EXTRA SUPPORT
KEY
Unit 1
Vocabulary consolidation
1 3 look after patients – opiekować się pacjentami
Type of activity: Vocabulary revision.
Organisation: Class work.
Time: 10 minutes.
Preparation: Copy one worksheet per SEN
student.
To use: After lesson 3.
INSTRUCTIONS
• Tell students to write down in their notebook as many
words from the unit as they can. Set a time limit of
2 minutes. Find the winner.
• Hand out the copies of the worksheet. Ask a volunteer
to mime the job in the first picture. Ask the class to
name the job. You can let a few volunteers mime one
job at the same time. Students name the jobs and circle
the correct words.
• Walk around the classroom, monitoring students’ work
and providing help.
KEY
1 lawyer 2 farmer 3 cashier 4 plumber 5 scientist
6 nurse
2
Type of activity: Vocabulary revision.
Organisation: Individual work.
Time: 10 minutes.
Preparation: Copy one worksheet per SEN
student – use the same worksheet as
in Activity 1 above.
To use: After lesson 3.
INSTRUCTIONS
• Focus students’ attention on Activity 2. Tell them to
read the words and write them in the correct order to
make names of activities. Ask students to translate
the names of activities into Polish.
• Monitor students’ work and check if the words
have been written correctly. If you spot any spelling
mistakes, put a dot next to the incorrect spelling
and encourage students to self-correct.
• Students compare their answers in pairs. Then check
the answers with the whole class. You may ask
volunteers to mime the activities.
Teaching notes and key
1 give change to customers – wydawać klientom resztę
2 help people with the law – pomagać w kwestiach
prawnych
4 do experiments – przeprowadzać eksperymenty
5 grow crops and milk cows – upawiać rośliny i doić krowy
3
Type of activity: Vocabulary revision.
Organisation: Individual work.
Time: 5–7 minutes.
Preparation: Copy one worksheet per SEN
student – use the same worksheet as
in Activity 2 above.
To use: After lesson 3.
INSTRUCTIONS
• Focus students’ attention on Activity 3 and ask them to
draw the job of their dreams and write its name.
• Students talk about the chosen jobs in pairs. Then
volunteers present their jobs to the class.
KEY
Students’ own answers.
Unit 1
Lesson 7. Reading
1
Type of activity: Grammar structure recognition.
Organisation: Individual work.
Time: 5-7 minutes.
Preparation: Copy one worksheet per SEN
student. You need the recording of the text
from the Student’s Book, lesson 7.
To use: With lesson 7.
INSTRUCTIONS
• Hand out the copies of the worksheet. Ask students to
listen to and read the text, and underline in blue
all the sentences with the have to structure. Use
the recording from the Class CD. Students compare
their answers in pairs. Then check the answers with
the whole class.
• Ask students to read out the sentences with
the target structure.
 EXTRA SUPPORT Teaching notes and key

KEY • Students read the questions and put them next to the right
• You have to be strong for this job. (Text 1) part of the text. Make sure students understand all
• You have to play the bagpipes outside the Queen’s the words in the questions. Let students compare their
rooms every day. (Text 3) answers in pairs or groups of four.
• .. you have to travel a lot. (Text 3) • Ask students to find and underline the answers to
• You have to be quick and clever for this job. (Text 4) the questions. You might ask students to answer
• You have to put on a mermaid outfit and you have to the questions in pairs. Check the answers with the whole
swim among the fish. (Text 5) class.
• You have to be good at swimming and you have to like
travelling. (Text 5) KEY
Text 1: When are the trains full in Tokyo?
(The trains in Tokyo are usually full) at rush hour.
2 Text 2: How many bikes are there in Amsterdam?
(There are) more than 800,000 (bikes in
Type of activity: Gap filling. Amsterdam).
Organisation: Individual work. Text 3: Where does the Queen’s Piper play the bagpipes?
Time: 10 minutes. (The Queen’s Piper plays the bagpipes) outside
the Queen’s room.
Preparation: Copy one worksheet per SEN
student – use the same worksheet as in Text 4: What does the garbage detective do to people
Activity 1 above. who don’t recycle things correctly?
To use: With lesson 7. He gives them a warning or a fine.
Text 5: What does the mermaid have to wear?
(The mermaid has to wear) a mermaid outfit.

INSTRUCTIONS
• Focus students’ attention on Activity 2. Ask students to
read the text in Activity 1 once again.
• Explain that students are going to complete
the phrases with the missing words from the text and Unit 1
then match them with the correct professions.
Ask students to do this exercise from memory and then
Grammar summary.
tell them to check their answers using the text. Guided writing, Project 2
• Check the answers with the whole class. Ask volunteers
to read the phrases out loud. 1 and 2
KEY Type of activity: Reading comprehension.
1 diving, b 2 the bagpipes, e Organisation: Individual work.
3 quick and clever, c / strong, d Time: 10 minutes.
4 swimming, a 5 strong, d / quick and clever, c
Preparation: Copy one worksheet per SEN
student.
To use: With Project 2, Grammar summary.
3
Type of activity: Reading comprehension.
INSTRUCTIONS
Organisation: Individual work.
• Hand out the copies of the worksheet. Ask students
Time: 15 minutes.
to read the text in Activity 1. You may read the text out
Preparation: Copy one worksheet per SEN loud as students follow it. Ask a few questions about
student – use the same worksheet as in Activity 2
the text, e.g.: What does Jessica do?, What does she like
above. Prepare a pair of scissors per student.
about her job?
To use: With lesson 7.
• Ask students to underline the sentences with the
answers to questions 1-4 with different colours. When
students have finished, they compare their answers in
INSTRUCTIONS pairs. Check the answers with the whole class.
• Focus students’ attention on Activity 3. Ask them to cut out
the questions.
 EXTRA SUPPORT Teaching notes and key

• Focus students’ attention on Activity 2. Ask them to
read the text again and complete the chart with the
information from the text.
• When students have finished, they compare their
answers in pairs. Check the answers with the whole
class. Students may stick the charts into their
notebooks.
KEY
1 students’ work and providing help.
1 My name is Jessica and I am a reporter.
2 I inform people about the things that happen in
the country and in the world. I also have to do a lot of
interviews with celebrities and politicians.
3 I love working and talking with people ...
4 ... sometimes, when I have to wait for a long time for
a meeting, I am tired and bored. I hate it when people are
late, but I try not to complain, and I always ask difficult
and important questions.
2
the preparation of illustrations as homework and
continue working on the project during the next lesson.
Optionally, you can provide students with prints or
photos from magazines.
• Make sure students follow the action plan while
preparing their project. They should complete the
tables. They may wish to take notes or write the first
draft. Finally, students write their project on a separate
piece of paper. Walk around the classroom, monitoring
• Display the finished projects around the classroom.
Students can vote on the best or the most interesting
job description.
KEY
Students’ own answers.

drink coffee, read newspapers, watch

In the morning
the news

meet guests, write the information for

In the afternoon
newspapers and the evening news

eat dinner with friends, read a book or

In the evening
listen to music

3
Type of activity: Text writing.
Organisation: Individual work.
Time: 20 minutes.
Preparation: Copy one worksheet per SEN
student – use the same worksheet as in
Activities 1 and 2 above.
To use: With Project 2, Grammar summary.

INSTRUCTIONS
• Read aloud the instructions for Project 2 on page 17 in
the Student’s Book. Then focus students’ attention on
Activity 3. Go through the action plan with the students,
explaining anything that is unclear. If you have Internet
access in class, ask them to search for the information
they need online; otherwise, help with the answers
yourself
or assign the research as homework.
• Students may choose to print photos of the chosen job
from the Internet or cut them out from magazines.
They might prefer to draw them. In either case, assign