! to the students. Ask students
sports and equipment video: freestyle sports what they think this means (that taking
sports collocations project: new sport part is as fun as winning; having fun is
important).
LISTENING Look at the title of the unit, Team spirit,
topic: sport and elicit what this means (wanting to
skill: extracting factual work as part of a team). Ask students
information from short, simple texts what they think Unit 7 is about (team
task: multiple choice (pictures) sports).

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 READING SB pp84–85
exam tip
Read through the exam tip with the class. Tell students that
To start there are always six questions in this exam part.

Put students into pairs and ask them to tell each other about Tell students that they should look at the words before
their last P.E. lesson at school. If you think it will help, put the and after the gap carefully and decide what kind of word is
following prompt questions on the board: Where were you? needed in each gap. Sometimes more than one word will fit
Who were you with? What did you wear? What exercise did grammatically but the answer might not be correct because
you do? What sport did you play? Was it fun? Tell students if the word doesn’t collocate (go naturally together). One
they don’t know a word, they should put their hand up to ask way to check is to read the completed text after they have
you. Go around the class and help students with any language finished and see if it sounds natural.
they need. After 4 minutes, elicit some answers around the
class about what their partner did. If you taught any new exam task: multiple-choice cloze
vocabulary during the discussion, ask students to tell the rest The Cambridge A2 Key for Schools exam task rubric is
of the class the new word and what it means, for students to slightly different to the one used here: Choose the best
record it in their books. word (A, B or C) for each space. Additionally, in the Key
for Schools exam words that are used as an answer (or
Power up an answer option) do not appear elsewhere in the text
(e.g. 2A course). Here, however, they are sometimes
1 Look at the three photos with the class. Elicit or teach reused in order to optimize practice opportunities of the
goal and whistle. Ask: Who uses a whistle? And elicit or target language.
teach coach (someone who trains a person or team in
a sport), referee (someone who makes sure that teams 3 Tell students that this is an exam-style task. Ask
are following the rules in a game of football, basketball, students to work on their own, as they would in the
etc.) and swimming instructor (a person who teaches exam. Give students ten minutes to complete the task,
swimming). Draw students’ attention to the third photo which is slightly more than they would have in the
and ask them why the person is taking pictures. Ask: exam, and remind them to leave time at the end to
What is his job? Elicit sports journalist (someone who read back through the text and check their answers.
writes sports reports for newspapers, websites or social Elicit answers around the class and if you have a
media) and photographer. bigger class ask other students to read the part in the
text which gave them the answer. This will give more
Read the questions and elicit some ideas around the class. students an opportunity to answer.
Alternatively, put students into pairs to discuss, then
elicit ideas. 1 C – do sport (verb + noun collocation)
2 A – finish a course – they’re learning skills on a course
Model answers (verb + noun collocation)
• I think the sport in A is football. The girl in the photo is 3 B – complete a course (verb + noun collocation)
blowing a whistle, so maybe she is the coach and she’s
4 C – free time (adjective + noun collocation)
watching some players practise and teaching them. Or
maybe she is the referee in a football match between two 5 A – The reporters are busy because there are thirty
schools. clubs to report on.
• B shows a swimming lesson so the sport is swimming. 6 B – its own (determiner, pronoun) – The mountain
The swimming instructor is giving the children instructions biking track belongs to the school.
and the children are sitting on the side of the pool and
listening. 4 Ask students to look at the photos and read the title of
• In C the sport is mountain biking. It looks like people are the text, then elicit what they think the text will be about
watching a race. There is a photographer taking pictures. (a teenager who is a tennis coach). Give the students time
Perhaps he is a sports journalist for a school or college to read the article alone, then elicit their thoughts about
magazine. whether Paddy enjoys being a coach.

Model answer
Read on Yes, he does. He says it’s great to see the children improve.
2 Ask students to read the article quickly on their own and
find the answer. When they have finished, ask them to 5 Ask students to work alone to answer the questions, then
check their answer with a partner before you elicit the check their answers with a partner. Check answers with
answer as a class. the class, then ask students what they think of Paddy’s
job. Would they like to be a coach like Paddy for their
As well as learning to play sports, students can learn other favourite sport? Why/Why not?
skills such as coaching.
1 hitting the ball and holding the racket properly
2 controlling big groups of children
alternative: mixed ability 3 because he’s not old enough/because of his age
For stronger classes, tell students they only have thirty 4 His instructions are simpler and clearer – children listen to
seconds to read the text and find the information – write him now.
the time on the board (0:30) to make it clear. Tell them 5 He thinks it’s funny, but sometimes annoying – they ask
they shouldn’t read the whole text carefully, but ‘scan’ the too many questions.
text to find the information in the question.

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 7 Team spirit
READING (Continued)

6 Students can do this activity alone or in pairs.

GRAMMAR SB p86

To start
1 improve 2 racket 3 adult 4 clear 5 favourite
Tell students that in international cross country races (running
through the countryside, not on roads), men’s and women’s
alternative races are different lengths: men run 12 kilometres and women
Put the students into pairs and split the words equally run eight kilometres. Split the class into two teams and tell
between the class, e.g. one word per pair. Give students a one team they should come up with four reasons why they
time limit to find their word then feed back to the class, agree with different distances for men and women and the
telling them the word, the definition and the sentence in other team must think of four reasons why the distances
which it appears in the text. should be the same. Give students four minutes to prepare,
then invite students from each team to tell the class one point
each. When teams have shared their ideas, have a class vote on
Sum up whether to change the women’s distance or keep it the same.

7 Put students into pairs to share their information, then Suggested answers
elicit information from students about their partner. The distances should be the same because:
1 Men and women can both run 12 kilometres.
Model answer
2 Men and women are not running in the same race.
I learned that at Larbert High School you can help coach
smaller children in your spare time and that you can make 3 We should show that men and women are the same –
money doing it. As a tennis coach, it’s sometimes hard everyone is equal.
teaching large groups of children and you have to learn to 4 Running different races is being stuck in the past.
give clear instructions. The distances should be different because:
1 It has always been this way – why do we need to change it?
Speak up 2 Men can run faster than women.
3 It’s a tradition.
8 Students discuss in pairs before feeding back to the class. 4 Men and women are not running in the same race so it
For those that answered ‘yes’, tell them that they should
doesn’t matter.
try to champion the course they chose to the rest of the
class and say why it’s good.
alternative
Fun footer You may want to download the Grammar Presentation
Read the fun footer with the class. Ask students if they think for this lesson from the Teacher Resources area of the
the sentence is really about tennis (no – there is no real ball Pearson English Portal. This presentation has been created
or court). Tell students that this type of sentence is called specifically for this lesson and is fully editable for teachers.
a metaphor.

To finish explore grammar SB p140

Put students into pairs and, if appropriate, allow them to
look up sports metaphors on the internet. Tell them they 1 If you used the flipped classroom approach at the end
have four minutes to find a sports metaphor that they can of the last lesson, elicit answers to the exercise now
understand and to teach it to the rest of the students in the and go over any questions students have from the
class. Alternatively, provide each pair with a sports metaphor Grammar reference section or from the PowerPoint
and ask them to look it up and say which sport it comes from presentation, if you used it.
(e.g. pull your weight – rowing; on the bench – basketball). If you didn’t use the flipped classroom approach at the
To prepare for the Grammar lesson, ask students to complete end of the Reading lesson, go over the grammar box
Ex 1 on page 86 of the Student’s Book for homework, and to now with the class. Explain to students that we always
read the first column of the Grammar reference section on use the infinitive without to with can/could in the
page 140. Tell them to write down any questions they have present or the past and that we can’t use any other
and go over these at the beginning of the Grammar lesson. tenses with it. Since students have just learnt about
using the future structures in the previous unit, you
Also share with them the PowerPoint Grammar Presentation
could tell stronger classes that to talk about ability
on talking about ability and possibility. Tell them to write
or possibility in the future, we use be able to instead:
down any questions they have, and say that you will go over
I won’t be able to play tennis on Tuesday because I’m
these in the next lesson.
going to the doctor’s.

Presentation tool: Unit 7, Reading Ask students to read through the first half of the
Grammar reference on page 140 of the Student’s
Workbook / Online Practice: WB p56 Book if they haven’t already done so for homework.
Extra Practice App Read through the instruction in Ex 1 together and
do the first question as a class if necessary. Students
should then complete the exercise on their own, then
check answers as a class.

ability: 1, 2, 5
possibility: 3, 4, 6

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 watch out for exam task: open cloze
Tell students that can is pronounced differently for short This is an exam-style task but in the Cambridge A2 Key
answers than it is for questions and sentences. Model and for Schools exam, the text would have a greater variety of
drill the different pronunciations: /kən/ for questions and verbs. This text reflects the unit focus on can/could.
sentences, and /kæn/ for short answers.
5 Ask students to read the article again and
Write a few sports on the board and ask students to work complete the gaps, then compare answers with a
in pairs to take turns asking questions and giving full partner. Check answers as a class.
answers that include both a short answer and a sentence.
Model an exchange with a strong student: 1 could / did (A main verb is missing from this clause and
the verb was shows that a past tense verb is needed
• /kən/ you play tennis? here. Both could and did fit.)
• Yes, I /kæn/. / No, I /kænt/ but I /kən/ play badminton.
2 at (collocation: study at university)
/kən/ you play football?
3 They (A subject is missing from the sentence and the
While students are practising, go around and correct any previous sentence talks about her parents, so the
problems with pronunciation. pronoun They is needed here as a back reference.)
4 a (journalist requires an article and as it begins with a
2 7.1 Read through the instructions with the class consonant, we need the article.)
and play the video or the audio recording. Elicit answers 5 can (The main verb is present in the sentence so a
around the class. modal verb is needed here. The first clause in the
sentence tells us that their parents have now changed
1 A  2 A  3 B  4 A  5 B
their opinion so the modal we need is can.)
6 lots (collocation: lots of)
extra
Put students into pairs to ask and answer the questions in
Ex 2. Allow a minute or so, then ask one or two students to
extra: fast finishers
tell you what they learned about their partner. Ask fast finishers to go back over their answers and to
note why the answer is correct in each case. As this is a
short task, students might not have much time so you
3 7.2 Tell students that they are going to watch the could give students one question to look at each. When
video or listen to the same speakers again. This time they you check answers around the class, ask fast finishers
should listen and complete the sentences with the verb to also provide the justification in each case (see the
forms that they hear. With weaker classes, you could answer key).
pause the recording after each speaker to give students
more time to write the answer.
extra: digital
A can, watch
If students have access to the internet in class, and if it is
B can play
appropriate, tell students to look online to see if they can
C can dance, can’t play find Ishita’s school. Tell them to find out what the name of
D can go the school is (the Shaka school) and where (in India). For
E can swim, can’t play homework, students can try to find the school website
and see if they can find out any more information about
4 Ask students to read the title and say what they think the the school. e.g. how much surf lessons cost.
article is about (surfing). If they’re not sure, tell them to
look at the photo too. Students read the article quickly
to find the information, then compare answers with a Speak up
partner. Check answers as a class.
extra
1 She’s from India.
It is commonly said that the most popular sport in the
2 She’s famous for being India’s first professional female world is football – in fact, it is estimated that over half
surfer. of the world’s population call themselves ‘football fans’.
3 She owns a surf school. Ask students how you judge the popularity of a sport. Is
it through the number of people who play it? Number of
fans who follow it? Number of countries it is played in?
Money involved in the game?
Whichever scale they decide to use, ask students: If
football is the most popular, what are the other top ten
most popular sports in the world?
Some suggested answers (but there is no definitive
answer as it is impossible to quantify for the reasons
discussed above):
Football, cricket, hockey, tennis, volleyball, table tennis,
basketball, baseball, rugby and golf.
When they have had a chance to guess, share the list with
the class. Ask students if any of these surprise them. Ask
what makes a sport successful.

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 7 Team spirit
GRAMMAR (Continued)

6 Students might struggle to come up with sports so you

VOCABULARY SB p87

could brainstorm a few on the board. If your students are sports and equipment
all from different countries, tell them to choose sports
people who are famous worldwide, even if they are not To start
from their home country. It’s more important that their Read the topic of the lesson with the class and elicit the
partner will have a chance of knowing who they are. meaning of equipment (the things you need to do a particular
While students are discussing the questions, go around activity). Put students into groups of three and give them
the class and help with any problems with the target one minute to brainstorm as many sports equipment items
language, especially the different pronunciations of can. as they can. If they don’t know the name of a word in English,
Allow 3–4 minutes for discussion, then elicit ideas from they should think of a way to describe it. After the minute is
the pairs. up, elicit the equipment from the class and congratulate the
team with the most items.
game on Some possible answers
Read through the instructions with the class and ask ball, bat, racket, snowboard, skis, goggles, hockey stick, etc.
students to play the game in pairs. Give them a few
minutes to make up their sentences first. For stronger 1 Put students into pairs to do this exercise. If they are not
classes, encourage them to write notes but not to write sure about any of the items, tell them to do the ones they
out the full sentences. For weaker classes you could know first and then look at the ones that are left. Give
reduce the number of sentences to three. students a minute to do the activity, then check answers
During feedback, ask students to say whether they as a class.
guessed their partner’s false statement or not. You could
A cycling B running C hockey D badminton E diving
ask some volunteers to say their statements for the class
to guess. Decide with the class: Who is the best liar? F basketball G judo H gymnastics I skiing

2 7.3 Explain to students that they are going to hear a

Fun footer conversation containing all of sports 1–7. Students should
listen and write the correct verb next to each word. Check
Read the fun footer with the class. If students have access answers around the class.
to the internet in class, and it is appropriate, students can
search online to find other examples of the oldest sports, e.g. 1 do judo 2 play hockey 3 play basketball 4 go running
wrestling, polo, hockey, javelin, running, etc. Alternatively, 5 go skiing 6 go cycling 7 do gymnastics
you could show students pictures of some of these sports on
the IWB.
explore language
To finish
Read through the explore language box with the class.
Tell students they are going to do a class survey. Give Explain to students that the words practice and practise are
students an A4 piece of paper each. Tell them to write pronounced in the same way.
eight popular sports down the left side of the page. If some
students struggle with this, offer some ideas. When everyone 3 Students may have already brainstormed some of the
has eight sports, tell them to write the correct verb next to equipment words in the To start activity. Tell students to
each sport, e.g. play football, go surfing, do judo. They can work in pairs to match the pictures to the words in the
work with a partner to do this if necessary. Students then go box. If they aren’t sure of any of the items, tell them to
around the class and ask students if they can play/do each match the ones they know first, then have a guess at the
sport. Ask students to try to find a different student for others. Elicit answers from around the class.
each sport. At the end of the activity, elicit information from
volunteers, e.g. Zach and Louise can play basketball. I couldn’t A goggles, swimsuit
find anyone who does judo. B wetsuit, board
C racket, net, ball
Presentation tool: Unit 7, Grammar D helmet
Workbook / Online Practice: WB p57
Photocopiable activity: 7A extra
Grammar Reference and Practice: SB pp140–141 Put students into pairs to order the equipment from the
Audioscript: SB p155 least expensive to the most expensive. If students have
PowerPoint Grammar Presentation: Unit 7, Grammar access to the internet, and it’s appropriate, students could
use shopping websites to help them. Give students 2–3
Extra Practice App minutes to complete the task, then elicit ideas from a
couple of pairs. Does the rest of the class agree with them?

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 4 Put students into pairs and ask them to spend just one To finish
minute on the activity. Check answers as a class.
Put students into pairs to discuss which sport is the best to
1 racket, net and ball do in the summer and which is the best to do in the winter.
2 goggles and swimsuit Tell students to think of three reasons for choosing each one.
Give them two minutes to come up with their ideas, then tell
3 board and wetsuit
them to join another pair and share ideas. When students
5 Read the title of the text with the class and ask students have finished, invite a pair to tell you about the choices of the
what they think the text will be about (an opportunity to pair they joined and their reasons for choosing them. Invite
swap your sports equipment for something else). more ideas from other pairs with different sports. Which pair
had the most original ideas?
Students do the task individually before checking
answers with their partner. Then check the answers To prepare for the explore grammar section in the Listening
around the class. lesson, ask students to complete Ex 4 on page 88 of the
Student’s Book for homework, and to read the explore
After the activity, ask students if they have any sports grammar box and the Grammar reference section on have to/
equipment they don’t use and would like to swap. What had to on page 140.
would they swap it for?
Also share with them the PowerPoint Grammar Presentation
1 equipment  2 wetsuit  3 helmet  4 answer  5 free on have to/had to. Tell them to write down any questions
6 goggles  7 racket they have, and say that you will go over these in the
next lesson.
Speak up
Presentation tool: Unit 7, Vocabulary
6 If you did the extra activity in Ex 3, recap on what the Workbook / Online Practice: WB p58
class decided were the cheapest and most expensive
Photocopiable activity: 7B
pieces of sports equipment, then ask students to discuss
the Ex 6 questions in groups of three. If you have a Extend vocabulary: SB p146
multilingual class, mix pairs up so that students from Audioscript: SB p156
different countries are working together. Give students a
Extra Practice App
few minutes to talk, then elicit some ideas from the class.

Model answers
I live in the mountains in Italy so a lot of people I know
go skiing or snowboarding. The equipment can be quite
expensive to start off with. You have to buy skis or a board
and your boots but then that’s it. You also need a lift pass –
it’s like a bus pass but for the ski lift. They are quite expensive
as well.
I don’t think there are any sports that are completely
free. People think that running is quite cheap, but actually
running shoes cost quite a lot of money these days. My last
pair cost €150. I enter a lot of races so my parents bought
me the shoes for Christmas. You also have to pay to enter
races, and that can get expensive if you do a few races a year.

game on
Read through the instruction with the class, then
demonstrate the activity with a strong student if you
think it will help. Remind students to ask Yes/No questions
and not Wh- questions, otherwise their partner will not
be able to answer.
If you want, you can assign points: 1 point if they guess
it after 3 clues; 2 points if they guess it earlier. 1 point for
the other person if their partner doesn’t guess the sport.
Then ask who won at the end of the game.
If you have time, you could do one or two as a class at the
end. Ask students to offer their most difficult one for the
class to guess.

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 7 Team spirit

LISTENING SB p88 exam task: multiple choice (pictures)

In the Cambridge A2 Key for Schools exam the dialogues
To start would only have four or five turns. The dialogue here for
Put students into small groups to talk about what sports their question 1 has six turns.
family members play, or which they played when they were 3 7.4 Tell students this is an exam-style question
younger. Elicit some ideas from the class. so they should work on their own. Play the recording.
Remind students that they should listen carefully
Power up when the recording is played a second time and check
their answers, even if they think they are correct.
1 If appropriate, get everyone to stand up and move around When you have played the recording twice, check
the classroom to ask their classmate the questions. Ask answers around the class.
them to talk to a different person for each question, so
that they don’t just talk to one person. 1 A (Is it OK if I call at around eight?)
If moving around the classroom is difficult, students can 2 A (I want to see what my new goggles are like.)
turn around and ask the questions to students sitting in 3 A (I enjoy being outdoors and most of all being on my
front of and behind them. Give students five minutes to bike.)
complete the activity, then elicit feedback from the class. 4 C (He has to wear the number eighteen shirt for this
match.)
Model answers
5 B (I left them on the chair.)
Dona plays tennis with her brother on Thursdays after
school. Florencia started stand-up paddle boarding last year.
It’s a bit like surfing but you stand on a much bigger board extra: fast finishers
and use a large paddle to move through the water. Chris Ask students to look at audioscript 7.4 on page 156 of the
prefers watching sport at home. He’s a huge football fan and Student’s Book in pairs. Tell them to find and underline
follows Real Madrid. the correct answer, then also say why the incorrect
options were incorrect. For example, for question 1,
Listen up option A (8.00) is the correct answer (Is it OK if I call
at around eight? Yes, that’s fine.) Option B is incorrect
2 Read the instruction with the class, then ask students because Henry is at volleyball practice (Sorry, but he’s at
to work in pairs to read the questions and look at the volleyball practice. He’ll be back at six o’clock.) and option
pictures to decide what information they might hear C is incorrect because Olivia will be at the gym (I’ll be
on the recording. Do the first one with the class as an at the gym until half past seven). Ask students to do the
example. Ask which words in the question are key words same with the remaining questions, then elicit ideas from
(time, phone back). Elicit what words students might then different pairs.
hear on the recording, e.g. call. Then look at the pictures
and elicit what they show (times – 8 o’clock, 6 o’clock and
7.30). Ask students to keep in mind that these could be alternative
times in the morning or in the evening. Ask students to do You may want to download the Grammar Presentation
the same in pairs for the remaining questions, then elicit for this lesson from the Teacher Resources area of the
ideas from the class. Pearson English Portal. This presentation has been created
specifically for this lesson and is fully editable for teachers.
1 a time 2 a piece of equipment 3 a sport 4 a number
5 a place
explore grammar SB p140
exam tip
Read through the exam tip with the class. Tell students that 4 If you followed the flipped classroom approach
they will always hear the listening twice. They should try suggested at the end of the last lesson, you can
to answer all the questions on the first listen so that they ask students if they have any questions from their
can use the second listen to check their answers, but if they homework and then check the answers to Ex 4.
aren’t sure of an answer on the first or the second listen they Otherwise, go through the grammar point with the
should always take a guess as they have a one-in-three chance class now. Explain to students that we use have to/
of being right! don’t have to for things in the present, and the past
tense had to/didn’t have to for things that were/
weren’t necessary in the past.
Read the exercise instruction with the class and ask
students to complete the text individually. Check
answers as a class, and go over any errors.

1 have to 2 don’t have to 3 have to 4 had to

5 have to 6 has to

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 watch out for
Remind students that we can only use must to talk about
SPEAKING SB p89

the present and the future – there isn’t a past tense of To start
must. We use had to instead of must to talk about the past. Ask students: What do you do to get ready for your favourite
sport? Put students into pairs to discuss. Help out with any
Speak up vocabulary students might need, then elicit ideas from the
class. Write any new vocabulary on the board for students
5 Ask students to discuss their sports and sports equipment to record.
in groups of three, then ask group members to feed back
to the class about another group member. Encourage Power up
the class to ask follow-up questions about any unusual or
interesting sports. 1 Read the question with the class. Elicit or teach get ready
for sth, do up a zip and tie your shoelaces. Ask students
Model answer what sports the people are getting ready for in each
I’m learning kitesurfing at the moment. I have a wetsuit, a picture, then elicit ideas.
very large kite and a kiteboard, which is like a surfboard but
much smaller. I bought them from the surfing school where Model answer
I’m learning. In the first picture the boy is doing up his shoelaces. I think
he’s going to play basketball. In the second picture the girls
are wearing wetsuits and one of the girls needs help doing
game on up the zip on her wetsuit.
Read through the instructions with the class, then 1 B  2 A
demonstrate the activity with a strong student if you
think it will help. Encourage the students to write each of
their pieces of sports equipment (e.g. bat) in the middle explore language
of a mini-spidergram, then they can both add branches off Read through the explore language box with the class. Tell
with the names of the sports that use a bat (e.g. cricket, students we use can and could when we need permission
baseball, softball). Stronger students might enjoy the to do something, or when we are asking someone else to
challenge of joining the mini-spidergrams together, so do something for us. Tell students that in British English we
that cricket also links to ball in a neighbouring spidergram. normally say please at the end of the sentence to sound more
polite, i.e. Can I borrow a pen, please?
To finish
Put students into pairs and tell them to tell their partner the
2 For weaker classes, look at each picture with the class and
ask what is happening, then put students into pairs to ask
rules of their favourite sport. They should say what you have
and answer about the pictures. While students are doing
to do and what you can’t do. While students are talking, go
the activity, go around the class giving help where needed
around the class and help with any errors in using the target
and correcting any errors with the target language. Make
language and any unknown vocabulary. When students have
sure students are using the language from the language
finished, ask one or two volunteers to feed back to the class
box and giving reasons for their answers. Allow students
about the rules of their favourite sport. Record any new
3–4 minutes to complete the activity, then invite some
vocabulary on the board for students to note down in their
pairs to roleplay their conversation for the class.
notebooks.
A
Presentation tool: Unit 7, Listening – Could/Can I borrow a pen, please?
Workbook / Online Practice: WB p59 – Sure./No problem./Sorry, I’m going to use it.
Grammar Reference and Practice: SB pp140–141 B
Audioscript: SB p156 – Could/Can you tidy up your things, please?
PowerPoint Grammar Presentation: Unit 7, Grammar – Don’t worry, we’ll do it now.
Extra Practice App
3 7.5 Tell students to ignore the text for now and listen
to the conversations to match two of them to the pictures.
Elicit answers from the class. Play the recording again and
ask students to complete the conversations. Stronger
classes can try to complete the conversation first, then
listen to check.

Conversation 1 goes with photo 1 and Conversation 4 goes

with photo 2.
1 Can ​2 problem ​3 Can I ​4 but ​5 Could I ​6 fine ​
7 Could you ​8 course

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 7 Team spirit
SPEAKING (Continued)

Speak up
WRITING SB pp90–91

To start
4 Demonstrate with a strong student. Ask: Felix, can you open Brainstorm a few of the students’ favourite sports on one
the window, please? It’s hot in here. Ask students to make side of the board and a few of their least favourite sports on
their list on their own, then roleplay with a partner. Ask a the other side of the board. Put students into pairs and tell
few strong pairs to roleplay some exchanges for the class. them to choose two sports from each side. Give pairs one
minute to write down as many adjectives as they can think
Model answers
of to describe those sports. When the time is up, elicit some
A: Can I borrow your rubber, please?
answers from the class.
B: Yes, of course!
A: Can we share your book? I left mine at home. Power up
B: Sure!
A: Could you close the window, please? It’s a bit cold. 1 Ask students to look at the photo and say what they see.
Elicit or teach wheelchair and medal. Ask students what
B: I’m sorry but I’m really hot.
sport the girls might be playing. Ask: Why are they wearing
medals? Why do you think they look happy? Elicit some
extra: fast finishers ideas.
When students have finished asking and answering, tell Model answer
them to swap partners with another fast-finishing pair,
The two girls are in sports clothes wearing medals, in
and repeat the activity.
wheelchairs, smiling and happy – it looks like they just won
a competition. So I think they’re at a wheelchair basketball
Fun footer tournament.
Have a student read the fun footer aloud. Ask if the fact
surprises the students. Ask: What about it surprises you?
2 Ask students to read the text alone quickly to find out the
answer. Get feedback from the class.
Some students may say the winners are a small country
(population of approximately 3.5 million). Others may say Their dad – he wanted them to be active.
they didn’t know the World Cup started so long ago/so
recently. Others might find it amazing to imagine a World
Cup with only thirteen teams. If students are interested, exam task: multiple-choice cloze
you could have them guess, then research, who the thirteen
teams were. 3 This is an exam-style task, so ask students to
complete the text alone, then check answers with a
To finish partner. Afterwards, when you check answers with the
class, ask students to say why each answer fits in the
Give pairs an A4 piece of paper and ask them to fold then gap (see the answer key).
tear the paper four times so they make 16 small pieces. While
they are doing this, write on the board the following: turn 1 B (moved collocates with the preposition to)
music down, go to a party on Saturday, borrow your football 2 C (the past tense is needed here as the following
kit, close the door, borrow your phone, have guitar lessons, sentence is also in the past tense, and the negative
help me carry these bags, drive me to football practice, help form couldn’t is needed because wheelchair users
me with my homework, go out tonight. Tell students to copy can’t do the usual sports)
the phrases onto ten of the bits of paper and leave the other 3 A (had to, the past tense of have to – we know it is
six blank. Pairs should shuffle the bits of paper then place affirmative not negative because it says He soon
them face down on the table. Tell students to take it in turns found the perfect sport for them)
to turn over a piece of paper and make a request or ask for
4 A (We learn in the next sentence that the girls play
permission. Their partner should reply. For the blank pieces,
wheelchair basketball which is a sport so sport is
students can make up their own information.
the correct answer)
Stronger students should try to complete the activity with 5 B (become means ‘to start being something’. Both of
their books closed but otherwise, allow students to refer back the other two options would need to be followed
to the explore language box if necessary. Go around the class by to plus another verb, so became is the only one
and monitor students, checking that they are using the target that makes sense)
language correctly.
For a shorter task, students can fold and tear the paper into
eight pieces, choose eight phrases from the board and not
explore language
have any blank cards. Read through the explore language box with the class. Tell
students that it’s good to use adverbs in your writing because
Presentation tool: Unit 7, Speaking you can give more information about how someone does
Workbook / Online Practice: WB p60 something and make your writing sound more interesting.
Photocopiable: 7C
Audioscript: SB p158

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 4 Ask students to complete the blog alone. When they have Write on
finished, ask students to look back over the questions
and note why they think the answer is correct, e.g. in
exam task: email SB p149
question 1 badly is a regular adverb and we add -ly. Check
answers with the class and ask fast finishers to share why This is an exam-style task. The rubric in the equivalent
they chose their answers. Cambridge A2 Key for Schools exam task is laid out
differently – there is a context sentence which asks
1 badly ​2 well ​3 fast ​4 slowly ​5 easily candidates to write an email. This is followed by three bullet
points OR an input email which contains three questions,
5 Ask students to complete the answers on their own then and then the instruction to write 25 words or more.
check with a partner. Elicit answers from the class. Ask
students: Would you like to join a gym? Why/Why not?
9 Students can either do this task in class or for
homework. If students do the task for homework,
1 They joined a gym. there will be more time available for peer marking
and improvement. If you do the activity in class, allow
2 They did football and basketball.
students 10 minutes to complete their writing on
3 Will enjoys running and Sam likes walking in the
their own.
mountains.
4 You don’t have to play team sports well to join. Model answer
Last summer I had horse riding lessons with my friend.
Plan on We had to wear riding hats but we borrowed them
from the riding school. When I started the lessons, I was
6 Read the instruction with the class, then put students scared and rode very slowly. Now I can go quite fast. I
into pairs and ask them to discuss the questions. Give love it.
them 2–3 minutes for discussion, then elicit ideas from
the pairs.
Improve it
Model answer
I joined a salsa club with my friend last year. We went to 10 If students do Ex 10 for homework, they can also do this
classes twice a week, but I wasn’t good at dancing and I gave activity for homework. Alternatively, students can swap
up in the end. How about you, Jessica? work and their partner can check their paragraph for
each of the four criteria. Tell students to give positive
7 Students should stay in the same pairs for this exercise, and encouraging feedback to their partner alongside any
so they can help each other out if necessary. Have two negative: they should try to find one or two good things
students read aloud the two examples, and ask students they liked.
to point out the adverbs (easily, badly, slowly). Give them
four minutes to talk in their pairs while you monitor and Fun footer
listen out for use of the new vocabulary. Tell students Read the fun footer with the class and ask students why
that if they want to use different adverbs they can, but professional basketball players are usually tall. Ask the class:
they should try to get at least three into their answer. If Muggsy Bogues wasn’t tall, what other skills do you think he
Then ask some volunteers to share their experiences with had? (Maybe he could run very quickly, dodge well, shoot the
the class. ball well, etc.)
Model answer
I joined a salsa club last year with my friend. It didn’t go well
To finish
because everyone danced very fast and I could only dance Put students into pairs and ask them to imagine they are
slowly! sports journalists. Tell them to work together to choose a
sport and imagine a competition, game or other sports event
that they have to report on. Give students five minutes (or
extra: fast finishers more if you can) to write about the competition, then allow
When students have finished, ask them to pair up with students to put their work up on the wall for other students
another fast-finishing pair and read their sentences to to read. Students can have a vote on the best sports report
each other. Encourage students to mark each other’s work by putting a cross at the top of their favourite one. Count the
for spelling and make any suggestions for extra or more crosses and congratulate the pair with the best report. Ask
interesting adverbs. them to read it out to the class and ask students why they
think it is the best report.
skill tip
Presentation tool: Unit 7, Writing
Read the skill tip with the class before they do Ex 9.
Workbook / Online Practice: WB p61
8 Put students into groups to discuss what they are each Writing file: SB p149
going to write. Tell them to look back over the lesson
if they can’t think of anything to write about. Tell
students to help each other with their ideas and possible
vocabulary, and to talk about what adverbs they can use.

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 7 Team spirit

SWITCH ON SB p92
Project
5 Put students into groups. If you think it will help, break
Freestyle tricks down the task for them by writing the instructions
below on the board. Allow students five minutes for the
1 Ask the class what sports are popular in a lot of countries planning stage:
around the world, e.g. football, basketball, running. Put
students into pairs to answer the question. Encourage 1 Make a list of about eight or ten sports that everyone in
students to think about both positive and negative your group knows and likes.
aspects of sport in answering the question. Give students 2 Choose two or three that you think would combine well
a few minutes to answer, then elicit ideas. into one new sport. Decide on the aim of the game.
3 Decide if your sport is indoors or outdoors, summer,
Model answer winter or all-year round.
I think sport definitely brings people together as they have 4 Make the rules for your new sport.
something in common and even if there is a language barrier 5 Decide what equipment you need.
and they can’t talk to each other, sport is an international
6 Provide each group with a large piece of paper for them
language so they can share the game together. to create a poster on. Alternatively, students can create a
video and upload it onto your online classroom space for
2 Tell students they are going to watch a video about
you to play on the IWB.
some people who do freestyle football. Elicit ideas about
what freestyle football might be (doing tricks with the Give each group one minute for their presentation, then
ball). Read the question with the class. have a class vote on the sport they most want to try.

They are from different countries and they have different Project extension
styles.
Students create a class survey for their new sport to find
out what other students like and don’t like about it. When
extra students have collected the information, they can then ‘fine-
Stronger students can note any extra information they tune’ their sport. Give students an A4 piece of paper and tell
hear about the footballers, e.g. in South Africa music is them to write five questions (or fewer if time is short) to ask
important to them, as is including their culture in their the other groups, leaving a large gap after each question for
freestyle moves; in Japan timing is the most important the answers. In their questions, students could include some
thing; in Italy, the European champion uses gymnastics or all of the following:
in her moves; in the UK, the footballer tries to think of • Do you think we are using the right equipment?
moves that will be popular in the future. • Do you like the rules? If not, what can we change?
• Do you think we chose the right season (summer/winter/all-
year round)?
3 Tell students to watch again and answer true or false.
Give them time to read the statements before playing the • Do you agree that our sport should be indoors/outdoors?
video again. Encourage students to underline key words • Do you like our sport name?
in the statements so that they focus their attention on Students can either circulate around the room asking other
the important parts. Stronger students can correct the groups their questions or you could pin the questionnaire on
false sentences. the classroom wall for students to circulate and write their
ideas. If students circulate and ask questions, remind them
1 F – It’s what you can do with a football without touching it that they will also have to answer questions for those they
with your hands. meet. Leave ample time for this. Tell students how many
2T responses you would like them to collect, based on time
3 F – They synchronise their moves because doing available and class size.
everything together makes it harder. Students then regroup and decide which aspects of their
4T game to change according to their class feedback. When
5 F – It takes a lot of time to learn a trick. they have had time to discuss the changes as a group, elicit
6T feedback from each group, asking students why they changed
the parts they did. Does the rest of the class think their sport
4 Students discuss the question in the same pairs as in Ex 1. is now improved? If time allows, you could have a re-vote to
For students with little to say, encourage them to think see whose sport most people want to try now.
of tricks they would like to learn, or how tricks could be
incorporated into the sports they play. Presentation tool: Unit 7, Switch on
Possible answer Switch on videoscripts: TB p155
I can do some tricks in kitesurfing. My favourite is called the
‘F16’ where you pull one side of the bar to make one of the
kite lines shorter. This makes the kite loop and pulls you out
of the water really fast. That’s why it’s called an F16 – like the
jet aeroplane!

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 INDEPENDENT UNIT CHECK SB pp93–94

LEARNING
This Unit check covers vocabulary and language related
SB p92 to sport, sports collocations, sports equipment, adverbs.

Listening skills extra

• Play Pictionary as a class. Divide the class into two
1 Ask students to look back at Ex 3 on page 88 (Part 1 of teams and invite one student from each team up to
the Listening exam) and say which type of listening they the board. Draw a line down the centre of the board
think this is (B – listening for detail). Then ask students for each student to write on one side. Give the two
to look at Ex 2 on page 87. Which type of listening is students one word each from the sport or sports
this one? (A – listening for gist). Ask students why they equipment lexical sets. Write the word down so that the
think this is listening for gist (because they just have to rest of the class can’t see it. Tell the two students that
find out what sport/activity they are talking about; they they have to draw the activity or object on the board
don’t have to listen for any details). Elicit the meaning of and the rest of the team has to guess what the word is.
opinion using examples, e.g. I liked that basketball game. They are not allowed to speak while they are drawing.
It was fast and exciting. The team to guess the word first gets a point. Repeat
Tell students to work on their own to write the letters on the activity with new students for as long as time
the line, then compare answers with a partner. Elicit ideas permits, then congratulate the winning team.
from the class. Why do students think they find some • Play a mime game with the class. Divide the class into
areas easier or more difficult than others? Does everyone two teams and invite one student from one team up to
in the class agree? the board. Whisper a sport or activity from the Sport
lexical set and tell them they have to mime the activity
2 Refer students back to the Listening lesson and elicit to their team for their team to guess. The team gets
which part of the Listening exam Ex 3 is (Part 1 – multiple one guess only and if they guess correctly, they get two
choice). Ask students what kind of information is tested in points. If they guess incorrectly, the other team can make
Part 1 (specific information such as times, numbers, days a guess for one point. Repeat the activity with another
of the week, etc.). Allow students to say if they found this student from the other team. Continue for as long as
task easier or more difficult than other listening tasks in time permits and then congratulate the winning team.
the same lesson, and why. Give students time to discuss
in pairs which exercises they found difficult and why, then
ask them to share some of their thoughts with the class. Practice
3 Ask students to decide if each of the sentences is true for 1 1 basketball, football, hockey, tennis
them. Students then compare answers in pairs. Ask for a 2 goggles, helmet
quick show of hands for each. 3 diving, surfing, swimming
2 1 coach ​
2 hockey ​
3 wetsuit ​
4 does ​
5 well ​
6 whistle
alternative
3 4 7.6 7.7  1 practise ​2 cycling ​
3 skiing 
For more self-reflection, instead of saying which ones are
​4 equipment ​ 5 coach ​ 6 goes
true, get students to say to what extent they agree with
each. Write on the board: 5 1 is practising ​
2 practise ​
3 practised ​
4 practise ​
1 = I don’t agree 5 practice ​
6 practice
2
3
4
5 = I completely agree
Ask students to write a number next to each statement,
then ask for feedback from the class.

4 Students do this activity alone then share their ideas in

pairs. Remind students to regularly check their progress
in future units. You could also make a note to review
students’ progress in a few units’ time.

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 7 Team spirit
UNIT CHECK (Continued)

Review
GRAMMAR FILE SB p141

1 1 Yes, he can 2 No, he couldn’t. 3 No, you can’t.

1 1 Yes, it can. 2 No, I couldn’t. 3 No, he can’t. 4 Yes, I could. 5 Yes, it can. 6 No, they can’t.
4 Yes, they could. 5 Yes, they can. 6 No, you can’t.
2 1 Can / can’t / can 2 Can / can / couldn’t
2 1 can 2 couldn’t 3 can’t 4 Could 5 couldn’t 6 can 3 Could / could / couldn’t

3 1 can 2 couldn’t 3 couldn’t 4 can 5 can 6 can’t 3 1 had to 2 don’t have to 3 didn’t have to 4 has to
5 have to 6 doesn’t have to
4 1 has to 2 don’t have to 3 have to 4 doesn’t have to
5 have to 6 don’t have to 4 1 Do (you) have to 2 had to 3 has to 4 don’t have to
5 Did (you) have to 6 doesn’t have to
5 7.8 1 can learn 2 can come 3 Do (you) have to
4 couldn’t play 5 can play 6 do (I) have to wear 5 1A 2B 3C 4B 5A 6B
7 don’t have to wear 8 Can (I) borrow 9 can
6 1 to 2 can 3 have 4 don’t have 5 could 6 Can
6 1 can’t 2 to 3 can 4 did 5 had 6 with 7 could 7 don’t have 8 can
8 was 9 have 10 can’t
Presentation tool: Unit 7, Unit check
7 Model answer
The first time I tried tennis it was a disaster! We all had to Workbook / Online Practice: WB p62
practise hitting the balls over the net. I couldn’t hit the ball Audioscript: SB pp156
straight at all. Most of my balls hit the net, but one ball hit Extra Practice App
my tennis teacher on his head! Everyone laughed – even my
tennis teacher, but I felt really bad! I can play tennis quite
well now, but I still remember that first lesson.

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