5th edition

Unit 8 Grammar
Do you agree?  SB p80 Pre-intermediate

1 ‘People who are scared of heights shouldn’t go skydiving.’

DISAGREE AGREE

2 ‘Women shouldn’t compete against men in sports.’

DISAGREE AGREE

3 ‘You have to go to the gym regularly if you want to stay fit.’

DISAGREE AGREE

4 ‘Children shouldn’t start sports until the age of 12.’

DISAGREE AGREE

5 ‘Karate should be a school subject.’

DISAGREE AGREE

6 ‘People over 50 should stop doing dangerous sports.’

DISAGREE AGREE

7 ‘You shouldn’t do exercise straight after eating.’

DISAGREE AGREE

8 ‘You don’t have to be very fit to do yoga.’

DISAGREE AGREE

9 ‘All football players should wear helmets.’

DISAGREE AGREE

10 ‘Gymnasts have to be very skinny to be successful.’

DISAGREE AGREE

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 5th edition
Unit 8 Grammar Teacher’s notes
Do you agree?  SB p80 Pre-intermediate

Pre-activity  (5 minutes)
Aim
• Write the following activities on the board:
To discuss opinions about sports and fitness skydiving surfing
Language karate scuba-diving
should/shouldn’t, have to/don’t have to gymnastics motor racing
Sports vocabulary skateboarding horse riding
Skills • Put students in pairs and ask them to decide which activity is the
hardest, the most dangerous/expensive, etc.
Speaking • Ask a few pairs to share their answers with the class. For each
Materials statement, ask the other students in the class if they agree or disagree,
and ask them to tell you why.
One copy of the worksheet for each student
Procedure  (20 minutes)
• Explain that students are going to do a discussion activity to practise
should/shouldn’t, have to/don’t have to.
• Hand out a copy of the worksheet to each student. Explain that the ten
statements deal with different aspects of sports and fitness. Pre-teach/
Check scared of heights, skinny, compete. Give students a few moments
to read through the ten statements and deal with any other vocabulary
queries.
• Explain that students need to record their response to each statement
on the tinted bar underneath. If they strongly agree, they put a cross
very close to Agree and if they strongly disagree, they put a cross very
close to Disagree. They can also put their cross at any position between
the two extremes to indicate where their opinion falls. Give students
time to work through the statements and record their response to each
one. Monitor and help as necessary.
• Put students into groups of three or four for the discussion stage.
Pre-teach/Check expressions students can use in their discussion,
e.g. What do you think? I completely agree/disagree with this; Yes, me
too/I’m not sure; I don’t really know about this one; It doesn’t make any
difference to me, I think people can/must/should …
• Put students from different cultures/age groups together to ensure a
range of opinions. Encourage students to give examples from their own
experience wherever possible.
• Monitor and help as necessary. Note down common errors in the use of
should/have to, but don’t give feedback on these until after the task.
• Bring the class back together and ask groups to share their opinions on
one or two of the statements.

Extension  (15 minutes)

• Get students to think about their own attitude to sports and fitness,
and prepare a short speech. Ask questions to prompt students’ ideas,
e.g. What do you do to keep fit? How often do you do sports? How do you
feel about extreme sports/competitive sports? Do you think professional
sports have become too commercial? Do you think sports play an
important role in international relations? etc. Give students time to make
a few notes to help them with their speech.
• Students give their speeches to the class, or to their classmates in small
groups.

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 5th edition
Unit 8 Vocabulary
What shall I wear?  SB p86 Pre-intermediate

Crossword A 1

3 4
G O G G L E S
P
O
5 6 7
G L O V E S R H E L M E T
T R
8 9
S A
V C
E K
10
S U N G L A S S E S
11
T U
12
I
T

Crossword B 1
S
A
N
2
H D
O A
3 4
O L
D S
I
5 6 7
E

8 9
S W I M S U I T S C A R F

10

11
B E L T
12
L E G G I N G S

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 5th edition
Unit 8 Vocabulary Teacher’s notes
What shall I wear?  SB p86 Pre-intermediate

Pre-activity  (5 minutes)
Aim
• Ask students What am I wearing today? Elicit the language to describe
To complete a crossword by asking for and your items of clothing. Or, alternatively, bring in some items of clothing
giving definitions for clothes words and elicit the names for these. Ask What is it made of? When do we wear
Language it? Do men or women wear it?
Clothes vocabulary
• Draw a crossword on the board and elicit the word crossword. Explain
that students are going to play a game to complete a crossword
Skills together.
Speaking, Listening, and Writing • Check that students can make the questions What’s one down? What’s
three across?
Materials
• Pre-teach/Check the expressions students will need to play the game
One copy of the worksheet cut in half for and write these expressions on the board:
each pair of students You start. It’s my/your turn.
Shall I start? Whose turn is it?

Procedure  (20 minutes)

• Explain that students are going to write definitions for clothes
vocabulary, which they will then use to complete a crossword in pairs.
• Put students in pairs and give each student a worksheet so that
Student As are working with Student As and Student Bs are working
with Student Bs. Ask students to write definitions for the words already
completed in their crosswords. Encourage them to include some of the
following details: the material the item of clothing is usually made of,
who usually wears it, and the situation where it is usually worn, e.g. They
are often made of cotton, both men and women wear them, we usually
wear them in bed. (= pyjamas)
• Monitor while they work. Make sure that their definitions are accurate
and will be understood by students in the other group.
• Put students in new pairs so that Student As are working with Student
Bs. Tell students not to show each other their crosswords. They take
turns to ask their partner for definitions of the missing words, e.g. What
is one down?
• Go around listening to students and helping when necessary. Note any
pronunciation problems.
• When students have finished, they can check their answers are correct
by looking at their partner’s crossword.
• Have a class feedback session to focus on any common pronunciation
problems connected to the language of clothing.

Extension  (5 minutes)
• In pairs, students take turns to describe somebody in the class. Tell
them not to say who it is, but their partner must guess from the
description of this person’s clothes.
• Ask students to describe their favourite outfit to the class. This can be
one they own or one they have seen on a well-known person.

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 5th edition
Unit 8 Communication
What seems to be the matter?  SB p87 Pre-intermediate

Worksheet A Tom Martin  Bella Smith  Mike Lewis  Paula Field  Sam Green

Kate Walker

Vicky Turner Lily Ball

Adam White

Jack Butcher

Worksheet B Adam White  Kate Walker  Jack Butcher  Vicky Turner  Lily Ball

Bella Smith
Paula Field

Mike Lewis Sam Green Tom Martin

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 5th edition
Unit 8 Communication Teacher’s notes
What seems to be the matter?  SB p87 Pre-intermediate

Pre-activity  (10 minutes)

Aim
• Draw an outline of a body on the board. Draw lines to the following
To take part in an information exchange body parts and elicit the words for these:
activity 1 head 4 wrist
Language 2 throat 5 ankle
At the doctor’s 3 stomach 6 the whole body
Skills • Put students in pairs and give them a few minutes to think of the
different health problems someone might have with numbers 1–6.
Speaking and Listening • Check the correct answers with the whole class.
Materials
One worksheet for every two students, cut Procedure  (30 minutes)
into Worksheet A and Worksheet B • Explain that students are going to take turns to be doctor and patient.
• Working with the whole class, elicit/review questions doctors often ask
patients by providing the sentence beginnings below:
What seems … ? Do you feel … ?
Answers Any … ? Does it hurt when … ?
Procedure Have you got a … ? Can I look at your … ?
1 W hat seems to be the matter? • Divide students into AB pairs. Give Student A Worksheet A and
2 Any sickness/diarrhoea/temperature/headache?
Student B Worksheet B. Tell students not to look at each other’s
3 Have you got a temperature/sore throat/
headache/earache/stomach ache?
worksheets.
4 Do you feel hot/tired/sick? • Explain that students need to match the five names at the top of their
5 Does it hurt when you swallow/walk on it/use it? worksheets to five of the people in their picture. To do this, they
6 Can I look at your throat/finger/ears/knee? must take turns to be doctor and patient. Student A starts by being
‘doctor’. He/She ‘calls’ one of the patients at the top of their worksheet
(e.g. Tom Martin, please!). Student B finds Tom Martin on his/her
worksheet and takes on this role. They then roleplay a short
doctor-patient conversation, during which Student A looks at his/her
worksheet, deduces who Tom Martin is in the picture and draws a line
between the name and the patient. It’s then Student B’s turn to be the
doctor, and so on.
• When students have finished, they compare worksheets to see if they
have matched the names to the patients correctly.

Extension  (10 minutes)

• Write these health problems on the board:
flu
a very sore throat
a very high temperature
food poisoning
a sprained ankle/wrist/knee/shoulder
• Put students in pairs to ask and answer Have you ever had … ? questions
about them. Encourage students to use follow-up questions like What
happened? What did you do? to keep the conversations going, but only if
students feel comfortable talking about their health.
• Have a quick whole class feedback session.
D000947

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