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 7 Sport
OPTIONS  CLIL pT110
+ Culture pT119
+ Exam Focus pT128
Unit summary
Vocabulary
Sports: athletics, basketball, climbing, cycling, football,
golf, gymnastics, hockey, horse-riding, judo, rugby, sailing,
skiing, swimming, tennis, volleyball, wrestling
champion, competition, court, fans, match, Olympic, race,
score, stadium, team
Verbs: sports: beat, become, compete (in), do, go, learn,
lose, start, train, travel, watch, win
Grammar
Past simple be: affirmative and negative
Past simple: affirmative
Past time expressions
Functional language
Talking about the weekend
21st Century Skills
Students reflect on the importance of respecting
diversity (for further explanation of this 21st century skill,
see section on The world around me: Learning to live in
society, p.xx).
Key Competences
1  (pp. 69, 75) Through investigating future Olympic
Games and researching a sports star online.
5  (pp. 69, 70, 71, 72, 73, 74, 76) Through exchanging
views in pairwork discussions.
2  (pp. 70, 72, 74, 77) Through practice of learning
strategies and language subskills (identifying cognates,
listening for specific information, using phrases to
express interest in a dialogue and evaluating progress).
7  (pp. 71, 73, 75) Through making deductions about
grammatical rules and identifying patterns in these.
4  (p. 76) Through working in teams to design a
programme for Get Active Day at school.
Vocabulary
Aims
• Learn vocabulary for sports.
• Develop the skill of finding facts online by researching the
Olympic Games.
• Learn to talk about sport using key phrases.
• Practise talking about favourite sports.
v Vocabulary presentation
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+ Literature pT102
Go
• Read the question to the whole class and elicit answers
from different students.
• Ask more questions to encourage students to say more,
e.g. Can you play this sport in your town / city? Do you do this
sport at your school? Do you ever go to watch this sport?
Exercise 1  w 7.1
• Read through the words in the box with the class.
Students match the sports with the pictures. They can use
their dictionaries to check the sports words if necessary.
• With weaker classes, students could work in pairs to do
this. With stronger classes, you could do it as a race.
• Play the audio for students to listen and check their
answers.  Check that students understand all the sports,
and play the audio again, pausing after words with
difficult pronunciations (e.g. athletics, gymnastics) for
students to repeat.
ANSWERS
A  cycling  ​B  volleyball  ​C  swimming  ​D  judo  ​
E  football  ​F  basketball  ​G  gymnastics  ​H  athletics  ​
I  tennis  ​J  hockey
Exercise 2
• Ask students to read the quiz and check the meaning of
the blue words. Check they understand all the words.
• Put students into pairs to read the quiz again and answer
as many questions as they can. Encourage them to use
their general knowledge to help them guess the answers
if they don’t know for sure.
• Check answers with the class and ask students to add up
their scores. See who got the most answers right.
ANSWERS
1  Tour de France   ​2  six  ​3  50 metres   ​4  Japan  ​
5  Barcelona (the Camp Nou stadium)   ​6  basketball court  ​
7  gymnastics  ​8  50-kilometre race   ​9  four  ​10  Canada
Exercise 3  w 7.2
• Explain to students that they are going to listen to the
sounds of six sports, and they must guess the sports.
• Play the audio. Students listen and identify the sports.
• Check answers with the class and discuss with the class
what clues gave them the answers.
ANSWERS
1  basketball  ​2  football  ​3  ice hockey   ​4  swimming  ​
5  tennis  ​6  cycling
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 Optional activity: Vocabulary
• Mime one of the sports from Ex. 1 and get students to
guess it.
• Put students into pairs to take turns to mime sports
and guess them.
• Set a time limit of two or three minutes, and see which
pair can mime and guess the most sports correctly in
that time.
Did you know?
• Read out the information and the task.
• If you have access to the internet in class, put students
into pairs and ask them to find the locations for the next
Olympic Games. If you don’t have access to internet, ask
the students to research this for homework.
• Discuss with the class what they should search for, e.g.
‘Olympic Games 2020 / 2024’ or ‘Olympic Games 2020 /
2024 location’.
• Ask students to share their information with the class,
and discuss which searches were the quickest and most
productive.
• Ask: Are the Olympic Games still important in the modern
world? Why? What can countries gain from taking part in
sports events together? Discuss the questions with the class.
ANSWERS
The 2020 games will be in Tokyo, Japan.
Optional activity: Vocabulary
• Ask: Do you play football? Ask for a show of hands and
write a sentence on the board: (Sam) plays football.
• Ask: Do you do judo / athletics? Do you go swimming?
Write similar sentences on the board: (Ana) does
athletics. (Maria) goes swimming.
• Underline the verbs (plays, does, goes) on the board
and explain that we use these three verbs to talk about
sports.
• Put students into pairs and refer them back to the
sports in Ex. 1. Ask them to decide which verb goes
with each sport.
• Check answers with the class and elicit that we use
play with most ball games, go with most sports ending
in -ing, and do with other sports.
ANSWERS
do: athletics, gymnastics, judo, wrestling
go: climbing, cycling, horse-riding, sailing, skiing,
swimming
play: basketball, football, golf, hockey, rugby, tennis,
volleyball
• Allow students time to compare their answers in pairs,
then play the video or audio again for them to check and
complete their answers.
• Check answers with the class.
ANSWERS
1  swimming  ​2  football  ​3  basketball, skiing
Liane is in a swimming club and Lewis is in the school
football team.
v Oxford iPack video
Optional activity: Listening
• Read through the key phrases with the class and check
that students understand them all.
• Ask students to choose alternative words to replace the
ones in brackets.
• Play the video or audio again. Ask students to note
down which speaker uses each of the key phrases.
• Check answers with the class.
ANSWERS
I support … – Lewis; I’m a … fan – Ray; I’m a keen … –
Liane; I’m in a … club / team – Lewis; My personal best
is … – Liane
Exercise 5 Put it together
• Put students into pairs to ask and answer questions about
sports. With weaker classes, you could brainstorm some
more questions that students could ask, e.g. When do you
play … ? How often do you do this sport? Why do you like it?
• Encourage students to use some of the key phrases in
their answers.
• Remind students that as well as talking about the sports
they like, they should listen to their partner’s answers.
• Ask some students to tell the class something they
learned about their partner.
Further practice
Vocabulary, Workbook page 56
Vocabulary worksheets, Tests and Resources CD-ROM
Unit 7 wordlist, Workbook pages 132–133

Exercise 4  w 7.3
• Explain to students that they are going to hear three
people talking about what sports they like and why.
Explain that they must listen carefully, because some
people talk about doing sports and others talk about
watching sports.
• Allow students time to read the questions, then play the
video or audio. Students watch or listen and answer the
questions.

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 Reading
Aims
• Explore the topic of sport further by reading about the
history of the Olympic Games.
• Practise using knowledge of one’s own language
(cognates) to deduce meanings in other languages.
• Practise asking and answering questions about sports
competitions.
Go
• Put students into pairs to discuss which of the sports is
not an Olympic sport. Tell students they should use their
general knowledge and a process of elimination to guess
the answer if they don’t know it for sure.
• Elicit answers from a range of students, then tell them the
correct answer. See who guessed correctly.
ANSWER
climbing
Exercise 1
• Remind the class what cognates are (words that are very
similar in languages).
• Discuss with the class which words in the box are
cognates. Remind students that cognates can be helpful,
but they should also look out for false friends (words
which have similar forms in their own language but a
different meaning).
ANSWERS
Students’ own answers.
Exercise 2  w 7.4
• Focus on the text and elicit that it is a timeline. Elicit or
explain that a timeline includes important dates in the
history of something. Ask: What kinds of information do you
think the timeline will include? Elicit ideas from individual
students and encourage students to speculate.
• Play the audio as students read and listen. Ask them to
identify five more cognates.
• Allow students time to compare their answers in pairs,
then check answers with the class.
POSSIBLE ANSWERS
modern, second, spectators, champions, marathon
Optional activity: Reading
• To give more practice of reading to find specific
information, write the following questions on the board
or dictate them to the class:
1  When did women first compete in the Olympic
Games?
2  Which event took over eleven hours?
3  When was the first Olympic flag used?
4  Which team scored 122 goals?
5  When did table tennis become an Olympic sport?
• Put students into pairs to answer the questions as
quickly as possible. You could do it as a race to make it
competitive.
• Check answers with the class.
ANSWERS
1  in 1900   ​2  a wrestling match   ​3  in 1920   ​4  the
Canadian ice hockey team in 1924   ​5  in 1988
Exercise 4 Put it together
• Ask: What sports do you do? How often do you do them?
What sports do you like watching on TV? Which sports on
TV do you think are boring? Elicit answers from individual
students.
• Allow students time to prepare their answers to the
questions individually, then put them into pairs to discuss.
Remind them that they should discuss their own opinions
and listen to their partner’s opinions.
• Ask some pairs to tell the class their opinions and reasons.
Further practice
Reading, Workbook page 57
CLIL 7, Student’s Book page 110
Culture 7, Student’s Book page 119

Exercise 3
• Students read the text again and answer the questions.
• Point out that for this exercise, students need to find
specific information, so they need to find the correct
part of the text and read that part carefully to find the
information they need.
• Check the answers with the class.
ANSWERS
1  Greece  ​2  No, there weren’t (because of wars).   ​
3  She was the youngest medallist in Olympic history.   ​
4  Ethiopia  ​5  No, they weren’t (they were introduced in
2016).

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 Language Focus
Aims
• Learn how to use the past simple of be.
• Develop skills for deducing grammatical rules using
examples from the text.
• Practise talking about the past in your country using the
past simple of be.
v Grammar animation: Past simple be:
affirmative and negative
Warm-up
• With books closed, ask students what they can remember
about the Olympic Games.
• Elicit a few ideas, then read out the following dates: 1896,
1900, 1912, 1916. See if students can remember what
happened in those years.
• Elicit ideas and write sentences with was and were on the
board, e.g. In 1912 there was a very long wrestling match.
• Students can open their books to check their answers. See
who remembered correctly. Underline was and were on
the board and elicit that they refer to the past.
there was, there were: affirmative and
negative
Exercise 1
• Read through the examples with the class and check that
students understand them.
• Put students into pairs to find the negative forms in the
text on page 70 and answer the questions.
• Check answers with the class.
ANSWERS
Example negative forms: There weren’t any gold medals.
There weren’t any games. There wasn’t an Olympic flag.
1  there were   ​2  there wasn’t, there weren’t
Language note
We often use any after there weren’t: There weren’t any gold
medals.
Exercise 2
• Draw students’ attention to the title of the text and the
map in the background. Read through the glossary at the
bottom of the text.
• Students read the text and complete it with the correct
verb forms.
• Allow students time to compare their answers in pairs,
then check answers with the class.
ANSWERS
1  there was   ​2  there were   ​3  There was   ​4  there
wasn’t  ​5  there weren’t   ​6  There weren’t
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Exercise 3
• Focus on the first prompt and elicit the answer (2,500 years
ago there weren’t any rich footballers).
• Put students into pairs to complete the sentences with
the correct forms.
• Check answers with the class.
ANSWERS
1  there weren’t any   ​2  there were many   ​3  there was   ​
4  there wasn’t   ​5  there were many   ​6  there weren’t any
was, were: affirmative and negative
Exercise 4
• Explain that you are going to look back at a related past
structure from the reading page.
• Students find the four sentences in the text on page
70 and complete them with the correct verbs in their
notebooks.
• Check answers with the class and check that students
understand all the sentences.
ANSWERS
1  weren’t  ​2  was  ​3  wasn’t  ​4  were
Exercise 5
• Read out the example and elicit one or two more
examples beginning I was / wasn’t born … .
• Students complete the sentences with their own ideas.
• Allow students time to compare their answers in pairs,
then ask some students to read their sentences to the
class. Ask other students if they agree with the sentences,
or if they are also true for them.
ANSWERS
Students’ own answers.
Exercise 6 Put it together
• Read out the example sentence and elicit one or two
more. If students are struggling for ideas, prompt them to
think about things such as computers, clothes, food and
transport.
• Put students into pairs to write sentences using the words
in the box.
• Put pairs together into groups of four to compare their
sentences.
• Ask some students to read their sentences to the class.
Ask other students if they have similar sentences, or if they
agree.
Further practice
Grammar reference, Student’s Book pages 132–134
Language focus, Workbook page 58
Grammar reference and practice, Workbook pages 108–109
Grammar worksheets, Tests and Resources CD-ROM
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 Vocabulary and Listening
Aims
• Learn vocabulary for talking about sports.
• Learn and practise the transferable subskill of listening for
specific information.
• Practise asking and answering questions by comparing
opinions on sports.
v Vocabulary presentation
Go
• Focus on the photos of the X Games and read the
question to the class. Elicit a range of answers and
encourage students to use their general knowledge to
guess the answer.
• Ask students if they know any extreme sports.
ANSWER
The ‘X’ means ‘extreme’.
Culture note
The X Games are an annual event featuring extreme
sports. The sports, which involve high-speed and
dangerous tricks, include BMX biking, skateboarding,
mountain biking and motocross.
Exercise 1
• Students work in pairs to write the verbs in their
notebooks and decide how to say them in their language.
Point out that all the verbs are to do with sport, so for
verbs that have more than one meaning such as beat,
students should think about a meaning to do with sport.
ANSWERS
Students’ own answers.
Exercise 2  w 7.5
• Students read the text quickly and match the verbs with
their past forms.
• Play the audio for students to check their answers.
• Check answers with the class, and check that students
understand all the verbs.
ANSWERS
1  won  ​2  trained  ​3  became  ​4  watched  ​5  did  ​
6  competed  ​7  went  ​8  travelled  ​9  beat  ​10  started  ​
11  learned
Optional activity: Vocabulary
• Write the following collocations on the board:
1 to ___ a competition / a medal
2 to ___ a language / to ski
3 to ___ famous / a star
4 to ___ in a race / in a competition
• Students complete the collocations with verbs from
Ex. 1. Check answers with the class.
ANSWERS
1  win  ​2  watch  ​3  learn  ​4  become  ​5  compete
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Exercise 3  w 7.6
• Read through the task and make sure students
understand that they must choose one answer from
column A and one from column B.
• Play the audio. Students listen and choose the correct
phrases.
• Check answers with the class and discuss what clues
helped students choose the correct answers.
ANSWERS
TV presenters talking on a sports programme
Exercise 4  w 7.7
• Allow students time to read through the text again.
• Students could work in pairs and guess the answers
before they listen.
• Play the audio. Students listen and choose the correct
answers.
• Check answers with the class.
ANSWERS
1  b  ​2  a  ​3  b  ​4  b  ​5  a  ​6  a  ​7  a  ​8  b
Optional activity: Listening
• Dictate these sentences to the class, or write them on
the board.
1 Alana competed in Barcelona in 2012.
2 She won a gold medal when she was twelve.
3 Tom Scharr was on this programme one year ago.
4 A 1080 is an easy trick.
• Play the audio. Ask students to correct the sentences.
• Check answers with the class.
ANSWERS
1 Alana competed in Barcelona in 2013.
2 She won a silver medal when she was twelve.
3 Tom Scharr was on this programme two years ago.
4 A 1080 is a very difficult trick.
Exercise 5 Put it together
• Students complete the questions with the correct form of
the verbs.
• Ask some students to read out the completed questions.
Correct any errors and check that students understand all
the questions.
• Students ask and answer the questions in pairs.
• Ask some students to tell the class something they
learned about their partner.
ANSWERS
1  learn  ​2  travel  ​3  become  ​4  winning, competing   ​
5  do
Further practice
Vocabulary, Workbook page 59
Vocabulary worksheets, Tests and Resources CD-ROM
Unit 7 wordlist, Workbook pages 132–133
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 Language Focus Exercise 4
• Read out the example question and answer, then put
Aims students into pairs.
• Learn how to use the past simple affirmative and past • Students take turns to test their partner.
time expressions. • See who answered all the questions correctly. Remind
• Develop the skill of reflecting on the details of language students that they need to learn irregular forms.
rules.
ANSWERS
• Learn to pronounce the sounds /t/, /d/ and /ɪd/. Students’ own answers.
• Learn how to talk about the past using key phrases.
v Grammar animation: Past simple affirmative; Past time expressions
past time expressions
Exercise 5
Past simple affirmative • Explain to students that they will now look at some
expressions to help them talk about the past.
Warm-up • Read out the examples of past time expressions, then read
• With books closed, ask: What can you remember about Tom out the questions and discuss the answers with the class.
and Alana?
ANSWERS
• Elicit some answers and write some past simple sentences 1  Students’ own answers   ​2  after
on the board, e.g. He learned to skateboard when he was
four. She won a silver medal. Exercise 6
• Underline the verbs and explain that they are in the past • Read through the time expressions with the class and
simple tense. check that students understand them all. Ask: Which one is
the furthest in the past? (in July 2014).
Exercise 1
• Put students into pairs to put the expressions in the
• Read out the examples, then put students into pairs to correct order, from the furthest in the past to the most
copy and complete the rules. recent.
• Check answers with the class. • Check answers with the class.
ANSWERS
ANSWERS
1  Regular  ​2  Irregular  ​3  the same 1  in July 2014  ​2  last month  ​3  three weeks ago  ​
4  last Saturday  ​5  yesterday morning  ​6  ten minutes ago
Language note
With most regular verbs, we add -ed to the base form of Exercise 7 Put it together
the verb: play – played. With verbs ending in -e, we just • Read through the key phrases with the class and check
add -d: compete – competed. that students understand them all.
• Read out the example sentence and elicit more examples.
Exercise 2 • Students then write their sentences individually, with
• Explain that students are now going to read a text about their own ideas. With weaker classes, elicit the past simple
some different sports superstars. form of the verbs first, then ask students to write their
• Read out the task and refer students to the irregular verbs sentences.
list on page 135. • Put students into small groups to compare their
• Students read the text and write down the correct form of sentences. Ask them to note down whose sentences are
the verbs. similar to theirs. Ask some students to report back to the
• Check answers with the class and elicit which verbs are class.
regular and which are irregular. ANSWER
ANSWERS 1  played  ​2  watched  ​3  did  ​4  came  ​5  ran  ​
1  was  ​2  couldn’t  ​3  started  ​4  won  ​5  broke  ​ 6  swam  ​7  saw  ​8  went
6  became  ​7  scored  ​8  played  ​9  trained  ​10  gave Students’ own answers
Regular: 3, 7, 8, 9 Further practice
Irregular: 1, 2, 4, 5, 6, 10 Grammar reference, Student’s Book pages 132–134
Language focus, Workbook page 60
Exercise 3  w 7.8 Pronunciation /t/ /d/ /ɪd/
Grammar reference and practice, Workbook pages 108–109
• Play the audio once for students to listen to the words. Grammar worksheets, Tests and Resources CD-ROM
• Play it again, pausing after each verb for students to Pronunciation bank, page 116
repeat. Read the question to the class and elicit the
answer.
• There is additional work on pronunciation on Workbook
pages 114–116.
ANSWER
the letter ‘t’

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 Speaking
Aims
• Learn and practise the subskill of keeping a conversation
going by expressing interest.
• Learn to talk about the weekend using key phrases.
• Learn how to talk about recent personal news (e.g.
weekend activities).
Go
• Read the question with the class and elicit a range of
answers from individual students. Find out if anyone had
any particularly good or bad experiences.
Exercise 1  w 7.9
• Focus on the photo and ask: Where are the people? Who are
they? What do you think they are saying? Elicit a few ideas.
• Allow students time to read through the gapped
dialogue. Put them into pairs to copy the dialogue into
their notebooks and complete it with the correct phrases.
• Play the audio for students to listen and check their
answers.
• Check answers with the class, and check that students
understand the dialogue.
ANSWERS
1  How was your weekend   ​2  How about you?   ​3  There
were  ​4  Why don’t you   ​5  Text me
Exercise 2
• Refer students to the phrases in blue and check they
understand them.
• Play the audio again. Tell students to listen carefully for the
pronunciation and intonation. You could pause after some
of the phrases for students to repeat.
• Students work in pairs to practise the dialogue.
• Point out to students that it is useful to practise this
dialogue in a controlled way to build up their confidence
before they move on to practising their own dialogues.
Encourage them to act out the dialogue in a realistic way.
Exercise 3  w 7.10
• Read through the key phrases with the class and check
that students understand them all. You could ask students
to translate the phrases into their own language to check
understanding.
• Play the video or audio. Students watch or listen and note
down the phrases that they hear.
• Allow students time to compare their answers in pairs,
then play the video or audio again for them to check and
complete their answers.
• Check answers with the class.
ANSWERS
How was your weekend?  It wasn’t great.  That’s bad
news!  Who were you with?
v Oxford iPack video
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Exercise 4
• Students copy the sentences into their notebooks and
complete them with the correct information.
• Allow students time to compare their answers in pairs,
then play the video or audio again for students to check
their answers.
• Alternatively, with weaker classes, ask students to copy
the gapped sentences into their notebooks, then play
the video or audio again. Students watch or listen and
complete the sentences.
• Check answers with the class.
ANSWERS
1  great  ​2  swimming  ​3  mum and dad   ​4  last
Exercise 5
• Students read the two tasks and decide which one they
watched or heard in Ex. 3. Weaker students could think
first about what is similar and different between the two
tasks.
• Check the answer with the class.
ANSWER
Task B
Exercise 6 Put it together
• Read through the information for Task A again with the
class and check that students understand everything. Elicit
the first few lines of a possible dialogue from the class.
• Students work in pairs to prepare their dialogue. Weaker
students might find it necessary to write their dialogue
before they practise it. Stronger students can go straight
into the role play.
• Students swap roles and practise again. Ask some
students to perform their dialogues for the class.
Optional activity: Speaking
• Students could work individually and think about
something they really did last weekend, or use their
imagination to invent something. They then use their
own ideas to practise new dialogues in pairs, using the
key phrases and phrases from Ex. 2.
• Weaker classes can prepare their dialogue first,
but encourage stronger classes to improvize, and
encourage them to use intonation to make their
dialogue sound natural.
• Ask some pairs to perform their dialogues for the class.
Further practice
Speaking, Workbook page 61
Communication worksheets, Tests and Resources CD-ROM
Unit 7 T74
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 Writing Exercise 4
• Put students into pairs to read the key phrases and discuss
Aims which paragraph of the text each one would be used in
• Practise the transferable skill of dividing texts (basic information, early career, greatest moments).
appropriately into paragraphs. • Students can read the text again to check their answers.
• Develop the skill of writing a profile of a sports star using • Check answers with the class and check that students
key phrases. understand all the key phrases.
• Develop the skill of scanning digital sites for specific • Put students into pairs to write some sentences about a
information by researching a favourite sports star. sports star they know using the key phrases. Ask them not
to name the star.
Go
• Ask some students to read their sentences to the class.
• Read the question to the whole class and elicit a range See if other students can guess the star.
of answers from individual students. For each star they
mention, ask: What’s his / her sport? ANSWERS
Paragraph 1: 1
• Have a class vote to decide on the most famous or
Paragraph 2: 2, 4, 5
successful sports star.
Paragraph 3: 3
Exercise 1
Optional activity: Writing
• Focus on the text and ask what students know about
Usain Bolt. • Ask students to close their books, then write the
following gapped sentences on the board:
• Put students into pairs to check the meaning of the blue
1  He was born 21st August 1986.
words.
2 He lives in Kingston.
• Check answers with the class and check that students 3  He first competed he was at school.
understand all the blue words. 4  He became world champion the age of 16.
5 He broke a world record 2008.
Exercise 2
6 He won gold medals at the Olympics.
• Students read the model text through and complete the
sentences. They will need to read carefully to pick up on
• Put students into pairs to complete the sentences from
memory. They can then check their answers in the text.
details in the text.
• Allow students time to compare their answers in pairs,
• Point out the position of the adverbs now, first and also
before the main verb in the sentence.
then check answers with the class.
• Elicit that we use the other phrases for saying exactly
ANSWERS when something happened. Point out that we say on
1  (answers will vary)   ​2  16  ​3  2004  ​4  2008 21st August, but we say in 2008.
ANSWERS
Language point: paragraphs
1  on  ​2  now  ​3  when  ​4  at  ​5  first, in   ​6  also
Exercise 3
• Elicit or explain that we use different paragraphs in a text Exercise 5 Put it together
to write about different topics. • Read the task with the class and brainstorm some ideas of
• Read through the topics with the class and make sure famous sports stars.
students understand them all. • Put students into pairs. Students copy the key phrases
• Students match each paragraph with one of the topics. into their notebooks and complete them with information
• Check answers with the class and point out that students about their favourite sports star. They may need to search
should structure their own writing in clear paragraphs. for this information online.
ANSWERS • You could discuss with the class what kinds of websites
Paragraph 1: c might be the most useful, e.g. the stars’ own websites or
Paragraph 2: e online encyclopedias.
Paragraph 3: b • Students answer the Think and plan questions to prepare
their text.
• Read through the paragraph structure with the class.
Students write their text. This can be set for homework.
• Remind students to check their grammar and spelling
carefully.
Further practice
Writing, Workbook page 62
Writing booster, Workbook page 123

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 21st Century Skills: Respecting
diversity
Introduction
Respecting diversity refers to recognizing – and taking into
account – differences between people when planning
activities. If we respect diversity, we plan activities that will
include as many people as possible.
The skills required for respecting diversity include
recognizing differences between individuals or groups and
using imagination and critical thinking skills to plan activities
that will appeal to as many individuals as possible.
In this lesson students will reflect on diversity within their
school, in the context of attitudes to sport and physical
ability. They will practise planning an event to appeal to as
many students as possible.
Respecting diversity is important on a personal level, to help
students become more understanding and empathetic. It
will be useful to students not only in their school life but
also outside the classroom, in their social life and their future
professional life.
Aims
• Learn to recognize and respect diversity of tastes and
abilities.
• Relate learning to the outside world by planning a Get
Active Day at your school.
• Develop the transferable skill of collaborating with others
to plan an event and create a programme for it, then
present it to others.
• Develop critical thinking skills by planning and making a
flyer for a Get Active Day to appeal to as many students as
possible.
• Evaluate personal performance in terms of the
knowledge, skills and attitude used to complete the tasks
in this lesson.
• Recycle vocabulary and language learned in this unit.
Exercise 1 What’s up?
• Ask students to read the school website. Discuss as a class
what the students are commenting on, and check that
students understand everything in the website.
ANSWER
They are commenting on possible activities for the Get
Active Day.
Exercise 2 Get involved
• Put students into pairs to read the website again. Ask
whether all the students who posted on the website like,
or are able to do, the same kinds of sports or activities.
• Students work in pairs to match an activity to each person.
• Discuss the answers as a class and encourage students to
give reasons for their answers.
POSSIBLE ANSWERS
James – 100m race;  Ella – basketball;  Tariq – salsa
dancing;  Aisha – yoga
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Exercise 3 Reflect
• Read through the information in the Reflect box with the
class.
• Allow students time to reflect individually on the correct
option to complete the statement.
• Put students into pairs to compare and discuss their
answers.
• Discuss the answer as a class and reinforce the point
that respecting diversity improves events for everyone
because it involves more people and provides more
choice.
ANSWER
2
Optional activity: Respecting diversity
• Refer students back to the blog in Ex. 1 and ask them to
write their own replies, based on their own opinions.
• Put students into small groups to compare their ideas
and suggest possible activities for each other.
• Ask groups in turn to tell the class about the different
tastes and opinions in their group. Reinforce the point
that diversity exists in any group and different tastes
and preferences are equally important and should all
be respected.
Exercise 4 Get thinking
• As a class, go through the list of questions. Explain that
these are some things to consider when planning a
sporting event.
• Focus on the photo of Matt, Elena and Jo and ask students
to read the speech bubbles. This will help give students
exposure to the language they will need to complete
the task.
• Put students into pairs to look at the questions and decide
which one Matt, Elena and Jo are discussing.
• Discuss the answer with the class.
ANSWER
Can everyone do it?
See page T77 for teaching notes on Ex.5.
Unit 7 T76
02/02/2016 12:46
 Exercise 5 Put it together and accepting diversity benefits everyone by making
• Put students into small groups. Read out the task and the experiences richer and more varied.
instructions. Further practice
Step 1 Review, Workbook page 63
• Students work in their groups to brainstorm activities that Puzzles and games, Workbook page 91
many different students can enjoy. Encourage them to Exam Focus 7, Student’s Book page 128
refer back to the questions in Ex. 4 to help them.
• Bring students’ ideas together in a list on the board and
discuss as a class which activities would appeal to which
groups of people, e.g. people who are competitive,
people who like music, people who can’t run easily, etc.
Step 2
• Students work in their groups to select six activities for
the day. Encourage students to think about providing
activities to appeal to as many students as possible.
• Ask some groups to tell the class which activities they
have chosen and why.
Step 3
• Students discuss the times and places of the activities.
Encourage them to think about how much space an
activity will need, whether two activities could take place
at the same time in a certain place, etc.
• Ask some groups to tell the class about their ideas and
why they have decided on these times and places.
Step 4
• Students now work in their groups to create their flyers.
Monitor and help while they are working. Encourage
them to include a catchy slogan to attract as many
different people as possible. Remind them to include
language from the unit. Refer them to the checklist of
Useful language at the top of page 76.
• Ask groups in turn to present their flyer to the class. This
could be done in the next lesson.
• Tell students that as they look at the flyers and listen to
the presentations they should note down the ways in
which each one supports and recognizes diversity.
• Discuss as a class the good points about the different
flyers presented. Hold a class vote to decide on the Get
Active Day that supports and recognizes diversity best.

Exercise 6 How did you do?

• Allow students time to copy the statements into their
notebooks and evaluate their own performance.
• Ask students what they think they have learned from this
lesson.
Discussion
• Ask: In what other situations do we need to respect diversity?
• Brainstorm ideas as a class and discuss different situations
in which we need to respect diversity.
• If students are struggling to think of ideas, ask more
questions to help them, e.g. What about planning a meal
for a group of people? What about making rules about what
people can and can’t wear to different events? What about
providing access to people in wheelchairs?
• Encourage students to understand that diversity is
something that needs to be considered in many different
situations so that people don’t feel excluded from
events and activities. Reinforce the idea that recognizing

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 CLIL 7
Aims
• Explore the topic of sport further by reading a text about
why exercise is good for the body.
• Develop the transferable skill of interpreting data from a
graphic source.
• Practise talking about exercise by asking and answering
personal questions.
Go
• Ask the questions to the class and elicit a range of
answers.
• Ask more questions to encourage students to say more,
e.g. What kinds of exercise do you do? What’s your favourite
kind of exercise? Why? Do you think you should do more
exercise? Why?
ANSWERS
Students’ own answers.
Exercise 1
• Students work in pairs to match the words to the parts
of the body. They can use their dictionaries to help if
necessary.
• Check answers with the class, and check that students
understand all the words.
ANSWERS
1  brain  ​2  bone  ​3  blood  ​4  lungs  ​5  heart  ​6  muscle
Exercise 2  w 7.11
• Ask: Why is exercise important? Elicit a few ideas.
• Play the audio. Students read and listen to the text and
note down three reasons why exercise is important.
• Discuss the answers with the class.
ANSWERS
It makes you feel happier because of endorphins, it makes
your heart stronger, and it sends more oxygen to your
brain, so your brain can work better.
each question, e.g. I exercise once a week. / I exercise every
weekend.
• Students work individually to answer the questions and
write their health profile. Monitor and help while they are
working.
ANSWERS
Students’ own answers.
Exercise 5 Put it together
• Put students into pairs to ask and answer the questions
in Ex. 4.
• Ask some students to tell the class about their partner’s
health profile.
ANSWERS
Students’ own answers.
v Oxford iPack video: Unit 7 CLIL
Optional activity: Speaking
• Ask: What could your school do to encourage students to
do more exercise?
• Elicit a few ideas. If students are struggling for ideas,
ask more questions to help them, e.g. What about
organizing sports after school? What about lunch-time
clubs? What about having more active lessons? What
about encouraging students to walk or cycle to school?
• Put students into small groups and ask them to think of
three things their school could do to help students do
more exercise.
• Ask groups in turn to report back to the class. Discuss
as a class which ideas would be most effective in
encouraging students to do more exercise.
ANSWERS
Students’ own answers.
Further practice
CLIL 7, Tests and Resources CD-ROM

Exercise 3
• Students read the text again to decide if the sentences are
true or false and correct the false sentences.
• Allow students time to compare their answers in pairs,
then check answers with the class.
ANSWERS
1 False. Endorphins make us happy.
2 False. They make us feel less pain.
3 True.
4 True.
5 True.
6 False. Walking is good for you.

Exercise 4
• Ask students to read the example answer and check they
understand everything.
• Read out each question in turn, and ask students to
find the answer to that question in the example answer,
e.g. How often do you exercise? I exercise every day. With
weaker classes, elicit one or two other possible answers to

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 Culture 7
Aims
• Explore the topic of sport further by reading a text about
two famous sports clubs.
• Develop an awareness of differences between cultures
and countries by reflecting on the most popular sports in
your country.
• Develop the skill of working collaboratively by role playing
an interview in pairs.
Go
• Put students into pairs and give them 30 seconds to name
as many famous stadiums as they can.
• Bring students’ ideas together on the board and see which
pairs managed to name the most stadiums.
ANSWERS
Students’ own answers.
Background
Football, known as soccer in the United States, is the
world’s most popular sport. It is played and watched in
most countries in the world.
Baseball is played by teams of nine players, who take turns
to bat and try to score runs, then to field and try to get
their opponents out. It is a major sport in the United States
and is also popular in Canada, Cuba and Japan. It is also
played in a few other countries such as Holland and Italy.
Tickets to New York Yankees games cost $20–$25, whereas
tickets to Manchester United games cost around £80.
Exercise 1  w 7.12
• Students work in pairs to look at the photos and answer
the questions.
• Elicit a few possible answers, then play the audio. Students
read and listen and check their answers.
• Check answers with the class.
ANSWERS
1 Manchester United and New York Yankees play in the
two stadiums.
2 Manchester United play football (soccer); New York
Yankees play baseball.
3 New York Yankees probably has the cheapest tickets.
Exercise 3 Your culture
• Read through the questions with the class and check that
students understand everything.
• Students answer the questions. They can use the internet
to find the information they need.
• Allow students time to compare their answers in pairs,
then discuss the answers as a class.
ANSWERS
Students’ own answers.
Exercise 4 Put it together
• As a class, brainstorm some famous sports stars that
students could role-play interviews with, then brainstorm
some questions they could ask.
• Put students into pairs to prepare and practise their
interviews.
• Ask some pairs to act out their interviews for the class.
ANSWERS
Students’ own answers.
Optional activity: Speaking
• For homework, ask students to choose another famous
sports club. Tell them they can choose another football
club, or they can choose a different sport such as
basketball or tennis.
• Ask students to research and note down information
about the club they have chosen, e.g. when it started,
who its famous players are, etc.
• In the next lesson, put students into small groups to
present their clubs to each other.
• Ask some students to tell the class something
interesting that they learned about a famous club.
ANSWERS
Students’ own answers.
Further practice
Culture 7, Tests and Resources CD-ROM

Exercise 2
• Students read the text again and answer the questions in
their notebooks.
• Allow students time to compare their answers in pairs,
then check answers with the class.
ANSWERS
1 England / The UK had the first football clubs.
2 Baseball is also popular in Japan and Cuba.
3 It started in 1992.
4 Derek Jeter played more times for his club than
Ryan Giggs.
5 Old Trafford is bigger.

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 Exam focus 7 Optional activity: Listening
Aims • Write the following sentences on the board:
• Develop effective learning strategies for dealing with 1 Jack ran in the park every morning.
exam questions by following advice. 2 Jack did athletics in the park.
• Practise answering a true / ​false listening task. 3 Jack sometimes spent time on a boat.
4 Jack’s team won medals as a prize.
Exercise 1 • Students work in pairs to decide from memory if the
• Read out the information in the 3 steps to … tip box and sentences are true or false, and write possible answers.
check that students understand everything. Play the audio again for them to listen and check.
• Refer students back to the Exam focus on page 124 and • Check answers with the class.
allow them time to re-read the note on that page.
ANSWERS
Exercise 2  w 7.13 1 T
• Focus on the photo and ask: What does it show? Who are 2 F (he did athletics in a stadium)
the people? What are they doing? What do you think the 3 T
listening is about? Elicit a few ideas, then ask students 4 F (they won T-shirts)
to read the sentences in Ex. 2 to see if they can find the
answers to these questions (the listening is about a
sport holiday).
• Remind students that it is a good idea to gain a general
idea of what the listening will be about before they listen.
• Put students into pairs to read the sentences again and
take note of important words. Discuss with the class what
the important words are in each sentence (see answers
below). Remind students that they may not hear the
same words in the audio, but they should listen for the
same meaning.
• Play the audio. Students listen and write possible answers.
• Allow students time to compare their answers in pairs,
then play the audio again for them to check and complete
their answers.
• Check answers with the class.
ANSWERS
Important words:
1 four hours / before breakfast
2 never ate / unhealthy food
3 didn’t do gymnastics
4 basketball / Wednesday
5 four teams / final competition
6 Jack’s team / didn’t win
Answers:
1 F (he ran for an hour before breakfast)
2 T
3 T
4 T
5 T
6 F (they beat all the other teams)

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