Sportlight_7

9a You are what you eat!

Suggested Answer Key

ñcan: of any type of fizzy drink, beer, etc

ñcarton: juice

ñbottle: fizzy drink, wine, juice, beer, etc

ñbox: chocolates, tea bags, biscuits, etc

ñcup: coffee, cocoa, milk, etc

ñtin: tuna, beans, sauce, olives, etc

ñpacket: coffee, rice, pasta, biscuits, peas, broccoli, etc

ñjar: jam, pickles, sausages, etc

Reading

3Focus Reading for detailed understanding/

personalisation

ñDraw Ss’ attention to the quiz. Allow Ss time to complete the quiz and compare their answers with their partners. Conduct a class poll to see how many Ss fit into each category.

(Ss’ own answers)

ñAsk Ss to look back at the text and to explain the meanings of the words in bold without the use of a dictionary, i.e. they can use synonyms, paraphrase, etc. Elicit/explain the meanings and write them on the board. Ss should copy the words into the vocabulary section of their notebooks.

(Ss’ own answers)

Answer Key

starving (adj): very hungry

depends (v): sth is determined by sth else Grilled (adj): cooked on a grill/fire with strong heat

takeaway (n): a meal that is taken away from where it has been cooked

family-sized (adj): a portion that is theoretically big enough to feed a family

dessert (n): a sweet dish usually eaten at the end of a meal

low-fat (adj): containing very little fat

treat yourself (exp): give yourself sth which is unusually nice

doesn’t hurt (exp): does no harm/damage go over the top (exp): do sth to excess otherwise (adv): introduces a result of not taking a particular action

Grammar

4 a) Focus Consolidating quantifiers

ñAllow Ss some time to read through the examples. Elicit which words are used with countable or uncountable nouns. Then recycle which are used in the affirmative, negative or interrogative form.

Answer Key

Countable: some, many, any, a lot of, a few, no Uncountable: some, much, any, a lot of, a little, no

Affirmative: some, a lot of, a little, a few, no Negative: any, not many, not much

Interrogative: any, some

ñCheck Ss’ answers and allow them some time to come up with their own examples.

Suggested Answer Key

Is there any sugar?

There are a few apples. etc

Speaking

b)Read the rubric and check Ss’ understanding of the task. Allow Ss time to prepare their dialogues in pairs. Monitor the activity and help where necessary. Ask individual pairs to repeat their dialogues for the class.

Suggested Answer Key

A:Is there any cheese?

B:Yes, a lot.

A:Are there any apples?

B:No, not many.

A:Is there any juice?

B:Not much.

A:Are there any tomatoes?

B:A few.

A:Is there any ice-cream?

B:A little.

5Focus Practising phrasal verbs (take)

ñFocus Ss’ attention on the spidergram. Allow Ss some time to read through the meanings and the sentences. Ss work on their own. Ask several Ss to report to the class. Elicit answers from around the class.

Answer Key

ñExtension: Have Ss write their own examples with all the phrasal verbs. To make the task more challenging, have them come up with a story of no more than 70 words using all the phrasals.

Writing

6Focus Writing about recent diet

Explain the task. Allow Ss time to make their lists. Ask individual Ss to read out their lists and ask the class to decide

not. Allow Ss class. Go around helping with give feedback task for HW orally in class.

You are what you eat! 9a

Suggested Answer Key

Sunday: cereal, chicken, vegetables and a pie. Monday: cereal, crisps, burger, chips, pizza, coke, chocolate

On Sunday my diet was quite healthy. I had cereal for breakfast, and for lunch I had roast chicken and vegetables. I had a pie for dinner, which wasn’t too unhealthy. However, the food I ate on Monday wasn’t healthy at all. I had cereal for breakfast again, but I got hungry later and bought a packet of crisps. Then I had a Mega Burger and chips for my lunch, which were both dripping in fat. At dinner time, I thought I’d share a takeaway pizza with my brother, but he wasn’t hungry, so I ate the whole thing myself along with two cans of coke and a chocolate bar for dessert.

Synergy

ñAllow Ss one minute to think about ten words they have learnt in today’s lesson. Ask Ss to use them to make their own sentences.

ñWhen Ss have finished ask them to get up and go around the class to find a partner who has something in common with them e.g. same hair/eye colour, same clothes, same taste in music, etc.

ñAsk Ss to discuss what they have learnt in the lesson with their partner.

9 b Can I help you?

Objectives

Vocabulary: products, shops and jobs in shops

Reading & Listening: a dialogue

Speaking: acting out dialogues

Grammar: present perfect simple vs continuous

Listening: an extended dialogue

Everyday English: buying necessities

Introduction

Suggested Answer Key

A:What do you need to buy?

B:A hooded sweater. (hoodie)

A: OK. Let’s go to the clothes shop.

A:What do you need to buy?

B:A teddy bear.

A: OK. Let’s go to the toy shop.

Ask Ss to look at the title, Can I help you? and the pictures. Elicit/Explain the meaning of the title and where Ss might expect to hear it (a question that is often asked by shop assistants to customers to offer assistance). Ask them to predict what vocabulary they will see in the unit.

Vocabulary

1 a) Focus Building vocabulary related to

shopping

Draw Ss’ attention to the list of shops and the items. Elicit/Explain the meaning of any unknown words. Explain the task and write the shops on the board. Elicit answers from around the class, checking pronunciation and correcting any mistakes.

Answer Key

Clothes shop: hooded sweater (hoodie), socks, swimsuit

Stationery shop: crayons, a diary

Toy shop: a teddy bear

Optician’s: sunglasses Sports shop: basketball

Chemist’s: first-aid kit, toothbrush

Jeweller’s: ring Electronics shop: camera

b)Model the exchange with a S and check the class understands the task. Ss work in pairs. Monitor and help where necessary. Ask several pairs to act out their exchanges for the class. Check Ss’ pronunciation and intonation.

2Focus Matching job types to descriptions

and duties

ñDraw Ss’ attention to the list of jobs and elicit/explain the meaning of any unknown words. Explain the task and allow Ss time to complete the matching exercise. Check answers around the class.

ñDraw Ss’ attention to the gapped sentences and explain the task. Allow Ss time to complete the task and check answers around the class.

Reading & Listening

3 a) Focus Listening for specific information

ñAsk Ss to read the first exchange. Elicit/Explain the meaning of camp (a centre where children and teenagers take part in a variety of mostly outdoor activities during the summer).

ñDraw Ss’ attention back to the pictures and elicit guesses from Ss about what Dave might need. Write Ss’ guesses on the board.

ñPlay the recording and elicit the correct answers from around the class.

Answer Key

towel, toothbrush, toothpaste

b) Focus Reading for specific information

Ask Ss to read the questions so they know what information they are looking for. Then ask Ss to read the dialogue again. Allow Ss time to read the text and complete the task individually. Elicit answers from around the class.

Answer Key

Speaking

4Focus Acting out a dialogue

Draw Ss’ attention back to the dialogue and explain the task. Allow Ss time to practise in pairs and then ask individual pairs to act out their dialogue for the class. Record if possible.

Suggested Answer Key

A:Have you finished packing for camp, yet?

B:Not yet.

A:You’ve been packing all afternoon! Do you need any help?

B:Yes, please. I’m sure I’ve forgotten something.

A:OK. Have you packed your towel and swimsuit?

B:Yes, I have.

A:Have you packed your camera and i-Pod?

B:Yes, I have, but I haven’t got any film for my camera.

A:I think I’ve got some I can give you. Let me check and I’ll let you know. etc

Grammar

5 a) Focus Studying and practising grammar

Draw Ss’ attention to the list of uses of the present perfect simple and continuous and check Ss’ understanding. Explain the task and allow Ss time to complete the matching exercise in pairs. Elicit answers from around the class and discuss any difficulties in completing the task.

Can I help you? 9b

Answer Key

1 action which started in the past and continues to the present

2 action which took place some time in the past 3 the length of an action

4 the result of an action

5a repeated action

b)Focus Practising present perfect simple/

continuous

ñHave Ss read through the diary first. Elicit the setting and the people, explaining to Ss that they must always bear the context in mind.

ñSs work on their own and complete the task.

ñSs report their answers. Check Ss’ answers.

Game

Read the rubric. Check Ss understand the game. Elicit various situations and examples they can use

(e.g. Your eyes are red. Have you been crying? You look exhausted. Have you been working long hours? etc.)

Listening

6Focus Listening for specific information

Read the rubric and explain the task. Draw Ss’ attention to the list of shops and elicit some of the items for sale in each shop if they haven’t already been mentioned in Ex. 1. Play the recording twice if necessary as Ss complete the exercise. Check answers from around the class.

Answer Key

b)ñ Stimulate a discussion about where Ss like to shop and why (good selection of items, friendly service, etc.). Explain the task and allow Ss time to prepare their dialogues. Monitor Ss progress and help where necessary.

ñAsk several pairs to perform their dialogues for the class and record if possible.

Suggested Answer Key

A:Hello. I’d like a pair of swimming trunks, please.

B:Sure. What size?

A:Medium, please.

B:Here you are.

A:How much is it, please?

B:28 pounds.

A:Sorry, how much did you say?

B:28 pounds.

A:Ok. I’ll take them. Here you are.

B:Thank you.

Objectives

Vocabulary: describing objects

Speaking: describing objects

Reading & Listening: an e-mail

Writing: an e-mail

Introduction

Draw Ss’ attention to the title, Gifts for everyone, and ask what they think it means (a variety of presents to suit many people). Ask Ss where they would go to buy presents for particular friends or members of their families. Encourage Ss to predict what type of vocabulary they will see in the unit.

Vocabulary

1Focus Building vocabulary

ñDraw Ss’ attention to the table and check Ss’ understanding of the shapes. Explain the task and allow Ss time to complete the table. Check answers around the class and write Shape,

Pattern and Material on the board.

ñElicit answers for each category. Write correct answers below the appropriate headings on the board.

Answer Key

Shape: triangular, oblong, diamond-shaped, etc Pattern: paisley, print, etc

Material: gold, bronze, lycra, etc.

Speaking

2Focus Describing objects

ñAsk a S to read the rubric and explain the task. Check understanding. Remind Ss that the more specific the adjective, the closer it goes to the noun, but when there is little difference, the order is as follows: size, age, shape, colour, origin, material.

ñAllow Ss time to discuss their descriptions in pairs. Go around the classroom monitoring Ss’ work and helping with any difficulties. Then invite pairs to describe some objects for the class.

Suggested Answer Key

1 They’re square, striped, velvet cushions.

2It’s a square, plastic, polka-dot make-up case.

3 It’s a rectangular, plain, leather wallet.

4 It’s a rectangular, checked, plastic bag.

5 It’s a striped, plastic ball.

6 It’s a round, plain, wooden bowl.

7 It’s a rectangular, plain, silver picture frame.

Reading & Listening

3 a) Focus Listening and reading for specific

information

Explain the task and allow Ss time to scan the text for the information they need. Play the recording. Ss check their answers.

Answer Key

It is from Angela to Wendy.

It is about her trip to New York and the gifts she has brought back for her family and friend.

b)Focus Reading for detailed understanding

ñExplain the task. Allow Ss time to read the text again. Elicit/Explain the meaning of any unknown words. Check answers around the class.

Gifts for everyone 9c

Answer Key

1 Angela has been shopping all day.

2 She bought him a robot.

3 She bought him a leather wallet.

4Her mum.

ñAllow Ss time to work on their dialogues in pairs. Go around the classroom monitoring Ss’ work and helping with any difficulties. Then invite pairs to repeat their dialogues for the class.

Suggested Answer Key

A:Well, it wasn’t easy, Mum, but I’ve finally bought presents for everyone.

M: Really, dear? What did you get Tim?

A:I got him a silver robot. It walks, talks and does tricks.

M:Oh, I’m sure he’ll love that. What did you get your father, dear?

A:Well, I couldn’t decide what to get Dad, but in the end, I got him a brown leather wallet.

M:What a good idea. He certainly needs a new one. That old one of his is falling apart.

A:That’s what I thought. I got Wendy a lovely, polka-dot make up case, too.

M:Great, now she’ll have somewhere to put all her things. Did you get anything for your grandma?

A:How could I forget Granny? I bought her some very tasteful striped cushions. And I bought something for you too, Mum.

M:Oh, don’t tell me what it is. That would spoil the surprise.

Writing

4Focus Writing an e-mail

Explain the task. Ask Ss to brainstorm what takes place on an exchange programme. Allow Ss time to complete the task in class. Go around the class monitoring Ss’ work and give feedback. Alternatively, you can assign the task for HW provided you have gone through it orally in class.

9c Gifts for everyone

Suggested Answer Key

Hi Sandra,

Greetings from London. It’s wonderful here. I’ve been shopping all day and I’m exhausted, but the good thing is that I’ve found something for everyone.

I got my brother a hip hop music compilation, I’m sure he’ll love it, and my dad a small wooden clock to go on his desk. I bought my mum eye-shadow and a red lipstick, I hope she likes them. I got you a little something, too, but I mustn’t say or else I’ll ruin the surprise.

See you next Tuesday. Can’t wait! Take care,

Barbara

Synergy

ñAllow Ss one minute to think about ten words they have learnt in today’s lesson. Ask Ss to use them to make their own sentences.

ñWhen Ss have finished ask them to get up and go around the class to find a partner who has something in common with them e.g. same hair/eye colour, same clothes, same taste in music, etc.

ñAsk Ss to discuss what they have learnt in the lesson with their partner.

3 a) Focus Learning idioms

Explain the task. Allow Ss time to read through the idioms and sayings individually. Elicit answers from around the class, correcting mistakes as necessary. Explain any idioms/sayings that are unknown to the whole class.

Answer Key

a hot potato - idiom: a difficult issue or problem a piece of cake - idiom: sth that is easy bread and butter - idiom: sth that provides the main income

selling like hot cakes - idiom: selling large amounts very quickly

a bad egg - idiom: a bad person

as cool as a cucumber - idiom: being remarkably calm and composed

as easy as pie - idiom: very easy

full of beans - idiom: has a lot of enthusiasm my cup of tea - idiom: sth I generally like

an apple a day keeps the doctor away - saying: If you eat healthily, you will not become ill

you can’t have your cake and eat it - saying: you can’t have things both ways

too many cooks spoil the broth - saying: A task is not done well when too many people are involved

eating your words - idiom: publicly accepting that you have said sth wrong

crying over spilt milk - idiom: there is no point in being upset about an unfortunate incident that cannot be reversed

having a finger in every pie - idiom: involved in many things

b) Focus Choosing the correct idiom/saying

Explain the task and allow Ss time to choose the correct idiom/saying to complete each statement. Check answers from around the class.

Answer Key

Culture Corner 9d

4Focus Consolidating vocabulary

Explain the task and allow Ss time to make sentences in pairs. Elicit answers from around the class.

Suggested Answer Key

ñThe situation is a political hot potato.

ñI have written a novel, but journalism is my bread and butter.

ñI’m not surprised that he’s a gangster as he was always a bad egg.

ñI’ve finished my exams, and now I’m as cool as a cucumber.

ñI’ve finished the crossword. It was as easy as pie.

ñMy youngest nephew is always full of beans.

ñEat healthily! Remember – an apple a day keeps the doctor away!

ñYou must choose between the car and the overseas holiday. You can’t have your cake and eat it too!

ñIf you’re not careful about what you say to your friend, you’ll be eating your words.

ñHe’s wealthy because he has a finger in every pie – importing, exporting, a local business, online sales … .

(Ss’ own answers)

Project

5Focus Writing a quiz about idioms/sayings

ñExplain the task. Ask Ss to brainstorm any idioms or sayings and refer them to the quiz to use as a model. Allow Ss time to complete the task in class. Go around the class monitoring Ss’ work and helping with any difficulties. Check Ss’ work and give feedback. Alternatively, you can assign the task for HW.

ñMonitor the task and help Ss with their work.

ñWhen the groups have finished, instruct them to swap and do each other’s quizzes.

ñGive feedback to each group.

Suggested Answer Key

1I really depend on him. He … a is the salt of the earth. b is just sour grapes.

c goes bananas.

2He always speaks his mind. He does not … a eat his heart out.

b mince his words.

c have a sweet tooth.

3They are so different, …

a they bring home the bacon.

b they are like a knife through butter. c they are like chalk and cheese.

Key: 1 ― a, 2 ― b, 3 ― c

9 English in Use

& Listening

Focus Practising pronunciation and

intonation

Ask different Ss to read the sentences aloud. Check Ss’ pronunciation and understanding and elicit/explain the meaning of any unknown words. Play the recording with pauses as Ss repeat the sentences.

b) Focus Listening for gist/reading for

confirmation

Draw Ss’ attention back to the sentences and elicit/explain the meaning of any unknown words. Play the recording and elicit the answer.

Answer Key

They are about giving and receiving gifts and showing appreciation.

2Focus Reading for specific information

Allow Ss time to read through the dialogues and to look at the pictures. Elicit the answer.

Answer Key

Dialogue 1: trainers (7)

Speaking

3Focus Consolidating language through role

play

Read the rubric and explain the task. Tell Ss to use the dialogues from Ex. 2 as a model. Go through a skeleton dialogue with Ss on the board. Ss perform the task in pairs. Go around the classroom monitoring Ss’ work and helping with any difficulties.