He`s a footballer

He’s a footballer
Kelly Clarkson (born 24 April 1982) is an American
pop singer. She won the first season of the
television series American Idol in 2002. Her biggest
hit is My Life Would Suck Without You, which
reached No. 1 in the US.
Unit overview
TOPIC: Countries and nationalities
TEXTS
Lily Allen (born 2 May 1985) is an English singer. Her
first album Alright, Still sold over 2.6 million copies
and included the No. 1 hit Smile.
Reading and listening: a dialogue about famous
people
Listening: a text about heroes and heroines
Writing: a text about yourself
Warm-up
SPEAKING AND FUNCTIONS
Talking about nationalities and where people
are from
LANGUAGE
Grammar: the verb be (singular); question words:
who, what, how old, where?
Vocabulary: countries and nationalities
Pronunciation: from
Give students a few minutes to look at the picture.
Ask them: What is happening? (Two girls are waiting
to go into a concert) and Who are they thinking
about?
a
TAPESCRIPT
See the dialogue on page 12 of the Student’s Book.
Read and listen
If you set the background information as a
homework research task, ask students to tell the
rest of the class what they found out.
BACKGROUND INFORMATION
Fernando Torres (born 20 March 1984) is a footballer
who plays for Liverpool and Spain. He scored the
winning goal in Spain’s 1–0 win over Germany in the
Euro 2008 final.
Kakà (born Ricardo Izecson dos Santos Leite, 22
April 1982) is a Brazilian footballer who plays for
Real Madrid and Brazil. He was FIFA World Player of
the Year in 2007.
Rafael Nadal (born 3 June 1986) is a Spanish tennis
player. He has won six Grand Slam titles and is
recognised as the world’s best player on clay.
Angelina Jolie (born 4 June 1975) is an American
actress, star of films such as Mr & Mrs Smith and
Lara Croft: Tomb Raider. She lives with Brad Pitt
with whom she has six children.
Matt Damon (born 8 October 1970) is an American
actor, star of films such as The Bourne Ultimatum,
The Talented Mr Ripley and The Departed.
Brad Pitt (born 18 December 1963) is an American
actor, famous for such films as Fight Club, Ocean’s
Eleven and Troy.
16
UNIT 1
CD1 T19 Students read the question. Play the
recording while students listen and read. Check
answers. Play the recording again, pausing as
necessary to clarify any problems
Answer
Emma
b
CD1 T20 Give students a few minutes to look
at the pictures and names of the stars in the box.
Tell them that they must match the names to
the pictures. Play the recording, pausing to give
students time to write the names in the spaces.
Students can compare answers in pairs before
checking as a class.
TAPESCRIPT
Emma: Who’s your favourite celebrity, Olivia?
Olivia: Well, Rafael Nadal is my favourite
sportsman.
Emma: Who’s your favourite singer? Is it Taylor
Swift?
Olivia: No, it isn’t. It’s photo number 2, Lily Allen.
She’s my favourite. What about you ... oh ... is it
Beyoncé?
Emma: No way! My favourite singer is Kelly
Clarkson, photo number 1. She’s great.
Olivia: Yeah, she’s OK.
Emma: What about actors?
Olivia: Guess who is my favourite actor.
Emma: Er ... Will Smith? Or Matt Damon,
number 4?
Olivia: No.
example as a class, if necessary. Students complete
the exercise. Remind students they are using the
negative form this time. Check answers.
Emma: OK – a clue. He’s blonde and good looking.
Olivia: Oh, yeah! Brad Pitt, number 3.
Emma: Yes, and who’s your favourite?
Answers
Olivia: Matt Damon, of course! He’s the best!
2 She isn’t a film star.
3 You’re not the winner.
4 I’m not a tennis player.
Answers
1 Kelly Clarkson 2 Lily Allen
4 Matt Damon
3 Brad Pitt
2 Grammar
Students read the examples in the box. Ask them
what they notice about the positive and the
question form in English (to make the question
form we invert the subject and the verb).
The verb be (singular)
a Stronger classes: Students look at the sentences.
Ask them which sentences are positive, negative
and questions. Ask them what they notice about
the verb in each one (positive: I’m, it is), negative
(uses n’t), question (subject and verb inverted). This
can be done in L1 if necessary.
Weaker classes: Books closed. Write some example
sentences of your own on the board, e.g. I’m (your
name). Am I a teacher? You’re a student. I’m not
a singer. Ask students what they notice about
the verb in each sentence and elicit the positive,
negative and question forms. Students now open
their books at page 13 and look at the examples
from Exercise 1. Ask them which person each verb
is for (I’m = first person, Is it/it is = third person, He
isn’t = third person) and then ask them to identify
the different forms.
e This exercise can be set for homework. Students
read through questions 1 to 4. Go through the
example with students. Students complete the
exercise. Remind them to look carefully at the
subject of each sentence before they choose the
verb. Check answers.
Answers
2 Are 3 Is 4 Is
f
Language note
Explain to students that in English we use the verb
be when asking about someone’s age. We say: I am
15 NOT I have 15 years.
b Students read through the table quickly and fill in
the missing verbs. Give them a few minutes to do
this, reminding them to refer back to the examples
from Exercise 2a to help them. Check answers.
Grammar notebook
Answers
Positive: You’re, She’s, It’s
Negative: She isn’t, It isn’t
Question: Are, Is, Is, Is
Short answer: are, aren’t, is, is, isn’t, is, isn’t
Divide the class into pairs. Ask a stronger pair to
demonstrate the example question and answer.
Give students a few minutes to ask and answer and
then ask a few pairs to feedback to the class.
Remind students to note down the verb forms from
this unit in their notebooks.
3 Vocabulary
Countries
Language note
Warm-up
Remind students that we use the word not to make
a positive verb negative. If you feel it would be
useful for students, explain that the short form is
usually used when speaking and the full form when
writing more formally.
Books closed. Ask students how many countries
they know the names of in English. Elicit the
names and put them on the board. Check the
pronunciation of each country they have given.
Alternatively, you could use a large wall map and
ask students to come and identify the countries
they know the names of in English.
c This exercise can be set for homework. Students
read through sentences 1 to 4. Go through the first
item as an example, if necessary. Students complete
the exercise. Check answers.
Answers
2 ’s 3 ’re 4 ’s
d This exercise can be set for homework. Students
a
CD1 T21 Give students a few minutes to
read through the names of the countries. Play the
recording, pausing after each country for students
to repeat. Point out the stress marks above each
country. If students have produced countries in the
Warm-up which are not in this exercise, ask them
to identify the number of syllables in each country.
read through sentences 1 to 4. Go through the
UNIT 1
17
TAPESCRIPT
Spain Belgium Britain Poland Brazil Switzerland
b
Weaker classes: Play the recording once for
students to listen only. Play the recording a second
time, pausing to give students time to fill in the
table.
TAPESCRIPT/ANSWERS
China Russia Turkey Japan Italy Canada Germany
c Divide the class into pairs. Give students a few
minutes to look at the map. Ask a stronger pair
to demonstrate the example question and answer.
Students complete the exercise. Students can
compare answers with another pair, but do not
check answers at this stage.
CD1 T23 Play the recording for students to
listen and check their answers to Exercise 3c.
TAPESCRIPT/ANSWERS
1 Canada 2 Brazil 3 Britain 4 Spain
5 Belgium 6 Germany 7 Poland
8 Switzerland 9 Italy 10 Turkey 11 Russia
12 China 13 Japan
Language note
Remind students that we always use a capital letter
when we write a country in English.
e Give students a few minutes to look at the photos.
Go through the example as a class.
Warm-up
Give students a few minutes to read the dialogue.
Can students predict any of the missing words?
Accept all suggestions at this stage but do not give
the answers.
a
CD1 T24 Play the recording for students to
complete the dialogue and check their predictions
from the Warm-up.
Weaker classes: Play the recording once and then
play it a second time, pausing after each gap to give
them time to fill in the answers. Check answers.
TAPESCRIPT/ANSWERS
Andrea: Hi! I’m Andrea. I’m from Switzerland.
Tomasz: Hi, Andrea. I’m Tomasz.
Andrea: Where are you from, Tomasz?
Tomasz: Poland.
b Students read through items 1 to 3. Students
complete the exercise. Check answers.
Answers
1 ’m 2 are 3 from
Grammar notebook
Remind students to note down the new structures
from this section in their notebooks.
5 Pronunciation
See notes on page 107.
6 Vocabulary
Nationalities
Answers
Warm-up
1 Japan 2 Italy 3 Britain 4 Brazil 5 Turkey
6 Poland
Write the countries from Exercise 3b on the board.
Ask students if they know or can work out the
nationality adjectives for any of them. Students can
come and write the nationalities they know beside
the relevant country if there is time.
OPTIONAL ACTIVITY
Whole class or small groups. You will need a large
wall map. Point to a country and ask a student to
name it in English and then spell the name out. The
student who answers correctly can come out and
choose another country. You can award points for
each correct country and spelling.
Vocabulary notebook
Encourage students to start a section called
Countries in their vocabulary notebooks and to
note down the countries from this section and
any others they come across later in the course.
18
Where are you from?
CD1 T22 Give students a few minutes to read
through the countries in the box.
Stronger classes: They can pronounce the countries
themselves and decide on the number of syllables
and fit them into the table. They can listen and
check their answers.
d
4 Grammar
UNIT 1
a Give students a few minutes to read through the
countries in the box. Go through the examples
as a class, making sure students can see which
endings go in which column. Students complete the
exercise. They can then add in any other countries
from the Warm-up to the table. Do not check
answers at this stage.
Language note
Explain to students that they may need to make
some spelling changes from the country to the
nationality. If necessary, practise the change in
stress from country to nationality as a class.
b
CD1 T26 Play the recording for students to
check their answers. Alternatively, write the column
headings on the board and ask students to come
and write the nationalities under the correct
heading. Check spelling. Play the recording a second
time, pausing after each adjective for students to
repeat. Make sure students are using the correct
stress when pronouncing the nationality adjectives.
TAPESCRIPT/ANSWERS
Italian Belgian Brazilian Russian
Polish British Turkish Spanish
Chinese Japanese Portuguese
c Give students a few minutes to look at the flags
and read through the nationalities. Go through
the first item as an example, if necessary. Students
complete the exercise. Do not check answers at
this stage.
d Divide the class into pairs. Ask a stronger pair to
demonstrate the example. Give students a few
minutes to discuss their answers to Exercise 6c.
e
CD1 T27 Play the recording for students to
check answers.
TAPESCRIPT/ANSWERS
1 Belgian 2 Chinese 3 Polish 4 Russian
5 Turkish 6 Italian 7 British 8 Brazilian
must give information to the rest of the group.
For example:
S1: I am from [country]. I am not American. I am
a film star.
The student who guesses correctly takes the next
turn and so on.
7 Grammar
Wh- question words
a Students read through the question words. Elicit
how they say them in their own language. Ask them
if they know which words apply to the following
things: people (who), places (where), things (what)
and manner (how), and elicit the answers.
b Students read through items 1 to 6. Go through
the example as a class, asking students what
they notice about these questions (the verb goes
immediately after the question word). Students
complete the exercise. Check answers.
Answers
2 Where 3 What 4 Where 5 How 6 Who
OPTIONAL ACTIVITY
A fun way to practice who, what and where is
to cover a magazine picture with nine post-its
(numbered 1–9). Ask Who/Where/What is it?
depending on the picture. Divide the class into
two teams. Students call out a number which is
then removed from the picture. Students guess the
object, person or place using It is … . Continue until
someone guesses correctly.
Grammar notebook
Students read through the examples in the box.
Elicit the rule for nationality adjectives which
start with a vowel and a consonant. Students may
remember this rule from Welcome section C,
Exercise 2.
Vocabulary bank Refer students to the
vocabulary bank. Read through the words and
phrases in open class and check understanding.
Get it ri ht!
Refer students to the Get it right!
section. These exercises can be used as homework
or for fast-finishers.
Vocabulary notebook
Encourage students to start a section called
Nationalities and to note down the nationalities
from this section.
OPTIONAL ACTIVITY
In small groups, students take turns to choose a
famous person and the other students must guess
who the person is. The person who has chosen
Encourage students to start a section called Whquestion words and to note down these question
words and others that they come across.
Culture in mind
8 Speak
If you set the background information as a
homework research task, ask students to tell the
rest of the class what they found out.
BACKGROUND INFORMATION
Lionel Messi (born 24 June 1987) is an Argentine
footballer who plays for Barcelona and Argentina.
In 2004 he became the youngest player ever to
play professionally in Spain. In 2008–2009 he
scored 38 goals.
UNIT 1
19
Lorena Ochoa (born 15 November 1981) is a Mexican
golfer, ranked the number one female golfer in the
world. She won the Women’s British Open in 2007
and the Kraft Nabisco Championship in 2008.
Dinara Safina (born 27 April 1986) is a Russian tennis
player, formerly ranked World No. 1. She has been
runner-up in three Grand Slam competitions. Her
brother Marat Safin has been ranked World No. 1
men’s player.
Kanye West (born 8 June 1977) is an American
rapper. He has released four albums including
Graduation (2007). His biggest hits are Gold Digger
and Stronger, both of which made No. 1 in the US.
Sertab Erener (born 4 December 1964) is a Turkish
pop star. She released her first album in 1992 and
has since made 11 more. In 2003 she won the
Eurovision song contest with Every Way That I Can.
Rodrigo Santoro (born 22 August 1975) is a Brazilian
actor. He began acting in soap operas, before
making films in the United States such as Charlie’s
Angels: Full Throttle, 300 and Che. He also starred
in the TV show Lost.
Queen Latifah (born Dana Owens, 18 March 1970)
is an American actor and rapper. She released her
first album All Hail The Queen in 1989. She starred
in the US TV comedy Living Single before moving
on to films. She won the Oscar for Best Actress in a
Supporting Role for her role in Chicago (2002).
Warm-up
Ask students if they know any of the famous
people in the pictures and where they come from.
Divide the class into pairs. Give students a few
minutes to read through the information and check
any problems. Go through the example sentence
as a class, drawing students’ attention to the use
of the third person singular be form. Students
complete the exercise. Monitor and check students
are using the third person singular forms correctly,
noting down any repeated errors to go through as
a class after the exercise. Do not check answers at
this stage.
Answers
1 Sertab Erener is a singer. She’s from Istanbul.
She’s Turkish.
2 Queen Latifah is a film star. She’s from
3
4
5
6
20
Newark. She’s American.
Kanye West is a rap singer. He’s from Chicago.
He’s American.
Lionel Messi is a football player. He’s from
Rosario. He’s Argentinean.
Rodrigo Santoro is an actor. He’s from Rio de
Janeiro. He’s Brazilian.
Lorena Ochoa is a golfer. She’s from
Guadalajara. She’s Mexican.
UNIT 1
9 Listen
a
CD1 T28 Play the recording for students to
listen and check their answers to Exercise 8.
TAPESCRIPT/ANSWERS
1 Sertab Erener is my heroine. She’s a singer from
Istanbul in Turkey.
2 My heroine is an actress. She’s from Newark, New
Jersey in the USA. Her name is Queen Latifah.
3 My hero is a rap singer. He’s from Chicago, in the
USA. He’s Kanye West.
4 My hero is a football player from Rosario in
Argentina. His name is Lionel Messi.
5 My hero is Brazilian. He’s from Petropolis near
Rio de Janeiro and he’s an actor. Can you guess
his name? Yes, it’s Rodrigo Santoro.
6 My heroine is a golfer. Her name is Lorena Ochoa.
She’s Mexican. She’s from Guadalajara.
b Students read through sentences 1 to 7. Go through
the example as a class, reminding students to
correct the information if it is false. Remind them
to use their answers from Exercise 9a to help them.
Students complete the exercise. Check answers.
Answers
2
3
4
5
6
7
No, he isn’t. He’s from Rosario.
No, she isn’t. She’s from Istanbul.
No, she isn’t. She’s Mexican.
No, he isn’t. He’s an actor.
No, she isn’t. She’s from Newark.
No, he isn’t. He’s from Chicago.
c In pairs, students discuss who their hero or heroine
is. They must say where the person is from and
what they do. Ask pairs to feedback to the rest of
the class about their partner.
0 Write
Warm-up
a Give students a few minutes to read the example
text and answer the questions.
Answers
Joanna is from Manchester. She’s 14. Her heroine
is Alicia Keys.
b This part of the writing can be set for homework.
Encourage students to make notes on the areas
the text covers: name, age, nationality, where from,
address, phone number, hero/heroine and where
hero/heroine is from. Students can draft their notes
before checking them and writing the full text.
Memo from Mario
He’s a footballer
Extra practice of Is it a …?
3 Tell the students you are going to draw an everyday
object line by line and at each stage of the process you
want them to ask you: Is it a ...?
3 Suppose the picture you have in mind is a bicycle. Start
by drawing two back wheel spokes, then look at the class
to invite hypotheses. Then draw the front mudguard, and
so on.
3 Be ready to help students with the English words for
the objects that they imagine (there is no better time to
teach vocabulary than when the student is reaching out
for the word).
3 Play the game twice (two different objects) with the
whole class.
3 Teach the students these new patterns:
Is it maybe a ...?
Could it be a ...?
I guess it’s a ...?
3 Put the students in groups of four. They play the game
four times. Each time a different student takes the role
of picture-maker. Encourage them to try out the new
patterns.
RATIONALE
This activity will appeal to students who have strong
spatial awareness, some of whom may not even like
learning English.
The exercise allows real human interaction using the very
limited language resources the students have so far.
2
Extra practice of the verb be
3 Preparation: you need one sticky label for each person
in the class. Put the name of one hero/heroine or
profession on each label. Use the famous names given
in the text and/or the names of people who are really
familiar to your students. Depending on the size of your
class, you may end up with more than one label with the
same name/profession.
3 In the lesson, pick a student to put a label on each of
their classmates’ backs. The students must not see what’s
written on the label on their own backs.
3 Ask the students to get up and move around the room.
Their task is to ask other people questions using Am I ...?
to find out who they are, e.g.
Am I an actor?
3 The students mingle until they discover who is on their
label.
3 Then ask the students to swap identities (labels) and to
hide their new labels. They continue mingling and ask
each other questions using Are you ...? to find out who
they are, e.g.
Are you Kanye West?
Are you a footballer?
3 When the students have had a chance to interact
with about half their classmates, tell them to go up to
somebody whose identity they think they know and say:
But aren’t you X?
3 In the last phase of the exercise they go up to a
classmate, point to another and ask:
Is s/he X?
RATIONALE
Apart from practising the unit’s grammar, the students
are up and moving, making fluid, though brief, contact
with all their classmates. The students are practising
English as they approach and leave other people in the
group. The exercise is a useful way of getting students
to meet their classmates and start building a group.
UNIT 1
21