1

UNIT 5 ● Focus Ss’ attention on the ‘Words for

Are You a Vegetarian?
LESSON 1
OBJECTIVES:
● to introduce the theme of the unit
● to listen to and read a text
VOCABULARY:
Habit, vegetarian, light, to someone’s
taste, bowl, chopsticks, fork, knife,
specialty, spoon, taste, tissue, eating
habit, light food.
MATERIALS:
SB, SB Audio (Unit 5 p.76 - t.1; Unit 5
p.76 - words), AB.
OUTCOMES:
By the end of the lesson, Ss will be able
to identify details in blog posts.
HOMEWORK:
AB pp.57-58, t.3
LEAD-IN
● Focus Ss’ attention on the pictures of a
bowl, chopsticks, etc. on page 76 (SB).
● Explain that they are going to learn
about food and eating habits in this unit.
● Ask Ss about their favourite food.
● Elicit the words from Ss and write them
on the board.
SB p.76, t.1
● Explain to Ss that they are going to
listen and repeat the words from the box
in task 1 (SB).
● Play SB Audio and have Ss follow the
words in their SBs.
● Ask individual Ss to repeat the words in
turn.
● Monitor the activity, checking for correct
pronunciation.
● Make sure Ss know the meaning of all
the words.
● Have Ss write the words into their
notebooks.
● Monitor the activity, checking for correct
spelling.
SB p.76, t.2
● Explain to Ss that they are going to read
the blogs about different eating habits
and guess the meaning of the words in
the ‘Words for You’ box on page 76.
● Invite individual Ss to read the text
‘Eating Habits’ in turn.
● Monitor the activity, checking for correct
pronunciation.
● Ask some questions to check
comprehension.
You’ box.
● Play SB Audio with the recording of the
words and have Ss repeat them.
● Monitor the activity, checking for correct
pronunciation.
● Ask individual Ss to guess the meaning
of the words based on the text they have
read.
● Prompt if necessary.
AB p.57, t.1
● Have Ss look at incomplete sentences
#1-8 in their ABs.
● Explain to Ss that they are going to
complete sentences #1-8 with the words
from the box.
● Invite individual Ss to complete
sentences #1-8 in turn.
● Allow time for Ss to write the missing
words in their ABs.
UNIT 5
Are You a Vegetarian?
LESSON 2
OBJECTIVES:
● to ask and answer questions about a
text
● to have a monologue
VOCABULARY:
Australia, France, Egypt, Germany, Italy,
Japan, Saudi Arabia, the USA.
MATERIALS:
SB, AB.
OUTCOMES:
By the end of the lesson, Ss will be able
to present information about eating
habits in different countries.
HOMEWORK:
AB p.58, t.4
LEAD-IN
● Ask Ss to imagine that they are hosting
a party for someone from a different
country.
● Instruct them to create a menu and
traditions they would follow for their
party.
● Encourage Ss to discuss types of
dishes, table manners and any other
important details.
● After a few minutes, have some Ss
share their ideas with the rest of the
class.
SB p.77, t.3
● Ask individual Ss to read the text ‘Eating
Habits’ on pages 76-77 (SB) in turn.
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 ● Monitor the activity, checking for correct
pronunciation.
● Explain to Ss that they are going to
answer the questions in task 3 on page
77 (SB) based on the text they have
read.
● Read the first question in task 3 out
loud. (‘What is England famous for?’)
● Encourage an individual S to say the
answer. (‘England is famous for good
manners.’) Prompt if necessary.
● Repeat the procedure for questions #2-
4.
AB p.57, t.2
● Have Ss look at incomplete sentences
#1-6 in their ABs.
● Explain to Ss that they should finish
them, as in the example.
● Make sure Ss understand the task.
● Allow time for Ss to write the missing
words in their ABs.
● Monitor the activity, checking for correct
spelling.
● Invite individual Ss to read out their
sentences in front of the class.
SB p.77, t.4
● Divide the class into small groups and
give each group a different country from
the list in task 4 (SB) to research.
● Instruct the groups to find out about the
eating habits and traditions associated
with that cuisine.
● Have Ss use their phones or other
available resources.
● After a few minutes, have each group
present their findings to the rest of the
class.
UNIT 5
Are You a Vegetarian?
LESSON 3
OBJECTIVES:
● to introduce vocabulary for food
VOCABULARY:
Nut, turkey, to bake, yoghurt, pork,
to boil, salmon, prawn, to cut, to fry,
to chew, elbow, to sit straight, napkin.
MATERIALS:
SB, SB Audio (Unit 5 p.78 - t.1a), AB.
OUTCOMES:
By the end of the lesson, Ss will be able
to differentiate between good and bad
manners while eating.
HOMEWORK:
AB p.59, t.2
LEAD-IN
● Ask your Ss to brainstorm a list of good
manners they should follow while eating.
● Give them a few minutes to write down
their ideas individually.
● Then have them share their answers
with a partner or small group.
● Encourage Ss to explain why they
believe each manner is important.
SB p.78, t.1a
● Explain to Ss that they are going to
listen to and read the words in task 1
(SB).
● Play SB Audio and have Ss follow the
words in their SBs.
● Make sure Ss understand what they
should do.
● Have Ss repeat the words chorally.
Monitor the activity, checking for correct
pronunciation.
● Encourage Ss to find out the meaning of
the new words in the vocabulary section
of their SBs. Prompt if necessary.
● Have Ss copy the words from the box
into their notebooks.
SB p.78, t.1b
● Have Ss look at incomplete sentences
#1-10 in their SBs.
● Explain to Ss that they are going to
complete the sentences with the words
from the box.
● Invite individual Ss to complete
sentences #1-10 in turn.
AB p.59, t.1
● Have Ss look at the pictures related to
food and eating on page 59 (AB).
● Explain that Ss are going to label the
pictures, using the vocabulary studied
previously.
● Make sure Ss understand the task.
● Allow time for Ss to go through the
pictures, working on their own and
writing the words in their ABs.
● Invite individual Ss to label the pictures
in front of the class.
SB p.78, t.2
● Explain to Ss that they are going to work
in pairs and interview their partners
about their favourite food for breakfast/
lunch/dinner and the snacks they have.
● Divide Ss into two groups ─ Group A
and Group B.
● Have Ss from Group A ask questions
and Ss from Group B ─ answer these
questions.
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 ● Have Ss practise role-playing dialogues ● Monitor the activity, checking for correct
in their pairs. pronunciation.
● Encourage Ss to make some notes ● Make sure Ss know the meaning of all
about what they learn about their the words.
partner’s food preferences. ● Have Ss write the words into their
● Invite several Ss from different pairs to notebooks.
the front of the classroom and have ● Monitor the activity, checking for correct
them tell about their partner’s spelling.
preferences in front of the class. SB p.79, t.1
SB p.78, t.3 ● Explain to Ss that they are going to work
● Focus Ss’ attention on the table ‘Good in pairs and interview their partner about
Manners/Bad Manners’ in task 3 (SB). why it is important to eat healthy food.
● Explain to Ss that they are going to copy ● Allow time for Ss to have a dialogue,
the table and put the words from the box working in their pairs.
into the correct column. ● Prompt if necessary.
● Allow time for Ss to copy the table into
their notebooks and fill it in with the SB pp.79-80, t.2
missing words. ● Focus Ss’ attention of the boy with a
● Monitor the activity, checking for correct broccoli and a hamburger at the bottom
spelling.
of page 79.
● Go through the answers with the class.
● Explain that Ss are going to read the
text ‘Food for Health’ and match the
UNIT 5 headings on page 80 (SB) to the
paragraphs in this text.
Are You a Vegetarian? ● Invite individual Ss to read the text in
LESSON 4 turn.
● Monitor the activity, checking for correct
OBJECTIVES: pronunciation.
● to read a text ● Ask some questions to check
● to identify different food groups comprehension.
VOCABULARY: ● Have individual Ss match the headings
Bean, diet, energy, food group, grain, to the paragraphs of the text.
necessary, to digest. ● Give your feedback on correct/incorrect
MATERIALS: answers.
SB, AB. AB p.60, t.1
OUTCOMES: ● Explain to Ss that they are going to read
By the end of the lesson, Ss will be able six groups of words and circle one odd
to discuss the importance of eating word in each group.
healthy food. ● Make sure Ss understand what they
HOMEWORK: should do.
AB p.60, t.3 ● Ask Ss to do the task on their own.
LEAD-IN ● Invite individual Ss to read out the
words, name the odd ones and explain
● Dictate or write the following questions
their choice.
оn the board for Ss to discuss in pairs оr
AB p.60, t.2
small grоuрs:
ls there аnу food that you can't eat?
● Explain to Ss that they are going to read
What's уоur favourite meal of the day? food-related words and sort them out
Саn you cook? into two groups (‘Healthy food’ and ‘Fast
food’)..
VOCABULARY ● Make sure Ss understand what they
● Explain to Ss that they are going to should do.
listen to and repeat the words from the ● Ask Ss to do the task on their own.
section ‘Words for You’ on page 79 ● Invite individual Ss to read out the words
(SB). that belong to each group.
● Play SB Audio and have Ss follow the
words in their SBs.
● Ask individual Ss to repeat the words in
turn.
4
 UNIT 5
Are You a Vegetarian?
LESSON 5
OBJECTIVES:
● to ask and answer questions
● to have a talk
VOCABULARY:
Snacks, cereal, manners.
MATERIALS:
SB, AB.
OUTCOMES:
By the end of the lesson, Ss will be able
to discuss their food preferences based
on the text they have read.
HOMEWORK:
AB p.61, t.5
LEAD-IN
● Encourage Ss to imagine they аrе out
and want to buy а snack.
● Ask Ss, ‘What kind of snack are you
going to buy?’
● Elicit names of places whеrе people can
buy snacks (e.g. ‘shop’, ‘supermarket’,
‘саfe’, ‘market’, ‘kiosk’, ‘vending
machine’ etc.).
OBJECTIVES:
● Ask Ss to raise hands and vote for the
most popular snack and the most
рорulаr place to buy snacks.
AB pp.60-61, t.4
GRAMMAR:
● Explain to Ss that they are going to read
the text on pages 79-80 (SB) again and
MATERIALS:
complete sentences #1-8 by choosing a,
b or c.
● Allow time for Ss to read the text in their
OUTCOMES:
SBs.
● Read the first sentence from task 4 (AB)
out loud. (‘The text is about ________.’)
● Encourage Ss to say which option is
HOMEWORK:
correct. (‘Healthy food’). Have Ss write
the correct answer (‘b’) in their ABs.
● Let Ss complete the rest of the
sentences in their ABs on their own.
● Ask individual Ss to read out the correct
sentences to the class.
SB p.80, t.3
● Explain to Ss that they are going to ask
and answer questions about the text
‘Food for Health’, working in pairs.
● Divide Ss into pairs.
● Allow time for Ss to do the task, working
in their pairs.
● Invite a couple of pairs to ask and
answer questions from task 3 in front of
the class.
SB p.80, t.4
● Explain to Ss that they are going to work
in pairs and interview their partner about
their food preferences.
● Go through the list of points Ss need to
discuss in task 4 (SB).
● Divide Ss into two groups ─ Group A
and Group B.
● Explain that Ss from Group A are going
to ask questions and Ss from Group B ─
answer these questions.
● Divide Ss into pairs.
● Have Ss practise role-playing their
dialogues in their pairs.
● Encourage Ss to make some notes
about what they learn about their
partner’s food preferences.
● Invite several Ss from different pairs to
the front of the classroom and have
them tell about their partner’s food
preferences in front of the class.
UNIT 5
Are You a Vegetarian?
LESSON 6
● to identify and use quantifiers
● to differentiate between countables and
uncountables
All, both, a few, a lot of/lots of.
SB, GB, GB Audio (Unit 5 - Grammar 1-
t.5).
By the end of the lesson, Ss will be able
to talk about quantity and amounts,
using quantifiers.
GB pp.44-45, t.3-4
LEAD-IN
● Write ‘HEALTHY FOOD’ in capital
letters оn the board.
● Ask Ss to work in pairs and give them
two minutes to brainstorm as mаnу food
words as possible.
● Invite the раir with the longest list to
write their words оп the board.
GRAMMAR
● Focus Ss’ attention on the grammar
table on page 81 (SB).
● Explain that we use special words
(quantifiers) to give more information
about the number or amount of
something.
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● Some quantifiers can only be used with
countable or uncountable nouns, while
others can be used with both.
● Go through the table with the class.
● Answer any questions that Ss may
have.
SB p.81, t.1
● Focus Ss’ attention on the food-related
nouns in the box in task 1 (SB).
● Explain to Ss that they are going to put
these words into two groups -
“Countables’ and ‘Uncountables’.
● Allow time for Ss to draw the table in
their notebooks and fill it in with the
nouns from the box.
● Go through the answers with the class.
● Encourage Ss to make up sentences
with countable and uncountable nouns,
as in the example in task 1(b).
● Allow time for Ss to write sentences in
their notebooks.
● Invite individual Ss to read out their
sentences in front of the class.
GB p.44, t.1
● Explain to Ss that they are going to sort
out the nouns #1-6 into countables and
uncountables and make the plurals of
these nouns where possible.
● Make sure Ss understand the task.
● Allow time for Ss to do the task in their
GBs, working individually.
● Go through the words with the class.
● Give your feedback on correct/incorrect
answers.
SB p.81, t.2
● Explain to Ss that they are going to use
‘some’ or ‘any’ to complete sentences
#1-6.
● Model sentence #1 for Ss.
● Ask individual Ss to read sentences #2-
6 to the class.
● Monitor the activity, checking for correct
pronunciation.
● Focus Ss’ attention on the difference
between the use of ‘some’ and ‘any’.
GB p.44, t.2
● Explain to Ss that they are going to read
sentences #1-6 and put the verbs in
brackets into the correct form.
● Make sure Ss understand what they
should do.
● Allow time for Ss to do the writing task
on their own.
● Go through the sentences with the
class.
SB p.81, t.3
● Explain to Ss that they are going to
complete sentences in task 3 (SB).
● Model sentence #1 to make sure that Ss
understand the task.
● Ask individual Ss to read out sentences
#2-6 and complete them in turn.
● Give feedback on correct/incorrect
answers.
GB p.45, t.5
● Explain to Ss that they are going to
listen to the dialogue and complete
sentences #1-6 by choosing a or b in
their GBs.
● Make sure Ss understand the task.
● Play GB Audio.
● Invite individual Ss to read out the
sentences out loud and answer them
based on the dialogue they have
listened to.
● Give feedback on correct/incorrect
answers.
● Explain to Ss that they are going to work
in pairs, discussing their favourite dish.
● Divide Ss into pairs.
● Have each student find the picture and
the recipe of their favourite dish online.
● Encourage Ss to show their picture to
their partner and tell him/her what
products and how many of them are
needed to make the dish.
● Invite some pairs to have a dialogue in
front of the class.
Script
Dad: Darling, what do we need to buy to make
that cake?
Mum: Some eggs, sugar …
Sally: Mum! We don’t need to buy any eggs –
there are 10 in the fridge.
Mum: Oh, good! We also need a bag of flour.
Do we have it?
Dad: No, we don’t. I used all of the flour
yesterday to make biscuits.
Sally: Do we need any fruit?
Mum: Yes. Apples.
Sally: How many?
Mum: Three. Oh, and two bananas and some
butter. That’s all.
Dad: Okay. Let’s go, then. Hurry up!
6

Sally: Why?
Dad: Because there may be many cars, and I
don’t want to be stuck in traffic.
EXTRA IDEA
● Have each
student draw а picture of а
fridge with different food
items in it, including
countable and uncountable
nouns.
● Ask students to take turns to ask and
аnswеr questions about the contents
of each оthеr’s fridge, e.g. 'How
many carrots are in your fridge? I
have got а few carrots in my fridge.’
UNIT 5
Are You a Vegetarian?
LESSON 7
OBJECTIVES:
● to listen to a dialogue
● to ask and answer questions
VOCABULARY:
Compost, home-made, lamb, oven,
shortbread, to peel, to boil, to lay the
table.
MATERIALS:
SB, SB Audio (Unit 5 p.82 - t.1; Unit 5
p.82 - t.2), AB, AB Audio (Unit 5 -
p.62_task1a; Unit 5 - p.63_task2).
OUTCOMES:
By the end of the lesson, Ss will be able
to identify details in a text they have
listened to.
HOMEWORK:
AB p.63, t.3
LEAD-IN
● Write the nаmеs of international dishes
on the board and ask Ss if they can
guess where these dishes come frоm:
‘taсоs’ (Mехiсо), ‘risotto’ (ltaly) and
‘sushi’ (Japan).
● lf Ss struggle with this activity, write the
country names оn the board and ask
them to match the food with the country.
● Вrаinstоrm names of other international
dishes and ask if Ss have ever tried
them.
SB p.82, t.1
● Explain to Ss that they are going to look
at the pictures in task 1, listen to and
read the words in blue font and guess
what the dialogue is going to be about.
● Make sure Ss understand what they
should do.
● Play SB Audio.
● Ask individual Ss to read the words.
Monitor the activity, checking for correct
pronunciation.
● Ask Ss. ‘What is the dialogue going to
be about?’
● Elicit the answers from Ss. Prompt if
necessary.
● Go through the section ‘Words for You’
on page 82 (SB).
● Have Ss repeat the words from the box.
● Explain to Ss that they are going to
listen to the dialogue between Emma
and Erica and guess the meaning of the
words in the ‘Words for You’ section.
● Play SB Audio.
● Encourage Ss to guess the meaning of
new words (‘compost’ and ‘home-made’)
● Have Ss check the words in the
Vocabulary at the end of their SBs.
Script
Erica: So, we’re going to start with some home-
made cheese.
Emma: Did you make it yourself?
Erica: Not me, but Catherine did. It’s very tasty.
You’ll see.
Emma: I’ll lay the table. Do we need any spoons?
Erica: Yes, we are going to have vegetable soup
with lamb.
Emma: I don’t think Stella is going to eat it. She’s a
vegetarian.
Erica: That’s okay. She won’t be hungry. I have to
turn on the oven for the salmon. We’re going to
have salmon with boiled potatoes.
Emma: Shall I peel the potatoes?
Erica: Yes, that would be great. But don’t throw the
skins away. We make compost.
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 ● Invite individual Ss to read out their
Emma: Okay. sentences in their ABs.

Erica: And for dessert, Susan is going to make Script

shortbread. Jenny can help, too.
Jim: Hey, Dad! What are you doing?
SB p.82, t.2
● Explain to Ss that they are going to Dad: I’m making dinner because your
listen to the dialogue again and mum’s at work.
complete sentences #1-6 by choosing a,
b or c in task 2. Jim: Oh. What are you cooking?
● Play SB Audio.
● Ask some questions to check Dad: Grilled chicken with vegetables.
Could you peel those cucumbers for me,
comprehension. please?
● Read the first sentence from task 2 out
loud. (‘The girls are going to start with Jim: Sure. Dad, watch out!
…’)
● Encourage Ss to say which option is Dad: Ah! Oh no! My shirt!
correct (‘home-made cheese’).
● Ask individual Ss to choose the correct Jim: Don’t worry. I’ll get you a napkin.
answers to sentences #2-6 in front of
Dad: Jimmy! The cucumbers!
the class.
● Prompt if necessary. Jim: Oops! I’ll pick them up and wash
SB p.82, t.3 them.
● Explain to Ss that they are going to
answer questions #1-6 based on the Dad: Ah! Cooking is so much easier when
dialogue they have listened to earlier. your mum does it.
● Read the first question in task 4 out
Jim: Yeah… We just lay the table, help her
loud.
bring everything and that’s it.
● Encourage Ss to say the answer.
● Repeat the procedure for questions #2-6 Dad: Let’s clean up this mess before Mum
and have individual Ss answer them in gets home or she’ll get really angry.
turn.
● Give feedback on correct/incorrect AB p.63, t.2
answers. ● Focus Ss’ attention on questions #1-6 in
task 2.
AB p.62, t.1
● Explain that Ss are going to listen to the
● Focus Ss’ attention on sentences #1-10
second part of the dialogue and answer
in task 1(a) in their ABs.
the questions.
● Explain to Ss that they are going to
● Play AB Audio twice.
listen to the recording of the dialogue
● Allow time for Ss to write the answers in
and write if these sentences are true
their ABs.
(‘T’) or false (‘F’).
● Invite a couple of volunteers to read
● Play AB Audio.
their answers in front of the class.
● Allow time for Ss to do the task, working
on their own.
Script
● Go through the sentences with the
class.
Mum: Hi, everyone! How was your day?
● Explain to Ss that they are going to
listen to the dialogue again and rewrite Dad: Hi, honey! Good, yours?
the false statements.
● Model sentence #1 in task 1(b) to make Mum: Oh, I had so much work to do! Now
sure that Ss understand the task. I’m so tired! Hey! What is that smell?
● Allow time for Ss to rewrite sentences in Jim: Oh, uh… Mum, relax! Just go into the
their ABs. living room. I’ll bring you the dinner.
● Monitor the activity, checking for correct
spelling. Mum: Oookay… Hm.

8

Jim: Dad! What are we going to do?
Dad: Just don’t let her into the…
Mum: Into what? The kitchen? HUH! Guys!
Dad: Oops! Sorry, honey…
Mum: The cucumbers are on the floor, all
the knives are dirty, and the pan looks so
ugly!
Jim: Don’t worry, Mum. We’ll clean it up.
Mum: Of course, you will! Or no dinner for
anyone except me!
UNIT 5
Are You a Vegetarian?
LESSON 8
OBJECTIVES:
● to introduce vocabulary for kitchen
utensils
VOCABULARY:
Fork, knife, tablespoon, dessertspoon,
plate, bowl, glass, cup, frying pan,
saucepan, grater, apron, open glove,
whisk, chopping board.
MATERIALS:
SB, SB Audio (Unit 5 p.83 - t.1), AB.
OUTCOMES:
By the end of the lesson, Ss will be able
to discuss various items used in the
kitchen.
HOMEWORK:
AB p.65, t.4
LEAD-IN
● Tell Ss, ‘Му favourite salad is tomato
and garlic.’
● Ask Ss if that is delicious (say 'Yum!') оr
disgusting (say 'Yuck!').
● Have Ss work in pairs and create their
оwn unusual salads.
● Explain that each salad must have at
least two ingredients.
● When Ss have finished, ask а few pairs
to tell you about their salads.
● Have the class vote fоr the most
delicious salad.
SB p.83, t.1
● Explain to Ss that they are going to look
at the pictures,listen to and read the
words in task 1 (SB).
● Play SB Audio and have Ss follow the
words in their SBs.
● Encourage Ss to repeat the words
chorally. Monitor the activity, checking
for correct pronunciation.
● Have Ss copy new words into their
notebooks.
● Encourage Ss to say when each item
from task 1(a) is used, as in the example
in task 1(b).
● Invite individual Ss to make up
sentences.Prompt if necessary.
SB p.83, t.2
● Have Ss look at the pictures a-f in task
2(a) in their SBs.
● Explain that Ss are going to match these
pictures to the words #1-6.
● Make sure Ss understand the task.
● Allow time for Ss to do the matching
task, working on their own.
● Invite individual Ss to match the pictures
to the words in front of the class.
AB p.64, t.1
● Explain to Ss that they are going to
complete sentences #1-8 with the words
from the box.
● Invite individual Ss to complete
sentences #1-7 in turn.
● Allow time for Ss to write the missing
words in their ABs.
AB p.64, t.2
● Explain to Ss that they are going to do
the crossword and write down any other
kitchen items/items of technology they
know, working in pairs.
● Divide Ss into pairs.
● Encourage Ss to talk with each other as
they solve the crossword and write down
their words.
● Check the answers of all pairs, award
points to the pair that finishes first,
solving the crossword and writing the
words correctly in their ABs.
AB p.65, t.3
● Explain to Ss that they are going to
make up their own sentences with the
words from the crossword in task 2(a).
● Allow time for Ss to write the sentences
in their ABs.
● Invite individual Ss to read out their
sentences in front of the class.
UNIT 5
Are You a Vegetarian?
LESSON 9
9
OBJECTIVES:
● to identify and use future forms
GRAMMAR:
The Future Simple Tense, the Present
Continuous Tense for future, be going to.
MATERIALS:
SB, GB, GB Audio (Unit 5 - Grammar 2-
t.5).
OUTCOMES:
By the end of the lesson, Ss will be able
to discuss predictions, intentions and
future arrangements, using different
forms of the future tense.
HOMEWORK:
GB pp.48-49, tasks 3-4
LEAD-IN
● Explain to Ss that they are going to play
charades.
● Prepare cards with different future
arrangements written on them (for
example, ‘meeting a friend for dinner’,
‘attending a concert’, ‘going to a birthday
party’ etc.)
● Have Ss work in small groups and
distribute the cards to each group.
● Without speaking, have individual Ss
from each group act out the future
arrangement on their card using
charades.
● Encourage the rest of the group to
observe and try to guess the future
arrangement being acted out.
● Once the group guesses correctly, have
the actor confirm the correct answer,
using the Present Continuous Tense
(e.g., ‘I am meeting a friend for lunch at
a restaurant at 6 p.m.’).
GRAMMAR
● Revise different future forms on the
board.
● Write different sentences with gaps on
the board and ask Ss to think of the
correct future form of the verbs for each
sentence.
● Ask individual Ss to write the missing
future forms on the board. Prompt if
necessary.
● Explain to Ss that they are going to
review when to use the Future Simple,
the Present Continuous and ‘be going
to’ for future.
● Go through the grammar box on page
84 with the Ss.
● Answer any questions the Ss may have.
SB p.84, t.1
● Explain to Ss that they are going to put
the verbs in brackets into the correct
future forms.
● Model sentence #1 for Ss and make
sure Ss understand what they should
do.
● Ask individual Ss to read sentences #2-
6 to the class.
● Monitor the activity, checking for correct
pronunciation. Prompt if necessary.
● Encourage Ss to write their own two
sentences in the Future Simple, two ‘be
going to’-sentences and two sentences
in the Present Continuous for future.
● Allow time for Ss to do the task and
write sentences in their notebooks.
● Monitor the activity, checking for correct
spelling.
● Invite individual Ss to read out their
sentences in front of the class.
SB p.84, t.2
● Explain to Ss that they are going to
match sentence halves in task 2(a).
● Read sentence half #1 aloud and
encourage Ss to find a matching ending
on the right.
● Let Ss go through the rest of the
matching task on their own.
● Ask individual Ss to read out sentences
#2-6 in turn.
● Give feedback on correct/incorrect
answers.
● Explain to Ss that they are going to work
in pairs and interview their partner about
their decisions, intentions and
arrangement for tomorrow,
● Divide Ss into two groups ─ Group A
and Group B.
● Have Ss from Group A ask questions
and Ss from Group B ─ answer these
questions.
● Divide Ss into pairs.
● Have Ss practise role-playing their
dialogues in their pairs.
● Encourage Ss to make some notes
about what they learn.
● Invite several Ss from different pairs to
report what they have learnt about their
partner to the class.
GB p.47, t.1
● Explain to Ss that they are going to read
the sentences in task 1 (GB) and
complete them by choosing a, b or c.
● Allow time for Ss to complete sentences
#1-6 on their own.
10
● Ask individual Ss to read out the
sentences in turn and explain their
choice of future forms.
GB pp.47-48, t.2
● Explain to Ss that they are going to read
sentences #1-6 and put the verbs in
brackets into the correct future form.
● Make sure Ss understand what they
should do.
● Allow time for Ss to do the task on their
own.
● Go through the sentences with the
class.
● Explain to Ss that they are going to
make their own sentences, using
different future forms.
● Allow time for Ss to write their sentences
in the GBs.
● Ask individual Ss to read out their
sentences to the class.
GB p.49, t.5
● Explain to Ss that they are going to
listen to the dialogue and write the
missing words in their GBs.
● Make sure Ss understand the task.
● Play GB Audio and have Ss fill in the
blanks in their GBs.
● Invite individual Ss to read out the
dialogue in turn.
● Give feedback on correct/incorrect
answers.
● Explain to Ss that they are going to work
in pairs, acting out this dialogue.
● Divide Ss into pairs.
● Allow time for Ss to role-play the
dialogue in their pairs.
● Invite some pairs to have a dialogue in
front of the class.
● Explain to Ss that they are going to work
in their pairs, make their own dialogue
like the one in task 5(a) and act it out.
● Allow time for Ss to make and write their
dialogue in their GBs.
● Have Ss practise role-playing the
dialogue in their pairs.
● Encourage some pairs to act out their
dialogue in front of the class.
Script
A: Hey! What are you doing?
B: I’m making a pie. I’m going to make some
biscuits, too.
A: Look out! That bag of flour is going to fall
down!
B: Got it! Thank you. Will you help me,
please?
A: Okay, but I’m meeting Jim at six, so I only
have an hour.
B: That’s fine. Pete’s coming to take me to
the pool at 6:30, anyway.
A: Will you have enough time to make the
biscuits?
B: If you help me – yes! We will have so
much fun!
UNIT 5
Are You a Vegetarian?
LESSON 10
OBJECTIVES:
● to roleplay a talk
● to have an interview
VOCABULARY:
Wheat flour, handy, to mop, pastry,
board, pastry cutter.
MATERIALS:
SB, SB Audio (Unit 5 p.85 - t.1), AB.
OUTCOMES:
By the end of the lesson, Ss will be able
to act out a conversation in the kitchen.
They will be to discuss recipes they
know and kitchen items they use when
cooking dishes.
HOMEWORK:
AB p.66, t.1
LEAD-IN
● Divide Ss into groups of 4-5.
● Have each group come up with their
own dessert recipe (for example, a cake,
a cookie or a fruit salad).
● Have Ss brainstorm and list the
ingredients they are going to use.
● After a set amount of time, have each
group present their recipe to the class.
SB p.85, t.1
● Focus Ss’ attention on the picture of
three people in the kitchen on page 85
(SB).
● Explain that Ss are going to listen to and
read a talk between Susan, Emma and
Jenny (people in the picture) and guess
the meaning of the phrases in bold.
● Play SB Audio and have Ss follow the
text in their SBs.
11
● Ask some questions to check OBJECTIVES:
comprehension. ● to write a blog post
● Focus Ss’ attention on the phrases in VOCABULARY:
bold and elicit the answers from Ss as to Athlete, bar of chocolate.
their meaning. MATERIALS:
● Give feedback on correct/incorrect SB, AB, blank paper sheets and
answers. markers (see Lead-in).
● Have Ss write down new phrases in OUTCOMES:
their notebooks. By the end of the lesson, Ss will be able
● Explain to Ss that they are going to act to describe how and when they eat.
out the conversation they have listened HOMEWORK:
to. AB p.67, t.2
● Divide Ss into groups of three. LEAD-IN
● Encourage Ss to have a talk in their ● Begin the lesson by reminding Ss about
groups. the importance of a healthy diet.
● Make sure Ss understand what they ● Divide Ss into groups of 4-5.
should do. ● Provide each group with names of food
● Allow time for Ss to do the task working categories.
in their groups. ● Encourage each group to draw images
● Monitor the activity, checking for correct of different examples of food items
pronunciation. within each category.
● After a set amount of time, have Ss
● Ask several pairs to act out a
name the products in each category and
conversation in front of the class.
share their drawings with the rest of the
SB p.85, t.2
class.
● Explain to Ss that they are going to work Examples:
in pairs, choose one recipe and tell their
partner about it. Green vegetables
● Encourage Ss to mention kitchen items
in their dialogue as well.
● Encourage Ss to use the text in task 1
(SB) as a model for their conversation.
● Divide Ss into pairs.
● Allow time for Ss to work in their pairs
and have a talk.
Dairy products
● Invite a couple of pairs to have a
conversation in front of the class.

AB p.66, t.2
● Explain to Ss that they are going to work
in pairs, interviewing their partner about
Fruit
their food preferences, making notes
and reporting to the class.
● Make sure Ss understand what they
should do.
● Divide Ss into pairs.
● Allow time for Ss to have interviews in
SB p.86, t.1
their pairs and make notes in their ABs.
● Focus Ss’ attention on the pictures of
● Invite several Ss from different pairs to
Linda, Ted and Sandra on page 86 (SB).
report what they have learnt about their
● Explain to Ss that they are going to read
partner to the class.
these kids’ messages about their eating
habits.
UNIT 5 ● Invite individual Ss to read out the short
texts in turn.
Are You a Vegetarian? ● Make sure Ss understand the meaning
LESSON 11 of all the words.

12
 ● Ask some questions to check
comprehension.
● Explain to Ss that they are going to write
a short paragraph about what, how and
when they eat and drink.
● Encourage Ss to use the messages in
task 1(a) as a model for their writing.
● Allow time for Ss to do the writing task in
their notebooks. Monitor the activity,
checking for correct spelling.
● Invite a couple of Ss to read out their
sentences in front of the class.
SB p.86, t.2
● Explain to Ss that they are going to write
their own blog post about eating habits
in Ukraine.
● Allow time for Ss to write the blog posts
in their notebooks.
● Encourage individual Ss to read out their
texts in front of the class.
AB p.67, t.1
● Focus Ss’ attention on questions #1-4 in
task 1 (AB).
● Explain that Ss are going to write
answers to these questions in their ABs.
● Allow time for Ss to do the task.
● Invite a couple of volunteers to read
their answers in front of the class.
UNIT 5
Are You a Vegetarian?
Look Back
LESSON 12
OBJECTIVES:
● to review vocabulary and structures of
the unit
● to have a talk
MATERIALS:
SB, AB, cards with names of kitchen
items and tools (see Lead-in).
OUTCOMES:
By the end of the lesson, Ss will be able
to discuss food and eating habits, using
vocabulary and structures studied
previously.
HOMEWORK:
SB p.90, tasks 1-4
LEAD-IN
● Prepare a list of kitchen items and tools
that can be used while cooking. (For
example, ’grater’, ‘saucepan’, ‘whisk’,
‘chopping board’ etc.)
● Write each item on a separate card or a
piece of paper.
● Divide Ss into small groups.
● Have each group take turns asking one
member to pick a card, without showing
it to the rest of their group.
● Encourage the selected Ss to act out the
process of using the kitchen item.
● Tell the rest of the group to guess the
name of this item.
● Set a time limit, and after the group
makes a guess or time runs out, rotate
to the next student.
SB p.87, t.1
● Explain to Ss that they are going to
complete sentences #1-8 by choosing a
or b in task 1 (SB).
● Read the first sentence f out loud.
(‘There are … apples in the basket.’)
● Encourage Ss to say which option is
correct. (‘Some’).
● Ask individual Ss to choose the correct
answers to sentences #2-8 in front of
the class.
● Give feedback on correct/incorrect
answers.
SB p.87, t.2
● Explain to Ss that they are going to read
sentences #1-6 and put the verbs in
brackets into the correct future forms.
● Model sentence #1 for Ss and make
sure Ss understand what they should
do.
● Ask individual Ss to read sentences #2-
6 to the class.
● Encourage Ss to write their own six
sentences for the future.
● Allow time for Ss to do the task and
write sentences in their notebooks.
● Invite individual Ss to read out their
sentences in front of the class.
SB p.87, t.3
● Explain to Ss that they are going to read
sentence parts #1-7 on the left and find
matching endings on the right.
● Make sure Ss understand the task.
● Allow time for Ss to do the matching
task on their own.
● Invite a couple of volunteers to read out
complete sentences in front of the class.
● Focus Ss’ attention on the words in the
box in task 3(b).
● Encourage Ss to say what they do with
these kitchen items and gadgets.
● Allow time for Ss to do the task.
● Invite individual Ss to say their
sentences in front of the class.
SB p.87, t.4
13
● Explain to Ss that they are going to work
in pairs and interview their partner about
the food they usually have for a starter,
a main dish and dessert.
● Divide Ss into two groups ─ Group A
and Group B.
● Explain that Ss from Group A are going
to ask questions and Ss from Group B ─
answer these questions.
● Divide Ss into pairs.
● Have Ss practise role-playing their
dialogues in their pairs.
● Encourage Ss to make some notes
about what they learn about their
partner.
● Invite several Ss from different pairs to
the front of the classroom and have
them report to the class.
SB p.87, t.5
● Explain to Ss that they are going to
complete sentences #1-8 with the words
from the box.
● Model sentence #1 to make sure that Ss
understand the task.
● Ask individual Ss to read out sentences
#2-6 and complete them in turn.
SB p.87, t.6
● Explain to Ss that they are going to
make their own sentences, using the
words from the box in task 6 (SB).
● Allow time for Ss to write sentences into
their notebooks.
● Invite individual Ss to read their
sentences in front of the class.
SB p.87, t.7
● Explain to Ss that they are going to read
sentences #1-6 on the left and find
matching sentences a-f on the right.
● Make sure Ss understand the task.
● Allow time for Ss to do the matching
task on their own.
● Invite a couple of volunteers to read out
the sentences in front of the class.
SB p.87, t.8
● Focus Ss’ attention on questions #1-4 in
task 8 (SB).
● Explain that Ss are going to answer
these questions, working in pairs.
● Divide Ss into pairs.
● Allow time for Ss to have a dialogue,
working in their pairs.
● Invite several pairs to the front of the
classroom and have them ask and
answer questions in front of the class.
SB p.87, t.9
● Explain to Ss that they are going to write
the recipe for their favourite dish.
● Have Ss include the name of the dish,
its ingredients, kitchen items they need
and instructions on how to cook the
dish.
● Allow time for Ss to do the writing task in
their notebooks.
● Invite a couple of Ss to read out their
recipes in front of the class.
SB p.87, t.10
● Explain to Ss that they are going to work
in a group and interview their partners
about their food preferences.
● Go through the list of questions #1-3 in
task 10 (SB) and make sure Ss
understand what they should do.
● Divide Ss into groups of three.
● Have Ss practise asking and answering
questions in their groups.
● Encourage Ss to make some notes
about what they learn about their
partners’ food preferences.
● Invite several Ss from different groups to
the front and have them tell about likes
and dislikes of their groups in front of the
class.
EXTRA PRACTICE
GB: pp.50-52, tt.1-6
AB: pp.68-69, tt.1-3; pp.70-71, tt.5-8
UNIT 5
Are You a Vegetarian?
Look Back
LESSON 13
OBJECTIVES:
● to review the vocabulary and structures
of the unit
● to do a project
● to reflect on Ss’ learning
MATERIALS:
SB, AB.
OUTCOMES:
By the end of the lesson, Ss will be able
to develop and discuss a plan for a class
picnic.
HOMEWORK:
AB p.69, t.4; p.71, t.9
PEER ASSESSMENT
● Explain to Ss that the ‘Self-Check’
section of their SB provides activities to
revise what they have learnt in Unit 5.
14
● Explain to Ss that they are going to work ● Focus Ss’ attention on the ‘Keep in
in pairs and do peer assessment of their Mind’ section on page 89 (SB) and
homework. remind Ss that we don’t use an indefinite
● Divide Ss into pairs and have them article with uncountables.
exchange their notebooks. ● Allow time for Ss to do the task.
● Demonstrate the following answer key to ● Invite a couple of Ss to read out their
the ‘Self-Check’ section on an reports in front of the class.
interactive board/a projector/a laptop or PROJECT
make printouts with answers for Ss. SB p.89, t.12
ANSWER KEY (Self-Check, SB p.90): ● Explain to Ss that they are going to work
in groups of 3-4 and get ready for their
Task 1 class picnic.
1. A few
2. Both ● Divide Ss into groups and have them
3. A lot of/lots of follow the instructions in task 12 (SB).
4. All ● Еnсоurаgе Ss to be as creative as
Task 2 possible when planning their picnic.
1. Is meeting ● Have Ss use the ideas in their SBs as
2. Will cook
3. Won’t like well as their оwn ideas.
4. Are going to ● Allow time for Ss to do their group
5. Isn’t having project.
6. I am not going to eat ● When they have finished, ask each
Task 3 group to present their project in front of
1. Boiled
2. Peel the class.
3. Lay ● Encourage the rest of the class to ask
4. Home-made questions about thеir dream school.
5. Prawns ● Have Ss compare all of the ideas and
6. Fry make one plan for their class picnic.
Task 4
1. d)
2. e)
3. f) EXTRA PRACTICE
4. a) MP: Vocabulary Trainer−Unit 5
5. c) MP: Grammar Quizzes−Unit 5
6. b)
MP: English in Practice−Unit 5
● Have Ss assess their partner’s answers
MP: Dictations−Unit 5
to tasks 1-4 and add up the totals for
each task to get a total score for the
whole ‘Self-Check’ section.
● Give feedback on correct/incorrect ASSESSMENT
answers. Test: Unit 5 Are You a Vegetarian?
Test Book, pages 19-21
SB p.89, t.11
The Test has four parts ─ Use of English,
● Explain to Ss that they are going to work Reading, Listening and Writing. Each part of
in pairs and interview their partner, using the Test gives a total possible score of 12.
questions #1-8 in task 11 (SB). At the end of the Test add up the totals for
each part to get a total score for the whole
● Divide Ss into two groups ─ Group A test.
and Group B. This section includes Answer Key and
● Have Ss from Group A ask questions Audio Script to the Test to review what
and Ss from Group B ─ answer these students have learned in Unit 5.
questions.
ANSWER KEY
● Divide Ss into pairs. Task 1
● Have Ss practise asking and answering 1. b)
questions in their pairs. 2. a)
● Encourage Ss to make some notes 3. b)
4. a)
about what they learn. 5. a)
● Encourage Ss to write a report on the 6. b)
eating habits of their partner in their Task 2
notebooks. 1. whisk
2. apron

15
3. boil answers are right or wrong. After Unit 5,
4. vegetarian have your students conduct self-
5. necessary assessment by using the checklist ‘Now I
6. home-made Can’ (SB, p.90).
Task 3
1. Every country has its own cuisine and
eating habits.
2. They use chopsticks.
3. It is important for them to have family
meals.
4. They often prefer unhealthy fast food.
5. They add pork to it.
6. We eat because it’s necessary and
pleasant at the same time.
Task 4

Ingredients Kitchen items

chicken oven

vegetables cooker

tomatoes dishes

broccoli forks

cucumber knives

oil

AUDIO SCRIPT (Tests 06-Unit 5 )

Man: Hi, dear! What’s for dinner?

Woman: Hi, honey! Baked chicken and

grilled vegetables.

Man: Do you need any help?

Woman: Well, there are no tomatoes left. I

need three. I also need one broccoli, three
cucumbers and a bottle of oil.

Man: Do you need any spices?

Woman: No, we have enough of them. But

there’s only 1 kilo of chicken and I need two.

Man: Okay. I will go to the shop and buy

everything.

Woman: Thanks, dear. I will clean the oven

and the cooker while you’re gone.

Man: Don’t forget to wash the dishes, forks

and knives, too.

Woman: Sure.

NOTE: The results of this Test should be

used in a positive way to help students
identify their areas of weakness. If possible,
use the marked tests as the basis for a
lesson, with students discussing why their

16
 UNIT 6
Bigger! Stronger! Faster!
LESSON 1
OBJECTIVES:
● to introduce the theme of the unit
● to listen to and read a text
VOCABULARY:
Coach, competition, equipment, failure,
generation, lifestyle, competitive, to
afford, to handle, to gain weight, to get
hurt/injured.
MATERIALS:
SB, SB Audio (Unit 6 p.92 - words; Unit 6
p.92 - t.1; Unit 6 p.92 - t.2), AB, lists of
different sports (see Lead-in).
OUTCOMES:
By the end of the lesson, students will be
able to name sports. They will be able to
analyse a text about physical training.
HOMEWORK:
AB p.72 , t.2
LEAD-IN
● Focus Ss’ attention on the pictures of
different sports on page 92 (SB).
● Explain to Ss that they are going to learn
about the role of sport in this unit.
● Divide Ss into pairs or small groups.
● Give each group a list of different sports
and ask them to discuss and rank them
based on their popularity among young
people today.
Example:
● After a few minutes, have each group
present their rankings and explain their
choice.
● Encourage Ss to use English to justify
their opinions. Prompt if necessary.
VOCABULARY
● Explain to Ss that they are going to listen
to and repeat the words from the section
‘Words for You’ on page 92 (SB).
● Play SB Audio and have Ss follow the
words in their SBs.
● Ask individual Ss to repeat the words in
turn.
● Monitor the activity, checking for correct
pronunciation.
● Make sure Ss know the meaning of all the
words.
● Have Ss write the words into their
notebooks.
● Monitor the activity, checking for correct
spelling.
SB p.92, t.1
● Explain to Ss that they are going to listen
and repeat the words (names of sports)
on page 92 (SB).
● Play SB Audio and have Ss follow the
words in their SBs.
● Ask individual Ss to repeat the words in
turn.
● Monitor the activity, checking for correct
pronunciation.
● Make sure Ss know the meaning of all the
words.
● Have Ss write the words into their
notebooks.
● Monitor the activity, checking for correct
spelling.
SB p.92, t.2
● Focus Ss’ attention on the picture of a
reporter on page 92 (SB) .
● Explain that Ss are going to listen to the
reporter and say what problem she talks
about.
● Play SB Audio and have Ss follow the
text ‘Sport Today’ in their SBs.
● Have individual Ss read the text in turn.
● Make sure Ss understand the meaning of
all the words.
● Ask Ss, ‘What problem does she talk
about?’
● Elicit the answer from Ss (‘Less people
today do sports.’)
AB p.72, t.1
● Explain to Ss that they are going to read
the words in the box (names of the
sports) and put them in alphabetical
order.
● Make sure Ss understand what they
should do.
● Allow time for Ss to do the task on their
own.
● Monitor the activity, checking for the
correct spelling.
● Invite individual Ss to read out the words
in turn.
SB p.92, t.3
● Focus Ss’ attention on the pictures of
Louis, Amy, Junta and Oleh on page 93
(SB).
● Explain that Ss are going to read their
messages and say which idea belongs to
whom in task 3 (SB).
1
 ● Have individual Ss read the messages on
page 93 (SB) in turn.
● Make sure that Ss understand the
meaning of all the words.
● Ask individual Ss to read out one idea
each in task 3.
● Each time Ss have read an idea, ask Ss
whether it belongs to Louis, Amy, Junta
or Oleh.
● Elicit the answer from Ss.
● Give feedback on correct/incorrect
answers.
SB p.93, t.4
● Explain to Ss that they are going to make
a list of other reasons why many people
don’t do sport.
● Allow time for Ss to do the task, working
individually.
● Invite several Ss to share their ideas in
front of the class.
UNIT 6
Bigger! Stronger! Faster!
LESSON 2
OBJECTIVES:
● to find specific details in a text
● to discuss reasons for not doing sport
VOCABULARY:
Passive, to break, to hit, rugby, to drown,
surfing, equipment.
MATERIALS:
SB, SB Audio (Unit 6 p.94 - t.5), AB.
OUTCOMES:
By the end of the lesson, students will be
able to analyse comments about sport
and compare their experience with
someone else’s.
HOMEWORK:
AB p.73, t.5
LEAD-IN
● Write the following question on the board:
"Is competition important in sports?"
● Give Ss a few minutes to think about their
answer to the question.
● Divide Ss into pairs.
● Have Ss share their answer with their
partner and engage in a short
conversation to exchange different
viewpoints.
AB p.73, t.3
● Explain to Ss that they are going to match
pictures #1-5 to the words in task 3 (AB).
● Make sure that Ss understand what they
should do.
● Allow time for Ss to match the pictures in
their ABs.
● Go through the answers with the class.
AB p.73, t.4
● Have Ss look at incomplete sentences
#1-5.
● Explain to Ss that they should complete
them.
● Allow time for Ss to write sentences in
their ABs.
● Monitor the activity, checking for the
correct spelling.
● Invite individual Ss to read out their
sentences in front of the class.
SB p.94, t.5
● Focus Ss’ attention on the pictures of a
reporter and a basketball player on page
94 (SB).
● Explain that Ss are going to read the text
describing solutions to the declining
participation in sports.
● Play SB Audio and have Ss follow the
text in their SBs.
● Invite individual Ss to read the text in turn.
● Monitor the activity, checking for correct
pronunciation.
● Ask some questions to check
comprehension.
● Have individual Ss match the solutions to
the problems a-e in task 5 (SB).
● Give your feedback on correct/incorrect
answers.
SB p.94, t.6
● Explain to Ss that they are going to make
a list of more solutions to the problems in
task 5 (SB).
● Allow time for Ss to do the task, working
individually.
● Invite several Ss to share their ideas in
front of the class.
SB p.94, t.7
● Explain to Ss that they are going to work
in a group and interview their partners
whether they like sport and why/why not.
● Make sure Ss understand what they
should do.
● Divide Ss into groups of three.
● Have Ss practise asking and answering
questions in their groups.
● Encourage Ss to make some notes about
what they learn about their partners’
sport preferences.
● Invite several Ss from different groups to
the front and have them tell about likes
and dislikes of their groups in front of the
class.
2
 UNIT 6
Bigger! Stronger! Faster!
LESSON 3
OBJECTIVES:
● to introduce names of sports
VOCABULARY:
To go climbing, to play volleyball, to do
aerobics.
MATERIALS:
SB, SB Audio (Unit 6 p.95 - t.1a), AB,
sport-related flashcards (see Lead-in).
OUTCOMES:
By the end of the lesson, students will be
able to talk about different kinds of sports
and games, using new vocabulary.
HOMEWORK:
AB p.74, t.2
LEAD-IN
● Divide the students into small groups and
give each group a set of sports-related
flashcards.
Example:
● Instruct the groups to categorise the
activities in the flashcards into indoor or
outdoor activities.
● Encourage Ss to use English to discuss
their categorization.
● After a couple of minutes, have each
group present their categorization to the
class and discuss any differences or
similarities between the groups' choices.
SB p.95, t.1
● Explain to Ss that they are going to listen
to and read the names of sports in task
1(a) in their SBs.
● Play SB Audio and have Ss follow the
words in their SBs.
● Make sure Ss understand the meaning of
the words.
● Have Ss repeat the words chorally.
Monitor the activity, checking for correct
pronunciation.
● Focus Ss’ attention on the table ‘Sports’
in task 1 (b).
● Explain to Ss that they are going to copy
the table into their notebooks and sort out
the sports from task 1 (a).
● Encourage Ss to add some other sports
they know to the table as well. Prompt if
necessary.
● Allow time for Ss to do the task, working
individually.
● Monitor the activity, checking for correct
spelling.
● Go through the words in the table with the
class.
SB p.95, t.2
● Explain to Ss that they are going to make
up nouns from the words in the box.
● Study the model and make sure Ss
understand the task.
● Ask individual Ss to make up nouns in
turn.
● Monitor the activity, checking for correct
pronunciation.
● Focus Ss’ attention on the verbs in task
1(b).
● Explain that Ss are going to add the ‘-ing’
ending to these verbs to make up names
of sports.
● Study the model and make sure Ss
understand the task.
● Allow time for Ss to do the task working
individually.
● Go through the answers with the class.
SB p.95, t.3
● Go through the ‘Keep in Mind’ section
together with Ss and explain the
difference between ‘go’, ‘play’ and ‘do’
when talking about sports.
● Tell Ss that they are going to choose one
of these verbs to complete sentences in
task 3 (SB).
● Model sentence #1 to make sure that Ss
understand what they should do.
● Ask individual Ss to read out sentences
#2-6 and complete them in turn.
● Monitor the activity, checking for correct
pronunciation.
● Give feedback on correct/incorrect
answers.
AB p.74, t.1
● Explain to Ss that they are going to read
sport-related words in the box and sort
them out into three groups.
● Tell Ss that they should also write
sentences using these words.
● Make sure Ss understand what they
should do.
● Allow time for Ss to write words and
sentences in their ABs.
● Invite individual Ss to read out the words
and sentences in front of the class.
3

EXTRA IDEA
● Divide students into pairs.
● Give each pair a set of flashcards
with different sports and activities
written on them.
● Instruct students to take turns picking
a flashcard and using the correct
verb (‘go’, ‘play’, or ‘do’) to complete
a sentence related to the sport or
activity.
● For example, if a student picks the
‘swimming’ flashcard, they could say
‘I go swimming on Saturdays.’
● Encourage students to use complete
sentences.
● After a few minutes, have some pairs
share their sentences with the class.
UNIT 6
Bigger! Stronger! Faster!
LESSON 4
OBJECTIVES:
● to read a text about ball games
VOCABULARY:
Aim, court, goal, point, timeout,
opposing, to bounce, to dribble, to kick,
to roll, to shoot.
MATERIALS:
SB, SB Audio (Unit 6 p.96 - words), AB.
OUTCOMES:
By the end of the lesson, students will be
able to analyse a text about sports.
HOMEWORK:
AB p.75, t.2
LEAD-IN
SB p.96, t.1
● Divide Ss into groups of 3-4.
● Instruct the groups to brainstorm and
write down as many words related to ball
games as they can in two minutes.
● After two minutes, have each group
share their words with the class.
● As a class, create a master list of all the
words on the board.
VOCABULARY
● Go through the section ‘Words for You’
on page 96 (SB) and play SB Audio with
the recording of the new words.
● Have Ss repeat the new vocabulary.
● Make sure Ss understand the meaning of
the words.
SB p.96, t.2
● Focus Ss’ attention on the text “It all
includes a ball” in their SBs.
● Explain to Ss that they are going to read
the text and say what it is about.
● Invite individual Ss to read the text in turn.
● Monitor the activity, checking for correct
pronunciation.
● Ask Ss about the topic of the text and
elicit the correct answer (kinds of sport
with a ball).
SB p.96, t.3
● Focus Ss’ attention on sentences #1-6 in
task 3 (SB).
● Explain that Ss are going to read the text
in task 2 (SB) again and say if the
sentences #1-6 are true or false.
● Ask individual Ss to read out one
sentence each.
● Each time Ss have read a sentence ask,
‘Is it true or false?’.
● Elicit the answer from Ss.
● Give feedback on correct/incorrect
answers.
AB p.75, t.1
● Explain to Ss that they are going to
complete the text in their ABs with the
words from the box.
● Invite individual Ss to complete
sentences #1-7 in turn.
● Allow time for Ss to write the missing
words in their ABs.
UNIT 6
Bigger! Stronger! Faster!
LESSON 5
OBJECTIVES:
● to ask and answer questions
● to make a presentation
VOCABULARY:
Basket, net, patient, to think clearly, to
be brave.
MATERIALS:
SB, AB.
OUTCOMES:
By the end of the lesson, students will be
able to have a talk based on the text they
have read. They will be able to conduct a
presentation about sport.
HOMEWORK:
AB p.76, t.3(a)
LEAD-IN
● Divide Ss into small groups and assign
each group a different sport from the text
‘It all includes a ball’ (SB).
● Instruct the groups to brainstorm and
write down as many vocabulary words
related to their assigned sport as they
can think of in five minutes.
4
● For example, the football group might
come up with words like ‘goalkeeper’,
‘referee’, ‘penalty’, ‘ball’ etc.
● After the time is up, have each group
share their list of words with the rest of
the class.
SB p.97, t.4
● Explain to Ss that they are going to
complete sentences #1-6 based on the
text ‘It all includes a ball’.
● Allow time for Ss to read the text again on
their own.
● Model sentence #1 to make sure that Ss
understand the task.
● Ask individual Ss to read out sentences
#2-6 and complete them in turn.
● Monitor the activity, checking for correct
pronunciation.
● Give feedback on correct/incorrect
answers.
SB p.97, t.5
● Explain to Ss that they are going to
interview their partner about basketball,
volleyball and football.
● Divide Ss into pairs.
● Encourage Ss to ask and answer
questions in task 5 in their pairs.
● Make sure Ss understand what they
should do.
● Allow time for Ss to do the task, working
in their pairs.
● Ask individual Ss to present the
information they have learnt from their
partner to the class.
SB p.97, t.6
● Explain to Ss that they are going to make
up true sentences about sport players,
using prompts in task 6 (SB).
● Go through the prompts and make sure
Ss understand the meaning of all the
words and phrases.
● Model one sentence to make sure Ss
understand what they should do.
● Invite individual Ss to say one sentence
in turn.
● Monitor the activity, checking for correct
pronunciation.
● Give feedback on correct/incorrect
answers.
AB p.76, t.3(b)
● Explain to Ss that they are going to play
a guessing game by thinking of one sport
without naming it.
● Divide Ss into pairs.
● Encourage one student in each pair to
think about one sport.
● Have another student in each pair guess
what sport is being described by asking
yes/no questions.
● After the partner guesses the name of the
sport, encourage Ss to switch roles and
continue the game.
SB p.97, t.7
● Explain to Ss that they are going to work
in groups of 3-4, choose one kind of sport
with a ball and make a PowerPoint
presentation about it.
● Divide Ss into groups and explain that
they may use the information in the
article ‘It all includes a ball’ for their
presentation.
● Еnсоurаgе Ss to be as creative as
possible when designing their
presentation.
● Allow time for Ss to do their group project.
● When they have finished, ask each group
to present their project in front of the
class.
● Encourage the rest of the class to ask
questions about thе kind of sport that has
been described.
UNIT 6
Bigger! Stronger! Faster!
LESSON 6
OBJECTIVES:
● to identify and use the Past Continuous
Tense
GRAMMAR:
The Past Continuous Tense.
MATERIALS:
SB, GB.
OUTCOMES:
By the end of the lesson, students will be
able to describe past actions, using the
Past Continuous Tense.
HOMEWORK:
GB p.55, t.4
LEAD-IN
● Invite one volunteer to the front and have
an interview with him/her.
● Explain to the volunteer that you are
going to ask some questions about sport,
and they are going to answer them.
● Ask questions using the Past Continuous
Tense (e.g. ‘Were you swimming in the
lake at 6 pm yesterday?’)
● Elicit complete answers from the student.
(‘No, I wasn’t. I wasn’t swimming in the
lake yesterday.’)
● Prompt if necessary.
5
 GRAMMAR
● Focus Ss’ attention on two grammar
tables on page 98 (SB).
● Explain to Ss that we use the Past
Continuous tense to talk about what was
happening at a particular moment in the
past.
● Go through the grammar tables with the
class.
● Answer any questions that Ss may have.
SB p.98, t.1(a)
● Explain to Ss that they are going to put
the verbs in brackets into the Past
Continuous.
● Model sentence #1 for Ss.
● Ask individual Ss to read sentences #2-6
to the class.
● Monitor the activity, checking for correct
pronunciation.
● Prompt if necessary.
SB p.98, t.1(b)
● Encourage Ss to write their own three
affirmative sentences and three negative
sentences in the Past Continuous with
the words from the box.
● Allow time for Ss to write sentences in
their notebooks.
● Monitor the activity, checking for correct
spelling.
● Invite individual Ss to read out their
sentences in front of the class.
SB p.98, t.2
● Focus Ss’ attention on sentences #1-6.
● Explain to Ss that they should make the
questions to these sentences, as in the
example.
● Have individual Ss come to the board
and write the questions on the board.
Prompt if necessary.
● Allow time for Ss to copy the questions
into their notebooks.
● Monitor the activity checking for correct
spelling.
SB p.99, t.3
● Focus Ss’ attention on questions #1-6 in
task 3 (SB).
● Explain that Ss are going to give short
answers to these questions, working in
pairs.
● Divide Ss into pairs.
● Allow time for Ss to ask and answer
questions in their pairs.
● Invite several pairs to the front of the
classroom and have them ask and
answer questions in front of the class.
GB p.54, t.1
● Focus Ss’ attention on sentences #1-5 in
their GBs.
● Explain to Ss that they are going to
change these sentences from the
Present Continuous into the Past
Continuous.
● Study a model sentence and make sure
Ss understand what they should do.
● Allow time for Ss to write sentences in
their ABs.
● Go through the sentences with the class.
GB p.54, t.2
● Explain to Ss that they are going to read
sentences #1-6 and put the verbs in
brackets into the Past Continuous.
● Make sure Ss understand what they
should do.
● Allow time for Ss to do the task on their
own.
● Go through the sentences with the class.
GB p.54, t.3
● Explain that Ss are going to put the words
in the correct order, make up questions
and answer them.
● Make sure Ss understand the task.
● Allow time for Ss to do the task
individually.
● Monitor the activity, checking for correct
spelling.
● Go through the questions/answers with
the class.
GB p.55, t.5
● Explain to Ss that they are going to
interview a partner, ask them what they
were doing at the specified time, make
the notes in their GBs and tell the class
about their partner.
● Divide Ss into pairs.
● Encourage Ss to ask and answer
questions #1-4 in task 5 (GB) in their
pairs.
● Make sure Ss understand what they
should do.
● Allow time for Ss to have a talk and make
notes, working in their pairs.
● Ask individual Ss to present the
information about their partner to the
class.
SB p.99, t.4
● Explain to Ss that they are going to
answer questions about what everyone
was doing yesterday at the times
mentioned in task 4 (SB).
● Divide Ss into pairs.
● Allow time for Ss to ask and answer
questions in their pairs.
● Invite several pairs to the front of the
classroom and have them ask and
answer questions in front of the class.
6
 UNIT 6
Bigger! Stronger! Faster!
LESSON 7
OBJECTIVES:
● to identify details in a monologue about
a sport event
VOCABULARY:
Athletics, event, prize, race, ring,
bronze, gold, silver, to be held.
MATERIALS:
SB, SB Audio (Unit 6 p.100 - words; Unit
6 p.100 - t.1), AB, photos of athletes (see
Lead-in).
OUTCOMES:
By the end of the lesson, students will be
able to discuss the Olympic games,
based on the text they have listened to.
HOMEWORK:
AB p.78, t.3
LEAD-IN
● Show Ss pictures of famous athletes who
competed in the Olympics and ask them
to say what sport and who they see in
these pictures.
● For example, show a picture of Usain
Bolt winning the race in London and ask
students to describe it.
● Elicit the answers from Ss. Prompt if
necessary.
VOCABULARY
● Explain to Ss that they are going to listen
to and repeat the words from the section
‘Words for You’ on page 100 (SB).
● Play SB Audio and have Ss follow the
words in their SBs.
● Ask individual Ss to repeat the words in
turn.
● Monitor the activity, checking for correct
pronunciation.
● Make sure Ss know the meaning of all the
words.
● Have Ss write the words into their
notebooks.
● Monitor the activity, checking for correct
spelling.
SB p.100, t.1
● Explain to Ss that they are going to
discuss questions about the Olympic
Games.
● Read the first question in task 1 out loud.
(‘Do you know anything about the
Olympic Games?’)
● Elicit the answers from Ss. Prompt if
necessary.
● Repeat the procedure for the questions
#2-3.
● Explain to Ss that they are going to listen
to the dialogue about the Olympics and
complete sentences #1-8 by choosing a,
b or c in task 1(b).
● Play SB Audio.
● Ask some questions to check
comprehension.
● Read the first sentence from task 1 (b)
out loud. (‘Where were the first Olympics
held?’)
● Encourage Ss to say which option is
correct (‘Greece’).
● Ask individual Ss to choose the correct
answers to sentences #2-8 in front of the
class.
● Prompt if necessary.
Script
The first games were in Olympia in Greece
in 776 BC. There was one race, and the
prize was a red apple. Women didn’t run in
the games. Next time there were more
races. For example, horse races. Now the
Olympics are held every four years in
different countries. There are three prizes
for each event – a gold medal, a silver
medal and a bronze medal. Every new
Olympic Games have new sports. Today
you can watch athletics, boxing, cycling,
basketball, football, gymnastics, swimming
and many other sports. Ski jumping, skiing
and skating are also events in the Winter
Olympic Games. The Olympic flag has 5
coloured rings. The colours are blue,
yellow, black, green and red on white
because every country in the world has one
of these colours on its flag. So, the Olympic
flag means the countries are friends.
SB p.100, t.2
● Explain to Ss that they are going to
answer questions #1-5 based on the text
about the Olympic Games they have
listened to earlier.
● Read the first question in task 2 out loud.
● Encourage Ss to say the answer.
● Repeat the procedure for questions #2-5
and have individual Ss answer them in
turn.
● Give feedback on correct/incorrect
answers.
AB p.77, t.2
● Focus Ss’ attention on the text with gaps
in task 2 in their ABs.
7
 ● Explain to Ss that they are going to listen
to the recording of the text about the
Olympic Games again and complete the
sentences in their ABs.
● Make sure Ss understand the task.
● Play SB Audio.
● Allow time for Ss to do the task, working
on their own.
● Go through the sentences with the class.
SB p.100, t.3
● Explain to Ss that they are going to find
out information about the last Olympic
Games.
● Go through the instructions in task 3 (SB)
and make sure Ss understand what they
should do.
● Divide Ss into groups of 4-5.
● Allow time for Ss to find information,
working in their groups.
● When they have finished, ask volunteers
to present their information in front of the
class.
● Encourage the rest of the class to ask
questions about the information they
have listened to.
UNIT 6
Bigger! Stronger! Faster!
LESSON 8
OBJECTIVES:
● to introduce vocabulary for sports
equipment
● to listen to a talk show
VOCABULARY:
Racket, bat, puck, skis, stick, oars,
stopwatch, ski goggles,swimming
goggles,track. Individual, indoor,
dangerous,fast,team (sport).
MATERIALS:
SB, SB Audio (Unit 6 p.101 - t.1a; Unit 6
p.101 - t.2), AB.
OUTCOMES:
By the end of the lesson, students will be
able to name sports equipment. They will
be able to analyse a talk show about
sport.
HOMEWORK:
AB p.79, t.3
LEAD-IN
● Ask each student to choose one sport
and describe it using at least five
adjectives.
● Encourage them to be creative in their
descriptions and use vocabulary related
to sports they have studied previously.
● After a few minutes, have Ss share their
descriptions with a partner or in small
groups.
SB p.101, t.1
● Explain to Ss that they are going to look
at the pictures of the sports equipment in
task 1, and listen to/read the words in
blue font.
● Make sure Ss understand what they
should do.
● Play SB Audio.
● Ask individual Ss to read the words in
turn. Monitor the activity, checking for
correct pronunciation.
● Encourage Ss to repeat the words
chorally.
● Have Ss copy new words into their
notebooks.
● Encourage Ss to say what sports
equipment we use in each sport
mentioned in task 1(b).
● Study the model sentence and make
sure Ss understand the task.
● Invite individual Ss to make up
sentences.Prompt if necessary.
AB p.79, t.1
● Have Ss look at the pictures of the sports
equipment on page 79 (AB).
● Explain that Ss are going to write the
name of the equipment and the name of
the sport where it is used.
● Make sure Ss understand the task.
● Allow time for Ss to go through the
pictures, working on their own and writing
words in their ABs.
● Monitor the activity, checking for correct
spelling.
● Invite individual Ss to read out their
words in front of the class.
SB p.101, t.2
● Explain to Ss that they are going to listen
to the talk show where people are trying
to guess the name of the sport and
choose the correct boxes in task 2 (SB).
● Go through the phrases in the box with
Ss.
● Play SB Audio.
Script
Host: This is FKY Radio – your favourite
radio station. Today in the studio I have a
special guest. He is a famous sportsman,
the Olympic bronze winner. Before I tell you
who it is, let’s guess what sport he does.
And if you are lucky, you can win a nice T-
shirt.
Listener 1: Does your guest play an indoor
8
 past. They will be able to differentiate
sport?
Host: No, he doesn’t. A question from our between two types of past tense.
next listener. HOMEWORK:
Listener 2: Does your guest play an GB p.58, t.4
individual sport?
Host: Yes, he does. LEAD-IN
Listener 2: Is it a dangerous sport? ● Ask each student to think of one
Host: Not really, only when the ball hits him. memorable event or experience from
But it’s definitely a very fast sport. their past and write a short paragraph to
Listener 2: Does he need any other
equipment? describe it.
Host: Yes, he does. ● Encourage Ss to include details such as
Listener 2: Does he need a racket? when and where the event happened,
Host: Yes, he does. what they were doing, and how they felt.
Listener 2: I know. Your guest today is a ● After 5 minutes, have Ss share their
tennis player.
Host: Yes, that’s correct. And the T-shirt is paragraphs with a partner and discuss
yours. We’ll be back after the commercials. their experiences.
GRAMMAR
● Ask some questions to check
● Focus Ss’ attention on two grammar
comprehension.
tables on page 102 (SB).
● Have individual Ss choose the correct
● Explain to Ss the difference between the
boxes based on the recording they have
Past Simple and the Past Continuous.
listened to. Prompt if necessary.
● Go through the grammar tables with the
● Explain that Ss are going to listen to the
class.
recording again and put the questions in
● Answer any questions that Ss may have.
task 2(b) in the order they hear them.
SB p.102, t.1
● Play SB Audio.
● Explain to Ss that they are going to put
● Have individual Ss put the questions in the verbs in brackets into the Past Simple
the correct order. or the Past Continuous.
● Give your feedback on correct/incorrect ● Model sentence #1 for Ss.
answers. ● Ask individual Ss to read sentences #2-6
AB p.79, t.2 to the class in turn.
● Explain to Ss that they are going to read ● Monitor the activity, checking for correct
sport-related words in task 2 (AB) and pronunciation.
guess the sport. ● Prompt if necessary.
● Make sure Ss understand what they SB p.102, t.2
should do. ● Explain to Ss that they are going to put
● Allow time for Ss to write names of sports the verbs in brackets into the Past
in their ABs. Continuous or the Past Simple.
● Model sentence #1 for Ss.
● Invite individual Ss to read out the words
● Ask individual Ss to read sentences #2-6
and sentences in front of the class. to the class.
● Prompt if necessary.
SB p.102, t.3
UNIT 6
● Encourage Ss to think about their last
Bigger! Stronger! Faster! weekend.
LESSON 9 ● Have them write their own six sentences
in the Past Simple and the Past
OBJECTIVES: Continuous.
● to identify and use the Past Simple and ● Explain that Ss can use the sentences in
the Past Continuous task 2 (SB) as a model for their writing.
VOCABULARY: ● Allow time for Ss to write the sentences
The Past Simple Tense vs. the Past in their notebooks.
Continuous Tense. ● Invite individual Ss to read out their
MATERIALS: sentences in front of the class.
SB, GB. GB p.57, t.1
OUTCOMES: ● Explain to Ss that they are going to read
By the end of the lesson, students will be sentences #1-6 in their GBs and put the
able to describe actions and events in the verbs in brackets into the Past Simple or
the Past Continuous.
9
 ● Make sure Ss understand what they ● Have them pair up with another student
should do. and take turns sharing their choices.
● Allow time for Ss to do the task on their ● Encourage Ss to ask follow-up questions
own. and engage in a conversation about their
● Go through the sentences with the class. favourite sports.
GB p.57, t.2 SB p.103, t.1
● Explain to Ss that they should match ● Explain to Ss that they are going to look
sentence halves in task 2(a) in their GBs. at the pictures 1-8 in task 1 (SB) and say
where each item is used.
● Make sure Ss understand what they
should do. ● Study the model and make sure Ss
understand the task.
● Let Ss complete the task on their own.
● Encourage individual Ss to say where
● Ask individual Ss to read out the
each item is used.
sentences in front of the class.
● Prompt if necessary.
● Explain to Ss that they are going to
SB p.103, t.2
complete the sentences with their own
words in task 2(b). ● Explain to Ss that they are going to work
in pairs and interview their partner about
● Allow time for Ss to fill in the gaps in their
sport.
GBs.
● Go through the list of points Ss need to
● Ask individual Ss to read out their
discuss in task 2 (SB).
sentences to the class.
GB p.57, t.3 ● Divide Ss into two groups ─ Group A and
● Have Ss look at the pictures on page 57 Group B.
(GB). ● Explain that Ss from Group A are going
● Explain to Ss that they are going to write to ask questions and Ss from Group B ─
what happened in these pictures. answer these questions.
● Study the model and make sure Ss ● Divide Ss into pairs.
understand what they should do. ● Have Ss practise role-playing their
● Allow time for Ss to write the sentences dialogues in their pairs.
in their GBs, working on their own. ● Encourage Ss to make some notes about
● Invite individual Ss to read out their what they learn about their partner’s
sentences in front of the class. sport preferences.
● Invite several Ss from different pairs to
the front of the classroom and have them
UNIT 6 tell about their partner’s sport
Bigger! Stronger! Faster! preferences in front of the class.
LESSON 10 SB p.103, t.3
● Focus Ss’ attention on the pictures of
OBJECTIVES: sports on page 103 (SB). Ask Ss to name
● to interview a partner the sports they see in the pictures.
● to say a poem ● Tell Ss that they are going to listen to the
VOCABULARY: poem ‘Doing Sports’ and follow the text in
Judo, to be keen on, illness, to cure, joy, their SBs.
proverb. ● Play SB Audio.
MATERIALS:
● Ask some questions to check
SB, SB Audio (Unit 6 p.103 - t.3), AB.
comprehension.
OUTCOMES:
● Have Ss read the text of the poem in turn.
By the end of the lesson, students will be
able to discuss sports. They will be able ● Make sure the Ss know the meaning of
to recite a poem about doing sports. all the words.
HOMEWORK: ● Play SB Audio again, make pauses and
AB p.80, t.1 have individual Ss recite the poem in
turn.
LEAD-IN
● Monitor the activity, checking for correct
● Give each student a piece of paper and
pronunciation.
ask them to write down three sports or
physical activities they enjoy.

10
 AB p.80, t.1
● Have Ss look at incomplete sentences in
task 1 (AB).
● Explain to Ss that they should list their
favourite things about sport and complete
the sentences in their ABs.
● Allow time for Ss to write sentences in
their ABs.
● Invite individual Ss to read out their
sentences in front of the class.
UNIT 6
Bigger! Stronger! Faster!
LESSON 11
OBJECTIVES:
● to answer questions about a text
● to write a blog
VOCABULARY:
To go to the gym, to be into sport, to train.
MATERIALS:
SB, AB.
OUTCOMES:
By the end of the lesson, students will be
able to discuss a text about the role of
sport. They will be able to write a blog
post about sport in their lives.
HOMEWORK:
AB p.81, t.2
LEAD-IN
● Ask Ss to think about people they train or
exercise with.
● Instruct them to describe their training
partner, such as a friend or a family
member, and explain why they enjoy
training with them.
● Have a few Ss share their descriptions
with the class.
SB p.104, t.1
● Explain to Ss that they are going to
answer questions #1-4 based on Emma’s
blog post in task 1 (SB).
● Go through the questions with the class.
● Encourage individual Ss to read the text
● Have individual Ss answer the questions
#1-4 in turn.
Prompt if necessary.
SB p.104, t.2
● Ask Ss to write a blog post about the role
of sport in their own lives.
● Encourage Ss to describe why sport is
important to them, what kinds of sports
they do, how often they do sports and
who they train with.
● Encourage Ss to use the text in task 1
(SB) as a model for their writing.
● After a couple of minutes, have a few Ss
share their paragraphs with the class.
AB p.81, t.1
● Explain to Ss that they are going to write
down everything they remember about
the Olympic Games.
● Allow time for Ss to write the sentences
in their ABs.
● Invite individual Ss to read out their
sentences in front of the class.
UNIT 6
Bigger! Stronger! Faster!
Look Back
LESSON 12
OBJECTIVES:
● to review the vocabulary and structures
of the unit
● to do a test
MATERIALS:
SB, AB.
OUTCOMES:
By the end of the lesson, students will be
able to answer questions of a quiz about
sport.
HOMEWORK:
SB p.108, tt.1-4
LEAD-IN
● Divide the Ss into small groups and give
each group a list of different sports.
● Instruct the groups to brainstorm and
write down as many pieces of equipment
as they can think of for each sport.
● After a few minutes, have each group
share their lists with the class.
SB p.105, t.1
● Explain to Ss that they are going to
complete sentences #1-6 with the words
from the box in task 1 (SB).
● Model sentence #1 to make sure that Ss
understand the task.
● Ask individual Ss to read out sentences
#2-6 and complete them in turn.
SB p.105, t.2
● Explain to Ss that they are going to make
their own ten sentences, using the words
from the box in task 2 (SB).
● Allow time for Ss to write sentences into
their notebooks.
● Invite individual Ss to read their
sentences in front of the class.
SB p.105, t.3
● Explain to Ss that they are going to do
the test and find out if sport is important
to them.
11
● Go through questions #1-8 and make
sure Ss understand the meaning of all
the words.
● Ask Ss to write their answers (a or b) into
the notebooks.
● Allow time for Ss to do the task.
● Have Ss check their points by using the
table table on page 105 (SB).
● Invite some Ss to share their test results
in front of the class.
SB p.106, t.4
● Explain to Ss that they are going to put
the verbs in brackets into the Past Simple
or the Past Continuous in task 4 (SB).
● Remind Ss about the difference between
two tenses.
● Model sentence #1 and make sure Ss
understand what they should do.
● Ask individual Ss to read and complete
sentences #2-6 in front of the class.
SB p.106, t.5
● Explain to Ss that they are going to match
questions #1-6 to answers a-f in task 5
(SB).
● Read question
● #1 aloud and encourage Ss to find a
matching ending on the right.
● Let Ss go through the rest of the
matching task on their own.
● Ask individual Ss to read out sentences
#2-5 in turn.
● Give feedback on correct/incorrect
answers.
SB p.106, t.6
● Focus Ss’ attention on sentences #1-6 in
task 6 (SB).
● Explain to Ss that they should make the
questions to these sentences.
● Have individual Ss come to the board
and write the questions on the board.
Prompt if necessary.
● Allow time for Ss to copy the questions
into their notebooks.
SB p.106, t.7
● Explain to Ss that they are going to make
up nouns from the words in the box.
● Make sure Ss understand the task.
● Ask individual Ss to make up nouns in
turn.
● Monitor the activity, checking for correct
pronunciation.
SB p.106, t.8
● Remind Ss about the difference between
‘go’, ‘play’ and ‘do’ when talking about
sports.
● Tell Ss that they are going to choose one
of these verbs to complete phrases in
task 8 (SB).
● Make sure that Ss understand what they
should do.
● Ask individual Ss to read out phrases #2-
6 and complete them in turn.
● Monitor the activity, checking for correct
pronunciation.
● Give feedback on correct/incorrect
answers.
● Explain to Ss that they are going to make
their own six sentences in the Past
Continuous with the phrases from task
8(a).
● Allow time for Ss to write sentences in
their notebooks.
● Invite individual Ss to read out their
sentences in front of the class.
SB p.106, t.9
● Explain to Ss that they are going to look
at the words (for kinds of sport) in the box
in task 9 (SB).
● Explain that Ss are going to say what
equipment is used for each kind of sport.
● Make sure Ss understand what they
should do.
● Invite individual Ss to say their sentences
in front of the class.
EXTRA PRACTICE
GB: pp.59-61,tt.1-6
AB:pp.82-83,tt.1-3; pp.84-85,t.5
UNIT 6
Bigger! Stronger! Faster!
Look Back
LESSON 13
OBJECTIVES:
● to review the vocabulary and structures
of the unit
● to reflect on Ss’ learning
● to make a poster
MATERIALS:
SB, AB.
OUTCOMES:
By the end of the lesson, students will be
able to interview their classmates about
sport preferences. They will be able to
present a poster.
HOMEWORK:
AB p.83, t.4; p.86 , t.7.
PEER ASSESSMENT
● Explain to Ss that the ‘Self-Check’
section of their SB provides activities to
revise what they have learnt in Unit 6.
12
● Explain to Ss that they are going to work
in pairs and do peer assessment of their
home-work.
● Divide Ss into pairs and have them
exchange their notebooks.
● Demonstrate the following answer key to
the ‘Self-Check’ section on an interactive
board/a projector/a laptop or make
printouts with answers for Ss.
ANSWER KEY (Self-Check, SB p.108):
Task 1
1. Did
2. Was playing
3. Were cycling
4. Was dribbling … got
5. Was rolling … fell down
6. Were hiking … started
Task 2
1. Were you skiing for two hours last
weekend?
2. Was Ted riding a horse at 5 pm last
Sunday?
3. Were you playing rugby for 40 minutes two
days ago?
4. Were Tina and Leila playing curling from 8
am to 2 pm a day ago?
5. Was Katie doing athletics for an hour last
Monday?
6. Were you having a timeout for 10 minutes?
Task 3
1. Be held
2. Aim
3. Points
4. Get hurt
5. Cricket
6. Lifestyle
Task 4
4 information and draw some pictures on
5 their poster to create interest.
1 ●
6 to present their poster in front of the
2 class.
3
● Have Ss assess their partner’s answers
to tasks 1-4 and add up the totals for
each task to get a total score for the
whole ‘Self-Check’ section.
● Give feedback on correct/incorrect
answers.
SB p.107, t.10
● Explain to Ss that they are going to
answer questions #1-15 in task 10 (SB).
● Go through questions #1-15 and make
sure Ss understand the meaning of all
the words.
● Ask Ss to write their answers to these
questions into the notebooks.
● Allow time for Ss to do the task on their
own.
● Divide Ss into pairs.
● Encourage Ss to do a blitz interview with
their partner asking them the same
questions and make notes of what they
learn.
● Invite some Ss to share their test results
and compare them to their partner’s
answers.
SB p.107, t.11
● Explain to Ss that they are going to work
in three groups, surf the Internet and find
out what kinds of sports are popular in
Ukraine, the USA and China.
● Divide the class into three groups and
assign one country to each group.
● Encourage Ss to speak about the
equipment and how to play those sports.
● Allow time for Ss to do their group
projects.
● When they have finished, ask each group
to present the information about each
country in front of the class.
● Encourage the rest of the class to ask
questions about thе information they
have listened to.
PROJECT
SB p.107, t.12
● Explain to Ss that they are going to make
a poster about sport in Ukraine.
● Go through the instructions #1-4 for the
project in task 12 (SB) and make sure Ss
understand what they should do.
● Allow time for Ss to make their posters,
working individually.
● Remind Ss to write interesting
When they have finished, ask volunteers
● Encourage the rest of the class to ask
questions about the information they
have listened to.
EXTRA PRACTICE
MP: Vocabulary Trainer−Unit 6
MP: Grammar Quizzes−Unit 6
MP: English in Practice−Unit 6
MP: Dictations−Unit 6
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 ASSESSMENT
Test: Unit 6 Bigger! Stronger! Faster!
Test Book, pages 22-24
The Test has four parts ─ Use of English, Reading,
Listening and Writing. Each part of the Test gives a
total possible score of 12. At the end of the Test add
up the totals for each part to get a total score for the
whole test.
This section includes Answer Key and Audio Script
to the Test to review what students have learned in
Unit 6.
ANSWER KEY
Task 1
1. Played
2. Forgot
3. Was swimming
4. Did not gain
5. Was doing
6. Did not kick
Task 2
1. Opposing
2. Equipment
3. Goalkeeper
4. Prizes
5. Stick
6. Failure
Task 3
1. Football game
2. Got hurt
3. To/towards
4. Could not catch
5. Very angry
6. Exhausted
Task 4
1. False
2. True
3. False
4. False
5. True
6. True
AUDIO SCRIPT (Tests 07-Unit 6 )

I think sport is not only a chance to lose weight. It is

also a way to have fun with others. Sure, there are
those kinds of sports that include competition, where
your goal is to show everyone that you’re the best.
On the other hand, they often develop teamwork – a
skill to work well with others. Personally, I play sports
for fun, but it sometimes makes me feel competitive.
For example, yesterday I played basketball with my
friend Sebastian. He’s stronger than me because he
goes to the gym three times a week. So, I lost and
my failure made me a bit upset. Today, however, I’m
going to the skating rink with Lucy. Skating is not that
competitive, and it makes me feel beautiful. So, I’m
sure this will be a more friendly event than
yesterday’s!

NOTE: The results of this Test should be used in a

positive way to help students identify their areas of
weakness. If possible, use the marked tests as the
basis for a lesson, with students discussing why
their answers are right or wrong. After Unit 6, have
your students conduct self-assessment by using
the checklist ‘Now I Can’ (SB, p.108).

14