Lutfulla Jurayev • Svetlana Khan • Ludmila Kamalova Ludmila Tsoy • Mahprat Abdullayeva • Larisa Matskevich Rozaliya Ziryanova • Hayothon Tuhtarova Klara Inogamova Fly High english 7 Teacher’s Book

Suggestion:
Strong classes can be asked to write their own letter to the TV 
station, either during the lesson or for homework.
NOTE: 
The next lesson is about the President's Cup. If you think that your 
PP do not know anything about the President’s Cup, you could ask them to 
find out for homework in mother tongue so that they are ready for Lesson 4.
Lesson 4 The President’s Cup_________________________
Objectives:
• to introduce new words
• to practise reading for specific information
• to practise asking for and giving information about tennis players
• to learn about sports events in Uzbekistan
• to develop a sense of pride about the achivements of Uzbekistan
• to practise writing interview questions
55

---

A ctivity 1a, 1b
Objectives: 
• to enable PP to work independently using the Wordlist; to 
present and practise more sports vocabulary;
Ask PP to find the meaning of the words in the Wordlist and write them and 
their translation in their Ex.Bks. Then PP listen and repeat the words.
I H See Classbook for Tapescript
A ctivity 2a
Objective: 
• to prepare for reading
Ask PP what they know about the President’s Cup and write their answers on 
one side of the BB. Then ask them what they want to know about the Cup 
and write these answers on the other side of the BB.
Suggestion:
If your PP do not know about the President’s Cup it does not 
matter, go on to the next activity.
A ctivity 2b
Objective: 
• to practise reading for specific information 
PP read the text and answer the questions. Then ask PP to look at the BB 
and check if what they knew before reading and if they have got answers for 
their questions after reading the text.
Key:
1 The President of Uzbekistan.
2 Russia, France, GB, Germany, Italy, Israel, and other countries.
3 Yes, people in Great Britain can watch it.
A ctivity 3
Objective: 
• to practise asking for and giving information about tennis players 
PP work in pairs. One of them is ‘A’, the other is ‘B’. Ask them to copy an 
empty table to their Ex.Bks (Name, Date of birth, etc. like the one on the 
page). One P is a reporter, the other Oleg Ogorodov/lroda Tulaganova. They 
take turns to ask questions and complete the tables. If necessary, revise 
with PP what questions they could ask.
NOTE: 
It must be a good idea to practise the names of some of the 
competitions as a class in chains before PP begin the information gap activity.
Lesson 5 Sport: for and against
Objectives:
• to express opinions using ‘I think th a t...’
• to practise talking about advantages/disadvantages of sport
• to focus on the difference between ‘sport’ and ‘sports’
• to practise writing opinions and giving reasons for them________________
A ctivity 1 a, 1 b
Objective: 
• to stimulate PP ideas about sports they like and don’t like as 
preparation for the debate in Lesson 6 
Ask PP to write five sentences about sports they like and do not like and give 
reasons why. Then ask them to work in pairs and share their likes and dislikes.
UNIT3
56

---

A ctivity 2
Objective: 
• to focus on the difference between ‘sport’ and ‘sports’
Ask PP to read and translate the sentences and find the difference in the 
words ‘sport’ and ‘sports’.
O i l
Language Note: 
The word ‘sport’ is more general. We use the word ‘sports’
I I when we speak about different kinds of sport.
A ctivity 3a, 3b
Objectives: 
• to practise expressing opinions, etc.; to gather ideas for the debate 
Before doing this activity write this example on the BB:
I agree. Sport is healthy.
I agree that sport is healthy.
Explain that we can join two sentences by using ‘that’. Ask PP to translate 
both sentences. They will see that in Russian the structure is the same, but 
in Uzbek the structure is different. Draw PP attention to the Remember box. 
Suggestion:
Before continuing with 3a, you could do Grammar Exercise 1.
Divide PP into groups, ask them to choose a timekeeper. The timekeeper 
should give 1 -2 minutes for each P to say why sport is good. Ask PP to write 
all the reasons in their Ex.Bks. When PP have listened to all group members, 
ask them to change groups and share their ideas with PP in the new group. 
Any new reasons should be added to the Ex.Bks lists. Give your PP only 10 
minutes for this activity.
A ctivity 4a, 4b
Objectives: 
• to practise expressing opinions, etc.; to gather ideas for the debate 
This is the same activity as 3a,3b but now PP should speak and share ideas 
about why sport is bad. Again, give only 10 minutes for the activity.
Lesson 6 Project
Objectives:
• to revise and consolidate the material of the Unit
• to develop PP ability to work independently
• to develop critical thinking
• to develop citizenship skills (chairing a meeting)
A ctivity 1
Objective: 
• to help PP to understand what a debate is and why we need to 
practise debating
As this is the first time PP take part in a debate you could explain what a 
debate is in mother tongue and give some examples before you do activity 1. 
Ask PP to answer the questions. Help them to understand why they are going 
to use this technique in the lesson.
A ctivity 2
Objective: 
• to revise/practise language needed foragreeeing and disagreeing
\ 
57
\
UNIT 3

---

Revise how to give opinions and how to agree/disagree. If necessary, write 
the phrases on the BB. Ask PP to read the phrases, check their pronunciation 
and intonation.
Suggestion:
If you think your PP need some practice with these phrases, 
you could do Grammar Exercise 2.
A ctivity 3,4
Objectives: 
• to revise and consolidate all the material in the unit; to develop 
PP ability to work independently 
Write the motion on the BB. ‘Sport is always a good thing. We should have 
sports lessons every day at school.’
Divide the class into those who are ‘for’ the motion and those who are against. 
Ask PP to arrange the classroom with the ‘Fors’ opposite the ‘Againsts’ and 
the Chairperson in the middle. Give each P except the Chairperson a small 
piece of paper. When a P speaks, s/he puts the paper in a box. Every P must 
get rid of the paper; no P can speak if s/he has used her/his paper. This 
ensures that all PP take part and no P dominates.
Explain that you will not take part in the debate. The Chairperson is in charge 
and PP must do what s/he says. Explain that at the end of the debate the 
Chairperson will ask them to vote. At that point they may vote according to 
their own ideas, not according to their role in the debate.
Ask the Chairperson to begin the debate by reading the paper you have given him/ 
her. Do not interrupt the debate; try to sit in a place where PP do not notice you and 
note down any repeated mistakes PP make, any particularly good things they 
say, any things they want to say but can’t/or say in mother tongue. You will need 
these notes for feedback at the end of the debate. Make sure that after 20 
m inutes the Chairperson ends the debate and organises the vote.
After the vote bring the debate to a close. Let PP return to their proper seats. 
Then ask them for feedback on the activity.
PP say why they like or do not like the activity. Then T tells them her/his 
feedback explaining strong and weak answers of each team.
For detailed steps of how to organise Debates look at the introduction to the 
Teacher s Book.
NOTE: 
As this is the first time PP have a debate, the activity may be only