Tiger5 2

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Sports scene
Objectives and key competences
Active language
Culture and CLIL
Name and describe sports

Listen and do a vocabulary quiz
Ask and say what you and other people
are doing
Understand and practise grammar
Learn the grammar tables for Unit 2
Listen and use everyday language
Watch a video clip
Talk about the sports you like and the
exercise you do
Core vocabulary: sports

badminton, bowling, cricket, cycling, kayaking,
rugby, sailing, scuba diving, snowboarding,
surfing
ball, bat, city, outback, rainforest, river, sea, team,
tour, waves
Story vocabulary
ankle, bandage, heavy, poison, scorpion, sleeping
bag, spectacular, sting
CLIL vocabulary: exercise is healthy and cool
blood, heart, joints, lungs, muscle, oxygen
is good for
Structures
He/Shes playing (rugby). Were/Theyre playing (golf).
Is he/she ing? Yes, he is./No, he/she isnt.
Are they ing? Yes, they are./No, they arent.
Whats he/she doing? What are they doing?
Recycled language
climb, dance, dive, do judo/karate, hop, ice skate,
play table tennis/football/basketball, ride a bike/
horse, rollerblade, row, run, skateboarding, swim,
walk, wear
amazing, brilliant, fantastic, fun, great
clothes, food, hotel, ice, sandwich, tent, water,
windy, cold, ice
exercise, fit, healthy, strong
the alphabet, numbers, parts of the body
Do you like ? Yes, I do./No, I dont.
I think / I want to
Everyday chit-chat
changing room, coach, locker, sports kit
Id like to find out about
Australia: Water sports

Australia: Culture quiz
The UK: Football in England
Video clip: How to find out about sports classes
Science: Exercise is healthy and cool
Read a holiday tour leaflet

Read and write about the benefits of
different kinds of exercise
Read a report on an exercise diary
Use the Students Resource Centre
Predict what happens in the story
Practise pronunciation: /a / and /e /
Review, assess and plan your own learning
Understand and think about values
Read about a good and bad cyclist
Play the games
Do a role play (how to find out about sports
classes)
Plan, prepare, write and present your
project
Listen, read and understand the story
Read about water sports in Australia
Do a culture quiz about Australia
Listen and find out about football in England
Values and attitudes

Interest in sports
Pleasure in reading a holiday tour leaflet
Enjoyment in a travel blog
Awareness that we should help other people
if we can
Interest in talking about what people are doing
Respect for other peoples opinions about
sports
Pleasure in learning about Australian and UK
culture
Enjoyment in acting out a role play
Recognition of the benefits of different kinds
of exercise
Satisfaction in preparing, planning and
writing your project
Willingness to review, assess and plan your
own learning
Receptive language
charity, extracts, raise money, route
Pronunciation
the /a / and /e / sounds (kayaking, cycling /
sailing, playing)
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Lesson 1
Class Audio for Lesson 1

to name and describe sports
to ask and answer questions about sports you like
to listen and do a vocabulary quiz
to use the Students Resource Centre
Active language
badminton, bowling, cricket, cycling, kayaking, rugby,
sailing, scuba diving, snowboarding, surfing,
Do you like ? Yes, I do./No, I dont.
At a Glance Lesson Plan
ball, basketball, bat, boat, football, judo, karate, ice skate,

ride a bike, sea, skateboarding, table tennis, tennis
amazing, brilliant, fantastic, fun, great
Materials
Flashcards: badminton, bowling, cricket, cycling,
kayaking, rugby, sailing, scuba diving, snowboarding,
surfing, Class Audio CD
Students Book
Sports CD 1 Track 27 p225
Find out the favourite sports
CD 1 Track 28 p225
Vocabulary quiz CD 1 Track 29 p225
Activity Book
Students Book
Starting the lesson

Greet the students.
Explain the aims of Unit 2.
Explain the aims of the lesson.
Vocabulary presentation
Present vocabulary with the
Unit 2 flashcards and word
cards.
Activity 3
Activity 1
Listen and say.
CD 1 Track 27 p225
Activity 2
Listen and find out. Which
sports does Steve like?
Which are Australias favourite
sports?
CD 1 Track 28 p225

Now ask and talk about
you.
Listen and do the vocabulary

quiz.
CD 1 Track 29 p225
Internet Tracks
Find out the name of a type
of football people only play in
Australia.

Go to the Activity Book.
See Activity Book activities to
the right.
Ending the lesson
Review the lesson and say
goodbye.
Activity Book
Activity 1
Find, circle and write.
Activity 2
Write questions. Answer Yes, I do or No, I dont.
Activity 3
Write about the sports.
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Detailed Lesson Plan

Starting the lesson
Greet the students.

Welcome the students to the lesson. Ask familiar
questions, such as Whats the date? Whats the
weather like?
Explain the aims of Unit 2.
Draw the students attention to the top of Students
Book page 14. Say In this unit and read the aims.
Check understanding.
Say Today were going to find out about different
sports. Were going to ask and answer questions
about sports we like and were also going to do a
vocabulary quiz.
Vocabulary presentation
Present the vocabulary.

(Books closed.) The students name sports they know.
Introduce the new sports by sticking the flashcards on
the board. The students repeat the words once or twice.
Hold up the word cards in turn. The students read the
words. They then match the word cards and flashcards
on the board.
Note: You can present the vocabulary with the
Vocabulary Tool in the Presentation Kit. Please see
Teachers Book page 30.
Students Book Activity 1
Listen and say.

CD 1 Track 27 p225
The students look at the photo of Steve and the map.
Ask Wheres Steve from?
Play the CD. The students listen and repeat the new
words.
The students guess two of Australias favourite sports.
(Dont say the answers yet.)
The students name other sports. ( Football, table
tennis, judo, karate )
Listen and find out. Which sports does Steve like?

Which are Australias favourite sports?
Now ask
and talk about you.
CD 1 Track 28 p225
Say Lets listen and find out which sports Steve
likes and what Australias favourite sports are.
Play the CD once or twice. The students listen.
The students say which sports Steve likes and what
Australias favourite sports are.
Ask the students to work with a partner. In pairs, the
students ask and answer questions about all the
sports. Do you like (badminton)? / Yes, I do. Its fun.
Ask a few pairs to report back to the rest of the class.
I love (cycling). (Elena) likes (surfing).
Answers: Steve likes badminton, cricket, cycling, bowling and rugby.
Cricket and rugby are two of Australias favourite sports.
Listen and do the vocabulary quiz.

CD 1 Track 29 p225
Divide the class into two teams.
Draw attention to the recycle logo. Explain that the
students will be hearing familiar words, as well as
practising new vocabulary.
Briefly revise vocabulary in the quiz if necessary.
Play the CD. Use the pause button. Members of each
team take turns to answer. Keep score on the board.
Extend the quiz by holding up the flashcards. The
students say and spell the words.
The team with most points at the end wins the quiz.
Answers: (See answers in audioscript.)
Internet Tracks
Find out the name of a type of football people only

play in Australia.
Read the instructions as a class.
The students research on the internet with a teacher a
type of football people only play in Australia.
Activity Book
Activity 1
Find, circle and write.
The students find and circle the sports in the word
search and write the words.
Answers: 1 badminton 2 surfing 3 snowboarding 4 kayaking 5 cricket
6 cycling 7 bowling 8 sailing 9 scuba diving 10 rugby
A U J
X S A
S N O W B O A R D
N G H
I
N G
D C K A Y A K
B O U Y C B
K O G B Y
N G V C
A R P B E R Z
D B U U A F
G L
P V K C
P M L
M O T G H D Z C Y U L
I W P M B
N L
D W Y
A K O U N
L Y S V D E D G
I
O N O P N Z
G O
J
N G C S U R F
T T O
S Q N R Y
I
N G G F
Activity 2
Write questions. Answer Yes, I do or No, I dont.
The students write a question about each sport
pictured and true answers.
Answers: 1 Do you like football? 2 Do you like tennis? 3 Do you like
swimming? 4 Do you like skateboarding? 5 Do you like basketball?
Activity 3
Write about the sports.
The students write sentences to describe the sports.
Suggested answers: 1 In cricket, you hit a ball with a bat. 2 In scuba
diving, you wear a special suit and dive under the sea. 3 In cycling, you
ride a bike. 4 In sailing, you go in a boat.
Ending the lesson
Review the lesson and say goodbye.

Ask How many sports can you name?
The students tidy up, put their books away and say
goodbye.
Answers: Melbourne Rules Football/Australian Rules Football.

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Lesson 2

to play The association game
to read a holiday tour leaflet
to answer the questions
to express a personal opinion
Active language
sailing, scuba diving, snowboarding, surfing
city, rainforest, sports, tour, outback
I want to
Materials
Flashcards and Word cards: badminton, bowling,
cricket, cycling, kayaking, rugby, sailing, scuba diving,
snowboarding, surfing, Class Audio CD
Students Book
Australia land of sport, nature and fun.
CD 1 Track 30 p225
Activity Book
Activity 6 CD 1 Track 31 p226
Activity Book
Students Book
Starting the lesson

Greet the students.
Review the Unit 2 flashcards.
Activity 4
Listen and read.
CD 1 Track 30 p225
Activity 5
Answer the questions.
Activity 6

Play The association

game.
Activity 7
Activity Book
Talk about it! Choose and say.
Internet Tracks
Find out the name of one
more Australian animal.

the right.
Ending the lesson

goodbye.
Activity 4
Read and write T (true) or F (false). (See
Students Book page 15.)
Activity 5
Read and write. Invent your own city tour.
Activity 6
Talk about it! Listen and complete. Write.
CD 1 Track 31 p226
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Starting the lesson
Greet the students.

weather like?
Give the Unit 2 flashcards to individual students,
without the other students seeing the pictures.
The students take turns to say a sentence about their
sport, for example You do this sport in the snow.
The rest of the class guesses which sport it is. Its
snowboarding.
Say Today were going to read a leaflet about
holiday tours in Australia and answer questions
about it. Were also going to play a game and give
our opinions.
Listen and read.

CD 1 Track 30 p225
Read Steves post and the title of the leaflet. Elicit the
meaning of tour (a short trip to several places for
pleasure).
Read the Reading Tip. Encourage the students to
predict the content of each tour from the headings.
Clarify meaning, as necessary, for example, outback
(land in Australia, far away from cities, which isnt used
for farming and in which very few people live).
Play the CD. The students listen and read.
Ask How many tours are there? (Four.) What are
they? (Sports, city, rainforest and outback tours.)
Compare the tours with the students predictions.
Play the CD again.

The students read and answer the questions.
Answers: 1 (You watch) cricket and rugby. 2 (You visit) the Sydney
Opera House. 3 (You discover) koalas and possums. 4 (You learn about)
the Aborigines.
Activity Book
Activity 4
Read and write T (true) or F (false). (See Students
Book page 15.)
The students read the sentences and write T or F by
each one, referring to Students Book page 15.
Answers: 1 T 2 T 3 F 4 F 5 T 6 T
Play The association game.

Draw attention to the thinking skill: Associating. Explain
that in order to play the game we associate the tours
with different activities.
The students take turns to say sentences and identify
the tour. You walk across a bridge. / Its the city tour!
The students play the game with the whole class and/or
in groups.
Talk about it! Choose and say.

The students take turns to say the tour they want to
go on and why. I want to go on the (rainforest) tour to
(see koalas).
Activity 5
Read and write. Invent your own city tour.
Read the model text.
The students complete the sentences with
information about an invented tour of a city of their
choice.
Answers: Students own answers.
Activity 6
Talk about it! Listen and complete. Write.
CD 1 Track 31 p226
Play the CD. The students listen and complete the
speech bubbles.
The students write a sentence expressing what they
want to do.
Internet Tracks
Find out the name of one more Australian animal.

The students research on the internet with a teacher
other Australian animals.
Possible answers: ibis, dingo, emu, wombat
Ending the lesson

Ask What do you know about holiday tours in
Australia? Which holiday tour do you want to go on?
goodbye.
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Lesson 3

to learn everyday phrases used in the story
to predict what happens in the story
to give a personal response and think about values
to listen to and read the story
to answer questions about the story
Active language
ankle, bandage, bike, cold, food, heavy, hotel, poison,
sandwich, scorpion, sleeping bag, spectacular, sting,
tent, water, windy
Were ing Its Were Weve got
Students Book
The survival guide
CD 1 Track 32 p226
Activity Book
Materials
Class Audio CD
Students Book
Starting the lesson

Greet the students.
Review Australian holiday tours.
Pre-story activities
Predict what happens in the
story.
Listen to the story (books
closed).
CD 1 Track 32 p226
Activity 8
Listen to and read the story.
CD 1 Track 32 p226
Activity Book
Activity 9
Activity 10
Tiger Track Values

Think about it! Is it important to help
other people?
How do you help other people?
Do you know ? fact
Read the information.
Talk about it! Ask and say.

Everyday phrases
Activity 7
Read the story and write the answers. (See
Ask and say.
Activity 8
Read and write. (See Students Book page
16.)
Activity 9

Read and circle. Write a review of the
story. Tell your family about the story.
Learn and use!

the right.
Ending the lesson

goodbye.
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Starting the lesson
Greet the students.

weather like?
Review Australian holiday tours.
Ask What can you remember about the holiday tours
of Australia? Which tour is your favourite? Why?
Say Today were going to listen to, read and talk
about a travel story about a family in Australia.
Pre-story activities
Predict what happens in the story.

Read Steves post and the title of the story. Elicit or
explain the meaning of survival, raise money and
charity.
Ask the students to predict what happens in the story
(in English or L1).
Listen to the story (books closed).
CD 1 Track 32 p226
Say Lets listen and find out if youre right.
Read the focus questions to the students: Whats the
disaster? Who can help? Elicit or explain the meaning
of disaster.
Play the CD. The students listen to the story.
Check the answers to the questions. (A scorpion stings
Mums ankle. Jack can help.)
Listen to and read the story.

CD 1 Track 32 p226
Play the CD. The students listen and read the story.
Pause to check understanding or clarify meaning, as
necessary.
The students take turns to read the story, with or
without the CD.
Do you know ? fact
Read and discuss the information with the students.


The students read and answer the questions.
Answers: 1 Its about 1,400 kilometres. 2 They see a kangaroo. 3 She
can have a shower and sleep in a real bed. 4 A scorpion stings Mums
ankle. 5 It takes thirty days. 6 They raise 10,000 dollars.
Students Book Tiger Track Values
Say Think about it! Is it important to help other

people? Listen to the students answers (in English or
L1). Establish that it is important to help your family
and friends, as well as people who are less fortunate
than you.
Ask the students how they help other people,
prompting them if necessary with additional questions
such as Do you help your mum and dad at home?
Are you helpful at school? Do you help your
friends when they have a problem? If you have a
confident class, ask them to discuss the question
further (in L1).
Talk about it! Ask and say.

Read the questions. The students say their opinions
and give reasons.
Everyday phrases
Learn and use!

Read the phrases. Ask the students to find the
phrases in the story.
Elicit or give examples of when to use the phrases
every day.
Encourage the students to use the phrases whenever
appropriate from now on.
Activity Book
Activity 7
Read the story and write the answers. (See
Ask and say.
Students Book page 16).
The students read the story in the Students Book and
write the answers.
The students ask the questions and say the answers
in pairs.
Answers: 1 Theyve got everything. 2 She helps Mum and Dad put up
the tent. 3 Theyre eating a sandwich. 4 Theyre staying in a hotel.
5 Hes reading The survival guide. 6 A scorpion stings Mums ankle.
7 The nurse is saying well done to Jack. 8 Theyre in Sydney. 9 Hes
still reading The survival guide.
Activity 8
Read and write. (See Students Book page 16.)
Read the extract from The survival guide. The
students supply the missing words from the word
box. They then read the text and write the words.
Answers: 1 poison 2 soap 3 cold 4 heart 5 sting 6 bandage
Activity 9

Read and circle. Write a review of the story.
Tell your family about the story.
The students read the six sentences and circle the
correct words.
The students write their review, completing the
sentences and adding their opinions.
The students read and compare their reviews.
Encourage the students to tell their family about the
story.
Answers: 1 a travel story 2 bike ride across Australia 3 Adelaide
to Sydney 4 1,400 kilometres 5 30 days 6 10,000 dollars (Possible
review) The story is a travel story about a bike ride across Australia.
Natalie and her family travel from Adelaide to Sydney. The distance is
1,400 kilometres and the journey takes thirty days. They raise money
for a childrens charity. (Students opinions will follow.)
Ending the lesson

Say Can you tell me ten words from the story?
goodbye.
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Lesson 4

to listen and learn the grammar tables
to be a grammar detective
to read about a good and bad cyclist
to talk about a good and bad cyclist

Active language
cyclist, helmet, jacket, pavement, road, traffic, MP3
player
cycle, listen, look, pay attention, wear
Im ing. Im not ing.
Hes/Shes ing. He/She isnt ing.
Students Book
The survival guide CD 1 Track 32 p226
Cycling CD 1 Track 33 p226
Grammar tables CD 1 Track 34 p226
Activity Book
Materials
Class Audio CD
Students Book
Starting the lesson

Greet the students.
Review The survival guide
story.
Activity 11
Look, listen and read.
CD 1 Track 33 p226
Say the differences.
Activity 12

Play Good or bad!
Activity 13
Listen, repeat and learn.
CD 1 Track 34 p226
Activity 14
Be a grammar detective! Look
at page 17 in the AB.
Fast Track Grammar

Write five sentences using the
present continuous tense.

the right.
Ending the lesson
goodbye.
Activity Book
Activity 10
Write sentences. (See Students Book page
18.)
Activity 11
Read and write. Be a grammar detective!
Activity 12
Write true sentences about now.
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Starting the lesson
Greet the students.

weather like?
Review The survival guide story.
Ask Can you remember The survival guide story?
Play the CD. The students listen and follow in their
books. Pause before key words. For example, in
Frame 1: Weve got everything on our bikes (food,
water), clothes, sleeping bags and a (tent). The
students supply the words that follow.
CD 1 Track 32 p226
Say Today were going to read and talk about how
to cycle safely. Were also going to learn about
the present continuous tense and be grammar
detectives!
Look, listen and read. Say the differences.

CD 1 Track 33 p226
Play the CD. Pause after each sentence for the
students to repeat.
Draw attention to the present continuous in bold.
Ask What are the differences between the good
cyclist and the bad cyclist?
Answers: Wearing/not wearing a helmet. Wearing/not wearing a
brightly-coloured jacket. Cycling on the road/pavement. Looking to see
whos coming/not paying attention. Listening for traffic/listening to music.
Play Good or bad!

Say sentences from the text in Activity 11 and add
mime or gesture. Im (wearing a helmet). The
students respond Good! or Bad!
The students take turns to say sentences and
respond.
Listen, repeat and learn.

CD 1 Track 34 p226
Play the CD. The students listen and repeat the
sentences in the grammar tables.
The students learn the grammar tables and use
them for reference and revision. They can copy the
grammar tables into their notebooks.
Be a grammar detective! Look at page 17 in the AB.

Read the grammar detective questions. The
students answer in English or L1.
The students can look at the Activity Book page 17,
Activity 11, for a summary of the answers.
The students find three examples of the present
continuous tense in the story on Students Book
pages 16 and 17. (In frame 2: were cycling/Jacks
complaining. In frame 3: were eating. In frame 4:
Jacks reading.)
Answers: (See Activity Book page 17 Activity 11.)
Activity Book
Activity 10
Write sentences. (See Students Book page 18.)
The students write sentences using the verb prompts.
Answers: 1 Shes wearing a helmet. He isnt wearing a helmet. 2 Shes
wearing a brightly-coloured jacket. He isnt wearing a brightly-coloured
jacket. 4 Shes cycling on the road. Hes cycling on the pavement.
5 Shes listening for traffic. Hes listening to music on his MP3 player.
Activity 11
Read and write. Be a grammar detective!
Read the grammar detective summary.
The students use the information to write the gerund
form of the verbs.
Answers: 1 reading 2 flying 3 swimming 4 sitting 5 watching 6 using
7 hitting 8 taking 9 making 10 putting 11 walking 12 coming
Activity 12
Write true sentences about now.
The students write true sentences following the verb
prompts and examples. Draw their attention to the
negative form Im not ing before they begin.
Possible answers: 1 Im writing. 2 Im not cycling. 3 Im wearing a
blue shirt. 4 Im not running. 5 Im not playing. 6 Im listening.
Ending the lesson

Ask When do we use the present continuous? How
many frequency adverbs do you know?
goodbye.
Fast Track Grammar
Write five sentences using the present continuous

tense.
Ask the students to write five sentences in their
notebooks using the present continuous tense.
Answers: Students answers will vary.
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Lesson 5

to listen to questions and answers about what
people are doing
to mime and guess what someone is doing
to practise pronunciation: /a / and /e /
to play Yes or No!
Active language
boy, girl, play, T-shirt, wear
colours
Is he/she ing ? Yes, he/she is./No, he/she isnt.
Is it/he/she ?
Are you ing? Yes, I am./No, Im not.
Students Book
Sound track CD 1 Track 35 p226
What are they doing? CD 1 Track 36 p226
Activity Book
Activity 13 CD 1 Track 37 p227
Activity Book
Materials
Class Audio CD
Students Book
Starting the lesson

Greet the students.
Review good and bad cycling.
Activity 15
Sound track: Listen and
identify /a / and /e /.
CD 1 Track 35 p226
Count and say.
Activity 16
Listen and correct the answers
to the questions.
CD 1 Track 36 p226
Activity 17

Play Yes or No!
Activity 18

Fast Track Grammar

Write five sentences about what people are
doing in Activity 16.

Go to the Activity Book. See Activity Book
activities to the right.
Mime and guess.
Ending the lesson

goodbye.
Activity Book
Activity 13
Sound track: Remember and write. Listen,
underline /a / and /e / and count.
CD 1 Track 37 p227
Activity 14
Write questions and answers.
Activity 15

Find the differences. Write sentences.
Tell your family about the pictures.
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Starting the lesson
Greet the students.

weather like?
Review good and bad cycling.
Ask Can you remember what the good cyclist and
bad cyclist are doing? (The good cyclist is wearing a
helmet. The bad cyclist isnt wearing a helmet. )
Say Today were going to listen and identify
sounds and practise pronunciation. Were also
going to play a game and find out what sports
people are playing.
Sound track: Listen and identify /a / and /e /. Count

and say.
CD 1 Track 35 p226
Draw the phonemic symbols on the board. Say a few
words to demonstrate the sounds.
Draw attention to /a / and /e /, as underlined in the
first sentence. Ask How many times do you hear /a /
and /e / in the second sentence?
Play the CD. The students listen and count the
sounds.
Play the CD again. The students repeat the
sentences.
Answer: /a / 2; /e / 4
Listen and correct the answers.

CD 1 Track 36 p226
The students look at the pictures of the twelve
numbered characters.
Play the CD, pausing before the corrected answers.
The students correct the answers to the questions.
The students check their answers.
The students ask and answer questions about the
characters in the same way.
9780230483781_text_p35-251.indd 75
Play Yes or No!

A student chooses one of the characters in Activity
16. Other students ask questions to identify the
character. Read the speech bubbles to demonstrate.
Play the game with the whole class.
The students play the game in pairs.
Mime and guess.

The students take turns to mime and guess a sport.
Are you (kayaking)? / No, Im not. / Are you (bowling)?
/ Yes, I am.
Fast Track Grammar
Write five sentences about what people are doing in

activity 16.
The students write their five sentences in their
notebooks.
Possible answers: Number 7 is playing cricket. Number 10 is surfing.
Number 2 is playing rugby. Number 12 is playing badminton. Number
11 is sailing.
Activity Book
Activity 13
Sound track: Remember and write. Listen, underline
/a / and /e / and count.
CD 1 Track 37 p227
The students write the sentences from memory.
Check the answers; the students say the sentences.
Play the CD. The students listen, underline /a / and /
e / and count how many times they hear the sounds
in each sentence. They write the numbers in the
boxes. Check the answers.
The students answer the questions.
Activity 14
Write questions and answers.
The students look at the word prompts pictures and
write questions and answers, following the example.
Answers: 1 Is he playing badminton? No, he isnt. Hes surfing. 2 Is
he snowboarding? No, he isnt. Hes playing cricket. 3 Is she playing
cricket? No, she isnt. Shes playing badminton. 4 Is she playing rugby?
No, she isnt. Shes snowboarding. 5 Is she playing badminton? No, she
isnt. Shes playing rugby. 6 Is he surfing? No, he isnt. Hes kayaking.
Activity 15

Find the differences. Write sentences. Tell your
family about the pictures.
The students find the differences between pictures A
and B and write sentences.
Encourage the students to describe the pictures to
their family.
Answers: 1 (A) A boy is kayaking. (B) A boy is sailing. 2 (A) Two girls
are playing badminton. (B) Two girls are playing cricket. 3 (A) A girl is
cycling. (B) A girl is running.
Ending the lesson

Ask What sounds have we practised? What
questions can we ask to find out what people are
doing now?
goodbye.
Answers: Eileen likes kayaking, scuba diving, cycling, ice skating

and playing table tennis ( = 9). Adrian likes sailing, skateboarding,
rollerblading and riding a horse (= 6).
We pronounce a, ai /e /. We pronounce ei, i, ay, y /a /.
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Lesson 6

to listen and find out which water sports people
want to try
to read about water sports in Australia
to do a culture quiz about Australia
Active language
kitesurfing, water polo, waterskiing, white water rafting,
windsurfing
beautiful, river, sea, team, water, waves
I like/love I want to try
Materials
Class Audio CD
Students Book
Water sports in Australia
Culture quiz time: Australia
Activity Book
Activity 17
CD 1 Track 38 p227
CD 1 Track 39 p227
CD 1 Track 40 p227
Activity Book
Students Book
Starting the lesson

Greet the students.
Review how to say what
people are doing now.
Activity 19
Listen and read.
CD 1 Track 38 p227
Activity 20
Read and guess.
Listen and say the answers.
CD 1 Track 39 p227

the right.
Ending the lesson

goodbye.
Activity Book
Activity 16
Read and match. (See Students Book page
20.)
Activity 17
Listen and match. Write.
CD 1 Track 40 p227
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Starting the lesson
Greet the students.

weather like?
Review how to say what people are doing now.
Ask the students to say sentences about what they
and their friends are doing. Im (speaking English).
(Sara) is (sitting at her desk).
Say Today were going to read about water sports
in Australia. Were also going to do a culture quiz
about Australia.
Read and guess. Listen and say the answers.

CD 1 Track 39 p227
Read Steves post.
Read the quiz questions. The students guess the
answers.
(Optional) The students write the numbers 1 to 6 in
their notebooks. They write a), b) or c) to make a note
of their guesses.
Play the CD. Use the pause button for the students to
say their answers before they hear them on the CD.
The students compare the answers with their guesses
and say which facts they think are particularly
interesting or surprising.
Listen and read.

CD 1 Track 38 p227
Read Steves post.
The students identify the water sports in the photos.
(1 water polo 2 white water rafting 3 windsurfing
4 waterskiing 5 snorkelling 6 kitesurfing.)
Ask What water sports do people do in your
country? The students respond.
Activity Book
Activity 16
Read and match. (See Students Book page 20.)
The students read the sentences and draw a line to
match them to the sports. They can refer to Students
Book page 20.
Answers: 1 d 2 a 3 e 4 f 5 b 6 c
Activity 17
Listen and match. Write.
CD 1 Track 40 p227
Read the introductory sentence.
Play the CD. The students listen and match the Tiger
Tracks SLN members to the watersports they want to
try.
The students write the water sport they want to try.
Answers: Rosa White water rafting Sita Scuba diving Lisa Waterskiing
Duncan Water polo Joseph Sailing (Students own sentences.)
Ending the lesson

Ask What do you know about water sports in
Australia? What do you know about Australian
culture?
goodbye.
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Lesson 7
Class Audio and Video for Lesson 7

to listen and repeat a dialogue to find out about
sports classes
to watch a video clip
to do a role play
to listen and find out about football in England
Active language
beginner, changing room, coach, coaching, free, locker,
sports kit
days, times
Id like to find out about
Can you ?
please, thank you
Football in England CD 1 Track 41 p227

Everyday chit-chat: How to find out about sports
classes vocabulary CD 1 Track 42 p227
Everyday chit-chat: How to find out about sports
classes dialogue CD 1 Track 43 p227
Video clip p227
Materials
Class Audio CD
Activity Book
Students Book
Starting the lesson

Greet the students.
Review Australian culture.
Activity 21
Listen and read.
CD 1 Track 41 p227
Say True or False.
Activity 22
Everyday chit-chat: Listen and
repeat.
CD 1 Track 42 p227
Activity 23
Everyday chit-chat: Listen and
read.
CD 1 Track 43 p227
Repeat.
Activity Book
Ending the lesson
Activity 24

Do a role play.
the right.

goodbye.
Activity 18
Everyday chit-chat: Read and complete the
dialogue in your own words.
Act out.
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Starting the lesson
Greet the students.

weather like?
Review Australian culture.
Ask questions about Australian culture, such as
Whats the capital of Australia? How many sheep
are there in Australia?
Say Today were going to learn some facts about
football in the UK. Were also going to listen to and
repeat a dialogue showing how to find out about
sports classes and then do a role play.
Listen and read. Say True or False.

CD 1 Track 41 p227
Read Rosas post.
Read the statements. Explain vocabulary, such as
stadium and league, as necessary.
The students predict if the sentences are true or false.
Play the CD. The students listen carefully. Use the
pause button after each statement for the students to
say if the statements in the Students Book are true or
false.
Answers: 1 True 2 False 3 False 4 False 5 True 6 True
Everyday chit-chat: Listen and repeat.

CD 1 Track 42 p227
Play the CD. The students listen, look at the pictures
and repeat the words.
Everyday chit-chat: Listen and read. Repeat.

CD 1 Track 43 p227
Note: The video clip is available to view in the
Presentation Kit.
Play the CD. The students listen and follow the
dialogue in their books.
Divide the class into two groups (Rosa, the man).
Play the CD again, pausing for the groups to repeat
their lines.
The groups change roles and repeat.
The students watch the video clip (Finding out about
sports classes).
Activity Book
Activity 18
Everyday chit-chat: Read and complete the dialogue
Act out.
in your own words.
The students read the dialogue and suggest options
for the gaps.
The students complete the dialogue in their own
words.
The students act out their dialogues in pairs.
Possible answers: 1 afternoon 2 judo/swimming/tennis 3 you do judo/
swim/play tennis 4 am a beginner / can do judo/swim/play tennis
5 judo/swimming/tennis lessons (for beginners) 6 Monday/Tuesday at
five oclock/5.30
Ending the lesson

Ask What do you know about football in England?
What can you find out about?
goodbye.
Do a role play.
The students practise the dialogue from Activity 23
with a partner.
The students take turns to come to the front of the
class in pairs and act out a role play based on the
dialogue.
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Lesson 8

to talk about exercise you do
to listen and read Exercise is healthy and cool
to correct sentences about the text
to play Say a sentence!
Active language
cycling, football, handstand, judo, jump, rowing,
gymnastics, run, skip, stretch, swimming, touch your toes
blood, heart, joints, lungs, muscles, oxygen
is good for
Materials
Class Audio CD
Students Book
Exercise is healthy and cool
CD 1 Track 44 p227

Activity Book
Activity 21
CD 2 Track 1 p228
Activity Book
Students Book
Starting the lesson

Greet the students.
Review how to find out about
sports classes.
Activity 25
Listen and read.
CD 1 Track 44 p227
My words to remember
Make sentences using the
words.
Activity 26
Read and correct the
sentences.
Activity 27

Play Say a sentence!
Internet Tracks
Find out approximately how
many muscles there are in the
human body.

the right.
Activity 28
My world: Think and say.
Ending the lesson

goodbye.
Activity Book
Activity 19
Read and write the missing words. (See
Activity 20
Complete the table. Write sentences. (See
Activity 21
Listen and complete the table.
CD 2 Track 1 p228
Activity 22

My opinion: Write about you.
Tell your family.
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Starting the lesson
Greet the students.

weather like?
Review how to find out about sports classes.
The students read or act out the everyday chit-chat
dialogue from Lesson 7.
Say Today were going to listen to and read about
the three different kinds of exercise we need
to do to be healthy. Were also going to answer
questions, play a game and think about and say
what our favourite kind of exercise is.
Play Say a sentence!

Draw attention to the thinking skill: Categorising.
Explain that in the game the students will categorise
different types of exercise and what they are good for.
Say a sentence about one of the key words or words
from the text in Activity 26, such as This is good for
your heart. The students respond. (Aerobic exercise!)
Play the game with the whole class and/or in groups.
My world: Think and say.

Read the questions. The students talk about their
favourite kinds of exercise and what they do to get
each of the three kinds of exercise.
Listen and read.

CD 1 Track 44 p227
Read Steves post. Explain that the article the
students will read is about the benefits of exercise
and the three different kinds of exercise.
The students predict the benefits of exercise and the
three different kinds of exercise. Use this discussion
to introduce new vocabulary in the text.
Ask questions, such as What are the benefits of regular
exercise? What are the three main kinds of exercise?
Read and correct the sentences.

Read the sentences. The students write the correct
sentences in their notebooks.
Answers: 1 Your heart pumps blood around your body. 2 With regular
exercise, you sleep well at night. 3 Aerobic exercise makes you breathe
fast. 4 Strong muscles support your joints. 5 Its good to do the three
kinds of exercise.
My words to remember
Read the words to remember as a class.

The students make sentences using the words.
Suggested answers: Exercise helps you build strong muscles. Aerobic
exercise is good for your heart. Aerobic exercise needs lots of oxygen.
Your heart pumps blood around your body. Blood carries oxygen from
your lungs to your muscles. Flexibility training is good for your joints.
Internet Tracks
Find out approximately how many muscles there are

in the human body.
The students research on the internet with a teacher
how many muscles there are in the human body.
Answers: There are approximately 640 muscles in the human body.
Activity 20
Complete the table. Write sentences. (See Students
Book page 22.)
The students complete the table. They then write a
complete sentence about each kind of exercise.
Answers:
Good for
Examples of sports
aerobic exercise
heart
swimming, tennis
strength training
muscles
cycling, rowing
flexibility training
muscles and joints
gymnastics, judo
1 Aerobic exercise is good for your heart. Examples are swimming and
tennis. 2 Strength training is good for your muscles. Examples are cycling
and rowing. 3 Flexibility training is good for your muscles and joints.
Examples are gymnastics and judo.
Activity 21
Listen and complete the table.
CD 2 Track 1 p228
Read the introductory sentence. The students predict
the Tiger Tracks SLN members favourite kind of
exercise and the sport they do to get it.
Play the CD once or twice. The students listen and
complete the table.
Rosa
Sita
Lisa
Duncan
Joseph
Favourite kind
of exercise
aerobic
exercise
strength
training
flexibility
training
aerobic
exercise
strength
training
Sport
football
running
dancing
rugby
cycling
Activity 22

My opinion: Write about you. Tell your family.

The students complete the sentences about themselves.
The students read their sentences to the class.
Encourage the students to tell their family about their
favourite kind of exercise and what sport they do to get it.
Possible answer: My favourite kind of exercise is aerobic exercise.
I swim and play football to get aerobic exercise.
Activity Book
Activity 19
Read and write the missing words. (See Students
Book page 22.)
The students read the sentences and write the
missing words. (They can refer to SB page 22.)
Answers: 1 breathe 2 heart, blood 3 lungs, muscles 4 muscles, joints
Ending the lesson

Ask What are the benefits of exercise? What can
you do to get the different kinds of exercise?
goodbye.
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Pro ect: Do I get enough exercise?

to present your project (optional)
to listen and read an example project
to plan your project
to prepare and write your project
Class Audio for the Project
Active language
badminton, class, club, cricket, cycle, football, get
exercise, gym, jog, rugby, swimming, tennis, run, walk
days of the week, times, numbers.
Every week I On Saturday
Before/At/After school
At breaktime/lunchtime/the weekend
I think When I do exercise, I feel
Students Book
Do I get enough exercise?
CD 2 Track 2 p228
Activity Book
Materials
Class Audio CD
Students Book
Starting the lesson

Greet the students.
Review the benefits of exercise.
Explain the aims of the project.
Activity 29
Listen and read.
CD 2 Track 2 p228
Activity 30
Plan your project.
the right.
Activity Book
Ending the lesson

goodbye.
Activity 23
Get ready for your project. Read Duncans
project and complete his exercise diary. (See
Activity 24
Prepare your project. Complete your exercise
diary.
Activity 25
Write your project in your notebook. Read
your exercise diary and write a report.
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Starting the lesson
Greet the students.

weather like?
Review the benefits of exercise.
Ask questions such as What happens when you do
exercise? What are the three main kinds of exercise?
What can you do to get each kind of exercise?
Explain the aims of the project.
Say Today were going to read an example project.
Were then going to plan, prepare and write our
own reports based on our own exercise diaries.
Listen and read.

CD 2 Track 2 p228
Read Duncans post and the two questions about his
project.
Read the two questions again and check the answers.
(On school days, Duncan walks to school and back
home, has PE lessons, does gym, plays football, rugby
and tag and goes swimming. At the weekend, he plays
badminton, walks the dog, goes jogging and cycles.)
Ask further questions such as When does Duncan
have PE? What does he do after school on Friday?
Plan your project.

Read the four stages of the project plan in the
flowchart.
The students think about all the ways they get
exercise.
Activity Book
Ending the lesson
Activity 23
Get ready for your project. Read Duncans project
and complete his exercise diary. (See Students
Book page 23.)
The students read Duncans project again on
Students Book page 23, Activity 29. They complete
the exercise diary for Monday, Tuesday and
Wednesday.
The students compare their answers.
Answers:
Activities
Approximate time
Monday
walk to school and back home

PE
play in break time
30 minutes
1 hour
30 minutes
Tuesday

play in break time
30 minutes
30 minutes
Wednesday

play in break time
30 minutes
30 minutes
Activity 24
Prepare your project. Complete your exercise diary.
The students work individually. They write the
activities they do and approximate time they spend
doing them each day.
The students can complete the diary during the
lesson, they can complete it over the course of a
week, or they can complete it for homework.
Activity 25
Write your project in your notebook. Read your
exercise diary and write a report.
Draw the students attention to the Think!, Remember!
and Writing Tip! boxes.
The students use their exercise diary to write a draft
report in their notebooks or on a computer.
The students prepare a final version of their projects
including photos of themselves doing different kinds
of exercise.
Project presentation (Optional)
The students present their projects. This can either
be done as shown on Students Book page 23 or
following any of the suggestions for projects on
Teachers Book page 32.
9780230483781_text_p35-251.indd 83

Ask Does Duncan get enough exercise? Do you
get enough exercise?
goodbye.
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Unit review and self-assessment

to review vocabulary, grammar, culture and CLIL in
the unit
to self-assess your work in Unit 2
to complete the Progress Journal for Unit 2
Active language
badminton, bowling, kayaking, cricket, cycling, rugby,
heart, joints, muscles
Class Audio for the Review
Im ing. Im not ing.

Hes/Shes ing. He/She isnt ing.
Is he/she ing? Yes, he/she is./No, he/she isnt.
Is it/he/she ?
Are you ing? Yes, I am./No, Im not.
Activity Book
Activity 26
CD 2 Track 3 p228
Progress Journal
Materials
Flashcards and Word cards: badminton, bowling,
cricket, cycling, kayaking, rugby, snowboarding, sailing,
scuba diving, surfing, rugby, Class Audio CD
Activity Book
Starting the lesson

Greet the students.
Activity 26
Listen and number.
Write the names of the sports.
CD 2 Track 3 p228
Students Book page 12 here

arrows from activities 25, 26,
27, 28, to the corresponding
activities
Activity 27
Look and write sentences.
Progress Journal pages 8 and 9

Activities 1 3
See Teachers Notes page 85.
Activity 28
Look and write questions and
answers.
Progress Journal pages 9, 10 and 11
Activity 29
Read and write the answers.
(See Students Book page
20.)
Activity 30
Answer the questions. (See
Assess your work in Unit 2

Look and circle.
Complete your Progress Journal for
Unit 2.

Go to the Progress Journal. See
Progress Journal activities to the right.
See the Progress Journal for pages 9, 10

and 11.
Activities 4 11
Students own answers.
Ending the lesson

Review the lesson and the unit
and say goodbye.
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Starting the lesson
Greet the students.

weather like?
Give the Unit 2 flashcards to individual students. Ask
the students to hold up their cards and say a sentence
about the sport. In (cricket) you (hit a ball with a big
bat).
Say Today were going to do the Unit 2 Review and
self-assessment. Were also going to complete our
Progress Journals for Unit 2.
Activity Book
Activity 26
Listen and number. Write the names of the sports.
CD 2 Track 3 p228
Play the CD. The students listen, identify the sports
and number the pictures.
The students write the names of the sports.
Check the answers; the students spell the words.
Answers: 1 scuba diving 2 cycling 3 sailing 4 rugby 5 snowboarding
6 kayaking 7 badminton 8 bowling 9 surfing 10 cricket
Activity 27
Look and write sentences.
The students look at the pictures and write a
sentence about each one.
Answers: 1 Theyre kayaking. 2 Shes surfing. 3 Theyre playing rugby.
4 Hes snowboarding. 5 Shes scuba diving. 6 Theyre playing badminton.
Activity 28
Look and write questions and answers.
The students look at the pictures. They write
questions and answers using the word prompts and
example.
Activity 29
Read and write the answers. (See Students Book
page 20.)
The students read the culture quiz on Students Book
page 20 again and answer the questions.
Answers: 1 Canberra 2 550 million 3 kangaroo and emu 4 the coat
hanger 4 350 metres 5 100 million
Ending the lesson

Ask What have you learnt in Unit 2? What have you
enjoyed? What has helped you learn? How do you
plan to remember what youve learnt?
goodbye.
Activity 30
Answer the questions. (See Students Book page 22.)
The students read the CLIL text on Students Book
page 22 again and write answers to the questions.
Possible answers: 1 You build strong muscles. 2 Its good for your
3 Its good for your muscles. 4 Its good for your muscles and
heart.
joints.
Assess your work in Unit 2.

Look and circle.
The students circle the face that reflects how they feel
about their work in Unit 2.
Complete your Progress Journal for
Unit 2.
The students complete their Progress Journal for Unit
2, either during the lesson or for homework.
Progress Journal pages 8 and 9
Activity 1 answers: Students own answers. (The story is a travel story.
Students own scores and opinions.)
Activity 2 answers: Aerobic exercise is good for your heart.
Examples: football, tennis, swimming. Strength training is good for
your muscles. Examples: cycling, handstands, rowing. Flexibility
training is good for your muscles and joints. Examples: gymnastics,
judo, touching your toes.
Activity 3 answers: Water sports surfing, kayaking, sailing, scuba
diving Ball sports cricket, bowling, rugby Other sports badminton,
cycling, snowboarding
Progress Journal pages 9, 10 and 11
Activity 411 answers: Students own answers.
Answers: 1 Is Sam bowling? No, he isnt. Hes cycling. 2 Is Emily playing

football? No, she isnt. Shes playing rugby. 3 Is Becky sailing? No, she
isnt. Shes scuba diving. 4 Is Chris playing badminton? No, he isnt.
Hes kayaking. 5 Is Henry playing cricket? No, he isnt. Hes surfing.
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My teaching notes
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w

Objectives and key competences

Culture and CLIL

Name and describe sports

Core vocabulary: sports

Australia: Water sports

Read a holiday tour leaflet

Values and attitudes

Class Audio for Lesson 1

Objectives and key competences

At a Glance Lesson Plan

ball, basketball, bat, boat, football, judo, karate, ice skate,

Starting the lesson

Listen and do the vocabulary

Detailed Lesson Plan

Greet the students.

Present the vocabulary.

Listen and say.

Students Book Activity 2

Listen and find out. Which sports does Steve like?

Students Book Activity 3

Listen and do the vocabulary quiz.

Find out the name of a type of football people only

Ending the lesson

Review the lesson and say goodbye.

Answers: Melbourne Rules Football/Australian Rules Football.

Class Audio for Lesson 2

Objectives and key competences

At a Glance Lesson Plan

Starting the lesson

Play The association

Talk about it! Choose and say.

Ending the lesson

Detailed Lesson Plan

Greet the students.

Listen and read.

Students Book Activity 5

Answer the questions.

Students Book Activity 6

Play The association game.

Talk about it! Choose and say.

Find out the name of one more Australian animal.

Ending the lesson

Review the lesson and say goodbye.

Class Audio for Lesson 3

Objectives and key competences

At a Glance Lesson Plan

Starting the lesson

Tiger Track Values

Talk about it! Ask and say.

Learn and use!

Ending the lesson

Detailed Lesson Plan

Greet the students.

Predict what happens in the story.

Listen to and read the story.

Do you know ? fact

Read and discuss the information with the students.