Teaching notes Elspeth Pollock

klasa
Macmillan Polska Sp. z o.o.
Al. Jerozolimskie 146A
02-305 Warszawa
A division of Macmillan Publishers Limited
Companies and representatives throughout the world
ISBN 978-83-8152-156-7
Text, design and illustration © Macmillan Polska 2019
Written by Elspeth Pollock
The authors have asserted their right to be identified as the authors of this work in accordance with the Copyright,
Designs and Patents Act 1988.
First published 2019
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission
of the publishers.
Original design by Mikołaj Ostaszewski
Design and page make-up by didi-art
Illustrated by Sławomir Kiełbus and Dorota Zduniewicz-Dąbrowska
Produced in Poland
Contents
Welcome Unit page 4

Unit 1 We have to work! page 6

Unit 2 Every day, now and tomorrow page 19

Units 1–2 Let’s check page 32

Unit 3 What will happen next? page 34

Unit 4 The animal kingdom page 45

Units 3–4 Let’s check page 58

Unit 5 Let’s eat! page 60

Unit 6 Illnesses and injuries page 71

Units 5–6 Let’s check page 82

Unit 7 Computers page 84

Unit 8 Outdoor activities page 95

Units 7–8 Let’s check page 108

Units 1–2 Let’s talk page 110

Units 3–4 Let’s talk page 111

Units 5–6 Let’s talk page 112

Units 7–8 Let’s talk page 112

Earth Day page 113

Thanksgiving and Polish Harvest Festival page 114

Student’s Book Audioscript page 115

Student’s Book Answer key page 130

Workbook Audioscript page 144

Workbook Answer key page 149

 Welcome unit Step 1 Warm up your brain!
Aims
Vocabulary: house and garden, sports equipment,
places in a school, television and other media
Grammar: Present simple, there is/there are with
some/any, articles (a, an, the)
Functions: asking a favour, asking about clothes,
asking for advice
Special aims: encouraging learner’s autonomy
Optional materials: Brainy klasa 5 vocabulary
flashcards: house (Cards 15–24), sports equipment
(Cards 25–36), school subjects (Cards 61–70)
(for Extra Practice 1)
Lead-in
Do some mindfulness exercises to focus everyone
before starting. Tell your students to stand and
practise breathing together in and out slowly. Then
have them practise holding their arms out in front
of themselves and bringing their palms together like
in the illustration. Demonstrate it to your students.
fact
Mindfulness is about focusing intently on the
moment so that the mind is fully attending
to what’s happening, what you’re doing, and
the space you’re moving through. This can help
students improve their attention spans, clear
their minds, and stay focused.
 Before exercise 1  Extra practice 1
Revise some of the vocabulary from the previous
level by using the flashcards from Brainy klasa 5.
Place the flashcards around the room. Then put
the students into groups of three or four to test
each other. Ask Student A in each group to point
at a flashcard and Student B to name the object
on the flashcard. Then Student B points at a different
flashcard and Student C names the object. Continue
for 3–4 minutes.
4
 After exercise 1  Extra practice 2
Write the first and last letters of some of the words
elicited in exercise 1 on the board. Ask your students
to raise their hands and guess the words. If they can’t
guess a word, keep adding letters until they
remember it and guess correctly.
 Before exercise 2  Extra practice 3
Write five daily routine activities on the board. Tell
your students to write them in their notebooks
in the order in which they do them on a school day.
have a shower brush my teeth have breakfast
go to school make the bed get up
do homework
 After exercise 6  Extra practice 4
Tell your students to think of a question for each
of the incorrect options in exercise 6:
1B: I’m so hungry!
2C: (Of course.) The changing room is over there.
3A: No, it isn’t. I love swimming.
Possible questions:
1  Why are you going to the kitchen?
2  Where is the changing room?
3  Is football your favourite sport?
Encouragement note
Tell your students that keeping a tidy, organised
notebook is good for them as it can help them,
e.g. with revision before tests. Remind them to copy
examples of new grammar and vocabulary
in sentences in their notebooks as it can help them
learn the new structures and words.
Happy goodbye
Draw a line down the middle of the board. Divide the
class into two groups. Tell them they are going to write
any words they remember from this lesson on the
board. Give one student in each group a piece of chalk
or a whiteboard marker. Ask the students to run
to the board and write a word they remember. Then
tell them to give the chalk/marker to the next student
in their group who will then write another word.
Continue the race until everyone has had a chance
to write on the board. Then check the spelling. The
winning team is the one with the most correct words.
Homework
Workbook, pages 4–5
 Welcome Unit Step 2 Warm up your brain!
Aims
Vocabulary: months, ordinal numbers
Grammar: prepositions of place, there is/there are,
going to
Special aims: using English to communicate;
learning to learn and revise
Optional materials: a sheet of paper per group of
three students (for Extra practice 2); school objects
(for Extra practice 2)
Lead-in
Practise saying the months of the year. Ask the
students to say the names of the months. Go around
the class saying the names faster and faster.
If someone makes a mistake, the next student has
to start from January again.
Encouragement note
Tell your students that in this school year it is really
important that they start learning English on their
own, and using it outside the classroom. Encourage
them to listen to English songs, play computer
games in English, watch films in the original version,
or chat with some English teenagers.
 After exercise 1  Extra practice 1
Tell your students to write the birthdays of two or
three people in their family in their notebooks.
Example:
My brother´s birthday is on the eighteenth of May.
 After exercise 2  Extra practice 2
Play a Memory game. Put some school objects
on your desk/table and ask the students to
memorize where they are. Cover the objects.
Then put your students into groups of three.
Give each group a sheet of paper. Tell them to draw
what they remember in the correct position on the
desk. Uncover the objects and let the students
check/correct their drawings. Then ask them
to describe their drawings to each other.
Example:
The rubber is under the book.
The pencil case is next to the chalk.
 Before exercise 4  Extra practice 3
Write three of the four verbs from exercise 4 on the
board: learn, practise and revise. Put your students
into pairs. Tell them to tell each other what they
enjoy learning, practising and revising the most.
Exercise 6
Have a class discussion on how to learn effectively.
Ask your students to share ideas about what helps
them in their learning, e.g. how they organise their
notes, how they revise for a test, how they go about
self-assessment, etc.
Put the best ideas on the board (in Polish). Tell your
students that it is important, to take responsibility
for your/their own results/success.
Happy goodbye
Play Word Chains. Put your students into groups
of four or five. Tell the students to use the other side
of the paper from Extra practice 2 for this activity.
Student A from each group writes an English word
and passes the sheet of paper to Student B. Then
Student B writes a word which begins with the final
letter of Student A’s word and passes the paper
to the next student.
Example:
JanuarY → yelloW → windoW → wanT → takE → elephant
Set a time limit of 3–4 minutes. When the time is up,
ask the students to count all the words they wrote
in their groups. The group with the longest list is the
winner.
Homework
Workbook, pages 4–5
5
 1
UNIT
We have to work!
Aims
Vocabulary: jobs and job activities (Praca:
popularne zawody i związane z nimi czynności
i obowiązki)
Listening: for general understanding (identifying
jobs described in five utterances)
Reading: for detailed information (an online profile
of a family and their jobs)
Speaking: describing duties and guessing job
names
Lead-in
Play Hangman with the job: TEACHER.
BRAINYPOST
Ask your students to look at the picture of the
BrainyPost feature and guess what it is (in Polish
if necessary). Tell them that in every Lesson 1,
students will see a picture of a computer or tablet
screen with an imaginary interactive online tool
called BrainyPost. It depicts an electronic board
to collaborate with others, e.g. to write posts and
share pictures, uploaded audio, lexical games,
surveys, etc.
Ask the students to tell you what the icons in the
sidebar on the right do.
Answers from top to bottom:
options button (sometimes called a ‘hamburger button’),
add content,
make bigger,
upload,
like/add to favourites,
ask a question,
more information,
settings,
next page.
 After exercise 1  Extra practice 1
Tell your students to copy the list of jobs from the
Vocabulary presentation 1 into their notebooks and
put the translation in Polish next to each word.
6
lesson 1 Jobs for everyone
Phonics twister
 1.02 Tell your students to put their hands
on their throats to feel the difference between
the voiced ‘th’ /ð/ of this, that, these and those,
and the unvoiced ‘th’ /θ/ of three, thirty, and
thousand. Then, play the audio track [1.02] once
and tell the students to listen and read the
Phonics twister on page 8. Ask them to identify
the two different ‘th’ sounds using their hands
on their throats as before. Play the audio again
and encourage the students to join in. Organise
a class competition with different groups of four
to five. Have the students take turns to say the
twister as fast as they can. Then the fastest from
each group will match up in a final round to
determine the winner.
 Before exercise 2  Extra practice 2
Ask for three volunteers (Students A, B, and C)
to come to the front of the class. Ask them to stand
in a line and elicit prepositions between and next to
by asking, e.g. Where’s Student B? Then tell the three
students to change their positions and ask the class
where Students A, B, and C are now.
Exercise 3
Make sure your students are looking at the
BrainyPost while listening to the recording and
doing the exercise. Also, please note that there are
deliberately some words that the students don’t know
on the recording – the idea is that they have to listen
for phrases they do know to identify the jobs.
 After exercise 4  Extra practice 3
Write the lists of vocabulary below on the board and
tell your students to match the verbs with the
correct compliments without looking in their books.
DO PEOPLE WITH THE LAW
FIX AFTER PATIENTS
GIVE LEAKS
LOOK INSTRUCTIONS
GROW CHANGE TO CUSTOMERS
BUILD COWS
GIVE BRIDGES
HELP CROPS
MILK EXPERIMIENTS
Then ask for volunteers to come and join the verbs
with the correct endings on the board.
Answers:
DO EXPERIMENTS
FIX LEAKS
GIVE CHANGE TO CUSTOMERS
LOOK AFTER PATIENTS
GROW CROPS
BUILD BRIDGES
GIVE INSTRUCTIONS
HELP PEOPLE WITH THE LAW
MILK COWS

 Before exercise 6  Skills note – Reading

Tell your students to scan the text and find all the
jobs they can.
Answers:
(recycling centre) manager, plumber, farmer, scientist,
supermarket cashier, engineer

Life skills: Different opinions

Ask the students how people can be polite or rude
without using words. Elicit from them how their
facial expressions can also convey attitude.
On the board, draw a table with the headings:

Disagreeing
In a friendly way In an unfriendly way

Ask your students to copy the table into their

notebooks and complete it with the activities
in the Life skills box. Then tell them to compare
the results in pairs. You can then ask the students
to demonstrate each of the behaviours.

Happy goodbye
Give the class a spelling test. Say the names of five
jobs: cashier, farmer, scientist, nurse, and engineer.
Have the students spell them in their notebooks.
Then write the correct spelling of the jobs on the
board. Have the students self-check how they
spelled these words. Ask the students to self-report
the number of the words they spelled correctly.
The students who spelled all five words correctly
can leave the classroom first.

Homework
Workbook, page 6

7
 1 2
UNIT

lesson I don’t have to work!

Aims  After exercise 5  Extra practice 1

Grammar: have to affirmative and negative
Listening: for detailed information and for general
understanding (monologue)
Writing: an email to a friend about a job
Speaking: asking and answering questions about
jobs using Who …?
Optional materials: photo of a cashier (for Lead-in),
A3 sheets of paper (for Happy goodbye)
Dyslexia tip – clear layout
Make sure you keep your board work simple and
free of distractions so that the students with
dyslexia can follow more easily.
Lead-in
Show your students a photo of a cashier and elicit
where he/she works, e.g. in a supermarket, in a shoe
shop, etc. Explain that the lesson is going to be
about duties at work.
Note: in a supermarket / shoe shop / pharmacy, etc.
– cashier; in a bank – teller.
Put your students into pairs. Tell them to swap their
notebooks and read each other’s email. Tell them
to make sure the layout is correct by looking at
exercise 1 and checking all the forms of have to
their partner has written.
Fast finishers
Put the fast finishers into pairs and tell them to play
a guessing game. Tell Student A to choose a job from
lesson 1 and say some sentences using has to /
doesn’t have to. Ask Student B to listen and guess
the job. Then ask them to swap their roles.
Happy goodbye
Put the students into groups of four. Ask them
to write sentences with two things they have to do
at school and two things they don’t have to do.
Have them write on A3 sheets of paper. Put up all
of the groups’ papers on the wall so that everybody
can see them. Ask a representative of each group
to read their sentences aloud. How many do’s and
don’ts were similar? How many were different?
Homework
Workbook, page 7

G Grammar app
have to: affirmative and negative
Stress that have to means obligation but don’t
have to means lack of obligation.
Tell your students to look at the email again and
find verbs which come after have to.

Answers:
give, do, be, wear, work, go

 Before exercise 4  Skills note – Exam

Tell your students that in this type of listening task,
they should always read the questions first and
identify what they are asked to do. Check if all the
students know what to listen for:
in question 1 – what the father has to do,
in question 2 – what the father likes,
in question 3 – what Tom wants to do.

8
UNIT
1 lesson 3 Where do you work?
Aims
Vocabulary: workplaces (Praca: miejsce pracy)
Speaking: describing jobs and workplaces both
imaginary and real
Listening: for detailed information (four speakers
talking about their jobs)
Optional materials: map of the place where you
live (for Extra practice 1)
Lead-in
Put your students into groups of four or five and tell
them to brainstorm ten workplaces they know. Have
them write a list in their notebooks.
Possible answers:
a school, a shop, a swimming pool, a cinema, a museum,
a supermarket, a train station, a café, a shopping centre, etc.
You can also add ‘a bus station’ and ‘an airport’ which are
common words and most of the students are probably
familiar with them already but may not immediately think
of them as workplaces too.
fact
Many companies around the world try to make
their workplaces more comfortable for their
employees. For example, Google offices around
the world have special features such as drum
sets (New York), a jungle (Dublin), a Lego room
and a tube slide between floors (Tel Aviv), and
a fireman’s pole, slide, videogames, and
hammocks (Zurich). These “perks” are aimed
at the mostly younger employees who work
in the tech industry. The idea is to make work
so much fun, they never want to go home and
therefore work longer. Most of these places also
provide free meals.
 After exercise 4  Skills note – Listening
Write what Speaker 2 says on the board but change
three words in it. Do not underline them on the
board.
I’m a nurse and I work in a hospital. It’s really
easy work and I don’t earn a lot. Some days, it’s
really interesting, and other days it can be very
sad. My job is a lot of fun, but some days are
very good.
Play the audio [1.10] again and ask the students
to find the three changed words and correct them.
Answers:
difficult, boring, isn’t
 Before exercise 5  Extra practice 1
Find a map of your town/city and mark some
workplace locations nearby your school to help your
students with exercise 5. They might have no idea
that places like ‘a factory’ operate in the area. If there
aren’t any relevant workplaces near your school, tell
the students to make some up and add them to the
map to use for the exercise.
Happy goodbye
Write the names of these jobs on either side of the
board: airport worker, farmer, bank worker, nurse,
police officer, firefighter. Divide the class into two
groups. Pick a student in each group to run to the
board and touch the correct ‘job’ on the board when
they know it. Say a definition of one of the jobs.
Repeat this procedure with the rest of the jobs and
the other students. Make sure each student takes
part in this Word recognition race.
Examples:
He has to count money. (Bank worker)
She has to look after patients. (Nurse)
Homework
Workbook, page 8
9
 1 4
UNIT

lesson Save the Sea: Episode 1 – They’re with the dolphins!

Aims  After exercise 2  Grammar in context

Grammar: have to questions and short answers;
wh-questions
Reading: for detailed information (a comic strip
Save the Sea)
Listening: for detailed information (an interview
with a worker)
Speaking: discussing chores students have to do
Optional materials: A5 sheets of paper for each
student (for Grammar app)
Lead-in
Pre-teach the five vocabulary words and phrases
in the glossary. Then say one of them and ask your
students to find it in the text of Save the Sea:
Episode 1. Repeat with the rest of the items in the
glossary. Tell the students to raise their hands when
they find the correct word or phrase. Give praise
to the first student to find each item.
 After exercise 1  Act it out
Ask your students to choose one of the four
characters (Ella, Captain, Alfie, or Dan). Play the audio
[1.12] and tell the students to read aloud along with
their character focussing on the pronunciation and
intonation. Ask the students to read their parts again
as a class. Then divide them into the groups of four
(Ella, Captain, Alfie, and Dan) to repeat the reading.
Useful!
Put your students into pairs to find examples of the
affirmative, negative, and question forms of have to
in the comic strip.
G Grammar app
have to: questions and short answers
Hand out a sheet of paper to each student and ask
them to create some grammar ‘puzzles’. Tell them
to cut the paper into small 3 x 3 cm pieces. Ask them
to choose one question from the Grammar app
and write it on the pieces of paper (one piece = one
word). Have the students exchange their ‘puzzles’.
Ask them to make a question in the correct order
out of their classmate’s ‘puzzles’.
 After exercise 4  Fast finishers
Tell the fast finishers to write three questions to you,
the teacher, using have to. Tell them that they will
be asking you these questions but you will only
answer them if their questions are correctly worded.
Example:
Do you have to get up early?
When they finish, let them ask you the questions.
 After exercise 6  Extra practice 1
Tell your students to write about the worker from
exercise 6. Put this template on the board to help them.

Put your students into groups of three and ask them

The man works in          .
to think of a suitable mime for each of the three
He has to          .
phrases (1 We’re in a rush. 2 See you soon. 3 Sorry, I’m
He thinks the people at his workplace
late.). The groups should meet and reach a consensus
are          .
on one mime that they present to the class. Have the
others guess which phrase they are miming.
 Before exercise 8  Extra practice 2
Example:
waving goodbye for See you soon! Tell your students to prepare for the game
individually by writing a list of all the chores they
Joke have to do before they start playing.

How can you tell the ocean is friendly?

It waves!

10
 fact
Lots of people hate doing chores. What do you
think is the most hated / unpopular chore
in the UK?
A. Cleaning the bathroom
B. Ironing
C. Cleaning the kitchen
D. Washing the dishes
Answer:
B. Ironing

Dyslexia tip – spelling

Encourage your students with dyslexia to use
an online dictionary which gives examples
of homophones which could cause problems with
spelling, e.g. they’re and there, here and hear.

Happy goodbye
Take a quick class survey. Say some of the chores
from exercise 7. Tell your students to stand up if they
have to do the chore or stay sitting down if they
don’t have to.

Homework
Workbook, page 9

11
 1 5 Hi! Let’s wake up your brains!
UNIT

lesson Train your brain!

Aims  After exercise 5  Extra practice 2

General aims: revision of vocabulary (jobs and
jobs activities, workplaces) and grammar (have to:
Present simple affirmative and interrogative)
from lessons 1–4
Special aims: problem solving (solving a picture
puzzle), creative thinking (making job names),
logical and spacial thinking (solving the puzzle,
describing a job), creative and logical thinking
(inventing a puzzle), analytical skills and linguistic
knowledge (exam task), ecological awareness
(Eco-alert)
Put your students into small groups to write a new
‘job puzzle’ similar to the one in exercise 4 but with
a different job. Ask them to read the clues of their
‘job puzzles’ aloud to the rest of the class for them
to guess. If necessary, tell each group that they can
mime some characteristics of the job to give some
additional clues to the rest of the class.
Exercise 6
Tip: Gap 1 is a preposition, gap 2 is a verb, gap 3
is an item of clothing, gap 4 is a verb (obligation)

Happy goodbye
Lead-in Ask your students to invent other useful eco-phrases
Introduce your students to Freddie and Freda (if they similar to “Do not waste water!” from Eco-alert using
don’t remember who they are from previous years). Do not + verb.
Explain they are going to do exercises to activate
Homework
their brainpower and revise their English.
Workbook, page 10
Exercise 1
Tip: The word in picture a is a place (farm), in picture b
is a verb (look), and in picture c is an animal (horse).

 After exercise 2  Extra practice 1

Tell your students to write a list of all the jobs from
the Lucky finger game in their notebooks. Put the
students into pairs. Tell them to prepare visual
representations of a job from their list in the same
way as it is done in exercise 1.
Example:

+ AGER

Answer:
MANAGER

Exercise 3
Tip: Write the names of the four places on the
board in the following order:

warehouse / factory / hospital / office

12
UNIT
1 lesson 6 On the Internet

Aims  Before exercise 4  Extra practice 2

Functions: talking about likes and dislikes; Put your students into pairs. Tell them to copy the
suggesting activities in exercise 2 into their notebooks. Have
Grammar: gerunds after like, hate, love, don’t them think of possible jobs for each activity and then
mind and don't like add them to their lists in order to help with making
Speaking: asking and answering questions suggestions in the speaking practice.
in order to suggest a suitable job
Optional materials: one big piece of paper for  After exercise 5  Extra practice 3
each student (for Extra practice 1) Give your students this template on the board and
tell them to write two sentences about two
classmates they talked to in exercise 5.
Lead-in
Introduce the activities in the listening exercise 1      likes      ing, and      .
by writing the verbs on the top of the board and He/She should be      .
the nouns in a column below.
Example:
MAKE / LOOK AFTER / USE / FIX / CHAT TO / Ana likes helping people. She should be a nurse.
WRITE
Fast finishers
 1 ? computers
Tell the fast finishers to write more sentences about
2 ? things
their friends or family members, similar to the one
3 ? animals
in Extra practice 3.
4 ? people
Happy goodbye
Eliciting possible activities that go with the nouns
Use the pieces of paper from the class survey again
from a list on the board. There is one extra verb (write).
and tell the students to work in groups of five or six.
Possible answers: Have Student A say an activity (e.g. looking after
1 use, fix animals) while the others listen and show the piece
2 fix, make, use of paper to say how they feel about it. Repeat with
3 look after the other students in the group.
4 chat to
Homework
 Before exercise 2  Extra practice 1
Workbook, page 11
Take a class survey. Hand out the pieces of paper
to your students. Have them cut or tear them into
three pieces of the same size. Ask them to write:
–  love on one side of piece 1 and hate on the other
side of piece 1,
– don’t mind – on both sides of piece 2,
–  like on one side of piece 3 and don’t like on the
other side of piece 3.
Read the activities in exercise 2 aloud but in random
order, then ask the students to show you how they
feel about each activity by holding up their pieces
of paper.

13
 1 7
UNIT

lesson Around the world

Aims  After exercise 1  Skills note – Reading

Culture: unusual jobs
Reading: for general understanding and detailed
information (texts about unusual jobs in different
countries)
Speaking: describing an unusual job
Writing: describing an unusual job
Optional materials: five cards (for Happy goodbye)
Write these questions on the board and ask your
students to find the answers in the reading text.
 1 Why does the Queen’s Piper have to travel?
2 What do the mermaids do in the aquariums?
3 Where do the bicycle fishermen find the bicycles?
4 Where can you see professional pushers?
5 What do garbage detectives give to offenders?

Lead-in Answers:
Tell your students to look at the photos in exercise 1 1 Because the Queen travels a lot – she visits all her palaces and

and tell you the name of the one famous person.
Answer:
a – photo of the Queen of England
houses.  2 They swim.  3 In the canals (of Amsterdam).
4 In train stations in Tokyo.  5 They give them warnings and
fines.

 Before exercise 1  Extra practice 1 Culture note

Tell your students to close their books. Write the five In some countries it is common to have a nap (also
countries and five jobs on the board. called a power nap, or siesta) at lunchtime. In China,
people sleep at their desks at work, in Italy public
Countries: Jobs: venues like museums and churches close so people
Japan mermaid can go home to have lunch and nap, and in Spain,
Holland Queen’s Piper small shops and businesses also close for the siesta.
England garbage detective  Before exercise 3  Extra practice 2
Germany bicycle fisherman
the United States professional pusher Ask your students to find all the gerunds in the text
and write them in their notebooks leaving empty
spaces before them, like this:
Ask the students to guess which job goes with which
      working       dancing
country and then check by looking at the title
      watching       watching
of each paragraph.
      dancing       recycling
fact Then tell them to write the words that appear before
them.
Do you know what bagpipes were made from
Answers:
traditionally? They were made from the skin
love working the idea of dancing
of an entire animal, turned inside out, with the
like watching the idea of watching
pipes attached where the legs and neck would be!
good at dancing I think recycling

Explain that gerunds appear not only after verbs like

hate, don’t mind, love or like. Gerunds are common
at the beginning of sentences as well as after phrases
like good at / bad at / the idea of, etc.

14
Exercise 5 Discover more!
Tell your students they are going to do some research
on the Internet to make a poster about unusual jobs.
Put your students into groups of three. Have them
choose a job and then find more information about it.
Show them how to look for information if necessary,
e.g. write these search phrases on the board:

strange jobs around the world / unusual jobs

in different countries / most unusual job

Encourage all the students to print photos for their

poster. Display the posters around the classroom
and invite another class in to see them.

Happy goodbye
Write the names of each of the five jobs from the
main text in exercise 1 on a piece of card. Put the cards
in different places around the classroom. Tell your
students to go and stand by their favourite unusual job.

Homework
Workbook, page 12

Around the world

Option 1 (10–15 minutes): Play the Unit 1 video from
Brainy klasa 6 DVD. Choose one of the tasks from
Unit 1 Worksheet (staffroom.pl) and do it with your
students – e.g. you can put it on the board or photocopy
the task and give it out to the students.
Option 2 (45 minutes): Prepare the handouts from
Unit 1 from Brainy klasa 6 DVD and pass them out
to the students. Follow the instructions in the DVD
teaching notes for Unit 1 (staffroom.pl).

15
 1 8
UNIT

lesson Revision workout

Aims
Revision of lessons 1–6: vocabulary, speaking and
grammar in a variety of controlled practice
exercises
Optional materials: a die for each group of five
to six students (for Happy goodbye)
Lead-in
Ask the students which exercises they would like
Evaluation
Tell your students to find out whether they are better
at vocabulary, grammar or speaking by adding up
their scores for the different exercises separately.
Have a quick show of hands to see who is better at
what. Then encourage learner autonomy by telling
your students to complete these sentences in their
notebook:
I am good at          .
Example answer:

to do first – the grammar or the vocabulary? writing and grammar

I need to improve          .
Star rating Example answer:
speaking
Explain to your students that there are two more
difficult exercises in the Revision workout (exercises Happy goodbye
3 and 6) and that’s why they get two points for each
correct answer (but not for e.g. each gap they fill). Put your students into groups of five to six. Give
each group a die. Write the numbers 1–6 and six jobs
 Before exercise 2  Extra practice 1 on the board:
Play a miming game with the places in the box
in exercise 2. Ask a volunteer to choose one place 1 = farmer 4 = lawyer
in secret and mime the activity / activities that 2 = police officer 5 = businesswoman
happen in that place. Tell the other students to watch 3 = nurse 6 = plumber
and guess the place. Continue with a new volunteer.
Explain the rules of the game. Ask Student A to roll
 After exercise 5  Extra practice 2 the die in secret to choose a job and then he/she has
Put your students into pairs and tell them to ask and to give a description in English of what that person
answer the questions they have in their notebooks does. Tell the other students in the group to listen
from exercise 5. Remind them that if they can’t and guess the job. Continue with the other students.
answer the question, they can simply say ‘I don’t Example: (Student A rolls a 6 on the die.)
know’. Student A: This person has to fix kitchens and pipes.
 After exercise 6  Star Academy Student B: A plumber!

This activity gives your students the opportunities Homework

to show you what extra class work they can do. Tell Workbook, page 13
the students to copy one of the short texts from
lesson 7 about unusual jobs and make a gap fill for
their classmates similar to that in exercise 6. Tell
them to make four gaps in the text and then to write
two possible answers A and B for each gap (NOT: A,
B, C as it’s too difficult). One option should be the
true answer taken out of the text, and the other
option should be false. Collect the gap-fill exercises,
check if they are correct. During the next lesson
hand out the gap-fills to your students in random
order so that they have to do a task prepared by
another student.

16
UNIT
1 Summary Vocabulary summary

Extra practice 1: On the Internet Extra practice 3: Mind map extension

Tell your students to finish the sentences from the When your students are making their mind maps,
On the Internet table on page 16 in their notebooks. encourage the use of dictionaries to add new words,
Tell them to use gerunds. not just words from the lists in their course books.
Tell them to use colour to make the groups of words
Example:
clearer and encourage them to add drawings or
I love watching YouTube videos.
doodles to their mind maps to make the vocabulary
I like playing online games.
more memorable.
Are you ready for extra
vocabulary workout? Extra practice 4: Future jobs
Tell your students to imagine it is 15 years in the
future. Have them choose jobs for your classmates
and write about them in their notebook.
Example:
Nadia is a manager. She works in a shop. She has to
give instructions to the shop workers.
Extra practice 2: Mind map
Tell your students to make a Work mind map. Tell them
Extra practice 5: True or false?
to use all the words and categories from this unit. Tell your students to write two sentences about
one job – one true sentence and one false. Put the
farmer office
lawyer students into groups of three to four. Ask Student A
to read his/her two sentences aloud.
Example:
A lawyer helps people.
JOBS WORKPLACE A lawyer works in a post office.
The other students listen and say which is true and
which is false. Have the students swap roles and
repeat the activity.
WORK factory

Freddie and Freda extra workout:

fun with the language
grow
crops These extra activities have
their own focus and they
fix a leak ACTIVITIES can be done whenever
there is some free time, e.g.
after the Revision workout,
Mind maps at the end of the class,
Encourage your students to keep their or at the beginning of the next class, etc.
vocabulary mind maps in a separate notebook
Exercise
or file so they can use them later for activities
Tell your students to invent their own nonsense
and revision.
or fun sentences with the words and phrases
from the Vocabulary summary on page 16.
Example:
I don’t mind milking cows at the airport.

17
 1
UNIT

Summary Grammar summary

Project note
You will find that Project 1 always involves some
crafts for students whereas Project 2 is more
demanding in terms of language use.

Choose your
grammar project!

Project 1 Grammar Snaps

Tell your students to look at the Grammar summary
page in their books to decide which grammar point
they want to represent. Tell them they can draw
a picture if they can’t find one. Tell the students
to design a frame for their picture made out of
decorated paper or card. Check the students’ Snaps
and put them on display in the classroom.

Project 2 My amazing job

Give your students time for individual preparation
to think of the answers to questions 1–4. Then put
them into pairs to ask and answer the questions.
Finally, tell them to share their job with the class by
reading their text aloud. Students can draw a picture
to accompany the description if they want to.

Project work
To motivate weaker students, give two marks
for the project: one for accuracy and another
for content (layout, ideas, illustrations, etc.).
Do not correct all their mistakes or cover their
project with red pen. Make light corrections
at the bottom of the page or on a separate piece
of paper.

18
UNIT
2 Every day, now and tomorrow We don’t like
lesson 1 our prize!

Aims Phonics twister

Vocabulary: objects in the house (Miejsce
 1.18 Introduce the ‘sh’ /ʃ/ sound by asking
zamieszkania: wyposażenie domu)
your students: What do you do when someone
Listening: for detailed understanding (a dialogue)
in class is being very loud? Put your finger
Reading: for general understanding (matching
to your mouth to elicit the answer ‘Shh’.
parts of an email with their description)
Play the recording and encourage your students
Writing: an informal email to a friend
to repeat the tongue twister. After a couple
of times to practise, switch the audio off
at different moments to surprise the students
Lead-in
and also to listen to how everyone is doing. If it’s
Tell your students to look at the BrainyPost for this possible on your machine, speed up the audio.
lesson and then put them into pairs to do a quick
speaking revision of colours. Tell Student A to point
to an object and ask Student B: What colour is it?
Dyslexia tip – reading aloud
Have Student B answer the question. Then ask the
students to swap roles. Try to avoid asking a student with dyslexia to read
aloud or say the tongue twister aloud on their own
 After exercise 1  Extra practice 1 as it can potentially be an embarrassing situation
Put your students into groups of three or four with for them. Use the audio and the class voices
one course book for the group in front of them. Tell together to give support and make it more of
two or three students to close their eyes and have a game, trying to go faster and faster as you
the remaining student cover one of the words in the go along.
BrainyPost. Have the students open their eyes and
guess the hidden word. The first one to say the  Before exercise 4  Culture note
hidden word gets a point. Change roles. Play the
Where can you sell your old clothes, household
game until one student gets five points.
goods, and furniture to make some extra money
 After exercise 2  Extra practice 2 or unload unneeded things? In a garage sale. Garage
sales are also called ‘yard sales’ or ‘rummage sales’.
Write POSITIVE, NEGATIVE, and BOTH on the board.
They are popular all over the world now but they are
Tell your students to copy these words into their
the most popular in the USA and Canada.
notebooks and add the words from exercise 2 under
the correct heading. Then tell them to compare their  After exercise 5  Extra practice 3
lists of words with a partner.
Tell your students to look at the email again and
Suggested answers:
write four or five items of vocabulary/expressions
POSITIVE: OK, quite nice
from it which they still don’t really understand. Put
NEGATIVE: ugly
them into groups of three or four and tell them to
BOTH: huge, small, old-fashioned
help each other find out the meaning of the vocabulary/
expressions. Have them write the words in Polish
Life skills: Things you don’t want in their notebooks. If they can use an English-Polish
dictionary, encourage them to do so.
Ask your students what other kinds of things
can be given to charity for other people to benefit
from them. Discuss if they know whether a place
where people can donate items they no longer
want or need exists in their town or city.

Suggested answers:
clothes, furniture, old computers, board games, blankets,
toys, books, DVDs, etc.

19
  After exercise 6  Extra practice 4
Tell your students to swap emails with their classmates
and read them. Write the questions below on the board
for the students to answer about their partner’s email.

What is for sale?

What does … have to do before the sale?
What time does the friend have to come and help?
How many words does the email have?

Happy goodbye
Put the students into groups of five or six. Tell them
to play Pictionary with the items of furniture from
this lesson.

Homework
Workbook, page 14

20
UNIT
2 lesson 2 We’re doing up the house!
Aims
Grammar: Present continuous and Present simple:
affirmative and negative; Present continuous for
temporary habits
Reading: for detailed understanding (a blog entry)
Speaking: talking about habitual and temporary
actions / actions happening now
Optional materials: one strip of paper for each
student and a sheet of A3 paper with the headings:
ALWAYS, USUALLY, OFTEN, SOMETIMES,
HARDLY EVER and NEVER written on it
(for Extra practice 2)
Lead-in
Mime the verb paint to the class and elicit it from
them. Ask a few students to spell it for you.
 Before exercise 1  Skills note – Reading
Ask your students to quickly read the blog entry and
tell you how many people are mentioned in the text.
Answer:
four (mum, dad, sister Sara, and the person writing
the blog).
 After exercise 1  Grammar in context
Write these sentences on the board:
I’m sleeping in the living room this week.
A She is sleeping in the living room right now.
B The living room is her sleeping place for a year
or more.
C The living room is her sleeping place for a few
days.
Ask your students to tell you which is the correct
explanation of the underlined sentence.
Answer: C
G Grammar app
Present simple: affirmative and negative
Make sure to stress the different position of the
adverb of frequency in the affirmative and
negative Present simple sentences. Ask your
students to tell you a different adverb of
frequency (e.g. never, sometimes, often, hardly
ever) and have them say a sentence about
themselves with each one.
Present continuous: affirmative and negative
Ask your students to think of any time expressions
which are used together with the Present
continuous tense (e.g. at the moment, currently,
at present, etc.) and ask them where these time
expressions can be placed in the sentence.
G Grammar app
Present continuous for temporary actions
Explain to your students that although
‘temporary’ actions can be repeated regularly,
they are still limited in time, therefore Present
simple cannot be used.
 After exercise 4  Fast finishers
Tell the fast finishers to invent sentence number 4
for this exercise using Present simple and Present
continuous. Tell them to make up as many new
sentences as they can.
 Before exercise 5  Extra practice 1
Write PRESENT CONTINUOUS and PRESENT
SIMPLE on the board. Tell your students to close
their course books. Say the expressions from both
columns (A and B) from exercise 5 in random order
and tell the students to point at the correct tense
that goes with each expression.
21
  After exercise 5  Extra practice 2
Ask your students to count from one to six until all
the students have their numbers. Give each student
a strip of paper. Tell them that they will write one
sentence they have just said during the speaking
game. Tell them that:
Students 1 write sentences with always,
Students 2 write sentences with usually,
Students 3 write sentences with often,
Students 4 write sentences with sometimes,
Students 5 write sentences with hardly ever and
Students 6 write sentences with never.
When the students have finished writing, ask them
to read their sentences aloud: (first all Students 1,
then all Students 2, etc.) If necessary, correct the
sentences while the students are reading.
Finally, ask the students to glue/blu-tack their
sentences under the correct headings (ALWAYS,
USUALLY, OFTEN, etc.) on the sheet of A3 paper.
Ask Students 1 to come first, then Students 2, etc.
When all students have stuck their sentences to the
A3 paper, put up the Adverbs Poster with
the students’ own examples on the wall.

Happy goodbye
Ask a student to come to the front of the class and
mime an action. The other students should watch
and raise their hands if they know what that student
is doing. Accept only full sentences as an answer.
When the class offers the correct answer, ask the
‘miming student’ How often do you ….? to elicit
contrasting the use of the Present simple and
Present continuous.
Example:
Miming student mimes writing something
in a notebook.
Student 1: She is drawing.
Student miming the action shakes his/her head.
Student 2: She’s painting.
Student miming the action shakes his/her head.
Student 3: She’s writing.
Student miming the action nods.
Teacher: How often do you write?
Student miming the action: I always write in class.

Homework
Workbook, page 15

22
UNIT
2 lesson 3 The taps are on the fridge!

Aims  Before exercise 5  Extra practice 1

Vocabulary: objects in the house (Miejsce
zamieszkania: wyposażenie domu)
Listening: for detailed information (a dialogue)
Speaking: guessing game – what objects in the
house others want to use
Lead-in
Practise the alphabet by going around the class with
each student saying one letter. If anyone makes
a mistake, the next student has to start from A again.
fact
Remember that a fridge with a freezer is usually
called a fridge, but can also be called a fridge-
freezer. Also, a washbasin is the same as a basin.
fact
Ask your students to guess when these
appliances were invented:
· first automatic dishwasher
Answer:
in 1886, by Josephine Cochran in the USA. She was
a granddaughter of John Fitch, the inventor of the
steamboat.
· electric washing machine
Answer:
in 1908, by Alva J. Fisher in the USA. It was called
the ‘Thor’.
· fridge for home use
Answer:
at the beginning of 20th century.
Put your students into pairs. Tell them to look
at the objects in exercise 1 and come up with possible
problems in order to prepare for the game. This will
particularly help weaker students who have difficulty
naming their ideas in English.
Example answers:
The plates are dirty. (dishwasher/sink)
I must wash a plate quickly. (sink)
I’m cold. (radiator/heater)
The dog is dirty. (bath)
My hands are dirty. (tap/sink/basin)
I need some water. (tap)
I want to make soup. (cooker)
My socks are wet. (radiator)
I’m dirty. (bath/shower)
Happy goodbye
Ask a student to name an object from this lesson.
The class listens and says the correct room the object
can be found in, either bathroom or kitchen or both.
Continue with a new student until all the objects
have been named or all the students have had
a chance to name one.
Homework
Workbook, page 16

 After exercise 4  Skills note – Exam

Play the audio [1.23] again and check that all your
students can identify exactly when the answer
is given in the audio. Tell them to raise their hands
when they hear the answers.

23
 2 4
UNIT
lesson Save the Sea: Episode 2 – Are you diving this afternoon?
Aims
Grammar: Present continuous and Present simple:
questions and short answers; wh-questions;
Present continuous for future arrangements
Reading: for detailed information and for general
understanding (a comic strip Save the Sea)
Listening: for detailed information (radio interview)
Speaking: describing duties and guessing job names
Lead-in
As a class, brainstorm and name as many types
of sea creatures as you can think of.
Example answers:
fish, whale, shark, turtle, sea horse, etc.
Elicit dolphin and ask the students how to spell
this word.
 After exercise 1  Act it out
Put your students into pairs and tell each pair
to choose which of the two characters they want
to be – Alfie or Ella. In their pairs, ask the students
to read the dialogue without the audio. Tell them not
to worry what the other pairs are reading and
to concentrate on listening and reading with their
partner. It doesn’t matter who finishes first.
Useful!
Ask your students to give you a synonym in English
for ‘fishy’ in this context.
Answer:
strange / odd / not normal
Then write the sentences below on the board and
ask your students to tell you which sentence from
the Useful! box matches a sentence A–D on the
board.
A You are confused about what some people are
doing.
Answer: 2A – What are they up to?
B You don’t know the answer.
Answer: 1B – No idea!
C You are sure some people are doing a bad
or illegal thing.
Answer: 4C – There’s something fishy going on.
D You feel sorry for a little animal, child, or toy.
Answer: 3D – Poor little thing!
24
 Before exercise 2  Extra practice 1
Write this paragraph on the board or prepare copies
of the text below to hand out to the students. Tell
your students to choose the words which complete
the text correctly.
Alfie is fixing the (1) taps / radiator today because
he is going on (2) the beach / a recycling course
tomorrow. Ella arrives and they see (3) their
friends / a boat with old kitchen and bathroom
equipment. (4) Ella / Alfie has an accident with
some coffee and they have to clean everything.
When they finish, they (5) can / can’t see the
boat. Alfie is (6) happy / worried.
Answers:
1 radiator  2 a recycling course  3 a boat  4 Alfie  5 can’t
6 worried
 After exercise 2  Extra practice 2
Put your students into pairs to do a back translation
exercise. Tell Student A to read the first sentence
in their notebook in Polish, and have Student B
translate it back into English. Tell the students to use
the course book comic strip Save the Sea: Episode 2
to help them if necessary. Then have the students
swap roles.
Joke
What do dolphins need to stay healthy?
Vitamin Sea (C)!
Grammar in context
Write these two gap-fill questions on the board.
What    your mother/father/aunt/uncle    ?
Answer: does / do
What    your mother/father/aunt/uncle   
right now?
Answer: is / doing
Elicit what goes in the gaps and then tell your students
to get into pairs and ask each other the questions.
Make sure they answer using the correct tense.
 G Grammar app
Present simple and Present continuous
Put your students into pairs. Tell them that one
student will ask the question from the Grammar
app while the other has to answer without
looking at the course book. Then have the
students swap roles.
 After exercise 3 
Tell your students to check their Grammar app for
he or she by looking at the Grammar summary
on page 23. Then have the students test each other
on the grammar from the unit using the Grammar
summary. They can take turns asking and answering
the questions in the summary or can make up their
own.
 Before exercise 4  Extra practice 3
Write the four verbs from exercise 4 on the board
(fix, do, work, dive). Ask your students which verb
omits a letter to make the –ing form.
Answer:
DIVE (diving)
Culture note
Lots of children in the UK take their lunch in a plastic
box with them to eat at school. This is called ‘a packed
lunch’. It usually consists of sandwiches, crisps, and
a piece of fruit. Ask your students if they think that
sounds healthy.
Dyslexia tip – grammar
Students with dyslexia often struggle with
abstract concepts such as grammar, e.g.
recognizing nouns, verbs, adverbs, etc.
Encourage your students with dyslexia to keep
lists of examples (nouns, verbs, adverbs) at the
back of their notebooks to help them.
Happy goodbye
Play Good idea, Bad idea! Tell your students to all
stand up. Ask one student to say a sentence from
exercise 8 with the phrase next week.
Example:
Next week, I’m eating breakfast in the car.
Tell the others in the class to listen and decide if this
is a good idea or a bad idea – if they think it’s a good

G Grammar app
Present continuous for future arrangements
Ask the class to translate the example sentence
in the Grammar app into Polish. Compare the
English and Polish versions and elicit from your
students that in both languages a present tense
is used to talk about the future.
idea they raise their hands and show a ‘thumbs up’.
If they think it’s a bad idea, they put their hands
on their heads. Continue with other sentences from
different students.
Homework
Workbook, page 17

 After exercise 7  Fast finishers

Tell the fast finishers to write one of the dialogues
they just said in exercise 7 in their notebooks.

 Before exercise 8  Extra practice 4

Put your students into groups of four or five. Give
each group a piece of chalk. Tell each group to
brainstorm and then write all of the strange places
they can think of to prepare for the game using
usually, this week, and next week on the board.

25
 2 5 Hi! Let’s wake up your brains!
UNIT

lesson Train your brain!

Aims Happy goodbye

General aims: revision of vocabulary (objects Ask your students to tell you what other things apart
in the house) and grammar (Present simple and from recycling they can do to be eco-friendly
Present continuous) from lessons 1–4 at home.
Special aims: associating (recognising signs and Suggested answers:
notices), mathematical thinking (deciding what do not use plastic, grow their own vegetables, turn off the
objects to buy), logical thinking (describing what tap when brushing their teeth, turn off the light when they
people do / are doing), analytical and language go out, etc.
skills (exam task), ecological awareness (Eco-alert)
Homework
Workbook, page 18
Lead-in
Have a quick competition. Ask your students to look
at lesson 5 and find the largest number on the page.
Ask them to tell it to you in English.
Answer: 120

Exercise 1
Ask the students which signs tell you that you should
or shouldn’t do something.

Exercise 2
Tip: Before answering the questions, put your students
into pairs to calculate the prices of wardrobes,
cupboards, and mirrors in the sale. For those who
find maths difficult, this task will allow them to get
the answer correct by helping each other.

Exercise 3
Tip: Remind your students that adverbs of frequency
are usually used in Present simple and temporary
time phrases – in Present continuous.

 Before exercise 5  Encouragement note

Tell your students you will give them extra points
towards their grade for getting the translation of the
words in exercise 5 correct. Go around the classroom
and monitor your students’ answers. If they make
a mistake with the grammar, point at it and give
them a second chance to get it right.

Exercise 5
Tip: Remind the students that they can look up
the phrasal verbs from this unit (put up, do up)
in lesson 2 if they need to.

26
UNIT
2 lesson 6 At home

Aims  After exercise 4  Fast finishers

Functions: offering to help, saying thank you, Tell the fast finishers to practise and learn by heart
asking a favour; their favourite dialogue from exercise 4 and then,
Vocabulary: using objects in the house (Miejsce when everyone has finished, ask them to act it out
zamieszkania: prace domowe) in front of the whole class.
Speaking: offering to help and saying thank you
in different situations Happy goodbye
Optional materials: two fly swatters (for Happy Divide the class into two groups. Write all the nouns
goodbye) from exercise 2 on the board. Give a fly swatter to one
student in each group. Name a verb that collocates
with one of the nouns on board. The students with
Lead-in the fly swatters have to run to the board and swat
Practise the opposites of verbs in preparation for the corresponding noun.
exercise 2 by asking your students to mime / do the Example:
actions as you say them: Teacher: Open.
Stand up. – Sit down. Students A runs and swats curtains.
Talk. – Be quiet.
The student that swats the correct answer first is the
Sleep. – Wake up.
winner. The other students then take their turn with
Get up. – Go to bed.
the fly swatter. Remember, more than one correct
 After exercise 2  Extra practice 1 answer is possible.

Write these pairs of verbs on the board: Homework

TURN ON / TURN OFF
Workbook, page 19
OPEN / CLOSE
TURN UP / TURN DOWN
Put your students into groups of three or four with
one notebook for each group. Assign a group
secretary and tell each group to brainstorm other
objects you can use these verbs with. Set a time
limit of two minutes. The group with the most
correct ideas is the winner.
Suggested answers:
TURN ON/TURN OFF the TV, the light, the oven,
the dishwasher, the radio
OPEN/CLOSE: the door, the fridge, the oven,
the dishwasher, the window, the cupboard
TURN UP/TURN DOWN: the music, the radio, the TV,
the oven, volume

 Before exercise 4  Extra practice 2

Write numbers 1–6 on the board. Tell your students
to identify the verb in each of the situations in
exercise 4 and then write the verbs next to the
number.
Answers:
1 turn down  2 unload  3 unload  4 close  5 turn on
6 open

27
 2 7
UNIT
lesson Around the world
Aims
Culture: Charity shops in the UK
Reading: for detailed information (article about
charity shops)
Listening: for general understanding (identifying
speakers with general message)
Writing: designing a leaflet about a charity
Lead-in
Ask your students if they can name any charities
in Poland (e.g. Caritas, Monar, Polish Red Cross, Great
Orchestra of Christmas Charity, Polish Humanitarian
Action, etc.)
 Before exercise 1  Extra practice 1
Tell your students to look at the photo for the
reading text and name some of the items that Cancer
Research UK sells in this shop.
Possible answers:
children’s clothes, T-shirts, lamps, jewellery, toys,
trousers, etc.
 After exercise 1  Extra practice 2
Tell your students to copy the words in bold
in the text into their notebooks and add the Polish
translation. If you want, put them into pairs and ask
them to test each other on the phrases.
Exercise 3
Prepare a fun way to check the answers. For example,
ask your students to each get a red and a black pen /
coloured pencil. Explain that the red pen is for true
sentences and the black pen is for false sentences.
Ask a student to read the sentences aloud and the
others to hold up the coloured pen which they think
corresponds to the answer.
fact
Cancer Research UK is the 5 biggest charity
th
in the UK by income. Number one is The British
Council which is a charity that promotes cultural
relations and educational opportunities between
the UK and the rest of the world.
 After exercise 4  Skills note – Listening
Ask your students to tell you any extra information
they heard when listening.
28
Exercise 5 Discover more!
Tell your students they are going to design a leaflet
for an English charity shop. Tell them to use the
Internet to do some research and choose one of the
four charities. Put them into groups and encourage
them to work and collaborate together. Encourage
them to find some pictures of places the charity
helps or the charity logo. Write these questions
on the board for them to consider while preparing
the leaflet:
Who does the charity help?
What does the charity do to get money?
Does it have shops or organize events?
What is the most important thing the charity
does in your opinion?
You can write these official websites on the board too.
www.cancerresearchuk.org/
www.bhf.org.uk/
www.oxfam.org/
www.redcross.org.uk/
Happy goodbye
Put your students into groups of five or six. Tell each
student to look at the text in lesson 7 and choose
one word in secret that they want to ask the rest
of their group to find as quickly as possible. Ask one
student to say his/her word and the other students
to listen and try to find it by scanning the reading
text. After someone finds the word, ask the next
student in the group to take a turn. Play the game
until the lesson is over.
Homework
Workbook, page 20
Around the world
Option 1 (10–15 minutes): Play the Unit 2 video from
Brainy klasa 6 DVD. Choose one of the tasks from
Unit 2 Worksheet (staffroom.pl) and do it with your
students – e.g. you can put it on the board or photocopy
the task and give it out to the students.
Option 2 (45 minutes): Prepare the handouts from
Unit 2 from Brainy klasa 6 DVD and pass them out
to the students. Follow the instructions in the DVD
teaching notes for Unit 2 (staffroom.pl).
UNIT
2 lesson 8 Revision workout
Aims
Revision of lessons 1–6: vocabulary, speaking and
grammar in a variety of controlled practice
exercises
Optional materials: one die (for Lead-in)
Lead-in
Put the students into pairs. Tell them to ask each
other and answer: Which exercise are you doing
next? Roll the die to see which exercise the class will
do first. Don’t forget to do this after each exercise
to decide which is next.
Star rating
Explain to your students that there are two more
difficult exercises in the Revision workout (exercises
3 and 6) and that’s why they get two points for each
correct answer (but not for, e.g. each gap they fill).
 After exercise 2  Extra practice 1
Put your students into groups of three. Tell them to
prepare two more definitions (7 and 8) for exercise 2
together. Monitor their definitions, and correct where
necessary. Then have a class competition with each
group telling their definitions to the rest of the class
in turn. Give points to the first group to guess the
correct answer.
 After exercise 5  Extra practice 2
Put your students into pairs. Assign letter A or B
to a person in each pair and check by asking all
Students A to raise their hands and then all Students B
to do the same. Ask Student A to read the first line
of dialogue, then Student B to read the second line.
Then have them continue to alternate reading each
line.
 After exercise 6  Star Academy
Put the students into pairs and tell them to write
a similar dialogue to that in exercise 6. Tell them they
should change three or four pieces of information.
When the students have finished, ask volunteers
to act out their dialogues in front of the class. Give
them extra points towards their grade.
Example of information changes:
this month → next week,
fly to the USA → travel to London,
for 2 weeks → for 3 days,
stay in New York → stay in London,
house by the sea → house in the mountains.
Evaluation
Tell your students to find out whether they are better
at vocabulary, grammar or speaking by adding up
their scores for the different exercises separately.
Have a quick show of hands to see who is better at
what. Then encourage learner autonomy by telling
your students to complete these sentences in their
notebook:
I am good at          .
Example answer:
writing and grammar
I need to improve          .
Example answer:
speaking
Happy goodbye
Tell all the students to sit on their chairs. Name some
items with colours and/or adjectives from unit 2, e.g.
blue curtains / a white cupboard / a white washing
machine / a huge freezer / a horrible rug / green
cushions / a brown sofa / an old-fashioned mirror.
If the student has the item you have named in their
house, they stand up. Continue until all the students
are standing.
Homework
Workbook, page 21
29
 2
UNIT

Summary Vocabulary summary

Optional materials: one piece of A4 paper to stick Mind maps

to the wall per group of five or six students (for
Fred and Freda extra workout)
Extra practice 1: At home
Write these gapped sentences on the board. Tell
your students to write the missing words in their
notebooks and put the sentences in the correct
order to make a mini-dialogue.
     , that’s very      of      .
Yes, please.      you draw the blinds?
Hi,      you      any help?
Sure,      problem.
Answers:
Hi, do you need any help?
Yes, please. Can you draw the blinds?
Sure, no problem.
Thanks, that’s very good of you.
Are you ready for extra
vocabulary workout?
Encourage your students to keep their Vocabulary
mind maps in a separate notebook or file to use
later for activities and revision. Allow your students
to use dictionaries to add more words to their
mind maps.
Extra practice 3: Mind map extension
When they have finished their mind maps, put them
into groups of three or four to exchange more
vocabulary, increase their mind maps, and also
to help each other.
Extra practice 4: Garage sale
Tell your students to imagine that they are having
a garage sale. Tell them to create a sign to advertise
in which they make a list of at least ten things they
are selling. When the students have finished their
signs for garage sales, tell them to swap their
notebooks with a partner. Ask them to read the
items in their partner’s list and tick the ones they
would like to buy.
Example:

GARAGE SAT
SALE SUN
9 a.m
5 p. m
.

• a large blue sofa

Extra practice 2: Mind map • a beautiful green
Tell your students to make a Home mind map. Tell and white …
them choose different rooms as the categories and
put at least six words or phrases into each one.

cooker
IN THE
KITCHEN

HOME load the

armchair dishwasher

close
IN THE curtains
LIVING ROOM

30
UNIT
2 Summary Vocabulary summary
Freddie and Freda extra workout: vocabulary
These extra activities have
their own focus and they
can be done whenever
there is some free time: e.g.
after the Revision workout,
at the end of the class,
or the beginning of the next class, etc.
Activity
Divide the class into teams of five or six students.
Put one piece of A4 paper on the wall beside
each team. Make sure each team has one pencil.
Explain that they are going to take part in a Word
race and each team has two minutes to write
as many words from a given vocabulary category
as they can. Name the vocabulary category.
When you say Go!, the first student from each
team gets up and writes a word from memory
on the A4 paper as quickly as possible – then sits
down, passing the pencil to the next student who
writes a different word. The team with the most
correct words on their piece of paper wins.
Change the vocabulary category and repeat the
game.
Grammar summary
Project note
You will find that Project 1 always involves some
crafts for students whereas Project 2 is more
demanding in terms of language use.
Choose your
grammar project!
Project 1 Grammar Snaps
Tell your students to look at the Grammar summary
page in their books to decide which grammar point
they want to represent. Tell the students to design
a frame for their picture made out of decorated
paper or card. Check the students’ snaps and put
them on display in the classroom.
Project 2 Crazy home makeover!
Encourage the students to draw a picture of the
imagined finished crazy house/flat to decorate their
work. Tell them to include the following information
in the description:
Who is helping?
What is each person doing now?
What is each person doing tomorrow?
Project work
To motivate weaker students, give two marks
for the project: one for accuracy and another
for content (layout, ideas, illustrations, etc.).
Do not correct all their mistakes or cover their
project with red pen. Make light corrections
at the bottom of the page or on a separate piece
of paper.
31
 1–2
UNITS

Let's check

Lesson 1 (exercises 1–4). Aims Happy goodbye

Revision of grammar, vocabulary and functions
from units 1 and 2 through a variety of exam
tasks (including listening, language functions,
and reading).
Lead-in
Write these sentences and adverbs on the board.
Then tell your students to copy the sentences into
their notebooks adding the adverb of frequency
to these sentences to make them true for them.
Put your students into pairs. Ask Student A to face the
board and Student B to turn away so that he/she can’t
see the board. Write a word from this lesson on the
board in Polish. Tell Student A to say the English
equivalent of this word and have Student B translate
it back into Polish. Then swap roles and play again.
If Student B can’t guess the word in English,
Student A can spell the English word to help.
Homework
Workbook, page 22, exercises 1–5

I study late at night.

I sit down at my desk to study.
I study at the weekend.
Adverbs: always, often, sometimes, never, hardly
ever, usually

 After exercise 2  Extra practice 1

Put your students into pairs and ask them to think
of different questions to Student’s B answer (Sure,
no problem.).
Example:
Student A: Can you clean the kitchen, please?
Student B: Sure, no problem.
Ask several pairs to read their exchanges aloud.

 After exercise 4  Extra practice 2

Read these True / False sentences about the two
texts in exercise 4 aloud.
Tell your students to stand up if they think the answer
is true, and remain seated if they think it’s false.
Text 1
Washing machine balls:
1 are in supermarkets now.
2 are more expensive than washing powder.
3 are a type of washing powder.
Answers:
1 True  2 False  3 False

Text 2
Car boot sale:
4 is in a park.
5 starts for everyone at 8.00 am.
6 has a special place to get food.
Answers:
1 True  2 False  3 False

32
 1–2
UNITS
Let's check

Lesson 2 (exercises 5–8). Aims Happy goodbye

Revision of grammar and vocabulary from units 1
and 2 through a variety of exam tasks (including
use of English).
Optional materials: one photo of two people at
work in them per one pair of students (for Extra
practice 2)
Put your students into groups of four. Tell two students
in the group to pretend to be in a photo and strike
a pose, standing very still. The other two students
describe the “photo” together. Swap roles.
Homework
Workbook, page 23, exercises 6–8

Lead-in
Dictate these numbers and years to your students.
Tell them to write the numbers in their notebooks.
Then tell the students to say them back to you.
150 (one hundred and fifty)
238 (two hundred and thirty-eight)
1870 (one thousand eight hundred and seventy /
eighteen seventy)
2020 (twenty twenty / two thousand and twenty)

 Before exercise 5  Extra practice 1

Say these objects in random order and ask your
students to tell you which three objects are NOT
usually found in a living room.
sofa / rug / carpet / cushion / shelves / mirror / tap /
bookcase / heater / bath / drawer / dishwasher / TV /
painting
Answers:
tap, bath, dishwasher

 After exercise 6  Extra practice 2

Put your students into pairs and give each pair a photo.
Tell Student A to describe the people in his/her photo
to Student B and Student B to listen and time for
how long Student A can talk. (The ultimate goal is for
students to be able to talk fluently for one minute.)
Swap photos with another pair and this time have
Student B describe the photo and Student A time the
description. Check who can talk for the longest.

 After exercise 7  Extra practice 3

Tell your students to think of a sentence about someone
in their family using has to, e.g. My brother has to go
to his classes at university every day. In turns, each
student, says their sentence and the other students
listen. The student who hears a sentence which is
also true for someone in his/her family has to say his/
her sentence (e.g. My sister has to go to her classes at
university every day.) Continue until all the students
have said their sentences.

33
 3
UNIT
What will happen next? lesson 1 I want to be famous!

Aims  After exercise 4  Skills note – Reading

Vocabulary: stages of life and life events
(Człowiek: okresy życia)
Reading: for general understanding and specific
information (serial review in a TV programme
guide)
Speaking: asking and answering questions about
the TV serial
Optional materials: one piece of paper per group
of three or four students (for Extra practice 1)
Lead-in
Tell your students to look at the BrainyPost and read
serial fan’s post to find out who the serial is about
and who Megan is.
Put your students into pairs and tell them to find,
and then point to, exactly where in the texts they
found the answers to the multiple choice questions.
Have them compare their answers with another pair
of students and as a class if necessary.
 After exercise 5  Skills note – Exam
When your students have completed the email
gap fill, ask them to tell you (in Polish if necessary)
how they decided on the answers. Tell them a good
way is to look at what comes before as well as after
the gap and to decide what part of speech is missing
in each gap. In this text, elicit from them that gaps
1–3 require verb phrases. This will be a useful
strategy for similar exam practice in the future.

Answer: Happy goodbye

The serial is about a teenage boy, Luke, and his family.
Tell your students to think of what they want to do
Megan is his sister.
in the future using one of the phrases from this lesson.
 After exercise 2  Extra practice 1 Ask a volunteer to come to the front of the class and
write his/her sentence on the board.
Put your students into groups of three or four with
one course book between them. Tell them they have Example:
two minutes to memorize as many of the twelve I want to have six children.
phrases from the BrainyPost as they can. Time the
The students who agree with this sentence / want
two minutes. Then tell the groups to close their
the same raise their hands to say the full sentence
course books. Give each group a piece of paper and
which has been drawn. Change volunteers and
ask one student in each group to be the secretary.
continue. This could also be played in groups of five
Tell the students to work within their groups and try
or six.
to remember and write down a list of all twelve
phrases. The first group to get all twelve, or the group Homework
with the most phrases, is the winner of the game.
Workbook, page 24

Phonics twister
 1.35 Play the audio of the tongue twister

a few times. Have the students repeat it. Then,

put them into groups of three or four to practise
saying the voiced ‘v’ /v/ sound. Tell them to
exaggerate the pronunciation to make sure they
pronounce correctly.

 After exercise 3  Extra practice 2

Ask your students which character they prefer and
why – Luke or Megan? Take a quick class survey
to see which character is the most popular for now.

34
UNIT
3 lesson 2 I think he’ll be happy.
Aims
Grammar: Future simple: affirmative and negative
Listening: for specific information (Luke’s Life
summary)
Speaking: making predictions
Lead-in
Ask your students Do you think you will get married
in the future? Tell them to raise their hands if they do.
Then pre-teach the word ‘prediction’ and explain to
them that this lesson is going to be about predictions.
G Grammar app
Future simple: affirmative and negative
Focus on pronunciation of contracted forms
of will: ‘ll and won’t. Say the following affirmative
and negative phrases. Ask your students to point
to the corresponding column in the Grammar
app (affirmative or negative) and tell you whether
will is contracted or not.
Example sentences:
You’ll get married. (affirmative, contracted)
They will be happy. (affirmative, not contracted)
We won’t get a job. (negative, contracted)
I won’t be happy. (negative, contracted)
He will not get rich. (negative, not contracted)
 Before exercise 3  Extra practice 1
Write these phrases from exercise 3 on the board
and check if your students understand them:
I think …
I’m sure (that) …
Perhaps, …
Tell them to copy the phrases into their notebooks
for future reference.
 After exercise 3  Fast finishers
Tell the fast finishers to write five more predictions
using their own ideas. Have them share their
predictions with another fast finisher if possible.
 After exercise 4  Extra practice 2
Before the lesson, write this gap fill of the last
paragraph of the audio script from exercise 4 on the
board. Alternatively, if possible, prepare handouts
with the gap fill – one copy per student. Put your
students into groups of four or five. Tell them
to work together and write the missing words
in their notebooks/handouts as quickly as they can.
The first group with a correct list of the missing
words is the winner. If necessary, play the final part
of the audio again to help your students complete
the task.
Megan will (1)             her family
with her boyfriend Matt, but Luke will
(2)             the song. Megan will
apologize to Luke, and she (3)        
the piece of paper with the song to Sara. Sara
(4)         when she reads the song ,
and she (5)         Luke. At the end
of the final episode, they will be together and
Luke will be very happy). And Megan and Matt
(6)             . Grandma Alice will
be very happy!
Answers:
1 come back to  2 be angry about  3 will give
4 will cry  5 will phone  6 will get married
Happy goodbye
After your students have made predictions about
their lives in exercise 5, write four or five of the
sentences they said on the board. Tell the class
to look at the sentences and try to guess which
student said each one.
Homework
Workbook, page 25
35
 3 3
UNIT

lesson Pay attention in class!

Aims  After exercise 5  Skills note – Exam

Vocabulary: learning at school (Edukacja: uczenie się)
Listening: for specific information (matching
students with descriptions)
Reading: for general understanding (two emails)
Writing: describing learning habits and making
predictions
Speaking: giving predictions and reacting to
predictions
Lead-in
Tell your students this lesson is about school life.
Brainstorm five or six phrases they think will
be included in the lesson vocabulary. Write their
ideas on one side of the board. Leave the list on the
board and after finishing exercise 1, compare the
phrases on the board with those in the course book
to see how close they are.
Exercise 2
Check the answers by reading the phrases in exercise 1
aloud but in a random order. Ask your students
to put their thumbs up for I want to … and put their
thumbs down for I don’t want to …
fact
In both emails in exercise 5, there are tricks
to confuse the reader. Both texts mention a ‘party’
and ‘school’. Tell your students to look at the emails
again and then, in pairs, decide why answer A (party)
and C (school) are not correct.
Answers:
A Going to a party – the first email talks about getting
food, not GOING to a party; in the second email Susie
asks Emma if she’s going to Jane’s party
C Meeting at school – the first email talks about help
at school but the second email talks about meeting
AFTER school
Happy goodbye
Ask a student to say their prediction sentence (from
exercise 4) to the class.
Example:
I think I’ll fail the test tomorrow.
The class listens and raises their hands if they think
the prediction will be true for them too. Continue
asking different students to share their predictions
with the class and ask the others to agree or disagree.
Homework
Workbook, page 26

Ask your students which of these facts about

school in the UK are true.
1 British children start school when they are 7.
(False – at 4 or 5)
2 British children have to go to school until they
are 16. (True)
3 In the UK, summer holidays are six weeks.
(True)
4 Children go to secondary school at age 12.
(False – at 11)

 After exercise 4  Extra practice

Put your students into groups of three or four and
tell them to read their learning habits and predictions
to each other. Tell them to check whether any of their
predictions are similar.

36
UNIT
3 lesson 4 Save the Sea: Episode 3 – What will you do?
Aims
Grammar: Future simple: questions and short
answers; object pronouns
Reading: for detailed information (a comic strip
Save the Sea)
Speaking: asking and answering questions about
one’s future; substituting nouns with pronouns
Lead-in
Write the words lie and truth on the board in English
and in Polish in random order. Ask the students
to match the English words with the Polish
translation. Write two sentences about yourself
on the board and ask your students to guess which
sentence is a lie.
Example:
I have two dogs.
I have two cats.
Answer:
The first sentence is a lie.
 After exercise 1  Act it out
Tell your students to choose to be one of the
characters in this episode (Alfie, Professor Wright,
or Ella). Play the audio and ask the students to read
aloud with their chosen character. The second time
they read, switch the audio off at random moments
to surprise the students and hear what they all sound
like. Give the controls of the audio to a student to
switch off whenever they decide.
Useful!
Ask your students if they know somebody who has
been caught red-handed, for example, while taking
some food when not allowed, or copying homework.
Joke
Why are recycle bins so optimistic?
Because they are full of cans!
fact
Lots of types of plastic are non-recyclable, e.g.
plastic straws, crisp packets, plastic bags,
shampoo bottles that have not been rinsed, plastic
toys, food foils, and CD cases to name just a few.
 After exercise 2  Grammar in context
Put your students into pairs to read the final dialogue
in Episode 5. Tell them to stand up for a very short
moment when they say will or won't.
 After exercise 5  Extra practice 1
Tell the students to write a summary sentence after
playing Optimist or pessimist? about themselves.
Example:
I am a real optimist because I will get a good job and
buy a house when I’m older.
G Grammar app
Object pronouns
Get all the students to think of a quick pointing
mime to represent each of the object pronouns, e.g.
‘me’ – point to self,
‘you’ (plural) – point in a circle to others,
‘it’ – point to an object in the classroom, etc.
Then say the object pronouns in random order
but say them more and more quickly so that the
students have to remember the mimes and
mime the correct pronoun as fast as they can.
 After exercise 6  Fast finishers
Tell the fast finishers to get their notebooks and
draw their representation of the object pronouns
using arrows and stick people with labels. Ask the
other fast finishers in the class to check it and agree
on it or change it to improve it. Once it is ready, tell
everyone to copy it into their notebooks.
 After exercise 7  Extra practice 3
Write this pattern on the board:
Give + what? to + who?
Tell each student to think of a sentence similar
to those in exercise 7 using the pattern above. Then
get your students to work in pairs or in small groups.
The first student reads his/her sentences while the
other student or students have to alter it using
object pronouns in singular or plural. Then, the next
student takes over, etc.
37
Example:
Student A: Give the notebook to Louisa.
Student B: G
 ive it to her.
Give the pencils to Sue and Marc.
Student C: Give them to them.

fact
Plastic bags and garbage thrown into the oceans
kill more than a million sea mammals, fish, and
sea creatures every year.

Dyslexia tip – extra time and practice

Give the students with dyslexia enough time
to process the text. Encourage them to go home
and read the comic again after class with their
family. Tell them to take as much time to fully
comprehend it as they need.

Happy goodbye
Put your students into groups of three or four
to think of one way they are going to recycle some
rubbish at home tonight (e.g. put plastic bottles
in a bag and take to a special disposal place, ask their
parents to divide the rubbish into what can and what
can’t be recycled, etc.).

Homework
Workbook, page 27

38
UNIT
3 lesson 5 Train your brain!
Hi! Let’s wake up your brains!

Aims  Before exercise 3  Extra practice 2

General aims: revision of vocabulary (stages of life
and life events, learning) and grammar (Future
simple and object pronouns) from lessons 1–4
Special aims: logical thinking (solving the fortune-
teller’s puzzle), language skills (predictions),
recycling language (weather), analytical skills
(understanding object pronouns and counting),
listening skills (for specific information),
ecological awareness (Eco-alert)
Optional materials: pictures of the weather:
cloudy, cold, foggy, freezing, hot, snowy, sunny,
warm, wet, windy (or flashards 05–14 Brainy
klasa 5) (for Extra practice 2)
Lead-in
Revise the months of the year (for exercise 1) by going
around the class and saying them. Then try saying
them backwards too.
Exercise 1
Clue: Ask your students why they think the months
and some other words start with the letters in red.
Have them work out the pattern – an action will
happen in the month beginning with the same letter
as the action.
Play a Weather Word revision game by drawing
symbols for weather (cloudy, cold, foggy, freezing,
hot, snowy, sunny, warm, wet, windy) on the board.
Ask the students to name each type. You could also
bring pictures of weather instead of drawing it.
Exercise 4
Tip: Tell your students to copy the table into their
notebooks and make notes there. Tell them to do the
counting twice.
 After exercise 5  Encouragement note
Tell the students that as this is not a real exam, you
will play the audio as many times as they need to get
the answers to the questions. Allow one student
to control the audio with the class telling them when
to stop it.
Happy goodbye
Ask your students which of the classes in exercise 5
they would attend:
Write an excellent essay,
Do a brilliant project,
Don’t make mistakes,
Good marks.
Find out which course is the most popular.

 Before exercise 2  Extra practice 1 Homework

With the students, brainstorm a list of possible verbs Workbook, page 28
to predict the future and write them on the board
to help the students ask questions.
Example verbs:

get married,
get divorced,
have children,
become rich/poor/famous,
live in the UK/USA,
have one, two, three, four, or more children,
fall in love,
move house,
have an argument with …,
make up with …,
get a job,
do a brilliant project,
pass/fail a test,
get a good/low mark,
write an excellent essay

39
 3 6
UNIT

lesson A class discussion

Aims  After exercise 4  Fast finishers

Functions: expressing opinions; agreeing and
disagreeing
Speaking: expressing opinions; agreeing and
disagreeing
Optional materials: one strip of paper per student
(for Happy goodbye)
Lead-in
Tell your students that you’re going to count
in multiples of 5 as a class. Start the counting with 5,
the first student says 10, the next student says 15
and so on. See how high you can get.
Look
Remind your students that when they say the year
in English using ‘and’ they should pronounce it as
a weak form /ən/ – with a schwa /ǝ/ and without /d/
at the end.
Ask the fast finishers to write dialogues with some
new predictions in their notebooks. Tell them to use
the template based on the dialogue in exercise 4.
A: Look! These      say that in     
we will      .
B: I  don’t      with them.
A: They say that everyone will      .
B: That’s      .
A: I       with you.
Happy goodbye
Ask each student to write their best prediction from
exercise 5 on a strip of paper and put them in a box
or bag. Ask one student to pick a prediction out of
the box or bag and read it to the class. The class
listens and shouts out the correct target expression
(agreeing or disagreeing). Repeat with different
students doing the choosing and reading.

Life skills: Being polite Homework

Discuss with the class the types of people Workbook, page 29
in their lives that they should use polite words /
be polite with.

Exercise 2
Play the audio [1.45] and ask the students to put
their thumbs up or down according to whether the
expression is agreeing or disagreeing. This activity
is useful to check your students’ answers.

 Before exercise 3  Extra practice

Put your students into pairs. Ask one student to say
a simple sentence about himself/herself. Tell the
other student to choose an expression to agree
or disagree.
Example:
Student A: I have three TVs.
Student B: That’s rubbish!

40
UNIT
3 lesson 7 Around the world
Aims
Culture: future innovations
Reading: for general understanding and detailed
understanding (an article)
Listening: for detailed understanding (people
giving opinions)
Lead-in
Tell your students to look at the text and race to find
how many times the year 2050 appears.
Answer: 6
 After exercise 1  Extra practice 1
Write these sentences on the board.
I agree with you.
I don’t agree. won’t and to find pictures to illustrate it. Tell them
That’s rubbish.
That sounds right.
I don’t mean to be rude, but are you sure that’s
right?
I can’t believe that.
Ask your students which of the four texts they agree
or disagree with. Tell them to use one of these
sentences above.
 After exercise 1  Extra practice 2
Tell your students to copy the glossary words into
their notebook in the middle of the page. Then tell
them to look at the texts again to find what words
go with these glossary words in the texts. Have them
write these words before or after the words in their
notebooks. Tell them to compare their answers
in pairs.
Answers:
Tourist FLIGHTS, the experience of a LIFETIME, recycling
RATES, ways of SAVING water, a SHORTAGE of water, new
SOURCES of water, flights into SPACE
 After exercise 4  Extra practice 3
Write this gap fill from Speaker 3 on the board before
the lesson. Alternatively, prepare a handout with this
passage from the script. Make sure you have a copy
for each student. Play the audio again and tell your
students to write the missing verbs in their
notebooks/handouts.
This is terrible. (1)      at it! (2)     
on, let’s (3)      all the bottles up. Then
we can (4)      them in the recycling bin.
We must (5)      sure we put them in the
right (6)      , the one for plastic things.
Answers:
1 Look  2 Come  3 pick  4 put  5 make  6 bin
fact
It is estimated that 4 trillion plastic bags are used
worldwide annually but only 1% of plastic bags
are recycled.
Exercise 5 Discover more!
Tell your students to write their prediction using will/
to use search words like:
recycling + future
recycling predictions
most exciting predictions
Happy goodbye
Put your students into pairs. Ask one student to read
a sentence from the main text which does not have
the name of the country in it. Then have the other
student listen and guess the country the sentence
is about.
Homework
Workbook, page 30
Around the world
Option 1 (10–15 minutes): Play the Unit 3 video from
Brainy klasa 6 DVD. Choose one of the tasks from
Unit 3 Worksheet (staffroom.pl) and do it with your
students – e.g. you can put it on the board or photocopy
the task and give it out to the students.
Option 2 (45 minutes): Prepare the handouts from
Unit 3 from Brainy klasa 6 DVD and pass them out
to the students. Follow the instructions in the DVD
teaching notes for Unit 3 (staffroom.pl).
41
 3 8
UNIT

lesson Revision workout

Aims Evaluation
Revision of lessons 1–6: vocabulary, speaking and Tell your students to find out whether they are better
grammar in a variety of controlled practice at vocabulary, grammar or speaking by adding up
exercises their scores for the different exercises separately.
Have a quick show of hands to see who is better at
what. Then encourage learner autonomy by telling
Lead-in your students to complete these sentences in their
Tell your students to look at the six revision exercises notebooks:
and find the names of all the boys and girls on the I am good at          .
page. Example answer:
writing and grammar
Answers:
I need to improve          .
Ian, Marta, Lina, Tom, Angela, Anna, Jack, Joe, Toby
Example answer:
Star rating speaking

Explain to your students that there are two more Happy goodbye
difficult exercises in the Revision workout (exercises 3
Put your students into groups of four or five. Tell
and 6) and that is why they get two points for each
them to prepare a picture of the word with their
correct answer (but not for e.g. each gap they fill).
bodies. Get each group to show their representation
 After exercise 2  Extra practice of the word to the rest of the class so they can guess
what it is.
Take a class survey. Ask a student to read aloud the
sentences which Ian and Marta say in exercise 2, one
by one. Tell the students to raise their hands if the
sentence is true for them. Tell the class to count the
number of hands for each sentence.

 After exercise 6  Star Academy

Tell your students to make a gap-fill exercise similar
to the one in exercise 6. Tell them to look through
unit 3 and choose any piece of text that has at least
three sentences. Tell them to take out one word from
each sentence and then write A, B, and C answers
(with only one correct answer and two false ones) for
each sentence. Tell the students to exchange their
gap-fills with other students and check the answers
together.

42
UNIT
3 Summary Vocabulary summary

Homework about someone in the class without saying their

name (just say he or she). The class listens and then
Workbook, page 31
guesses who the sentence is about.
Extra practice 1: A class discussion Extra practice 4: Luke’s Life
Tell your students to copy all the sentences from the
Put your students into group of four or five. Tell them
“A class discussion” box into their notebooks, taking
to imagine what will happen in the next episode of
out one word from each sentence and leaving a gap.
Luke's Life. Tell them to mime their predictions and
Get them to work in pairs and complete each other’s
ask the other groups to guess them.
gapped sentences with the correct words and
without looking in the book.

Are you ready for extra

vocabulary workout?

Extra practice 2: Mind map

Tell your students to make a Life mind map. Tell them
to use all the words and categories from this unit.

LIFE

Life School
events life

Mind maps
Encourage your students to keep their
vocabulary mind maps in a separate notebook
or file to use later for activities and revision.
Allow your students to use dictionaries to add
more words to their mind maps. Also, encourage
your students to use online dictionaries to extend
their mind maps and add the translation next to
the new words.

Extra practice 3: What do you want to do?

Encourage your students to ask each other the
question What do you want to do? When they are
finished, nominate one student to say a sentence

43
UNIT

Summary Grammar summary

Freddie and Freda extra workout: dictation Project work

These extra activities have To motivate weaker students, give two marks
their own focus and they for the project: one for accuracy and another
can be done whenever for content (layout, ideas, illustrations, etc.).
there is some free time, e.g. Do not correct all their mistakes or cover their
after the Revision workout, project with red pen. Make light corrections
at the end of the class, at the bottom of the page or on a separate piece
or at the beginning of the next class, etc. of paper.
Exercise
Have a Dictation spelling test. Choose five or six
phrases/words from the vocabulary summary
that your students have had difficulties with.
Dictate them for the students to write and then
self-correct by looking at their course books.

Project note
You will find that Project 1 always involves some
crafts for students whereas Project 2 is more
demanding in terms of language use.

Choose your
grammar project!

Project 1 Grammar Snaps

Tell your students to look at the Grammar summary
page in their books to decide which grammar point
they want to represent. Tell the students to design
a frame for their picture made out of decorated
paper or card. Check the students’ snaps and put
them on display in the classroom.
After units 3 and 6, make a Snaps gallery outside the
classroom for other students to see.

Project 2 Description and prediction

Tell your students to add a photo (or drawing) of the
person to their project. Put the students' predictions
on the walls around the classroom and tell your
students to read them all and write their opinion
underneath, e.g. I agree / I don’t agree, etc.

44
UNIT
4 The animal kingdom
Aims
Vocabulary: animals; adjectives describing animals
(Świat przyrody: zwierzęta)
Reading: for specific information (an article)
Listening: for specific information (animal
descriptions)
Writing: describing animals
Optional materials: sheets of A4 paper for groups
of three students (for Extra practice 1)
Lead-in
Ask your students to tell you their favourite wild
animal, bird, or sea creature.
 After exercise 1  Extra practice 1
Put your students into groups of three. Give each
group a sheet of A4 paper and ask them to tear/cut
it up into twelve pieces. Tell each student to take four
pieces and write four animals names from the
BrainyPost – one name on each piece of paper. Have
them work as a group so they don’t repeat each
other’s animals and they make sure to get them all.
When they finish, tell them to shuffle their twelve
pieces of paper and put them face down on the table
in front of them. Have one student take a piece
of paper, turn it over, say the name of the animal
on it and place the paper on top of the corresponding
picture in the BrainyPost. Then the next student
takes over and continues the game until they have
turned over all twelve pieces.
 After exercise 2  Extra practice 2
Put your students into pairs. Tell each pair to choose
an animal together in secret and write one or two
sentences similar to those in exercise 2 to describe
where it is in the BrainyPost. Then put the students
into groups of six. Have the students read their
sentences aloud for the others to listen and guess
the animal.
Phonics twister
2.02 After playing this Phonics twister, play
the twisters from units 1–3 again and ask your
students which of the four twisters they think
is the easiest to say and which is the hardest
to say.
lesson 1 Is it dangerous?
 Before exercise 3 
Unfortunately, there are many species of animals
which are endangered or threatened. Ask your
students if they know which animals from exercise 3
are endangered.
Answer:
chimpanezee
 After exercise 3  Extra practice 3
Tell your students to add another animal for each
adjective in exercise 3.
Life skills: Finding information
on the Internet
The most popular online encyclopaedia is
Wikipedia. The name is a mix of ‘wiki’ (from
Hawaiian wiki wiki meaning very fast) and
‘encyclopaedia’. However, Wikipedia can be
edited by anyone who is registered and
thousands of changes are made per hour.
Some of the changes may be incorrect so it is
not a website you can always trust.
fact
The Pacific Northwest tree octopus is an Internet
hoax created in 1998 by Lyle Zapato who made
a special website for it at www.zapatopi.net/
treeoctopus. Nowadays, this website is among
a number of sites commonly used in Internet
literacy classes taught in schools.
Although the information about the tree
octopus is false, there is a species that can
survive on land for a short time (it’s not a hoax
this time!) – it is the Abdopus Octopus which
lives in Australia and is known for its ability
to move from one rock pool to another, hunting
for trapped fish and crustaceans. If you have
an Internet connection, show a short video
of this amazing animal to your students.
45
 Dyslexia tip – reading comprehension
Allow your students with dyslexia to use a ruler
when reading to help them keep their place
in the text.

 After exercise 5  Skills note – Exam

Put your students into pairs to compare their
answers to exercise 5. Tell them to show each other
where in the text they found their answers.

 Before exercise 6  Extra practice 4

Put your students into groups of three to think of
the words they are going to hear to describe each
of the animals in the listening comprehension. Tell
them that in this type of listening task, they should
try to predict the words they are going to hear on the
recording in order to prepare themselves.

Happy goodbye
Tell your students to watch some YouTube videos
about the octopus from, e.g. National Geographic
Kids, National Geographic Wild, or BBC Earth.

Homework
Workbook, page 32

46
UNIT
4 lesson 2 Dolphins aren’t as big as sharks.
Aims
Grammar: regular and irregular comparative
adjectives, comparing with as … as
Reading: for general understanding (a text about
marine animals)
Speaking: describing and comparing animals
Optional materials: pictures of a blue whale
(płetwal błękitny), a common dolphin (delfin
zwyczajny), and a great white shark (żarłacz
biały) (for Lead-in)
Lead-in
Put up the three pictures of the blue whale, common
dolphin, and great white shark on the board. Ask
your students if they know anything about these
animals. Explain the names in Polish:
blue whale – płetwal błękitny,
common dolphin – delfin zwyczajny,
great white shark – żarłacz biały / ludojad.
Ask the students which animal is their favourite.
G Grammar app
Regular and irregular comparative
Ask your students to tell you which of these
adjectives change their spelling when made into
comparatives: big, small, endangered, poisonous,
thin, clean, noisy, and quiet.
Answer: big, thin and noisy
G Grammar app
Comparing with as … as
Explain the importance of the verb in this type
of comparison. Ask your students what the
sentences in the Grammar app would mean
in Polish if they changed the verb be from
positive to negative and vice versa.
Example:
Crabs are as intelligent as octopuses. =
Crabs and octopuses are the same.
Some octopuses aren’t as big as sharks. =
Some octopuses are smaller.
In the positive sentence, the sentence means
that two things are the same, whereas in the
negative, it is actually comparing two things
which are different.
 After exercise 3  Extra practice 1
Put your students into pairs. Have one student say
an extra sentence using not as … as about the animals
from lesson 1. Tell the other student to paraphrase
these sentences using the comparative with the
comparative form of the adjective. Have the students
continue with five more animals. Then have them
swap roles.
Example:
A: Dolphins are not as big as whales.
B: Whales are bigger than dolphins.
 After exercise 4  Extra practice 2
Tell your students to read the text in exercise 4 again
and choose the fact that they think is the most
interesting and then tell it to a classmate. Have
a class survey to see which fact is the most popular.
 After exercise 5  Fast finishers
Encourage the fast finishers to write as many animals
as they can in exercise 5 and then have them share
their lists with others in the class who look like they
might need some extra help.
Happy goodbye
Put your students into groups of three or four.
Ask one of the students in the group to keep their
Student's Book open while the other students
in each group have them closed. Tell the students
with the books closed to say – one by one – all the
facts they remember from the text. Ask the student
with the book open to check if all the facts his/her
group mention are correct, and to correct them
if necessary. Then have them change roles. Ask the
student with the open book to close it, and the
student on his/her right – to open his/her book. Ask
the groups to repeat the procedure. The winner
is the one who says the most facts without
a mistake.
Homework
Workbook, page 33
47
 4 3
UNIT

lesson It’s got a big tail.

Aims  Before exercise 4  Skills note – Reading

Vocabulary: parts of the animal body (Świat
przyrody: zwierzęta)
Reading: for general understanding (animal
descriptions)
Writing: a paragraph about an animal using
language from this lesson
Optional materials: photos of a stork, a boar,
a crab, a cod, and a cat (for Extra Practice 1)
Tell your students to find and say the key words
in the questions.
Answers:
a. endangered, b. look like, c. live and do.
Tell them that if they identify the key words in the
question before reading, it will focus their attention
while reading and make it easier to find the matching
paragraph.

Happy goodbye
Lead-in
Ask your students to draw a picture of the animal
Draw a pig on the board and ask your students to
they described in their notebooks in exercise 5 under
guess what animal it is. Ask them if they know that
its description.
there are some pigs which live in the forest, are black,
and can be dangerous. Add black fur and tusks to Homework
your drawing and then ask the students to compare
Workbook, page 34
this to the picture of the boar in their course book.
What differences can they find? Have them use the
comparative forms, e.g. bigger, fatter, more
aggressive, etc.

 After exercise 1  Extra practice 1

Put the photos of the animals from this lesson
on the board. Tell one student to shout out the name
of a body part, e.g. a long beak, and the rest of the
class listens and says the name of the animal
it corresponds to.
Answer:
stork

 Before exercise 2  Extra practice 2

Tell your students to look at the names of the
animals in exercise 2 and try to translate them into
Polish. Check the answers as a class. Make sure
students understand the new animal names:
owl – sowa,
beaver – bóbr,
flying fish – latająca ryba / ptaszor.

fact
The largest snail in the world came from Africa
and it measured 39.3 cm (including a shell length
of 27.3 cm). Its name was Gee Geronimo.

48
UNIT
4 lesson 4 Save the Sea: Episode 4 – I think someone is watching us.
Aims
Grammar: regular and irregular superlative
adjectives; possessive pronouns
Reading: for general understanding and for
detailed information (a comic strip Save the Sea)
Speaking: describing animals; asking and
answering questions with Whose …?
Lead-in
Ask your students what they remember about the
comic strip story up till this point. Elicit as much as
they can remember and remind them that Alfie thinks
that Dave and Dan are lying about their recycling.
 After exercise 1  Act it out
Put your students into pairs to act out Dan’s and
Dave’s roles. Encourage them to use emotion in their
voices: Dave is kind/upset, Dan is angry/sarcastic.
Have them read the last caption together.
Useful!
Ask your students when and to whom they might
say ‘I couldn’t care less’. Elicit situations if possible
and remind the students that it is an expression
which is considered impolite so they shouldn’t say
it to their teacher or parents.
Joke
If dolphins lived on land, where would they live?
FINland!
fact
The Royal Society for the Prevention of Cruelty
to Animals (RSPCA) is an organisation in the UK
which helps animals. Litter is a horrible problem
for animals both on land and in the sea. Animals
can try to eat balloons and choke or cut
themselves on aluminium cans. The RSPCA
recommends that even something as simple
as tying a knot in a plastic bag means that
an animal can’t get trapped in it.
 Before exercise 2 
Remind your students to use the Present simple
(as in Luke`s Life review) and to talk to each other
in English.
 After exercise 2  Extra practice 1
Keep your students in the pairs they were in for
exercise 2 and tell them to test each other on the
vocabulary in the comic strip.
G Grammar app
Regular superlative adjectives
Ask your students to tell you any other
adjectives they know which end in -y.
Possible answers:
sunny, tiny, pretty, angry, happy, hungry, sleepy,
ugly, etc.).
Ask them to write the superlative forms in their
notebooks.
 After exercise 4  Fast finishers
Tell the fast finishers to write some of the sentences
with superlatives they said in exercise 4 in their
notebooks.
 After exercise 4  Extra practice 2
Tell your students to choose their favourite animal
and write a sentence about it using the superlative
in their notebooks. Monitor your students and check
their sentences.
G Grammar app
Possessive pronouns
Write a translation of each pronoun on the
board and have your students copy them into
their notebooks.
 Before exercise 5  Grammar in context
Ask your students to go through Episode 4 quickly
and to find any possessive pronouns.
Answer:
mine, yours, their
Tell them to translate the sentences with these
pronouns into Polish to see any similarities or
differences.
49
 fact
Blue whales are endangered mammals which can
live about 80 or 90 years and weigh up to 150
tons. They are the largest animals ever known
to have lived on Earth – and they can grow to
almost 30 metres long! They have an excellent
sense of hearing too – they can hear each other
up to 1,000 miles away!

Dyslexia tip – rehearsal reading

Instead of asking your students to read aloud
randomly, tell your dyslexic students the day
before that you will be reading the comic strip
aloud. Let them choose their part and practise
at home before class.

Happy goodbye
Say these sentences about the animals in this lesson
to your students. Ask them to tell you whether the
sentences are correct or incorrect. If they are
incorrect, ask them what the correct animal is.
The dolphin has the softest fur.
(Incorrect – the correct answer is: chinchilla)
The white peacock has the most beautiful feathers.
(Correct)
The giant clam is the most endangered.
(Incorrect – the correct answer is: northern white
rhino)
The keel-billed toucan has the smallest wings.
(Incorrect – the correct answer is: bee humming bird)

Homework
Workbook, page 35

50
UNIT
4 lesson 5 Train your brain!
Hi! Let’s wake up your brains!

General aims: revision of vocabulary (animals, Happy goodbye

adjectives describing animals, animal body parts)
and grammar (comparative and superlative
adjectives, comparing with as … as, possessive
pronouns) from lessons 1–4
Special aims: logical thinking (identifying factual
mistakes in pictures, identifying correct
octopuses and dogs), musical thinking (finding
rhyming words), analytical skills and grammatical
skills (Use of English), Eco-alert (ecological
awareness)
Lead-in
Say some animal body parts from the previous
lessons (Lesson 3: feathers, wing, tail, beak, fur, claws,
fin, shell, whiskers, paw; Lesson 4: tentacles) and tell
your students to mime them as you say them.
Have a spelling test. Say the names of the animal
body parts one by one to your students, e.g. feathers,
wing, tail, beak, fur, claws, fin, shell, whiskers, paw,
and tentacles. Tell them to write the correct spelling
of the word they hear in their notebooks. After you
have said all the words, write them on the board
so the students can check their work. Give them one
point for each correctly spelled animal body part.
The student with the most points wins.
Homework
Workbook, page 36

Exercise 1
Clue: Each animal has two wrong features.

Exercise 2
Tip: Tell your students to focus on pronunciation and
find the word that sounds like ‘parrot’.

 After exercise 3  Extra practice

Have volunteers read their puzzles aloud for the rest
of the class to guess.

Exercise 4
Tip: Tell your students to focus on the meaning
of the possessive pronouns.

Exercise 5
Tip: Ask your students to look at what comes
before and after the gap. If the phrase before the
gap is negative, use as     as; and if it’s not,
use     than. Tell your students to doublecheck
if each pair of sentences has the same meaning.

Encouragement note
Tell the students who may feel discouraged by some
of the more difficult tasks to choose the exercise
they found most difficult and repeat it with a partner
to get a better result.

51
 4 6
UNIT

lesson At the pet shop

Aims  After exercise 4  Extra practice 3

Functions: asking for and giving advice with Write these beginnings on the board:
should
Vocabulary: things for pets Should I …?
Grammar: questions with should and short How often should I …?
answers What should I …?
Speaking: asking for and giving advice with should Where should it …?

Put your students into pairs. Ask them to write some

Lead-in
Find out how many students in the class have a pet
and ask those students what their pet’s names are.
Look
Focus your students’ attention on the position of the
subject pronoun in questions with should. Ask the
students if they know what verb form is used
in questions with should.
Answer:
the bare infinitive
 After exercise 2  Extra practice 1
Put your students into pairs. Ask Student A to name
one of the three categories of vocabulary from
exercise 2. Have Student B try to say all the words
in this category. Then have the students swap roles.
questions about taking care of animals which they
can ask others in the class. When they have finished
writing their questions, put them into different pairs
to ask and answer them.
Happy goodbye
Put the students into two groups and play Chinese
whispers with them. Choose two different items
of vocabulary from this lesson and whisper them
to the first student in each group (one word to each
student). When the word reaches the final student,
he or she should rush to the board to write it.
The quickest team to write the word correctly, wins
(without cheating or shouting the word).
Homework
Workbook, page 37

 After exercise 3  Extra practice 2

Put your students into groups of four or five. Tell
them to think of more responsibilities that pet
owners have. Tell them to use have to, should
or shouldn’t.
Examples:
You have to take dogs for walks.
You have to change the water in the tank.
You shouldn’t give cats vegetables.

Look
Point out that compound nouns can be made in this
way and encourage your students to explore
by suggesting other animals that have special food
(e.g. bird food, rabbit food, etc.)

 After exercise 3  Fast finishers

Put the fast finishers into pairs to practise the
dialogue in exercise 3.

52
UNIT
4 lesson 7 Around the world

Tell them to stand up, go and find a question, read

Aims
it and write their answers in their notebooks next
Culture: nature reserves
to its corresponding number. They can look at the
Reading: for specific information (articles)
reading text to find their answers if they need to.
Listening: for general understanding (identifying
Check the answers as a class.
the place where the speakers are)
Speaking: asking comprehension questions about  After exercise 4  Skills note – Listening
the reading text
Ask your students what made them decide where
Optional materials: one strip of paper for each
the people were from. Elicit from them that they were
student (for Extra practice 2)
listening for clues in the vocabulary, e.g. puffins,
Scotland, birds, sea clowns, and swim (for St Kilda);
and forest, elks, bison, and show reserve (for
Lead-in
Białowieża National Park).
Play Hangman with: NATIONAL PARK.
fact
 Before exercise 1  Extra practice 1
Write the numbers 600, 150,000, and 270,000 St Kilda is a very small island off the northwest
on the board and practise saying them with your coast of Scotland. It’s the remotest place in the
students. Then, tell your students to scan the texts British Isles, 60 kilometres from anywhere else.
and find what these numbers refer to. It is the home of many species of animals and
plants.
Answers:
Read this information for tourists visiting St Kilda
600 = European bison in Białowieża National Park on the
to your students and have them guess if the
border of Poland and Belarus
sentences are True or False.
150,000 = the number of tourists who visit Białowieża
1 Tourists can take their pets to the island.
National Park each year
(False – some pets can spread diseases)
270,000 = the number of puffins that come to St Kilda
2 Tourists should make sure they have clean
every summer
boots before landing in the island.
Look (True – it is important to avoid bringing
in seeds. Plant diseases are often spread
Ask your students if they know some other animal
in mud or dead leaves.)
names that don’t change in the plural form. If they
3 The only place to stay is a small campsite, with
don’t know any, draw two animals on the board:
room for a maximum of six people. (True)
a sheep and a fish. Encourage them to use their
dictionaries if they don’t know the names in English.
Answer:
sheep, fish

 After exercise 3  Extra practice 2

Put your students into pairs and give each pair a strip
of paper. Tell each pair to choose the most difficult
question they asked each other while doing exercise 3
and write them in their notebooks. Quickly check
if the questions are written correctly. Then ask the
students to copy the questions onto a strip of paper
and stick them round the classroom. When all the
questions are on the walls, give each question
a number and tell your students to write the list of
numbers in their notebooks. Tell them they can answer
the questions in any order (so they do not all crowd
round one question at a time).

53
  After exercise 4  Extra practice 3 Around the world
Tell your students to imagine they can choose
Option 1 (10–15 minutes): Play the Unit 4 video from
between the two places to go on a class trip before
Brainy klasa 6 DVD. Choose one of the tasks from
the end of the school year. Write these clues on the
Unit 4 Worksheet (staffroom.pl) and do it with your
board.
students – e.g. you can put it on the board or photocopy
Białowieża National St Kilda the task and give it out to the students.
Park Option 2 (45 minutes): Prepare the handouts from
• go there by bus • go there by plane, Unit 4 from Brainy klasa 6 DVD and pass them out
bus and boat to the students. Follow the instructions in the DVD
• not expensive • very expensive teaching notes for Unit 4 (staffroom.pl).
• see bison and other • see puffins and
animals rare butterflies
• beautiful forest • beautiful sea and
mountains
• good weather • probably a lot
of rain, not a lot
of sun
• meet Scottish and
English people
• practice their
English
Put your students into pairs. Tell them to decide who
will talk about which place as the best place for
a class trip. Ask them to formulate their arguments
'for' using the clues on the board.
A: I  think the Białowieża National Park is the best
place.
B: Why?
A: It’s not as expensive as St Kilda. Besides, …

Exercise 5 Discover more!

To help your students choose the nature reserve
they will write about, tell them to use these search
terms:

Nature reserves in the UK / USA

National Parks in the UK / USA / Spain

Happy goodbye
Ask your students which of the nature reserves from
this lesson they would like to visit and why.

Homework
Workbook, page 38

54
UNIT
4 lesson 8 Revision workout

Aims  After exercise 6  Star Academy

Revision of lessons 1–6: vocabulary, speaking and
grammar in a variety of controlled practice
exercises
Optional materials: one dictionary for a group
of four or five students (for Extra practice 1)
Lead-in
Put your students into pairs. Tell the first student
to choose an animal body part and mouth it (say the
word making no sound) to their partner who writes
it down as soon as he/she guesses it. Have them
swap roles with a different word.
Star rating
Explain to your students that there are two more
difficult exercises in the Revision workout (exercises
3 and 6) and that is why they get two points for each
correct answer.
 After exercise 2  Extra practice 1
Put your students into groups of three and tell them
to finish these extra sentences you give to them
on a handout or write on the board. Remind them
that they can look at the list of animals and adjectives
from this unit in the vocabulary summary if they
need help.
1 Dolphins are (not / intelligent) as chimpanzees.
2 Octopuses are (good / change) colours than
chameleons.
3 Whales are (not / long) animals in the sea.
4 The dolphin is (not / endangered) as the northern
white rhino.
5 The giant clam is (not / beautiful) as the white
peacock.
Answers:
1 not as intelligent
2 better at changing
3 not the longest
4 not as endangered
5 not as beautiful

Write FUR and FEATHERS on the board. Put your Evaluation

students into groups of four or five with a Polish- Tell your students to find out whether they are better
English dictionary for each group. Tell them to write at vocabulary, grammar or speaking by adding up
the names of five animals which have fur and five their scores for the different exercises separately.
animals which have feathers. The first group to write Have a quick show of hands to see who is better at
all ten animals wins. what. Then encourage learner autonomy by telling
Example answers: your students to complete these sentences in their
FUR – dog, cat, lion, tiger, bear, hamster, wolf notebook:
FEATHERS – eagle, penguin, peacock, seagull, sparrow I am good at          .
Example answer:
 After exercise 5  Extra practice 2
writing and grammar
Tell your students to write three more gap-fill I need to improve          .
sentences for exercise 5 and test their partner. Example answer:
Example: speaking
This is my pencil. It’s      . Happy goodbye
Answer:
Play Pictionary in groups of five or six with all the
(It’s) mine.
animals from this lesson.

Homework
Workbook, page 39

55
 4
UNIT

Summary Vocabulary summary

Extra practice 1: At the pet shop Mind maps

Prepare handouts for your students or write this
gap-fill dialogue on the board. Ask the students
to write the missing words in the handout or on the
board.
A: Can I ask you      ?
B: Of course.
A:       I wash my cat every week?
B: No, cats can       themselves.
A:       should I feed it?
B: You       feed it every day.
Answers:
A: Can I ask you something?
B: Of course.
A: Should I wash my cat every week?
B: No, cats can wash themselves.
A: How often should I feed it?
B: You should feed it every day.
Are you ready for extra
vocabulary workout?
Extra practice 2: Mind map
Tell your students to make an Animal Kingdom mind
map. Tell them to use all the words and categories
from this unit.
Encourage your students to keep their vocabulary
mind maps in a separate notebook or file to use
later for activities and revision. Allow your
students to use dictionaries to add more words
to their mind maps. Also, encourage your
students to use online dictionaries to extend
their mind maps and add the translation next
to the new words.
Extra practice 3: Mind map extension
Tell your students to add an extra category to this
mind map called Endangered animals and to add
three or four endangered species to it. Tell them
to help each other, ask you, use a dictionary, or go
to www.worldwildlife.org.
Extra practice 4: Animal puzzles
Tell your student to write puzzles about animals with
the names of their body parts.
Example:
It’s got small wings and a beak. It’s got black and
white feathers. It can’t fly.
Tell your students to stand up with their notebooks
and their animal puzzles. Tell them to walk around
the class room until you say ‘Stop’. When you say
‘Stop’, they turn to the nearest person and read their
animal puzzle for their new partner who tries to
guess it. Tell them to start walking again, and when
you say ‘Stop’ again, they will have a new partner
to read their puzzle to.

polar dog
lion cage
bear biscuits

Wild Things
Animals for pets

THE ANIMAL
KINGDOM

Parts of the
Adjectives
animal body

cute
paws
scary feathers

56
UNIT
4 Summary Vocabulary summary Grammar summary

Freddie and Freda extra workout: vocabulary Project note

These extra activities have You will find that Project 1 always involves some
their own focus and they crafts for students whereas Project 2 is more
can be done whenever there demanding in terms of language use.
is some free time: e.g. after
the Revision workout, at the
end of the class, or the Choose your
beginning of the next class, etc. grammar project!
Write these two columns of vocabulary from unit 4
on the board. Tell the students to match the
half-words from the left column with the second
half from the right column to make correct words.
PE ANGERED
OCT DS Project 1 Grammar Snaps
WHIS OUS Tell your students to look at the Grammar summary
SEE NGUIN page in their books to decide which grammar point
POISON NNEL they want to represent. Tell the students to design
KE KERS a frame for their picture made out of decorated
END OPUS paper or card. Check the students’ snaps and put
Answers: them on display in the classroom.
PENGUIN Before students do this project, ask them to show
OCTOPUS previous snaps to each other to share ideas
WHISKERS on presentation.
SEEDS
POISONOUS Project 2 An amazing discovery
KENNEL After writing their descriptions, tell your students
ENDANGERED to illustrate them with a sketch or drawing of the
animal.

Project work
To motivate weaker students, give two marks
for the project: one for accuracy and another for
content (layout, ideas, illustrations, etc.).
Do not correct all their mistakes or cover their
project with red pen. Make light corrections
at the bottom of the page or on a separate piece
of paper.

57
  3–4
UNITS

Let's check

Lesson 1 (exercises 1–5). Aims Happy goodbye

Revision of grammar, vocabulary and functions
from units 3 and 4 through a variety of exam
tasks (including listening, language functions,
and reading).
Optional materials: a soft ball (for Lead-in)
Lead-in
Throw a ball to a student. When the student catches
the ball, he/she has to name an animal which can be
found in a zoo and then throw the ball to another
student. No repetition of animals is allowed.
 After exercise 2  Extra practice 1
Write these sentences about exercises 1–5 on the
board. Tell your students to read the sentences and
decide whether they are True or False by looking
through exercises 1–5 again to find the answers.
1 You feed cats once a day in the morning.
2 Ostriches live in Africa.
3 Dogs can’t learn English.
4 Bats are scary.
5 The coffee in the Bat Café is £1.40.
Answers:
1 False – twice a day  2 True  3 True  4 False
5 False – it's £1.50

Ask your students to guess which of these possible Homework

uses of ostrich feathers are NOT true:
Workbook, page 40, exercises 1–4
Ostrich feathers are used for:
1 cleaning dust at home
2 fashion accessories (e.g. earrings)
3 writing
4 fishing
5 hunting
Answer:
5 hunting – is not true. Some fishermen use them
to decorate the fishing nets to lure fishes to them.

Note: You may want to explain to your students that:

fish – plural = one kind of fish/fish in general
a school of fish = a group of fish of the same kind
fishes – plural = multiple species

 Before exercise 5  Extra practice 2

Ask your students to read both texts in exercise 5
as quickly as they can and tell you how many animals
are mentioned.
Answer:
four animals – polar bears, penguins, bats and
chimpanzees

58
  3–4
UNITS
Let's check

Lesson 2 (exercises 6–9). Aims  After exercise 9  Extra practice 3

Revision of grammar and vocabulary from units 3
and 4 through a variety of exam tasks (including
use of English and writing).
Optional materials: your favourite book (for Lead-in);
two flyswatters (for Extra Practice 1); a strip
of paper for each student (for Happy goodbye)
Tell your students to swap their texts and to check
for any grammar or spelling mistakes.
See how high the class can count in English by counting
in multiples of 10 student by student. Practising
numbers can be helpful when students do the Writing
task and need to stick to a prescribed number of words.

Happy goodbye
Lead-in Tell each student to write a prediction about their own
Show your favourite book to your students and tell life on a strip of paper and fold it, write their name
them what it is about. Then ask them to give you on it, and give it to you. Read out the predictions and
the titles of their favourite books (in Polish). Put the tell the students to listen and guess who wrote it.
titles on the board. Ask the students to tell you Homework
in English what each book is about.
Workbook, page 41, exercises 5–7
 Before exercise 7  Extra practice 1
Write the words CORRECT and INCORRECT on the
board. Divide the class into two groups. Give one
student from each group the flyswatter and tell him/
her that you are going to read four sentences. Their
task is to hit CORRECT or INCORRECT on the board
with the flyswatter according to whether the sentence
you say is grammatically correct or incorrect. The
other students in the groups can help their
teammates. If the sentence is incorrect, correct them
together with the class.
1 She is as more intelligent as you.
(Incorrect – the correct answer is: as intelligent
as you)
2 I am the best student in the class.
(Correct)
3 Sharks are scarier as beavers.
(Incorrect – the correct answer is: scarier than
beavers)
4 This class does most homework.
(Incorrect – the correct answer is: the most)

 Before exercise 9  Extra practice 2

Draw a big table with three columns (one for each
bullet point from the exam task) on the board. Then
ask volunteers to come up to the board and write any
useful words, phrases or sentences in each column.

MY LIFE
School life Private life Work
I’ll pass all the I’ll have three I’ll be an
tests … children … engineer …

59
 5
UNIT
Let’s eat! lesson 1 A food survey
Aims
Vocabulary: meals, taste (Żywienie: posiłki)
Reading: for detailed information (a web post
about school lunches)
Listening: for detailed information and for general
understanding (texts related to food)
Speaking: finding the most popular meal
Lead-in
Ask your students what they have for lunch at the
weekend and what they have for lunch on school
days. Ask who among them eats their lunch in the
school canteen.
 After exercise 1  Extra practice 1
Put your students into pairs. Tell them to ask and
answer questions about how often they eat the
different types of food in the pictures using adverbs
of frequency.
If it happens that a student doesn’t know / has never
tried a dish in the pictures, encourage him/her to say
what he/she often/usually/sometimes eats instead.
Example:
A: How often do you eat tuna salad?
B: I never eat tuna salad but I often eat … (salmon)
Phonics twister
 2.18 Put the symbols for the long and short
vowel sounds on the board. Have your students
make the correct sounds in different ways –
quietly, loudly, happily, sadly, etc.
 After exercise 2  Extra practice 2
Write the example questions with the word popular
on the board. Put the students into groups of three
and have them ask and answer the example questions.
Then encourage the students to make similar
questions with the word unpopular.
What food is more popular than        ?
What food is as popular as          ?
60
Dyslexia tip – reading
Dyslexic students can read more easily using
a piece of paper under each line as they read
– when they reach a difficult word, they can use
the piece of paper to cover the word and then
slowly uncover it to read it one syllable at a time.
This activity, however, should be done with the
teacher or in pairs with another student who can
monitor his/her dyslexic partner’s pronunciation.
 After exercise 4  Extra practice 3
Tell your students to get into pairs and then think
of another type of food for each new adjective.
Examples:
fresh bread, sweet ice cream, salty crisps,
spicy chilli, stale cheese, bitter lemon
 After exercise 5  Skills note – Exam
Tell your students to look at the questions in exercise 5
again. Ask them to tell you the key word(s) in each
question. Tell them to look for the key words every
time they read comprehension questions.
Answers:
1 FOOD + LIKE, 2 WHERE, 3 TEACHER WANTS
Life skills: Healthy food
School food in the UK has a bad reputation.
There is an organisation, The Lead Association
for Catering in Education, which works with
the government trying to improve school meals.
They promote healthy and nutritious food
in schools around the UK. Every November,
they organise a National School Meals Week
(www.thegreatschoollunch.co.uk) and during
that week, students can vote online for their
favourite school meal.
Happy goodbye
Tell your students to stand up. Write HEALTHY and
UNHEALTHY on the opposite sides of the board.
Name some items of food from this lesson that the
students will know. Tell them to lean to their left side
if the food is healthy and to their right if the food
is unhealthy.
Homework
Workbook, page 42
UNIT
5 lesson 2 It was delicious!

Aims  After exercise 2  Skills note – Reading

Grammar: Past simple: verb be – affirmative,
negative, questions and short answers;
wh-questions
Reading: for detailed information (answering
questions about the blog)
Speaking: asking and answering questions about
the past event
Lead-in
Put the students into pairs. Ask them to tell each
other what they had for lunch yesterday. Encourage
them to use the sentence pattern I had … for lunch.
If you do not want the students to use the past
tense, just have them name the foods they ate.
To give your students pronunciation practice, tell
them to get into groups of three and read one
sentence of the blog each. Monitor their work and
when they have finished, point out any mistakes
you’ve noticed to the class and drill the word(s)
correctly.
 After exercise 3  Fast finishers
Tell the fast finishers to cover the answers they have
written. Ask them to read the questions again and
try to remember the answers. Tell them they can look
at the text in exercise 2 to check whether they
remembered the answer correctly.
 Before exercise 4 
To help your students remember the answers to the

G Grammar app
questions from exercise 3, write these answers
on the board:
Past simple: verb be – affirmative, negative
and questions 1 Yes. 4 Yes.
Use a speaking drill to practice the past form 2 No. 5 Tuna salad.
of the verb be. Say the affirmative sentences 3 Yes. 6 Six hours.
below. Then, put your students into pairs to say
the negative and interrogative sentences. Happy goodbye
1 The vegetables were nice.
Write five items of food from this lesson on the board:
Answer:
tuna salad, rolls, vegetables, mashed potatoes, turkey
Were the vegetables nice? The vegetables weren’t nice.
pie. Tell the students to cover their eyes or turn away
2 The canteen was full.
from the board. Erase one of the words. Tell the
Answer:
students to look at the board again and put their
Was the canteen full? The canteen wasn’t full.
hands up as quickly as possible if they know which
3 The rolls were fantastic.
word has been erased. The first student to guess the
Answer:
word you’ve erased is the winner.
Were the rolls fantastic? The rolls weren’t fantastic.
4 The students were happy. Homework
Answer:
Workbook, page 43
Were the students happy? The students weren’t happy.

Past simple: verb be – wh-questions

Point out the verb was/were comes after the
wh-question word. Write these two questions
on the board with the questions scrambled and
tell your students to put the words in the correct
order.
the stale rolls Were ?
best was food What the ?
Answers:
Were the rolls stale?
What was the best food?

61
 5 3
UNIT

lesson Was the knife on the table?

Aims  After exercise 3  Extra practice 3

Vocabulary: kitchen equipment
Listening: for specific information (matching
person to the item of kitchen equipment)
Speaking: asking and answering questions about
where the kitchen equipment was
Optional materials: kitchen equipment – plastic
cutlery (fork, knife, spoon), saucepan, frying pan,
plate, cup, bowl (for Extra practice 2)
Lead-in
Mime the job of being a cook or of somebody
cooking, and try to elicit what you are doing from
your students.
Answer:
You’re cooking.
 After exercise 1  Extra practice 1
Tell your students to draw the nine items of kitchen
equipment in their notebooks and label each one
in English, using the images in exercise 1 as reference.
fact
Did you know the best and most expensive
kitchen knives come from Japan? There are over
17 types of kitchen knives (often with subtypes).
Each of the types has a name and a defined set
of applications. Some are used only for cutting
fish or sushi, and others are used for mincing,
chopping, or peeling fruit.
Tell your students to close their Student’s Books.
Write some of the definitions from exercise 3 on the
board with the verb missing. Tell your students to get
into groups of four. Have one student from each
group race to the board and write the correct verb
in the gap.
1 You       food in it.
2 You       water from it.
3 You       your breakfast cereal with it.
4 You       your friend eggs in it.
Answers:
1 cook  2 drink  3 eat  4 make
 After exercise 5  Skills note – Listening
Tell your students that they should make sure they
read the questions before listening to the recording
[2.24]. Ask them to close their eyes and imagine each
item or question in their heads for a few seconds.
This will help them to better remember the things
they should focus on while listening to the recording.
Happy goodbye
Ask one student to come to the board and draw one
of the items from this lesson. Tell the rest of the class
to look at the drawing on the board and guess the
word. Repeat with, e.g. five more students.
Homework
Workbook, page 44

 Before exercise 2  Extra practice 2

Use the plastic cutlery and kitchen equipment
to revise prepositions of place. Give each student
(or pair of students) something to hide in the
classroom. Tell your students to all get up at the
same time and hide their object. Ask the students
to go back to their seats. Then, call a student’s name
and have him/her start looking for an object. When
he/she finds an object, ask him/her to make
a sentence about it using a preposition of place.
Examples:
The saucepan is under the teacher’s table.
The fork is on the chair.

62
UNIT
5 lesson 4 Save the Sea: Episode 5 – Calm down!
Aims
Grammar: there was / there were: affirmative and
negative, questions and short answers
Reading: for detailed information (a comic strip
Save the Sea)
Writing: a blog post about the rubbish problem
in local area
Speaking: free practice – asking and answering
questions about the blog post
Optional materials: a real lifejacket or a picture
of a lifejacket (for the Lead-in); a green pen and
a red pen (or a pencil / a crayon) for each student
(for Extra practice 1)
Lead-in
Slowly reveal the lifejacket (or the picture of it) and
tell your students to guess what it is. Tell them they
can look up the correct word in their Polish-English
dictionaries. Elicit when a lifejacket might be needed
(e.g. on a boat, in a kayak, etc.)
 After exercise 1  Act it out
Ask for four volunteers and assign each a role. Tell
the volunteers to practise acting out their parts.
When they are ready, have them act out the whole
episode. Ask the class to vote for the best actor.
fact
The basking shark is the second largest fish in the
world. It is not aggressive and it can swim
at depths of 1,000 meters. It mostly stays in British
waters but can travel as far away as Brazil.
Useful!
Ask your students what makes them mad. Elicit
situations from them such as being told to go to bed,
arguing with siblings, etc.
Joke
What’s the difference between weather and climate?
You can’t weather a tree but you can climb it.
 Before exercise 2  Grammar in context
Put the student into two large groups. Tell group A to
find in Episode 5 all instances of there was, and group B
to find there were. Then ask both groups if they know
when they should use was and were.
G Grammar app
There was/were : affirmative and negative
Ask your students when they should use was/
wasn’t and were/weren’t.
Answer:
was/wasn’t if we talk about one thing, were/weren’t
if we talk about more than one thing.
Additionally, ask the students if they remember
when to use some, a lot of, and any.
Answer:
some and a lot of in affirmative sentences;
any in negative sentences and questions.
 After exercise 3  Extra practice
Tell your students to get into pairs and ask them
to write one true sentence and one false sentence
about Exville using there was / there were. Make
sure each pair of students has one green pen
to represent TRUE and one red pen to represent
FALSE. When the students have finished their
sentences, tell them to close their Student’s Books.
Ask the first pair to read one sentence to the class.
Have the other pairs listen and hold up a green
or red pen according to whether they think it is true
or false. Give one point for each correct guess.
Example:
There were a lot of families on the beach.
False = red pens should go up.
G
Grammar app
There was/were : questions and short answers
Point out to your students the different
pronunciation of 'ere' in were /wə(r)/ and 'ere'
in there /eə(r)/ or here /hıə(r)/. Drill the correct
pronunciation with the class.
fact
One of the biggest causes of sea pollution
in the UK seas is balloons. Tell the students that
when they release balloons, they will sooner
or later return to Earth as litter. Such balloons
can travel thousands of miles and pollute the
most remote places. They can even kill animals
and cause dangerous power outages.
63
  Before exercise 4  Skills note – Writing
Give your students some additional tips on how
to write a blog post. For example, advise them to:
· give their blog post a short title,
· write one paragraph outlining the problem,
· write another paragraph with a conclusion that
offers some advice on how to solve the rubbish
problem,
· use such phrases as:
Not many people know that …
Imagine what life is like in …
How depressing!
Let’s make this a better place to live!

Dyslexia tip – writing skills

Give dyslexic students an opportunity to rewrite
(part of) their blog at home again to improve
their writing. Make sure you check it and give
them positive feedback on their attempts
to improve.

Happy goodbye
Tell your students to read their blog posts to their
families this evening in order to inform them about
recycling and encourage them to think about what
they can all do to help.

Homework
Workbook, page 45

64
UNIT
5 lesson 5 Train your brain!
General aims: revision of vocabulary (meals, taste,
kitchen equipment) and grammar (Past simple:
verb be, There was / There were) from lessons 1–4
Special aims: logical thinking (solving word and
picture puzzles, matching meals with equipment);
geographical knowledge (world map); short term
memory practice (remembering the route),
linguistic knowledge (exam task); ecological
awareness (Eco-alert)
Lead-in
Ask your students to look at the exercises in lesson 5
and tell you which one looks the most interesting
and which one looks the most boring. Tell them that
after they’ve done all the exercises in this lesson, you
will ask them whether their predictions were true.
Exercise 1
Clues:
1 It’s meat which comes from a pig.
2 You put it on bread or toast.
3 They are small, green vegetables.
4 It’s a piece of fish.
 After exercise 2  Extra practice
Put your students into pairs and have them choose
one of the false sentences they just said. Ask each
pair to take turns saying their false sentences aloud
so the class can correct them.
 Before exercise 3  Write one of these words from this lesson on the
Put the students into groups of three or four
to quickly revise the days of the week. Put the days
of the week on the board if necessary.
Exercise 3
Tip: Write the names of the continents on the board:
Europe, North America, South America, Asia,
Africa, Australia, and Antarctica.
Exercise 4
Clue: Tom visited three continents (his name has
three letters too), Lucy and Lulu were in four (their
names have four letters too).
Hi! Let’s wake up your brains!
Encouragement note
When your students have finished, ask them to look
at their work and think why they found some
exercises more difficult than others and how they
could do that type of exercise better next time.
 Before exercise 5  Skills note – Exam
Tell your students that in this type of exercise there
are more options than required answers. Tell your
students to find the two parts of speech from the
options A–F which are in this task.
Answer:
Past simple verbs and nouns
Then have them look carefully at what type of word
comes before and after each gap. Then ask them the
following questions:
Jaką część mowy należy wpisać w każdą lukę?
Czy trzeba użyć liczby pojedynczej czy mnogiej?
fact
Wastecooking is a movement against food waste.
About a third of the world’s food is thrown away!
Wastecooking involves turning wasted food into
delicious new dishes using only a few basic
kitchen tools.
Happy goodbye
Ask for a volunteer to come to the front of the class
and turn their back to the board, facing the students.
board: salmon / canteen / spoon / amazing / Tuesday /
continent. Tell the class to mouth the word to the
volunteer who has to guess it. If mouthing the word
is too difficult, they can mime it. Repeat with more
volunteers.
Homework
Workbook, page 46
65
 5 6
UNIT
lesson In the kitchen
Aims
Functions: asking for and giving a recipe
Vocabulary: cooking verbs (Żywienie: posiłki i ich
przygotowanie)
Speaking: giving instructions for a recipe
Writing: a recipe for a meal
Optional materials: the ingredients for a tuna
salad or pictures of the ingredients: a tin of tuna,
salt, pepper, mayonnaise, lettuce (for the Lead-in)
Lead-in
Show your students the ingredients for the tuna
salad and elicit the name of the meal. Ask your
students if they like tuna salad.
Life skills: Learning to cook
Learning to cook is a very important skill to have.
In the UK, there is an organisation called
Children’s Food Trust which teaches children
to cook lots of different recipes.
Go to the website:
http://media.childrensfoodtrust.org.uk/2016/08/
Packed-lunch-policy-template.pdf to learn
about the recommended items to include
in a packed lunch. Elicit from your students
as many of the recommended food items that
they can name.
 Before exercise 1  Extra practice 1
Write these words on the board:
First, …
Then, …
Finally, …
Tell your students to give you the Polish equivalents
to these words. Leave the words on the board for
later use.
66
 After exercise 2  Extra practice 2
Write the cooking verbs from exercise 2 on the board
and put your students into groups of four or five.
Give each group a piece of chalk and tell one student
from each group to come to the board and add the
name of a type of food next to a suitable verb. Then
the next student from each group writes a different
type of food. Continue until the students run out
of ideas or until they start copying from the other
team. Check the spelling together as a class.
Examples:
fry – potatoes, chicken
boil – carrots, water, pasta
chop – beef, chicken
 After exercise 5  Extra practice 3
Tell your students to illustrate their recipe in their
notebooks and give their dish a special name.
Fast finishers
Tell the fast finishers to add some extra ingredients
to their recipes, for example: salt and pepper, oil,
vinegar, ketchup, etc.
Happy goodbye
Play Simon Says … with the cooking verbs.
Example:
Simon says: ‘chop food’! (students mime chopping)
Homework
Workbook, page 47
UNIT
5 lesson 7 Around the world
Aims
Culture: national dishes
Reading: for detailed information (a text about
Mexican national dish)
Listening: for detailed information (preparing the
food)
Writing: a description of a Polish national dish
Optional materials: pictures of England’s national
dishes: roast beef and Yorkshire pudding, pictures
of e.g. gołąbki (cabbage rolls) (for Lead-in)
Lead-in
Put the pictures of the national dishes on the board
and explain what they are. Then ask your students
if they know what country they are from and
whether they have ever tried them.
fact
Roast beef and Yorkshire pudding is one of the
favourite national UK dishes.
 After exercise 2  Extra practice 1
Practise the cooking verbs by writing this short
paragraph from the text in exercise 2 on the board.
 1     the chillies on the flame on the cooker.
2     the beef and pork, then 3     it.
4     the mixture inside the chillies.
5     the walnuts to the cream.
6     the sauce over the chillies.
Ask your students to get into pairs, close their books,
and tell each other what the missing verbs are.
Answers:
1 Put  2 Chop  3 fry  4 Put  5 Add  6 Pour
Culture note
All the dishes in the pictures in exercise 2 are
Mexican national dishes.
Picture A shows tacos. A taco consists of a corn
or flour tortilla folded or rolled around a filling.
A taco can be made with a variety of fillings, including
beef, pork, chicken, seafood, vegetables, and cheese.
In the USA, National Taco Day is celebrated on
October 4th. In Mexico, Día del Taco (Day of the Taco)
is celebrated on March 31st.
Picture B shows Mole poblano sauce, which is often
served with chicken, pork, turkey, or other meat.
It contains about twenty ingredients, including chilli
peppers and chocolate.
Picture C illustrates the dish in the text – Chiles en
nogada.
 After exercise 4  Extra practice 2
Extend knowledge of the cooking verbs by asking
your students to tell you what other food you can
chop (e.g. onion, any vegetables, chicken) and what
other food you have to take the skin off (e.g. onion,
garlic, chicken sometimes, carrots).
Exercise 5 Discover more!
Tell your students they can describe the dishes listed
in exercise 5 or – if they don’t like them – they can
describe some other traditional dishes, e.g. cabbage
rolls, chicken soup, herring in oil with onion, cabbage
soup, pyzy (potato dumplings that may be stuffed
with minced meat or cottage cheese), etc.
Happy goodbye
Put your students into groups of four to play
a word-forming game. Tell the students to choose
a word from this lesson and work together in their
group to make the letters of the word with their
hands. They have eight hands in total so words like
independence and pomegranate will be impossible
to show. In turn, have each group stand up and make
the letters of the word to show the class who then
have to guess what the word is.
Homework
Workbook, page 48
Around the world
Option 1 (10–15 minutes): Play the Unit 5 video from
Brainy klasa 6 DVD. Choose one of the tasks from
Unit 5 Worksheet (staffroom.pl) and do it with your
students – e.g. you can put it on the board or photocopy
the task and give it out to the students.
Option 2 (45 minutes): Prepare the handouts from
Unit 5 from the Brainy klasa 6 DVD and pass them
out to the students. Follow the instructions in the
DVD teaching notes for Unit 5 (staffroom.pl).
67
 5 8
UNIT

lesson Revision workout

Aims  After exercise 6  Star Academy

Revision of lessons 1–6: vocabulary, speaking and Tell your students to get into pairs and invent one
grammar in a variety of controlled practice more gap fill sentence about Sandra to test the
exercises others in the class.
Optional materials: pictures of dishes from this
lesson (tuna salad, beef stew, rolls, butter, turkey Evaluation
pie, salmon steak, chicken noodle soup) (for Extra Tell your students to find out whether they are better
Practice 2) at vocabulary, grammar, or speaking by adding up
their scores for the different exercises separately.
Have a quick show of hands to see who is better
Lead-in at what. Then encourage learner autonomy by telling
Ask your students to look at exercises 1, 2, 4, and 5 your students to complete these sentences in their
in lesson 8 and, with a partner, decide which exercise notebook:
they think they will find the most difficult to do. Then I am good at          .
tell them to do this task together. Tell them they can Example answer:
look at the vocabulary and grammar summary. writing and grammar
I need to improve          .
Star rating Example answer:
Explain to your students that there are two more speaking
difficult exercises in the Revision workout (exercises
3 and 6) and that’s why they get two points for each
Happy goodbye
correct answer (but not for, e.g. each gap they fill). Put your students into groups of five or six to play
Hangman with the vocabulary from lesson 8.
 After exercise 2  Extra practice 1
Put your students into groups of three and ask
Homework
them to add one (or even two) items of vocabulary Workbook, page 49
to each group in exercise 2. Tell them they can use
a dictionary if they want.
Example answers:
taste – sour, bland
kitchen objects – knife, spoon
cooking – fry, add

 After exercise 5  Extra practice 2

Put three pictures of dishes from this lesson on the
board. Put the students into pairs. The students
have 30 seconds to remember how to name the
dishes in English and in what order the pictures
appear. Take away the three pictures and tell your
students to complete this sentence in their
notebooks:
There were three dishes:       ,       ,
and       .
Check the answers, give points to each pair that
wrote the correct dishes in the correct order.
Continue the exercise with three different dishes.

68
UNIT
5 Summary Vocabulary summary

Extra practice 1: In the kitchen Extra practice 3: Mind map extension

Write these sentences on the board and ask your Tell your students to add an extra category to their
students to put them in the correct order to make mind maps called National dishes. They can add any
a recipe. dishes they know, for example from Poland and
the UK and also use the Internet to find dishes from
Serve it on a plate. different countries.
Put the tuna in a bowl.
Cut the lettuce and put it into the bowl. Extra practice 4: School canteen
Tell your students to write a new menu for the school
Tell your students to add: Then, …, First, … and Finally, … canteen for the whole week. Display the menus
to the recipe. When they have finished, write the on the wall outside the class room. Tell your students
answers below on the board and tell them to swap to decide which menu looks the most appetising.
notebooks with a partner and correct their classmate’s
writing and punctuation. Week 1
Answers:
First, put the tuna in a bowl. MONDAY
Then, cut the lettuce and put it into the bowl. Starter: Cucumber soup
Finally, serve it on a plate. Option 1: Salmon steak
with mashed potatoes
Are you ready for extra
vocabulary workout? Option 2: Pork chop with noodles

TUESDAY
Starter: …
Option 1: …
Option 2: …

Extra practice 2: Mind map

Freddie and Freda extra workout:
Tell your students to make a Food mind map. Tell them functional language
to use all the words and categories from this unit.
These extra activities have
Meals Taste their own focus and they
can be done whenever
there is some free time, e.g.
Food after the Revision workout,
at the end of the class,
Kitchen or the beginning of the next class, etc.
Cooking verbs equipment
Exercise
Say these sentences to your students and tell
them to react to them using the phrases from the
Mind maps
Useful! box. Tell them to say which phrase from
Encourage your students to keep their
the Useful! box is not used.
vocabulary mind maps in a separate notebook
I can’t open this can!
or file to use later for activities and revision. Allow
Answer: I can give you a hand.
your students to use dictionaries to add more
People throw plastic bags into the sea!
words to their mind maps.
Answer: It makes me mad!
I am so angry!
Answer: Just calm down!
Phrase not used: They aren’t much use!

69
 5
UNIT

Summary Grammar summary

Project note
You will find that Project 1 always involves some
crafts for students whereas Project 2 is more
demanding in terms of language use.

Choose your
grammar project!

Project 1 Grammar Snaps

Before the students do this project, ask them
to suggest one way they could have improved the
Grammar Snaps they did in the previous units
in order to help them improve this one. Encourage
your students to use these ideas while preparing
this Grammar Snap.
Tell your students they can get extra points as you
are going to have a Grammar Snap competition.
When students finish their snaps, tell them to put
them up around the classroom or outside the
classroom and invite a teacher (and/or some
students) from another class to choose the top 3
best ones.

Project 2: In charge of school canteen

A blog post about the school canteen: after writing
their description, tell your students to illustrate their
blog post with pictures of the food they served.

Project work
To motivate weaker students, give two marks
for the project: one for accuracy and another for
content (layout, ideas, illustrations, etc.).
Do not correct all their mistakes or cover their
project with red pen. Make light corrections
at the bottom of the page or on a separate
piece of paper.

70
UNIT
6 Illnesses and injuries
Aims
Vocabulary: illnesses; dealing with different
illnesses (Zdrowie: choroby, ich objawy i ich
leczenie)
Reading: for detailed information and for general
understanding (a notice)
Speaking: practising talking about an illness
Lead-in
Play Hangman with the word DOCTOR. Ask your
students how often or why they go to the doctor.
 After exercise 1  Extra practice 1
Tell your students to write the illness words under
two headings in their notebooks:
I have …
I have a …
Answers:
I have … : have toothache
I have a … : have a cough, have a fever, have a headache,
have a cold, have a sore throat, have the flu, have
an earache
 Before exercise 2  Extra practice 2
Elicit the adverbs of frequency as a quick revision
before exercise 2. Elicit: always, usually, often,
sometimes, hardly ever, never. Remind your
students that we put the adverbs of frequency
before the verb have.
Phonics twister
2.33Practise the two sounds by repeating
them and then switching quickly between /tʃ/
and /k/.
 After exercise 3  Extra practice 3
Ask your students to rank the seven highlighted
phrases from exercise 3 in order of their seriousness.
The first phrase is the least serious and the seventh
phrase is the most serious (calling an ambulance).
Suggested answers:
1 take my temperature  2 take medicine  3 stay in bed
4 call a doctor  5 go to the health centre  6 go to A&E
7 call an ambulance
lesson 1 I feel sick.
 After exercise 5  Skills note – Exam
Tell your students that in a multiple choice reading
task like this one, it is always useful to think about
why the incorrect options are wrong. This helps
identify the correct option. Put your students into
pairs to talk about why the incorrect answers are
wrong in questions 1–3.
 After exercise 6  Extra practice 4
Tell your students to practise giving advice. Put them
into pairs. Ask Student A to be the doctor and
Student B to be the patient. Tell them to have
mini-dialogues to discuss their problems (patients)
and the corresponding advice (doctors) using, e.g.
must, should, etc.
Example:
Doctor: What’s the matter?
Patient: I have a headache.
Doctor: You should stay in bed.
Life skills: making an emergency
call
Ask your students what the phone number
to call emergency services in Poland is.
Answer: 112
In the UK, it’s 999.
Happy goodbye
Ask your students to tell each other about the last
time they went to the dentist!
Homework
Workbook, page 50
71
 6 2
UNIT
lesson I had a cold.
Aims
Grammar: regular and irregular verbs Past simple:
affirmative and negative
Reading: for detail in an email to identify past
simple verb forms
Writing: an email to a friend
Optional materials: a sheet of A4 paper for each
group of three or four students (for Extra
practice 1)
Lead-in
Write the word ‘ache’ phonetically: /eık/ on the
board. Ask your students to think of the words that
contain ‘ache’. Try to elicit: a headache, a stomach
ache, an earache, toothache.
G Irregular verbs
Make sure your students understand that it’s
very important to learn the correct forms and
pronunciation of the irregular verbs.
G Grammar app
Past simple regular and irregular verbs:
affirmative and negative
Write these verbs on the board: phone, watch,
text. Choose a couple of students to say the Past
tense of each verb. Ask them if they notice the
difference in pronunciation of the ‘ed’. Elicit /t/,
/d/ and /ıd/ pronunciation endings and ask your
students to add more verbs to each group.
For example:
/t/ watched, walked, talked, cooked
/d/ phoned, played, stayed, agreed, loved, studied
/ıd/ started, texted, wanted, needed
72
 After exercise 3  Extra practice 1
Tell your students to get into groups of three or four
to prepare a Memory game. Give out a sheet of A4
paper to each group and tell them to cut or tear the
paper into ten equal pieces. Have the students
choose five irregular verbs and write the past forms
and the infinitives for each verb on the pieces of
paper. Tell the students to shuffle the pieces of paper
and swap them with another group’s. Then, have the
groups place the pieces face down on the desk. Have
each student take turns revealing two pieces of paper
at a time in order to find the infinitive and the Past
simple of the same verb. The first team to finish, wins.
 After exercise 4  Extra practice 2
Tell your students to start making lists of irregular
verbs at the end of their notebooks. Tell them
to keep adding irregular verbs to their lists over the
course of the year. Tell them to start by adding the
verbs from this lesson.
 After exercise 4  Fast finishers
Tell the fast finishers to cover the Past simple form
of their verb list from Extra practice 2 in their
notebook and test themselves.
Happy goodbye
Tell your students to stand up. Tell them you
are going to say a verb in the infinitive form.
If it is regular, they have to jump and turn around
to face the classroom door. If it is irregular, they
have to jump and turn to face the board.
Regular verbs: d  iscover, start, call, stay, play, like,
love
Irregular verbs: s leep, wake, made, drink, eat, feel,
break, see
Homework
Workbook, page 51
UNIT
6 lesson 3 Ouch!

Aims  After exercise 5  Skills note – Exam

Vocabulary: injuries (Zdrowie: choroby, ich objawy
i ich leczenie)
Grammar: Past simple: irregular verbs
Speaking: describing past injuries
Lead-in
Ask your students what they say or shout in Polish
when they hurt themselves. In English, it’s ‘Ouch!’
In Spanish it’s ‘¡Ay’.
 Before exercise 2  Extra practice 1
Remind your students that in English, the possessive
adjective is used when talking about injuries, e.g.
we say “I broke my leg.”, not “I broke the leg”. Ask
your students if it is the same or different in Polish?
Then, tell your students to say the sentences from
exercise 1 using different pronouns.
Remind your students they should identify which
part of speech is needed in the gap – it could
be a noun, an adjective, a verb, an adverb
or a preposition. Tell them that in this type of exam
task there are always four options A, B, C or D
to choose from.
Happy goodbye
Ask a student to come to the front of the class and
face the other students. Write an accident from this
lesson on the board. The rest of the students mime
it to the student facing them who then has to guess
and name the accident. Have a different student
come to the front of the class and continue the game
with another accident.
Homework
Workbook, page 52

Example:
She broke her leg.
He twisted his ankle.
You cut your finger.

fact
Did you know that there are lots of rather
dangerous objects in your home that you would
not think are dangerous? In the UK, over 3,000
people a year are injured by their slippers and
over 300 by photo frames. And there are even
some serious accidents that can be attributed
to pencil sharpeners!

 After exercise 3  Extra practice 2

Ask your students to try and make some funny
sentences using the accidents from exercise 3 but
mixing them up.
Examples:
He walked into a bicycle and he cut his finger.
He had a fire in a heavy box and he burnt his nose.

73
 6 4
UNIT
lesson Save the Sea: Episode 6 – The dolphin helped us.
Aims
Grammar: Past simple regular and irregular:
questions and short answers, wh-questions
Reading: for detailed information (a comic strip
Save the Sea)
Speaking: wh-questions practice
Listening: for detail – identifying the correct past
time expression from a phone conversation
Lead-in
Tell your students to add the irregular verbs from
the last lesson to the list in their notebooks.
 After exercise 1  Act it out
Tell your students to choose which character in this
episode they want to be. Play the story again and
encourage them to mime what their character does.
Useful!
Point out that saying “it hurts like mad” is what you
would say to your friends or family, not to the doctor.
It’s an informal expression.
Joke
How does a frog feel when it breaks its leg?
Unhoppy!
 After exercise 2  Grammar in context
Write on the board examples of specific questions, e.g.:
Who are you?
What is your name?
Which colour do you like best?
Where are you from?
When is your birthday?
Why are you sad?
How are you today?
How much is it?
Underline the interrogative pronouns and ask
the students if they can see what these words have
in common. Elicit from them that most of them begin
with wh- (except How). That’s why we call this kind
of questions wh- questions.
74
Tell your students to find all the wh-questions
in Episode 4.
Answer:
Where did you learn about them? (them=sharks), How did
you get here?, What did he do? (he = Dan)
Then ask them to quickly copy them into their
notebooks. Tell those students who have finished
to stand up quietly.
 After exercise 2  Extra practice 1
Put your students into pairs to test each other on
the irregular past verb forms they have learnt so far
(break, burn, cut, drink, eat, fall, feel, fly, have, hear,
hit, hurt, learn, leave, make, see, send, sleep, steal,
tell, throw, wake up).
G Grammar app
Past simple: questions and short answers,
wh-questions
Point out the use of the auxiliary did in each
question form and remind the students that did
comes immediately after a wh-question word.
 After exercise 4  Fast finishers
Check any fast finishers’ work and then ask them
to go and help others and correct their work.
G Grammar app
Past time expressions
Ask your students to add an expression from
the Grammar app to the list.
Possible answers:
3 days ago – 5 years ago / 2 weeks ago
on Tuesday – on Wednesday / on Saturday
at 7 o’clock – at 6.30 / at 2.20
 After exercise 5  Extra practice 2
Write this extract from the listening on the board.
Tell your students to listen again and add the correct
verb forms.
I’m sorry, Mum. I     you the day before
yesterday, but you     (negative). I    
very busy on Friday. We     a very exciting day.
Answers:
phoned, didn’t answer, was, had
 fact
There are about 400 irregular verbs in English
but only about 200 are used in everyday speech.
Which irregular verb has the most forms?
Answer:
verb be – it has eight different forms!
Ask your students how many they know?
Answer:
be, is, am, are, was, were, being, been

Dyslexia tip – spelling help

To help dyslexic students read what they have
written in their notebooks when it comes to
revision, tell them to draw two lines before
the sentences they write.

Happy goodbye
Ask the students: Who was the positive character
in Episode 6? Elicit the answer: The dolphin.
Tell your students the story of how you or somebody
you know was helped or was saved by an animal.
Ask the students if they know of animals that helped
or rescued people.

Homework
Workbook, page 53

75
 6 5 Hi! Let’s wake up your brains!
UNIT

lesson Train your brain!

General aims: revision of vocabulary (illnesses, Exercise 4

dealing with illnesses, injuries) and grammar
(Past simple, Past simple time expressions) from
lessons 1–4
Special aims: logical thinking (identifying specific
characters from a word puzzle), analytical skills
(deciphering the correct time sequence from
a paragraph), spacial thinking (drawing jigsaw
pieces), visual and grammatical skills (solving
a puzzle), logical thinking and reading skills
(interpreting order of sentences in an email),
Eco-alert (ecological awareness)
Tip: After the wh-question word you need did (but
without a capital letter).
Encouragement note
Encourage your students to work in groups to help
each other and improve their results.
 Before exercise 5  Skills note – Exam
Tell your students that before they look at the
answers, they should make their own sequence first
and then compare with options A, B and C.

Lead-in
Ask your students if they know what a jigsaw puzzle is.
Draw a jigsaw piece on the board. Ask them if they
have ever done/solved a jigsaw puzzle? If yes, what
picture/motif was it?
Exercise 1
Clue: There are two boys who are coughing – but
do both have scratches?
Happy goodbye
Put your students into groups of three to make
a new jigsaw for the teacher. Tell them to make
it so difficult that they beat their teacher :)
Homework
Workbook, page 54

Exercise 2
Tip: Write what after and before mean in Polish
on the blackboard. Tell your students to start writing
the answers beginning from March.

Exercise 3
Clue: The missing piece in each sentence is a verb,
and number 2 is negative.

fact
The largest jigsaw in the world was made by
1,600 university students in Vietnam in 2011.
It had 551,232 pieces and it was of a lotus flower.

 After exercise 3  Extra practice 1

Ask your students to write a sentence about
someone in their family who had an accident, and
to draw the sentence in three jigsaw pieces which
are out of order. Tell your students that they will
swap drawings and put each other’s sentences
in order at the end of the lesson.

76
UNIT
6 lesson 6 An injury

Aims  After exercise 3  Fast finishers

Functions: asking questions about the past;
talking about injuries
Writing: talking about injuries in the past
Speaking: talking about injuries in the past
Tell the fast finishers to try to write a dialogue like
the one in exercise 1, using their sentences from
Extra practice 2, for example. Time allowing, you may
ask them to act out their dialogue before the end
of this lesson or at the beginning of next lesson.

Lead-in  Before exercise 4 

Ask your students to tell you about their injuries and Tell your students to read the answers first. Then ask
when they had them. them what tenses should be used in the questions.
Answer:
 After exercise 2  Extra practice 1 question 1 is in the Past simple and question 2 is the
Write the questions from exercise 1 on the board and Present simple.
put the students into groups of three or four. Tell
them to complete the answers from exercise 1 in
Happy goodbye
their notebooks without looking into their Student’s Ask for volunteers to act out their dialogue from
Books. Then ask different students to come up to exercise 5 in front of the class.
the board and complete the lines of the dialogue.
Tell them they can open their books now and check
Homework
the answers. Workbook, page 55

Girl: What happened to you?

Boy:            
Girl: When did that happen?
Boy:            
Girl: How did you do that?
Boy:            
Girl: How does it feel now?
Boy:            

 After exercise 2  Extra practice 2

Ask your students to choose two of the time
expressions in exercise 2 and use them in two
sentences which are true about them. Ask them
to use the collocations they’ve learnt in this unit,
e.g. scrape my knee, hurt my head, cut my finger,
bruise my leg, twist my ankle, have an accident,
burn my hand.
Examples:
Last Tuesday, I cut my finger.
A few days ago, I had an accident.

77
 6 7
UNIT
lesson Around the world
Aims
Culture: a great scientist
Reading: for general and detailed understanding
(a text about the life and work of Maria
Skłodowska-Curie)
Writing: describing a famous person and his/her
achievements
Optional materials: a photo of Maria Skłodowska-
Curie (for Lead-in); two sticky notes per pair
of students (for Skills note – Reading); a ball
(for Happy goodbye)
Lead-in
Tell your students to keep their Student’s Books
closed. Put up the photo of Maria Skłodowska-Curie
on the board. Ask your students if they know who
she is. Elicit any information they have about her
in preparation for the reading.
 After exercise 1  Extra practice 1
Write the phrase An example to all of us on the
board. Ask your students if they can think of any
other people who, like Maria Skłodowska-Curie, are
an example to all of us. Elicit some names (they could
be athletes like Usain Bolt or activists like Martin
Luther King). Put their suggestions on the board –
they will be useful for the writing task in exercise 5.
 Before exercise 3  Skills note – Reading
Put the students into pairs. Give out the sticky notes
to each pair and tell them to tear each sticky note
into six small pieces. Tell your students to place the
sticky note pieces on the text in their Student’s
Books to mark where the answer to each question
(1 to 5) in exercise 3 is. Tell them to put the final piece
of sticky note next to what they consider to be the
most important piece of information in the text.
Compare which piece of information each pair
thought to be most important as a class.
Exercise 4
Tell your students to scan the text to find examples
to support both statements. Write these useful
expressions on the board for the students to use
during the discussion:
I agree. What do you think?
I don’t agree. In my opinion, …
78
Exercise 5 Discover more!
Write these names and professions on the board:
Leonardo da Vinci nurse
Florence Nightingale painter
Albert Einstein writer
Pablo Picasso painter and inventor
Agatha Christie physicist
Check that your students know who each of the
great men and women were by asking them to
match the names with the professions. You may
want to do this as a class to speed up their choosing
of a person to write about.
Answers:
Leonardo da Vinci – painter and inventor
Florence Nightingale – nurse
Albert Einstein – physicist
Pablo Picasso – painter
Agatha Christie – writer
Happy goodbye
Throw a small ball to one student in the class and
say a name of a famous person. The student who
catches the ball has to name another famous person
and then throws the ball to someone else. Have
the class continue to throw the ball from student
to student naming more famous people.
Homework
Workbook, page 56
Around the world
Option 1 (10–15 minutes): Play the Unit 6 video from
Brainy klasa 6 DVD. Choose one of the tasks from
Unit 6 Worksheet (staffroom.pl) and do it with your
students – e.g. you can put it on the board or photocopy
the task and give it out to the students.
Option 2 (45 minutes): Prepare the handouts from
Unit 6 from the Brainy klasa 6 DVD and pass them
out to the students. Follow the instructions in the
DVD teaching notes for Unit 6 (staffroom.pl).
UNIT
6 lesson 8 Revision workout

Aims
Revision of lessons 1–6: vocabulary, speaking
and grammar in a variety of controlled practice
exercises
Lead-in
Tell your students to look at the Revision workout
from unit 5 and discuss which exercises they enjoyed
doing and which they didn’t. Then tell them to look
Evaluation
Tell your students to find out whether they are better
at vocabulary, grammar, or speaking by adding up
their scores for the different exercises separately.
Have a quick show of hands to see who is better
at what. Then encourage learner autonomy by telling
your students to complete these sentences in their
notebook:
I am good at          .
Example answer:

at the unit 6 Revision workout and see if there are writing and grammar

any similar exercises. Suggest doing these in pairs or I need to improve          .
groups, or together as a class. Example answer:
speaking
Star rating
Happy goodbye
Explain to your students that there are two more
difficult exercises in the Revision workout (exercises Play Pictionary with different illnesses and injuries
3 and 6) and that’s why they get two points for each from this unit. It could result in some funny
correct answer (but not for, e.g. each gap they fill in). drawings.

 After exercise 2  Extra practice 1 Homework

Write the verbs twist and scratch on the board. Put Workbook, page 57
your students in groups of four or five to brainstorm
what other parts of the body could be twisted or
scratched. If possible, give them dictionaries to help.
Possible answers:
twist – your wrist, your neck, your knee, your shoulder
scratch – your hand, your face, your leg, your elbow

 After exercise 5  Extra practice 2

Elicit the date from your students and write it on the
board. Quickly write three other dates. Put the
students into pairs. Ask them to follow the pattern
in exercise 5 but as a speaking exercise.

 After exercise 6  Star Academy

Put your students into pairs. Tell each pair to think of
a famous person they are going to interview,
following the pattern of the dialogue in exercise 6.
Tell them to use the same questions 1 to 4 from
exercise 6, but invent different answers. They can
write the answers in their notebooks if it helps them.
Then ask them to practise the dialogue in pairs. Give
your students the opportunity to act out the
interview in exercise 6, (e.g. an option for weaker
students) or their own interviews, (e.g. an option for
better students). Evaluate their performance and
give them extra points for good pronunciation and
acting skills.

79
 6
UNIT

Summary Vocabulary summary

Extra practice 1: An injury Extra practice 3: Mind map extension

Write these answers on the board and tell your Put your students into pairs to test each other
students to write the appropriate question from on the vocabulary from their mind maps.
the An injury language box.
Extra practice 4: A week of illnesses and
1 Yesterday at school. injuries
Tell your students to imagine they had a bad week
Answer: full of illnesses and injuries. Have them write about
When did it happen? each day.

2 I fell off my bike.

Freddie and Freda extra workout: spelling
Answer: These extra activities have
How did you do that / What happened to you? their own focus and they
can be done whenever
3 It hurts a lot. there is some free time, e.g.
after the Revision workout,
Answer: at the end of the class,
How does it feel now? or the beginning of the next class, etc.

Are you ready for extra Exercise

vocabulary workout? Say the words and sentences listed below. Ask
the students to write them in their notebooks.
Dictation list:

sore throat
medicine
flu
scratch your knee
Extra practice 2: Mind map go to A&E
Tell your students to make an Illnesses and injuries I had an accident.
mind map. Tell them to use all the words and I fell over and twisted my ankle.
categories from this unit. I had a cold and a fever so I stayed in bed all day.

Read the words and phrases list three times:

Illnesses
Dealing with
• the first time, the students listen;
illnesses
• the second time, the students write the words
Illnesses and phrases;
How much
and • the third time, the students check their
an injury hurts
injuries Questions
answers.
to ask a person
with injury Then call some students to the front of the class
Injuries
to write the words and phrases correctly on the
board and have the rest of the class check their
spelling.
Useful!
Encourage your students to keep their vocabulary
mind maps in a separate notebook or file to use later
for activities and revision. Allow your students to use
dictionaries to add more words to their mind maps.

80
UNIT
6 Summary Grammar summary

Project note
You will find that Project 1 always involves some
crafts for students whereas Project 2 is more
demanding in terms of language use.

Choose your
grammar project!

Project 1 Grammar Snaps

When students finish their snaps, tell them to cover
the sentences in speech bubbles. Tell them to put
the snaps up round the classroom and have
everyone walk around and to try to guess what
the hidden sentences are.

Project 2 My sick-day blog

Encourage your students to make the ‘blog’ in their
notebooks look like a blog on a real web page – give
the blog a name, draw a frame around it with extra
tabs, etc.

Project work
To motivate weaker students, give two marks
for the project: one for accuracy and another for
content (layout, ideas, illustrations, etc.).
Do not correct all their mistakes or cover their
project with red pen. Make light corrections
at the bottom of the page or on a separate
piece of paper.

81
  5–6
UNITS

Let's check

Lesson 1 (exercises 1–5). Aims

Revision of grammar, vocabulary and functions
from units 5 and 6 through a variety of exam
tasks (including listening and language
functions).

Lead-in
Ask your students to tell you their favourite dinner
in English. Write the main ingredients on the board
and then hold a class vote for their favourite and
most disliked food item.

 After exercise 2  Extra practice 1

Play the first two sentences of the audio [2.48] again
as a class dictation. Then put the students into pairs
and ask them to compare and check what they have
written.
Answer:
The first time I helped at an accident was last June. I saw
a teenage boy in a tree – and then suddenly he fell out
of the tree.

 Before exercise 3  Extra practice 2

Ask your students to think of as many different
questions to answers A–E as they can.
Examples:
When do you have lots of homework?
Answer A
How long does it take to get to the post office?
Answer B

 After exercise 4  Extra practice 3

Put the students into pairs. Tell them to invent new
dialogues for the illustrations in exercise 4. Then ask
volunteers to act out the new dialogues in front
of the class.

Happy goodbye
Put your students into groups of four or five with
one notebook and pen for each group. Tell the class
to write a list of as many ingredients that can go
in a salad as possible – the group with the most
ingredients wins. Set a time limit of two minutes.

Homework
Workbook, page 58, exercises 1–4

82
  5–6
UNITS
Let's check

Lesson 2 (exercises 6–9). Aims  After exercise 9  Extra practice 3

Revision of grammar and vocabulary from units 5 Write this grid on the board and tell your students
and 6 through a variety of exam tasks (including to copy it into their notebooks. Then tell them to ask
reading, use of English, and writing). the questions to three different students and write
down their answers.

Student 1      2      3     

Lead-in
Question (name) (name) (name)
Write this question on the board and answer it:
When did you
eat eggs?
What time do you have lunch at the weekend?
When did you
Then ask the student who is nearest you the same eat pork chops?
question. Tell the students to continue asking and When did you
giving answers to the question, one by one. Tell those eat turkey pie?
students who eat at the same time as some other
students to stand up. Happy goodbye
Put your students into groups of three or four and tell
 After exercise 6  Extra practice 1
them to write a recipe for a crazy dish. Then tell them
Write this reply from David to his mum on the board. to draw the dish. Ask volunteers from each group
Put your students into groups of three or four. Tell to present the recipe to the class. You can ask the
them to decide what word goes in each gap. students to vote for the craziest or the funniest recipe.

Mum, Homework
I     to go on the bus because my bicycle Workbook, page 59, exercises 5–7
is broken. If there isn’t any broccoli, I    
buy carrots, OK?
    you later,
David

Answers: have, will/can, See

 Before exercise 8  Extra practice 2

Ask your students these questions to see who can
get all the answers correct first.
1  What was the day before yesterday?
2  What is the month after this one?
3  What is the day after tomorrow?
4  What was the month before this one?

83
 7
UNIT
Computers lesson 1 Recycle your old computer!
Aims
Vocabulary: computer equipment; using
computers (Nauka i technika: korzystanie
z nowoczesnych technologii)
Reading: for detailed information (computers
in notices in an internet sale)
Writing: notice (an internet sale)
Listening: for detailed information (dialogues with
sellers; matching speakers with actions)
Speaking: describing what you can do with
computer equipment
Optional materials: electronic store leaflets
to pre-teach the word bargain (for Exercise 3);
one photocopy of a QWERTY keyboard for each
pair of students (for Happy goodbye)
Lead-in
Ask your students to answer these questions:
How many computers have you got at home?
Have you got any computers that you don’t use?
What do you do with your old computer equipment?
Should we throw away computers we don’t use?
How can we recycle our old computers?
Explain to your students what computer recycling,
electronic recycling, and e-waste recycling are. Tell
them that it gives a second life to old computers and
their parts, and can help people, e.g. in developing
countries, who do not have access to ultra-modern
equipment.
 After exercise 1  Extra practice
Tell the students to copy the vocabulary from
exercise 1 into their notebooks and add a quick
drawing next to each word so they can remember
the vocabulary terms more easily. Then ask them
to do exercise 1 again but this time using only their
drawings.
Phonics twister
3.02 After playing the twister and before
practising it with your students, divide the class
into two groups: Group A and Group B. Tell
Group A to say the word touch / /, and Group B
to say the word mouse /aʊ/. Point to each group
in turn and have the students say their word (spelt
“ou” pronounced as / / or as /aʊ/). Point to each
side faster and faster, then point to the same
side twice in a row to see how fast they can get!
84
Life skill: Using your money well
Nowadays, there are many recycled items which
we can buy in online marketplaces. Ask your
students what people buy there and why.
 Before exercise 3 
Pre-teach the word bargain to your students. Show
your students some leaflets from computer/
electronic stores. Ask them which are the bargain
buys. Remember to drill the word, focussing on its
tricky pronunciation /ˈb ː(r)gın/.
Exercise 4
Organize a Brainy Club Sale with the class. First, tell
your students to get into pairs. Allow them to choose
some electronic equipment and ask them to write
a notice for the Brainy Club Sale. When they have
finished, display the notices and ask the students
to walk around the classroom. Ask them to read all
the notices and find some real bargains. Compare the
results as a class.
 After exercise 5  Fast finishers
Tell the fast finishers to write a list of some of the
things that went wrong when they used a computer
in the past.
Dyslexia tip – focussing on writing
Tell your dyslexic students what you are going
to focus on when marking their written work
BEFORE they start writing. They should know
from the very beginning whether you are going
to focus on content only or whether you are
going to correct specific mistakes. Use a clear
code to help self-correction: S – Spelling,
P – Punctuation, G – Grammar, etc.
Happy goodbye
Put the students into pairs. Give each pair a photocopy
of the QWERTY keyboard and a clean sheet of paper
(which they will pretend is a monitor). Tell Student A
to ‘type’ a word on the ‘keyboard’. Ask Student B to write
the letters Student A touches on the ‘keyboard’ on the
‘monitor’. Ask Student A to check if Student B wrote
the correct word. Then tell the students to swap roles.
Homework
Workbook, page 60
UNIT
7 lesson 2 I’ve been to the computer sale.

Aims  After exercise 2  Fast finishers

Grammar: Present perfect regular and irregular Tell the fast finishers to look at the verb list at the
verbs: affirmative and negative back of the book and find some more irregular verbs.
Reading: for general understanding (two Ask them to copy them into their notebooks.
utterances)
Speaking: describing events at a computer sale
(using Present perfect for recent past)
G Grammar app
Present perfect: regular and irregular verbs:
negative
Lead-in Make a separate Grammar app for They and She
using different regular and irregular verbs.
Ask the students to look at you and observe what
you are doing. Then do several activities like, walk
from the door to the window, open the window,  After exercise 4  Extra practice 1
go to the board, write your name on the board, etc.
Put your students into pairs and tell them to repeat
all the time describing what you are doing, e.g.
the answers to exercise 4 using the contracted form
I am walking to the window.
of the auxiliary verb have.
Stop by the window and say:
What have I done? I have walked to the window.  After exercise 5  Extra practice 2
Open the window saying I am opening the window.
Tell your students to close their books. Read the
When the window is open, say: What have I done?
True/False statements about exercise 5 to the
I have opened the window.
students. Tell them to listen and raise their right
Then go to the board and write your name on the
hand if they think the statement is true, and their
board. Say: I am writing my name on the board.
left hand if they think it’s false.
When your whole name is written on the board, say:
1 The girl hasn’t had lunch. (True)
What have I done? I have written my name on the
2 The girl has played a lot of games. (False)
board.
3 Her brother has done a lot of computer shopping.
Then sum up the whole sequence pointing to the
(False)
different places in the classroom: What have I done?
4 He has talked to his friends. (True)
I have walked to the window. I have opened the
window. I have written my name on the board. Happy goodbye
Elicit from your students how they would say these
Put your students into groups of three or four
sentences in Polish and what would these sentences
to mime two things to each other – one which they
describe (an action that started earlier but is linked
have done today and one they haven’t done.
with the present e.g. by the result that is noticeable
To make sure the students understand how to do
at present). Write these three sentences in the
this activity, demonstrate it with a volunteer.
Present perfect on the board. They may be useful
when you discuss the Grammar app with your Example:
students. Teacher nods his/her head and mimes eating lunch.
Student: You’ve eaten lunch …
G Grammar app Teacher turns his/her head from side to side
to indicate negation and mimes playing football.
Present perfect regular and irregular verbs: Student: but you haven’t played football.
affirmative
Ask your students how to form the past Homework
participle of regular verbs in English. Workbook, page 61
Tip: It’s the same as the Past simple form!
Then tell the students to write the contracted
forms of the verb have in their notebooks:
I’ve, you’ve, he’s, she’s, we’ve, you’ve, they’ve.

85
 7 3
UNIT

lesson I haven’t saved my work!

Aims fact
Vocabulary: using computers (Nauka i technika:
Show the photo of ENIAC (Electronic Numerical
korzystanie z nowoczesnych technologii)
Integrator and Computer) and ask the students
Listening: for detailed information (monologues)
what it is. Then explain that it was the first
Speaking: talking about what the students have
digital computer which was fully functional.
or haven’t done in the computer room
It was invented and built in 1943–1945 by the
Optional materials: picture of a school computer
team led by Professor John Mauchly, John
room (for Lead-in); photo of the ENIAC computer
Presper Eckert Jr., and their colleagues at the
(for Brainy fact)
University of Pennsylvania. It weighed about
30 tonnes and it was used by the US army.

Lead-in
Show your students the picture of a computer room.
Ask them if there is a computer room in their school
and how they can get there, e.g. turn right, then go
downstairs, etc. Then elicit what kinds of activities
students can do on a computer, e.g. write
compositions, do research on the internet, make
quiz questions for other groups, learn programming,
use text editors, etc.
 After exercise 1  Extra practice
Copy the two columns of vocabulary onto the board
or make copies of these lists – one per student. Tell
your students to match the verb in column A with
a word/phrase in column B to make the same
expressions that are used in exercise 1.
 After exercise 3  Skill note – Listening
Before your students start listening to the recording,
make sure they know the collocations: follow the
rules / break the rules.
Listen to the extracts about where the students have
broken the rules (Speaker 2, 3 and 4). Ask your
students what these speakers should do to follow
the rules.
Possible answers:
Speaker 2: She should save her work and make a backup
of her work.
Speaker 3: He should remember his password. He should
log in.
Speaker 4: She should do searches that are part of her
schoolwork.

1  Log a your emails Happy goodbye

2  Enter b emails Put your students into groups of three or four and
3  Save c emails ask them to tell each other which educational
4  Make d in websites they would recommend to help with their
5  Check e backups of your files studies.
6  Send f videos
7  Delete g your password Homework
8  Download h videos Workbook, page 62
9  Upload i your work
10  Install j emails
11  Do k apps
12  Forward l searches

Answers:
1d Log in  2g Enter your password  3i Save your work
4e Make backups of your files  5a Check your emails
6b/c/j Send emails  7c/b/j Delete emails
8f/h Download videos  9h/f Upload videos
10k Install apps  11 l Do searches  12j/c/b Forward emails

86
UNIT
7 lesson 4 Save the Sea: Episode 7 – Have you heard the news?
Aims
Grammar: Present perfect regular and irregular
verbs: questions and short answers
Reading: for detailed information (the comic strip
Save the Sea)
Speaking: asking and answering questions about
the recent past
Lead-in
Tell your students to look at Episode 6 of the comic
strip (in Unit 6) to remind them what Dan and Dave
have done before they see them in court in Episode 7.
Put your students into pairs to describe what Dan
and Dave have done using Present perfect. Elicit
some example sentences from different pairs
as feedback.
Example:
They have thrown rubbish into the sea.
Culture note
In the UK, criminals/offenders can complete from
40 to 300 hours of Community Payback. It is unpaid
work like:
• removing graffiti
• clearing wasteland
• decorating public places and buildings.
Workers have to wear high visibility orange vests
so that they can be easily seen.
 After exercise 1  Act it out
Divide the class into two groups: Group A and Group B.
Tell the students that Group A are going to read the
text in the even-numbered comic strip boxes (2, 4, 6)
while Group B are going to read the text in the
odd-numbered comic strip boxes (1, 3, 5, 7). Read the
whole story out loud together.
Useful!
Ask your students to describe the moment when
they were in a right mess at school or at home.
Joke
Why did the computer keep sneezing?
It had a virus!
G Grammar app
Present perfect: regular and irregular verbs:
questions and short answers
Remind your students that when they answer
questions using the Present perfect short
answer (Yes, I have.), they cannot contract the
auxiliary verb have, (i.e. it’s not possible to say
Yes I’ve.).
Ask the questions below about Episode 7 of the
comic strip. Tell the students to use the correct
short answers.
1 Have Dan and Dave decided to turn over
a new leaf?
Yes, they have.
2 Have they started work at Save the Sea?
Yes, they have.
3 Has Ella sent fifteen emails?
No, she hasn’t. She’s sent ten.
4 Has Dan picked up the rubbish on the beach?
No, he hasn’t. But he will :)
 After exercise 4  Extra practice 1
Put your students into pairs. Tell each pair to invent
another name beginning with the letter J and choose
three activities from the table in exercise 4 which this
student has done. Put the students into different
pairs and get them to ask each other questions,
the same as in exercise 4, to find out what the new
student has or hasn’t done.
 After exercise 5  Fast finishers
Tell the fast finishers to move and stand or sit next
to a pair of students who haven’t finished, listen
to their questions and answers, and try to help
if necessary.
 After exercise 6  Extra practice 2
Tell the students to choose three of the questions
from exercise 6 they have written in their notebooks
and write their answers using Yes, I have. / No,
I haven’t.
87
 fact
In the USA, around 60 of every 100 people own
a personal computer and more than 70% have
access to Internet. But the world leader is
Switzerland where 65 of every 100 people have
a personal computer and 88% have access
to the Internet.

Dyslexia tip – positive reinforcement

Ask the students with dyslexia what they think
they have done well in class recently and help
them identify why, so that they can use this
strategy again. Tell them to think about:
• listening to the teacher,
• using a ruler to follow texts successfully,
• taking care to check their writing for mistakes.
Encourage them to use the same techniques that
help them in every class.

Happy goodbye
Play Have you heard the news? with your students.
Invent a piece of breaking news and share it with
them. Then ask volunteers to come up with some
more sensational news.
Examples:
Teacher: Have you heard the news? Weronika has
broken her legs!
Student: H ave you heard the news? Paweł is going
to the cinema with Paulina!

Homework
Workbook, page 63

88
UNIT
7 lesson 5 Train your brain!
Hi! Let’s wake up your brains!

Aims Happy goodbye

General aims: revision of vocabulary (computer
equipment; using computers) and grammar
(Present perfect) from lessons 1–4
Special aims: logical thinking (following clues
to find passwords), deducing (on-screen
messages), mathematical skills (working out
items from prices), short term memory skills
(remembering information from receipts),
linguistic knowledge (exam task), ecological
awareness (Eco-alert)
Lead-in
Ask your students to tell you which exercise from
lesson 5 looks the most difficult. Tell them to begin
revising from this exercise – before they start to get
tired .
Exercise 1
Tip: The vocabulary that the students will need
to do this exercise can be found in Lessons 1 and 3.
Have your students play the Talk for a minute
in English game. Put them into pairs. The aim of the
game is to keep talking in English for one minute.
To help your students do it, first elicit some ideas
and put them on the board.
•C omputers at school: how many, when we use
them, activities using computers, likes/dislikes,
what teachers use their computers for, are they
useful, etc.
•C omputers at home: what games are on them, who
uses them, how often, house rules about computer
use, likes/dislikes, doing homework, etc.
Tell your students that Student A has one minute
to talk about computers. Student B has to listen and
time Student A. Then they swap roles.
Homework
Workbook, page 64

Exercise 2
Tip: Tell the students to imagine they are Toby and
think about what computer-related actions they
could have done before the on-screen messages
appeared.

Exercise 3
Remind your students that maths can be done
without a calculator!

Exercise 4
Tip: Help students remember the receipts by giving
them two minutes to draw everything they
remember in their notebooks first.

 After exercise 4  Encouragement note

Put your students into groups of three or four. Allow
them to work together and help each other correct
any exercises they got wrong.

Joke
Why was the mobile phone wearing glasses?

It lost its contacts.

89
 7 6
UNIT

lesson Good news and bad news

 After exercise 6  Fast finishers

Aims
Functions: talking about how you feel, reacting
to how people feel
Vocabulary: feelings and emotions (Człowiek:
uczucia i emocje)
Grammar: irregular verbs
Speaking: reacting to news appropriately
Writing: text messages (for gist – responses
to audio situations)
Optional materials: pictures of emojis for different
feelings: pleased, sad/down, confused, worried,
happy/cheerful, angry (for Extra practice 2)
Lead-in
Draw a happy face and a sad face on the board.
Elicit the words happy and sad from your students.
Ask them if they can tell you any other emotions
in English – tell them to make/draw the appropriate
face.
Tell the fast finishers to write more short text
messages in their notebooks. Tell them to leave the
replies unfinished. Then ask them to write their text
messages on the board. When the rest of the class
have finished their own texts in the notebooks, ask
some of them to come up to the board and finish the
messages.
 After exercise 6  Extra practice 2
Put your students into pairs and play a guessing
game. Tell Student A to ask What’s up? Ask Student B
to answer reading one of the sentences from the two
dialogues they have just written. Student B gets
10 points if he/she says the same sentence that
Student A has in his/her notebook.
Happy goodbye
Write on the board the adjectives that the students
have learnt during this lesson:

 After exercise 2  Extra practice 1 sad/down, confused, pleased, happy/cheerful,

Tell your students to copy the names of the eight
feelings in their notebooks with a quick drawing
of a face to represent it. Then put the pictures
of emojis on the board and ask them to come up
and label them.
fact
People can show many different emotions
on their faces. In the 20th century, Paul Ekman
identified six basic emotions (anger, disgust,
fear, happiness, sadness, and surprise) and
Robert Plutchik eight (joy-sadness, anger-fear,
trust-distrust, surprise-anticipation).
worried, angry, hungry, thirsty
Ask a volunteer to come to the front and mime one
of the adjectives for the class to guess. When the
class guesses, the volunteer erases/crosses out
his/her adjective on the board. Continue with more
volunteers and adjectives until they are all gone
or the class ends.
Homework
Workbook, page 65

I Irregular verbs
Write these infinitives on the board: eat, drink,
forget, win, lose. Tell the students to try
to memorize the past participle forms of the
verbs on page 91. Then ask them to close their
books and notebooks. Ask for volunteers
to come to the board and write the correct forms
next to the infinitives on the board.
Answers:
eaten, drunk, forgotten, won, lost

90
UNIT
7 lesson 7 Around the world
Aims
Culture: playing computer games
Reading: for general and detailed understanding
(an article about teenagers playing computer
games)
Writing: listing advantages and disadvantages
Speaking: giving opinions about computer games,
taking part in a class debate
Lead-in
Ask your students to tell you the names of some
of the games they play on computers at home.
 Before exercise 1  Skills note – Reading
Tell your students to read the questions in exercise 2
and predict the answers to questions 1 and 2. Then
have them compare their predictions with the
answers in the text while they are doing exercise 1.
 After exercise 3 
Before the students regroup to exchange
information in exercise 4, tell them to spend
a moment checking the notes they have made
in exercise 3. Allow them a couple of minutes to add
something to them, put them in order, add some
verbs, etc. This will help the students improve their
fluency before the speaking activity in exercise 4.
 Before exercise 5  Extra practice
Take a short class survey about the computer games
your students play. Put your students into groups
of three or four. Write these questions on the board.
Have your students ask each other these questions.
How often do you play computer games?
What is your favourite game?
Do you play online? Why (not)?
Who do you play with?
When they have finished talking, allow for three
or four minutes of open class feedback. Have your
students talk and listen to their peers’ views about
computer games.
Exercise 5 Discover more!
Tell the class they can use the Internet to find out
about computer games and whether they are a good
or bad thing.
Useful search words are:
computer games and teenagers / computer
games and  education / computer games and
addiction.
Encourage your students to use suitable expressions
for introducing their opinion. Put these sample
expressions on the board:
I think that …
In my opinion, …
Also, …
Actually, …
On the other hand, …
Happy goodbye
Find out who spends the most time per day/week
playing games on a computer. Ask your students
to put their hands on their heads when you say the
number of hours they spend per day. For example,
say: One hour and see how many students put their
hands on their heads – continue to find out which
student spends the most time on the computer per
day/week.
Homework
Workbook, page 66
Around the world
Option 1 (10–15 minutes): Play the Unit 7 video from
Brainy klasa 6 DVD. Choose one of the tasks from
Unit 7 Worksheet (staffroom.pl) and do it with your
students – e.g. you can put it on the board or photocopy
the task and give it out to the students.
Option 2 (45 minutes): Prepare the handouts from
Unit 7 from the Brainy klasa 6 DVD and pass them
out to the students. Follow the instructions in the
DVD teaching notes for Unit 7 (staffroom.pl).
91
 7 8
UNIT
lesson Revision workout
Aims
Revision of lessons 1–6: vocabulary, speaking and
grammar in a variety of controlled practice
exercises
Optional materials: photos of computer
equipment and two flyswatters (for Happy
goodbye)
Star rating
Explain to your students that there are two more
difficult exercises in the Revision workout (exercises
3 and 6) and that’s why they get two points for each
correct answer (but not for, e.g. each gap they fill).
 After exercise 1  Extra practice 1
Put your students into the groups of three or four.
Tell them to test each other on the vocabulary in the
pictures. Ask them to point to the computer
equipment in turns using the wrong name so that
the other students can correct it.
 After exercise 3  Extra practice 2
When all students have finished filling the gaps
in exercise 3, ask them to practise the dialogue and
then act it out in front of the class without looking
at their books.
 Before exercise 4  Extra practice 3
Write the table below on the board. Ask the students
to complete the table on the board and in their
notebooks with the correct Present perfect forms
of the verbs in capitals.
HAVE: I ______ + ______
FIND: You ______ + ______
NOT GIVE: She ______ + ______
FORGET: ______ they ______?
Answers:
have + had
have + found
hasn’t + given
Have + forgotten
 Before exercise 6  Skills note – Exam
Remind your students of the Big Three rule.
1 They cannot change the word they are given
in each sentence.
2 They can write in only three words.
3 Contractions count as two words.
92
 After exercise 6  Star Academy
Tell your students to look at exercise 6 numbers 1
and 2 and choose either number 1 or number 2
to extend as a dialogue. Ask them to practise their
dialogue in pairs and then act it out in front of another
pair of students. Encourage them to ask a question
using the Present perfect. As this is a free practice
exercise, praise your students for inventiveness.
Examples:
1
A: I can’t log in because I have forgotten my password.
B: Have you tried the password you use for your
phone?
A: No I haven’t. It works! Thank you.
B: You’re welcome! You should be careful using the
same password for everything.
2
A: I’m looking for my laptop but I haven’t found it.
B: Have you looked in the living room / bedroom /
kitchen?
A: Yes, I have.
B: Here it is!
A: Where?
B: It’s under the table!
A: Thank you!
Evaluation
Tell your students to find out whether they are better
at vocabulary, grammar, or speaking by adding up their
scores for each of the different exercises. Have a quick
show of hands to see who is better at what. Then
encourage learner autonomy by telling your students
to complete these sentences in their notebook:
I am good at _____________ .
Example answer: writing and grammar
I need to improve _____________ .
Example answer: speaking
Happy goodbye
Put the pictures of computers and their parts on the
board, give the two flyswatters to two students. Ask
a volunteer student to say the name of an object and
tell the students with the flyswatters to run to the
board and swat the correct word. Ask the two
students to choose the next two students and pass
the flyswatters on to them. Continue with several
more pairs of students.
Homework
Workbook, page 67
UNIT
7 Summary Vocabulary summary

Extra practice 1: Good news and bad news Extra practice 4

Play track [3.16] and ask your students to listen
to each expression. If the expression they hear
is characteristic for good news, ask the students
to smile; if for bad news, ask them to make a sad face
or frown.
Extra practice 2
Tell the students to imagine they have spent five
hours on their computers. Have them write sentences
about what they have done during that time.
Example:
I’ve done about thirty (internet) searches.
I’ve played a few computer games.

Put your students into pairs. Ask them to test each

other on the vocabulary from the Computer equipment
and Using computers (1) boxes on page 94. Ask
Student A to say a word in Polish and tell Student B
to offer the corresponding word in English. Tell them
to swap roles. Repeat a couple of times.
Then ask the students to change pairs and test each
other in new pairs on the vocabulary from the Using
computers (2) box.
Are you ready for extra
vocabulary workout?
Extra practice 3: Mind map
Have your students make an enormous Computers
mind map on the board as a class. Tell them to use all
the words and categories from this unit and make
the mind map as big as they can. Give out pieces
of chalk to different students so they can come and
write the words on the board – one word/expression
each. Then ask them to pass their pieces of chalk
to other students until the whole board is full. Take
a photo of the board for future revision. Allow your
students to take photos of it too.
touch screen,
keyboard, …
Freddie and Freda extra workout:
past participles
These extra activities have
their own focus and they
can be done whenever
there is some free time, e.g.
after the Revision workout,
at the end of the class,
or the beginning of the next class, etc.
Exercise
Extra practice of irregular verbs: elicit ten (or
more if you want) irregular verbs in the infinitive
form from the class and write them on the board
in a column. Put your students into groups of five
or six to revise the past participles of these verbs
together. Give each group some chalk and tell
one person from each group to come to the
board – one by one. Ask him/her to write the
Past simple and past participle form of one verb.
Students should make three (verb form) columns
on the board.
When the volunteers have written all the verb
forms, ask the class to read all the forms in chorus.
You can do this as a whole class or, e.g. in rows
(row by row).

Equipment

Games
Computers

Using
the Internet computers

click

93
 7
UNIT

Summary Grammar summary

Project note
You will find that Project 1 always involves some
crafts for students whereas Project 2 is more
demanding in terms of language use.

Choose your
grammar project!

Project 1 Grammar Snaps

Encourage your students to bring to class an extra
copy of the picture for the grammar point they have
chosen to present. Tell them to put up the photos on
the board (without any sentences) for others to come
and have a look. Ask volunteers to invent some
Grammar Snaps under these photos. Then compare
all the new snaps with the original versions.

Project 2 A Computer Activity Diary

At the end of the diary, ask students to write a final
sentence to conclude it.
Example:
I have spent too much time on computers this week. /
I have spent just enough time on computers this week.

Project work
To motivate your weaker students, give two
marks for the project: one for accuracy and
another for content (layout, ideas, illustrations,
etc.). Do not correct all their mistakes or cover
their project with red pen. Make light corrections
at the bottom of the page or on a separate piece
of paper.

94
UNIT
8 Outdoor activities
Aims
Vocabulary: adventure activities (Życie prywatne:
formy spędzania czasu wolnego)
Reading: for detailed information (an adventure
programme brochure)
Listening: for general understanding (a dialogue)
Speaking: talking about past adventure camp
activities
Lead-in
Tell your students to keep their books closed. Play
Hangman with the word ADVENTURE on the board.
Then ask your students what adventure activities
they can think of in English. Write the adventure
words they come up with on the board.
Phonics twister
Elicit from your students any other
3.19
words with a silent letter they know, e.g. night,
comb, wrong, know. Ask them to try and invent
a new phonics twister with these words.
 Before exercise 2  Extra practice 1
Tell your students to close their books. Write the
verbs from exercise 1 on the board:
ride sleep stay go go go go do
explore  climb  swim
Elicit from the students what activity goes with each
verb. Encourage them to come to the board and
write the activity next to the correct verb.
Finally, tell the students to open their books and
check the answers.
 After exercise 3  Extra practice 2
Write some words from the sentences in exercise 2
on the board in random order, e.g. goggles, wetsuit,
big fish, ride, the top. Put your students into pairs
to match the words with the activities.
Answers:
goggles – snorkelling, wetsuit – scuba diving, big fish –
fishing, ride – quad bike, the top – climbing
lesson 1 My adventure list
 Before exercise 4  Skills note – Exam
Explain to your students that in this exam gap-fill
task they may need to write the numbers. Tell your
students that they can fill in the gaps using numerals
instead of words – that is much quicker!
 After exercise 5  Extra practice 3
Write the first dialogue from exercise 5 on the board,
or prepare a handout – one copy per student. Tell the
students to listen to the recording [3.21] again and
to write the missing words in their notebooks.
Boy: The (1)    activity was the (2)   
diving, I think.
Girl: Yes, it was great. We saw some (3)    fish.
Boy: I thought that scuba diving was (4)   ,
but it wasn’t.
Girl: Well, it (5)    difficult, but it wasn’t
easy either.
Boy: That’s true. It wasn’t (6)   . And it was
a lot of (7)   !
Girl: Yes, it was. It wasn’t a (8)    activity!
Answers:
1 best  2 scuba  3 fantastic  4 difficult  5 wasn’t  6 easy
7 money  8 cheap
Life skills: Think safety!
Ask your students to describe what type
of protective clothes they should wear for
adventure activities. Allow them to add ideas
for their own adventure activities.
Example:
scuba diving – a wetsuit,
quad biking – a hi-viz jacket
skydiving – a helmet and a parachute
Happy goodbye
Ask a student to name each of the five activities
in exercise 5 (e.g. scuba diving, climbing a mountain,
watching whales, riding a quad bike, or fishing)
in turn. Tell the other students to hold up their
fingers to show how much they like a particular
activity – with five fingers meaning ‘my favourite’
and one finger – ‘my least favourite’. Find out which
activity is the most popular.
Homework
Workbook, page 68
95
 8 2
UNIT
lesson I’ve never done that!
Aims
Grammar: Present perfect with never and ever;
irregular verbs
Listening: for detailed information (an interview
with a stuntman)
Optional materials: pieces of an A4 card (for
Grammar app); photo cut-outs from magazines
to illustrate the verbs, e.g. ride a quad bike,
swim/swim with the dolphins, break a leg/an arm,
go scuba-diving/snorkelling, climb a mountain,
sleep in a tent, explore a cave, play ice hockey,
ride a horse, etc. (for Happy goodbye)
Lead-in
Ask your students to tell you about their
grandparents (or parents) in preparation for the text
about the adventurous Granny. Ask them if they
think their parents or grandparents are adventurous.
 Before exercise 1  Extra practice 1
Write this vocabulary on the board:
1 ride a a quad bike
2 climb b with dolphins
3 wear c a wetsuit
4 swim d a mountain
Ask your students to tell you which verb goes with
which noun.
Answers:
1a ride a quad bike 3c wear a wetsuit
2d climb a mountain 4b swim with dolphins
I Irregular verbs
Draw a table with two headings – Infinitive and
Past participle – on the board. Write the past
participle forms of the verbs ride, swim, go, wear,
and sleep in the right hand column in the table.
Ask volunteers to come to the board and complete
the left column with the corresponding (bare)
infinitives.
96
Infinitive Past participle
ride ridden
swum
gone/been
worn
slept
When the table is complete, erase the past participle
forms and ask the students to complete the right
column of the table with past participle forms
of the infinitive.
Infinitive Past participle
ride ridden
swim
go
wear
sleep
G Grammar app
Present perfect with never and ever
Prepare the cards with the negative sentence
and question from the Grammar app. Write each
word on a different card. Write never and ever
using a different colour. Put the word cards
on the board in random order. Tell your students
to put them in the correct sequence to make the
negative sentence and the question.
 After exercise 4  Extra practice 2
Put your students into pairs to practise reading the
dialogue from exercise 4. Then ask them to practise
the dialogue before they act it out from memory
in front of the class.
 Before exercise 6  Extra practice 3
Say the definitions of some sports equipment and
tell your students to guess the equipment.
Examples:
1 You wear them on your eyes in the water.
2 You wear them on your feet to swim faster.
3 You wear them on your feet to travel faster on land.
Answers
1 goggles  2 flippers  3 in-line skates/rollerblades
Happy goodbye
Play Have you ever …? with the class.
Hand out the photo cut outs to random students.
Ask them not to show the pictures to the rest of the
class. Keep one photo cut-out for yourself.
Demonstrate the game:
1 Look at your photo (e.g. swimming in the sea),
show the photo to the class and ask a student
without a photo cut-out, e.g. Have you ever swum
in the sea? Elicit: Yes, I have./ No I haven’t.
2 Then the student asks the same question
to a student with a photo cut-out: Have you ever
swum in the sea? The student with the photo
cut-out answers the question.
3 Then the student with the photo looks at his/her
photo, shows it to the class and asks a student
without a photo, e.g. Have you ever ridden
a horse?
4 The student answers and asks the same question
(Have you ever ridden a horse?) another a student
with a photo, etc.
Continue until all the photos have been used to make
questions.

Homework
Workbook, page 69

97
 8 3
UNIT

lesson Let’s go green!

Aims
Vocabulary: eco-friendly activities (Świat przyrody:
ochrona środowiska naturalnego)
Reading: for detailed information (Eco-friendly
family)
Speaking: talking about the most eco-friendly
family in the group
Optional materials: bilingual dictionaries
(for Extra practice 1); a picture of a green trophy
(for Happy goodbye)
Lead-in
Ask your students what they think ‘go green’ and
‘eco-friendly’ mean. Then ask them about some
eco-friendly things that people can do to protect
the environment.
 After exercise 1  Extra practice 1
Give your students the dictionaries and ask them
to add one or two words to each of these verbs:
recycle, organise, save with regard to the subject
of this lesson.
Possible answers:
recycle cans/paper;
organise a clean-up / a charity;
save energy/water
Exercise 6
Tell each group to nominate the student with the
most eco-points in their group. Ask them to prepare
two sentences to say why that student should get
the Award.
Example:
She recycles paper every week.
She has done a beach clean-up.
Happy goodbye
Have an award ceremony and present a picture
of the Brainy Green Family Award to the most
eco-friendly family/student in the group. Ask the
winner to give a short speech saying what they do
to be the most eco-friendly.
Dyslexia tip – speaking
Allow your dyslexic students to do some
exercises or projects orally. Give them extra
points or marks for good pronunciation
whenever you can.
Homework
Workbook, page 70

 After exercise 2  Fast finishers

If possible, put the fast finishers into pairs. Then ask
them to test each other on the vocab from exercise 1.
Tell Student A to say one of the words/collocations
in exercise 1 in Polish, and Student B to offer its
English equivalent. Then they swap roles.

 After exercise 3  Extra practice 2

Ask the students what the family in exercise 3 should
do to become eco-stars, e.g. they should never use
the car, they should do a clean-up, they should save
water, etc.

Exercise 4
To help your students do exercise 4, write the
beginnings of the questions on the board.

Do you … ?
Have you ever … ?
How often do you … ?
Do you save … ?

98
UNIT
8 lesson 4 Save the Sea: Episode 8 – The Eco-England Awards
Aims
Grammar: Present perfect with just; Present
perfect and Past simple
Reading: for general understanding and for detailed
information (the comic strip Save the Sea)
Speaking: asking and answering questions using
Present perfect and Past simple
Lead-in
Put the students into groups of three or four. Ask
them to tell each other what they remember from
the comic strip story up until now. Write the titles
of all the episodes on the board to help your
students recollect the story. Encourage them to use
the Past simple and Present perfect where possible.
Episode 1 – They’re with the dolphins!
Episode 2 – Are you diving this afternoon?
Episode 3 – What will you do?
Episode 4 – I think someone is watching us.
Episode 5 – Calm down!
Episode 6 – The dolphin helped us.
Episode 7 – Have you heard the news?
 After exercise 1  Act it out
There are six characters in the comic: Narrator, Dan,
Dave, Ella, Alfie and Speaker. Ask the students
to count to six and each six students form a group.
Within this group, they assign a role to each student.
If you have a group of five, Narrator and Speaker can
be read by one person.
Give the groups some time to practise reading the
episode. Tell them that they should not only practise
the reading but also add intonation and emotions
into it. Then ask each group to read out / act out this
episode to the rest of the class. Let the class vote for
the best interpretation/performance.
Useful!
Give these three examples of situations and ask your
students to match a situation to a phrase from the
Useful! box.
1  Your football team wins the match! (Hooray for …)
2 You have an exam tomorrow. (I’m a bundle
of nerves.)
3 You’re playing a board game and you’ve moved
your piece. (It’s your turn.)
fact
In the UK there is a children’s charity called the
KM Charity Team. It was established in 2016 and
gives multiple awards to pupils of primary and
secondary schools, including awards for their
environmental endeavours called The Green
School Awards. It encourages students to take
an interest in being green, and it also inspires
other schools to learn from the winners’ success.
 After exercise 2  Grammar in context
Tell the students to find all the sentences containing
‘just’ in the comic. Ask them what ‘just’ means.
Answers:
I’ve just installed the app.
It’s just arrived!
I’ve just written some ideas in my notebook.
G Grammar app
Present perfect with just
Ask your students to tell you where just goes
in an affirmative Present perfect sentence.
Answer:
between the auxiliary and the past participle.
Ask them to tell you what they have just done
in class.
 After exercise 2  Extra practice 1
Ask your students to give examples of what Dan and
Dave have done (using the Present perfect) on the
basis of the comic.
Examples:
They have started to clean up beaches, they have
recycled glass and saved electricity.
Fast finishers
Tell the fast finishers to think about what they can/
would do to win the prize. Ask them to write down
their ideas. Praise the best ideas.
99
  After exercise 3  Extra practice 2 fact
Put your students into groups of three or four. Ask
In the UK, you can join a local river group and
Student A to mime a sentence using one of the new
help in river clean-ups. They have community
verbs from this lesson while the other students
events and festivals as well as clean-ups. You
in the group guess what he/she has just done.
can support a campaign or learn about how
Continue until every student in the group mimes and
pollution is damaging the rivers.
guesses. (Write the new verbs in the infinitive form
on the board if necessary).
Happy goodbye
G Grammar app Write these verbs on the board: RECYCLE, DO, SAVE.
Then give out chalk to your students. Ask them
Present perfect and Past simple: to add the recycling activities they can remember
affirmative and negative
from this lesson to each verb.
Ask the concept questions for Present perfect:
Answers:
1 Does the action happen in the past or
RECYCLE – plastic, glass, paper, tin cans, food waste
at present? (In the past)
DO – a beach clean-up, a river clean-up, a park clean-up,
2 Is it a long time ago or recent? (Recent)
a street clean-up
3 Do we know exactly when? (No)
SAVE – water, gas, electricity, petrol
Ask the concept questions for Past simple:
1 Does the action happen in the past Homework
or at present? (In the past)
2 Does the sentence tell you when the action Workbook, page 71
happened? (Yes)

G Grammar app
Present perfect and Past simple questions
and short answers
Before looking at the app, elicit which auxiliary
verbs (did and have/has) go with which tense.
Write the questions in Present perfect on the
board for the students to answer. If the answer
to the question in Present perfect is Yes, ask
them a question in Past simple to specify when
a given situation took place.
1 Have you ever eaten pizza?
→ When did you eat pizza?
2 Have you ever been to the UK?
→ When did you go?

 After exercise 7  Extra practice 3

Ask for two volunteers to pretend to be Alfie and
Ella. Tell them to sit at the front of the class.
Encourage the other students to ask them questions
using the Present perfect and Past simple.

100
UNIT
8 lesson 5 Train your brain!
Hi! Let’s wake up your brains!

Aims
General aims: revision of vocabulary (adventure
activities, eco-friendly activities) and grammar
(Present perfect and Past simple) from lessons
1–4
Special aims: associative memory (guessing base
forms of new irregular verbs; matching people
with actions); problem solving skills (solving
a riddle), creative thinking (inventing sentences);
linguistic knowledge (exam task); ecological
awareness (Eco-alert)
Optional materials: two plastic flyswatters (for
Lead-in)
Exercise 3
Clue: Tell the students that in riddle 1 it’s a material,
in riddle 2 it’s a place, in riddle 3 it’s a liquid.
The students should only think about the target
words from Lessons 1 and 3.
Exercise 4
Tip: Point out that there are three extra activities
which are not mentioned.
Exercise 5
Tip: Tell your students to try to make six sentences.
Each time, they can use all the words from the word
pool.

Lead-in Exercise 6
Divide the class into two teams and give a flyswatter Tip: Tell the students to check whether the auxiliary
to the first student in each team. Write INFINITIVE / verb and participle fall on either side of the gap.
BASE FORM on one side of the board and PAST If they do, the missing word must be just.
PARTICIPLE on the other. Tell the two students with Encouragement note
the flyswatters to come to the front of the class.
Explain that they should swat the correct side of the Tell the students they have three lifelines they can
board after they hear a verb. Then say either the use to improve their work:
infinitive or past participle of some verbs from the 1 ask the teacher,
previous lessons. Change the students with 2 ask a friend,
flyswatters after each pair of verbs. 3 consult the book.

Example: Happy goodbye

Teacher: Do. Put your students into the groups of five or six. Each
Student A swats infinitive student in the group thinks of a sentence about
Teacher: Done. something they have just done and mimes it to the
Student B swats past participle. rest of the group in turn. The groups have to say the
Then they pass on the flyswatters to the next pair sentence correctly.
of students.
Examples:
Exercise 1 Student A mimes eating a sandwich.
Tip: Tell your students to guess the meaning of the Group: You have just eaten a sandwich.
verbs. Only then should they think of the base form. Homework
 After exercise 1  Extra practice Workbook, page 72
Tell your students to add one more activity to each
irregular verb in their notebooks.
Example:
meet: a person with the same name
run: 10 km
write: a book
sing: a Christmas carol
fly: in a helicopter

101
 8 6
UNIT

lesson An eco-friendly event

Aims  Before exercise 6  Extra practice 3

Functions: making and responding to suggestions;
expressing opinions; agreeing and disagreeing
Speaking: free practice – deciding in a group
where to do a clean-up using the functions and
language of this lesson
Writing: writing a notice asking for help with
a clean-up project
Optional materials: pictures of a dodgeball game
(for the Lead-in)
Lead-in
Show your students the pictures of a dodgeball
game and ask them if they have ever played it
or seen it on TV.
Tell your students to give their notice a title, e.g.
Come and help us! or Local clean-up project! Allow
your students to work in pairs or in small groups.
 After exercise 6  Fast finishers
Ask the fast finishers to draw illustrations around
their notices to make them more interesting.
Happy goodbye
Display the notices outside the class room and ask
another class (or teacher) to come and choose the
one they like the most.
Homework
Workbook, page 73

Dyslexia tip – using keyboard / spell

checker
Allow your dyslexic students to write at home
using a keyboard which may help organise their
spelling and improves their writing in general.
Allow them to use the spell checker after they
have finished writing their homework
on a computer.

 After exercise 1  Extra practice 1

Point out that after Let’s … and Why don’t we …, we
use the verb in the infinitive without to. Ask your
students to make more suggestions using these
target structures.
Examples:
Why don’t we look … up in the Student’s Book?
Let’s have a break!

 After exercise 3  Extra practice 2

Put your students into pairs to practise the dialogue.
Ask some volunters to act out their dialogue in front
of their classmates.

Joke
Why are recycle bins optimistic?

Because they are full of cans!

102
UNIT
8 lesson 7 Around the world
Aims
Culture: dealing with ecological problems
Reading: for general understanding and for
detailed information (an article)
Listening: for general understanding and for
detailed information (beach clean-up coverages/
accounts)
Writing: describing a place with an ecological
problem in a blog post
Lead-in
Brainstorm as many things made out of plastic
as possible. Ask a couple of volunteers to write all
the words they can think of on the board. Check
the spelling as a group.
fact
Versova is a beach in Mumbai, India. It took two
years for volunteers to clean it up. Now baby
turtles are born there and they hadn’t been seen
for ten years before the clean-up.
In the UK, there are many beach clean-ups done
as fun activities. For example, in 2017 in Brighton
(a tourist city on the south coast), volunteers
dressed in Halloween costumes and removed
litter from the beach on ‘Hallowclean’.
Joke
What kind of sandwiches can you make at the beach?
Peanut butter and jellyfish sandwiches!
Note: Normally, the sandwich is peanut butter and
jelly – this is a traditional US sandwich that young
people eat as a snack. It’s also very popular in the UK.
But at the BEACH it’s jellyFISH instead.
 Before exercise 4  Skills note –
Listening
First, tell your students to think of positive and
negative words/expressions they might hear from
the speakers in the recording. Ask them to write their
predictions in their notebooks. Before you start
playing the audio [3.33], ask your students to listen
for the positive and negative expressions and write
down as many of them as they can while listening.
 After exercise 4  Skills note – Listening
Ask a student to read the positive and negative
expressions he/she wrote down from the audio. Ask
more students to complete the list. Write all these
words/expressions on the board under the POSITIVE/
NEGATIVE headings – for all students to check if
they have got all the items and if they are spelt
correctly. Then ask the students how many
expressions they had predicted. Praise the student
who predicted most of them.
Answers:
friendly, not tired, bored, tired, pleased, lovely, nice, the best
Exercise 6 Discover more!
Tell the students to set their writing out as either
a picture text message or a blog post with a title.
Tell them to use the Internet to find a place with
an ecological problem.
Some examples of useful word searches are:
most polluted places in the world / pollution
in Poland / ecological problems in the UK / plastic
waste and animals
Happy goodbye
Divide your students into groups of four. Tell them
that you will be saying the alphabet in silence. When
the students say STOP, you will say the letter of the
alphabet where they stopped you.
Then the students in each group think of and write
down three words beginning with this letter: a noun,
a verb and an adjective. Put: NOUN, VERB,
ADJECTIVE on the board to remind the students
which words they are looking for.
103
Repeat saying the alphabet twice.
Then ask the members of each group to come
to the board and write their words under the correct
headings.
Finally, erase the words that repeat – and – showing
the rest of the words on the board – make your
students aware of how many English words they can
produce in such a short time.

Homework
Workbook, page 74

Around the world

Option 1 (10–15 minutes): Play the Unit 8 video from
Brainy klasa 6 DVD. Choose one of the tasks from
Unit 8 Worksheet (staffroom.pl) and do it with your
students. You can write the task on the board or make
copies of this task (one copy per student).
Option 2 (45 minutes): Prepare the handouts from
Unit 8 from the Brainy klasa 6 DVD and pass them
out to the students. Follow the instructions in the
DVD teaching notes for Unit 8 (staffroom.pl).

104
UNIT
8 lesson 8 Revision workout
Aims
Revision of lessons 1–6: vocabulary, speaking and
grammar in a variety of controlled practice
exercises
Lead-in
Tell the class they are going to play a vocabulary
game. Elicit some topics they have done recently
(e.g. eco-friendly activities) and the words the
students remember from Unit 8. Then ask them
to stand up and click their fingers, clap their hands,
then stamp their feet. When they have this clicking,
clapping and stamping rhythm, they have to say
a word related to the topic when they clap. Continue
round the class, each student adding a word along
with the beat. If someone can’t think of a word, they
have to sit down. The winner is the last one standing.
Star rating
Explain to your students that there are two more
difficult exercises in the Revision workout (exercises
3 and 6) and that’s why they get two points for each
correct answer (but not for e.g. each gap they fill).
 After exercise 2  Extra practice 1
Ask some questions with the phrases from exercise 2,
e.g. Do you recycle food waste? Tell the students
to raise their right hand if the answer is Yes, or their
left hand if the answer is No.
 After exercise 4  Extra practice 2
Tell your students to personalise some of the
sentences from exercise 4 by finishing these so they
are true for them.
I have never …
My family has just …
We have never …
I have just …
 Before exercise 6  Skills note – Exam
Remind your students that with this exam task the
word given can’t be changed. Remind them to focus
on the position of the word given in the sentence –
does it go before or after the auxiliary verb or the
main verb? Tell them to check that the verb they
write is in the correct tense.
 After exercise 6  Star Academy
Tell your students to imagine they have been to their
clean-up activity and to write a paragraph about it
for their school magazine. Tell them to use the Past
simple tense and write about:
- when they went to the clean-up (date, time),
- what they did there,
- why they liked it / had a good time.
Evaluation
Tell your students to find out whether they are
better at vocabulary, grammar or speaking by
adding up their scores for the different sections
of the lessons separately. Have a quick show
of hands to see who is better at what. Then
encourage learner autonomy by telling your
students to complete these sentences in their
notebook:
I am good at _____________ .
Example answer:
writing and grammar
I need to improve _____________ .
Example answer:
speaking
Happy goodbye
Ask your students which of the Happy goodbye
activities they have done recently that they liked the
most and play that one.
Homework
Workbook, page 75
105
 8
UNIT

Summary Vocabulary summary

Extra practice 1: An eco-friendly event Extra practice 3

Ask your students to respond to these sentences Tell your students to make some irregular verbs cards
with an appropriate phrase from the Eco-friendly with an infinitive on one side and the Past simple
event box. and Past participle forms of this verb on the other
1  I want to swim with dolphins! side. Then put the students into pairs. Ask Student A
2  Let’s swim with sharks! to show his/her verb card to Student B and then
3  Why don’t we do a beach clean-up tomorrow? Student B spells the Past simple and Present perfect
Possible answers: form of the verb. Then tell Student B to choose
1 I’ll go with that. / That sounds good. another verb and Student A continues the exercise.
2 I’m not sure. / I don’t like the sound of that. Another option is to put the students into groups
3 That’s a good idea. of three – with one student choosing the verb/verb
card and spelling the infinitive, another student
Are you ready for extra spelling Past simple and Past participle forms of the
vocabulary workout? verb and the third student writing these spelt forms
down.

Freddie and Freda extra workout:

past participles
These extra activities have
Extra practice 2: Mind map their own focus and they
can be done whenever
Tell the students to make an Outdoor activities
there is some free time, e.g.
mind-map. Have them choose two or more
after the Revision workout,
categories from the box and write words for each
at the end of the class,
one.
at the beginning of the next class, etc.
equipment adjectives what I want to do
what I don’t want to do sea activities Extra practice of irregular verbs
Elicit ten (or more if you want) irregular verbs in the
wetsuit, dangerous,
goggles
infinitive form from the class. Write them all over the
exciting
board. Put your students into groups of five or six
to revise the past participles of these verbs together.
Equipment Adjectives Give each group some chalk and tell one person from
each group to come to the board, erase the infinitive
of one verb and replace it with the Past simple and
Outdoor Past participle form. When the students have
What I want
to do
activities changed all the irregular verbs to participles, do the
What I don't activity backwards – students come to the board,
want to do erase the participle and replace it with the correct
infinitive again. This is a more advanced form of the
Sea activities activity from lesson 2.
When your students have finished their mind maps,
put them into the groups of three. Tell Student A
to choose a difficult word from their mind map for
others to guess and (if they didn’t have it yet) add
that word to their own mind map.

106
UNIT
8 Summary Grammar summary

Project note
You will find that Project 1 always involves some
crafts for students whereas Project 2 is more
demanding in terms of language use.

Choose your
grammar project!

Project 1 Grammar Snaps

When students have finished, ask anyone who has
done all eight units of Grammar Snaps to share all
their work with the class.

Project 2 My Adventure Activities

Tell your students to describe some of their
adventure activities. If they haven’t had any, ask
them to use their imagination. Encourage them
to make it more interesting by dividing the page into
two columns with the headings: LIKE … and DIDN’T
LIKE. Ask them to write a paragraph under each
heading and illustrate it.

Project work
To motivate your weaker students, give two
marks for the project: one for accuracy and
another for content (layout, ideas, illustrations,
etc.). Do not correct all their mistakes or cover
their project with red pen. Make light corrections
at the bottom of the page or on a separate piece
of paper.

107
  7–8
UNITS

Let's check

Lesson 1 (exercises 1–5). Aims  Before exercise 4  Extra practice 2

Revision of grammar, vocabulary and functions
from units 7 and 8 through a variety of exam
tasks (including listening, language functions,
and reading).
Optional materials: a paper photo frame (for Lead-in)
Lead-in
Put your students into groups of four or five. Tell two
students from each group to pretend they are in a photo
competition, to strike a pose, and stay very still.
The other students hold the frame up in front of them
(probably at a distance so the models can be seen
correctly). If you don’t have the frame, you can show
the students how to make a frame with their hands:
Ask your students if they have ever bought anything
on sale. Tell them to name the things in English – or,
if they can’t, to describe these objects.
Happy goodbye
Tell your students to read the text in exercise 5 again
and count how many of the recycling ideas they do at
home. Find out who is the best at recycling at home.
Homework
Workbook, page 76, exercises 1–4

Tell the students with the frames to instruct their

models how to change their pose to make a better
photo to win the competition.
Examples:
Students: S
 mile! / Move your arm. / Sit down! /
Look at each other!

 After exercise 2  Extra practice 1

Write the gap fill of the final paragraph of the listening
[3.36] on the board. Tell the students to write the
missing words in their notebooks, then check by
listening again.

I don’t really think about the (1)      much

and clean-ups aren’t a (2)      activity for
everyone. But I’ve had a (3)      time and
it’s a really good way of (4)      time with
nice people. I’ve made some great (5)     
and I’m going to do more (6)      clean-ups
in the future.

Answers:
1 environment 2 good 3 great 4 spending 5 friends 6 beach

108
  7–8
UNITS
Let's check

Lesson 2 (exercises 6–8). Aims  Before exercise 8  Extra practice 3

Revision of grammar and vocabulary from units 7 Draw a big table with three columns (one for each
and 8 through a variety of exam tasks (including bullet point from the exam task) on the board. Then
use of English and writing). ask volunteers to come up to the board and write any
useful words, phrases or sentences in each column.

EMAIL TO NICOLE
Lead-in
Congratulations Eco-fair Holiday
Ask your students what activities they can think of
that are done in water. Congrats! We did I’m going to do
Possible answers:
Hooray for a school a skydive! …
scuba diving, deep sea diving, swimming with fish, cliff
Nicole! … clean-up. …
diving, snorkelling
 After exercise 8  Extra practice 4
 After exercise 6  Extra practice 1 Tell your students to swap their texts and to look for
Put the students into groups of three or four. Tell any grammar or spelling mistakes.
Student A to draw an activity he/she has never done
on the board. The other students try to guess the
Happy goodbye
activity and offer a different ending to the sentence: Tell everyone to stand up and walk around. When
You have never ______. you say stop, they make a pair with the student
Then Student B draws an activity he/she has never closest to them. They have to ask each other any two
done, etc. questions in English and answer their partner’s
Note: Remind the students that the person drawing questions. Tell them to start walking again and each
the activity has to know how to name it in English. time they stop, they have to ask two different
questions with a new partner.
 After exercise 7  Extra practice 2
Write these sentence beginnings on the board. Tell
Homework
your students to finish them in their notebooks. Workbook, page 77, exercises 5–7

1  I have just …
2  Next week, I’m going to …
3  Last Saturday, I …

Set a time limit of three minutes. When the students

have finished writing, ask them to count out loud
from one to three in turn so that each student has
a number. Then ask the students with number 1
to read their sentences that correspond to number 1
on the board, the students with number 2 to read
their sentences that correspond to number 2, and
the students with number 3 to read their sentences
that correspond to number 3.

109
   1 –2
UNITS

Let's talk

Aims  Before exercise 3  Extra practice 3

Revision of functional language from Units 1 and 2 Remind the students to use gerunds after the verbs:
Optional materials: map of your city/town like, hate, enjoy or love. Next, write these verbs
(for Extra practice 2) on the board in the following way:

make – chat – fix –

Lead-in use – look –
help –
Revise have to by miming one activity you have to do –
do every day to the class. Elicit the sentence. Then
choose a student to mime one activity he/she has Then, put the students into pairs, and ask them
to do every day. to copy the table and write the gerunds of these
verbs.
Example: Check the spelling by asking volunteers to write the
Teacher mimes getting up and draws a clock with its gerunds on the board next to the correct verbs. Elicit
hands showing 6 o’clock on the board. the spelling rules from your students.
Student: You have to get up at 6.00.
Answers:
 Before exercise 1  Extra practice 1 make – making chat – chatting fix – fixing
Write the jobs from exercise 1 with the missing use – using look – looking
letters on the board. Ask the students to work help – helping
in pairs. Tell them to guess the jobs and complete do – doing
the words (with one letter in each space) in their  Before exercise 4  Extra practice 4
notebooks. Set a time limit of three minutes. When
the time is up, ask volunteers to come to the board Write these dialogue prompts on the board to help
and complete the job words. Ask the students to your students start off the speaking practice. Then
check the spelling of these words in their notebooks. erase it halfway through the activity to challenge the
students.
p_li_e o_ _ice_ (police officer) A: Do you need any help?
m_n_g_r (manager) B: Yes, please. I’m fixing the tap. Can you help?
p_u_ _er (plumber) A: Sure, no problem. (mime the action of fixing the tap)
_cie_t_s_ (scientist) B: Thank you!
cash_ _ _ (cashier)
Happy goodbye
fi_e_i_h_er (firefighter)
Ask a volunteer to come to the front of the class and
stand with his/her back to the board. Write a sentence
 Before exercise 2  Extra practice 2 using love / like / don’t like / hate on the board and
Show your students the map of your town/city and ask the class to mouth it to the volunteer who has
ask them to show you where their school is. Write to guess the sentence. Repeat several times with
a list of places on the board and see if they can tell different volunteers.
you where any of them are on your map, e.g. bank,
police station, post office, fire station, farm, offices,
hospital. Please note that some of these features
may not appear in your neighbourhood.

110
   3 –4
UNITS
Let's talk

Aims  Before exercise 2  Extra practice 2

Revision of functional language from Units 3 and 4 Put all the phrases on the board. Ask your students
Optional materials: one slip of paper per student to reorder the verbs to make the correct phrases.
(for Extra practice 1) Then ask them to open their books and check the
answers. Ask the students what all these phrases
mean.
Lead-in
Put your students into groups of four or five. Ask make an operation
them to predict what will happen tomorrow at school go up
and share their ideas with the other students in their become married
group. Have them decide which prediction is the have to university
most interesting. Ask a representative of each group get famous
to write their sentence on the board. Tell the have in love
students to copy all the predictions into their get house
notebooks. On the following day, check if any of their move a job
predictions has come true. get an argument
Example: fall divorced
In groups:
We will have a maths test tomorrow. Answers:
We will go home early tomorrow. make up
We will all eat pasta for lunch tomorrow. go to university
become famous
To the class:
have an operation
We will all eat pasta for lunch tomorrow.
get married
 Before exercise 1  Extra practice 1 have an argument
get a job
Give one slip of paper to every student and write
move house
these phrases on the board:
get divorced
fall in love
I agree with you.
I don’t agree. Happy goodbye
That’s rubbish.
Put your students into pairs. Ask Student A to turn
That sounds right.
round and Student B to write one of the animals
I don’t mean to be rude, but are you sure that’s
from the Pet Planet shop (dog, cat, hamster, or fish)
right?
on Student A’s back with their finger. Ask Student A
I can’t believe that.
to guess the animal. Then ask the students to swap
roles.
Tell the students to choose one phrase for agreeing
and one for disagreeing and write them on the slips
of papers (one on each side). Read the phrases to the
students and ask them to mark the correct stress
on the sentences of their choice.
Answers:
I agree with you.
I don’t agree.
That’s rubbish.
That sounds right.
I don’t mean to be rude, but are you sure that’s right?
I can’t believe that.

111
   5 –6
UNITS
UNITS
Let's talk
Aims
Revision of functional language from Units 5 and 6
Optional materials: sheets of paper (A4) one per pair
(for Extra practice 3)
Lead-in
Write /eık/ on the board and elicit the word ache.
Then ask the students what words include the word
ache. Elicit e.g. stomach ache, headache, earache.
 Before exercise 1  Extra practice 1
Write these verbs on the board:
break  twist  bruise fall  jump  drop  call  these words: email, password, mouse, download,
go  stay
Ask volunteers to come to the board and write the Past
simple forms of these verbs – one form per person.
 After exercise 2  Extra practice 2
Practise the dialogue from exercise 2 about any
students who were absent from school in the past
week/month.
Example:
Teacher: Was Tomasz Kowalski at school last week?
Class: No, he wasn’t.
Teacher: What happened to him?
Class: He had a headache.
 Before exercise 3  Extra practice 3
Put your students into pairs. Distribute the sheets
of paper (one per pair). Tell the students to write all
the verbs from exercise 3 in the Past simple on their
sheet of paper as quickly as possible. Tell them
to write interchangeably – first Student A, next
Student B, then Student A, etc.
Ask the first pair to finish, to shout “Finished!”.
Check their list. The first group with the correct list
is the winner.
 Before exercise 4  Extra practice 4
Play Hangman with the words FRENCH TOAST.
Explain that the word toast meaning bread is
uncountable in English.
Happy goodbye
Ask a volunteer to tell the other students how to make
French toast from memory. Tell the class to help the
volunteer by miming the actions, e.g. adding milk.
112
  7 –8
Let's talk
Aims
Revision of functional language from units 7 and 8
Optional materials: one piece of paper per group
of four (for Extra practice 3)
Lead-in
Draw a computer on the board. Ask four or five
students to come to the board and give each of them
a piece of chalk or marker. Ask them to come to the
board and write any word associated with computers
and technology. The student who’s written his/her
word can pass the chalk or marker to another/new
student. In preparation for exercise 1, try to elicit
laptop, keyboard, monitor, printer, touchpad.
 Before exercise 1  Extra practice 1
Once the students have made the cards, ask some
volunteers to come to the front of the class, pick a card
and act out the feeling on it for others to name it.
 After exercise 2 Extra practice 2
Write the verb infinitives from the Follow me on the
board. Elicit the past participle of these verbs from
your students.
Answers:
ride – ridden, hear – heard, see – seen, sleep – slept,
do – done, stay – stayed, go – gone/been, leave – left,
climb – climbed, swim – swum, eat – eaten, explore –
explored, break – broken
 After exercise 3  Extra practice 3
Put the students into groups of four and give each
group a piece of paper. Tell them to design a poster
for the Earth Day event using the best idea from
exercise 4 (in their opinion).
Happy goodbye
Play Simon Says with the phrases from exercise 2.
 Earth Day
Aims
Vocabulary: protecting the environment
Listening: for general understanding (the Teen Talk
Time podcast)
Reading: for detailed information (a school’s
website)
Speaking: giving advice; presenting the poster
for the No Straw Campaign
Writing: designing a poster for the No Straw
Campaign
Optional materials: one strip of paper per student
(for Extra practice 3), Keep Calm and Carry
On poster (for Culture note 2)
Lead-in
Ask your students if they know what month Earth
Day is in (April), when it started (1970) and what
it is about. This will prepare them for the reading
text in exercise 2.
 After exercise 2  Extra practice 1
Have your students get into pairs and prioritise the
eight ways of helping the environment from exercise 2
together. Number 1 is the one which is the easiest for
them to do and number 8 is the most difficult to do.
Culture note 1
In the UK, children in schools do lots of activities
to help the environment. They make posters
to inform people, set up recycling centres and
organize picnics in parks to collect litter.
fact
In the UK, there is a children’s charity called the
KM Charity Team. It was established in 2016 and
gives multiple awards to pupils of primary and
secondary schools, including awards for their
environmental endeavours called The Green
School Awards. It encourages students to take
an interest in being green, and it also inspires
other schools to learn from the winners’ success.
Apart from the annual events, meetings and parades,
Earth Day promotes eco-friendly attitudes, for
example towards bees. Did you know that in August
there is National Honey Bee Day in the USA? Honey
bees are very important for our environment.
Write the sentences below on the board or prepare
a handout. Tell the students to complete these
sentences about honey bees in their notebooks
(or on the handout if you prepared it). Tell them
to guess the answers. Then, when they have finished
writing in their guesses, give the students the correct
answers. How close are the students in their guesses
to the real answers? The person who is the closest
becomes the Honey Bee Champion
1 Bees are very important for people; they
pollinate    % of crops for human and animal
consumption and    % of wild plants.
2 But bees are in danger. In 1900 there was
nearly a million beehives in the UK. In 2015
there were only   .
3 With no bees on the Earth, man could not live
more than    years on our planet. No bees
means no food.
Answers:
1 33; 90  2 270,000  3 four
 After exercise 4  Extra practice 2
Ask your students to write two or three sentences
that their partners said out loud in their notebooks.
Tell them to remember to change the verbs from
the 1st person singular to the 3rd person.
Example:
Ania always recycles her e-waste but she never
reuses paper.
 After exercise 5  Extra practice 3
Give each student a strip of paper. Ask them to write
the best piece of advice they were given in exercise 5
on the strip of paper and stick it up in the classroom
for everyone to read and think about.
Culture note 2
The Keep Calm and Carry On poster is a motivational
poster produced by the British government in 1939
in preparation for World War II. Show it to your
students. Explain to them that, nowadays, there are
lots of memes using this phrase Keep Calm and …
Happy goodbye
Tell your students to invent some more Keep Calm
and … phrases (e.g. Keep Calm and switch off your
smartphone!)
Homework
Workbook, page 80
113
 Thanksgiving and Polish Harvest Festival

Aims  After exercise 7  Extra practice 2

Vocabulary: Thanksgiving customs, Polish Harvest
Festival customs
Listening: for general understanding (a teacher’s
announcement)
Reading: for detailed information (texts about
customs)
Speaking: describing customs
Optional materials: coloured paper (for Extra
practice 3)
Lead-in
Play Hangman with the word THANKSGIVING and
see if any of your students are familiar with what
it is and how it is celebrated in the USA.
 After exercise 3  Skills note – Reading
Tell your students that in this type of task it is very
important to: first, focus on the verb in the question
(whether it is positive or negative), and only then
look for the information in the text – in order to find
the correct answer.
Give your students coloured paper to write
a thankfulness card for display. When they have
finished their cards, ask the students to get up and
put them up on the wall for the other students
to read what everyone is thankful for.
Happy goodbye
Play the Memory game. If you have a large number
of students, divide them into two groups so that
everyone gets a turn. Ask Student A to start off
saying what he/she is thankful for, e.g. I’m thankful
for my family. Then the next student repeats it and
adds his/her own idea to the list, e.g. I’m thankful for
my family and my friends. The next students
continue to play the game until somebody makes
a mistake.
Homework
Workbook, page 81

Culture note 1
The first Thanksgiving in the USA was held in Plymouth
in 1621. In Canada, it is said to have been in 1578 when
an expedition led by Martin Frobisher held a ceremony
to give thanks for the safety of his fleet.
Canadian Thanksgiving takes place on the second
Monday of October every year. This means Canadians
have a three-day weekend to relax. 
In the United States, Thanksgiving is celebrated
on the fourth Thursday in November, which – with
Black Friday in the middle, makes a 4-day weekend
every year!

Culture note 2
Approximately 45 million turkeys are eaten
on Thanksgiving day in the USA. Each year the
President of the USA pardons a turkey. It is not eaten
on Thanksgiving! The lucky turkey is allowed to live
freely on a farm.

 After exercise 4  Extra practice 1

Put your students into pairs to practise the
dialogues. Ask for volunteers to act out the dialogues
in front of the class.

114
 Student’s Book Audioscript
Unit 1
 1.01
plumber, cashier, lawyer, sports
centre manager, farmer, engineer,
scientist, nurse
 1.02
Listen to the difference: th [voiced]
and th [voiceless]
This lawyer, that lawyer,
these lawyers, those lawyers.
Three lawyers, thirty lawyers,
a thousand lawyers!
Now twist your tongue with farmer!
 1.03
1 This person is a woman. She isn’t
a sports centre manager, a lawyer
or a nurse. What’s her job?
2 This person is a man. He isn’t
a plumber, a farmer or a cashier.
What’s his job?
3 This person is a man. He isn’t
an engineer, a plumber or a farmer.
What’s his job?
4 This person is a woman. She isn’t
a nurse, a scientist or a lawyer.
What’s her job?
5 This person is a man. He isn’t
an engineer, a farmer or a cashier.
What’s his job?
 1.04
Scientists do experiments.
Plumbers fix leaks.
Cashiers give change to customers.
Nurses look after patients.
Farmers grow crops and milk cows.
Engineers build bridges.
Sports centre managers give
instructions to the other workers.
Lawyers help people with the law.
 1.05
1 to go to the hotel six days a week,
I love my job. I get very tired because
I look after patients all the time –
some of them are very ill – but it’s
great helping them to get better.
2 1
In my job, I meet people who have
problems with the law, and I try
to help them with the law.
Sometimes, I can help them,
sometimes I can’t.
3 Captain: Yes, we do.
I’m outside a lot of the time with my
job. I’m working on a new road to the
north of England. We’re building
a bridge across a river.
4 Ella: He’s in the office.
People often phone me early in the
morning or late in the evening with
a problem in their house. For example,
they’ve got water everywhere,  1.09
so I go out and fix the leak. Of course,
airport, fire station, warehouse,
working very early or very late means
factory, bank, police station, office,
more money.
post office, hospital, town hall,
5
recycling centre, farm
I work with a lot of dangerous
chemicals, so I have to be very  1.10
careful. I do experiments all the time,
1
and sometimes the chemicals
I’m a warehouse worker. It isn’t easy
explode! That’s always a bit
work and I don’t earn a lot. The
frightening.
warehouse is very big and we can’t
 1.06 go out so I don’t know if it’s good
or bad weather outside because I’m
1 A nurse looks after patients.
inside all the time. But we’re never
2 A plumber does experiments.
sad! In fact, we always laugh a lot
3 A lawyer helps people with the law.
every day.
4 A cashier fixes leaks.
2
5 An engineer builds bridges.
I’m a nurse and I work in a hospital.
6 A farmer milks cows.
It’s really difficult work and I don’t
7 A scientist gives change
earn a lot. Some days, it’s really
to customers.
boring, and other days it can be very
8 A manager gives instructions
sad. My job isn’t a lot of fun, but
to other workers.
some days are very good.
 1.07 3
I’m a lawyer. I usually work
Hi!
in an office, but I have to visit other
A bit of good news – my sister Mia’s
countries in Europe too. My job is
got a new job. She’s a cashier. She
never boring, I get a lot of money and
has to give change to customers but
when I travel around Europe, I leave
she doesn’t have to do any maths.
the bad weather in England behind!
She has to be polite to customers
4
and she has to wear a uniform too.
I’m a farm worker. My job isn’t a lot
I’m happy I don’t have to work but
of fun, but it’s OK in summer when
I have to go to school!
it’s hot and dry. But in winter, I have
Next time you’re in the supermarket
to work when it’s very cold – I really
say hello to Mia!
hate that. I’m very tired at the end
Will
of the day, and I don’t earn a lot.
 1.08
 1.11
My name’s Tom. Many of my
in an office, in a warehouse, in a box,
classmates watch a popular TV
in a hospital, in a factory,
competition called MasterChef. They
at an airport, in a pencil case,
think they can all be famous cooks
in a bank, in a recycling centre,
and earn a lot of money but I don’t
in a book, on a farm, in a post office,
think it’s that easy.
at a fire station, in a backpack,
My father’s a cook in a hotel. He has
at the police station, in the town hall
from Tuesday to Sunday. He goes  1.12
on the bus, but it’s a long way so he
Narrator: Save the Sea: Episode 1
has to leave very early. He gets
– They’re with the dolphins!
home very late too.
He isn’t very happy with his job. He
Narrator: Ella and Alfie work for
says the people he works with are
Save the Sea. They try to stop
unfriendly. The hotel kitchen is very
pollution in the sea.
old-fashioned and it’s difficult
Ella: Do we have to count the
to work there. But he says the
dolphins?
guests at the hotel are usually nice
people and they sometimes give him
Ella: When do we have to count
compliments about the food he
them?
makes.
Captain: At 12 o’clock. It’s 11:30 now.
So that’s a real cook’s job. You have
Where is Alfie?
to work long hours and you’re very
tired at the end of the day. Think
2
carefully about it before you make
Ella: We’re in a rush, Alfie. Do you
a decision to become a cook.
have to finish your work today?
Alfie: No, I don’t.
115
Ella: Do you have to take the
recycling out?
Alfie: Yes, I do. The recycling van
is here now. See you soon!
3 Boy: No, I hate it.
Alfie: Do you really recycle all types
of plastic?
Dan: Of course, we do! We take
recycling from warehouses,
factories, hospitals and banks …
We know how to recycle.
Alfie: That’s great. We have
to protect the environment. Plastic
is very bad for wildlife.
4 Girl: I like making things, but I don’t
Alfie: Sorry I’m late!
5 Boy: Do you like looking after
Narrator: Soon, they’re with the
dolphins!
6 animals.
Narrator: A few kilometres away …
Dan: Yes, we know how to recycle!
 1.13
Woman: So, what’s your new job
like?
Man: It’s very different to my old job
in the office. I have to help the
nurses. You know, move the
patients and move heavy things
and so on. I carry boxes from one
end of the building to the other all
the time. It’s like working
in a warehouse.
Woman: It’s difficult to carry heavy
things when you have to open and
shut doors all the time.
Man: No, not really. There are a lot
of doors, but they open
automatically.
Woman: Do you have to clean
everything?
Man: No, I don’t have to clean
things. There are cleaners for that.
But the cleaners don’t recycle the
rubbish so I have to do it. It takes
a long time.
Woman: And what about the people
you work with?
Man: They’re all great – the doctors
and nurses too. But the patients
are the best!
 1.14
Girl: I love this website. It’s got lots
of quizzes. Look at this quiz: Plan
a job for your future.
Boy: I like doing quizzes. Let’s do it!
Girl: OK. Are you ready? Do you like
using computers?
Boy: No, not really.
Girl: Do you like making things?
Boy: I don’t mind it.
Girl: Do you like looking after
animals?
116
Boy: Yes, I really do.
Girl: Do you like fixing things?
Boy: Yes, I do.
Girl: Do you like chatting to people?
Girl: Let’s see … you should
be a farmer.
Boy: That’s not a bad idea.
 1.15
Boy: So, Naomi, it’s your turn
to do the quiz. Are you ready?
Girl: Yes, I’m ready.
Boy: OK. What do you like?
like fixing things.
animals?
Girl: No, I don’t like looking after
Boy: What about computers? Do
you like using computers?
Girl: I don’t mind using computers.
Boy: Do you like chatting to people?
Girl: I love chatting. And I love
helping people.
Boy: Do you like doing experiments?
Girl: No, I hate doing them.
Boy: Do you like doing maths?
Girl: I don’t mind doing maths.
Boy: Let’s see … you should be …
 1.16
1 Professional pusher, Japan.
The trains in Tokyo, the capital
of Japan, are usually full at rush
hour – and some stations have
a pusher to push more passengers
on the train. You have to be strong
for this job.
2 Bicycle fishermen, the Netherlands
There are more than 800,000 bikes
in Amsterdam, the capital of the
Netherlands. Every year, about
15,000 bicycles end up in the canals.
If you like diving, it’s a good job.
3 Queen’s Piper, England
If you’re good at playing the
bagpipes, think about a job as the
Queen’s Piper. You have to play the
bagpipes outside the Queen’s
rooms every day. She visits all her
palaces and houses every year,
so you have to travel a lot.
4 Garbage detective, Germany
There are very strict laws about
recycling in Germany. The garbage
detectives give a warning or a fine
to people who don’t recycle things
correctly. You have to be quick and
clever for this job.
5 Mermaid, the United States
In big aquariums in the United
States, you can earn good money
as a mermaid. You have to put
on a mermaid outfit and you have
to swim among the fish. You have
to be good at swimming and you
have to like travelling.
Unit 2
 1.17
cupboard, wardrobe, sofa, shelf,
bookcase, cushion, rug, towel, blinds,
curtains, armchair, mirror
 1.18
A shoe shelf for Sally,
Some sock shelves for Sammy
Share seven shelves
for shoes and socks,
Say shoes, shelves, socks,
then say ’stop’!
 1.19
Mum: What can we do with all this
furniture? I don’t really like any
of it. The colours are very bright,
and it’s so big and old-fashioned.
We have to organise a garage sale.
Dad: A garage sale is a good idea but
the cupboard is OK. We can
do something with it.
Mum: I don’t like the colour but we
can paint it and put it in the
kitchen.
Dad: Good idea. The wardrobe is too
big for the bedroom. We can’t use
it. That’s for the garage sale.
Mum: And the back of the mirror
is broken. Throw it away.
Dad: I don’t like throwing things
away. Let’s put it in the garage
sale. Someone can fix it.
Mum: OK. Look at these blinds.
I don’t mind them, but they’re very
small. And the curtains are very
big. We can’t use them. So they’re
for the garage sale too. And the
armchair!
Dad: We can put it in the living
room.
Mum: No, I don’t want it in the living
room.
Dad: OK. One more thing for the
garage sale.
Mum: Yes. And the rug and the
towel can go in the bathroom. And
the shelf … oh, it can go in the
bedroom. We need a shelf there.
Dad: Fine. What about the cushion?
It’s a joke!
Mum: We can’t use that. That’s for
the garage sale. And the sofa is for
the garage sale too. It’s too big.
Dad: OK. Anything else for the
garage sale?
Mum: The bookcase. It’s huge!
Dad: So we’ve got some small things
for the house, and lot of big things
for the garage sale.
 1.20
a mirror, blinds, a rug, a cupboard,
a wardrobe, a sofa, a bookcase,
a towel, curtains, a cushion, a shelf,
an armchair
 1.21
We’re doing up the house!
We’re all busy. My mum is painting
the cupboard right now. She often
paints the furniture. My sister, Sara,
isn’t painting. She doesn’t often help
in the house, but she is putting up the
new curtains now. I always sleep in the
small bedroom, but I can’t sleep there
this week. Right now, Dad is putting
a big wardrobe in my bedroom. I’m
sleeping in the living room this week!
 1.22
tap, sink, fridge, freezer, dishwasher,
cooker, washing machine, shower,
bath, basin, heater, radiator
 1.23
Woman: Mr Jones, so some of the
work is in the bathroom. I want
you to put in a new bath there.
Plumber: No problem. And a new
shower too?
Woman: No, not a new shower. But
we need some work in the kitchen
too. I want you to put in a new
dishwasher.
Plumber: OK. Do you want me to put
in the washing machine too?
Woman: No, the washing machine
is in the bathroom.
Plumber: OK.
Woman: And that’s all.
Plumber: Fine. When do you want
me to start?
Woman: On Tuesday. Can you finish
by Thursday?
Plumber: Yes, easily. In fact, I can
finish on Wednesday.
Woman: Oh, marvellous.
Plumber: So, see you on Tuesday
morning, about 9 o’clock.
Woman: Yes, see you then. Have
a good weekend!
 1.24
sink, fridge, shower, dishwasher,
freezer, basin, washing machine,
bath, tap, heater, radiator
 1.25
Narrator: Save the Sea: Episode 2
– Are you diving this afternoon?
1 They have lots of old CDs too, but
Narrator: Alfie usually goes to the
beach on Sunday afternoon, but
today he’s fixing things at the office.
Ella: Alfie! What are you doing?
Alfie: I’m fixing the radiator.
Ella: Do you often work on Sunday?  1.27
Alfie: No, I don’t but I’m starting my
1
recycling course tomorrow.
Boy: Do you need any help?
2
Mother: Oh yes, I do. Can you load
Alfie: And you? Are you working now?
the dishwasher, please?
Ella: No, I’m not. I’m collecting my
Boy: Sure, no problem.
new goggles.
Mother: Thanks, that’s a great help.
Alfie: Are you diving this afternoon?
2
Ella: Yes, I am. My friends are waiting
Girl: Do you want a hand?
for me now. Look! They’re at the
Father: Yes, please. Can you unload
harbour.
the dishwasher?
3
Girl: Sure, no problem.
Alfie: Oh yes. But what’s that boat?
Father: Thanks, that’s very good
Ella: That’s odd … There’s a washing
of you.
machine, and a fridge, and an old
bath and a washbasin! What are  1.28
they up to?
1 load the dishwasher – unload the
Alfie: No idea! I have to take a photo
dishwasher
of this.
2 put the washing in the washing
4
machine – take the washing out
Ella: Oh no! My dolphin!
of the washing machine
Alfie: You can wash it in the sink.
3 turn the radiator on – turn the
The tap on the left is for hot water.
radiator off
Ella: Poor little thing! After I wash it,
4 turn the radiator up – turn the
I’m taking it home!
radiator down
5
5 open the curtains – close the
Narrator: Alfie and Ella have to clean
curtains
up. When they finish, they can’t
see the boat.
 1.29
Alfie: The boat isn’t there now but
1 What does ’comfortable’ mean?
I think the men on it are Dan and
2 What’s your address?
Dave.
3 Do you want a hand?
Ella: Who are they? What do they do?
4 What size are you?
Alfie: They recycle rubbish. There’s
something fishy going on.
 1.30
 1.26 Charity shops in the UK
There are about 11,000 charity shops
Interviewer: Hello everybody! Winter
in the UK. You can usually find them
is over, and people are doing up
in the centre of a town. Some of the
their houses. Spring is the most
biggest charities in the UK have
popular time for this, and today I’m
charity shops, like the British Heart
at the Wilkins house, with Mr and
Foundation, Cancer Research UK,
Mrs Wilkins and their son, Leon.
Oxfam, and the British Red Cross.
Leon, do you do up your house
Some smaller charities have charity
every year?
shops too.
Boy: Yes, we do.
People donate clothes, furniture,
Interviewer: So what are your family
books, CDs and other things
doing this year?
to charity shops. The shops sell them
Boy: First, we’re painting one of the
and the money goes to charity. Here
rooms.
are some typical charity shop
Interviewer: What room are you
customers:
painting?
Sara and Frank
Boy: Well, as you can see, it’s this
We’re going to a fancy dress party
room – the kitchen.
tomorrow – so we’re looking for
Interviewer: Are you helping?
some funny old clothes that we can
Boy: Yes, of course! We’re finishing
wear. You can usually find some
this job on Tuesday.
bargains at a charity shop.
Interviewer: What are you doing
Daniel
on Wednesday?
I love vinyl records and charity shops
Boy: We’re putting in a new basin
are the best places to find them.
in the bathroom. The next day,
we’re going to the shops to get
I’m looking for old vinyl records now.
a cooker for the kitchen. Then
You can’t beat the prices in charity
on Friday, we’re looking for a new
shops.
washing machine.
Interviewer: You’re doing a lot!
117
Emma
I sometimes buy books or furniture
in charity shops, but today I’m not
buying anything, I’m donating a few
things. I’ve got five dresses here.
They’re all good quality but I never
wear them. Donating is a good way
to help a charity.
 1.31
1 to check my experiments on the
Man: There is one thing to remember
when you are in a charity shop –
the prices are fixed. Every object
has a price sticker or label on it,
and that’s the final price. You can’t
suggest a cheaper price! You have
to pay the price on the label.
2 about some problems with the
Woman: I often buy clothes from
charity shops, and I’ve got
a beautiful painting from a charity
shop too. It’s worth a lot of money.
My neighbour wants to give
me £500 for it!
3 please?
Man: A lot of cashiers in charity
shops are volunteers – they work
for free. I think they do this because
they want to help the charity. But
each shop has a manager, and
managers aren’t volunteers – they
get money for their work.
4 
Woman: Charity shops aren’t just
about clothes. You can buy a lot
of other things too: books, kitchen
equipment, toys, mirrors, cushions
and lots of other things for the
house, and they aren’t all old. Some
charity shops sell new things too.
 1.32
1
I’m a cashier in a furniture store.
We sell armchairs, sofas, cupboards,
bookcases, and also things like
cushions, curtains and blinds. I have
to stand at the counter the whole
day and I don’t get much time
to relax. I work long hours,
sometimes at the weekend too.
I finish work at six o’clock, and I go
home by bus. I love sitting on the
bus after a long day at work.
2
My farm is a very special place and
I love growing crops and looking
after animals there. I have to do
some jobs every day, for example,
I have to milk the cows twice a day
every day. So I have to work seven
days a week. I don’t always work
outside – for an hour or two every
day I work in the farm office, but
I never do any computer work.
118
3 
I work at a very large laboratory and
I do experiments with plants. I work
for eight hours every day at the
laboratory, but I sometimes have
to do the same number of hours
again, after I leave the laboratory.
My computer is connected to the
laboratory, and sometimes, at one
o’clock at night or even later, I have
computer.
4
I’m the manager of a sports centre.
For half of the day, I’m at my desk,
and for the rest of it, I visit different
parts of the centre. At this moment,
I’m going to speak to a plumber
washbasins and showers. Fortunately,
my job is only Monday to Friday –
the other two days I’m at home.
 1.33
1 Can you turn the radiator up,
2 Do you like fixing things?
3 Do you have to make your bed
every day?
4 Do you want a hand?
Unit 3
1.34
go to university, fall in love, get a job,
get married, move house, have
an operation, get rich, become
famous, have children, get divorced,
have an argument, make up
 1.35
Laugh, love, and live.
Love, live and give.
Have arguments and make up,
Love and live, don’t give up!
 1.36
go to university, fall in love, get a job,
get married, move house, have
an operation, get rich, become
famous, have children, get divorced,
have an argument, make up
 1.37
Woman: What will happen in the
next episode of Luke’s Life? Add
your predictions here!
Boy: Perhaps, Megan will write
a brilliant song. She will become
famous.
Girl: I think Kevin will have three
children. I’m sure he will be happy,
but he won’t get rich.
1.38
This is what will happen in the first
season of Luke’s Life.
Unfortunately, Kevin won’t get a good
job. He’ll be unhappy and Kate will
be unhappy too. They will have three
children, but they will get divorced,
and the children will live with Kate.
Luke’s parents, Mr and Mrs Anderson
will have many arguments but they
won’t get divorced. They will move
house and they will get new jobs.
Luke will miss Sara a lot!
What about Megan? Well, Megan will
travel around the world and she will
become famous. One day, Luke will
see her on television with her new
hit song. But he will be very surprised
and angry because it will be his love
song for Sara!
Megan will come back to her family
with her boyfriend Matt, but Luke
will be angry about the song. Megan
will apologise to Luke, and she will
give the piece of paper with the song
to Sara. Sara will cry when she reads
the song, and she will phone Luke.
At the end of the final episode, they
will be together and Luke will be very
happy. And Megan and Matt will get
married. Grandma Alice will be very
happy!
 1.39
write an excellent essay, do a brilliant
project, pay attention in class, revise
for a test, pass a test, fail a test, cheat
in a test, get a good mark, get a low
mark, make mistakes, correct
mistakes
 1.40
1
Teacher: She pays attention in class,
but she never revises for tests,
so she often fails tests.
2
Teacher: His problem is that he
never pays attention in class. So he
never gets good marks, and he
never passes his tests.
3
Teacher: She’s a good student and
pays attention in class, but she
often makes mistakes in her essays.
And she usually gets low marks
in tests.
4
Teacher: He’s a model student.
He doesn’t cheat. He does brilliant
projects and he revises for tests.
He always passes his tests.
 1.41 excellent essays, do projects and flights into space – but you will have
pass tests. All the courses are on two to wait a few years for them. In 2050,
write an excellent essay, do a brilliant
days. Each day, the courses start at tourists will probably get on rockets
project, pay attention in class, revise
3 o’clock and finish at four o’clock. to the moon. It will be expensive, but
for a test, pass a test, fail a test, cheat
So, we start the week with a course it will be the experience of a lifetime!
in a test, get a good mark, get a low
called ’Write an excellent essay’. B
mark, make/correct mistakes
That’s on Monday and Tuesday, and European countries recycle about
 1.42 the teacher will be Mr Evans. 30% of their plastic now. Germany,
Then on Tuesday and Wednesday, Austria and Wales are the best
Narrator: Lesson 4 Save the Sea:
it’s ’Do a brilliant project’, and I’ll countries at doing it. Recycling rates
Episode 3 – What will you do?
be the teacher for this course. are going up, and perhaps in 2050,
1
On Wednesday and Friday, we have EU countries will recycle 100%
Narrator: It’s Monday – the first day
’Don’t make mistakes’. This will of their plastic.
of Alfie’s recycling course.
be with Miss Roberts on Wednesday C
Alfie: I’m going to my recycling
and Miss Green on Friday as the A shortage of water is a big problem
course.
teachers. They will show you how in many parts of the world now, like
Ella: Oh, yes! Tell me something
to look for mistakes in your work and Jordan. It will be an even bigger
about it.
how to correct them. problem in 2050. That’s why there
Alfie: It’s going to be great. We’ll
Finally, on Thursday and Friday, we will be lots of water engineers. They
learn about all types of recycling,
have a course called ’Good marks’. will look for new sources of water
and we’ll go on trips to recycling
This will be with Miss Jones as the and they will find new ways of saving
centres.
teacher. water.
Ella: Will you have to work hard?
So think about which is the best D
Alfie: Yes, I will. I’ll have an exam
course for you and talk to your In Uruguay, some children learn
at the end of the course.
teachers if you have any questions. English with a teacher who is 15,000
2
kilometres away! They see the
Ella: Will you pass the exam?  1.44
teacher on a big screen or on their
Alfie: I have to! See you!
1 computers. In 2050, perhaps all
Ella: Have a good time! Tell me about
Julia: Some scientists think that schools will have teachers like this.
it when you get back.
in 2035, robots will teach
3  1.47
in schools.
Narrator: Alfie is at the ecology
Harry: I can’t believe that. Schools 1
institute. Professor Wright
will always need real teachers. Woman: I think this will be really
is starting the course.
Emma: I agree with you. exciting. Imagine – going into
Professor: Welcome to our
2 space! You travel with five or six
Recycling course. First, I’ll tell you
Julia: Some scientists think that other people. It takes about
about all types of recycling – wood,
in 2025, students will go to school an hour to get into space. That
paper, metal, glass, and of course,
for 12 hours a day. must be amazing!
the biggest problem, plastic. These
Harry: I can’t believe that. It will 2
handouts are for you.
be impossible to study for 12 hours Boy: This is a great way to learn.
5
a day! I like computers, so I want to learn
Narrator: Alfie is back at the office.
Emma: I don’t agree. I think that with them. I think that learning
Ella: Hi, Alfie! You look really worried.
students will have a lot to learn, with computers makes the class
Alfie: Look, Ella. This is a handout
so the school day will be very long. really special and interesting.
from the course. It says ’It’s
3
impossible to recycle all types  1.45
Woman: This is terrible. Look at it!
of plastic’.
I agree with you. Come on, let’s pick all the bottles
Ella: Yes, but what’s the problem?
I don’t agree. up. Then we can put them in the
Alfie: Dan says he recycles all types
That’s rubbish. recycling bin. We must make sure
of plastic!
That sounds right. we put them in the right bin, the
6
I don’t mean to be rude, but are you one for plastic things.
Ella: Dan is telling a lie. You must talk
sure that’s right? 4
to him. And you must talk to Dave
I can’t believe that. Man: It must be very difficult for
too.
those people … I mean, living
Alfie: What’s the point? Will they tell  1.46 without water. They need help.
the truth?
The future – now! I can give a donation now, to help
Ella: No, they won’t. So, what will
How old will you be in 2050? them … here you are.
you do?
Alfie: I won’t say anything. I’ll catch Perhaps you will have a house and
them red-handed! family, and you’ll probably have a job Unit 4
too. What job will you do? What will
 1.43 you do in your spare time? Our lives  2.01
will be very different in 2050, but we
Good morning, students. octopus, ostrich, beaver, polar bear,
can see a bit of the future now.
I know that some of you want extra camel, shark, kangaroo, penguin,
A
help with your school work. Next chimpanzee, bat, crab, owl
At Spaceport America in the United
week, we have a series of after-
States, there are plans to start tourist
school courses to help you write

119
 2.02
This chatty cheating Chinese
chimpanzee is eating cheap
chocolate chips with me!
 2.03
intelligent, cute, endangered,
poisonous, ugly, scary
 2.04
1 Girl 1: They keep the owls warm.
This is a bird that can’t fly but it can
run very fast. It lives in Africa.
2 claws, and they use them for lots
Some people think this is an ugly
animal. It lives in the sea but it isn’t
a fish. It can try to hurt you, but it
isn’t poisonous.
3 claws for?
This animal is a bird and it lives
in Antarctica. It looks very cute when
it walks or jumps into the sea, and it’s
a very intelligent animal. It can’t fly.
4 Girl 2: To clean their faces and heads.
This is a really scary and dangerous
animal. It lives in the sea and you
mustn’t go near it. In some other
parts of the world, it’s
an endangered species.
5 next, about fish – they use their
This is an animal that can fly but it
isn’t a bird. You never see it during
the day. It only comes out at night,
and it can be a bit scary.
6 5
You don’t often see this bird, but you
sometimes hear it at night, if you live
near a park or a forest. People often
think they are very intelligent birds,
but they aren’t.
 2.05
C-A-M … , B-E-A …, C-R-A …,
P-E-N …, O-C-T …, K-A-N …, B-A-T…,
P-O-L …, C-H-I …, O-W- L …, S-H-A …,
O-S-T …
 2.06
Blue whales, common dolphins
and great white sharks
AA  re they intelligent?
Common dolphins are more
intelligent than blue whales. Great
white sharks aren’t as intelligent as
blue whales.
B Are they big?
Blue whales are bigger than great
white sharks. Common dolphins
aren’t as big as great white sharks.
C Are they good at communicating
with people?
Common dolphins are better than
blue whales, and great white
sharks are worse than blue whales
at communicating with people.
120
 2.07 that most parts of the body do more
than just one thing. We’ll talk about
feathers, wing, tail, beak, fur, claws,
that more in the next class.
fin, shell, whiskers, paw
 2.09
 2.08
owl, fish, crab, bear, beaver, whale,
Teacher: So, those are parts of an
chimpanzee
animal’s body. Let’s see who can
answer some questions. Let’s look  2.10
at the birds first – owls, for example.
Narrator: Save the Sea: Episode 4
What are their feathers for?
– I think someone is watching us.
1
Teacher: Very good, well done. Now
Dave: Look at this magazine, Dan!
let’s talk about beavers. They have
It says that plastic is the worst
thing for sea animals.
of things, for example, they use
Dan: Come back to work!
their claws to make nests from
Dave: Look! There’s a bird with
parts of trees. Can you think
a plastic net in its feathers. And
of another thing they use their
an octopus with a plastic net on its
tentacles!
Boy: They use their claws to comb
2
their fur.
Dan: That’s rubbish!
Teacher: Yes, well done. And what
Dave: Don’t throw away the
do cats use their paws for?
magazine! It’s mine now!
3
Teacher: Yes, that’s true, good. Now,
Dan: It it’s not yours anymore. Ha ha!
a beaver’s got a big tail. What is its
Now the dolphins are trying to eat
tail for?
it. It’s theirs now. [laughing]
Girl 1: They use it to stand up.
4
Teacher: That’s right, well done. OK,
Dave: Look! That dolphin has got
a plastic net on its fin.
fins to move in the water. Can you
Dan: I couldn’t care less.
think of another way they use
Dave: I think the best thing is to take
them?
the plastic net off…
Boy: Yes, flying fish can use their fins
to fly.
Dave: There you are. Look, Dan! It’s
Teacher: Yes, that’s true – they use
saying thank you. It’s the friendliest
their fins to fly. Flying fish can fly
dolphin in the sea! And the cutest!
for more than 30 metres! Now,
Dan: And you’re the silliest person
let’s have a question about dogs.
I know, Dave! Come back here!
What do dogs use their whiskers
Dave: I think the most responsible
for?
thing is to recycle plastic.
Girl 2: Their whiskers tell them the
Dan: Recycling? That’s the most
direction of the wind.
boring thing in the world. Get in
Teacher: Very good, well done! They
the boat. I think someone
get a lot of information from their
is watching us.
whiskers – the direction of the
6
wind is a good example. Let’s have
Narrator: At the same time in the
two more – penguins can’t fly, but
harbour …
what do they use their wings for?
Alfie: Spot on! Now I’ve got a video
Girl 1: They use their wings to swim
of Dan throwing away recycling
in the water.
into the sea!
Teacher: Yes, they do, well done.
Now, let’s go back to the owls  2.11
again – what are their beaks for?
Boy: Owls use their beaks to catch Woman: Excuse me. I’m thinking
and hold their food. of buying a dog. Can I ask you
Teacher: Excellent. And now, the last something?
one … the snails in a garden all Man: Yes, of course.
have shells – what do they have Woman: Should I wash it every day?
shells for? Man: No, you shouldn’t.
Girl 2: To protect them – because Woman: Oh, OK. How often should
birds try to eat them. I wash the dog’s water bowl?
Teacher: Yes, very good! Snails have Man: You should wash it every day.
shells to protect them from birds. Woman: Thanks for your help.
That’s all for now. Your answers
were all very good, but remember
 2.12
dog biscuits, dog bed, kennel, tank,
cage, dog lead, dog shampoo,
vegetables, fish food, seeds
 2.13
Białowieża National Park
This national park is on the border
between Poland and Belarus.
The forest is home to many animals,
from large animals such as elks and
wolves to smaller animals such as
beavers. It’s famous for the 600
or more European bison that live
in the park. There are also some
endangered animals, such as the
white-backed woodpecker. Part
of the national park is the oldest
forest in Europe – it’s one of the
most important scientific sites in the
world.
Up to 150,000 tourists visit this
national park every year. One of the
most popular attractions there is the
European bison Show Reserve,
where they can get close to the
enormous bison.
St Kilda
St Kilda is a group of small islands
on the west side of Scotland. It’s
an important nature reserve because
of the rare birds, sheep and
butterflies that live there.
One of the most popular features
at St Kilda are the puffins. Every
summer about 270,000 puffins
come to St Kilda. Puffins are
sometimes called sea clowns
because they look funny, with their
brightly-coloured beaks and orange
feet. They walk in a funny way, and
they fly in a funny way. They can use
their wings to swim underwater, like
penguins. Tourists love to watch
them.
 2.14
1 mark. I sometimes get good marks
Woman: I can’t see anything.
Man: Look behind the trees – can
you see it?
Woman: Oh, yes, it’s like a cow.
Man: That’s right. But it’s much
bigger than a cow.
2 canteen at your school?
Man: Look at that bird. Look at the
way it’s walking.
Woman: It’s really cute. It makes
me want to laugh.
Man: Look, there are more over
there.
Woman: Oh, there are hundreds
of them! I love their beaks. They’re
very colourful!
3 an hour. The fastest man can run
Woman: What a mysterious place!
It’s a bit scary!
Man: It’s fantastic! Look at all the big
old trees.
Woman: It’s very quiet here.
Man: Look – there are some animals
over there!
Woman: Oh, yes! Look at their tails!
And they’re doing something with
the tree … they’re biting it!
Man: I think they’re cutting it down!
That’s incredible.
4 Adult: Yes, of course, ostrich
Woman: It’s beautiful here.
Man: Well, it’s interesting, but I don’t
think it’s beautiful.
Woman: Why not? Look at the
mountains and the sea!
Man: Yes, but I like greener places
with trees.
Woman: Well, there aren’t a lot
of trees here.
Man: Exactly.
 2.15
My name’s Robert, and I’m 13 years
old. I’m starting to think about my
future. Some of my friends want to
travel before they go to university,
but I don’t. I’ll probably study
engineering, but I’ll need to get
good marks at school to do this.
After university, I’ll get a job and
I hope I’ll go to other countries then
– perhaps I’ll build bridges in Africa
or roads in Antarctica or something
like that. I think I’ll get married when
I’m about 30 and I’ll have two
or three children. Of course, I’ll have
to get a good job to do all these
things, and to get a good job, I’ll
have to go to university – and
to do that, I’ll have to get good
marks at school!
So I’m working on that now. I’ve got
a test next week. I don’t think I’ll fail
it, but I’m not sure I’ll get a good
but not always. I’ll pay attention
in class this week and that will help
me to get a good mark. I’m going
to study with my friend Adrian.
He always gets good marks, and
he can help me with any problems.
 2.16
Boy: Welcome to Interesting
Animals. Today’s animal is a bird …
the ostrich.
Adult: Yes, the ostrich. Remember
that an ostrich and an emu are
different birds. An emu is smaller
than an ostrich. An ostrich has
very long legs with big claws, and
can run at about 70 kilometres
at 41 kilometres an hour.
Boy: Ostriches are from Africa,
I think?
Adult: Yes, that’s right, but now
there are ostriches all over the
world, they live in ostrich farms.
Boy: Why do people keep ostriches
on farms?
Adult: Well, farmers can sell ostrich
meat. Some people say it’s very
healthy.
Boy: Do farmers sell the feathers too?
feathers are much softer than the
feathers of most other birds.
Boy: What about ostrich eggs?
Adult: Yes, farmers sell ostrich eggs.
They can weigh one and a half
kilogram. That’s the weight of 20
chicken eggs! But one ostrich egg
costs around £20 – that’s very
expensive.
Boy: Very interesting, thank you
very much. Our next interesting
animal is … the beaver.
Unit 5
 2.17
chicken noodle soup with broccoli,
beef stew, pork chop, salmon steak,
turkey pie, tuna salad, mashed
potatoes and peas, rolls and butter
 2.18
Look! I’m cooking with a good
cookbook,
I’m cooking on a cooker – I’m a cook!
Now I’m eating cool noodles on the
stool in the pool.
 2.19
1 This pudding is a bit sweet.
2 This beef stew is salty.
3 The rolls are stale.
4 This chicken noodle soup is very
spicy.
5 These oranges are bitter.
6 These peas aren’t fresh.
 2.20
1
Boy: What is the food like in the
Girl: It’s OK. They make salmon
steak, and I like that.
Boy: They make salmon steak at my
school too. I have it with peas and
mashed potatoes.
Girl: With mashed potatoes? I have
beef stew with peas and mashed
potatoes sometimes.
Boy: It’s delicious.
Girl: I don’t really like it.
121
Boy: So what do you have salmon
steak with?
Girl: With broccoli. I love broccoli and
peas.
Boy: I really don’t like broccoli.
2 Man: Well, I can’t eat this soup with
Boy: The food is good here, the
dinner ladies can cook really well.
Girl: It’s better than the food at my
house. My dad usually makes
lunch but his food is very sweet …
Boy: My parents don’t cook. We
often go to a restaurant.
4 Dan: There were some lifejackets
Woman: Waiter, could you get me on the boat, but there wasn’t any
another one, please? Look, it’s dirty. space for them. They aren’t in the
I don’t want to drink water from it. boat now.
5 Dave: Oh no! Slow down, Dan, the
boat is … Help!
a knife and fork. Where’s the 6
waiter? Waiter … can you come Dan: I can’t swim.
over here, please? I haven’t got a …. Dave: I can give you a hand. Just
6 calm down.
Woman: OK, now I need to cook this Dan: Oh no, look! It’s a shark!
pork in something big … Not that
one, it’s very small. Look, I can’t  2.27

Girl: You’re lucky! [laughing]
Boy: So, what are you going to have?
Girl: I’m going to have the tuna
salad, I think. It looks really fresh.
3 
Teacher: Quiet, please. We are
having problems in the school
canteen – stop laughing please,
this isn’t funny. The dinner ladies
are doing their best to give you
healthy food but some students
are not polite to them. I want the
names of these students.
 2.21
beef …, pork …, salmon …, turkey …,
chicken noodle soup with …, tuna …,
rolls and …, mashed potatoes and …
even put the pork in it. Where’s the
big one? No, not a frying pan, I’ve
got to cook it in a lot of water.
2.25
The glass is between the cup and the
blender.
The knife is next to the fork.
The teaspoon is between the spoon
and the plate.
The frying pan is next to the saucepan.
The cup is on the chopping board.
The bowl is next to the blender.
 2.26
Narrator: Save the Sea: Episode 5
– Calm down!
1 
Girl: I want to make a tuna salad.
Is it difficult?
Man: No, it’s very easy.
Girl: What ingredients do I need?
Man: A tin of tuna, lettuce and
mayonnaise.
Girl: How long does it take to make?
Man: About ten minutes.
Girl: How do I make it?
Man: First, put the tuna in a bowl.
Then, chop the lettuce and put it
into the bowl. Then, add a little
mayonnaise. Finally, mix everything
up, add some salt and pepper, and
serve it on a plate.
Girl: Great, thanks a lot!
2.28

 2.22
Mother: Was your lunch good?
Girl: No, It wasn’t. The tuna salad
Ella: Sorry I’m late. It’s Clean Our cook, fry, boil, add, mix, serve, chop,
Beach day and I was with the slice
volunteers on the beach.
Alfie: Were there a lot of volunteers?  2.29

was salty, and the rolls were stale.
Mother: Were the vegetables nice?
Girl: No, they weren’t. They weren’t
fresh.
Mother: Oh dear. What was the
worst thing?
Girl: The mashed potatoes. They
were horrible! But on Tuesday, our
class is going to make the food
in the canteen! That’s going to be
great!
 2.23
knife, fork, spoon, teaspoon, plate,
cup, bowl, chopping board, glass,
saucepan, frying pan, blender
 2.24
1 photos. Let’s go out on the boat
Man: Hello, waiter… look! I can’t put
my food on this. It isn’t clean. Can
you get me a clean one? Thanks.
2 rubbish around the boat!
Woman: Oh, where is it? No, not the
small one, that’s for fruit and
vegetables. I need the big one.
I need it to cut the beef on.
3 Narrator: Dan and Dave see Alfie and
Man: Excuse me. I have to cut the
beef, but I can’t cut it with this. Can
you bring me a better one, please?
Ella: Yes, there were.
Alfie: Was there a lot of rubbish?
Ella: Yes, there was. There were a lot
of plastic knives and plastic forks
on the sand. There was also a big
plastic chopping board! There was
rubbish in the sea too … It makes
me mad!
2 English scrambled eggs
Alfie: That’s Dan and Dave’s rubbish.
I’ve got photos of them throwing
rubbish into the water. Look!
Ella: They aren’t much use, Alfie.
I can’t see any rubbish. Was there
any rubbish in the water?
Alfie: Yes, there was! The water was
full of rubbish!
Ella: We have to get some better
now, with my camera.
3 of a country’s tradition. One of the
Alfie: There they are! And there’s
Ella: I’m taking a lot of pictures – but
we should be closer.
Captain: Let’s go after them!
4 almonds inside them. They have
Ella’s boat. Dan wants to get away.
Dave: You’re going very fast, Dan.
Where are the lifejackets?
Pasta and tomato
First, boil water in a saucepan. Cook
the pasta. Put the pasta in a bowl.
Slice the tomatoes, chop the onion.
Then, fry the tomatoes and onions
for two or three minutes in a saucepan.
Add some salt and pepper. Finally,
add the pasta and serve on a plate.
First, put the eggs and milk in a bowl.
Mix quickly with a fork. Add some salt
and pepper. Then, put a frying pan
on the cooker and add some butter.
Finally, add the eggs and cook for one
or two minutes. Serve with toasts.
 2.30
A taste of Mexico
Every country has at least one
national dish – it’s an important part
national dishes of Mexico is chiles en
nogada. In English, we can call it
’walnut cream chillies’.
This dish is a plate of big green
chillies with pork, beef, cactus and
a white sauce of cream and walnut,
and lots of red pomegranate seeds.
In September, this dish is part of the
independence celebrations

122
in Mexico. That’s because Mexicans  2.33  2.39
say that the colours of this dish are
Choose cheap cheese, break – broke, burn – burnt, cut –
the same as the green, white and red
choose chocolate chips now. cut, have – had, hurt – hurt
of the Mexican flag.
I’ve got toothache and stomach ache
To make this dish, put the chillies  2.40
– ow!
on the flame on the cooker, and
fall – fell, fly – flew, hit – hit, hear –
when they become black, take off  2.34
heard, leave – left, send – sent
the black part. Chop the beef and
crazzzzy: Why aren’t you at school?
pork, then fry it. Chop the almonds  2.41
teenboy857: I feel sick, but I’m not
and cactus and add them to the
going to call a doctor or go to the break your arm, cut your foot, touch
meat. Put the mixture inside the
health centre. I’m going to stay your leg, hurt your knee, point
chillies. Add the walnuts to the
in bed. I’m going to take my to your head, twist your ankle, move
cream and put it in a blender. Pour
temperature now. your arm, scratch your finger, burn
the sauce over the chillies and put
crazzzzy: What about some your foot, look at your finger, bruise
the pomegranate seeds on top of it
medicine? your hand
all.
teenboy857: I’m not going to take
You can only eat real walnut cream  2.42
any medicine. I should see a doctor
chillies in Mexico in September. They
first. Narrator: Save the Sea: Episode 6
have a very special spicy, sweet taste
crazzzzy: I think you should go to – The dolphin helped us.
– the taste of Mexico.
A&E or call an ambulance! 1
 2.31 teenboy857: No need for that! See Dave: Don’t worry, Dan. That shark
you at school tomorrow, I hope! isn’t dangerous. I Iearnt about them.
1
Dan: Where did you learn about them?
Woman: Oh look, they’re black now,  2.35
Dave: In my book about animals.
can you take them off?
have a cold, have a cough, have I read it all.
Man: Yes, of course … there you are.
a fever, have a headache, have Dan: Oh, that book … Dave! Another
What do I do now?
stomach ache, have a sore throat, shark!
Woman: Just take the black bits off
have toothache, have earache, have Dave: Calm down Dan! It’s a dolphin!
all of them.
flu I think it wants to help us.
Man: OK. Oh, they come off very
2
easily.  2.36
Dave: Thank you, dolphin.
2
Hi Grandma, I remember you! I took the plastic
Woman: Be careful with the knife,
Happy Birthday! I’m sorry I didn’t net from your fin.
it’s very sharp.
phone yesterday but I had a cold. Dan: Hurry up! Alfie and Ella are
Man: Yes, I can see that. Am I doing
In the morning, I slept for six hours! getting closer to us!
this OK?
I woke up at 2 o’clock and mum Dave: Goodbye, dolphin. Thank you!
Woman: Make sure the pieces
made me a smoothie. I drank it all, Dan: Stop talking to the animal,
of meat are small. Yes, that’s fine
and I ate some chicken. Dave. Let’s hide behind this rock.
– then when you finish, we are
I studied a bit but I felt very tired. Dave: Dan, be careful!
going to fry it in a big frying pan.
I didn’t watch television. 3
3
Unfortunately, I dropped my mobile Dan: Aaaagh!
Man: OK, they’re all in the cream.
after I texted my friend Luke and it 4
Woman: Great, now put the mixture
broke. Luke came here but he didn’t Narrator: At last, Alfie and Ella catch
in the blender.
stay long. up.
Man: Just for a few seconds?
I saw the photos of your birthday Ella: How did you get here?
Woman: No, more than that.
party online. You looked very happy Dave: A dolphin helped us. They’re
Man: OK. Here goes.
and the cake was amazing. You had amazing animals.
4
a lot of guests – was uncle John Ella: Yes, they are. But what
Man: OK, now, the final bit.
there too? happened to Dan? What did he do?
Woman: Yes, just put them on the
Julia Dave: He fell over. I think he broke
white sauce.
his leg. He can’t walk!
Man: Do I put a lot of them on the  2.37
5
sauce?
see – saw, sleep – slept, break – Ella: Did you scratch your hand?
Woman: Well, not all of them.
broke, wake up – woke up, have Dave: No, I didn’t. But I cut my foot.
Man: Is that OK?
– had, make – made, eat – ate, feel Alfie: Did you hurt your head?
Woman: Yes, it looks really good.
– felt, drink – drank Dan: Yes, I did.
Well done!
Alfie: No problem. I phoned the
 2.38 rescue helicopter five minutes ago.
Unit 6 I hurt my head. They’re going to be here in a minute.
I cut my finger. 6
 2.32
I twisted my ankle. Dan: My leg hurts like mad. Where
have a cold, have a cough, have I bruised my foot. are they going to take us?
a fever, have a headache, have I scratched my knee. Alfie: To the hospital … and then
stomach ache, have a sore throat, I broke my leg. to the police station. You’re in the
have toothache, have earache, have I burnt my hand. soup now.
flu

123
Dan: But why? We didn’t do anything
wrong!
Alfie: Yes, you did! You told lies and
you stole money from people. You
threw rubbish in the sea and you
hurt many animals.
 2.43
learn – learnt, tell – told, steal –
stole, throw – threw
 2.44
Ella: Hello Mum. It’s me. How are
you?
Mother: I’m OK but you didn’t
phone last week. I was worried.
Ella: I’m sorry, Mum. I phoned you
the day before yesterday, but you
didn’t answer. I was very busy on
Friday. We had a very exciting day.
Mother: Really? What did you do?
Ella: We rescued two people.
Mother: That’s marvellous!
Ella: And we called the rescue
helicopter. We all went to the
hospital in it.
Mother: Did you stay a long time
at the hospital?
Ella: We stayed there for two hours
… and then the policemen took the
two people to the police station.
Mother: Oh dear! Why did they take
them?
Ella: Because they polluted the sea
and the beach with rubbish.
Mother: Ah, I see. Did you have
to go to the police station too?
Ella: Yes, we did. We left at 10 o’clock.
Then we went to a café.
Mother: Which café did you go to?
Ella: We went to the café on the
harbour. I went there with you last
year.
Mother: Oh, yes. I remember it.
What time did you get home?
Ella: At 11 o’clock. I’m very tired.
Mother: Poor you!
Ella: It’s not a problem. We don’t
have to work tomorrow.
Mother: That’s good! You can get
some rest.
Ella: Exactly. Anyway, I must go now.
Bye Mum!
Mother: Bye bye, dear. Take care!
 2.45
Girl: What happened to you?
Boy: I had an accident. I broke my leg.
Girl: When did it happen?
Boy: Last week.
Girl: How did you do that?
Boy: I fell over on the street.
Girl: How does it feel now?
Boy: It hurts a lot.
124
 2.46
An amazing woman
Maria Skłodowska was born
in Warsaw in 1867. She wanted
to study science at university, but
she had to study in secret, because
there weren’t any universities for
women. She moved to France and
studied in Paris. In 1895, she married
Pierre Curie, a French scientist, and
she took the name Marie Curie.
Together with her husband, she
discovered a new element which they
called polonium after the name of the
country of her origin. In 1903, they
won the Nobel Prize for their work
on radiation. In 1911, Marie Curie won
a second Nobel Prize for her discovery
of new elements. In 1914, when the
World War I started, she invented
a small X-ray machine to put in a truck
– this important invention saved the
lives of many soldiers. Unfortunately,
because she studied dangerous
chemicals, she was often sick. In 1934,
she died of an illness caused
by radiation.
There are many things we can admire
about Marie Curie. She was the first
woman to win a Nobel Prize, and she
is the only woman to win two Nobel
Prizes. She overcame many difficult
situations, and she shared her
discoveries and inventions for free.
She is an example to all of us.
 2.47
1 
Mother: I’m going to make dinner
in a minute. Is tuna salad OK?
Daughter: I like tuna salad but it’s
very cold today. Can we have
something hot?
Mother: Salmon steak and mashed
potatoes?
Daughter: No, not really. What
about turkey pie? We all like that.
Mother: Yes, you’re right, it’s better
than tuna salad in this weather.
OK.
Daughter: Thanks Mum!
2 Seller: It’s only a year old.
Last week was very busy at home.
My wife had a bad cough on Monday
and Tuesday and she had a fever too.
Then, my daughter Molly had a cold
and a sore throat. On Thursday, she
felt better, but my son Noah had the
same thing as his mother. On Friday,
I woke up with earache!
3
Wife: Did you go to HomeStore?
Husband: No, I went to Kitchen
Centre. It isn’t as expensive as
HomeStore.
Wife: OK, let’s see what you’ve got.
Husband: Here – a chopping board
and a small saucepan.
Wife: A small saucepan? We don’t
need a small saucepan …
Husband: The big pans were very
expensive.
Wife: But I don’t need it.
Husband: Sorry.
 2.48
The first time I helped at an accident
was last June. I saw a teenage boy
in a tree – and then suddenly he fell
out of the tree. I heard him call for
help. In a few seconds, I was next
to him and I saw he had a big bruise
on his leg. It was dangerous to move
him. So I phoned 999 – that’s the
emergency number in England – and
I stayed with him until the ambulance
arrived.
 2.49
1 How do I make a healthy pudding?
2 I’m going to make an omelette.
How long does it take?
3 How did you break your arm?
4 When did you hurt your head?
Unit 7
 3.01
game controller, touch screen,
touchpad, mouse, printer, keyboard,
laptop, desktop computer, monitor,
ink cartridge
3.02
Touch the touch screen,
double click the mouse!
Touch, click, click,
touch, click, click, around the house.
 3.03
1
Client: Excuse me – what are the
colours like on this?
Seller: They’re very good. There are
two little scratches but you can’t
see them when it’s turned on.
Client: Oh, that’s good. How old is it?
2
Client: How much RAM has this got?
Seller: It’s got 2GB RAM. That’s not
a lot. But the battery is new.
Client: That’s good. Can I try it?
Seller: Yes, of course. You can put it
on that desk over there.
Client: Thanks. Oh, it’s very heavy!
3
Client: Excuse me. How much is this?
Seller: It’s £15.
Client: Is it a fast one?
Seller: No … it’s very good, but it isn’t
fast. You get all of these things too.
Client: What colours are they? Let’s
see – black, red, yellow, blue –
that’s all of them.
Seller: Yes. It’s a real bargain.
4 all about my schoolwork.
Client: Is this a good computer?
Seller: Yeah, it’s a really good
computer. And it’s a bargain.
Client: That’s great. I want a really
good computer – but I haven’t got
a lot of money.
Seller: Well, this one is £ 200.
Client: Oh … that’s a lot.
5 Don’t forget your name!
Client: Are these new?
Seller: No, they aren’t. They’re all old
but they’re good fun.
Client: I’m not sure … how much is it?
Seller: £5 for everything. That’s cheap!
 3.04
press a key, type your name, swipe
the screen, click, tap
 3.05
1
Man: I thought it was a touch screen
so I tapped on it but nothing
happened. So I used the mouse
to choose ’Yes’. I did it again and
again and nothing happened. Then
I realised that I should choose
’Continue’, not ’ Yes’. Another silly
mistake! So I clicked the correct
button and the computer started
working.
2
Woman: I saw a really nice computer
in the electronics shop yesterday.
When I wanted to move something
on the screen, I didn’t click on it
or press a key on the keyboard.
I just moved my finger on the
screen just like on a mobile phone.
It was so easy! Unfortunately,
it was very expensive …
3
Boy: So, the next thing was, the
computer wanted information
about me. I’m Michael, so I used
the keyboard to enter that, and
it took me to the next webpage.
I was very happy! I usually make
a lot of mistakes with the keys
on the keyboard and the computer
often doesn’t like the answers –
but this time it was all OK.
4
Woman: I entered the password but
I didn’t log in. A question popped
up with two options: ’Yes’ and ’No’.
I didn’t know which to choose so
I tapped on the first but nothing
happened. I did that again and
again … and then I realised that the
correct answer was ’No’!
 3.06
using a game controller, using
a touchpad, using a mouse, putting
paper in a printer, typing
on a keyboard, opening a laptop,
turning on a desktop computer,
pressing a key, typing your name,
swiping the screen, tapping ’Start’,
clicking on ’Start’, watching a monitor,
put an ink cartridge in the printer
 3.07
Boy: I’ve talked to a lot of people
at the sale but I haven’t played
a lot of games. It’s been good fun.
Girl: My friend has sold his game
controller. He has made a notice
about his keyboard, but he hasn’t
sold it.
 3.08
buy – bought, sell – sold, find –
found, give – given , break – broken,
be – been, make – made, do – done,
have – had, see – seen
 3.09
Using the computers
Log in at the beginning of the class.
Enter your password.
Log out at the end of the class.
Don’t forget your password!
Always save your work.
Remember to make backups of your
files.
Rules of the computer room
The computers are for schoolwork
only.
Do not check your emails.
Do not send or forward emails.
Do not delete emails.
Do not download videos without
permission.
Do not upload videos.
Do not install apps on the computer.
You can do searches – but they must
be part of your schoolwork.
 3.10
1 a new leaf.
My name’s Louis. I’ve done some
searches and I’ve made a backup
of my work.
2 Dan: Yes, I suppose so …
I’m Gemma. I haven’t saved my work
and I haven’t made a backup of my
work.
3 Sea.
My name’s Eddie. I haven’t logged
in because I’ve forgotten my
password.
4 Alfie: Yes, I know. Has Dave arrived?
My name’s Julia. I’ve done lots of
searches about my favourite singers.
I hope the teacher doesn’t know!
5
I’m Jim. I haven’t checked my emails
and I haven’t downloaded any videos.
I’ve done some searches but they’re
6
I’m Nina. I haven’t installed any apps
and I haven’t done any searches.
 3.11
At the beginning of the computer
class, you should log out.
Then enter your favourite food.
Always save your lunch.
Remember to make sandwiches.
You can do some pictures.
Do not send emails or laugh
at emails.
You can download any pictures.
You can upload any videos.
Do not install a washing machine.
At the end of the class, log in.
 3.12
Narrator: Save the Sea: Episode 7
– Have you heard the news?
1
Narrator: Dan and Dave are in court.
Judge: Pollution is a serious problem,
and you have made it worse. I’m
going to give you a large fine, and
you must do a hundred hours
of community work.
2
Narrator: The next day, Dan and
Dave talk to the judge about their
community work.
Dave: Have you decided about our
community work?
Judge: Yes, I have. I’ve paid attention
to Alfie and Ella at Save the Sea.
I’ve read their report. You’re going
to do one hundred hours of free
work at … Save the Sea.
Dan: WHAT??!!!
3
Dave: I think it’s a good idea, Dan!
Dan: It’s a terrible idea!
Dave: No, it isn’t. Let’s turn over
Dan: Hmm.
Dave: We did some bad things and
we got into a right mess.
Judge: Good! You can start tomorrow.
4
Narrator: The next day at Save the
Ella: Hi Alfie. Have you heard the
news? Dan and Dave are going
to start work here today!
Ella: Yes, he has. He has taken the
recycling out.
Alfie: Has Dan arrived?
125
Ella: No, he hasn’t. I want him to pick
up the rubbish on the beach. I’ve
put a recycling box next to the
door for him.
5 middle of the night. A teenage boy
Alfie: Have you installed the new
program?
Ella: No, I haven’t. I’m busy. I’ve sent
ten emails, I’ve forwarded five
emails, I’ve deleted about 20
emails, I’ve done some searches …
I haven’t got time!
Dave: I can do that.
Alfie: Really?
Dave: Yes, of course. I like using
computers.
6
Alfie: Have you installed the
program?
Dave: Yes, I have.
Alfie: Brilliant! Thank you.
Ella: Dan, you’re late. I want you
to take the recycling box and pick
up all the rubbish on the beach …
your rubbish!
Dan: I’m going to hate this job.
 3.13
hear – heard, put – put, send – sent,
pay – paid, read – read, take – taken
 3.14
1 with them. It’s a dream come true!
Girl 1: What’s up?
Girl 2: I’m feeling down. I’ve got my
exam results. My grades aren’t
good. I’ve failed one exam.
Girl 1: Oh dear. Poor you!
2 Girl: I did too. It was difficult but
Boy 1: What’s up?
Boy 2: I’m feeling cheerful. I’ve got
my exam results. I’ve passed all
of them!
Boy 1: That’s good news!
Congratulations.
 3.15
down, confused, pleased, cheerful,
worried, angry, hungry, thirsty
 3.16
Oh dear, poor you!
That’s good news!
Congratulations.
Well done!
Don’t worry. We can sort it out.
That’s a pity.
That’s great!
 3.17
To play or not to play?
More than two billion people play
computer games – that’s almost
a quarter of all the people on Earth!
At any time, around the world, millions
of people are playing computer
126
games. Is this making life better?
Let’s go round the world and see
what we can find out.
In Thailand, it’s two o’clock in the
has logged out after three hours
of gaming. His parents are worried
about him because he hasn’t done
his homework…
In England, it’s eight o’clock in the
evening. A 14 year-old boy has just
started playing a computer game.
He says that computer games help
him to concentrate, think faster and
react more quickly. A lot of child
psychologists think the same!
In New York, it’s three o’clock in the
afternoon and it’s the first day of the
summer holidays for some schools.
A 13-year-old boy has just started
a two week course. It’s for teens who
are addicted to computer games.
He’s going to learn to live without
four hours of computer games every
day. It’s going to be difficult.
In Vancouver, it’s 12 o’clock midday.
A teenage girl has won an e-sports
tournament. The prize is a lot
of money. Television channels want
to interview her and a computer
games company want her to work
Are computer games good or bad?
Or both?
Unit 8
 3.18
ride a quad bike, sleep in a tent, stay
in a caravan, go snorkelling, go scuba
diving, do a skydive, explore a cave,
climb a mountain, go fishing, swim
with dolphins, go whale watching
 3.19
Listen to this: climbing, writing,
fighting, knocking,
walking, and talking.
Oh dear, some letters disappear!
 3.20
ride a quad bike 3 points
sleep in a tent 1 point
stay in a caravan 1 point
go snorkelling 2 points
go scuba diving 5 points
do a skydive 6 points
explore a cave 4 points
climb a mountain 5 points
go fishing 1 point
swim with dolphins 4 points
go whale watching 3 points
What is your score?
 3.21
1
Boy: The best activity was the scuba
diving, I think.
Girl: Yes, it was great. We saw some
fantastic fish.
Boy: I thought that scuba diving was
difficult, but it wasn’t.
Girl: Well, it wasn’t difficult, but it
wasn’t easy either.
Boy: That’s true. It wasn’t easy. And
it was a lot of money!
Girl: Yes, it was. It wasn’t a cheap
activity!
2
Girl: I didn’t like climbing the
mountain.
Boy: No? Why not?
Girl: I didn’t think it was safe.
Boy: You’re right. It wasn’t safe. I was
scared most of the time.
Girl: And when we got to the top …
Boy: That was horrible. I almost fell.
Girl: Me too!
3
Boy: I liked the whale watching.
Girl: Yes, I liked it too. I think they
wanted to play with us.
Boy: Yes, I thought that too. They
made me laugh.
Girl: You’re right. I can’t believe that
we were on the boat for an hour.
I thought it was about 20 minutes.
I had a great time.
Boy: Me too. I loved looking at them.
4
Girl: Did you ride a quad bike?
Boy: Yes, I did. What about you?
I really enjoyed it.
Boy: Yes, they aren’t easy to drive.
But you can’t go very fast …
Girl: I don’t want to go fast, thank
you!
5
Boy: I went fishing too but I didn’t
catch any fish.
Girl: I caught some very small fish
– but I felt bad about it …
Boy: Did you cook them?
Girl: No, of course not!
Boy: So what did you do with them?
Girl: I put them back in the water.
The whole thing was a waste
of time.
Boy: You’re right. It wasn’t any fun
at all.
 3.22
ride a quad bike, sleep in a tent,
stay in a caravan, go snorkelling,
go scuba diving, do a skydive,
explore a cave, climb a mountain,
go fishing, swim with dolphins,
go whale watching
 3.23
Narrator: An adventurous Granny!
Leo: Have you ever ridden a quad
bike?
Grandma: Yes, I have.
Leo: Have you ever swum with
dolphins?
Grandma: Yes, I have, but I’ve never
gone scuba diving and I’ve never
worn a wetsuit.
Leo: Have you ever climbed
a mountain?
Grandma: Yes, I have. I’ve slept
in a tent near the top of Mount
Everest!
 3.24
David: Hello! My name’s David Davies,
and I’m with Jimmy James, the
world famous stunt man. Jimmy,
you’ve done a lot of dangerous
things in your life, you’ve done
stunts in every continent in the
world …
Jimmy: Just a minute, David. I’ve
done a lot of adventurous things,
yes, but I’ve never done any really
dangerous things.
David: But surely, some of the
things you’ve done are dangerous.
Jimmy: Well, they look dangerous
but I always make sure I’m safe.
I never take any big risks. I always
wear protective clothes and
I always listen to the instructions.
David: But, have any film directors
ever wanted you to do any
dangerous things?
Jimmy: Yes, they have. But if I think
a stunt is really dangerous, I don’t
do it.
David: But I’m sure you’ve had some
bad accidents.
Jimmy: I’ve never had a bad accident
at work. I had an accident in 2018
– but it wasn’t an accident at work.
I was on holiday in London and
I was on a busy street. A motorbike
hit me and I had a huge bruise and
a cut on my arm – that’s the worst
accident I’ve ever had. I’ve never
had any worse accidents than that.
David: So your advice to young
people is – be adventurous, but
never take any risks?
Jimmy: Exactly. Think about your
safety all the time, and say ’No’
to any dangerous things.
David: Jimmy James, thank you very
much.
 3.25
recycle plastic, recycle glass, recycle
paper, recycle tin cans, recycle food
waste;
do a beach clean-up , do a river
clean-up, do a park clean-up,
do a street clean-up;
save water, save gas, save electricity,
save petrol
 3.26
recycle pla…, recycle gla…, recycle
pa…, recycle ti …, recycle foo …
do a bea… , do a ri… , do a par …,
do a st …;
save wa…, save ga…, save el…, save
pe…
 3.27
Narrator: Save the Sea: Episode 8
– The Eco-England Awards
1 Dave: Do small things and make
Narrator: Dan and Dave are
finishing their community work
at Save the Sea. They’ve changed
a lot …
Ella: Have you recycled the paper,
Dave?
Dave: Yes, I have. I recycled it in the
morning.
Ella: And the glass?
Dave: I haven’t recycled the glass.
But look, I’ve just installed this
app. We’ll save electricity.
Ella: That’s great! When did you
install it?
Dave: I installed it this morning too.
2 Have you ever …
Dan: I’ve been to the beach. I’ve
done a beach clean-up.
Ella: Brilliant! When did you do it?
Dan: We met at the beach at 9
o’clock.
Ella: You’ve done a lot of beach
clean-ups, and Dave has done a lot
of work in the office. You and Dave
have worked very hard.
Dave: Thank you. We’ve done our
best.
3
Alfie: Hey, everyone! This is
an invitation to the Eco-England
Awards! It’s just arrived! We’ve got
a nomination for the Best
Recycling award!
Dan: Wow! When is it?
Alfie: Next week!
4
Narrator: A week later, at the
Eco-England Awards …
Speaker: And the winner of the Best
Recycling Award is … Save the Sea!
Captain: That’s us! Come on! They
want us to give a speech!
Alfie: Yes, but I haven’t written
a speech …
Dan: I’m a bundle of nerves!
Ella: Don’t worry. I’ve just written
some ideas in my notebook.
Alfie: That’s brilliant! When did you
do that?
Ella: A minute ago!
5
Ella: I want to thank the people we
work with … our Captain and our
two helpers, Dan and Dave.
Dave: We want to thank you! Dan
and I did a lot of bad things in the
past, but you’ve helped us.
Dan: That’s true. You’ve changed our
lives! Hooray for Save the Sea!
Hooray for recycling!
6
Alfie: Now, it’s your turn!
Ella: Look after the environment!
Dan: Please recycle things!
a big difference to your world!
 3.28
1
Man: OK, that’s all the plastic recycling.
2
Girl 1: That was fun.
Girl 2: Yes, it was. We picked up a lot
of rubbish. But I’m really tired now!
3
Woman: Oh no! Where’s my purse?
4
Boy: Look! This is my new computer!
 3.29
… met a famous person?
… run in a marathon?
… written a song?
… sung in a band?
… flown in an aeroplane?
 3.30
1
Man: That was amazing!
2
Woman: I really loved the dolphins!
They were so cute!
3
Man: OK, that’s all the glass recycling.
4
Woman: That was fun! But I’m very
tired now!
5
Man: What a beautiful morning! But
I didn’t sleep well – it wasn’t
comfortable.
 3.31
Boy: Let’s do a street clean-up this
weekend.
Girl: I don’t like the sound of that.
Boy: We can do it with our friends.
It will be fun.
Girl: There’s a lot of traffic on the
street. It isn’t safe.
Boy: You’re right. Let’s do a park
clean-up then.
Girl: Yeah, I’ll go with that.
127
Girl: Why don’t we do a beach
clean-up this weekend?
Boy: I’m not sure. It sounds boring.
Girl: But we can have some music,
and we can have a dodgeball
competition.
Boy: That sounds good. Let’s do it.
 3.32
1 England, but I think this was one
In the middle of the Caribbean Sea,
a hundred kilometres from the
nearest island, there’s a sea of plastic.
As far as you can see, there’s plastic
on the water. Plastic bottles, plastic
boxes, plastic containers – all things
that people have thrown away. Under
all this plastic, fish and other sea
animals try to live. It’s an ecological
nightmare – and we have made it.
2 and bored after an hour and
Plastic waste is not only in the sea.
There are millions of tons of plastic
on beaches too. Some beaches have
so much plastic that people can’t
walk there! But it isn’t all bad news.
For example, Versova Beach in India
was a horrible place. A local
businessman saw the beach and
organised a huge beach clean-up.
Hundreds of volunteers helped
to pick up the plastic, and now
Versova Beach is beautiful again.
3 a painting competition last year too.
Fortunately, beach clean-ups have
become popular all over the world. In
the UK, volunteers get together
to clean up rivers, parks, forests and
beaches. They’re fun events –
sometimes people wear fancy-dress
costumes. It’s great to watch
Superman, Spiderman and Wonder
Woman clean the beach.
4 watching, but I think my favourite
We’ve made some big mistakes with
the environment, but people have
started to make things better. We
can all join in and help!
 3.33
1 one?
Woman: I did a beach clean-up last
year and this year. This year, I was
at the beach clean-up for two
or three hours, but I didn’t get
tired. The other volunteers were
so friendly, and it was really nice
to talk to them.
2 me to go scuba diving with them,
Man: This was my first one. Nobody
knew what to do. We picked up
some plastic rubbish, but we didn’t
have any bags to put it in. We were
there for two hours, but we didn’t
do a lot and I got bored.
128
3 brother did a beach clean-up in May.
Woman: This was my second beach
clean-up. I was there for a long
time – but it was worth it. I felt really
pleased at the end – the beach
was so clean and it looked lovely.
4 I arrived at the beach at eight o’clock.
Man: I’ve done beach clean-ups
in a lot of different places around
of the best beach clean-ups I’ve ever
done. We knew exactly what to do,
and the organisers had bags for all
our rubbish. We picked up a lot!
5 sad that such a great day is coming
Woman: I did a beach clean-up last
year, and I enjoyed it but this year
it was different. I went with my
friend and it was nice to be with
her. Unfortunately, I got very tired
I wanted to go home, but my friend
wanted to stay. So I stayed for two
more hours. I was very tired.
 3.34
Interviewer: Congratulations, Adam.
You are the Photographer of the
Year. So that’s three photography
competitions you’ve won in your
life. That’s a lot of competitions!
Adam: Actually, I’ve won four
competitions in my life – I won
But the Photographer of the Year
competition is definitely the best.
Interviewer: I’m sure you’ve taken
thousands of photos, Adam.
Which photo is your favourite?
Adam: It’s very difficult to say. I love
all the photos I’ve taken of animals.
In June, I took some great photos
of whales when I went whale
is a wonderful photo of two
dolphins. It was the day I went
fishing with my friends. I didn’t get
any fish, but I got a great photo.
Interviewer: You do a lot of adventure
activities. Which is your favourite
Adam: I love exploring caves.
My friends love going scuba diving,
but I don’t want to do that.
Interviewer: And what about the
future, Adam?
Adam: Well, I’m going to climb
a mountain. My friends want
but I don’t like taking photographs
underwater!
 3.35
I’ve just finished my first beach-clean
up. I’ve never seen people picking up
rubbish on the beach before, but my
He really liked it, but I didn’t pay any
attention to him. Then my friends
at school showed me some photos
of a clean-up and I decided to go to
the next beach clean-up.
At first, I didn’t know what to do but
the other volunteers were very
friendly and helpful. We’ve picked up
all the bits of plastic, glass, paper and
metal on the beach. We’ve had a great
laugh and a great time. But now, we’re
all saying goodbye. I’m really feeling
to an end! I want to stay on the beach!
I don’t really think about the
environment much and clean-ups
aren’t a good activity for everyone.
But I’ve had a great time and it’s
a really good way of spending time
with nice people. I’ve made some
great new friends and I’m going to do
more beach clean-ups in the future.
 3.36
1 Did you go snorkelling last week?
2 Why don’t we go scuba diving?
3 Have you ever gone swimming
with dolphins?
4 What’s up?
 3.37
Interviewer: Hi everyone! This
is Teen Talk Time. Welcome to our
next podcast. Anna and Tom from
Brainy Primary School are with
me today and we are going to talk
about the Earth Day Festival
coming up this weekend. Hello,
and thanks for being here.
Anna: Hello!
Tom: Hi everyone! That’s right.
On Saturday, we are celebrating,
together with our parents and
teachers, the Earth Day Festival.
We have a lot of attractions for
children of all ages. We are going
to show some video podcasts
about the Earth Day celebration
from all over the world. Come
to our school and see how
important it is to save water
or energy, and to recycle paper,
glass and plastic. You can’t miss it!
Interviewer: Sounds great! What
else can we do to protect the
environment?
Tom: A lot, in fact. For example, we
can use reusable shopping bags
or collect e-waste.
Anna: Yes, that’s right. Another
simple thing we can all do is
to walk or ride a bike to school
instead of using cars. And it’s
healthier too!
Interviewer: You are absolutely
right! Everyone can, or even
should, protect the environment.
Anna: Exactly! So don’t waste your
time sitting in front of the
computer or TV. Come and join us.
In the afternoon, we are going
to put on rubber gloves, take some
big bags and go to our local forest
to clean it up. After that, we are
going to plant some trees. So see
you on Saturday at the school
playground at 10 o’clock.
Tom: And if you need more
information about the history
and tradition of Earth Day, visit
our school website:
www.brainyprimary.com.
Interviewer: Thank you Anna and
Tom. That’s all from Teen Talk Time
today. Bye!
 3.38
EARTH DAY IS WHAT WE ALL
HAVE IN COMMON
Every year in spring, on 22nd April,
millions of people all over the world
celebrate Earth Day.
There are festivals, events, meetings
and parades to encourage everyone
to protect the environment. On Earth
Day, people clean up their cities and
towns, learn how to save water and
energy and how to reuse and recycle
glass, paper and plastic.
The Earth Day celebration started
in the USA in 1970, and quickly
became a global event. After a huge
oil spill in the Pacific Ocean, Gaylord
Nelson, an American politician,
created the idea of Earth Day – a day
to teach people in his country how
to protect the environment.
Nowadays, the Earth Day celebration
takes place in almost 200 countries
all over the world.
In Poland, it’s really common to clean
up forests and parks and to plant
trees on this day. School children
prepare different projects with their
teachers. They learn how important
it is to collect e-waste and use
reusable shopping bags. For
example, in Warsaw, there are
special places where people bring
their e-waste and get a plant for it.
Lots of people don’t use their cars
– they use public transport instead.
Students often walk or ride their
bikes to school.
What do you do to protect the
environment?
 3.39 One day, they met some Native
Americans who taught them how
Good morning students! Today
to grow crops. After a successful
in our school, we are celebrating
harvest, the Pilgrims had a big
International Day.
party to give thanks to God and
Please welcome our special guests
the Native Americans for their
– Mia, from the USA, and Robert,
help. It was the first Thanksgiving
from Poland. They will talk about
dinner.
two different festivals that are
Now, families get together for
popular in their countries. Mia will
a special meal to remember that
tell us about Thanksgiving and
event. They usually have roast
Robert will talk about the Polish
turkey with mashed potatoes,
Harvest Festival. You’ll see that these
cranberry sauce and gravy and
festivals have a lot in common!
pumpkin pie for dessert.
But that’s not all. Actually it’s just the
Robert: In Poland, the Harvest
beginning of what we have for you.
Festival is at the end of August
After Mia’s and Robert’s
or in September. The history of the
presentations, please visit our school
Polish Harvest Festival goes back
gallery in the school corridor to learn
to the 16th century. Back then,
more about Thanksgiving and the
Slavic people got together
Polish Harvest Festival. Then, go to
in a field outside the village and
the canteen where you can taste
had a party to give thanks for the
some traditional Polish and
harvest and to ask for God’s
American food. You can try roast
blessing.
turkey, dumplings, pumpkin pie,
Nowadays, women make
homemade bread and yeast cake. I’m
traditional harvest wreaths from
sure you’ll love it all!
harvested plants and flowers. The
What’s more, in the computer room,
festival usually starts with Mass
you can watch a video about the
in church and a harvest wreath
history of growing crops, both
parade. There are stalls with
in Poland and America. Then, go to
traditional food like dumplings,
the art room and learn how to make
homemade bread and yeast cake.
some real harvest wreaths!
There are many concerts on this
Finally, take part in a race in our
day too. People talk, laugh and
gym and win one of the great prizes.
celebrate the end of the harvest
It’ll be a great time for all of us.
together – even in the cities!
If you need any help, just ask
me or any of the other teachers.
We’ll answer all your questions!
And now Mia and Robert, please
come and talk about Thanksgiving
and the Harvest Festival!
 3.40
Mia: Do you know what
Thanksgiving and the Polish
Harvest Festival have in common?
Different continents, languages
and culture but the idea is the
same – to give thanks for what we
have.
Thanksgiving is a national festival
celebrated in the USA (on the
fourth Thursday in November) and
in Canada (on the second Monday
of October). The history of
Thanksgiving goes back to the
17th century. In 1620, some English
people called the Pilgrims sailed
to North America to find a better
life. Unfortunately, after a very
cold winter, a lot of them died.
129
 Student’s Book Answer key

Welcome unit Unit 1 Lesson 2

p8
Step 1 Lesson 1 Quick check
1 True
p4 p6 2 False
ex1 ex1 3 True
Suggested answers: 1 plumber 4 False
house and garden: block of flats, 2 cashier 5 True
door, fence, garden, gate, house, 3 lawyer 6 True
roof, swimming pool, wall, window 4 sports centre manager 7 False
sports equipment: flippers, football 5 farmer 8 True
boots, goggles, helmet, ice skates, 6 engineer ex1
in-line skates, skis, surfboard, table 7 scientist ’have to’ means obligation (nakaz)
tennis racket, tennis racket, 8 nurse ex2
tracksuit, wetsuit Game question – She’s a lawyer. have to: affirmative, negative
places in a school: canteen, Life skills: Different opinions
classroom, cloakroom, computer Suggested answers: You have to
room, corridor, gym, laboratory, Say your own opinions clearly. You don’t have to
library, pitch, playground, school Listen to other people’s opinions. work.
office, teachers’ room, tuck shop Be polite. Use some humour. Don’t She has to
television and other media: be angry.
She doesn’t have to
cartoon, game show, serial, sports
programme, talent show, TV p7 ex3
competition, magazine, newspaper, ex2 1 doesn’t have to give; has to do
radio, web page 1 lawyer (She’s a scientist.)
ex2 2 engineer 2 don’t have to help; have to look
Students’ own answers 3 scientist after (They’re nurses.)
ex3 4 nurse 3 doesn’t have to fix; has to give
Students’ own answers 5 plumber (He’s a manager).
ex4 ex3 ex4
Students’ own answers 1 She is a scientist. 1 B  2 C  3 B
ex5 2 He is an engineer. ex5
1 the  2 a  3 a  4 The  5 the  6 The 3 He is a cashier. Students’ own answers
7 –  8 some / –  9 any / – 4 She is a sports centre manager. ex6
10 – / the  11 an 5 He is a plumber. Students’ own answers
ex6 ex4
1 a, c  2 a, b  3 b, c 1 do experiments – przeprowadzać Lesson 3
eksperymenty p9
Step 2 2 fix leaks – naprawiać cieknące rury ex1
p5 3 give change to customers – Students’ own answers
ex1 wydawać klientom resztę ex2
Students’ own answers 4 look after patients – opiekować się 1 He’s a warehouse worker /
ex2 pacjentami warehouse manager. He works
Students’ own answers 5 grow crops and milk cows – in a warehouse.
ex3 uprawiać rośliny i doić krowy 2 She’s a recycling centre worker /
1 There is 6 build bridges – budować mosty recycling centre manager.
2 there isn’t 7 give instructions – wydawać She works in a recycling centre.
3 there aren’t polecenia 3 He’s an office worker / office
4 There is 8 help people with the law – manager. He works in an office.
5 There is pomagać w kwestiach prawnych 4 She’s a factory worker. She works
6 there are ex5 in a factory.
7 There is 1 nurse 5 He’s a post office worker. He works
8 there is 2 lawyer in a post office.
9 There are 3 engineer 6 She’s a town hall worker / town
ex4 4 plumber hall manager. She works in the
Students’ own answers 5 scientist town hall.
ex5 ex6 ex3
Students’ own answers 1 B  2 E  3 A  4 D Student’s own answers
ex6 ex7 ex4
Students’ own answers Students’ own answers 1 C  2 B  3 E  4 A
ex5
Students’ own answers

130
Lesson 4 sister/brother, dust the furniture, iron ex5
p10 the clothes, wash the windows, take Students’ own answers
Useful! the rubbish out, feed the dog/cat/fish
Some other possibilities: Lesson 8
We’re in a rush – Śpieszymy się.
See you soon! – Do zobaczenia do the shopping, make breakfast/ p15
wkrótce. lunch/dinner , wash the fruit/ ex1
Sorry I’m late! – Przepraszam za vegetables, cut up the fruit/ 1 a cashier
spóźnienie. vegetables, set the table, clear the 2 an engineer
Quick check table, do the washing-up 3 a scientist
Stand up when you hear: in an office, ex8 4 a lawyer
in a warehouse, in a hospital, Students’ own answers 5 a manager
in a factory, at an airport, in a bank , 6 a farmer
Lesson 5 7 a plumber
in a recycling centre, on a farm,
in a post office, at a fire station, at the p12 8 a nurse
police station, in the town hall ex1 ex2
ex1 a farmer  b cook  c nurse 1 farm
No, they aren’t. ex2 2 police station
Possible answers: 3 hospital
p11 lawyer, nurse, manager, scientist, 4 office
ex2 cashier, farmer, plumber, engineer ex3
1d 2b 3a 4c ex3 1 Does your sister like doing maths?
ex3 1 Jason She doesn’t mind it.
have to: questions and short 2 Tina 2 Does your brother like chatting to
answers 3 Anna people? No, not really.
4 Joe 3 Do you like fixing things? Yes, I do.
Do you count the
have to 5 Lena 4 Do you parents like going out?
Do they dolphins? ex4 No, they hate it.
False sentence: I don’t have to fix leaks. ex4
Yes, I do. / No, I don’t.
Job: A plumber. 1 doesn’t have to wear
Yes, they do. / No, they don’t. ex5 2 has to study
Students’ own answers 3 don’t have to fix
count the ex6 4 have to give
Does she have to
dolphins? 1 in  2 fix  3 trousers  4 has 5 don’t have to take
Eco-alert! 6 don’t have to walk
Yes, she does. / No, she doesn’t.
Do not waste water! ex5
have to: wh-questions 1 Does your brother have to walk
Lesson 6 to school?
do you 2 Does your sister have to tidy her
p13
count the room?
When do they have to ex1
dolphins? 1 Yes, I really do. 3 Do your parents have to work
does she 2 Yes, I do. in an office?
ex4 3 I don’t mind it. 4 What time do you have to get up
1 Does she have to work 4 No, not really. in the morning?
in a factory? Yes, she does. 5 No, I hate it. 5 What does your brother have
2 Do they have to cook dinner? ex2 to do at home?
No, they don’t. 1 like 6 What do you have to do today?
3 Do you have to wash the windows? 2 don’t like ex6
Yes, I do. 3 don’t like 1 A 2 A 3 C 4 B
4 Does he have to walk the dog? 4 don’t mind
No, he doesn’t. 5 love Unit 2
ex5 6 love
1 have to do 7 hate Lesson 1
2 have to check 8 don’t mind
ex3–5 p18
3 Do (you) have to work ex1
4 do Students’ own answers
Students’ own answers
5 have to work ex2
Lesson 7
6 Does (Alfie) have to work Students’ own answers
7 doesn’t p14
Life skills: Things you don’t want
8 has to work ex1
Students’ own answers
ex6 1 d  2 e  3 a  4 c  5 b
ex3
1 c  2 b  3 c ex2
1 cupboard
ex7 a 1, 2  b 3  c 4  d 1, 3, 5
2 wardrobe
Suggested answers: ex3
3 sofa
tidy my room/house, vacuum the Garbage detective
4 mirror
carpet, wash the car, make my bed, ex4
5 blinds
walk the dog, look after my younger Students’ own answers
6 curtains

131
 7 shelf ex3 p23
8 rug 1 My parents sometimes sit on the ex3
9 towels sofa. They aren’t sitting on the Present simple: questions and
10 armchair sofa right now. They are putting short answers
11 bookcase some books in the bookcase at the Does he/she often work on Sunday?
moment.
p19 2 My sister often tidies her wardrobe Yes, he/she does.
ex4 on Saturday. She isn’t tidying her No, he/she doesn’t.
1 a  2 b  3 b  4 b  5 b  6 b  7 c  8 c  9 d wardrobe now. She’s cleaning the Present continuous: questions and
10 b  11 b  12 b blinds at the moment. short answers
ex5 ex4
1 f  2 b  3 d  4 a  5 c  6 e 1 do, am doing Is he/she working Yes, he/she is. /
ex6 now? No, he/she isn’t.
2 is going, goes
Students’ own answers 3 watch, are watching Present simple: wh-questions
ex5 What does he/she He/She recycles
Lesson 2
Students’ own answers do? rubbish.
p20
Quick check Lesson 3 Present continuous: wh-questions
Students’ own answers p21 What is he/she He/She is fixing
ex1 ex1 doing? the radiator.
Mum is painting the cupboard. Students’ own answers ex4
Sara is putting up new curtains. ex2 1 Does Alfie often fix the radiator?
Dad is putting a big wardrobe in the 1 The taps are on the fridge. 2 Is Alfie fixing the sink now?
small bedroom. 2 The radiator is on the dishwasher. 3 What is Alfie doing now?
ex2 3 The heater is on the washing 4 What does Alfie usually do on
Present simple: affirmative and machine. Sunday afternoon?
negative 4 the cooker is in the shower 5 Do Alfie and Ella often work on
He often paints the furniture. 5 the chairs are in the bath! Sunday?
ex3 6 Is Ella working now?
doesn’t often paint the Students’ own answers
He 7 Do Alfie and Ella often dive on
furniture.
ex4 Sunday?
Present continuous: affirmative 1 a new bath 8 Are Alfie and Ella diving now?
and negative 2 a new dishwasher ex5
3 Tuesday Students’ own answers
is painting the
He
furniture
right now. 4 Wednesday ex6
ex5 1 spring
He
isn’t painting the
now. Students’ own answers 2 the kitchen
furniture
3 a cooker
Lesson 4
Present simple: affirmative and ex7
negative p22 Students’ own answers
Useful! ex8
They often paint the furniture.
1 No idea! Students’ own answers
They don’t often paint the furniture. 2 What are they up to?
3 Poor little thing! Lesson 5
Present continuous: affirmative
4 There’s something fishy going on. p24
and negative
Quick check ex1
They
are painting the
right now.
sink – kitchen 1 tap/sink/basin
furniture fridge – kitchen 2 cooker/radiator/heater
aren’t painting
shower – bathroom 3 washing machine/dishwasher
They now. dishwasher – kitchen
the furniture 4 sink
freezer – kitchen ex2
Present simple: affirmative and basin – bathroom
negative 1 £54
washing machine – both 2 a mirror or a wardrobe
You often paint the furniture. bath – bathroom 3 two free cushions (total spend
tap – both in the sale £194)
You don’t often paint the furniture. heater – both ex3
Present continuous: affirmative radiator – both 1 She usually does experiments but
and negative ex1 today she’s reading law books.
Possible answer: 2 He usually looks after animals but
are painting the
You right now. It’s full of old kitchen and bathroom today he’s looking after patients.
furniture
equipment. ex4
aren’t painting ex2 Students’ own answers
You now.
the furniture Students’ own answers

132
ex5 Charity shops sell lots of different p31
1 Do they do things in one shop. ex5
2 Are you putting/hanging ex3 1 B  2 B  3 A  4 C
3 Is he fixing/repairing 1 F 2 F 3 T 4 F 5 T 6 F ex6
4 are you going ex4 1 loves fixing
Eco-alert! 1 d  2 b  3 a 4 c 2 doesn’t like using
recycle ex5 3 is doing up
Students’ own answers 4 are painting
Lesson 6 5 don’t have to
p25 p27 6 am walking
ex1 Lesson 8 ex7
1 Do you need any help? ex1 1 doesn’t have
2 Do you want a hand? 1 cupboard 2 hate looking after
3 Thanks, that’s a great help. 2 wardrobe 3 hardly ever watches
4 Thanks, that’s very good of you. 3 curtains 4 are buying
ex2 4 bookcase 5 turning off
load the dishwasher – włożyć 5 cushion 6 never has to
naczynia do zmywarki 6 towel 7 I’m revising/learning
unload the dishwasher – wypakować 7 rug 8 usually gets up
naczynia ze zmywarki 8 armchair ex8
put the washing in the washing ex2 1 right
machine – włożyć pranie do pralki 1 tap 2 hair
take the washing out of the washing 2 sink 3 architects/engineers
machine – wyjąć pranie z pralki 3 shower 4 bridge/road
turn the radiator on – włączyć 4 dishwasher
kaloryfer 5 fridge Unit 3
turn the radiator off – wyłączyć 6 cooker
kaloryfer ex3
1 Do you want/need a hand? Lesson 1
turn the radiator up – zwiększyć
temperaturę na kaloryferze 2 Can you close the curtains? p32
turn the radiator down – zmniejszyć 3 That’s very good of you. ex1
temperaturę na kaloryferze ex4 1 iść na uniwersytet
close the curtains – zasunąć zasłony 1 are watching 2 zakochać się
open the curtains – rozsunąć zasłony 2 isn’t cleaning 3 dostać pracę
ex3 3 Is (your sister) painting 4 ożenić się / wyjść za mąż
1 Do you want a hand? / Do you 4 Are (you) going out 5 przeprowadzić się
need any help? 5 is (the plumber) fixing 6 mieć operację
2 Can you take the washing out of 6 do (cashiers) do 7 stać się bogatym
the washing machine? ex5 8 stać się znanym
3 Sure, no problem. 1 Are (you) going 9 mieć dzieci
4 That’s a great help. / That’s very 2 don’t usually go 10 rozwieść się
good of you. 3 are flying 11 kłócić się
ex4 4 are (you) staying? 12 pogodzić się
Students’ own answers 5 are (you) staying ex2
ex5 6 always invites Students’ own answers
1 C  2 A  3 D  4 E ex6 ex3
1 Is Tom coming to the cinema on 1 go
Lesson 7 Saturday? 2 get
2 Are Tom and his friend studying 3 Fall
p26
for a biology test now? 4 get
ex1
3 How often does Tom walk to 5 have
charity – organizacja charytatywna
school? 6 get
donate – ofiarowywać, oddawać na
4 What is Tom’s sister doing this 7 become
cele charytatywne
evening? 8 get
the money goes to charity –
9 have
pieniądze idą na cel charytatywny
find some bargains – znaleźć okazje/
Let’s check Units 1–2 10 make
11 move
promocje
p30 12 have
vinyl records – płyty winylowe
beat the prices – przebić ceny ex1 p33
ex2 1 B  2 C  3 A  4 E ex4
Possible answers: ex2 1 C  2 B  3 C
You can donate things to charity 1 B  2 D  3 A  4 E ex5
shops. ex3 1 żeni się / bierze ślub
Charity shops give the money they 1 B  2 C 2 zakochuje się / zakochał się
get to charity. ex4 3 rozwieść się / wziąć rozwód
1 B  2 C

133
ex6 L: fail a test, cheat in a test, get ex5
Students’ own answers a low mark, make mistakes 1 Two.
Useful! 2 On Friday.
Lesson 2 1 Gdy życzysz komuś, aby miło 3 ’Don’t make mistakes’, ’Good
p34 spędził czas. marks’
ex1 2 Gdy wątpisz w jakiś pomysł. Eco–alert!
Students’ own answers 3 Gdy chcesz złapać kogoś na Make your classroom an eco-
ex2 gorącym uczynku. classroom and recycle all your paper!
1 will get ex1
2 won’t get Because he thinks Dan is telling a lie Lesson 6
3 will move about recycling plastic. p39
4 won’t be ex1
5 won’t have p37 The students talk about ideas 1 and 3.
6 will get ex2 Harry and Emma don’t agree with
ex3 1 d  2 c  3 b  4 a idea 3. Harry doesn’t agree with idea 1
Students’ own answers Future simple: questions and short but Emma agrees with it.
ex4 answers ex2
Correct answers to exercise 3: we Yes, we/he/ Agree: I agree with you. That sounds
1 will have  2 will be  3 won’t get she/they right.
4 will get  5 will become he will. Disagree: I don’t agree. That’s
the
Will pass
ex5 she exam? No, we/he/ rubbish. I don’t mean to be rude,
Students’ own answers she/they but are you sure that’s right? I can’t
Lesson 3 they won’t. believe that.
Life skills: Being polite
Lesson 3 ex4
Yes, we do.
1 Will Max correct his mistakes?
p35 Not good: That’s rubbish. I can’t
No, he won’t.
ex1 believe that.
2 Will Max get low marks?
1 write ex3
Yes, he will.
2 do 1 agree  2 rubbish  3 agree
3 Will Nella fail the test?
3 pay ex4
No, she won’t.
4 revise Students’ own answers
4 Will Nella revise for the test?
5 pass ex5
Yes, she will.
6 test Students’ own answers
ex5
7 cheat Students’ own answers
8 get Lesson 7
ex6
9 mark 1 them  2 him  3 her  4 it  5 us  6 me p40
10 make/correct 7 you ex1
ex2 ex7 Students’ own answers
I want to: pass a test, write an 1 Give it to her. ex2
excellent essay, do a brilliant project, 2 Give them to him. 1 them = (tourist) flights into space
pay attention in class, revise for 3 Give it to them. 2 it = recycling plastic
a test, get a good mark, correct 4 Give it to us. 3 It = shortage of water
mistakes 5 Give it to him. 4 They = the children (in Uruguay)
I don’t want to: fail a test, cheat 6 Give it to me. 5 this = like the teacher who is
in a test, get a low mark, make 15,000 kilometres away
mistakes Lesson 5 ex3
ex3 1 B, C
p38
1 Laura 2 A, C, D
ex1
2 Tyler 3 B, C
1 She’ll get a job in January.
3 Anna 4 D
2 She’ll become famous in February.
4 Sam 5 A
3 She’ll get married in May.
ex4 ex4
4 She’ll get divorced in December.
Students’ own answers Suggested answers:
ex2
ex5 1 She wants to fly on a rocket into
Students’ own answers
1B space.
ex3
ex6 2 He wants to use computers in class.
Students’ own answers
Students’ own answers 3 She wants to recycle the/some
ex4
plastic bottles.
Lesson 4 Likes for Mia: 1 from Julia, 1 from
4 He wants to help some people (by
Dylan, 1 from Joe, 1 from Poppy
p36 giving them a donation).
Likes for Tyler: 1 from Julia, 1 from
Quick check ex5
Joe, 1 from Anna, 1 from Poppy
J: write an excellent essay, do Students’ own answers
1 four
a brilliant project, pay attention 2 four
in class, revise for a test, pass a test,
get a good mark, correct mistakes

134
Lesson 8 ex5 Lesson 3
p41 Possible answers: p47
ex1 1 We know they are intelligent ex1
1 move house because they can find food Students’ own answers
2 have an operation in mazes. ex2
3 get married 2 They change colour because it’s 1 owls
4 become famous much safer to be invisible. 2 beavers
5 get divorced 3 It’s dangerous because its poison 3 cats
6 fall in love can kill you. 4 beavers
7 go to university ex6 5 flying fish
8 have children 1 e  2 f  3 d  4 c  5 a  6 b 6 dogs
ex2 ex7 7 penguins
1 good Students’ own answers 8 owls
2 correct Lesson 2 9 snails
3 write ex3
4 fail p46 Students’ own answers
5 revise Quick check ex4
6 mistakes camel, beaver, crab, penguin, 1 b  2 c  3 a
ex3 octopus, kangaroo, bat, polar bear, It’s the white-tailed eagle. (bielik
1 In 2050, we won’t live in houses. chimpanzee, owl, shark, ostrich zwyczajny)
We will live in balloons. ex1 ex5
2 I don’t agree. We will always live A Students’ own answers
in houses or flats. Delfin zwyczajny jest inteligentniejszy
3 I agree with Tom – we will never od płetwala błękitnego. Żarłacz biały Lesson 4
live in balloons. nie jest tak inteligentny jak płetwal p48
ex4 błękitny. Quick check
1 will drive B Example answers:
2 won’t go Płetwal błękitny jest większy od owl – beak, feathers, wing, tail; fish
3 will (some people) live; will żarłacza białego. Delfin zwyczajny – fin; crab – claws, shell; bear – fur,
4 will (people) buy; won’t nie jest tak duży jak żarłacz biały. claws, paw; beaver – tail, claws, fur,
5 Will (we) have; will C whiskers; whale – fin; chimpanzee –
6 will (people only) eat; won’t Delfin zwyczajny komunikuje się fur
ex5 z ludźmi lepiej niż płetwal błękitny, Useful!
1 her  2 me  3 him  4 them  5 us a żarłacz biały gorzej niż płetwal 1 a  2 c  3 b
6 you błękitny. ex1
ex6 ex2 Dave is kinder because he takes the
1 C  2 B  3 B  4 A bigger (than), smaller (than), more plastic net off the dolphin’s fin.
endangered (than), more poisonous
Unit 4 (than), thinner (than), cleaner (than), p49
noisier (than), quieter (than) ex2
ex3 Students’ own answers
Lesson 1 1 Whales aren’t as intelligent as ex3
p44 beavers. the most endangered, the oldest,
BrainyPost – Spot the mistake 2 Octopuses are more dangerous the happiest, the saddest, the worst,
Ostriches can’t fly. than owls. the most interesting, the most
ex1 3 Crabs aren’t as cute as penguins. poisonous, the cutest, the most
Students’ own answers ex4 intelligent
ex2 1 as big as ex4
1 octopus 2 bigger 1 the smallest wings
2 polar bear 3 heavier 2 the heaviest shell
3 shark 4 worse 3 the softest fur
4 camel 5 smaller 4 the most colourful beak
5 penguin 6 more intelligent 5 the most endangered species
6 crab 7 better 6 the most beautiful feathers
7 bat 8 more dangerous ex5
8 chimpanzee 9 stronger 1 The book isn’t his. It’s hers.
ex5 2 The book isn’t mine. It’s yours.
p45 Possible answers: 3 The book isn’t ours. It’s theirs.
ex3 dog, cat, fish, snake, horse, parrot, 4 This book isn’t hers. It’s his.
Students’ own answers lion, cheetah, tiger, ladybird, hippo, 5 The book isn’t theirs. It’s mine.
ex4 giraffe, hamster, bee, ant, sheep, ex6
The information about the Tree duck, cow, hen, goat, chicken, zebra, 1 Whose boat is it? It’s theirs.
Octopus is false – you can’t see a real elephant 2 Whose mobile phone/camera is it?
one anywhere, you can only see ex6 It’s his.
posts about it on the Internet but Students’ own answers 3 Whose dolphin is it? It’s hers.
they are all fake.

135
4 Whose office is it? It’s theirs. ex4 3 I agree with
5 Whose T-shirt is it? It’s his. 1 B  2 K  3 B  4 K 4 Can you give it to me?
ex5 ex4
Lesson 5 Students’ own answers 1 Should I brush / Can I brush /
p50 Do I have to brush / Do I need
ex1 Lesson 8 to brush / Do I brush
Suggested answers: p53 2 When should I feed / When do
1 The octopus has got feathers and ex1 I feed / When do I have to feed
a fin. 1 beaver 3 Where should it sleep? / Where
2 The chimpanzee has got wings 2 camel does it like to sleep?
and a tail. 3 penguin ex5
3 The bat has got a beak and a shell. 4 bat 1 2 pm
4 The ostrich has got fur and 5 owl 2 bat house
whiskers. 6 crab 3 tea and cake
ex2 ex2
a carrot (rhymes with parrot) 1 poisonous p57
ex3 2 scary ex6
the green one 3 endangered 1 C  2 F  3 D
ex4 4 fur ex7
Chris’s dog is brown. 5 feathers 1 are more intelligent
Joe’s dog is brown. 6 wings 2 will remember
Lena’s dog is black. 7 intelligent 3 for your help
Mia’s dog is black. 8 fins ex8
Toby’s dog is white. ex3 1 book to him
ex5 1 Should I give it some seeds and 2 schoolbag is mine
1 as long as vegetables? 3 the worst
2 as bad as 2 How often should I feed it? ex9
3 worse memory than 3 Where should it live? Students’ own answers
Eco-alert ex4
Pollution is bad for animals! 1 the scariest / the most scary Unit 5
2 scarier / more scary
Lesson 6
3 scary Lesson 1
p51 4 scarier / more scary p58
ex1 5 the most intelligent ex1
You shouldn’t wash the dog every 6 intelligent chicken noodle soup with broccoli –
day. 7 more intelligent rosół z kluskami i brokułami; beef
You should wash the dog’s water 8 intelligent stew – gulasz wołowy; pork chop –
bowl every day. ex5 kotlet schabowy/wieprzowy; salmon
ex2 1 hers steak – pieczony łosoś; turkey pie –
Food: dog biscuits, fish food, seeds, 2 theirs zapiekanka z indykiem; tuna salad –
vegetables 3 mine sałatka z tuńczykiem; mashed
Where pets live or sleep: kennel, 4 yours potatoes and peas – tłuczone
cage, tank, dog bed 5 ours ziemniaki z groszkiem; rolls and
Accessories: dog lead, dog shampoo 6 his butter – bułki z masłem
ex3 ex6 ex2
1 c  2 d  3 b  4 a 1 the kindest student Students’ own answers
ex4 2 not as poisonous
1 shouldn’t / mustn’t / can’t give 3 worse at running p59
2 will/may/might/can/would get ex3
3 like/love going Let’s Check Units 3-4 1 T 2 F 3 F 4 T 5 F
ex5 ex4
Students’ own answers 1 b  2 c  3 e  4 d  5 f  6 a
p56
ex1 ex5
Lesson 7
1 C  2 B  3 B 1 A  2 A  3 B
p52 ex6
ex2
ex1 Students’ own answers
1 bigger
elk – łoś, wolf – wilk, beaver – bóbr, Life skills: Healthy food
2 70
European bison – żubr, (white- Students’ own answers
3 feathers
backed) woodpecker – dzięcioł
4 1.5 /one and a half
(białogrzbiety), bird – ptak, sheep – Lesson 2
ex3
owca, butterfly – motyl, puffin – p60
1 I can’t believe / I don’t believe /
maskonur, penguin – pingwin Quick check
I don’t agree with
ex2 beef stew, pork chop/chops, salmon
2 How often should I / How often
Students’ own answers steak, turkey pie, chicken noodle soup
do I have to / How often must
ex3 with broccoli, tuna salad, rolls and
I clean it?
Students’ own answers butter, mashed potatoes and peas

136
 ex1 3 When you want to help someone. 5 add
Her class is going to make the 4 When you think someone is 6 serve
canteen lunch on Tuesday. panicking or getting too nervous ex2–5
ex2 about something. Students’ own answers
1 were ex1
2 were Because there’s a shark in the sea Lesson 7
3 weren’t and he can’t swim. p66
4 were ex1
5 was p63 almond – migdał
6 wasn’t ex2 chillies – papryczki chilli
7 was 1 weren’t cooker – kuchenka
8 wasn’t 2 was cream – śmietana
9 was 3 can flame – ogień
10 were 4 was independence – niepodległość
11 Was Correct order: 2, 1, 4, 3 pomegranate seeds – owoce granatu
12 was ex3 walnut – orzech włoski
13 Were 1 There weren’t ex2
14 weren’t 2 There was c
15 were 3 There was ex3
ex3 4 There were 1 papryczki (chili) / paprykę (chili)
1 Were you a chef? No, I wasn’t. 5 There was 2 usmażyć / przysmażyć / podsmażyć
2 Was Mia a cleaner? No, she wasn’t. 6 There was 3 kaktusa
3 Was your food good? Yes, it was. ex4 4 orzechy włoskie
4 Were the teachers pleased? Students’ own answers ex4
Yes, they were. ex5 1 b  2 a  3 d  4 c
5 What was the most popular food? 1 Were there (any) ... Yes, there were. ex5
The tuna salad. 2 Were there (any) ... No, there Students’ own answers
6 How many hours were you in the weren’t.
kitchen? Six (hours). 3 Was there ... No, there wasn’t. Lesson 8
ex4 4 Was there ... Yes, there was.
p67
Students’ own answers 5 Was there ... Yes, there was.
ex1
ex6
1 tuna salad
Lesson 3 Students’ own answers
2 beef stew
p61 Lesson 5 3 rolls and butter
ex1 4 turkey pie
Students’ own answers p64 5 salmon steak
ex2 ex1 6 chicken noodle soup
Students’ own answers 1 pork ex2
ex3 2 butter Taste: sweet, stale, bitter, spicy
1 saucepan 3 peas Kitchen equipment: frying pan,
2 teaspoon 4 salmon steak blender, cup
3 chopping board ex2 Cooking: mix, slice, boil
4 knife Students’ own answers ex3
5 fork ex3 1 B  2 C
6 blender Students’ own answers ex4
7 spoon ex4 1 wasn’t
8 frying pan On Monday, Tom was in North 2 were
9 glass America. On Tuesday, he was 3 wasn’t
ex4 in South America. On Wednesday, he 4 weren’t
Possible answers: was in Antarctica. On Thursday, Lucy 5 were
plate – you put sandwiches on it and Lulu were in Asia. On Friday, 6 wasn’t
cup – you put coffee or tea in it they were in Africa. On Saturday, ex5
bowl – you eat your cereal or soup they were in Australia. On Sunday, 1 Was the weather nice yesterday?
in it they were in Antarctica. 2 Were the people on the beach
ex5 ex5 friendly?
a 3  b 5  c 1  d 2  e 6  f 4 1 F  2 A  3 E 3 Were you and your friends on the
ex6 Eco-alert beach?
Students’ own answers Don’t waste food! 4 Was the saucepan next to the
Lesson 6 glasses?
Lesson 4 5 Were there a lot of boats in the sea?
p62 p65 6 Was there a rubbish bin on the
Useful! ex1 beach?
1 When you feel angry about 1 chop 7 Were there any plates in the
something. 2 put kitchen?
2 When you don’t think something 3 add 8 Was there a spoon in the glass?
is good enough. 4 mix

137
ex6 Lesson 3 5 last year
1 were at/on/near the p73 6 at 11 o’clock
2 weren’t a ex1 ex6
3 there any rubbish 1 f  2 b  3 a  4 c  5 e  6 g  7 d Students’ own answers
ex2 Lesson 5
Unit 6 come – came, break – broke,
burn – burnt, cut – cut, have – had, p76
Lesson 1 hurt – hurt ex1
ex3 a Ralph  b Noah  c Josh  d Jim  e Luke
p70 f Mikey
ex1 Suggested answers:
1 cut his finger. ex2
Students’ own answers She twisted her ankle in January.
ex2 2 he twisted his ankle.
3 he scratched his knee. She bruised her head in February.
Students’ own answers She burnt her hand in March.
Life skills: making an emergency 4 he hurt his head.
5 he burnt his hand. She broke her arm in April.
call She broke her leg in May.
Where are you? What’s the postcode / 6 he broke his leg.
7 he bruised his foot. She cut her finger in June.
house number / place name, etc.? ex3
What is your phone number? ex4
What is the problem? fall – fell, fly – flew, hit – hit, hear – 1 2 3
Other questions such as: heard, leave – left, send – sent didn't broke
ex5 had twist
How old is the sick person?
Can he/she breathe easily? 1 C  2 B  3 B  4 A
ex6 1 Henry had a headache yesterday.
ex3
Students’ own answers 2 Cara didn’t twist her ankle.
1, 3, 5, 6, 7
3 Cara broke her arm a week ago.
ex4 Lesson 4 ex4
1 stay
p74 Possible answers:
2 take
Quick check Did Cara twist her ankle? No, she
3 cold
Say No to: touch your leg, point to didn’t.
4 earache
your head, move your arm, look at Did Cara break her arm? Yes, she did.
5 take any medicine
your finger When did Cara break her arm?
6 go to the health centre
Say Yes to: break your arm, cut your A week ago.
7 go to A&E
foot, hurt your knee, twist your When did Cara twist/break her
ex5
ankle, scratch your finger, burn your ankle? She didn’t twist/break her
1 C  2 A  3 C
foot, bruise your hand ankle. Did Henry have a headache?
ex6
Useful! Yes, he did.
Students’ own answers
Hurry up! – Pośpiesz się! When did Henry have a headache?
Lesson 2 My leg hurts like mad. – Strasznie Yesterday.
boli mnie noga. ex5
p72
You’re in the soup now. – Jesteś C
ex1
w tarapatach. Eco-alert
regular verbs: didn’t phone
ex1 b
(phoned), studied, didn’t watch
(watched), dropped, texted, didn’t To the hospital and then to the police
Lesson 6
stay (stayed), looked station.
p77
ex2 p75 ex1
see – saw, sleep – slept, break – ex2 Students’ own answers
broke, wake up – woke up, have learn – learnt, tell – told, ex2
– had, make – made, eat – ate, feel steal – stole, throw – threw Time expressions: It happened
– felt, drink- drank ex3 yesterday, last Tuesday, a week ago,
ex3 1 Dave a few days ago, last week, the day
Students’ own answers 2 Dan before yesterday
ex4 3 Alfie Talking about injuries: It isn’t too
1 studied 4 Dan, Dave bad. It doesn’t hurt at all. It is fine. It
2 discovered ex4 hurts a lot. It doesn’t hurt much. It is
3 didn’t have Did you scratch your arm? No, I didn’t. better now.
4 started Did Dave help you? Yes, he did. ex3
5 saw What did the dolphin do? It helped us. Students’ own answers
6 didn’t see Did Dave help the dolphin? Yes, he did. ex4
7 called What did he do? He took the plastic 1 What happened to you?
8 made net off the dolphin’s fin. 2 How does it feel now?
ex5 ex5 ex5
Students’ own answers 1 the day before yesterday Students’ own answers
2 on Friday
4 at 10 o’clock

138
Lesson 7 ex6 p85
p78 1 Did you have flu? ex3
ex1 2 What did you do? 1 AvantaX, Novis2000, Wordmaster
together with – wspólnie z 3 Did you drink a lot of water? Blue, Redgame PRO
country of origin – kraj pochodzenia 4 Did you have a fever? 2 Avanta X desktop computer
element – pierwiastek ex7 3 Students’ own opinions
soldiers – żołnierze 1 Did you burn your arm on ex4
caused by – spowodane przez Monday? No, I didn’t. Students’ own answers
admire – podziwiać 2 When did you burn your arm? ex5
overcame – przezwyciężyła On Tuesday. 1 AvantaX 27’’ monitor
for free – za darmo 3 Did you burn your arm? Yes, I did. 2 AvantaX laptop
ex2 4 Did you burn your hand? No, 3 Wordmaster Blue printer (with ink
1 c  2 a  3 b I didn’t. cartridges)
ex3 4 AvantaX desktop computer (with
1 Because there weren’t any Let’s check Unit 5-6 21” touch screen, keyboard and
universities for women. mouse)
2 Because she wanted to study. p82 5 Redgame PRO game controller
3 Because she worked with ex1 and 10 games
dangerous chemicals. 1 C  2 A  3 A ex6
4 With Pierre Curie, her husband. ex2 Students’ own answers
5 She won two Nobel Prizes. 1 in a tree ex7
ex4 2 on his leg 1 D  2 A  3 C  4 E
Possible answers: 3 She phoned/called 999 / the ex8
1 She had to study in secret. She had emergency number. / She used her Students’ own answers
to go to Paris to study more. She phone (to call for an ambulance). Lesson 2
was often sick. ex3
2 She won two Nobel prizes. She 1 C  2 B  3 E  4 A p86
was the first woman to win the ex4 ex1
Nobel Prize. She overcame difficult 1 What happened to you? b
situations. She saved the lives of 2 slice the bread ex2
many soldiers. She shared her ex5 buy – bought, sell – sold, find-
discoveries and inventions for free. 1 What (ingredients) do I need found, give – given , break – broken,
ex5 2 How do/can/should I make it be – been, make – made, do – done,
Students’ own answers 3 does it feel have – had, see – seen
ex3
Lesson 8 p83 Students’ own answers
p79 ex6 ex4
ex1 1 B  2 C 1 She has bought a printer.
1 d  2 c  3 a  4 b  5 g  6 e  7 h  8 f ex7 2 He has sold a touch screen
ex2 1 cut/slice monitor.
1 burn your finger 2 knife 3 They have found a cheap desktop
2 bruise your arm 3 chopping computer.
3 scratch your leg 4 bowl 4 She has given him some money.
4 twist your ankle ex8 5 He has broken the keyboard.
5 hurt your head/hand 1 day before yesterday. 6 He has made a computer cake!
6 cut your foot 2 a/one month ago / last month ex5
ex3 ex9 1 haven’t had
1 How did you do that? 1 fried 2 haven’t played
2 When did it happen? 2 Did you make/cook 3 have made
3 Possible answers: 3 ate 4 haven’t seen
It isn’t too bad. / It doesn’t hurt at 5 hasn’t done
all. / It’s fine. / It hurts a lot. / It Unit 7 6 has been
doesn’t hurt much. / It’s better now. 7 has talked
ex4 Lesson 1 8 hasn’t sold
1 I slept well. ex6
p84 Students’ own answers
2 She drank (some/a lot of) water ex1
at lunch. Students’ own answers Lesson 3
3 He didn’t feel sick in the afternoon. ex2
4 They didn’t come to the party. p87
Students’ own answers ex1
ex5 Life skills: Using your money well
1 the day before yesterday / two Students’ own answers
Students’ own answers ex2
days ago
2 last Monday / four days ago 1 haven’t logged in
3 a month ago 2 have uploaded
4 last year 3 have downloaded
4 haven’t deleted

139
5 haven’t installed Lesson 5 Lesson 7
6 have saved, have logged out p90 p92
ex3 ex1 ex1
1 He has followed the rules. 1 laptop No, it doesn’t.
2 She has broken the rules. 2 keyboard ex2
3 He has broken the rules. 3 mouse Possible answers:
4 She has broken the rules. 4 press a key 1 They help (people) to concentrate,
5 He has followed the rules. 5 desktop computer think faster and react more quickly.
6 She has followed the rules. ex2 You can win a lot of money if you
ex4 Possible answers: win an e-sports tournament.
Students’ own answers 1 He has forgotten his password. 2 You can have problems at school if
Lesson 4 2 He hasn’t saved his work. you play too much and don’t do your
3 He hasn’t made (any) backups of homework. You can be/get/become
p88 his files. addicted to computer games.
Useful! 4 He has installed (a lot of / too 3 The boy from New York.
1 c  2 b  3 a many) apps on the computer. ex3–5
Quick check ex3 Students’ own answers
At the beginning of the computer 1 printer
class, you should log out in. 2 ink cartridges Lesson 8
Then enter your favourite food 3 monitor p93
password. Don’t forget your name 4 laptop ex1
password! 5 £250 2 monitor
Always save your lunch work. 6 £50 3 touch screen
Remember to make sandwiches 7 desktop computer 5 laptop
backups of your files. 8 £275 6 printer
You can do some pictures searches. 9 game controller ex2
Do not send emails or laugh at 10 £17 1 type
forward emails. ex4 2 key
You can can’t download any Students’ own answers 3 upload
pictures. ex5 4 download
You can can’t upload any videos. 1 has walked 5 do
Do not install a washing machine 2 have given 6 save
(any) apps. 3 hasn’t seen 7 make
At the end of the class, log in out. 4 haven’t asked 8, 9 & 10 send, forward, delete
ex1 Eco-alert ex3
Dave is happy, but Dan isn’t. Have you done any recycling today? Possible answers:
p89 1 I’m feeling cheerful/pleased/happy
Lesson 6 2 What a / That’s a
ex2
p91 3 We can
1 F  2 F  3 T
ex1 ex4
ex3
Students’ own answers 1 has been
hear – heard, put – put, send – sent,
ex2 2 hasn’t found
pay – paid, read – read, take – taken
Students’ own answers 3 haven’t had
ex4
ex3 4 has asked
1 Have they entered their
Past participle forms: 5 have given
passwords? Yes, they have.
eat – eaten, drink – drunk, forget – 6 has forgotten
2 Has she downloaded the video?
forgotten, win – won, lose – lost ex5
No, she hasn’t.
1 down 1 Have you saved your work?
3 Have they done some searches?
2 confused Yes, I have.
No, they haven’t.
3 pleased 2 Has Ana made any backups?
4 Has he logged out? Yes, he has.
4 cheerful No, she hasn’t.
ex5
5 worried 3 Have you and your friend logged
Students’ own answers
6 angry out? Yes, we have.
ex6
1 Nie używaj telefonu komórkowego 7 hungry 4 Has Joe forgotten his password?
w klasie. 8 thirsty No, he hasn’t.
2 Zmień buty. ex4 5 Have the students done any
3 Nie śmieć. Good news: Well done! That’s good searches? Yes, they have.
4 Nie ściągaj. news! Congratulations. That’s great! 6 Have you drunk any water?
5 Uważaj na zajęciach. Bad news: Oh dear, poor you! Don’t No, I haven’t.
6 Nie graj na korytarzu. worry. We can sort it out. That’s ex6
ex7 a pity. 1 I have forgotten
Students’ own answers ex5 2 haven’t found
Students’ own answers 3 has bought
ex6 4 has won
Students’ own answers

140
Unit 8 ex5 ex4
1 No, he hasn’t. Present perfect: affirmative and
2 Yes, he has. negative
Lesson 1 3 No, he hasn’t.
He/She has recycled the paper.
p96 4 No, he hasn’t.
ex1 ex6 He/She hasn’t recycled the glass.
Students’ own answers Students’ own answers Past simple: affirmative and
ex2
Lesson 3 negative
Students’ own answers
p99 He/
recycled the paper yesterday.
p97 ex1
She
ex3 Students’ own answers He/
1 She’s going snorkelling. ex2 She
didn’t recycle the glass.
2 She’s sleeping in a tent. Students’ own answers
3 She’s going fishing. ex5
ex3 1 started
4 He’s riding a quad bike. Suggested answers:
5 He’s staying in a caravan. 2 hasn’t joined, has never done
The family’s score is about 4.5 – they 3 did, didn’t do
6 He’s going scuba diving. are Eco-beginners.
7 They’re climbing a mountain. 4 have just finished
ex4 ex6
8 They’re swimming with dolphins. Example answers:
ex4 1 Have you recycled the plastic
1 Do you recycle paper? in your house?
1 get 2 Have you ever done a street
2 seven 2 When did you recycle it?
clean-up? 3 Have you ever done a street
3 7 days/a week 3 How do you save electricity?
ex5 clean-up?
4 Have you ever done a beach 4 When did you do it?
1 expensive clean-up?
2 dangerous ex7
5 Do you recycle tin cans? Students’ own answers
3 fun 6 Do you save water?
4 difficult ex5 Lesson 5
5 boring Students’ own answers
ex6 p102
ex6
Students’ own answers ex1
Students’ own answers
Life skills: Think safety! fly, meet, run, sing, write
1 e  2 c  3 b  4 a  5 d Lesson 4 ex2
Students’ own answers
p98 p100 ex3
Lesson 2 Quick check 1 He’s recycled the plastic.
ex1 recycle plastic, recycle glass, recycle 2 He’s done a park clean-up.
ridden, swum, gone, worn, slept paper, recycle tin cans, recycle food 3 He’s saved water.
ex2 waste; ex4
Present perfect: never do a beach clean-up, do a river 1 h He’s just done a skydive.
clean-up, do a park clean-up, 2 c She’s just swum with dolphins.
He/She ’s never slept in a tent. do a street clean-up; 3 f He’s just recycled the glass.
Present perfect : ever save water, save gas, save electricity, 4 a She’s just ridden a quad bike.
save petrol 5 g He’s just slept in a tent.
with the Useful!
Has he/she ever swum ex5
dolphins?
1 Jestem kłębkiem nerwów. Six sentences:
Yes, he/she has. 2 Hura na cześć ... 1 She has ridden a quad bike.
No, he/she hasn’t. 3 Twoja kolej! 2 She has never ridden a quad bike.
ex3 ex1 3 Has she ridden a quad bike?
1 Have you ever gone snorkelling? Yes, they are, because they have 4 Has she ever ridden a quad bike?
2 Has my grandad ever gone helped a lot at Save the Sea. 5 She rode a quad bike last week.
snorkelling? 6 When did she ride a quad bike?
p101
3 He has never swum in the sea. ex6
ex2
4 I’ve never done that. 1 B  2 A  3 C
1 c  2 a  3 b
ex4 Eco-alert
ex3
1 I have never ridden a quad bike. Do a playground clean-up at your
1 He has just recycled the rubbish.
2 Have you ever ridden a quad bike? school!
2 They have just done a park
3 Yes, I have.
clean-up. p103
4 Has your grandma ever ridden
3 She has just lost her purse. Lesson 6
a quad bike?
4 He has just bought a computer. ex1
5 No, she hasn’t.
6 Has your grandma ever gone Let’s ... Why don’t we …?
scuba diving? ex2
7 Yes, she has. Agreeing with a suggestion:
8 My grandma has never gone scuba That sounds good. That’s a good idea.
diving! I’ll go with that.

141
Disagreeing with a suggestion: ex4 Let’s talk Unit 1–2
I’m not sure. That won’t work. 1 Henry has never done a skydive.
I don’t like the sound of that. 2 Henry and his sister have never
ex3 explored a cave. p110
Students’ own answers 3 Henry has just ridden a quad bike. ex2
ex4 4 His mother and father have just 1 There is a hospital. / There isn’t
1 Why don’t we do/organise gone scuba diving. a post office.
2 I’m not sure. / That won’t work. / 5 They have never slept in a tent. 2 There are two banks. / There isn’t
I don’t like the sound of that. 6 His sister has just done a skydive. one bank.
ex5 7 His sister has never climbed 3 There is one office. / There aren’t
Students’ own answers a mountain. two offices.
ex6 ex5 p111
Students’ own answers 1 Have you ever explored ex2
2 When did you explore 1 There is a post office. / There isn’t
Lesson 7 3 did a hospital.
p104 4 What did you see 2 There is one bank. / There aren’t
ex1 5 saw two banks.
As far as you can see – jak okiem 6 Have you ever gone snorkelling 3 There are two offices. / There isn’t
siegnąć 7 Has your friend ever explored one office.
It’s an ecological nightmare – to jest ex6
ekologiczny koszmar 1 I have never done a skydive.
2 My brother has just recycled the
Let’s talk Units 5–6
it isn’t all bad news – nie wszystkie
wiadomości są jednak złe paper.
Fortunately – na szczęście 3 Have you ever swum with dolphins? p114
We can all join in – możemy wszyscy ex1
dołączyć Let’s check Units 7–8 3 I broke my leg. / I twisted my ankle.
ex2 7 I fell down the stairs. / I jumped
1 b  2 d  3 a  4 c from a tree.
p108 9 I went to hospital. / I went to A&E.
ex3 ex1
1 In the middle of the Caribbean Sea. 1 three p115
2 It’s beautiful. 2 two dolphins ex1
3 We can recycle as much as 3 exploring caves 2 What happened to you?
possible. We can help to clean up 4 (to) climb/climbing a mountain 4 When did it happen?
rivers, parks, forests and beaches. ex2 6 How did you do it?
ex4 1 C  2 A  3 C 8 What did you do next?
1 J  2 L  3 J  4 J  5 L ex3 10 How does it feel now?
ex5 1 B  2 D  3 A  4 E ex4
1 c  2 d  3 e  4 a  5 b ex4 1 15 minutes
ex6 1 Computer Warehouse 2 easy
Students’ own answers 2 31 days 3 4 eggs, 3 slices of bread,
3 20% 4 tablespoons of milk, jam
Lesson 8
or honey, butter
p105 p109 4 First, put the eggs into a bowl.
ex1 ex5 Add some milk and mix it well.
1 ride a quad bike 1 C  2 B  3 E  4 A Then, put the slices of bread into
2 sleep in a tent ex6 the bowl. Put some butter on the
3 explore a cave 1 looked at them frying pan. Fry the slices of bread
4 swim with dolphins 2 logged in/on to / logged out of for about 2 minutes. Finally, serve
5 climb a mountain 3 swum / gone swimming / been them with jam or honey.
6 stay in a caravan swimming with
4 never slept in
ex2
ex7
Earth Day
1 food waste
2 river clean-up 1 B  2 C  3 B  4 B
3 electricity ex8 p118
4 tin cans Students’ own answers ex1
5 street clean-up b
6 save petrol ex2
7 recycle glass 1 save water, energy
8 save water 2 plant trees
ex3 3 recycle paper, glass, plastic
1 Why don’t we 4 protect the environment
2 That won’t work 5 clean up the forest
3 I’ll go with that 6 use reusable shopping bags
7 reuse paper, glass, plastic
8 collect e-waste

142
ex3 Thanksgiving and Polish
1 People celebrate Earth Day on 22nd
April. Harvest Festival
2 The festival started in the USA.
3 They organise festivals, events, p120
meetings, parades; they clean up ex1
cities and towns; they learn how to c
save water and energy and how to ex2
reuse and recycle glass, paper and 1 roast turkey
plastic. 2 harvest wreath
4 They clean up forests and parks, 3 get together
plant trees, learn how important 4 dumplings
it is to collect e-waste and use 5 give thanks for / be thankful for
reusable shopping bags, use public 6 homemade bread
transport, walk or ride their bikes 7 pumpkin pie
to school. 8 yeast cake
ex4 9 grow crops
Students’ own answers 10 gravy
ex5
Possible answers: p121
1 It’s important to clean up the forest. ex3
2 Remember to use reusable 1 Mia
shopping bags. 2 Robert
3 It’s very important to recycle glass, 3 Mia
plastic and paper. 4 Robert
4 Remember to turn off the tap 5 Robert
(when you brush your teeth) and 6 Both (Mia and Robert)
save water. ex4
5 You should reuse it and use both 1 get together
sides of paper. 2 homemade bread, dumplings,
6 It’s important to plant (some) trees. yeast cake
7 You should collect all your e-waste 3 roast turkey, gravy, pumpkin pie
and put it into a special container. 4 harvest wreath, give thanks for
8 Remember to turn off your 5 grow crops
computer and save energy. ex5
ex6 Students’ own answers
1 sobotę ex6
2 torby ekologiczne 1 obiad/posiłek
3 plakat 2 pieczony indyk
4 posprzątać w lesie 3 tarta dyniowa / ciasto dyniowe
ex7 4 wieńca dożynkowego / wieńców
Students’ own answers dożynkowych
5 podziękować za / dziękować za
ex7
Students’ own answers

143
 Workbook Audioscript
Welcome Unit
 01
1 The second of March.
2 The thirteenth of August.
3 The twenty-first of April.
4 The fifth of November.
5 The eighteenth of February.
6 The thirtieth of October.
Unit 1
 02
Rick: What does your dad do, Sarah?
Is he a lawyer?
Sarah: A lawyer? No, he isn’t. He’s
a nurse. He works at the hospital.
And my mum works at the hospital
too.
Rick: Is she a nurse?
Sarah: No, she isn’t. She works in the
hospital café. She’s a cashier.
Rick: Oh, my sister’s a cashier too.
She works at the big supermarket
by the library. But she wants to be
a scientist. She’s studying science
in the evenings.
Sarah: That’s cool. Do you want
to be a scientist, Rick?
Rick: No, I don’t. I want to be
a plumber.
 03
1 There are three farmers in the
garden.
2 This is my brother. He’s very good
at maths.
3 Please brush your teeth in the
bathroom.
4 These clothes are from South
America.
5 The athlete is running along the
path.
6 Your grandmother is very thin.
 04
I’m going to my aunt’s house for the
weekend. I love staying with my aunt
– she’s really good fun – but there are
a lot of rules in her house! We have
to get up early and make our beds
and we have to take off our shoes
when we come into the house. My
brother always has to set the table
for lunch – I don’t. But I have to clear
the table at the end of the meal and
he doesn’t. At least we don’t have
to go to bed early! We can stay up
really late at our aunt’s house.
 05
1 I’m in a big room. There are lots of
shelves and there are lots of boxes
on the shelves.
144
2 I’m not inside. There are some
cows here.
3 There are lots of robots here.
They’re putting doors onto cars.
4 People come here to travel
to other places. They’re carrying
big bags.
5 The people who work here are
counting money.
Unit 2
 06
Mary: Can I see your room, Sally?
Sally: Yes, of course. I painted it
yesterday and now all the furniture
is back. So … here it is!
Mary: Oh, I like your bookcase!
Sally: Well, thank you. It was my
aunt’s. It’s great, but it isn’t very big.
Mary: No, that’s true. It’s quite small.
But you’ve also got a huge shelf
for your books.
Sally: Yes. And look – my rug’s new.
Do you like it?
Mary: It’s beautiful! I really like it.
And it’s the same colour as your
blinds – blue.
Sally: Yes, but the blinds have got
flowers on them as well. They’re
quite old fashioned. And I don’t
really like these pink cushions.
They’re quite ugly.
Mary: Well, I think your room looks
fantastic!
 07
1 I’ve got a toy ship and a sharpener
in my bag.
2 She’s a short, shy girl.
3 My seven sisters sing about
shopping.
4 He’s wearing shorts and shoes, but
no socks.
5 This year summer is short and hot.
6 There are six ships on the shelf.
 08
1 new showers or baths. He also helps
Our kitchen is quite small. It’s got
a sink of course, with two taps – a hot
tap and a cold tap. It’s got a small
fridge and a small freezer and
a cooker. We haven’t got a dishwasher
though, we wash our plates and pans
in the sink. And we have got a washing
machine, but it isn’t in the kitchen,
it’s in the bathroom. There aren’t any
radiators in the kitchen, so it’s quite
cold here in the winter.
2
We’ve got a cooker and a fridge
in our kitchen, but we haven’t got
a freezer. Our freezer’s in the garage.
But there’s a washing machine and
there’s a big radiator. We haven’t got
a dishwasher, but we’ve got a big
sink with one tap.
 09
a I’m meeting my friends.
b No, she isn’t.
c I do my homework.
d Yes, she does.
 10
Kevin: Do you need any help, mum?
Mum: Yes please, Kevin. Can you
open the blinds and close the
window, please? I’m really cold.
Kevin: Sure, no problem.
Mum: Thanks. Oh, and can you turn
up the radiator as well? It isn’t very
hot in here.
Kevin: Of course.
Mum: Thanks, Kevin, that’s a great
help.
 11
Girl: Oh, I really like this jacket. How
much is it please?
Woman: That blue jacket? It’s £5.
Girl: £5? What a bargain! Yes, I’ll take
it please. Oh, and these boots are
cool. Can I try them on?
Woman: Yes, of course.
Girl: Oh no. They’re too small.
Woman: What size are you?
Girl: I’m a 39.
Woman: Oh, no, sorry. I haven’t got
any size 39 shoes or boots. I’ve got
some nice hats though. Look,
they’re just here.
Girl: Hmm, no, I don’t usually wear
hats. Oh well, the jacket is great.
Thanks.
Woman: Bye!
Units 1–2 Let’s check
 12
My brother works as a plumber. He
goes to people’s houses to fix leaks
in their sinks or basins, or to put in
people with their radiators. Sometimes
he has to fix their toilets! He doesn’t
usually have to work outside and he
doesn’t have to wear a uniform. His
favourite part of the job is meeting
lots of different people. It’s great
when he helps them and makes them
happy. Today he’s fixing a shower.
It’s a difficult job, but he likes it!
Unit 3
 13
This is my favourite book. It’s about
a family and their life. Raquel and
Peter meet and fall in love when they
are nineteen years old and they get
married a year later. They live
in Peter’s parents’ house for three
years. Raquel gets a job as a nurse,
and Peter works in a bookshop. They
move house after three years and
then they have two children – Toby
and Sam. But Raquel wants to go to
university. She goes to classes after
work every evening and when the
children are older, she goes to
university to study photography.
One of her photographs wins
a competition and she becomes
famous.
 14
1 Let’s have lunch and then drive
to my uncle’s house.
2 The boys in the village often play
volleyball.
3 I can’t find my football boots.
4 Do you want to walk to the
waterfall this afternoon?
5 She fell in love with a very clever
man.
6 He’s got long, fair hair.
 15
Dan: Hey, Debra! Do you think you’ll
go to university after school?
Debra: Hi, Dan! Yes, I do. I want to be
a doctor, so I think I’ll go to
university and then I’ll get a job
at the hospital. How about you?
Dan: Oh, I don’t know. I think I’ll
travel around the world after school.
I won’t go to university. I’ll visit lots
of different countries and meet
lots of interesting people.
Debra: I won’t travel around the
world. I’m scared of flying! I’ll move
to a house in the mountains and
live there with six horses and five
dogs. And I won’t ever get married.
Dan: Really? I think I’ll get married.
But I won’t have any children.
I don’t like children!
 16
1 I think Anna will pass the test, but
she won’t get a very good mark.
She works hard and she pays
attention in class, but she doesn’t
write very good essays.
2 Tara doesn’t listen to the teacher
and she doesn’t do her homework.
She never gets good marks. I think
she will fail the test.
3 Rita will get a very good mark.
She writes excellent essays and
she always revises before a test.
She pays attention in class.
 17  20
1 twenty fifty I’ve got two cats, Milo and Coco. Milo
2 two thousand and eighty is a big white cat and Coco is a small
3 twenty thirty-two brown and grey cat. Coco isn’t as
4 twenty twenty-three intelligent as Milo, but she is much
5 twenty fifteen faster than Milo. They are both very
6 two thousand and forty-four cute, of course! Milo is five years old
and Coco is two years old.
Unit 4
 21
 18 1 This animal isn’t as big as a horse,
but it’s bigger than a mouse.
1 2 This animal isn’t as dangerous as
Boy: I’m thinking of an animal. Can a shark, but it’s more dangerous
you guess what it is? than a dolphin.
Girl: Does it live in a tree? 3 This animal is the most endangered
Boy: No, it doesn’t. animal in the world.
Girl: Can it swim?
Boy: Yes, it can.  22
Girl: Is it scary?
1 Should I buy a tank?
Boy: Yes, it is.
2 How often should I feed it?
Girl: I know! It’s a …
3 Can I ask you something?
2
4 What should I feed it?
Girl: OK, it’s my turn now. Can you
guess my animal?  23
Boy: Can it swim?
Man: Are you enjoying your visit
Girl: No, it can’t.
to Flinders Chase?
Boy: Is it ugly?
Woman: Yes, it’s amazing! Today
Girl: Ugly? Some people think it’s
we’re watching whales – look!
ugly, but I think it’s cute.
There’s a blue whale!
Boy: Hmm. Can it run fast?
Man: Wow! It’s so big! And what are
Girl: No, it can’t run. But it can fly!
you doing tomorrow?
Boy: Aha! It’s a …
Woman: We’re going on a platypus
3
walk in the morning and in the
Boy: Right. Can you guess my animal
afternoon we’re taking some
now?
photographs of kangaroos.
Girl: Is it poisonous?
They’re so cute.
Boy: No, it isn’t poisonous.
Man: Well, I hope you have
Girl: Is it intelligent?
a fantastic time!
Boy: I don’t know!
Woman: Thank you.
Girl: Can it climb trees?
Boy: No, it can’t.
Girl: Does it live in hot places?
Units 3–4 Let’s check
Boy: Yes, it does. It loves hot places.
Girl: Is it a …  24
4 1
Girl: OK, this is the last one. Girl: Do you like my new pet?
Boy: Is it a sea animal? He’s called Clarence.
Girl: No, it isn’t. It doesn’t live in the Boy: Oh wow! He’s scary! Is he
sea. poisonous?
Boy: Is it intelligent? Girl: No, he isn’t. And he’s very
Girl: Yes, it is. It’s very intelligent. friendly.
Boy: Can it run fast? Boy: Do you have to keep him
Girl: It can run, jump and climb trees. in a tank?
Boy: Is it a ..? Girl: Yes, I do. But sometimes I take
him out and play with him.
 19
Boy: Can he move fast?
1 A ship B chip Girl: Yes, he can. He hasn’t got any
2 A cheat B sheet legs, but he can move very fast.
3 A chair B share 2
4 A sheep B cheap Girl: Do you want to play football
5 A shop B chop in the park after school?
6 A choose B shoes Boy: No, sorry, I can’t. I have
to revise for the test.
145
Girl: I’m sure you’ll get a really good
mark. You always pay attention
in class and your science projects
are brilliant.
Boy: Yes, I know. I like doing
experiments in class, but I often
make mistakes in tests.
3 Girl: Well, she loves cooking. How
I don’t think we’ll travel into space
in the future. I think we’ll stay here
on Earth. And we won’t fly
to different countries on holiday,
we’ll stay at home and we’ll use
Internet connections in our brains
to see different places. That’s much
better for the environment, so I think
it’s a good thing.
Unit 5
 25
Hello, everybody. I’m Tom and I want
to tell you about my hobby. I love
cooking and I’m learning how to make
lots of different dishes. My mum and
dad don’t really like cooking, so
I watch videos online. Sometimes
they’re good, but sometimes I can’t
really understand them. So I learn the
best recipes and ideas from my
grandmother. I visit her every Friday
after school and she always teaches
me how to make something new.
I can make beef stew, chocolate cake
and salmon steaks with broccoli! My
sister loves my chocolate cake
because she really likes sweet food,
but it is not very healthy. I think my
best dish is chicken noodle soup. It’s
spicy and it’s got fresh vegetables
in it. I love spicy food! Next week,
I want to make pasta with a vegetable
sauce for my aunt and uncle. They’re
vegetarians, so I can’t make beef stew
or salmon steaks for them. I hope
they like the pasta.
 26
1 I’m looking for my book about
kangaroos.
2 We play football every afternoon
after school.
3 My brother watches spooky
cartoons on Sundays.
4 Let’s take our scooters to the
wood.
5 His house has got a blue roof and
a swimming pool in the garden.
 27
1 headache’s really bad.
Girl: Have you got the forks, Mike?
Boy: No, I haven’t. I think they’re
next to the chopping board.
146
Girl: No, they aren’t. Are they on the
table?
Boy: Oh, yes, you’re right. And the
spoons are in the sink.
2 Thank you.
Man: What are we going to give
aunt Rachel for her birthday?
about this frying pan?
Man: Hmm, I don’t know. It’s nice,
but it’s quite expensive. This
chopping board is good.
Girl: Yes, it is, but she’s already got
a new chopping board and a really
good knife.
Man: OK then. Let’s get the frying
pan.
3 to stay in hospital for a few days.
You take some fruit – strawberries
and bananas are good – and some
milk or yogurt. Then you put them
all into a blender. And then pour it
into a big glass. Mmm, delicious!
 28
a No, he wasn’t.
b Yes, I was.
c Yes, they were.
d No, there wasn’t.
e Yes, there were.
f She was in the garden.
 29
Boy: How do I make a chicken salad
sandwich, mum?
Mum: It’s very easy. You need some
chicken, some lettuce, some
mayonnaise and some bread. First,
cut the chicken into small pieces.
Then, fry it in a frying pan with
some oil for five minutes. Put it
in a bowl. Then chop the lettuce.
Add it to the chicken. Add a little
mayonnaise. Put the chicken,
lettuce and mayonnaise onto
a piece of bread and put another
piece of bread on top.
Unit 6
 30
Woman: Hi, Ben. Are you OK?
Man: No, I’m not. I’ve got
a headache.
Woman: Oh dear!
Man: Do you think I should call an
ambulance?
Woman: Well, I’m not sure. Have you
got a high temperature?
Man: No, I haven’t. But my
Woman: I think you should go
to your local chemist’s. They can
give you some medicine.
Man: Should I go to A&E?
Woman: No, not for a headache.
A&E is for accidents and
emergencies.
Man: OK. I’ll go to the chemist’s.
 31
chemist’s, chat, school, chicken,
chair, headache, chimpanzee,
earache
 32
Boy: Hi, Lucy! Where’s Rick?
Girl: Oh, he had an accident last
weekend – he fell out of a tree.
Boy: Oh no! Is he OK?
Girl: Well, he broke his arm, so he has
Boy: That’s terrible.
Girl: Yes, I know. But his
grandmother sent him some
magazines yesterday and his dad
made him some biscuits.
Boy: Maybe I’ll visit him tomorrow.
 33
1 No, he didn’t. He broke his foot.
2 They went three weeks ago.
3 Yes, she did. Now she feels much
better.
4 I dropped my dictionary on it.
 34
Annabel: Hi, Bill! What happened
to you?
Bill: Oh, hi Annabel. I had an
accident. I twisted my ankle.
Annabel: When did it happen?
Bill: Last Tuesday.
Annabel: How did you do that?
Bill: I fell off my scooter.
Annabel: How does it feel now?
Bill: It doesn’t hurt much.
Units 5–6 Let’s check
 35
Speaker 1: I had the flu last month.
First, I had a sore throat, and then
I had a headache. I felt really awful.
My mum took my temperature
and I had a fever. I didn’t go
to school for a week. I didn’t take
any medicine – I just stayed in bed
and slept. My friends sent me
some homework but I didn’t do it!
I never want to feel like that again.
Speaker 2: I fell off my scooter
yesterday and hit my head on
a tree. I had a really bad headache
and I twisted my ankle but I didn’t
break it. It really hurts now, and
I can’t do PE at school or play
football or tennis for a week. And,
of course, I can’t ride my scooter!
 So now I’m reading lots of books
and watching TV.
Speaker 3: It happened last weekend
at a football match. My football
boot broke and fell off and then
I kicked the ball really hard and
bruised my foot! It looks bad, but
actually it doesn’t hurt. I’m still
playing football tomorrow with my
friends, but I need to get some
new football boots. My mum
wasn’t very happy because those
boots were really expensive.
Speaker 4: I’ve got this horrible cold at
the moment. My throat hurts, I’ve
got earache and I have an awful
cough. I got some medicine from
the chemist’s but I still feel really
bad. I just want to stay in bed for the
whole weekend, but I can’t because
I’ve got an important tennis match
tomorrow. So, I’m drinking lots of
water and I’m taking this medicine.
I hope I feel better soon and I hope
I win the match!
Unit 7
 36
Man: Hello, can I help you?
Girl: Yes, please. I want to buy a new
computer.
Man: Right! Are you looking for
a touchscreen computer?
Girl: Oh, I think that’s probably very
expensive. I just want a laptop
with a touchpad.
Man: Fine. And how much do you
want to spend? This laptop is
a bargain – just £550 - and it
comes with a free printer.
Girl: Wow! That’s good. But I’ve
already got a printer at home.
What about this laptop?
Man: This is our cheapest laptop. It’s
£350. It’s a great computer and it’s
got a really good battery, but it’s
only got 4 GB of RAM.
Girl: Oh, well, I’m not sure. Maybe I’ll
think about it and come back
tomorrow.
Man: OK then.
 37
1 touch, mouse, young
2 mountain, cousin, trousers
3 playground, mouth, double
4 young, south, country
 38
I’ve had a really busy day. I’ve sent an
email to my grandmother in Australia
and I’ve downloaded a video of my
favourite singer. I’ve also done some
searches for my science project. I’ve
found a really good app to practise
my English vocabulary, but I haven’t
installed it because my phone’s
broken. And I want to forward this
email about the Computer Show
in London to my cousin, but I don’t
know his email address. Hmm, what
else have I done? Oh no … I haven’t
saved my work on the science project.
I’m going to do that now!
 39
Mum: Jack, have you sent an email
to your aunt Sadie? It’s her
birthday today.
Jack: Oh, sorry, mum. No, I haven’t.
But I’ve finished my homework.
Mum: Well, that’s good. And what
about your room? Have you tidied
your room?
Jack: I’ve put my clothes into the
wardrobe but I haven’t taken the
rubbish out.
Mum: OK. I’ve bought a pizza for
lunch, so we can have that when
you’ve taken the rubbish out.
Jack: Great! Oh … have you made
a birthday cake for aunt Sadie?
Mum: Oh dear, no I haven’t.
I completely forgot!
 40
1 You do this when you finish using
a computer.
2 I didn’t do this and I lost all my
work!
3 You type your name and then this
when you log in.
4 I did this yesterday and now I’ve got
some free space on my computer.
5 You do this when you want to find
out some information online.
 41
1
Josh: Hi, Amy. What’s up?
Amy: Oh, hi, Josh. I’m feeling angry.
My brother used my smartphone
this morning and he’s lost it!
Josh: Oh dear! That’s really bad.
2 5 know  6 half  7 listen  8 comb
Sam: Hi, Lucy. What’s up?
Lucy: Hi, Sam. I’m feeling thirsty.
I can’t find my water bottle and
I haven’t drunk any water today.
Sam: Don’t worry. You can have
some of my water.
Lucy: Thank you!
3
Mark: Hi, Rita. What’s up?
Rita: Hi, Mark. I’m feeling pleased. I’ve
won the class maths competition.
Mark: That’s good news!
Congratulations.
Rita: Thanks.
Unit 8
 42
Speaker 1: I went to my cousins’
farm in Canada last year with my
family. They live on a big farm near
the mountains. We went for long
walks every day and went fishing
at the lake. One afternoon we rode
quad bikes around the farm. It was
amazing, but a bit dangerous. I fell
off the bike and scratched my arm.
But I still enjoyed it!
Speaker 2: My favourite holiday of all
time was when I went to Greece. We
went scuba diving and snorkelling.
I saw so many beautiful fish and the
water was clean and warm. We even
saw some dolphins – but they were
very far away. But my sister didn’t
have a great time. She’s scared of
water and didn’t want to go into
the sea. It was a pity.
Speaker 3: A couple of months ago,
my family stayed in a caravan
in Cornwall for the weekend.
Cornwall is great – there’s a lot
to do there and I went snorkelling
a few times. But the caravan was
really small and really cold! I didn’t
sleep very well and at the end of
the weekend, I was very tired.
I want to go back next year, but I’ll
find a different place to stay.
Speaker 4: We went to Wales last
summer. We did lots of really cool
things – we rode quad bikes and
my brother did a skydive. On the
last day of the holiday we climbed
Mount Snowdon. It was a very
long climb, but when we got to the
top, the view was amazing. I was
really tired, though, and I was
asleep in the car all the way home!
 43
1 knee  2 wrong  3 hour  4 castle
147
 44
Boy: Hi, Emma. Can you answer
some questions for me? I’m doing
a survey on being green.
Girl: Yes, sure, no problem.
Boy: OK, so, have you ever done
a clean-up – you know, like
a beach clean-up?
Girl: I’ve never done a beach clean-
up, but I’ve done a park clean-up.
There’s a clean-up at our local park
every month and I usually go and
help.
Boy: Good. And what about recycling?
Do you recycle stuff at home?
Girl: Yes, we’re pretty good at
recycling. I always recycle plastic,
glass and paper.
Boy: What about food waste?
Girl: Oh no, I don’t recycle that.
Boy: And do you try to save water
or electricity?
Girl: Well, yes, we definitely save
water. We never have baths – we
always have showers and we use
the dirty water for the garden in the
summer. And we save electricity.
We turn the TV and the computer
off when we aren’t using them.
Boy: And the lights?
Girl: Yes, we always turn the lights
off. But we don’t really save petrol
because there aren’t any buses
or trains where we live. So we go
to school in the car and mum and
dad drive to work.
 45
Jake: Hi, Lauren. Listen, I’ve got
a great idea. Why don’t we do
a playground clean-up after school
tomorrow?
Lauren: I’m not sure, Jake. Have you
asked the teachers?
Jake: Yes, I have. They think it’s
a good idea. And we can write an
article about it for the school
newspaper.
Lauren: OK, that sounds good. Let’s
make a poster about it now. Then
lots of other students can help us.
Jake: I’ll go with that.
148
 46
My friend Jodie and I did the San
Marcos River clean-up in March. It was
really good – but I was very tired at
the end! We didn’t go in a canoe, we
walked along the river bank. I collected
two bags of rubbish – tin cans, plastic
bags and plastic bottles and Jodie
collected three bags. We started at two
o’clock in the afternoon and worked for
four hours. But then, at the end of the
day, there was a meeting for the
volunteers. It was great because I met
lots of really interesting people. Yes, it
was hard work, but I had a good time.
Units 7–8 Let’s check
 47
Last year we went on holiday to Wales
with our aunt and uncle. We stayed
in a caravan near the beach. It was
a really great holiday, but there was
one problem – the beach wasn’t very
clean. There were plastic bottles and
old tin cans everywhere. So, on the
second day of our holiday, we did
a beach clean-up. There were lots of
people at the beach clean-up and it
was really good fun. After that, the
beach was great, and we went
swimming and snorkelling there
every day. I loved snorkelling! One
day, we took a boat out and visited
a small island. That was the best day
of the holiday. I really want to go
back there next year.
Earth Day
 48
Speaker 1: We’re celebrating Earth
Day at our school today. Usually
I come to school by car, but today
I’m cycling on my bike. And in the
afternoon, we’re making reusable
bags. It’s important to take
reusable bags when you go to the
supermarket. Plastic bags are bad
for the environment.
Speaker 2: For Earth Day, my family
and I are doing a park clean-up at
our local park. We’re taking
rubbish bags and we’re going
to pick up all the rubbish. We’re
also going to watch a film about
the environment on TV tonight.
Speaker 3: I’ve made a poster for
Earth Day. It’s about how to save
water and electricity at home. You
can do things like turn off
computers and the TV and have
a short shower, not a long bath. At
school today, we’re going to show
our posters and talk about them.
Then we’re going to make a film
about different ways to be
eco-friendly.
Speaker 4: I saw a poster at the
supermarket about collecting
e-waste. I’m going to take my old
keyboard and printer to the
recycling centre. Then I’m going
to cycle to the forest with my
family. We’re going to plant some
trees and then have a picnic. And of
course, we’re going to collect all our
rubbish and bring it home with us!
Thanksgiving and Polish
Harvest Festival
 49
Lauren: Hi, this is Lauren’s phone.
I’m sorry, I’m not around right now,
so leave a message after the beep.
[beep]
Brandon: Hi, Lauren! It’s Brandon
here. We’re going to celebrate
Thanksgiving at my uncle and
aunt’s house on Thursday 25th
November. Do you want to come?
We’re going to have all the
traditional food – roast turkey with
mashed potatoes, cranberry sauce
and gravy, and then pumpkin pie.
Oh, and my aunt asks you to bring
your mum’s yeast cake as well for
dessert. I know it’s Polish, not
American, but everyone loves it!
So, if you want to come, just let me
know. Come any time after one
– but make sure you’re there by
two o’clock, because that’s when
we have lunch. Give me a call on
612 4551 123. That’s 612 4551 123.
OK! Really hope you can make it!
 Workbook Answer key
Welcome unit
p4
ex1
Across: window, radio, skis, door,
canteen, gate, helmet, goggles,
library
Down: magazine, wall, cartoon,
serial, pitch, gym, wetsuit
1: skis, helmet, goggles, wetsuit
2: canteen, library, pitch, gym
3: window, door, gate, wall
4: radio, magazine, cartoon, serial
ex2
1 the third of July
2 the twenty-second of January
3 the seventh of June
4 the twenty-fifth of December
5 the tenth of September
ex3
1 a  2 a  3 b  4 a  5 b  6 a
ex4
1 in front of  2 between  3 behind
4 near
ex5
Possible answers:
1 The tennis racket is behind the ice
skates / between the flippers and
the helmet / near the goggles.
2 The football boots are in front of
the surfboard / near the flippers.
3 The goggles are in front of the
helmet / near the tennis racket.
4 The helmet is behind the goggles /
near the ice skates.
ex6
1 baker’s – b
2 chemist’s – e
3 stationer’s – c
4 bookshop – f
5 butcher’s – d
6 newsagent’s – a
p5
Grammar
ex1
1 wash  2 gives  3 drinks  4 don’t feed
5 do  6 doesn’t have
ex2
1 Do you often eat fast food?
No, I don’t.
2 Does your brother watch game
shows on TV? Yes, he does.
3 Do the students always do their
homework? Yes, they do.
4 Does Lucy make her bed every
morning? No, she doesn’t.
5 Do your cousins ever play
basketball? No, they don’t.
6 Does your cat often climb trees?
Yes, it does.
ex3
1 a  2 a  3 a  4 some  5 any  6 a  7 the
8 the  9 an
ex4 1 have to make  2 have to take off
Possible answer: 3 has to set  4 doesn’t have to set
There are three bedrooms. There is 5 doesn’t have to clear 6 has to clear
a kitchen. There is a bathroom. There 7 don’t have to go
isn’t a garage. There isn’t a swimming ex3
pool. There aren’t any stairs. 1 has to help
ex5 2 has to tidy
Students’ own answers 3 doesn’t have to wear
4 have to wait
Unit 1 5 don’t have to stay
6 have to do
Lesson 1 Train your brain!
p6 1 I don’t have to go to school
ex1 on Sundays.
1 nurse  2 lawyer  3 cashier  4 farmer 2 She has to make her bed every
5 plumber  6 scientist morning.
7 sports centre manager  8 engineer 3 SCIENTIST, ENGINEER
ex2
1 nurse  2 cashier  3 cashier Lesson 3
p8
4 scientist  5 plumber
ex3 ex1
1 factory  2 airport  3 farm  4 office
1 jobs  2 crops  3 milk  4 law
5 wears  6 hospital  7 patients 5 hospital  6 town hall  7 bank
8 police station  9 post office
8 nurse
ex4 10 warehouse  11 recycling centre
12 fire station
Possible answer:
I’m a cashier. I work in a clothes shop. ex2
1 e  2 d  3 f  4 a  5 g  6 b  7 h  8 c
I give change to customers.
I’m an engineer. I build schools. I also ex3
A 1; B 2
make robot teachers.
ex5 1 station  2 look  3 wear  4 office
5 desk  6 make  7 manager
1 Th ere are three farmers in th e
garden. 8 rubbish  9 workers  10 bad
11 money  12 job
2 Th is is my bro th er. He’s very good
at maths. ex4
Example answer:
3 Please brush your teeth in th e
bathroom. This is a farm. The farmers here work
very hard. They have to get up early
4 Th ese clo th es are from South
America. to give food to animals. They also
have to milk cows and grow crops.
5 Th e athlete is running along th e
path. The job isn’t fun when the weather
is bad. Farmers don’t earn a lot of
6 Your grandmo th er is very thin.
money, but it’s a very important job.
Life skills: Different opinions
1 U  2 F  3 F Lesson 4
p9
Lesson 2 ex1
p7 1 Do Ella and Alfie have to send
ex1 some emails? Yes, they do.
1 doesn’t have to feed 2 Do Ella and Alfie/they have to fix
2 have to stand up a leak in the boat? No, they don’t.
3 have to finish 3 Does the captain have to send
4 don’t have to make some emails? No, he doesn’t.
5 don’t have to listen 4 Does the captain/he have to fix
6 don’t have to be a leak in the boat? Yes, he does.
7 don’t have to help ex2
ex2 1 Do they have to make lunch for
Jade Jade’s their aunt? No, they don’t.
brother 2 Do the workers have to put arms
get up early 3 3 on the robots? Yes, they do.
make our beds 3 3 3 Does your sister have to practise
take off our shoes 3 3 the violin every day? Yes, she does.
set the table 4 Does he have to write a letter
for lunch 7 3 to his teacher? No, he doesn’t.
clear the table
after lunch 3 7
go to bed early 7 7
149
ex3 Sara: I don’t mind it. Unit 2
1 Do you have to wash the dishes? Charlie: Do you like doing maths?
2 Why does he have to vacuum the Sara: Yes, I really do.
carpet? Charlie: Let’s see … you should be an Lesson 1
p14
3 Do the students have to finish engineer!
ex1
their homework? Sara: That’s not a bad idea.
1 rug  2 towel  3 cupboard
4 When do I have to go to bed? ex 5
4 curtains  5 mirror  6 wardrobe
5 Does Jessica have to work in the 1 looking after animals
7 blinds  8 bookcase  9 sofa
office today? 2 hate doing experiments
10 cushion  11 shelf  12 armchair
1 b  2 a  3 d  4 c  5 e
Lesson 7 ex2
Useful! p12 1 wardrobe  2 bookcase, shelf
1 Sorry I’m late. ex1 3 curtains  4 rug  5 sofa, armchair
2 See you soon! 1 F 2 T 3 F 4 T 5 F 6 mirror  7 towel  8 cupboard
3 We’re in a rush. ex2 ex3
Train your brain! 1 ice cream taster 1 blinds  2 cushions  3 bookcase
1 Does your sister have to iron her 2 waterslide tester 4 rug  5 shelf
clothes? Yes, she does. 3 furniture tester Phonics twister
2 Do you have to wash the windows? 4 golf ball diver 1 2
Yes, I do. ex3 2 3
1 furniture tester 3 1
Lesson 5
2 waterslide tester 4 2
p10
3 golf ball diver 5 1
ex1
4 ice cream taster 6 2
1 d  2 e  3 a  4 b  5 c
ex4 ex4
ex2
Possible answer: Students’ own answers
1 farmer  2 plumber  3 cashier
In the USA, people spend a lot of
4 scientist  5 nurse  6 engineer Lesson 2
money on pet food. It is safe for
ex3 p15
humans to eat. You can earn good
1 I have to look after animals and ex1
money as a pet food tester. You have
grow crops – C; 1 watch  2 ’re visiting  3 ’re helping
to eat the dog or cat food and check
2 He has to work in a school but he 4 ’s painting  5 ’re putting up
the taste.
doesn’t have to wear a uniform – A; 6 doesn’t usually stay  7 often rides
3 She has to help patients in Lesson 8 8 goes  9 ’re listening
a hospital – D; p13 ex2
4 I have to help people but I don’t ex1 1 F 2 T 3 F 4 T 5 T 6 F
have to work in a hospital – B Across: warehouse, plumber, ex3
ex4 scientist, factory, office, airport, 1 usually plays; isn’t going;
Start – a – f – g – i – j – b – c – d – e engineer ’s studying
– h – Finish Down: hospital, cashier, farm, nurse, 2 are doing; ’m vacuuming;
lawyer ’s ironing; isn’t helping; ’s sleeping
Lesson 6
1: cashier, nurse, lawyer, plumber, 3 drives, takes, ’s riding
p11
scientist, engineer 4 ’re learning; don’t usually enjoy;
ex1
2: hospital, farm, warehouse, factory, ’re watching
1 e  2 c  3 b  4 a  5 d
airport, office 5 doesn’t usually get up; ’s having
ex2
ex2
1 chatting  2 maths  3 doing Train your brain!
1 crops  2 patients  3 experiments
4 computers  5 experiments 1 studies  2 isn’t studying
4 shelves  5 rubbish  6 desk
ex3 3 ’s reading  4 does  5 isn’t doing
7 stamps  8 fires
1 Yes, I really do. 6 ’s swimming  7 eats  8 isn’t eating
ex3
2 I don’t mind it. 9 ’s eating; picture C
1 using  2 really  3 fixing  4 hate
3 Yes, I do.
5 helping  6 mind  7 looking  8 not Lesson 3
4 No, not really.
ex4 p16
5 No, I hate it.
1 Do you have to do ex1
6 That’s not a bad idea.
2 do 1 cooker, fridge, dishwasher, freezer,
ex4
3 have to help sink
Charlie: Now it’s your turn. Do you
4 What do you have to do 2 shower, bath, basin
like helping people?
5 have to water ex2
Sara: No, I hate it.
6 has to wash 1 taps, basin
Charlie: Do you like using
7 have to make 2 fridge
computers?
8 have to take out 3 heater
Sara: Yes, I do.
9 doesn’t have to help 4 washing machine, dishwasher
Charlie: Do you like chatting
ex5 5 basin, sink
to people.
1 has to fix 6 freezer
Sara: No, not really.
2 hate cooking 7 radiators
Charlie: Do you like looking after
8 shower
animals?

150
ex3 7 taps cushions ex4
1 on the fridge 8 blinds radiators Example answer:
2 using the cooker ex2 Some people in the UK, the USA and
ex 4 1 I usually play football on Saturday Canada go to special parties where
1 fridge  2 freezer morning, but today I’m painting people swap clothes. They aren’t in
3 washing machine  4 dishwasher the bookcase. shops, they are in people’s houses.
5 radiator  6 taps  7 basin 2 Joe and Emma often go swimming/ People bring their old clothes to the
ex5 swim on Friday afternoon, but party. Then they look at all the other
1 A today they’re cleaning/washing clothes and they choose something
2 C the bath. new. They often decide to give some
ex6 3 My dad usually watches TV in the money to charity.
Example answer: evening, but this evening he’s
Picture B: fixing the shower. Lesson 8
We’ve got a sink with two taps in 4 Students’ own answers p21
our kitchen. There’s a small radiator ex3 ex1
and a small fridge, but we haven’t 1 Are they buying a new wardrobe? 1 d  2 f  3 a  4 h  5 c  6 b  7 e  8 g
got a freezer. We’ve got a cooker, 2 We’re putting up blinds in the ex2
a washing machine for our clothes bedroom. 1 basin  2 mirror  3 radiator  4 rug
and a dishwasher. 3 Does your brother usually walk 5 tap  6 towel
to school? ex3
Lesson 4 4 I always have eggs for breakfast. 1 Do you need any help?
p17 ex4 2 Yes please. Can you put these
ex1 1 b  2 d  3 a  4 c clean clothes in the wardrobe,
1 Does, f  2 Are, e  3 are, c  4 does, d please?
5 Is, a  6 Do, b Lesson 6 3 Sure, no problem.
ex2 p19 4 Thanks. Oh, and can you take
1 Do your friends often watch TV? ex1 some chicken out of the freezer,
2 When are you painting your room? 1 b  2 e  3 a  4 c  5 d please?
3 Are the students listening to the ex2 5 Of course. Are we having chicken
teacher? 1 opens  2 closes  3 cold  4 up for supper tonight?
4 What time do you usually have ex3 6 Yes, we are. Thanks, that’s a great
breakfast? 1 hand help.
5 Is he starting his course tomorrow? 2 please/I do ex4
6 Where are we meeting our teacher? 3 off/down 1 are you doing
ex3 4 problem 2 ’m meeting
1 What is he doing this Saturday? 5 help 3 usually play
He’s making a cake. 6 any 4 aren’t playing
2 What is he doing tomorrow? He’s 7 unload 5 ’re helping
going to Emma’s birthday party. 8 good 6 ’m writing
3 What do Sally & Ann usually do on ex4 7 Do you often write
Saturday? They usually play football. Noah: Do you want a hand? 8 I don’t
4 What are they doing this Saturday? Dad: Yes, please. Can you load the 9 ’re learning
They’re buying a present. dishwasher? 10 ’s making
5 What are they doing tomorrow? Noah: Yes, of course. 11 Does she often make
They’re going to Emma’s birthday Dad: And can you close the curtains, 12 she does
party. please? 13 ’s painting
Useful! Noah: Sure, no problem. 14 Are your mum and dad helping
1 Poor little thing! Dad: Thanks, that’s a great help. 15 they aren’t
2 There’s something fishy going on. ex. 5 16 aren’t staying
3 What is he up to? 1 want a hand  2 Sure, no problem 17 ’re visiting
4 No idea! ex5
Lesson 7 1 Who are you meeting at the
Train your brain! p20 weekend?
1 Do you often get up early? ex1 2 What do you usually eat for
No, I don’t. 1 a lot of breakfast?
2 What is she doing tomorrow? 2 donate 3 When do you usually get up?
She’s fixing the taps. 3 a good bargain 4 What is your teacher doing at the
4 charity moment?
Lesson 5
5 clothes, books and furniture + Students’ own answers
p18
ex2
ex1
1 A 2 C 3 B 4 A
1 freezer washing machine
ex3
2 curtains wardrobe
1 (It’s) £5.
3 heater fridge
2 (It’s) blue.
4 sofa bath
3 She doesn’t usually wear hats.
5 bookcase armchair
6 dishwasher basin

151
Units 1–2 Let’s check 7 will fall Useful!
8 won’t learn, will learn 1 catch him red-handed
ex2 2 Have a good time!
p22 1 F 2 T 3 F 4 T 5 T 6 F 7 T 8 F 3 What’s the point?
ex1
ex3 Train your brain!
1 (He works) in people’s houses.
1 Jack thinks people won’t live on the 1 d  2 a  3 b  4 c
2 (He likes) meeting lots of different
Moon. Mark thinks people will live Picture A
people.
on the Moon.
3 (He’s) fixing a shower. Lesson 5
2 Jack thinks children will have robot
ex2 p28
teachers. Mark thinks children
1 Do you want a hand/Do you need ex1
won’t have robot teachers.
any help/Can I help you 1 They will get married.
3 Jack thinks he won’t travel by
2 No, I don’t./No, not really./No, 2 She will have an operation.
jetpack. Mark thinks he will travel
I hate it. 3 He won’t get rich.
by jetpack.
ex3 4 They won’t go to university.
ex4
1 B  2 C 5 fall in love
Students’ own answers
ex4 ex2
1 D  2 B  3 E  4 A Train your brain!
Sarah thinks she’ll get married. 1 Will he pass the test?
ex5 2 Will they get divorced?
1 garage sales Tim thinks he won’t travel to the
Moon. 3 Will she go to the cinema with them?
2 magazines 4 Will she cheat in the test?
3 on Saturday before 11.30 Sarah thinks she won’t get rich.
Tim thinks he’ll be/become famous. 5 Will they have an argument with
p23 her?
ex6 Lesson 3 ex3
1 A  2 G  3 C  4 E p26 1 Tara
ex7 ex1 2 Rita
1 don’t have Across: 1 mark  7 mistakes 3 Anna
2 are you doing 8 attention ex4
3 a hand with Down: 2 revise  3 fail  4 essay c – e – a – d – b
4 doesn’t mind 5 cheat  6 project They will have the kitten.
ex8 ex2
1 write  2 revising  3 mark  4 pay Lesson 6
Students’ own answers p29
5 cheat  6 make  7 correct  8 pass
ex3 ex1
Unit 3 1 Astrid 1 2050
2 Jamie 2 2080
Lesson 1 3 Jamie 3 2032
p24 4 Astrid 4 2023
ex1 5 Astrid 5 2015
1 house ex4 6 2044
2 job Students’ own answers ex2
3 love, married 1 Some (people) think
4 famous Lesson 4 2 That sounds right
5 university p27 3 (I) can’t believe that
6 arguments, make ex1 4 (I) agree with (you)
7 operation 1 her  2 us  3 it  4 me  5 him  6 them 5 That’s rubbish!
8 divorced 7 you  8 them ex3
ex2 ex2 1 Ben
1 D  2 G  3 A  4 E  5 F  6 C  7 B 1 Will she revise for the test 2 Lee, Pat
ex3 on Tuesday? Yes, she will. 3 Ben
1 married  2 love  3 job  4 university 2 Will they get good marks in the ex4
5 famous  6 rich test? No, they won’t. Possible answers:
ex4 3 Will you read this book at the Laura: That sounds right. There’s
Students’ own answers weekend? Yes, I will. a lot of pollution because of cars.
Phonics twister 4 Will your friends be late for class Kelly: I agree. Cars aren’t good for
125 this afternoon? Yes, they will. the environment.
5 Will he finish his history project Martha: I can’t believe that. We need
Lesson 2 tonight? No, he won’t. cars. We use them every day.
p25 ex3 Laura: I agree with you, but perhaps
ex1 1 Will you revise we will find more eco-friendly
1 won’t move, will go 2 will ways to travel.
2 will get 3 Will you have ex5
3 will become, won’t get 4 won’t 1 are you sure
4 will get 5 Will your friends pass 2 Some scientists think
5 will buy 6 will
6 will have, won’t get 7 Will Professor Wright be
8 won’t

152
Lesson 7 ex4 ex2
p30 Example answer: 1 the most intelligent
ex1 I think owls are very beautiful, but 2 the cutest
1 will  2 better  3 bigger  4 teachers they aren’t very intelligent. They can 3 aren’t as fast as
ex2 fly but they can’t swim. They aren’t 4 the fastest
1C 2B 3D 4A poisonous. They live in trees. 5 the biggest
ex3 Phonics twister 6 the most dangerous
1 F 2 T 3 T 4 F 5 T 6 F 1 B 2 A 3 A 4 B 5 B 6 A ex3
ex4 1 Whose pen is it? It’s hers.
Life skills: Finding information
Possible answers: 2 Whose cat is it? It’s theirs.
on the Internet
In 2050, people will travel to Mars. 3 Whose car is it? It’s his.
1, 4
The journey will take about six 4 Whose bike is it? It’s yours.
months. Robots will build houses Lesson 2 5 Whose dog is it? It’s ours.
there and we will grow plants to eat. p33 Useful!
ex1 1 Spot on!
Lesson 8
1 bigger than 2 There you are.
p31
2 aren’t as dangerous as 3 I couldn’t care less.
ex1
3 as fast as Train your brain!
1 e  2 g  3 a  4 c  5 f  6 b  7 d
4 aren’t as heavy as 1 Frankie
ex2
5 more endangered than 2 Finlay
1 revises, good marks
6 are smaller than 3 Felicity
2 pays attention, essays
ex2
3 passes, makes mistakes
1 Milo is bigger than Coco. / Coco is Lesson 5
4 fails, low marks
smaller than Milo. p36
5 projects, cheats
2 Milo is more intelligent than Coco. / ex1
6 corrects
Coco is less intelligent than Milo. 1 kangaroos  2 penguins
ex3
3 Milo isn’t as fast as Coco. 3 octopuses  4 sharks  5 crabs
1 c  2 e  3 a  4 d  5 b
4 Coco is as cute as Milo. 6 ostriches
ex4
5 Milo is older than Coco. / Coco is ex2
1 won’t be
younger than Milo. 1 a  2 a  3 b
2 will learn
ex3 ex3
3 won’t buy
A Bactrian camel a–e–b–c–f–d
4 will grow
B dromedary It’s his umbrella.
5 won’t eat
1 as tall as ex4
6 won’t have
2 heavier than 1 It is heavier than a monkey.
7 will live
3 as fast as 2 It isn’t as intelligent as
ex5
4 better a chimpanzee.
1 her  2 us  3 it  4 him
5 longer 3 It isn’t as big as an elephant.
ex6
Train your brain! 4 It is the cutest animal in the world!
1 Will you get married before you’re
1.65: Zac B
thirty?
No, I won’t. 1.75: Mark Lesson 6
2 Will the children get up late 1.80: Bill p37
tomorrow? 1.85: Jack ex1
Yes, they will. 1 kennel – D
Lesson 3
3 Will your dad get a new job next 2 lead – F
p34
month? 3 tank – B
ex1
Yes, he will. 4 cage – C
1 wing  2 feathers  3 beak  4 tail
4 Will Amy move house next year? 5 seeds – A
5 whiskers  6 fur  7 paw  8 claws
No, she won’t. 6 shampoo – E
9 shell  10 fin
ex7 ex2
ex2
1 pay attention in 1 C  2 A  3 E  4 D
1 D  2 B  3 A  4 C
2 move house ex3
ex3
1 fur  2 tail  3 paws  4 eat  5 catch 1 thinking  2 something  3 course
Unit 4 6 endangered  7 number  8 bigger 4 shouldn’t  5 often  6 should
ex4 7 great  8 help
Lesson 1 Students’ own answers ex4
p32 Example answer:
ex1 Lesson 4 A: Excuse me. I’m thinking of buying
1 owl  2 beaver  3 penguin p35 a mouse. Can I ask you something?
4 kangaroo  5 ostrich  6 crab ex1 B: Yes, of course.
7 polar bear  8 octopus 1 the fastest A: Should I buy a cage?
ex2 2 the biggest B: Yes, you should.
1 B  2 D  3 A  4 C 3 the most poisonous A: Oh, OK. How often should I clean
ex3 4 the heaviest the cage?
1 B 2 A 3 C 4 A 5 the largest B: You should clean it once a week.
6 the best A: That’s great! Thanks for your help.

153
Lesson 7 2 Jodie wants to move out of the 4 They weren’t all quite hot after
p38 boat. / Jodie wants to move lunch. They were quite cold.
ex1 to a house but Shane loves living 5 Josh’s birthday cake/It wasn’t in
1 SK  2 B  3 B  4 SK  5 SK  6 B on the boat. the shape of a robot. It was in the
ex2 3 Isabel is getting married (to Piotr). shape of a motorbike.
1 long, year ex4
2 heavier than p41 1 Where were you yesterday?
3 on the land and in the sea ex4 2 Who was your best friend when
4 water 1 1.5 metres you were ten years old?
ex3 2 once + Students’ own answers
1 She’s watching whales. 3 take/keep your (corn) snake out
Train your brain!
2 She’s going on a platypus walk and of the tank
1 Where was he?
taking photographs of kangaroos. ex5
2 They were at home.
3 blue whales, kangaroos, platypus 1 B  2 C  3 B  4 A
3 I was hungry.
ex4 ex6
4 Were you a chef?
Example answer: 1 the most poisonous
Galapagos National Park is on the 2 as strong as Lesson 3
Galapagos Islands in Ecuador. It’s 3 thinking of buying p44
the oldest national park in the 4 mean to be ex1
country. 97% of the Galapagos 5 easier than A
Islands is a protected national park ex7 1 cup  2 glass  3 teaspoon  4 bowl
and tourists have to travel round Students’ own answers 5 fork  6 plate  7 knife  8 spoon
it with a guide. You can see many B
endangered species here and some Unit 5 1 saucepan  2 blender  3 chopping
amazing animals, like the Galapagos board  4 frying pan
penguin, the Galapagos tortoise and Lesson 1 ex2
the marine iguana. p42 1 cup  2 bowl  3 knife, chopping
ex1 board  4 saucepan  5 frying pan
Lesson 8 1 pork chop  2 beef stew ex3
p39 3 salmon steak  4 tuna salad 1 b  2 a  3 a
ex1 5 peas  6 broccoli
1 paw  2 shell  3 tail  4 feathers ex2 Lesson 4
5 beak  6 whiskers  7 claws  8 fur 1 fresh  2 stale  3 pie  4 noodle p45
9 polar bear 5 salty  6 beef  7 mashed  8 popular ex1
ex2 ex3 1 There wasn’t any rubbish.
1 c  2 f  3 a  4 b  5 d  6 e 1 c  2 a  3 b 2 There weren’t any dogs.
ex3 ex4 3 There were a lot of birds.
1 Excuse  2 Can  3 course  4 Should Students’ own answers 4 There weren’t any people in the
5 Yes  6 should  7 How often lake.
8 should  9 day  10 That’s  11 Thanks Phonics twister 5 There was an old woman with
ex4 /ʊ/: 1 looking, book; 2 football; a small cat.
1 yours  2 his  3 hers  4 ours  5 theirs 4 wood 6 There was a boat on the lake.
ex5 /uː/: 1 kangaroos; 2 afternoon, 7 There wasn’t a shark in the lake.
1 the heaviest school; 3 spooky, cartoons; ex2
2 faster than 4 scooters; 5 roof, pool A
4 the lightest Life skills: Healthy food ex3
5 as endangered as salmon, tuna, cereals, broccoli Example answers:
6 heavier than B – There were four plates and two
Lesson 2 knives on the table. The knives
ex6
p43
Example answers: were under the chopping board.
ex1
The tiger is taller than the wolf. There was a frying pan next to the
1 was, weren’t  2 wasn’t, was  3 were,
The giraffe is the tallest animal. chopping board. There were four
was  4 were, was  5 Was, wasn’t, was
The tiger isn’t as tall as the giraffe. glasses in the frying pan.
ex2
The wolf isn’t as tall as the tiger. C – There were four plates, four
1 was  2 was  3 wasn’t  4 was  5 were
knives and four forks on the table.
6 weren’t  7 were  8 were  9 were
Units 3–4 Let’s check 10 were  11 wasn’t  12 was  13 was
There were two cups and two spoons
on the chopping board. There was
14 was  15 was
p40 a blender next to the chopping board.
ex3
ex1 1 The party/It wasn’t at Josh’s house. Useful!
1 A  2 B  3 A It was in the park. 1 They aren’t much use.
ex2 2 His father and brother/They 2 It makes me mad!; Just calm down.
1 A  2 C  3 B weren’t there. They were at work. 3 I can give you a hand.
ex3 3 They weren’t in the park for two
1 he’s in love with Priti but she isn’t hours. They were there/in the park
interested in him. for four hours.

154
Train your brain! you need onions, carrots, lamb, 7 take
1 Was there a blender on the table?; b potatoes, salt and pepper. First, chop 8 health centre
2 Were there any glasses on the the onions, carrots and potatoes. ex3
table? a Then slice the lamb. Boil the lamb 1 He has got a bad headache.
Picture C. in a saucepan for thirty minutes 2 No, he hasn’t.
and then add the onion, potatoes 3 He should go to the chemist’s.
Lesson 5 and carrots. Cook them for twenty
p46 Phonics twister
minutes, and add salt and pepper. 1: chat, chicken, chair, chimpanzee
ex1 Serve it with Irish bread.
1 teaspoon  2 saucepan  3 bowl 2: chemist’s, school, headache,
4 fork  5 frying pan  6 spoon  7 plate Lesson 8 earache
8 blender  9 glass  10 knife p49 ex4
11 salmon steak ex1 1 take some medicine
ex2 Across: turkey pie, mashed 2 stay in bed
1 chicken noodle soup potatoes, bowl, knife, broccoli, 3 call an ambulance
3 I don’t like sweet food. rolls, frying pan, salmon steak, 4 go to A&E
ex3 Down: beef stew, blender, spoon, Lesson 2
1 Was there a cat in your garden? fork, pork chop, peas, glass, plate p51
2 There were two dolphins in the sea. 1: turkey pie, mashed potato, ex1
3 The pork chop was very tasty. broccoli, beef stew, pork chop, 1 liked – regular
4 He was at the cinema last night. peas, salmon steak, rolls 2 saw – irregular
ex4 2: bowl, knife, frying pan, blender, 3 carried – regular
1 b  2 e  3 a  4 d  5 f  6 c spoon, fork, glass, plate 4 drank – irregular
ex2 5 worked – regular
Lesson 6 1 sweet  2 spicy  3 bitter  4 stale
p47 6 ate – irregular
5 fresh  6 salty 7 had – irregular
ex1 ex3
1 boil  2 slice  3 add  4 cook  5 mix 8 painted – regular
1 ingredients, c  2 difficult, a 9 made – irregular
6 chop  7 fry  8 serve 3 long, take, make, d  4 How, b
ex2 ex2
ex4 1 played
1 difficult  2 ingredients  3 eggs 1 were  2 were  3 was  4 was  5 were
4 butter  5 long  6 minutes  7 make 2 didn’t win
6 was  7 were  8 weren’t  9 was 3 had
8 mix  9 bowl  10 add  11 frying pan 10 wasn’t
12 fry 4 walked
ex5 5 watched
ex3 1 Were there any apples in the bowl
1 c  2 g  3 f  4 b  5 a  6 e  7 d 6 made
yesterday? No, there weren’t. 7 did
ex4 2 Was there any food on the table?
Example answer: 8 wrote
No, there wasn’t. 9 felt
You need a tin of tuna, some lettuce 3 Were you at school yesterday? Yes,
and some mayonnaise. First, put 10 went
I was. 11 slept
the tuna in a bowl. Then, chop the 4 Was there a cat in your garage last
lettuce and put it into the bowl. Add 12 didn’t wake up
night? Yes, there was. ex3
some mayonnaise. Put the tuna, 5 Were there many people at the
lettuce and mayonnaise onto some 1F 2T 3T 4F 5T 6F
concert? Yes, there were. ex4
bread. Put another slice of bread
on top. Students’ own answers
Unit 6 Train your brain!
Lesson 7 1 chicken 2 pizza 3 beef stew
p48 Lesson 1 4 beef stew 5 chicken 6 pizza
ex1 p50 7 pizza 8 beef stew 9 chicken
1 F 2 T 3 F 4 T 5 T 6 F ex1
ex2 1 a fever Lesson 3
apricot jam – dżem morelowy; 2 a sore throat p52
curry paste – pasta curry; 3 flu ex1
minced beef – mielona wołowina; 4 a stomach ache scratched her arm,
mixture – mieszanina; 5 a headache bruised my hand,
topping – przybranie 6 a cough twisted your ankle,
ex3 7 toothache burnt/burned his leg,
1 chillies 8 a cold cut her knee,
2 milk and eggs 9 earache hurt my finger
3 about 40 minutes ex2 ex2
4 rice and green salad 1 sore 1 burnt 2 scratched 3 hit 4 cut
ex4 2 cough 5 bruised, break 6 had
Example answer: 3 call ex3
The national dish of Ireland is 4 temperature 1 left 2 heard 3 looked 4 saw
Irish stew. It’s very easy to make 5 fever 5 flew 6 hit 7 fell 8 broke 9 sent
and really tasty. To make this dish 6 stay 10 made

155
ex4 3 Did your friend call an ambulance USA in 1832, when she was eleven
1 He didn’t break his arm, he broke last night? years old. She wanted to become
his leg. 4 I didn’t break my leg but I broke a doctor and went to medical school
2 He doesn’t have to stay in hospital, my arm. in 1847. The other students were
he has to stay at home. 5 When did you burn your hand? often unkind to her because she
3 His grandmother didn’t send him 6 Her brother didn’t bruise his arm. was a woman. In 1849, she was the
some magazines, she sent him ex4 first woman in the USA to become
some DVDs. 1 Did your brother twist his ankle? a doctor.
4 His dad didn’t make him some 2 When did your friends go to the In 1857 she opened a hospital for
biscuits, he made him a chocolate cinema? women and children in New York and
cake. 3 Did Bella take the medicine? eleven years later she opened the
ex5 4 How did you hurt your finger? Women’s Medical College.
1 Last week Amy fell down some ex5 Elizabeth Blackwell was important
stairs. 1 chemist’s/health centre because she helped other women
2 She hit her head and broke her 2 stomach ache  3 ago  4 sore  5 take become doctors. She died in 1910.
arm.
3 Now she can’t write and she can’t Lesson 6 Lesson 8
ride her bike. p55 p57
ex1 ex1
4 She isn’t (very) happy.
1 yesterday 1 cough  2 sore throat  3 headache
Lesson 4 2 last year 4 fever  5 flu  6 cold  7 toothache
p53 3 a few weeks ago 8 earache
ex1 4 last week ex2
1 learnt/learned  2 told  3 stole 5 the day before yesterday 1 toothache  2 your leg  3 cold
4 threw ex2 4 a fever  5 an ambulance  6 accident
ex2  hurts a lot ex3
1 Did your brother break his arm? – c  doesn’t hurt much, isn’t too bad, 1 What happened to you?
2 Where did the girl put her bag? – e  doesn’t hurt at all, is better now, 2 I had an accident. I burnt my hand.
3 Did the students finish their is fine 3 When did it happen?
homework? – b ex3 4 Three days ago.
4 When did you see the film? – f 1 happened  2 accident  3 did 5 How did you do it?
5 How did he hurt his knee? – d 4 before  5 How  6 feel  7 too 6 I dropped a cup of hot water on my
6 Did you learn about the ex4 hand.
environment? – a 1 twisted his ankle. 7 How does it feel now?
ex3 2 Last Tuesday. 8 It doesn’t hurt much.
1 Did you have a shower this 3 He fell off his scooter. ex4
morning? 4 It doesn’t hurt much. 1 cut  2 drank  3 ate  4 fell  5 flew
2 What time did you have lunch ex5 6 heard  7 left  8 saw  9 sent  10 told
yesterday? Example answer: ex5
3 Did you go to school last Joseph: Hi, Keira. What happened 1 What did you do
Saturday? to you? 2 visited
4 What did you do last weekend? Keira: Oh, hi Joseph. I had an 3 listened
+ Students’ own answers accident. I cut my head. 4 made
ex4 Joseph: When did it happen? 5 burnt/burned
1 day before yesterday Keira: Yesterday. 6 Did you call
2 two months ago Joseph: How did you do that? 7 didn’t
3 last year Keira: I fell in the garden. 8 Did you play
Useful! Joseph: How does it feel now? 9 did
1 You’re in the soup now. Keira: It hurts a lot. 10 dropped
2 Hurry up! 11 broke
Lesson 7 12 did he break
3 It hurts like mad. p56 13 didn’t play
Train your brain! ex1 14 went
1 Did you see Rachel at school? 1 e  2 b  3 d  4 a  5 c
2 What time did the children go ex2
to bed? 1 e  2 b  3 d  4 a  5 c
Units 5–6 Let’s check
ex3
Lesson 5 1 Her father p58
p54 2 She cleaned it and she helped the ex1
ex1 patients. 1 C  2 A  3 E  4 D
1: sore throat, cough, fever, flu 3 In 1856. ex2
2: twist, burn, break, cut 4 She wrote letters and worked 1 How long does it take to make?
ex2 to make hospitals better places. 2 How did you do that?
Students’ own answers ex4 ex3
ex3 Example answer: 1 B  2 A  3 C  4 B
1 How did you cut your knee? Elizabeth Blackwell was born in ex4
2 My sister had a headache England in 1821. She moved to the 1 A  2 B  3 B
yesterday.

156
p59 3 Jo hasn’t played the new video 4 Has Mum bought pizza for lunch?
ex5 game. Yes, she has.
1 E  2 G  3 C  4 B 4 You haven’t found a great website 5 Has she made a cake for aunt
ex6 about video games. Sadie? No, she hasn’t.
1 burnt his hand 5 We haven’t broken our friend’s Useful!
2 didn’t send laptop! 1 suppose so
3 were some 6 My grandparents haven’t given me 2 got into a right mess
4 did you make a new smartphone. 3 turned over a new leaf
5 wasn’t at 7 It hasn’t been a really good day.
Train your brain!
ex7 ex4
1 Has your uncle sold his computer?
Students’ own answers 1 have  2 haven’t  3 found
Yes, he has.
ex5
2 Have the students tidied their
Unit 7 Students’ own answers
classroom?
Train your brain! No, they haven’t.
Lesson 1 1 My friend has not broken his
p60 laptop. Lesson 5
ex1 2 I have sold my old game controller. p64
1 monitor  2 ink cartridge 3 MONITOR, PRINTER ex1
3 game controller  4 printer 1 monitor  2 keyboard  3 mouse
5 touch screen  6 laptop  7 mouse Lesson 3 4 game controller  5 printer  6 laptop
8 keyboard p62 7 ink cartridge  8 touchpad
ex2 ex1 ex2
1 laptop Across: 1 password  6 searches 1 a  2 b  3 b  4 a  5 a
2 mouse, touchpad 7 upload  8 send ex3
3 ink cartridge Down: 2 save  3 delete  4 install 1 Has Eva seen her friend?
4 monitor 5 backups 2 They haven’t sold their car.
5 game controller ex2 3 He has broken his leg.
ex3 1 in  2 type  3 enter  4 do  5 send 4 Have you taken out the rubbish?
1 touchscreen  2 press  3 click  4 tap 6 download  7 install  8 out 5 She hasn’t made her bed.
5 swipe  6 type  7 keyboard ex3 ex4
ex4 1 has downloaded 1 Have you bought a new printer?
1 F 2 T 3 F 4 T 2 has done 2 Has she done some searches for
3 hasn’t installed her history project?
Phonics twister 4 hasn’t forwarded
1 mouse 3 Has he sold his old laptop?
5 hasn’t saved 4 Have you entered your password?
2 cousin ex4
3 double 1 download a video Lesson 6
4 south 2 send an email p65
Life skills: Using money well 3 delete an email ex1
Good 4 install an app 1 down, C
a bargain, big memory, long battery 5 do searches 2 cheerful, F
life, reliable + Students’ own answers 3 hungry, B
Bad 4 thirsty, A
short battery life, difficult to repair, Lesson 4 5 confused, G
expensive, small memory p63 6 worried, H
ex1 7 angry, E
Lesson 2 1 heard  2 put  3 sent  4 paid 8 pleased, D
p61 5 read  6 taken ex2
ex1 ex2 1 What’s up?
1 been  2 broken  3 bought  4 done 1 Have they installed a new app? 2 I’m feeling confused.
5 found  6 given  7 had  8 made Yes, they have. 3 That’s a pity.
9 seen  10 sold 2 Has your brother downloaded ex3
ex2 three videos? Yes, he has. 1 angry, lost
1 have sold 3 Have you and your cousins done 2 thirsty, drunk
2 have done any searches for your homework? 3 pleased, won
3 has bought No, we haven’t. ex4
4 has played 4 Have you logged on to your 1
5 have found computer? Yes, I have. A: What’s up?
6 have broken 5 Has Stella deleted this email? No, B: I’m feeling hungry because
7 have given she hasn’t. I haven’t eaten any food today.
8 has been ex3 A: Don’t worry. We can sort it out.
ex3 1 Has he done/finished his You can have my sandwich.
1 The children haven’t done their homework? Yes, he has. B: Thanks.
homework. 2 Has he put his clothes into the 2
2 My sister hasn’t bought a new wardrobe? Yes, he has. A: What’s up?
printer. 3 Has he taken the rubbish out? No, B: I’m feeling cheerful because I’ve
he hasn’t. passed all my exams.

157
A: That’s great! Well done! Unit 8 ex2
B: Thank you! 1 tin can  2 plastic bottle
3 food waste  4 petrol  5 water
Lesson 7 Lesson 1
6 electricity
p66 p68
ex3
ex1 ex1
1 paper  2 river  3 electricity  4 petrol
1 NY  2 T  3 V  4 E 1 go snorkelling
5 food waste
ex2 2 go fishing
ex4
1 She talks about it online. 3 swim with dolphins
1 park clean-up  2 month  3 Plastic
2 Because she’s good at it and she’s 4 go scuba diving
4 glass  5 baths  6 showers  7 garden
very funny. 5 stay in a caravan
8 TV  9 computer  10 lights  11 buses
3 It’s about animals in a zoo. 6 ride a quad bike
12 trains
4 It tells people about animals and 7 climb a mountain
the environment. 8 do a skydive Lesson 4
5 Mistakes in the computer game. ex2 p71
ex3 1 explore  2 swim  3 whale  4 scuba ex1
Students’ own answers 5 sleep  6 caravan 1 never swum
ex4 ex3 2 did
Example answer: 1 B  2 E  3 A  4 C 3 Have you ever won
In Santiago, in the USA, a twenty- Phonics twister 4 ’ve just seen
year-old man is drawing pictures for 1 k  2 w  3 h  4 t  5 k  6 l  7 t  8 b 5 went
computer games. He is a computer Life Skills: Think Safety! 6 didn’t climb
games artist. He has to think 1 helmet  2 risks  3 instructions ex2
about the clothes of the different 4 adult 1 I’ve just had a shower
characters in a computer game. He ex4 2 They’ve just heard a funny joke.
also has to draw the backgrounds, Students’ own answers 3 No, he’s just gone out.
for example, the buildings, animals 4 No, thank you. I’ve just eaten
and countryside. Lesson 2 lunch.
p69 5 She’s just broken my phone.
Lesson 8 ex1 ex3
p67 1 gone  2 ridden  3 swum  4 slept 1 has never ridden
ex1 5 worn 2 didn’t see
A printer ex2 3 have just finished
B desktop computer 1 Have you ever swum 4 broke his leg
C monitor 2 have 5 you ever eaten
D keyboard 3 ’ve never gone
E mouse Useful!
4 Has he ever ridden
ex2 1 it’s your turn
5 hasn’t
1 delete  2 install  3 download  4 click 2 I’m a bundle of nerves
6 ’s never climbed
5 log out of  6 do  7 save  8 make 3 Hooray for
7 ’s done
ex3 8 ’ve never done Train your brain!
1 ex3 1 He’s just painted a picture. B
A: What’s up? 1 Has Danielle ever eaten Thai food? 2 He’s just seen a sad film. C
B: I’m feeling worried. No, she hasn’t. 3 He’s just won a prize. A
A: Oh dear, poor you. 2 Has your cat ever slept in your
Lesson 5
2 wardrobe? Yes, it has.
p72
A: What’s up? 3 Have the students ever forgotten
ex1
B: I’m feeling cheerful. their homework? Yes, they have.
Across: plastic, gas, electricity, water
A: That’s great! 4 Have your friends ever read my
Down: paper, glass, petrol, tin cans
ex4 blog? No, they haven’t.
1: plastic, paper, glass, tin cans
1 played  2 lost  3 won  4 had 5 Have you ever worn a wetsuit?
2: gas, electricity, water, petrol
5 forgotten  6 paid  7 read  8 put No, I/we haven’t.
3: The children did a park clean-up
ex5 ex4
yesterday.
1 Have you seen 1 has  2 ever  3 never  4 gone/been
ex2
2 haven’t 5 have
1 Jim has never done a skydive.
3 has broken Train your brain! 2 Have your cousins ever ridden
4 Has your dad looked 1 Have you ever ridden a quad bike? a quad bike?
5 has Yes, I have. 3 Sarah and her friends have just
6 hasn’t found 2 Have you ever gone snorkelling? swum with dolphins.
7 Have you taken No, I haven’t. 4 Have you ever slept in a tent?
8 have Picture A 5 We’ve never gone/been
9 has sent
snorkelling.
10 haven’t done Lesson 3
ex3
p70
a–f–h–b–d–l–k–c–e–g–i
ex1
–j
1 plastic  2 petrol  3 food waste
4 electricity

158
ex4 news. On the second weekend in ex6
1 Have you (ever) been/gone whale October, two thousand volunteers 1 E  2 F  3 C  4 G
watching? from schools and environmental ex7
2 When did your brother break his groups join the WA Marine Debris Students’ own answers
arm? Project. They help to clean up the
3 Did the girls play tennis yesterday? beaches in Western Australia. Past simple practice
4 Has Felix (ever) climbed
a mountain? Lesson 8
p75 p78
5 Did you make lunch at the ex1
weekend? ex1
1 did (I)
1 e  2 a  3 g  4 c  5 h  6 f  7 b  8 d
2 drank (I)
Lesson 6 ex2
3 fell (I)
p73 1 gas
4 felt (I)
ex1 2 clean-up
5 found (I)
1 idea, A 3 plastic bottles
6 hurt (I)
2 work, D 4 electricity
7 learnt (I) / learned (R)
3 sure, D 5 beach
8 left (I)
4 go, A 6 save
9 listened (R)
5 sounds, A ex3
10 made (I)
6 sound, D 1 Let’s do
11 played (R)
ex2 2 That won’t work
12 saw (I)
1 don’t  2 like  3 can  4 go  5 Let’s 3 why don’t we do
13 studied (R)
6 work  7 good 4 I’m not sure
14 swam (I)
ex3 5 sounds boring
15 talked (R)
1 The school playground. 6 I’ll go with
16 tidied (R)
2 The teachers. ex4
17 tried (R)
3 Write (an article) about it for the 1 ever  2 just  3 never  4 just  5 ever
18 walked (R)
school newspaper. 6 never
19 watched (R)
4 Make a poster about it to invite ex5
ex2
other students to the clean-up. 1 Rose and Tim have climbed
I woke up early in the morning and
ex4 a mountain in India. / Rose and
I ran to the park. Lots of birds were
Example answer: Tim climbed a mountain when
in the trees. A dog jumped into the
A: Let’s do a river clean-up. / Why they were in India. They’ve never
lake. He wanted to catch a duck, but
don’t we do a river clean-up? gone scuba diving. They’ve never
the duck swam away very fast. Then
B: That won’t work. It isn’t safe. The eaten Japanese food.
suddenly I heard a loud noise. The
water is very deep. 2 Dean has never climbed
sky got dark and it started to rain.
A: OK, well, let’s do a park clean-up. / a mountain. He’s never gone scuba
ex3
Why don’t we do a park clean-up? diving. He ate Japanese food last
1 My grandparents didn’t fly to Paris
Then we can ride our bikes in the January.
yesterday.
park. 3 Students’ own answers
2 I didn’t sleep for ten hours last
B: Alright, that’s a good idea.
night.
Lesson 7
Units 7–8 Let’s check 3 You didn’t wear a pink coat.
p74 4 She didn’t run very fast.
ex1 p76 5 My friends and I didn’t write this
1 T  2 T 3 F 4 T 5 F ex1 song.
ex2 1 In a caravan near the beach. ex4
1 In Texas, the USA. 2 On the second day of the holiday. Tanya
2 They can go canoeing, swimming 3 She took a boat out and visited 1 Did Tanya get up early? No, she
and fishing. a small island. didn’t.
3 Poison from the litter goes into the ex2 2 Did she have lunch at home?
ground and kills the plants. 1 don’t we do Yes, she did.
4 1972. 2 can/will sort it 3 Did she revise for a test? Yes, she
ex3 ex3 did.
1 enjoyed 1 B  2 B  3 C Joe and Flora
2 walked along the river bank 1 Did Joe and Flora get up early?
p77
3 two Yes, they did.
ex4
4 four 2 Did they have lunch at home?
1 collected it and put it into rubbish
ex4 Yes, they did.
bags
Example text: 3 Did they revise for a test? No, they
2 gets plastic bags
There are more than 120 beautiful didn’t.
3 lives 10 kilometres from the
beaches in Western Australia. People ex5
nearest town and there aren’t
visit the beaches to go swimming, Students’ own answers
many buses
snorkelling and scuba-diving. But
ex5
there is a problem. There is a lot of
1 have never swum
litter on the beaches. It’s not all bad
2 has just finished

159
Present perfect practice 4 clean up forests p83
5 reuse glass ex1
6 recycle paper 1 C  2 A  3 D
p79
7 collect e-waste ex2
ex 1
ex2 1 hotel  2 praniem  3 wstaje  4 doić
1 broken (I)
1 a  2 b  3 a  4 a 5 zanim  6 jedzą  7 półkach
2 bought (I)
ex3 ex3
3 carried (R)
a 2  b 1  c 4  d 3  e 4  f 3  g 2  h 1 1 is visiting  2 the hottest  3 has to
4 given (I)
ex4 4 sweep the  5 a café
5 laughed (R)
1 celebrate  2 reuse  3 clean-up
6 looked (R)
7 lost (I)
4 plant  5 ride  6 car Skills Boosters 2
7 public transport  8 protect
8 met (I)
ex5 p84
9 opened (R)
Students’ own answers ex1
10 painted (R)
11 paid (I) 1 F  2 B  3 D  4 C  5 G
12 put (I) Festivals: Thanksgiving and ex2
13 ridden (I) Polish Harvest Festival 1 How often should I wash the dog’s
14 sold (I) water bowl?
15 skied (R) 2 Thanks for your help.
p81 3 Spot on!
16 taken (I)
ex1 4 Have a good time!
17 visited (R)
1 gravy  2 pilgrim  3 yeast cake 5 I’ll catch him red-handed.
18 washed (R)
4 turkey  5 wreath  6 bread ex3
19 worked (R)
7 dumplings  8 pumpkin pie 1 F  2 P  3 P
ex2
9 give thanks ex4
1 Tom has bought a new computer.
ex2 1 I can’t believe that.
2 You have forgotten your
1 Harvest  2 thanks  3 wreaths 2 That sounds right.
password.
4 dumplings  5 cake  6 homemade 3 I couldn’t care less!
3 Have the children eaten lunch?
7 Thanksgiving  8 gets  9 roast 4 I don’t agree.
4 I haven’t heard the new Beyoncé
10 gravy  11 pie  12 crops ex5
album.
ex3 1 B  2 D  3 C
5 Has your brother read this book?
1 Gdynia
6 She hasn’t sung this song before.
2 He goes to church. p85
7 Have you sent a birthday card
3 Jakub’s sister ex1
to your aunt?
4 Because her family gets together 1 P  2 P  3 F  4 NP
ex3
and has a big meal. ex2
1 Have you seen Sarah today?
5 Pumpkin pie 1 Azji  2 Europy  3 Afryki  4 Europie
Yes, I have.
ex4 5 Azji  6 Afryce  7 Afryki  8 Azji
2 Has he fallen off his bike? No, he
1 Thursday, 25th 9 Europę
hasn’t.
2 two ex3
3 Have the students drunk any
3 yeast cake 1 animals  2 good  3 bad  4 afraid
water today? Yes, they have.
4 612 4551 123 5 pets  6 symbol  7 Europe  8 ill
4 Has your sister left home? Yes, she
ex5
has.
5 Have my brother and I won the
Students’ own answers Skills Boosters 3
competition? No, you haven’t.
ex4
Skills Boosters 1 p86
1 have you walked ex1
2 have p82 1 E  2 B  3 C  4 A  5 G
3 have you bought ex1 ex2
4 haven’t 1 C  2 A  3 F  4 E  5 B 1 How does it feel now?
5 Has he gone ex2 2 They aren’t much use.
6 hasn’t 1 Do you need any help? 3 It isn’t too bad.
7 has done 2 We’re in a rush. 4 Hurry up!
8 has written 3 See you soon! 5 It makes me mad!
9 has revised 4 Thanks, that’s very good of you. ex3
10 Have you done 5 What are they up to? 1 F  2 P  3 F
11 have ex3 ex4
12 have sent 1 F  2 P  3 P 1 How do I make it?
ex4 2 It doesn’t hurt much
Festivals: Earth Day 1 Do you want a hand? 3 How long does it take to make?
2 I don’t like washing windows. 4 When did it happen?
3 Thanks, that’s a great help. ex5
p80 4 I love growing/planting crops. 1 D  2 C  3 A
ex1 ex5
1 save water 1 D  2 A  3 B p87
2 plant trees ex1
3 use reusable shopping bags 1 NP  2 F  3 P

160
ex2 Skills Booster 5
1 D  2 B  3 A  4 C
ex3
p90
1 seven  2 the best  3 Warsaw
ex1
4 to help  5 the queen
1 C  2 D  3 E  4 A  5 F
6 the university
ex2
1 I can give you a hand.
Skills Booster 4 2 I don’t like the sound of that.
3 Have a good time!
p88 4 Here you are.
ex1 5 I couldn’t care less.
1 D  2 C  3 F  4 E  5 G ex3
ex2 1 F  2 F  3 P
1 That’s great! ex4
2 That won’t work. 1 No idea!
3 Congratulations! 2 That’s rubbish.
4 What’s up? 3 What ingredients do I need?
5 I don’t like the sound of that. 4 It’s your turn!
ex3 ex5
1 F  2 P  3 P 1 B  2 A  3 D
ex4
1 We got into a right mess. p91
2 I’m a bundle of nerves. ex1
3 That’s good news! 1 C  2 D  3 B
4 I’ll go with that. ex2
ex5 Mark – 3, Kraków
1 C  2 B  3 A Josh – brak wakacji do wyboru
Zoe – 1, Sudety – Jaskinia
p89 Niedźwiedzia
ex1 Lorna – 2, Warmia i Mazury
1 B  2 C  3 A ex3
ex2 Students’ own answers
1 kilometres  2 May  3 rubbish
4 plastic
ex3
1 przejechane kilometry
2 nauczycielom
3 plakatów
4 kawiarniach
5 potrawy/jedzenie/przekąski
6 śmieci
7 instalacje (artystyczną)

161
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