Milada Krajewska

klasa

Teaching notes
 Aims
UNIT 1
Possessive adjectives – my, your,
Students will:
• learn occupations,
his, her, our, their
Vocabulary
LESSON 1
• ask and answer about name, age and Occupations
occupations.
Functional language
Grammar Extra materials
Tell me about your family.
Present simple with be (affirmative and Grammar flashcards 1.1 (for Lou’s grammar)
Sorry! I’m very nervous.
negative sentences, questions and short TRF, Extra teaching resources Unit 1, Lesson 1
Don’t be nervous!
answers) (one copy per pair, for Exercise 1)
Who’s next?

Warm-up 1.2

• Write the following consonant clusters on the board:
dctr, tchr, plc ffcr, shp ssstnt. Ask students to get into pairs
and add vowels (a, o, e, i, u) to make five English words.
Ask them to guess the category that these words belong
to (jobs). Explain that during this lesson they will learn
more words from this lexical group.
Development Words you know
• Make sure students understand the words: camp, team
and nervous. Play track 1.2.
• Ask students about the dialogue: Where is Matt? (At a camp.)
• How old is Matt? (Eleven) Is he happy? (No, he is nervous.)
Is Matt’s father a doctor? (No) Is he a farmer? (Yes).
• Ask students to act out the dialogue in pairs.
1.3

• Read the words from the box out loud. Ask students
to listen with books closed and ask volunteers to mime
the occupations.
• Ask students to open their books and read the words.
• Ask students to work in pairs. Student A reads out an
occupation. Student B listens (without looking at the book)
and mimes the occupation. Then they can swap roles.
1.1
• Ask students to look at the pictures and ask them to
brainstorm the names of jobs. Accept Polish names of jobs.
You can write their English equivalents on the board.
• Ask students to look at the boxes and see what information
is missing (age, mother’s, father’s job).
• Tell students they will listen to three short dialogues and
will have to complete the missing information about Daisy,
Josh and Zoe.
• Play track 1.3. Have students listen and write the missing
information. Check the answers out loud.
• You can also hold a hands-up class vote to choose whose
parent (Daisy’s, Josh’s, Zoe’s or Matt’s) has the most unusual job.
Audioscript 1.3

Organizer What’s your name?

• Tell students to look at words a–j and explain the new
Daisy My name’s Daisy. I’m twelve.
words. Organizer Tell me about your family.
• Have students match occupations a–j to pictures 1–10 Daisy My father’s a factory worker. My mother’s a lifeguard.
that are associated with the jobs. Josh I’m Josh. I’m eleven.
• Play track 1.1. Make students repeat the words correctly. Organizer Tell me about your family, Josh.
Encourage them to practise correct stress and exaggerate Josh My father’s a DJ. My mother’s a scientist.
the highlighted sounds: vet, worker, firefighter, nurse, Organizer Oh! That’s interesting!
Organizer What’s your name?
scientist, lifeguard.
Zoe I’m Zoe.
• Get students to close their books. Organizer How old are you?
• Cut up the TRF page along the broken lines into 10 domino Zoe I’m ten.
cards, give one set per pair. Organizer Tell me about your family.
Zoe My father’s a firefighter. My mother’s a taxi driver.
• Invite students to play a domino game. Give one set
of domino cards per pair.
• Have students shuffle the cards, put them face down in a pile Answer Key
and take turns to draw the cards, going clockwise. Name: Daisy Josh Zoe
Age: 12 11 10
• One card placed face up on the desk starts the game. Father: factory worker DJ firefighter
Students match professions (words) with the corresponding Mother: lifeguard scientist taxi driver
workplaces (pictures). In each turn a student draws one
card. If the newly drawn card doesn’t match the job name Easy English
or the workplace picture on the desk, the student keeps
the card, and the next person has a go. • Explain that the phrases from this exercise are particularly
• The winner is the student who runs out of all cards while useful in everyday English.
there are no cards left in the pile. • Ask students to complete the gaps individually.
• Check their answers.
Answer Key
1 d 2 g 3 b 4 c 5 i 6 f 7 j 8 h 9 e 10 a • Get students to practise the pronunciation. Make sure
students know the context for using the phrases and can
respond. Ask if they can think of the Polish equivalents.

Answer Key
1 Tell me about your family. 2 Sorry. I'm very nervous.
3 Don't be nervous! 4 Who's next?

1
 Reflecting upon values
Discuss with students the importance of being polite
in the classroom. It is a perfect moment to set up a code
of conduct, sign a class contract and establish the
classroom culture at the beginning of the school year.
L o u ’s g r a m m a r
• Ask volunteer students to read the sentences out loud.
• Draw their attention to the fact that you use am, is, are to
talk about age in English (compare I am eleven and its Polish
translation Mam jedenaście lat).
• Ask students how these sentences are different (the position
of the verb changes). Ask what kinds of sentences they are
(affirmative, negative sentences and questions).
• Draw students’ attention to the formation of negative
sentences. Refer to the yellow box (the verb box).
• Now ask about the formation of questions. Refer to
the yellow and red boxes. Elicit that are is moved before
the subject (inversion) to form questions. Accept answers
in Polish.
• Draw students’ attention to the short answers. Draw
a smiley  and write ‘Yes’ next to it and a frownie 
and write ‘No’ next to it on the board.
• Ask students: Are you eleven? Nod and point to the smiley to
elicit: Yes, we are. Write the short answer on the board under
the smiley. Ask the students: Are you fifteen? Shake your
head and point to the frownie to elicit: No, we aren’t. Write
the short answer on the board under the frownie. Elicit how
you form the short answers, starting with yes and no.
• Remind students about the use of the third person singular
form (is).
• Ask students to close their books. Spread all the grammar
flashcards from set 1.1 on your desk.
• Ask three students to come to the front of the class, and
to stand in a row facing the others. Give out the following
flashcards (one to each student): YOU, ELEVEN, ARE. Tell
them to hold the cards up so that everybody can see them.
• Ask the students to move in order to form the affirmative
sentence (You are eleven.). Ask the last student in the row
to pick up the correct punctuation mark. Write the
affirmative sentence on the board.
• Ask the students with cards to make the negative sentence
(You aren’t eleven.). The student with ARE has to change it for
one card (AREN’T) to complete the negative sentence. Ask
the last student in the row to pick up the correct punctuation
mark. Explain how the negative is formed by adding N’T to
ARE. Write the negative sentence on the board.
• Now ask students to form a question (Are you eleven?).
The students holding cards change places accordingly.
Ask the last student in the row to pick up the correct
punctuation mark. Write the question on the board.
• Explain how ARE and YOU swap places in the question.
Remind students that in Polish we have the word czy
to form questions.
• Now draw students’ attention to the short answers. Point
to the question (Are you eleven?) on the board and nod
your head. Ask the students holding cards to make a short
affirmative answer to the question (Yes, we are.). Ask
the student with YES and the last student in the row
to pick up the correct punctuation marks. Repeat the
procedure to elicit the short negative answer.
• Follow the same procedures to form the IS structures (He is
twelve. Is he twelve? He isn’t twelve. Yes, he is. No, he isn’t.).
•
• Ask students to read the examples in the Look box.
Ask them what the words in bold mean and when we use
them (when we talk about possession).
• Ask them to find all instances of possessive adjectives on
pages 4–5.
• Get students to read the dialogue and complete the gaps.
Then ask them to practise reading the dialogue in pairs.
• Invite students to play a chain game in which they practise
the dialogue in a circle. Student A asks the question,
B answers, C asks another question, and so on.
Answer Key
1 your 2 My 3 are 4 I’m 5 Is 6 isn’t 7 Are 8 aren’t
Have a talk!
• Have students act out the mini-dialogues in pairs, using
the information in Exercise 3.
• Alternatively, ask students to make up imaginary characters
(name, age and parents’ jobs) and act out more conversations.
Touchdown
• Get three volunteers to sit in ‘hot seats’ facing the class.
Ask them to think of one person roughly their age (a friend
or relative) that they know well.
• Ask the class to ask each student three questions about
the person’s name, age and parents’ jobs. Encourage
the class to remember the answers.
• Ask students to work in groups of three. Make them write
what they remember, eg Marta’s friend: Her name is Maja.
She is thirteen. Her mother is a vet.
Homework
Workbook Exercises 1–4, page 4
Optional task: Exercise 5* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Attention
• You can use the exercises from the Extra section with fast
finishers or give them as additional homework.
2
 Answer Key
Extra 1 Missing: factory worker
Extra 2
B S C I E N T I S T N 1 What his is her name?
2 Their fathers they are vets.
L I F E G U A R D P U 3 Are you is a reporter?
4 Are they a footballers?
5 How old is are you?
M T A X I D R I V E R Extra 3
1 Are you a student? Yes, I am.
S Q R X A P Y L E U S 2 Are you thirteen? No, I’m not.
3 Are your mother and father vets? No, they aren’t.
R D M N D J J W T K E 4 Is your father a DJ? No, he isn’t.

T P E M F J K F S J Z

F I R E F I G H T E R

B U S I N E S S M A N

UNIT 1
Aims
Students will:
• learn different types of food, Functional language
LESSON 2
• talk about food, Lunch is ready.
• describe possession and location. What would you like?
It’s really cool.
Grammar Extra materials
I like …
Present simple with be (specific questions: Grammar flashcards 1.2 (for Lou’s grammar)
I don’t like …
what, where, whose) TRF, Extra teaching resources Unit 1, Lesson 2
Vocabulary (one copy per class, for Touchdown)
Food (1)

Warm-up • Ask students if they can recognise any names of meat

• Write red, green, yellow on the board.
• Ask students to work in pairs. Give them 1 minute to think
of one type of food to match each colour. Check
the answers out loud.
• Write students’ suggestions on the board under the colour
headings.
Development Words you know
• Read the words out loud. Ask students to listen and repeat
the words after you. Explain the meaning of any words they
don’t know.
• Ask students to work in pairs. Student A says a food word
(eg a tomato). Student B gives the names of all related
dishes they can think of (a salad, a soup, a sandwich,
a pizza). Then ask students to change roles.
1.4
• Ask students to look at the pictures in their books. Ask them:
Are these foods healthy? (Yes) What can you see in the pictures?
(peas, pasta, bread, cabbage, potatoes, fish). Refer students
to the words in the box. Ask if any of them are in the pictures
below (lettuce, pork, beef and lamb are not in the pictures).
Ask students to match the pictures to the words.
(pork, beef, lamb). Write a pig, a sheep and a cow on the
board. Ask students to make a noise for each animal. Write
pork, lamb and beef underneath and explain these are the
names of the respective meat types.
• Ask students if they recognise any names of vegetables
in the table (lettuce, cabbage, peas). You can refer them to
the pictures once more.
• Write the word dessert on the board. Give examples
of desserts (ice cream, a cake) to explain the meaning.
• Ask students to complete the gaps (1–10) with the words
in the box.
• Play track 1.4. Students check their answers. Then students
repeat the sentences. Encourage them to practise word stress
and exaggerate the marked sounds: vegetable, lettuce,
cabbage, pork, lamb, dessert, fruit.
Answer Key
Green vegetables: lettuce, cabbage, peas
Other vegetables: potatoes
Meat: pork, beef, lamb
Other: pasta, bread
Desserts: pancakes

3

1.5
• Ask students to look at the picture and point to: a T-shirt
and a cap.
• Play track 1.5. and ask students to read the dialogue.
Optional activity
Invite students to play a spelling game in two teams.
The groups take turns to spell out three food words.
They appoint their ‘spellers’ and ‘writers’, who change
in each turn. Each group ‘writer’ stands at the board
and writes the word as it is spelled out. Groups get one
point for each correct word on the board. The group
with the highest score wins.
• Write the comprehension question and possible answers
on the board: Whose cap is on the chair? A It’s Matt’s.
B It’s Daisy’s. C It’s Zoe’s. (Correct answer: It’s Zoe’s.)
• Revise the prepositions of place. Put your pen in the book
and ask students where it is. Then put the pen under the
desk and on the desk to revise under and on. Play the track
again and invite students to act out the dialogue in groups
of five.
• Focus students’ attention on the Look box. Make them read
the example. Ask them which ’s is a short form of is (It’s)
and which ’s refers to the owner (Zoe’s).
• Ask them to find other instances of ‘s in Exercise 2 and
figure out what they stand for.
1.6
• Elicit the names of the children in the dialogue in Exercise 2:
Zoe, Josh, Daisy and Matt. Tell students they will listen to
them talking about their lunches. They will mention food
from Exercise 1.
• Play track 1.6 twice and ask students to listen to
the dialogue and write down the name of the person
with the biggest lunch (Matt).
Audioscript 1.6
Zoe What is your lunch, Josh?
Josh My lunch is beef, pasta and cabbage.
Zoe I don’t like cabbage. What is your lunch, Daisy?
Daisy My lunch is pork, potatoes and peas.
Zoe I don’t like pork. What’s your lunch, Matt?
Matt It’s lamb, onions and potatoes. And bread! And three pancakes!
Zoe That’s good! I like lamb and onions and potatoes. And I love
pancakes!
Easy English
• Draw students’ attention to the Easy English section.
Explain that this section contains phrases that are
particularly useful in everyday English.
• Ask students to reorder the words to make sentences.
• Get individual students to read out their sentences. Ask if
they can think of the Polish equivalents.
Answer Key
1 Lunch is ready! 2 What would you like? 3 It’s really cool!
L o u ’s g r a m m a r
• Ask volunteers to read the questions and answers out loud.
• Ask: Are these negative sentences or questions? (Questions)
What question words can you see? (What, Where, Whose)
What do these words mean? Accept Polish equivalents.
• Ask and elicit answers about the singular and plural verb
forms. How are the sentences in each pair different? What’s
the verb in the question about one book? (is) What’s the verb
in the question about many books? (are) What are the short
forms of the verbs in the answers? (’s, ’re).
• Ask students to close their books. Spread all the grammar
flashcards from set 1.2 on your desk.
• Ask six students to stand in a row and give them
the following flashcards: WHAT, WHERE, WHOSE, A,
BOOK, BOOKS, ON, THE, TABLE, DAISY’S.
• Ask the class to match the question words to the answers.
• Then ask three new students to come to the front of the class
and stand in a row facing the others. Give out these flashcards
(one to each student): IS IT WHAT. Tell them to hold the cards
up so everybody can see them.
• Ask the students to move in order to form the question
(What is it?). Ask the last student in the row to pick up the
correct punctuation mark. Write the question on the board.
• Invite three more students to come forward and form
the answer: It’s a book. Let them choose the cards (IT, ’S,
A BOOK) themselves this time. Invite the student holding
’S to come as close as possible to the student with IT.
Write the answer on the board.
• Ask the class to make the question plural (What are
they?). The students holding ‘What is it?’ change the cards
accordingly. Write the question on the board.
• Follow the same procedure to form the answer They’re
books. Invite the student holding ‘RE to come as close as
possible to the student with THEY.
• Explain how inversion works. Ask students whether the verbs
(is / are) come before or after the subject (it / they) in the
question. Explain that the process of verb am / is / are ‘jumping’
in front of the subject in questions is called inversion.
• Follow the same procedures to show:
Where is it? Where are they?
Whose is it? Whose are they?
• Ask students to read the examples in the Look box.
• Ask how the nouns in the sentences differ (some are in
the singular, some in the plural form). Ask how the first two
sentences differ (the first one has no articles, the second
has an and a).
• Explain that English nouns can be uncountable and countable.
• Elicit which example sentence has: uncountable nouns
(pork, beef), countable singular nouns (a carrot, an onion)
and countable plural nouns (carrots, onions).
• Explain the use of articles with countable (a/an or zero
article) and uncountable nouns (zero article).
4

• Ask students to look at the first picture and read questions
1–3 and complete the missing question words. Then ask them
to complete the answers 1–3. Check the answers out loud.
• Ask students to look at the picture for sentences 4–6.
Invite them to work in pairs. Check the answers out loud.
Answer Key
1 What is it? It’s an apple. 2 Whose is it? It’s my friend’s. 3 Where is it?
It’s on the table. 4 What are they? They’re books. 5 Whose are they?
They’re Joe’s. 6 Where are they? They’re in his hands.
Have a talk!
• Get students into pairs and ask them to look at the picture.
• Ask two students to read the examples out loud.
• Ask students to act out similar mini-dialogues about
the food in the picture.
Touchdown
• Cut up the TRF food pictures cards. Put them in an envelope.
• Invite students to play Food Bingo. Tell them to draw three
vertical lines and two horizontal ones to make grids in their
notebooks.
• Write these on the board: dessert, lunch, fruit, vegetables,
meat, fish, rice, pasta, bread, tomatoes, potatoes, cabbage,
lettuce, peas, onions, eggs.
• Have students choose six words from the list and write
one word on each square.
• In turns, students come to the teacher, pick one picture
from the envelope, and call out the name of the food.
• The other students mark the called items on their grids.
The student who completes their grid first calls out: Food Bingo!
Homework
Workbook, Exercises 1–5, page 5
Optional task: Exercise 6* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Attention
• You can use the exercises from the Extra section with fast
finishers or give them as additional homework. Accept all
reasonable answers in Exercise 1.
• Draw students’ attention to the Testing spot box which
helps them prepare for the primary school test.
Answer Key
Extra 1
1 lettuce 2 cabbage 3 tomatoes 4 peas
Extra 2
1d 2c 3e 4b
Extra 3
1 Whose books are they? They’re Josh’s. 2 Where are Josh’s books?
They’re in the drawer. 3 Whose crayons are they? They’re Zoe’s.
4 Where are Zoe’s crayons? They’re under the chair. 5 Whose ice
cream is it? It’s Daisy’s. 6 Where is Daisy’s ice cream? It’s on the table.

UNIT 1
Aims Functional language LESSON 3
Students will: Where is it?
• talk and ask about gadgets. Here’s your ticket.
Grammar Er … Thanks!
Extra materials
Present Simple with have got Testing spot Grammar flashcards 1.3 (for Lou’s grammar)
Vocabulary Language structures TRF, Extra teaching resources Unit 1, Lesson 3
Gadgets (one copy per four students, for Touchdown)

Warm-up • Invite students to come to the board and draw a smiley

in the right part of the diagram.
• Ask students to think and decide what electronic gadgets
they have at home. Elicit: computer, tablet, laptop, • Ask students to count the smileys in each section.
television, etc. Write numbers they come up with on the board.
• Draw this Venn diagram on the board: • Write these gapped sentences on the board:
0: Nobody has got …
I’ve got …
1: One student has got …
desktop 2, 3, 4 …: (Four) students have got …
tablet laptop television
computer • Ask students to complete the sentences with the survey
results and write them down. Ask individual students to
read out their sentences.

5
Development Words you know
• Read the words from the box out loud. Students listen
and repeat after you.
• Draw a five-column chart with the headings: music, games,
films, email and photos on the board.
• Ask students to work in pairs. Both students copy the chart and
complete it with the words from the box. You can ask students
if any gadgets can belong to more than one category.
1.7
• Put these on the board: 1%, 100%. Write: % = per cent.
Practise the pronunciation of the phrase per cent.
• Write these equations on the board. Ask students
to calculate and complete the missing results. Elicit
the answers chorally.
100% = 100 students out of 100
50% = 50 students out of 100
25% = ? out of 100
10% = ? out of 100
• Ask students to cover the texts in their books, and look at
the pictures. Brainstorm as many words as possible. You can
write some of them on the board as students mention them.
• Ask students to uncover the texts and look at the words
in blue. Ask volunteers to read them out loud.
• Ask students to label the pictures with the words in blue.
Check the answers out loud.
• Put these numbers on the board: 1, 10, 23, 47, 80, 97, 99.
Ask students to read them out loud.
• Invite students to read the text and in pairs take guesses
where the numbers go in the gaps.
• Play track 1.7. Ask students to check their guesses and write
the correct numbers in the gaps.
• Then make students repeat the gadget words chorally
and then individually.
Answer Key
1 chargers 2 headphones 3 smartphone 4 games console
5 webcam 6 earphones 7 memory sticks 8 e-book reader
9 memory cards
Gaps: 47%, 1%, 23%, 97%, 80%, 99%, 10%
Optional activity 1
Invite students to play a word game in pairs.
Ask the pairs to categorise the gadget names in Words
you know and Exercise 1 as follows: six-letter words:
camera, laptop, webcam; seven-letter words: charger;
nine-letter words: MP3 player, earphones;
ten-letter words: television, headphones, smartphone;
and eleven-letters words: e-book reader, mobile phone,
memory cards. The pair that finishes first and gets the
answers right – wins.
1.8
• Invite students to look at the pictures, and guess what
the episode is about.
• Ask them to read the sentences in the speech bubbles
and put the two missing sentences in the correct places.
• Play track 1.8. Ask students to listen and check their answers.
• Ask some comprehension questions about the story,
eg What hasn’t Kathy got at the start? What has she got at
the end? Get students to answer.
• Ask students to practise reading the dialogue in pairs.
After this, ask volunteers to act it out in front of the class.
Encourage them to use gestures and modulate their voices
during their performances. Suggest that they use simple
props to enhance the performance.
Answer Key
1 Have you got your charger? 2 Have you got your MP3 player?
• Ask students to write sentences, three affirmative and three
negative ones, referring to the gadget words in Exercise 1.
Check random answers out loud.
Answer Key
Students’ own answers.
Optional activity 2
Invite students to play a memory game. Ask them
to stand up and work in groups of 5–6 people.
Each group forms a circle or a line. The tallest student
starts the chain sentence: I’ve got a smartphone.
The student standing to the right adds another gadget
to make the sentence longer: I’ve got a smartphone
and a webcam. Student three adds gadget number
three, and so on. When the students have finished,
another round begins. This time the starter sentence
is: I haven’t got a smartphone. and the group are going
anti-clockwise. Make sure Student two uses or instead
of and to link items in the negative sentence.
L o u ’s g r a m m a r
• Ask students to read all the sentences out loud.
• Draw students’ attention to the yellow boxes. Focus their
attention on the fact that the two boxes (have and got)
express one verb composed of two words. Ask students
about the meaning and use of have got (to talk about what
you own and what belongs to you). Accept answers in Polish.
• Encourage students to explain how the questions are
formed (have moves to the front of the question).
• Ask students how the negative sentence is formed
(have gets the n’t ending).
• Ask how the third person singular (has got) is formed:
Do you use ‘have’ or ‘has’ with she/he/it? (has)
What happens with ‘has’ in questions? (It goes at
the beginning of the sentence/question.)
What do you add to ‘has’ in the negative? (n’t = not)
• Ask students to close their books. Spread all the grammar
flashcards from set 1.3 on your desk.
• Ask five students to stand in a row facing the class. Give out
the following flashcards (one to each student):
A, CHARGER, HAVE, YOU, GOT. Tell them to hold the cards
up so everybody can see them.
6
• Ask the students to move in order to form the affirmative
sentence (You have got a charger.). Ask the last student
in line to pick up the correct punctuation mark. Write
the affirmative sentence on the board.
• Ask the class how this sentence can be turned into
a question (Have you got a charger?). The students holding
cards change places accordingly. Ask the last student in
the row to pick up the correct punctuation mark. Write
the question on the board.
• Focus students’ attention on how HAVE and YOU swap
places in the question. Explain that this is different from
the way we form questions in Polish by using the word czy.
• Tell students holding cards to make a negative sentence
(You haven’t got a charger.). Tell the student with HAVE to
replace it with one card (HAVEN’T) to complete
the sentence. Ask the last student in the row to pick up
the correct punctuation mark. Explain how the negative
is formed by adding N’T to HAVE, and that haven’t = have
not. Write the negative sentence on the board.
• Follow the same procedures to form the HAS GOT
structures:
He has got a charger.
Has he got a charger?
He hasn’t got a charger.
• Ask students to make two affirmative sentences and two
questions by reordering the words in 1–4. Encourage them
to check their answers in pairs first.
• Then, ask students to complete the short answers in 3–4.
Check all the answers out loud.
Answer Key
1 My sister hasn’t got a games console. 2 My brother and sister have
got headphones. 3 Has your brother got an e-book reader? No, he
hasn’t. 4 Have you and your friends got chargers? Yes, we have.
Write
• Elicit the names of family members (mother, father, sister,
brother, grandfather, grandmother, aunt, uncle, cousin,
parents, grandparents).
• Draw this spidergram on the board. Have students copy
it and complete it with the names of gadgets in the box.
Ask them to say sample sentences based on the diagram.
have got …
My parents
haven't
got …
• Ask students to make another spidergram for another
relative. Get students to say their sentences in pairs.
• Ask students to write about their family, referring to
the spidergram notes.
Answer Key
Students’ own answers.
Touchdown
• Cut up the TRF page along broken lines into four cards,
one card per student.
• Invite students to play ‘Find someone who says … ’ game.
• Give each student one cut up card. Students should
complete the names column.
• To do that, invite the class to mingle to interview each other
using the questions: Have you got …? Has your mum got …?.
Demonstrate a sample exchange with one student.
• Choose a couple of students to report their finds.
Homework
Workbook, Exercises 1–4, page 6
Optional task: Exercise 5* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Attention
• You can use the exercises from the Extra section with fast
finishers or give them as additional homework (except
Exercise 4, which can be used in class for extra speaking
practice).
• Draw students’ attention to the Testing spot box and
explain that they will always find an exam-like task here,
which helps them prepare for the primary school test.
Answer Key
Extra 1
1B 2B 3C 4A
Extra 2
1 My brother has got a smartphone. 2 My sister hasn’t got an e-book
reader. 3 I have got a charger. 4 I haven’t got earphones. 5 My mother
and father haven’t got a webcam. 6 They have got a memory stick.
Extra 3
1 got 2 Have 3 Has 4 hasn’t
7
 UNIT 1
Aims
LESSON 4
Students will: Functional language
• practise describing places to live in, What’s your address?
• practise asking for and giving address. It’s Flat 48, 17 Chopina Street, Warsaw.
Extra materials
Vocabulary Pronunciation A city and a country map (for Warm-up)
Places to live in Pronouncing the /:/ sound Two photos of: a house and a flat (for Exercise 2).

Warm-up
• Use a map to explain the meaning of the city centre,
the suburbs and the country.
• Hold a class vote to see how many people prefer living
in the city centre, in the suburbs and in the country.
• Ask students to read the questions in the bubbles out loud.
Demonstrate a sample exchange with one student.
• Invite students to work in pairs and ask and answer
questions about the addresses of people in Exercise 2.

Development 1.11

1.9 • Ask students to listen to three dialogues and match

• Have students look at the words in the box. Remind
them that they have just learnt the new words: suburbs,
the country and city centre.
• Say: Warsaw, Gdańsk to elicit a city. Say: Zakopane, Kołobrzeg
to elicit a small town. Say Zalipie, Białka Tatrzańska to elicit
the people from the three dialogues to the places (a–c).
• Play track 1.11. Students listen and choose the correct
answers. Then they listen again and check.
• Check as a class and provide feedback.
Audioscript 1.11

a village. 1
• Show some magazine photos or pictures of a flat and Boy What’s your address?
a house and teach the words: flat and house. Girl It’s 25, Green Road.
Boy Is that in the suburbs?
• Ask students to repeat the new words after you. Girl No, it isn’t. It’s in the centre. I live in a flat. It’s great!
• Ask students to listen to six teenagers and complete 2
the gaps with the words in the box. Play track 1.9 twice. Girl Where do you live?
• Ask students to make their own mini-descriptions of places Boy I live in a house.
they live in. Girl Do you live in the country?
Boy No, I don’t. I live in the suburbs of London.
3
Answer Key Man What’s your address?
1 suburbs 2 village 3 city centre 4 house 5 flat 6 country
Woman Milton House, Blackwood.
Man Is that in the country?
1.10 Woman Yes, it is.

• Read random addresses out loud and get individual students

to say the right letter, eg 42 Retton Road, Binton. Answer Key
1a 2c 3b
• Ask students to listen and match the names of children
(1–6) to their addresses (a–f ). Play track 1.10 twice. Then,
check the answers with the whole class.
• Elicit the question and answer used in the recording to talk • Ask a pair of students to read the dialogue out loud.
about the address (What’s your address? My address is …). Practise the pronunciation and intonation chorally.
Put them on the board. Have students ask and answer • Invite students to interview each other in pairs and
about their addresses in pairs. remember the answers.
Audioscript 1.10
• Check random students’ answers orally.
Man What’s your address, Sean?
Boy 1 My address is 14 Mountain Street, Blackwood.
1.12
Sounds right!
Man What about you, Caroline? What’s your address? • Play track 1.12 and get students to repeat the words.
Girl 1 My address is Happy House, Milton Hill.
• Draw students’ attention to the sound /:/.
Boy 2 My name’s Jason. My address is Flat 48, 18 Marcham
Street, London. 1.13
Sounds right!
Man What’s your address, Natalia?
Girl 2 My address is 42 Retton Road, Binton. • Play track 1.13. Ask students to listen to each sentence
Man What about you, Darren? and repeat it, chorally then individually.
Boy 3 My address is Flat 4, 44 Maywood Street, London. • Play the track again to drill the pronunciation.
Man And you Annette?
Girl 3 My address is Evolution House, Redwood.

Answer Key
1c 2f 3e 4b 5d 6a

8
Touchdown
• Hold a tongue twister competition. Divide the class into
two teams. Give teams one minute to memorise the first
tongue twister in Exercise 7. Appoint one student from
each team to recite the first tongue twister. Groups win
one point for each tongue twister pronounced correctly.
Follow the same procedure for the other tongue twisters.
Aims
Students will:
• practise receptive and productive skills.
Reading Speaking
Working out the meaning from the context Asking and answering interview
Reading for specific information questions about personal details
Warm-up
• Write these on the board: headphones, music, an MP3 player,
the radio and a disco. Ask students to guess the job (a DJ)
associated with these words.
• Ask students to give you examples of two other jobs related
to music, eg a musician, a singer, a dancer, a rock star.
Development
• Ask students to look at the picture and the question words
below. Invite them to write three questions in pairs using
the words given. Tell students they can make any questions
that come to mind when they look at the words and the
picture. Possible questions: What’s his name? What’s his job?
Who is he? Is he a DJ? Is he at home?
• Check their questions out loud. Accept all reasonable
versions as long as the grammar is correct. Ask a volunteer
to write down these questions on the board.
• Ask students to read the words in the box and then read
the text. Students find the words in the text and guess their
meaning.
• Ask students to work out the meaning of the new words
from the context. Invite students to compare their answers
in pairs. Then, check the answers out loud. Ask students to
quote the fragments that helped them guess.
Homework
Workbook, Exercises 1–4, page 7
Optional task: Exercise 5* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
UNIT 1
LESSON 5
Answer Key
Tony is 16. He’s a student at Henbury School. On Saturdays, he’s a DJ!
He’s got a lot of CDs. ’I love all types of music,’ he says. Tony has got
a new app for smartphones. The name of his app is Tonymix. ’You
can download it from my website to your smartphone,’ he says. ’You
can see my favourite music. You can mix music. It’s great for parties.’
Tonymix is a very popular app. His favourite place is the youth club.
’There is a dance every Saturday at the youth club,’ he says. ’I mix the
music for the dance. I play the music. We have a great time!’ What
about the future? ’University,’ says Tony, ’and then I can be a DJ in
London …’
mix music - miksować muzykę
youth club - klub dla młodzieży
app - aplikacja
download - ściągać, pobierać
a dance - zabawa, potańcówka
Background information
An app (short for ‘application’) is a small computer program
that is designed to help you do only one specific or
a few closely related tasks. Games and word processing
programs are applications.
A mobile app is a type of application which runs on
a mobile device, such as a smartphone or tablet.
• Ask students to read the text again. Invite them to find
answers in the text to the questions written on the board
in Exercise 1.
• Draw students’ attention to the fact that they will need
to give one short answer (Yes, he is. / No, he isn’t.) as one of
the questions is a yes/no question.
• Check with the whole class. Get students to give answers
and read out the relevant text fragments.
Answer Key
1 His name is Tony. 2 Yes, he is. 3 He is a DJ.
9
• Ask students to work in pairs. Give them 90 seconds
to create as many questions as possible.
• Read out a beginning of a question and ask individual
students to finish it. Repeat the question and ask the class
to answer it. Proceed the same way with two more questions.
• Then ask students to work in pairs and answer the
questions they have made. They may look at the text
in Exercise 2 as often as they need to.
• At the end ask students to cover the text and take turns to
ask and answer questions about Josh, referring to the text
in Exercise 2. Demonstrate a sample exchange with one
student. Walk around the classroom and monitor students’
work.
• Elicit answers from individual students.
Answer Key
Suggested answers:
What is his favourite place? His favourite place is the youth club.
When are the dances at the youth club? Every Saturday.
Has he got a lot of CDs? Yes, he has.
Is he a DJ? Yes, he is.
How old is he? He’s 16 (years old).
What is his name? His name is Tony.
Aims
Students will:
Vocabulary & grammar:
• talk about colours, clothes and musical Recycling the language already
instruments, taught
• talk about where things are and who they Testing spot
belong to, Language functions
• practise listening and speaking.
Warm-up
• Write three lexical categories on the board: Clothes, Colours,
Musical instruments. Ask students to copy them in three
columns.
• Ask students to write each word they hear under the right
heading. Slowly dictate: black, blue, brown, saxophone,
drums, flute, green, grey, guitar, piano, purple, red, shirt, shoes,
shorts, skirt, trainers, T-shirt, trousers, white, yellow.
• Ask students to compare their lists in pairs. Then check
orally with the class.
• Have each student choose a relative to talk about. Write
the following on the board: My mum / dad / brother / sister /
aunt / uncle / grandma / grandpa.
• Ask students to read the headings in the table and think
about the answers.
• Ask students to work in pairs and talk about the relatives
they have chosen. Make sure they don’t mention names
at this stage.
• Have students use questions in Exercise 4 to interview each
other (What is his/her name? How old is he/she? What is his/
her job? What is his/her favourite place?). As they listen, they
note down their friend’s answers.
• Elicit sample answers from individual students.
• Encourage students to prepare interview posters with
drawings, photos and collage images to illustrate their own
relative’s answers. Set it as homework.
Answer Key
Students’ own answers.
Touchdown
• Invite students to use the questions in Exercise 4 to have
an interview with you. Tell students you will give false
answers to some of the questions. Students have to guess
which of your answers are untrue.
Homework
Workbook, Exercises 1–3, page 8
UNIT 1
LESSON 6
Extra materials
TRF, Extra teaching resources Unit 1, Lesson 6
(one set per group of four, for Touchdown)
Development
• Ask students to look at the pictures and find five similarities
between them, eg In both pictures you can see music bands,
a table and a chair, a piano, drums, five people, one singer, etc.
Invite them to share ideas.
• Ask students to work in pairs and take turns. Student A
selects one person in either picture in secret. Student B
asks Has he/she got …? to get clues. After he/she gets three
clues, he/she has to guess the mystery person. The student
who guesses right scores a point. The student with the most
points wins.
10
 1.14
• Ask students to listen to the bonus question and write their
answer. Play track 1.14 twice.
• Ask students to compare their answers in pairs. Check with
the class orally.
Audioscript 1.14
Woman Here is Bonus Question Number 1: Can you write the names
of the musical instruments in the pictures?
Answer Key
drums, guitar, piano, saxophone, flute
• Ask: What’s your favourite colour? Elicit answers from
individual students.
• Ask students to look at the chart and ask about the band
members’ favourite colours. Use the question: What’s Raf’s/
Leo’s/Mandy’s/April’s favourite colour?
• Ask students to look at the picture of the boy band and
find one gadget which belongs to Leo (the e-book reader on
the shelf). Invite students to ask about other kids’ gadgets
(Whose … is it?) and brainstorm where it is (on the table,
under the table, on the shelf, etc.).
• Ask students to work in pairs. Students ask and answer
questions, referring to the pictures and the chart info.
Get a pair to read out sample exchanges first.
• Check with the whole class. Ask individual students.
1.15
Testing spot
• Draw students’ attention to the Testing spot section.
Remind them that these activities help them prepare for
the primary school test and teach them useful strategies.
• Write: 3, A, B and C on the board. Ask students to read the
exam instruction carefully and explain why the number
and letters on the board are important (There are three
questions in the recording. Each one starts a new dialogue.
Only one option (A–C) is the correct response for each
question. The recorded question and the chosen response
form a mini-dialogue.).
Aims
Students will:
Vocabulary:
Food (2)
• read and listen about food from around the
world, Extra materials
• talk about dishes and ingredients from blank A4 format or bigger sheets
around the world, of paper (one per group of 4–5, for
• write about a traditional Polish dish. Exercise 5)
Warm-up
• Write these names of countries on the board: Japan, Italy,
Poland, the USA, the UK. Ask students to give one example of
a traditional dish for each country. Alternatively, read these
names (sushi, pizza, bigos, hamburger, fish and chips) in a
random order and ask students to match them to
the countries on the board.
• Invite students to read the Tip. Make sure they understand
why predicting is so important (because it raises awareness
and draws attention to possible grammar forms used in
the questions).
• Show students how they can guess the answer, or get very
close to the answer, even before they hear the recording.
Divide the class into three groups. Each group is in charge
of one exam question (1–3). Students in groups pair up and
brainstorm and write questions for each response (A–C).
Check the answers out loud with the whole class.
• Play track 1.15 twice. Students choose the correct response
(A–C) for each question (1–3). Check the answers orally.
Audioscript 1.15
1 What’s your address?
2 Whose is it?
3 Have you got a laptop?
Answer Key
1B 2B 3A
Touchdown
• Cut up the TRF page into 20 cards, one set per group of four
students.
• Invite students to play the dialogue snap game. Give each
team a set of shuffled cut-up cards. Ask students to scatter
them on the desk face down.
• Students take turns to uncover two cards at a time.
They read the cards out loud. If they are lucky to have
a question-response pair, they can collect the set and have
another go. If the cards don’t match, they should leave them
face down in the same places. The student with most card sets
wins. Remind students it is important to watch and remember
where respective questions and answers are ‘hidden’.
Homework
Workbook, Exercises 1–5, page 9
Optional task: Cartoon Story – This potato is blue!
(www.staffroom.pl), Episode 1, Exercises 1–2
UNIT 1
LESSON 7
• Ask individual students to give at least two ingredients for
each of the dishes (sushi – rice, fish, vegetables, eggs;
pizza – eggs, onions, tomatoes, chicken; bigos – meat,
sausages, cabbage; hamburger – meat, lettuce, tomatoes;
fish and chips – potatoes, fish).
• Hold a hand-up class vote to decide which foreign dishes
are students’ favourites.
11
• Elicit any other foreign dishes students have tried and
which country they are popular in (eg curry – India, doner
kebab – Turkey, goulash – Hungary, croissant – France, etc.).
Development
1.16
• Ask students to read the words from the box and look
at the pictures. Tell them to match as many as they can
without your help.
• You can give students some clues, eg cream – white;
aubergine – vegetable, purple; sushi – rice, fish; tuna – fish,
salad; seaweed – sushi, green; pudding – dessert, cake;
meringue – white, sweet, dessert; barbecue – meat, grill.
• Play track 1.16. Ask students to listen and check their answers.
• Play the track again. Ask students to repeat the words.
Answer Key
1c 2f 3g 4e 5h 6b 7d 8a
Background information
In the UK pudding is a traditional cooked sweet dish
(eg Christmas Pudding). For the main course Britons have
savoury puddings (eg Steak and Kidney Pudding).
These days it is trendy for British restaurants to call all their
dessert dishes ‘puddings’.
Optional activity
Invite students to play the spelling dictation game.
Choose five words in Exercise 1. Ask students to open
their notebooks and write the five words you start spelling
out. Spell out the first three letters of each word. Students
finish writing the words in silence. Check the answers with
the whole class: get individual students to write on the
board as other students spell the words out loud for them.
• Ask students to cover the texts in Exercise 2. Write the dish
names on the board: Lamb korma from India, Moussaka from
Greece, Pasta Bolognese from Italy, Pavlova from Australia,
Tuna maki from Japan.
• Elicit the ingredients used to make each of the dishes.
• Ask students to uncover the texts, check their guesses and
complete the chart. Check the answers with the whole
group orally.
Answer Key
1 Tuna maki 2 Pasta Bolognese 3 Moussaka 4 Moussaka
5 Pavlova / Lamb korma 6 Lamb korma
• Ask students to cover the texts in Exercise 2 again. This time
the photos of the dishes must be visible.
• Invite students to work in pairs. Student A points to
a chosen dish and asks Student B the questions. Then,
students change roles. Demonstrate a sample exchange
with a student, by reading the questions in the bubbles
and by giving answers.
PROJECT!
• Brainstorm students for Polish traditional dishes (pierogi
– stuffed dumplings, barszcz/borscht – beetroot soup, gołąbki
– stuffed cabbage leaves, bigos – cabbage stew, etc.). Write all
the ideas on the board and ask each student to choose one.
• Ask students to use the language in Exercises 2 and 3
to write a draft of their dish description. Help them by
providing vocabulary and correcting the mistakes.
• Invite students to copy their proofread draft onto
a poster-size sheet of paper. Encourage them to decorate
the description with their own drawings.
• Make a poster display on the classroom wall.

1.17 Touchdown
• Draw students’ attention to the flags. Elicit their colours • Give each display poster a number. Invite students to
(green, blue, white, red). Ask students to find the matching walk around, read the posters and decide which poster –
country names in the texts. excluding their own – they will vote for. Hold a secret class
• Ask students to look at the chart. Explain that they will have vote. Announce the winner poster.
to complete it with ingredients found in the texts.
• Play track 1.17. Ask students to listen and follow the texts
Homework
in their books. Pause after each text to give students time Workbook, Exercises 1–2, page 10
to complete the table. Optional task: Exercise 3* (for those who wish to get
• Check the answers with the whole class. additional professor’s points)

Answer Key
Pasta
Tuna maki Moussaka Lamb korma Pavlova
Bolognese
pasta tuna lamb lamb meringue
pork carrots potatoes spice cream
beef radish aubergines cream fruit
tomatoes seaweed tomatoes
cheese

12

Aims
Students will:
Vocabulary
Revising vocabulary already taught
• revise the language structures and Functional language
vocabulary from Unit 1. Revising functions already taught
Grammar Extra materials
Revising structures already taught Blank poster-size sheets of paper for revision posters
(one per group of 3, for Touchdown)
Warm-up
• Ask students to look at the Summary on page 15 and at
the five vocabulary charts. Invite them to choose one
word in each chart they really like and one word they find
difficult to remember.
• Divide the class into two teams, A and B. Draw a Revision
Score Chart on the board, with one column for each team.
Update the scores after each competitive task, until
the lesson ends.
• Ask students to focus on the vocabulary charts. Tell them
you will say the alphabet out loud. Whenever a student sees
a word starting with the letter you say, he/she shouts Stop!
and reads the word out loud. If correct, the student scores
a point for his/her team. Say the alphabet.
Development
• Students compete in two teams, A and B (the same as
in Warm-up).
• Ask students to open their books on page 14 and look at
the pictures in Exercise 1. Team A students label the odd-
numbered photos, team B students – the even-numbered
photos. For each correct (spelling matters!) word, the team
wins one point. Update the Revision Score Chart.
Answer Key
1 businessman 2 factory worker 3 scientist 4 lifeguard
5 taxi driver 6 firefighter
• Students work in the same two teams, A and B. Tell them
the task is collaborative, not competitive.
• Ask team A students to read and then complete the gaps
in the first box (1–3). Invite team B students to do the same
with the second box (4–6).
• Get students from both teams to form mixed pairs, A and B
and sit together.
• Student A has two minutes to complete sentences 4–6,
while Student B is busy filling in the gaps in sentences 1–3.
When the time is up, students compare their answers.
• Check the answers with the whole class orally.
Answer Key
1 flat, town centre 2 house, village 3 city centre, suburbs
4 games console 5 charger, e-book reader
6 headphones, earphones
• Students compete in two teams, A and B (the same as
before).
• Teams take 90 seconds to complete as many gaps as
possible. The first student to get all the answers right
(spelling matters again!) wins a point for his/her team.
Update the Revision Score Chart.
UNIT 1
LESSON 8
• Check the answers with the whole class on the board. Elicit
correct spelling and pronunciation of the most challenging
words.
Answer Key
1 lamb, aubergines 2 cream, meringue 3 tuna, seaweed 4 pork, beef
• Students work in the same two teams, A and B. Tell students
this task is collaborative, not competitive.
• Ask students to close their books and eyes, and focus their
attention on what you are saying. Encourage them to
imagine the situation in each sentence.
• Read out the correct answers to Exercise 4. Don’t give
students any clues or warning signs.
• Tell students they have just heard all the correct answers
so the task should be easier. In pairs within each team,
students write full sentences.
• Check the answers out loud. Elicit the grammar rules
if necessary, referring to the grammar on page 15.
Answer Key
1 My brother isn’t fifteen. 2 I’m not a teacher. 3 They’re taxi drivers.
4 She’s got a webcam. 5 They haven’t got a charger. 6 It’s Tom’s charger.
• Students compete in the same two teams, A and B.
• In pairs within each team, students have six minutes to
complete the questions and match them with the correct
responses. Team A works with the odd-numbered questions
and team B is in charge of the even numbers. Teams score
one point for each correct question-reponse set. The pair
who first completes the task correctly scores an extra point
for their team. Update the Revision Score Chart.
• Check the answers with the whole class orally.
• Count the points and announce the winning team. Join
the class to give the winners a round of applause.
Answer Key
1 Has she got earphones? d 2 What is your name? e
3 Have they got a laptop? a 4 Whose memory card is it? c
5 Where is she? b 6 Is it your smartphone? f
English to go
• Draw students’ attention to the English to go section.
Explain that it contains sentences that are particularly
useful in everyday English.
• Ask students to complete the gaps in the sentences using
the words in the box.
• Practise the pronunciation. Make sure students know
the context for using the phrases and can respond.
13
 UNIT 1
LESSON 8

Homework
Answer Key
1 What's your address? 2 Tell me about your family. 3 Lunch is ready! Workbook, Exercises 1–6, page 11
4 What would you like? 5 My address is 32 Green Street.
6 Don't be nervous! 7 It's really cool.

Touchdown
• Ask students to go to Summary on page 15 and look at
the five vocabulary charts again. Invite them to choose
three words in each category: they can link one word to
their classmate (eg a smartphone – Dominik), they can link
one word to their relative (eg sushi – my dad) and they can
link one word to their favourite artist/celebrity (eg MP3
player – Adele). Encourage them to share their choices in
pairs and let them use Polish to give explanations.

14

Aims
Students will:
• identify shops,
Vocabulary
• talk about neighbourhood Shops
shops. Functional language
Grammar You’re a genius!
Perhaps.
There is/are (affirmative and
Let’s buy it!
negative sentences, questions and
That’s tricky.
short answers)
Determiners – some, any (1), a/an
Warm-up
• Ask students to close their eyes and imagine their way to
school in the morning. Tell them to count all the shops they
pass. When students open their eyes, elicit as many shops
names as possible. Write the words on the board. Announce
the lesson subject: shops.
Development Words you know
• Tell students to listen to you and say: Stop! When they hear
words which are not shops names (newspaper, magazine).
Read the words out loud.
• Ask students to open their books and ask individual
students to read the words out loud. Explain the meaning
of any words they don’t remember.
• Ask students to work in pairs. Student A spells out a shop
name. Student B listens and says the name of the shop.
Then they swap roles.
1.18
• Ask students to look at the pictures and point to all
the shopping places that are near their school. Elicit
the answers from individual students.
• Play track 1.18. Tell students to look at the pictures, listen
and repeat the words correctly (stop the recording after
each word).
• Have students work in pairs. Student A names one thing
you can buy in a given shop (chosen from pictures 1–7).
Student B listens and says the shop name. Then they swap
roles.
(Suggested answers:
1 baker’s: cakes and bread
2 newsagent’s: newspapers and magazines, tickets
3 butcher’s: meat, chicken, sausage, lamb, pork
4 department store: clothes, table, bed, television
5 greengrocer’s: fruit and vegetables
6 stationer’s: rubbers, rulers, pencils,
7 music store: DVDs and CDs)
Optional activity
Ask students to get into pairs. Copy one TRF page per pair.
Cut it up in halves, one card per student. Invite students
to do an info gap activity. Students sit face to face and
keep their cards secret from each other. Explain that
each card includes pictures of shops and three pictures
of kids. Students have to find out which shops the kids
are in. Student A asks a question about one person
(Where is Darren?). Student B looks at the street picture
and answers the question (Darren’s in the café.) Student B
matches the person with the shop on their card. Students
take turns to ask, answer and match. Then tell them to
compare in pairs. Finally, check the answers out loud.
UNIT 2
LESSON 1
Extra materials
TRF, Extra teaching resources Unit 2, Lesson 1
(one copy per pair, for Optional activity)
Grammar flashcards 2.1 (for Lou’s grammar)
1.19
• Ask students to read the competition note. Ask them how
many things the Polish stall has to have (four: food, music,
a book and a flag).
• Play track 1.19. Tell students to listen and read the dialogue.
• Ask students about the dialogue: Where are the Polish
sausages? (In the supermarket.) Where is the Polish song?
(On a CD in the music store.) What Polish book is in
the bookshop? (A Polish dictionary.)
• Ask students to act out the dialogue in groups of four.
1.20
• Ask students to read the question and predict the answer.
• Play track 1.20. Have students listen and write the answer.
Check the answers out loud.
Audioscript 1.20
Zoe Where can we buy a Polish flag?
Matt There’s a supermarket, a baker’s, a butcher’s, a clothes shop,
a…
Josh Look! In the market! That stall has T-shirts with flags!
Zoe There’s a T-shirt with a Polish flag!
Daisy Brilliant! Let’s buy it!
Answer Key
In the market.
Easy English
• Draw students’ attention to the Easy English heading.
Explain these phrases are particularly useful in everyday
English.
• Ask students to complete the gaps individually. Say they
can find these expressions in the dialogues in Exercise 2.
• Check their answers.
• Get students to practise the pronunciation. Make sure
students know the context for using the phrases and can
respond.
Answer Key
1 You’re a genius! 2 Perhaps. 3 Let’s buy it! 4 That’s tricky.
Reflecting upon values
Discuss with students the importance of respecting
national emblems (symbols of the nation): the flag,
the coat of arms and the anthem. Encourage them
to describe in Polish how to behave to show respect.
Present the national emblems of Poland and the UK.
Have students make posters presenting the Polish
national emblems: the white and red flag; the white eagle
in the red shield and the lyrics of Mazurek Dąbrowskiego.
15
 L o u ’s g r a m m a r
• Ask students to read all the sentences silently.
• Elicit when we use there is/are in English (to talk about
location or say that something “exists”). Tell students that
in Polish we don’t have an equivalent expression – instead
we use jest, są, znajduje się, nie ma.
• Elicit which structure is used in the singular (there is/isn’t).
Elicit the Polish translation (jest, znajduje się/nie ma).
• Elicit which structure is used in the plural (there are/aren’t).
Elicit the Polish translation (są, znajdują się/nie ma).
• Elicit how to make a yes/no question (put is/are at
the beginning).
• Elicit what you put before the singular noun (a/an).
Remind students that you don’t translate a/an into Polish.
• Elicit what you put before the plural noun (some in
the affirmative, any in the negative and in questions).
Ask students to give you the Polish equivalents for some
(jakieś) and any (jakieś in the question, żadnych in the
negative).
• Ask students to close their books. Spread all the grammar
flashcards from set 2.1. on your desk.
• Ask four students to come to the front of the class,
and to stand in a row facing the others. Give out these
(one per student): THERE, A, IS, BOOKSHOP. Tell them to
hold the cards up so everybody can see them.
• Ask the students to move in order to form the affirmative
sentence (There is a bookshop.). Ask the last student in the
row to pick up the correct punctuation mark. Write the
singular affirmative sentence on the board. Elicit what we put
before the singular noun (A or AN).
• Elicit the negative (There isn’t a bookshop.). Ask the student
holding IS to replace the card accordingly (with ISN’T).
Write the negative sentence on the board. Elicit how we
form the singular negative (by adding N’T to IS).
• Elicit the yes/no question (Is there a bookshop?). Write it
on the board. Elicit how we form the singular question
(by putting IS at the beginning). Ask the student holding
ISN’T to replace the card again (with IS). Have the students
move around to form the question. Ask the last student
in the row to pick up the correct punctuation mark.
• Ask one student to sit down for a while. Point to
the question on the board. Elicit the positive short answer
(Yes, there is.). Write it on the board. Give out: YES.
Ask the students in the front to swap their cards and line
up accordingly. The first and the last student should pick up
the correct punctuation marks. Repeat the procedure for
the short negative answer (No, there isn’t.).
• Ask the fourth student to return to the front. Repeat the
procedure with the plural forms: the affirmative sentence
(There are some bookshops.), the negative (There aren’t any
bookshops.), the yes/no question (Are there any bookshops?),
the positive short answer (Yes, there are.) and the negative
one (No, there aren’t.). Elicit how A/AN before the singular
noun is replaced with SOME (in the affirmative) and ANY
(in the negative sentence and the question) before
the plural noun.
• Get students to read the dialogue and find the gaps (1–3)
where a, some or any should go (before the noun). Then ask
them to complete the gaps.
• Have students read the dialogue again silently and
complete the gaps (4–8) with the correct form of there is/are.
• Check with the whole class. Then ask students to practise
reading the dialogue in pairs.
Answer Key
1 a 2 some 3 any 4 Are there 5 there aren’t 6 there is 7 Is there
8 there is
Have a talk!
• Ask student to work in pairs.
• Have students read the examples and then act out
the mini-dialogues about shops in their town. Walk around
the classroom and monitor students’ work.
Touchdown
• Invite students to play a mind reading game.
• Have each student open a notebook and – in secret
– write a list of six types of shops they would want to have
in the shopping city of their dreams.
• Get students into pairs. Student A and B sit face to face.
To guess the shops in Student B’s list, Student A asks six
questions: Is there a butcher’s in your shopping city? Are there
any cafés in your shopping city? Student B answers, referring
to their list. Students swap roles.
• The winner is the student who guessed more shops.
Homework
Workbook, Exercises 1–5, page 12
Optional task: Exercise 6* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Attention
• You can use the exercises from the Extra section with fast
finishers or give them as additional homework (except
Exercise 4, which can be used in class for extra speaking
practice).
Answer Key
Extra 1
2 newsagent’s 3 stationer’s 4 butcher’s
5 department store 6 greengrocer’s
Extra 2
1 a 2 a 3 Are, are 4 Is, isn’t
Extra 3
1 Perhaps. 2 You’re a genius! 3 Let’s buy it!
16

Aims
Students will:
Vocabulary
• learn different types of food,
• talk about traditional Polish food, Food and drinks
• talk about food quantity. Functional language
Grammar We’ve got a problem.
Questions: How much/How many What a pity.
Determiners: some/any (2); a lot of Wait a minute.
Warm-up
• Ask students to open their notebooks and write the three
mystery traditional Polish dishes you are going to spell out
for them.
• Spell out: sogib, igoreip, zczsrab (bigos, pierogi and barszcz
spelled backwards).
• Ask students to work in pairs and unscramble the names
of the mystery dishes. Tell students to keep quiet and put
up their hands in silence when they’re ready. Announce
the winning pair.
Development Words you know
• Read the words out loud. Ask students to listen and repeat
them chorally after you. Explain the meaning of any words
they don’t remember.
• Invite students to do a quiz. Read out the sentences below,
one by one. Have students stand up if the statement is true,
or clap their hands if it is false. Get them to correct
the information in the false sentences. Repeat
the procedure for all the sentences below:
Rice is white or brown. (true)
There are potatoes in ketchup. (false)
There is pasta or rice in tomato soup. (true)
‘Delicious’ means very good. (true)
Onions are blue. (false)
1.21
• Ask students to look at the pictures and the words in bold
in the text. Tell them to name the things in the pictures
(raspberries, honey, spinach, mushrooms, beetroots).
• Explain the meaning of spices and sauerkraut.
• Have students read the sentences and choose the correct
words.
• Play track 1.21. Have students listen and check.
• Get students to practise the pronunciation of the new words.
Answer Key
1 sauerkraut 2 mushrooms, spices 3 Spinach, beetroots
4 A raspberry 5 Honey 6 Ham 7 salt, pepper
Focus students’ attention on the Look box. Make them
read the examples. Ask how the plural form is made (-ies
is added). Ask them how you form the regular plural form
of nouns in English (by adding -s). Elicit what article before
the singular noun can replace the number one (a/an).
• Ask them to find all the instances of the plural -s in
the dialogue in Exercise 2 (spices, mushrooms, raspberries,
vegetables, beetroots).
UNIT 2
LESSON 2
Extra materials
Grammar flashcards 2.2 (for Lou’s grammar)
TRF, Extra teaching resources Unit 2, Lesson 2
(one copy per pair, for Optional activity)
Note on language
Draw students’ attention to the spelling of the plural -s.
When you add the plural -s, you don’t drop the final -e
after a consonant (spices) and the final -y after
a consonant, changes to -ie (raspberries).
1.22
• Explain the meaning of cookbook. Ask students if they
or their parents use cookbooks. Hold a hand vote.
• Ask students to read the first sentence Daisy says and explain
what the problem is (no Polish food in the supermarket).
• Play track 1.22 and ask students to read the dialogue and
find the three food products the children have (sauerkraut,
raspberries, beetroots). Elicit the answers with the whole
class.
• Play the track again and invite students to act out
the dialogue in groups of four.
1.23
• Ask students to predict what the children can cook with
beetroots (barszcz).
• Ask students to read the instructions for Exercise 3. Play track
1.23 and get students to listen to the dialogue to find
the answers. Elicit the answers with the class (beetroot soup,
delicious). Ask students what the judges think about the soup.
• Ask students to look at the mini-scorebox. Play the recording
again. Ask students to complete the missing scores. Check
with the whole class.
Audioscript 1.23
Woman Hello, Bannister Team. Your stall is very good. You’ve got
Polish music, a Polish flag, a Polish book – but there isn’t
any Polish food …
Daisy Erm … Wait a minute! Matt, where’s the Polish food?
Matt This is the Polish food!
Woman Yummy! What is it?
Matt It’s beetroot soup. It’s got a lot of beetroots in it!
Woman Well done! Your Polish stall is very good! And the beetroot
soup is delicious! And the winner of competition Number
1 is … the Bannister Team. Five points to the Bannister
Team! Aston Team – zero points this time.
Answer Key
Bannister School 5:0 Aston School
TOTAL: 5:0
17
 Easy English
• Draw students’ attention to the Easy English section.
Explain that this section contains phrases that are
particularly useful in everyday English.
• Ask students to reorder the words to make sentences.
• Get individual students to read out their sentences.
Make sure students know the context for using the phrases
(1 – when something is not right, 2 – when something goes
wrong, 3 – when you’ve got an idea). Ask if they can think
of the Polish equivalents.
Answer Key
1 We’ve got a problem. 2 What a pity. 3 Wait a minute.
• Ask students to read the examples and comments in
the Look box.
• Elicit how countable nouns (can be both singular and
plural) differ from uncountable nouns (only singular).
Ask students to find examples in exercise 1 or in the ‘Words
you know’ section.
L o u ’s g r a m m a r
• Ask volunteers to read the questions and answers out loud.
• Draw students’ attention to the blue boxes. Elicit the Polish
translation of How much and How many (Ile).
• Ask about the difference between these two expressions.
We use how much before uncountable nouns. True or false?
We use how many before plural nouns. True or false? (both true).
• Elicit which verb forms are used with the singular
uncountable nouns (is) and the plural countable nouns (are).
• Draw students’ attention to determiners in the short
answers. Elicit the Polish translation of some (trochę, kilka),
a lot (dużo), any (żadnego, wcale).
• Ask students to close their books. Spread all the grammar
flashcards from set 2.2 on your desk.
• Ask four students to come to the front of the class and
stand in a row facing the others. Give out the following
flashcards: HOW MUCH, BREAD, THERE, IS.
• Ask the students to move in order to form the question
(How much bread is there?). Ask the last student in the row
to pick up the correct punctuation mark. Write the question
on the board.
• Invite three more students to come forward and form
the affirmative answer (There is some.). Give SOME to one
of the students. Let the others choose their cards (THERE, IS).
Ask the last student in the row to pick up the correct
punctuation mark. Write the answer on the board.
• Ask the class to make another positive answer
(There is a lot.). The student holding SOME changes
the cards accordingly. Write the answer on the board.
• Finally, ask the class to give you the negative answer
(There isn’t any.) The students holding IS and A LOT to
change their cards accordingly. Write the answer on
the board.
• Follow the same procedure to form the plural question
(How many tomatoes are there?) and the short answers
(There are some. There are a lot. There aren’t any.).
• Ask students to read questions 1–4 and choose the correct
words. Check the answers out loud.
• Get them to write answers 1–4 using the prompts in
brackets. Ask students to check in pairs. Elicit the answers
from individual students.
Answer Key
1 How many beetroots are there? There are five.
2 How much sauerkraut is there? There is a lot.
3 How many mushrooms are there? There are a lot.
4 How much ham is there? There isn’t any.
Optional activity
Invite students to play a guessing game in pairs. Copy
one “Guessing game” per pair (half of the TRF page).
Cut it into cards. Invite students to put the cards in
a pile, face down. Explain the meaning of: a box, a kilo
and a bottle. Students take turns to pick up the cards,
ask questions and make guesses. Student A picks a card
(eg 10 kilos of rice) and asks a question: How much rice
is there? Student B makes a wild guess (There isn’t any.)
He/she needn’t give accurate amounts. Student A gives
the right answer (There is a lot. 10 kilos.) and puts the
card aside. For each correct guess you score one point.
When all the cards are used, pairs add up their scores
and the winners are announced.
Have a talk!
• Ask each student to write a secret shopping list for a birthday
dinner with five food products from Units 1 and 2.
• Get students into pairs and ask them to read the sample
exchanges.
• Ask students to act out similar mini-dialogues about
the food in their lists. Each student can ask up to seven
questions.
• Invite one pair to act out the dialogue in class.
Touchdown
• Draw the grid on the board and ask students to copy it into
their notebooks.
SHOPS one some a lot not any
• Have each student write the names of four shops from
Lesson 1 in the first column.
• Ask students to get into pairs. Student A asks about the
number of shops (listed in his/her grid) near the school
(How many … are there near our school?). Student B answers
(There is one. There are some/a lot. There aren’t any.) Student
A ticks the right column in the grid. Students take turns.
18
 Homework
Workbook, Exercises 1–5, page 13
Optional task: Exercise 6* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Attention
• You can use the exercises from the Extra section with fast
finishers or give them as additional homework.
Aims
Students will: Functional language
• talk about concerts, Wow!
• write about a concert. I can see/hear …
I can’t see/hear …
Grammar
Help!
Object pronouns
Testing spot
Vocabulary
Language structures
At a concert
Warm-up
• Ask students to give you four English names of their
favourite music stars. Get them to spell out the names
and write them on the board.
• Invite students to get into pairs. Set a time limit of 2–3
minutes and ask students to make as many words from
the star names letters as possible.
• Check answers with the class. Pay attention to spelling.
Announce the winning pair with the most words.
• Announce the lesson subject: concerts and ask students
who have been to a live concert to put up their hands.
Ask for artists names.
Development Words you know
• Read the words out loud. Students listen and repeat after
you chorally.
• Ask students to read the words in the box again and find:
three action words (see, hear, dance), two people words
(stars, fans), one place word (stadium) and one situation
word (concert) .
• Have students look at the photo in Exercise 1 and choose
the words they can link to the picture (all of them).
1.24
• Ask students to look at the list of words in Polish and
in English (on the right) and have them match as many
as possible, making wild guesses.
• Invite students to read the text and check their guesses.
Encourage them to guess the meaning from the context.
• Play track 1.24 as students listen and read. Then ask
individual students to match English words with their Polish
translation.
Answer Key
Extra 1
1 honey 2 salt and pepper 3 spinach 4 mushrooms 5 sauerkraut
6 ham
Extra 2
1 There is some honey. 2 There are some mushrooms. 3 There is
some pepper. 4 There isn’t any bread. 5 There aren’t any tomatoes.
Extra 3
2 How much honey is there? a
3 How much bread is there? b 4 How many potatoes are there? d
5 How many onions are there? e
UNIT 2
LESSON 3
Extra materials
Grammar flashcards 2.3 (for Lou’s grammar)
An audio recording of a fragment of a live concert,
preferably pop or rock (for Exercise 5)
• Get students to practise the pronunciation of the new
words. Encourage them to practise word stress and
exaggerate the marked sounds: giant, seat, entrance,
loudspeaker, security guard, loud, exciting.
Answer Key
1g 2e 3i 4a 5b 6d 7f 8c 9h
1.25
• Invite students to look at the pictures, and name the words
associated with concerts they can see. Elicit where
the episode takes place.
• Ask them to read the sentences in the speech bubbles
and put the two missing sentences in the correct places.
• Play track 1.25. Ask students to listen and check their
answers.
• Ask some comprehension questions about the story,
eg What can’t Kathy see? What can she see? Can she see the
music stars or the stars in the sky? Get students to answer.
• Explain that students already know can with action verbs
(swim, sing) to talk about skills. Say that this time can is used
to talk about possibility with the verbs of senses (see, hear).
• Ask students to practise reading the dialogue in pairs.
After this, ask volunteers to act it out in front of the class.
Encourage them to use gestures and modulate their voices
to enhance the performance.
Answer Key
1 I can see the security guards. 2 Can you see the loudspeakers?
19
• Ask students to look at the pictures and write the matching
words.
• Get students into pairs. Invite them to act out mini-
dialogues using the speech bubbles as prompts. Have two
students demonstrate a sample exchange.
Answer Key
1 security guard 2 loudspeaker 3 entrance 4 seat 5 giant screen
L o u ’s g r a m m a r
• Ask students to read the first sentence out loud. Draw their
attention to the red and blue boxes.
• Draw students’ attention to the red and blue boxes and
their position after the verb. Explain that the blue them
refers to the red the stars, and the blue me to I, etc.
Explain that you use me, you, him, her, etc. after the verb in
the sentence to replace proper names (see Kathy = see her,
see Wembley = see it) or nouns (see the fans = see them). Make
students aware that it and you forms are identical before and
after the verb. (It is cool. I like it. You’re seven. I know you.)
• Ask students to close their books. Spread all the grammar
flashcards from set 2.3 on your desk.
• Ask four students to come to the front of the class and
stand in a row facing the others. Give out the following
flashcards: I, CAN, SEE, KATHY.
• Ask the students to move in order to form the positive
sentence (I can see Kathy.) Ask the last student in the row
to pick up the correct punctuation mark. Write the sentence
on the board. Underline Kathy.
• Invite one more student to come forward. The student
holding KATHY steps back with his/her card held up high.
The new student picks up the right card (HER) to replace
KATHY without changing the meaning of the sentence
(I can see her.) He/She holds the HER card right in front
and below the KATHY card in the row. Write the sentence
on the board. Underline her.
• Repeat the same procedure for the following sentence pairs:
I can see Mark. > I can see him.
I can see the stage. > I can see it.
Mark can see me and you. > Mark can see us.
Mark can see Kathy and you. > Mark can see you.
Mark can see the stars. > Mark can see them.
• Put the grid on the board. Ask students to copy it into their
notebooks and complete the gaps. Check with the whole class.
me. And I can see him, too.
you. And you can see him, too.
… And he can see him, too.
… And she can see him, too.
Mark can see … And it can see him, too.
… And we can see him, too.
… And you can see him, too.
… And they can see him, too.
• Ask students to read the examples in the Look box.
• Elicit the Polish translation of can see (widzę) and can’t
see (nie widzę), where can doesn’t get translated.
Draw students’ attention to the full negative form cannot,
where the verb and not are not spaced out.
• Ask students to read the sentences and choose the correct
pronouns in the questions. Check the answers out loud.
• Get students into pairs. One student closes the book.
The student with the open book reads out a random
sentence and the question but pauses right before
the object pronoun. The other student has to complete
the question. Students take turns.
Answer Key
1 it 2 me 3 them 4 us 5 you 6 her 7 him 8 them
Write
• Put the following note bubbles on the board. Ask students
to copy them into their notebooks.
CONCERT
I’m with … I can hear … It’s …
It’s in … I can see …
• You can bring a CD of a live concert. Play the recording and ask
students to imagine they are in the audience. As they listen
to the music, get students to complete the notes in the note
bubbles. Then, elicit sample sentences from random students.
• Ask students to read and answer the questions in the book.
• Ask them to write a short text message about the concert,
based on their answers. Ask a few students to read their
texts out loud.
Answer Key
Students’ own answers.
Touchdown
• Divide the class into three groups. Have all students stand up
with enough space around them to perform simple actions.
• Give each group a different silent action to perform:
turn around, stretch up high, touch your toes, etc. Explain
the rules: as they hear the text about a concert, students
perform their action whenever they hear a concert word.
• Read out or play the text in Exercise 1 and have students
perform the actions as they recognise the concert words.
Homework
Workbook, Exercises 1–4, page 14
Optional task: Exercise 5* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
20
Attention
• You can use the exercises from the Extra section with Answer Key
Extra 1
fast finishers or give them as additional homework 1 exciting 2 loud 3 fans, seats 4 security guards, entrance 5 see
(except Exercise 4, which can be used in class for extra Extra 2
speaking practice). 1 entrance 2 it 3 them 4 them 5 hear
Extra 3
1E 2C 3A

Aims
UNIT 2
Can I try it on? Yes, of course.
Students will:
• practise buying clothes,
Where is the changing room? It’s over there.
Here you are. Thank you.
LESSON 4
• practise asking about price and size in a shop.
Pronunciation
Functional language
Pronouncing the /ð/ sound
Can I help you? Yes, please. I’d like …
How much is/are …? It’s / They’re … £10. Testing spot
What size are you? (Medium), I think. Language functions

Warm-up Audioscript 1.26 Answer Key

• Write these sentences on the board: I’ve got a Rodzinka.pl 1 The shirt is £15.00. It’s small.
2 The dress is £18.00. It’s medium.
T-shirt. I’d like a Spider-Man bag. 3 The skirt is £12.00. It’s medium.
• Explain the meaning of I’d like (it is my dream to have it). 4 The jacket is £35.00. It’s large.
Practise the pronunciation of the contracted form. 5 The T-shirt is £5.00. It’s small.
6 The shorts are £9.00. They’re extra large.
• Ask students to get into pairs and say I’ve got /I’d like sentences
about their belongings related to film.

Development • Read the questions to ask about prices (Exercise 2 above)

Testing spot
• Ask students to read the fragments of conversations
and decide which of the options provided (A, B or C) is
the correct reaction for each fragment.
• Give students 2–3 minutes to read the utterances and
choose the correct options. To make the task more
challenging, you can ask students to cover the options
and read the stems only, thinking of possible responses
on their own. Then they should uncover the options
and check whether any of them are similar to the ones they
have come up with.
• Allow students to compare their answers in pairs.
Then check as a class and provide feedback.
Answer Key
1C2C3B
1.26
• Have students close their books.
• Write these randomly on the board: XL, S, M, L, £.
• Elicit what the symbols stand for (Size: XL – extra large,
L – large, M – medium, S – small; Price: £ – pound(s)). Ask
students to repeat the new words after you (choral
repetition).
• Ask students to open their books and look at the grid.
Elicit the clothes names in the pictures. Elicit what goes
in the second (price) and third (size) columns.
• Ask them to listen and complete the gaps. Encourage
students to write numbers and symbols. Play track 1.26
twice. Check the answers out loud.
and get students to repeat chorally.
• On the board draw a T-shirt with a price and a pair of
shorts with a price. Ask students to match the pictures
to respective questions. Elicit the difference between
How much is …? (singular) and How much are …? (plural).
Ask students to look at the speech bubbles in the book
and match one answer to each question.
• Ask students to get into pairs. Get one pair to read
the bubbles out loud. Invite students to ask and answer
questions about prices, referring to the grid in Exercise 2.
Ask random pairs to act out their dialogues in front of
the class.
1.27
• Explain that you are going to read one dialogue divided
into three parts.
• Ask students to look at the dialogue and say who starts
each part (Boy or Shop assistant).
• Get students to read the dialogue and find the first line for
each part (part 1: Can I help you?; part 2: What size are you?;
part 3: It’s perfect.). Pre-teach the word ‘changing room’.
Check the answers with the whole class.
• Have students reorder the dialogue lines. Play track 1.27.
Have students listen and check.

21
 Answer Key
1.29 Sounds right!
Część 1 • Play track 1.29. Ask students to listen to each sentence
Shop assistant Can I help you? and repeat it, chorally then individually.
Boy Yes, please. I‘d like a blue shirt.
Shop assistant This blue shirt is very nice. • Play the track again, pausing if necessary to practise
Boy Can I try it on? the pronunciation.
Shop assistant Yes, of course.
Część 2
Shop assistant What size are you?
Touchdown
Boy Medium, I think. • Put these words randomly on the board: help, changing,
Shop assistant Here you are. please, much, try, size, here, I’d, thank.
Boy Where is the changing room?
Shop assistant It’s over there. • Get students into pairs. Give them four minutes to write
Część 3 a dialogue in the shop using all the words on the board.
Boy It’s perfect. How much is it?
• Ask two pairs to read out their dialogues.
Shop assistant It’s £15.00.
Boy Here you are.
Shop assistant Thank you. Homework
Workbook, Exercises 1–4, page 15
1.28 Sounds right! Optional task: Exercise 5* (for those who wish to get
• Ask students to look at the words. Tell them that they a reward eg a special stamp and/or a plus mark)
contain the same sound. Students should pay special
attention to the underlined letters.
• Play track 1.28 and get students to repeat the words.
• Draw students’ attention to sound /ð/. Ask them to repeat
and exaggerate pronunciation.

UNIT 2
Aims Listening
Students will:
• practise receptive and productive skills.
Listening for specific information
Predicting and listening for key words
LESSON 5
Reading Writing
Working out meaning from the context An email about a shopping mall

Warm-up Mia
Poppy
Are there any cafés?
Yes, there is a fantastic café with really good pancakes.
• Have students close their books. Mia I love pancakes.
• Ask them to get into pairs, imagine they are in a shopping mall Poppy I know. This place is perfect for you! There are two really nice
and take 90 seconds to list as many words to name the things restaurants too, but they’re expensive. And there are concerts
they can see in their imaginary shopping malls as possible. in the mall every day. They’ve got some very good bands.
Mia It sounds great!
Check the answers out loud.
Poppy It is. Come and see!
Mia OK! I’m on the way!
Development
1.30 1.30

• Ask students to look at the words and cross out the ones • Ask students to look at the picture and name the girl who
they don’t expect to hear in Poppy and Mia’s phone is speaking (Poppy).
conversation, i.e. words that are not related to shopping • Have students read Poppy’s email and complete as many
or shopping centres. gaps as they can at this stage.
• Play track 1.30. Have students listen and check their • Play track 1.30 again. Get students to listen and complete
guesses. Check the answers out loud (small, historic, the gaps. Check their answers out loud.
school, stadium). • Draw students’ attention to the layout of the email. Elicit
the opening (Hi there!) and closing (Let’s go there soon!)
Audioscript 1.30
phrases. Notice how the phrases are laid out in separate
Mia Hi Poppy! Where are you?
Poppy Hi Mia! I’m at the new shopping mall.
lines and their punctuation.
Mia What’s it like?
Poppy It’s great! It’s really big.
Answer Key
1 sports 2 music store 3 clothes 4 pancakes 5 expensive 6 concerts
Mia Are there any good shops?
Poppy Yes, there are. There’s a fantastic sports shop – I love it but it’s
very expensive. There’s a big music store too.
Mia Are there any clothes shops?
Poppy Yes, there are some good clothes shops.

22
 Answer Key
• Ask students to read the headings in the grid. Ask them Students’ own answers.
to complete the missing information.
• Optionally, you can play track 1.30 again. Invite students
to listen, check and complete the grids. Touchdown
• Explain the concept of (the) High Street shops.
Answer Key
Shops: sports shop, music store, clothes shops Background information
Places to eat: café, restaurants (The) High Street in a British town is in the centre and
Attractions: concerts has all the important shops and businesses (banks,
Adjectives: new, great, big, good, fantastic, expensive, perfect, nice
restaurants, cinemas, etc.). High Street is the most popular
street name in the UK.

• Write these on the board: High Street shops are great.

• Ask students to get into pairs and imagine their own visit to
a new mall.
• Get them to discuss and complete the grid with their own
ideas. Help them with any new words. Correct spelling
and put the most difficult words on the board if necessary.
Make sure each student in a pair has identical notes.
Answer Key
Students’ own answers.
Shopping malls are great. Internet shops are great.
Ask students to choose their favourite sentence.
• Read each sentence out loud and hold a hand vote.
Count the votes after each sentence and put the score on
the board.
• Have students use the stats on the board to draw a simple
bar chart illustrating the results.

Internet shops are great.

Shopping malls are great.

• Ask students to work individually and use their notes High Street shops are great.

in Exercise 4 and the sample email in Exercise 2 to write

an email to the other student in the pair.
• Before they start writing, ask each student to secretly Homework
change one piece of information in their email, compared Workbook, Exercises 1–5, page 16
to the notes they took in pairs (eg a big swimming pool in
the email instead of the big cinema in the notes).
• Have students swap their emails in pairs. Get each student to
read their partner’s work, find and underline the one piece
of information which was secretly changed. Invite students
to compare their guesses in pairs.

UNIT 2
Aims
Students will:
• talk about events,
Vocabulary & grammar
Recycling of the language already
LESSON 6
• talk about what you can see/hear, taught
• practise listening, reading, writing Testing spot
and speaking. Listening

Warm-up
• Ask students to look at the picture in Exercise 1 and take 60
seconds to list all the words that come to mind. Check with
the whole class.
• Have each student write three sentences about the picture
(starting with: There is … There are … I can see …), two of
them true and one false. Demonstrate with your own
example. (There is one band on the stage. There aren’t any
loudspeakers. (false) I can see four security guards.)
• Get students into pairs. Have them read all three sentences
to each other, then spot and correct the lies.
Development
1.31/1.32
• Ask one student to read the sentences above the picture
out loud. Have the other students repeat.
• Have students put down their pens. Ask students to read
the lyrics and predict how to complete the gaps.
• Play track 1.31 once. Have students listen and remember
the answers. Then get them to complete the gaps.
• Play track 1.31 again. Invite students to check their answers.
• Play track 1.32 and encourage students to sing along.

23
 Answer Key Audioscript 1.34

1 I can see the lights. 2 They aren't on the stage. 1

3 I can see the stage now. 4 They're on the stage! Father Mia, please, stop listening to music on you MP3
player. I need your help.
Daughter But dad, that’s my favourite song!
1.33
Father We need carrots and spinach for dinner.
• Ask students to close their books. Daughter They’re on this stall. Look, there are some delicious
raspberries here too!
• Get them to listen to the bonus question and answer it. Play
Father Let’s buy them!
track 1.33 twice. Elicit the answer out loud (yellow).
2
Shop assistant Can I help you?
Audioscript 1.33
Girl Yes, I’d like two tickets for The Rats’ concert.
Woman Here is Bonus Question Number 2. What colour is the
Shop assistant I’m afraid there are no tickets left.
singer’s T-shirt?
Girl Oh no ... Have you got their latest CD then?
Shop assistant Of course, it’s £8.65.
3
Boy I love this band, this is so exciting!
• Ask each student to imagine two extra things on the stage
Girl Mark, I can’t hear you, the music is very loud.
in the picture in Exercise 1.
Boy That’s OK, we can talk later. Where are our seats?
• Get students into pairs. Ask one pair to read the dialogue Girl Over there, I think.
in the bubbles out loud.
• Have students ask and answer questions about their Answer Key
‘improved’ pictures. Make sure they use object pronouns 1C 2B 3D
in the answer (Can you see a cat? Yes, I can. I can see it here.).
Monitor their conversations and offer help if necessary.
Touchdown
• Ask students to get into pairs. Invite them to create their
• Write these word categories on the board: school objects, own gapped version of the text in Exercise 1 on page 20.
animals, clothes, furniture, food, drinks, musical instruments. • Have students choose a fragment of the text in Exercise 1
Ask students which of the things you can and can’t see, find on page 20 and select four words to delete. Ask them to
or use in the school. Elicit two examples for each category. copy the gapped fragment onto the sheet of paper neatly.
• Get students into groups of three or four. Have them write the deleted words (plus one extra word,
• Have each student write three there is/are sentences about so five in total) at random in a frame under the text.
their school, at least one of them false. Encourage them • Ask students to close their books. Invite them to swap
to use words from the categories listed on the board. the gapped texts between pairs and do the task. Finally,
Ask one student to read out the examples in the book. ask students to check the complete text with the book.
Get students to repeat: That’s true! That isn’t true! to practise
pronunciation. Homework
• Invite each student to read out their sentences to the other Workbook, Exercises 1–4, page 17
students in their group. Have the group spot the lies.
Optional task: Cartoon Story – These apples are
Answer Key horrible!
Students’ own answers.
(www.staffroom.pl), Episode 2, Exercises 1–2
1.34 Testing spot
• Ask students to listen to three dialogues and decide where
they can hear them (options A–D). Make sure students
understand that there is one extra option provided which
should not be used.
• Before you play the recording, you can ask students to
describe the pictures, eg name the objects that they can
see or the situations.
• Play track 1.34. Students listen and choose the correct
answers.
• Play track 1.34 again. Students listen and decide on the final
answers.
• Allow students to compare their answers in pairs.
Finally, check as a class and provide feedback.

24
 UNIT 2
Aims
Students will:
Extra materials
Photos of healthy meals and food LESSON 7
• read and listen about a healthy diet, to explain the meaning of ‘healthy’
• talk about healthy food, (for Warm-up)
• write about a healthy food product. Blank A4 format or bigger sheets
Vocabulary of paper (one per group of up to 4,
Healthy eating for Exercise 5)

Warm-up • Get students into pairs and ask them to predict how to
complete the grid.
• Ask students to work in pairs and write the names
of healthy food products introduced in this unit. Check • Play track 1.37. Invite students to listen and check their
with the whole class (cabbage, carrots, eggs, lettuce, onions, answers.
pepper, potatoes, raspberries, rice, spinach/spices, tomatoes).
Audioscript 1.37

Carrots are very high in vitamin A, but they are low in vitamin C.
Development Cabbage is low in vitamin A, but it’s high in vitamin C.
1.35 Oranges are low in vitamin A, but very high in vitamin C.
Raspberries are low in vitamin A, but they’re high in vitamin C.
• Ask students to read the words in silence. Get them to tick Potatoes are very low in vitamin A, but they’re high in vitamin C.
the ones they think they understand.
• Play track 1.35 once. Have students listen and repeat to Answer Key
practise the pronunciation.
vitamin A vitamin B
• Elicit the Polish meaning of the words by giving the
carrots  
Polish equivalent and asking students to put up a hand
if they know which English word matches the translation. cabbage  
Elicit and correct the answers. oranges  
• Play the track again. Ask students to repeat the words. raspberries  
potatose  
Answer Key
diet – dieta minerals – minerały, mikroelementy
healthy – zdrowy proteins – białka
grams – gramy sugars – cukry
vitamins – witaminy fats – tłuszcze • Ask students to read the sentences in silence.
portion – porcja
• Have them guess the food products in question.
• Check the answers out loud.
1.36

• To elicit the meaning of the words: cup, grow, quantities,
write the three words and these three gapped sentences
on the board:
1 I eat large ___ of fruit. I eat a lot of it.
2 I’d like a ___ of tea.
3 I’m a child and I ___. My parents don’t ____.
• Get students to complete the gaps with one of the three
words. Check with the class out loud.
• Invite students to read the questions for the text.
Encourage them to guess their answers before reading.
• Play track 1.36. Get students to read and listen. As they
do so, have them find the fragments with the answers.
• Get students into pairs and have them answer
the questions. Check with the class out loud.
Answer Key
1 sugars, proteins, fats, vitamins, minerals 2 one cup of peas
3 one medium carrot 4 two 5 Yes, it is. 6 No, it isn’t.
Answer Key
1 carrots 2 cabbage, oranges, raspberries, potatoes 3 potatoes
PROJECT!
• Divide the class into vegetable and fruit teams. Set a time
limit of two minutes. Have each team list as many healthy
food items, fruit and vegetables respectively, as possible.
Elicit their answers, count the correct guesses and
announce the winning team.
• Divide students into project groups, preferably of up to
four students. Ask each student in the group to choose
a different type of healthy fruit or vegetables.
• Put this flow chart on the board:
Draw, colour and
label your fruit/
vegetable.

HEALTH FACTS: PRICE: _____ is COOKBOOK IDEA:

1.37
_____ is high in about PLN ……… This is a great _____
• Ask students to look at the grid which explains what vitamin … . per kilo. salad recipe: …….
the arrows mean.
• Invite them to look at the vitamin A/C grid. Elicit • Invite students to use the flow chart to write their
the meaning of the downward and upward arrows. drafts. Correct the mistakes and invite students to copy
Explain what ‘high’ and ‘low’ mean. Write these on their proofread draft onto a poster-size sheet of paper.
the board: … is/are (very) high/low in vitamin A/C. Encourage groups to decorate the poster.
• Make a poster display on the classroom wall.

25
Touchdown
• Give each display poster a number. Invite students to walk
around, read the posters and remember the numbers
of two posters which include the food they really like.
• Elicit the numbers, count the scores and announce the two
posters with the students’ most favourite healthy foods.
Aims
Students will: Vocabulary
• revise the language structures Revising vocabulary already taught
and vocabulary from Unit 2.
Functional language
Grammar Revising functions already taught
Revising structures already taught
Warm-up
• Ask students to look at the Summary on page 27 and
the vocabulary charts. Invite them to get into pairs.
Get them to choose a chart and cover the column with
English words. Students take turns to test each other.
Student A reads out the examples in Polish. Student B gives
the English equivalents.
Development
• Ask students to change pairs. Have them cover
the Summary page in the book.
• Student A completes the Food column. Student B matches
the words to the Healthy eating column.
• Invite students to compare their answers in pairs.
Check the answers out loud. Elicit how to pronounce
the most challenging words.
Answer Key
Food: sauerkraut, honey, ham, spinach
Healthy eating: minerals, vitamins, diet, protein
• Ask students to change pairs. Have them cover
the Summary page and the shop names in Exercise 2.
• Invite students to look at the pictures and guess the shop
names.
• Ask students to work individually, uncover the shop names,
and match them to the pictures.
• Check the answers with the whole class orally. Elicit
the pronunciation of the most challenging words.
Answer Key
1c 2b 3f 4a 5d 6e
Homework
Workbook, Exercises 1–2, page 18
Optional task: Exercise 3* (for those who wish to get
additional professor’s points)
UNIT 2
LESSON 8
• Ask students to work individually.
• Have them unscramble the letters to make six words
related to concerts. To make things easier, put the first
letters on the board: e, e, s, s g, f, l.
• Check the answers with the whole class on the board.
Elicit correct spelling and pronunciation of the most
challenging words.
• Get students into new pairs. Have each pair write three
sentences about an imaginary concert using as many words
from Exercise 3 as possible. Elicit the sentences, count
the words used and announce the winning pairs.
• Have students go back to the Vocabulary charts on
the Summary page. Invite students to work individually.
Ask them to write down and draw smileys next to the five
words they remember very well and exclamation marks
next to the five words they still need to memorise. Invite
them to compare their choices in pairs.
Answer Key
1 exciting 2 entrance 3 stage 4 security guard 5 fans 6 loud
• Ask students to work individually.
• Have them find all the nouns. Elicit which of them are
uncountable and which are countable. Ask students to
match them to the questions: how much / how many.
• Write on the board: there is / there are. Ask students to match
the nouns they found with the structures on the board. Elicit
how to form the affirmative, negative and question forms
with there is / there are.
• Ask students to work individually and complete
the questions and answers.
• Check the answers out loud. Elicit the grammar rules for
using some, any, a lot, referring to the grammar chart
in Summary on page 27.
26

Answer Key
1 Is there any honey? No, there isn’t. 2 Are there any mushrooms?
Yes, there are. 3 How much bread is there? There is a lot.
4 How many beetroots are there? There are twenty.
5 How much sauerkraut is there? There isn’t any.
• Have students read the Zapamiętaj! grammar box on
the Summary page 27.
• Ask students to test each other in groups of three. Student
A starts with the gapped sentence The singer can’t see … .
Student B says a subject pronoun (eg I). Student C completes
the sentence with the object pronoun: The singer can’t see
me. Students take turns with different pronouns, moving
clockwise.
• Elicit examples from random groups of three.
Touchdown
• Ask students to look at the Grammar chart in Summary
on page 27. Have students read the rules and examples.
Encourage students to ask you questions if they need your
explanations.
• Have students work in pairs, A and B. Get them to cover
the rules column in the Grammar chart. Students take turns
to test each other. Student A reads out the examples in
the Grammar chart. Student B gives the corresponding rules
in Polish.
Homework
Workbook, Exercises 1–6, page 19

Answer Key
1 them 2 you 3 her 4 us 5 me 6 him 7 it

English to go
• Ask students to work in pairs.
• Invite students to read the dialogues and decide on
the possible answers together.
• Check the answers with the whole class orally. Ask one pair
to read the dialogues out loud.

Answer Key
1b 2c 3c

27

Aims
Students will: Testing spot
• revise the language structures and Reading
vocabulary from Units 1 and 2,
• practise reading and speaking skills.
Warm-up
• Ask students to look at the lists of words from Units 1
and 2 in the Summary sections (SB, pages 15 and 27).
Ask each student to choose two words from the lists and
write definitions or descriptions for the words, eg It’s green.
It’s a vegetable. (spinach) You eat them in a soup or with meat.
They’re white. (potatoes). Give students 2–3 minutes to write
the definitions. Then ask students to work in groups of four
and read out their descriptions to other students in their
groups. Students guess the words. Give them four minutes
to do the task. Then ask selected students which words they
managed to guess.
Development
• Ask students to put the names of different kinds of food
into the correct categories. Refer them to the instruction
and the information in the table. Ask them to read
the categories and make sure they understand them.
• Give students 2–3 minutes to do the task. Then ask them
to compare their answers in pairs and check as a class.
• Finally, ask students to work in pairs and think of one more
word for each category. Discuss students’ ideas as a class.
Answer Key
They have lots of vitamins: beetroot, raspberry, carrot
They are rich in proteins: meat, ham, chicken
They give you a lot of energy: rice, bread, pasta
• Ask students to use the words from Exercise 1 to complete
the three dialogues. Explain that sometimes they are going
to have to use the plural form of the nouns.
• Give students 4–5 minutes to do the task. Allow students
to consult their answers in pairs if necessary. Then check
the answers as a class.
Answer Key
1 meat 2 beetroots 3 carrots 4 pasta 5 rice 6 chicken 7 raspberries
8 bread 9 ham
Optional activity
Ask students to work in pairs and write their own
dialogues similar to the three dialogues in Exercise 2.
Depending on the level of proficiency of your students,
you can either ask them to follow the model dialogues
strictly (eg only using different names of foods) or write
completely new dialogues inspired by the original ones.
Give students 4–5 minutes to do the task and then ask
them to rehearse. Finally, ask the pairs to act out the
dialogues. Provide the necessary feedback.
Skills plus Units 1–2
LESSON 1
• Ask students to work in pairs and talk about their favourite
food. Refer them to the instruction and the examples.
Encourage students to talk about the different kinds of food
which they learned about in Units 1 and 2.
• Allow students to speak for about 3–4 minutes. Then get
them to work in groups of four and tell each other about
the food they like and don’t like.
• Finally, elicit answers from selected students, and provide
feedback on content and correctness.
Reflecting upon values
Talk to students about the value of spending time with
family cooking and having dinner together. Ask students
if they help their parents prepare meals, if they like having
meals with their family, what they talk about when they sit
at the table together, etc.
Testing spot
• Ask students to read the instructions carefully. Make sure
they understand what they are expected to do (eg by
asking one student to explain the task in their own words).
• Refer students to the Tip. Explain that reading through
the questions and answer options carefully can help them
follow the text and find the right information. Ask students
to read the questions and answer options in Exercise 4
and tell each other in pairs what is in the pictures or what
associations they have with the pictures. Elicit some ideas
from students.
• Ask students to read the texts and choose the correct
answers. Give students 5–6 minutes for the exercise.
Then allow students to compare their answers in pairs.
Check as a class. Conduct the necessary feedback,
and explain any doubts students may have.
• Ask students if their predictions about the words which
may appear in the texts were correct.
Answer Key
1B 2A 3C
Touchdown
• Ask students to read texts 2 and 3 in Exercise 4 again.
Explain that you would like them to choose one of these
texts and write a response to it (as Nicole in text 2 and
as Lily’s mum in text 3). Explain that students can write
whatever they want but make sure the texts are about 4–5
sentences long. If you have enough time during the lesson,
ask selected students to read out their texts. If not, ask
students to write their texts on separate pieces of paper
so that you can collect them and write your comments.
28

Aims
Students will:
Testing spot
Listening
• revise the language structures and
vocabulary from Units 1 and 2,
• practise listening and speaking skills.
Warm-up
• Talk to students about going to concerts. Ask: Do you
go to concerts? Do you watch concerts on TV? What words
related to concerts do you remember from Unit 2? Encourage
students to give the words from memory first, and then,
if necessary, ask them to open their books and find
the words.
Development
• Ask students to look at the diagram and read the words
in the box and put them into the correct categories.
• Give students 3–4 minutes to work on the diagram
individually. Then allow students to compare their answers
in their pairs before checking as a class.
Answer Key
Equipment: headphones, microphone
People: singer, musician
Places: stage, entrance
Instruments: guitar, violin
Description: loud, exciting
• Ask students to read the instruction. Make sure students
understand that they should make correct sentences out
of the jumbled words.
• Give students 3–4 minutes to do the task. Ask them to
compare their answers in pairs, and then check as a class.
Answer Key
1 Is this girl a singer or a musician? 2 There are some loudspeakers
and microphones on the stage. 3 She can’t play the guitar but she
likes playing the violin. 4 Who is the man at the entrance?
1.38
Testing spot
• Ask students to read the instructions, and make sure they
understand the task.
• Play track 1.38. Students listen and decide if the three
sentences are true or false.
• Ask students if they are sure of their answers, but don’t elicit
them at this point.
• Play track 1.38 again. Students decide on the final answers.
• Allow students to compare their answers in pairs.
• Check answers as a class. Provide feedback on the questions
students had doubts about.
Audioscript 1.38
1 David Yes, let’s listen.
Ben Mia, do you have some free time this evening?
There’s my band’s concert at 7:00. Can you come?
Mia Sure, great. Your band, you say … Are you a singer?
Ben No, my brother sings and plays the guitar.
Josh, my friend, plays the drums, and I write songs.
Mia Wow, nice. Can we meet at 8:45 at the entrance?
Skills plus Units 1–2
LESSON 2
2
Shop assistant Hello, how can I help you?
Lee Yes, I’d like two tickets for The Gang’s concert this
evening.
Shop assistant I’m sorry, there are no tickets left. The Gang are
so popular. We haven’t got any CDs left either.
But we have a fantastic poster from the concert
in Dublin. It’s £3.40.
Lee Can I see it? It’s fantastic! I’d like one, please.
3
Holly Hello, I need some black clothes. A dress or a T-shirt
and trousers.
Shop assistant What size are you?
Holly Small, I think.
Shop assistant Do you like this dress?
Holly I do, but it’s good for a party. I need something for
a rock concert this evening. I’m a singer in a band.
Shop assistant I see. Look, this one is perfect for you.
Answer Key
1 Nie 2 Nie 3 Tak
1.39
Testing spot
• Refer students to the instruction. Remind them that one
person in the picture is not going to be mentioned in
the dialogue.
• Play track 1.39. Students listen and write the letters next
to the names.
• Give students a few seconds to think about their answers,
but make sure they still work individually.
• Play track 1.39 again. Students decide on the final answers.
• Allow students to compare their answers in pairs.
Then check the answers as a class.
• Provide feedback. Replay fragments of the recording
if necessary to discuss the answers once again.
Audioscript 1.39
Amber David, thanks for the invitation. This is so exciting!
David No problem. This band is fantastic. Do you know
the musicians?
Amber I know the singer. It’s Iza. She’s my classmate. I love her voice.
David The boy on the stage is Ben. He plays the guitar.
He can also sing very well.
Amber What about the man over there?
David The security guard at the entrance?
Amber No, the one with the headphones and the computer.
David Oh, I think it’s the band’s manager, Tony. He’s 25.
He’s Ben’s cousin.
Amber And the girl with the violin on the stage?
David It’s Jessica, Tony’s girlfriend. She’s not in the band but she’s
playing with them tonight.
Amber Oh, I see … Look, the lights are on.
Answer Key
1 Jessica - C 2 Ben - B 3 Tony - D 4 Iza - A
29
 Touchdown
• Ask students to work in pairs and talk about music. Refer • Ask students to write a short email to a friend telling them
students to the questions. Make sure students understand about the kind of music they listen. Students can include
them. answer to questions from Exercise 5.
• Give them 4–5 minutes to discuss the questions in pairs.
Walk around the class and monitor the exercise. Provide
feedback.

30
 UNIT 3
Aims
Students will: Functional language LESSON 1
• identify and talk about daily routines. They’re on the way.
Grammar Help yourself to breakfast.
Present simple – I, you, we, they (affirmative It looks good. Extra materials
and negative sentences, questions What’s all that noise? An alarm clock or a mobile phone with an alarm app (for Warm-up)
and short answers) Testing spot TRF, Extra teaching resources Unit 3, Lesson 1 (one copy per pair,
Vocabulary Language structures for Touchdown)
Daily routine (1) Grammar flashcards 3.1 (for Lou’s grammar)

Warm-up 1.41

• Before the lesson, have your alarm clock or mobile phone
alarm app ready, and set the alarm so that it goes off
‘unexpectedly’ two minutes into the lesson.
• Draw a digital clock showing 6 am on the board. Elicit from
students what they do in the first 30 minutes after they
wake up. Encourage them to use English or mime the
actions if they don’t know the right English expressions.
• Announce the lesson subject: daily routines.
Development Words you know
• Ask students to open their books and read the expressions
from the box out loud.
• Choose random activities and mime the actions.
Ask students to put up a hand if they can name the activity.
Elicit and practise pronunciation.
• Ask students to work in pairs and order the actions
from the first to the last thing they do on a typical day.
Check with the whole class.
1.40
• Read the names of activities from the box (a–j) out loud.
Have students listen and repeat.
• Ask students to work in pairs. Ask Student A to look
at pictures 1–5, and Student B – at pictures 6–10.
Have students match their pictures with the names of
activities. Then get the two students in each pair to share
information.
• Play track 1.40. Tell students to listen and check.
Answer Key
1 g 2 i 3 f 4 j 5 h 6 e 7 a 8 c 9 d 10 b
Optional activity
Draw this grid on the board. Explain the meaning of
the verb: need. Give your own examples of activities to
match each column (see the grid for examples) but leave
the grid columns empty.
For this I need:
some water no water
brush my teeth brush my hair
Ask students to copy the empty grid and write two
more activities in each column. Make sure they know
there are many correct answers here.
Have them compare their answers in groups of three
or four students. Check orally with the whole class.
• Ask students to look at the picture. Elicit the names of
food products on the table (fruit, cereal, milk, orange juice,
yogurt). Ask students what meal it is (breakfast) and what
other food they would put on the table.
• Play track 1.41. Tell students to listen and read the dialogue.
Ask them to notice which activities Matt does after getting up
(have a shower, brush my teeth, get dressed). Elicit the answers.
• Ask students about the dialogue: Does Josh get up early
or late? (early) Is he late? (no) Does Matt get up early or late?
(early) Is he late? (yes) Is Josh friendly to Matt? (no).
• Ask students to act out the conversation in pairs.
1.42
• Ask students to read the question and predict the answer.
• Play track 1.42. Have students listen and write the answer.
Check the answers out loud.
Audioscript 1.42
Daisy Look! There’s Zoe!
Josh Hi Zoe! You’re very late. There isn’t any food now.
Zoe No problem.
Daisy Do you have breakfast at home, Zoe?
Zoe No, I don’t.
Daisy That isn’t good, Zoe.
Matt Breakfast is very important.
Zoe I don’t like breakfast. I don’t have breakfast at home.
Daisy OK, Zoe. Sorry!
Answer Key
Zoe doesn’t have breakfast at home.
Reflecting upon values
Discuss the importance of telling your friends assertively
what you think when they do things the wrong way.
Encourage students to describe in Polish situations when
a friend does something wrong or dangerous at school
(bullying, cheating, swearing, stealing, texting in class,
skipping lessons, etc.) and it is a good idea to tell them
what you think in a polite way. Write these on the board:
That isn’t good. Don’t do it again! That is wrong. Stop it now!
Get students into pairs. Have them choose one phrase and
draw a cartoon-style poster illustrating a school situation
when they could use this phrase. Make a classroom gallery
of the cartoons.
Easy English
• Draw students’ attention to the Easy English heading.
Explain this section contains phrases that are particularly
useful in everyday English.
• Ask students to complete the gaps individually.
• Check their answers.

31
• Get students to practise the pronunciation. Make sure
students know the context for using the phrases and can
respond. Ask them to think of the Polish equivalents.
Answer Key
1 They're on the way. 2 Help yourself to breakfast.
3 It looks good. 4 What's all that noise?
L o u ’s g r a m m a r
• Ask students to read the sentences silently. Explain that
they are about regular everyday activities and routines.
• Point to the yellow boxes. Tell students they are verb forms
that change when we change the affirmative sentence into
the negative or the question.
• Ask a volunteer student to read the negative sentence. Ask
students what makes the sentences negative (don’t comes
before the verb). Elicit the Polish translation of don’t (nie).
• Ask students what makes the sentence a question (do goes
at the beginning). Elicit the Polish translation of do in
the question (czy).
• Remind students that do and don’t are grammar helpers
and don’t mean robić.
• Point to the short answers. Remind students that you
translate them into Polish as short ‘Tak’ and ‘Nie’. Ask students
what you put after Yes, I … in the short positive answer (do).
And after No, I … in the negative (don’t.)
• Ask students to close their books. Spread all the grammar
flashcards from set 3.1. on your desk.
• Ask six students to come to the front of the class, and to stand
in a row facing the others. Give out the following flashcards:
A, BATH, I, EVERY, DAY, HAVE. Tell them to hold the cards up.
• Ask the students to move in order to form the affirmative
sentence (I have a bath every day.). Ask the last student
in the row to pick up the correct punctuation mark.
Write the affirmative sentence on the board. Ask students
to form a question. Elicit: Do you have a bath every day?
Ask one more student to come to the front and pick up DO.
Students change places accordingly. Ask the last student
in line to pick up the correct punctuation mark. Write
the question on the board.
• Explain how the grammar helper DO comes before YOU
in the question.
• Ask three students to sit down. Point to the question
on the board and ask the three students at the front to make
a short positive answer (Yes, I do.). Ask the last student in
the row to pick up the correct punctuation mark. Then get
the students to form a short negative answer (No, I don’t.).
Write the short answers on the board.
• Hand out the cards I, HAVE, A, SHOWER, EVERY, DAY
in random order to the three students in front and tell them
to stand in a row to show the correct word order. Elicit
the negative sentence (I don’t have a shower every day.).
Ask one more student to come to the front, pick up and
hold the two missing cards (DON’T, HAVE). Get the student
to stand in the right place. Elicit how the negative is formed
by adding DON’T before the verb (DO NOT = DON’T).
Write the negative sentence on the board.
• Get students to open their books and read the sentences.
Ask how many affirmative (1), negative sentences (1) and
questions (3) there are. Then ask them to unscramble
the sentences.
• Have students complete the short answers. Check with
the whole class.
Answer Key
1 I brush my teeth every day. 2 We don’t have a shower every day.
3 Do you wash your face every day? Yes, I do. 4 Do they have
breakfast every day? No, they don’t. 5 Do you brush your hair every
day? Yes, I do.
Have a talk!
• Ask students to look at the phrases (a–j) from Exercise 1
again. Tell them to decide which activities they do every
day and which they don’t do daily.
• Get students into pairs. Tell them to interview their
partners. Ask them to take notes of their partner’s answers
in the notebook.
• Have one pair demonstrate the exercise by reading
the examples in bubbles. Then get students to interview
each other, by asking five questions each.
• Tell students to write sentences about their partner’s
routines in their notebooks. Ask random students to read
their sentences out loud.
Touchdown
• Copy the TRF page and cut each copy in half.
• Invite students to do an information gap activity. Get them
into pairs. Explain in Polish that they are explorers of two
planets – Evo-Alpha (Student A) and Evo-Beta (Student B).
They have been observing aliens living on each planet and
now want to share information.
• Give out the respective cards to Students A and B. Ask
students to complete their planet’s column with a tick ()
(= They do it on my planet.) or a cross () (=They don’t do
it on my planet.). Encourage them to be creative.
• Use the example on the card to explain how to ask and
answer questions in pairs. Have students interview each
other and note down their partner’s answers ( and ).
• Then ask them to count how many routines their aliens
have in common. Alternatively, ask students to draw
a portrait of their partner’s aliens using the info about their
daily habits.
Homework
Workbook, Exercises 1–5, page 20
Optional task: Exercise 6* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
32
Attention
• You can use the exercise from the Extra section with fast Answer Key
Extra 1
finishers or give them as additional homework (except
1 wash: your hands, your face 2 brush: your hair, your teeth
Exercise 4 which can be used in class as extra speaking 3 have: a shower, a bath 4 eat: bread, eggs 5 drink: tea, fruit juice
practice). Extra 2
• Draw students’ attention to the Testing spot box. 1C 2E 3A
Extra 3
1 You don’t wash your hands. 2 They brush their teeth. 3 We don’t
have a shower. 4 Do they wash their faces? 5 Do you get up late?

UNIT 3
Aims
Students will:
LESSON 2
Functional language
• identify and talk about free time
Do your best.
activities
It’s just right for … .
• talk about other person’s routines
What’s the matter with …?
and free time activities.
… looks tired.
Grammar Extra materials
Present simple – he/she/it (affirmative and 10 sticky notes (for Warm-up)
negative sentences, questions and short TRF, Extra teaching resources Unit 3, Lesson 2
answers) (one copy per pair, for Exercise 1)
Vocabulary Grammar flashcards 3.2 (for Lou’s grammar)
Free time

Warm-up • Invite students to rank the activities from 1 to 7

• Before the lesson, write these on ten sticky notes and put
them up on the classroom walls: comics, emails, your MP3
player, the radio, TV, films, tennis, computer games,
to the swimming pool, to the cinema.
(1 = The activity I do a lot.; 7 = The activity I don’t do.)
• Tell students to get into pairs and compare their answers.
Elicit the answers from random pairs.
1.43

• Write these in a column on the board: A read, B listen to,

• Before the lesson, copy the TRF page – one game per
C watch, D play, E go.
pair (half of the TRF page).
• Get students to work in five teams (A–E). Each team is
• Play track 1.43. Ask students to listen and read
in charge of one verb (A–E).
the phrases in the box. Stop the recording after each one.
• Ask each team to send their ‘detective’ to walk around Have students repeat the phrase chorally.
the sticky note gallery, choose two notes to match
• Get students into pairs. Give each pair one copy of the TRF
their team’s verb, take the notes off the wall and stick them
page.
on the board next to the verb. Encourage ‘the detectives’ to
consult their teams before deciding. • Have students match the pictures with the phrases in
the box. Ask them to find out which picture is missing
• Ask another student from each team to read out their verb
(meet friends). Check the answers with the whole class.
expressions. Correct all mistakes. Elicit the meaning by
Elicit the meaning of each phrase.
asking students to mime the actions.
• Ask students to read the gapped text and complete
• Have students copy the phrases into their notebooks.
the gaps using the phrases in the box.
Ask: Are these school activities? (no). Announce the lesson’s
theme: free time activities. • Play track 1.43. Have students listen and check. Elicit
the answers with the whole class.
Development Words you know
Answer Key
• Ask students to open their books. Read the phrases 1 meet their 2 download 3 look after, pets 4 write 5 spend time,
out loud. Ask students to listen and repeat. Explain shopping 6 board games 7 do exercise 8 draw, paint
the meaning of any phrases they don’t know.

33
 Optional activity
Invite students to play a shapes game. Have them work
in pairs (the same as in Exercise 1), using the TRF page
from Exercise 1 as the grid. Have each student choose
one shape (a circle, a triangle or a square). To finish
and win the game, a student needs two rows (diagonal,
horizontal or vertical) of three shapes. To draw their
shape in a picture square, a student chooses a picture
square and says a true sentence (positive or negative)
about the free time activity in the picture.
If the sentence has a grammar mistake, the other
student draws their shape in the picture square.
1.44
• Ask students to look at the picture and guess what the girl
and boy are doing. Accept answers in Polish.
• Play track 1.44 and ask students to read the dialogue
and find out which three students don’t play computer
games (Daisy, Josh and Matt).
• Ask more questions about the dialogue and elicit answers.
Is Zoe happy? Why is she tired? Does she do the competition
anyway?
• Play the track again and invite students to act out
the dialogue in groups of four.
1.45
• Ask students to predict who wins the competition.
• Write these numbers on the board: 50, 45, 51, 46, 47, 48, 49, 52.
Point to the numbers at random to practise pronunciation.
• Play track 1.45 and get students to listen to the dialogue to find
whether Zoe wins (no). Ask students how she feels (unhappy.)
• Ask students to look at the scorebox. Play the recording
again. Ask students to complete the missing scores.
Check with the whole class.
Audioscript 1.45
Josh Look! Zoe’s got fifty points!
Matt Yes, she’s brilliant!
Daisy But Archie is good too. He’s got forty-five points.
Josh Zoe’s got fifty-one!
Matt Archie’s got forty-six – no, forty-seven – forty-eight …
Daisy Come on Zoe!
Matt Forty-nine – Zoe’s got fifty-one … Come on Zoe!
Daisy What’s the matter? Zoe … Don’t stop!
Josh Archie’s got fifty, fifty-one, fifty-two
Organizer The winner is … Archie! That’s five points for the Aston
team!
Daisy Oh dear … Zoe looks very unhappy.
Answer Key
Bannister School 0:5 Aston School
TOTAL: 5:5
Easy English
• Ask students to reorder the words to make sentences
and add punctuation marks.
• Get individual students to read out their sentences.
Make sure students know the context for using the phrases.
Ask them to think of the Polish equivalents.
Answer Key
1 She looks tired. 2 It’s just right for you. 3 Do your best.
4 What’s the matter with Zoe?
L o u ’s g r a m m a r
• Ask students to read all the sentences out loud. Have girls
read the ‘she version’, and boys – the ‘he version’.
• Point to the red boxes. Then point to the yellow boxes
and the letters in bold. Ask students why the letters are in
bold. Elicit that he/she (the third person singular) needs ‘s’
in the verb. Ask a student to read the negative sentence.
Elicit what comes before the verb in the negative sentence
(doesn’t= does not). Elicit the Polish translation of doesn’t
(nie).
• Ask students how to make a question (put does in front
of he/she and the verb in the base form). Elicit the Polish
translation of does in the question (czy).
• Ask students what you put after Yes, he … in the short
positive answer (does). And after No, he … in the short
negative answer (doesn’t). Remind students that you
translate these into Polish as short ‘tak’ and ‘nie’.
• Ask students to close their books. Spread all the grammar
flashcards from set 3.2 on your desk.
• Ask three students to come to the front of the class.
Give out these flashcards: BOOKS, HE, READS. Tell them
to hold the cards up so everybody can see them.
• Ask the students to move in order to form the affirmative
sentence (He reads books.). Ask the last student in the row
to pick up the correct punctuation mark. Write
the affirmative sentence on the board.
• Ask students to form a question. Elicit: Does he read books?
Ask one more student to come to the front and pick up
DOES. Make sure the student with READS swaps
the card for READ. The students with cards change places
accordingly. Ask the last student in the row to pick up the
correct punctuation mark. Write the question on the board.
• Explain how the grammar helper DOES comes before HE
in the question. Remind students that in Polish we have
the word ‘czy’ in questions.
• Ask one student to sit down. Point to the question on the
board. Ask the three students at the front to make a short
positive answer to the question (Yes, he does.). Ask the last
student in the row to pick up the correct punctuation mark.
Then get the students to form a short negative answer
(No, he doesn’t.). Write the short answers on the board.
• Hand out cards HE, COMICS to two of the students at
the front. Point to the positive sentence on the board and
ask the class to form the negative sentence (He doesn’t read
comics.). Ask the third student at the front to pick up and
hold the two missing cards (DOESN’T, READ). Have the
students form a row to make the negative sentence.
Ask the last student in the row to pick up
the correct punctuation mark. Elicit how the negative
is formed by adding DOESN’T before ‘the activity verb’.
Write the negative sentence on the board.
34

• Ask students to read the examples in the Look box.
Explain the spelling rules.
• Get them to read and complete sentences 1–6 referring to
the information in the bubble. Ask students to check their
answers in pairs. Elicit the answers from individual students.
Answer Key
1 He watches TV. 2 He doesn’t write a blog. 3 He goes to school
every day. 4 He doesn’t go shopping. 5 Does he play computer
games? No, he doesn’t. 6 Does he meet his friends? Yes, he does.
Have a talk!
• Ask each student to write four names in their notebooks:
two family members and two classmates.
• Tell them to copy four daily routines (from lesson 1) and four
free time activities (from lesson 2) under the names.
• Get students into pairs and ask them to read the sample
sentences.
• Ask students to say sentences about the people and
activities they listed. Each student says eight sentences,
two for each name in their list.
Touchdown
• Get students into teams of 5 or 6 students. Have them sit in
a row, count from 1 to 5 or 6 and remember their numbers.
• Invite each team to play a Chinese whispers game. They will
take turns to pass a message in whisper.
• Student 1 in each row writes a sentence about the teacher’s
free time (He looks after his pet.) and keeps it secret.
Aims
Students will:
Vocabulary
Telling the time
• ask about and tell the time,
• talk about when people do things, Extra materials
• write about a typical day. Grammar flashcards 3.3 (for Lou’s grammar)
TRF, Extra teaching resources Unit 3, Lesson 3
Grammar (one copy per student, for Exercise 5)
Questions – What time, When, Where
Warm-up
• Write the word ‘time’ on the board. Students brainstorm for
all the phrases related to time they remember (eg clock,
watch, day, night, week, year, moment, I’m late., How old are
you?, etc.). Encourage more creative answers (eg fast, slow,
old, new, holiday, etc.). Write the phrases on the board.
• Announce the lesson subject: time.
• Then he/she whispers the sentence into the ear of Student
2. Student 2 whispers what he/she heard into Student 3’s
ear. And so on.
• The student at the end of the row writes down the sentence
he/she has just heard. The team compares the initial and
the final version of the sentence. The team scores a point
if both versions are the same.
• Then Student 2 starts the next round and Student 1
becomes the final student. Teams update their scores after
each round. Announce the winning team.
Homework
Workbook, Exercises 1–4, page 22
Optional task: Exercise 5* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Attention
• You can use the exercises from the Extra section with
fast finishers or give them as additional homework
(except Exercise 4 which can be used in class as extra
speaking practice).
Answer Key
Extra 1
1 meet friends 2 download music 3 have lunch or dinner
4 look after pets 5 go shopping 6 write a blog 7 play computer games
Extra 2
1 watches 2 watch 3 plays 4 doesn’t
Extra 3
1 Does your friend play computer games? 2 Does your sister /
brother go shopping? 3 Does your teacher read magazines?
4 Does your mother / father meet her / his friends?
UNIT 3
LESSON 3
Development Words you know
• Read the phrases out loud. Students listen and repeat after
you.
• Write these hours on the board: 08:20, 20:00, 15:30, 7:15,
23:45, 18:05, 01:00, 17:40. Point to the hours and ask
random students to choose the matching phrases from
the box.
• Have students look at the times of the day drawings
in Exercise 1 and match each greeting to the corresponding
time of day.
35
 1.46
• Ask students to look at clocks a–e and elicit the meaning
of past, to and o’clock. Accept answers in Polish.
• Play track 1.46 as students listen and read. Stop
the recording after each phrase and have students repeat
the times. Get students to practise the pronunciation of
the new words. Encourage them to exaggerate the marked
sounds: half, quarter, o’clock.
• Write this on the board: twenty-five past five = 05:25 or 17:25.
Ask students to copy your example and write similar time
‘equations’ for clocks b–e in the notebook. Check
the answers by asking random students to come and write
the hours on the board.
• Draw students’ attention to the phrases referring to the
times of day. Read them out loud and have students repeat
to practise the pronunciation. Put these spidergrams on the
board. Ask students to complete the gaps to draw students’
attention to the prepositions:
… …
the the the
night
morning afternoon evening
• Make the beginnings of sentences for students to finish
with the times of day, eg I have breakfast … (in the morning).
I am at home … (in the evening), etc.
• Elicit from students where the British Museum is. Tell them
about its collection.
• Ask students to read the text and put the hours (a–e)
in the order they appear in the text. Tell them to write
numbers 1–5 in the gaps.
• Put these on the board:
What time ___ it ___? At two o’clock.
What time ___ it? It’s two o’clock.
• Ask students to read the examples in the Look box and
complete the questions so that they match the answers.
• Elicit the Polish translation of what time in the first question
(o której godzinie) and in the second one (która godzina).
Explain that the answer about the time at the moment
starts with ‘It’s’ and the answer about the hour when
something happens has ‘at’ before the hour.
Answer Key
a3 b4 c5 d2 e1
1.47
• Invite students to look at the pictures, and elicit where Kathy is
(at a stadium), why she is there (to see a concert) and who she’s
talking to (a security guard). Elicit what she is wearing in picture
3 (earphones) and why (she’s listening to an MP3 player).
• Ask them to read the sentences in the speech bubbles
and put the two missing sentences in the correct places.
• Play track 1.47. Ask students to listen and check their
answers.
• Ask some comprehension questions about the story,
eg What time is it at the beginning of the comic strip?
What time does the concert start? What time does she
stop listening to her MP3 player? Can she see the concert?
Get students to answer.
• Ask students to practise reading the dialogue in pairs.
After this, ask volunteers to act it out in front of the class.
Encourage them to use gestures and props as well as
modulate their voices to enhance the performance.
Answer Key
1 At quarter to two. 2 Oh no!
• Ask students to look at the clock pictures and draw
the missing hands on the two blue clock faces in their
notebooks.
• Get students into pairs. Invite them to act out
mini-dialogues. First, have two students demonstrate
a sample exchange, using the speech bubbles in the book.
• Ask students to read the examples in the Look box.
• Refer students to the clock phrases (a–e) and the times of the
day pictures in Exercise 1. Explain that when refers to times
of the day and longer periods of time, and what time asks
about the exact hour. Draw their attention to the prepositions
in replies (at + time on a clock vs in the morning/afternoon/
evening and at night).
L o u ’s g r a m m a r
• Ask students to read all the sentences silently.
• Have students compare the affirmative sentences and
the questions. Draw their attention to how the red and
yellow boxes change positions. Elicit what the blue boxes
contain (question words).
• Draw students’ attention to the blue question words boxes
and their initial position in the question. Elicit the Polish
translation of what time (o której godzinie), when (kiedy)
and where (gdzie).
• Elicit how the present simple question is formed (by moving
do/does in front of the red subject) and that the base form of
the verb (start/work) follows the red subject.
• Ask students to close their books. Spread all the grammar
flashcards from set 3.3 on your desk.
• Ask six students to stand in a row and give them
the following flashcards: WHAT TIME, WHEN, WHERE,
AT, 8 O’CLOCK, IN, THE, EVENING, IN, A, MUSEUM.
• Ask the class to match the question word to the answer.
Get the students to listen to the students’ suggestions and
pair up to form:
WHAT TIME AT 8 O’CLOCK
WHEN IN THE EVENING
WHERE IN A MUSEUM
36
• When the students holding the cards are seated, ask five
new students to come to the front of the class and stand
in a row facing the others. Give out the following flashcards
(one to each student): START, DOES, THE, CONCERT,
WHAT TIME. Tell them to hold the cards up so everybody
can see them.
• Ask the students to move in order to form the question
(What time does the concert start?). Ask the last student
in the row to pick up the correct punctuation mark.
Write the question on the board. Elicit sample answers from
the class and put one on the board. Ask students to make
their own questions with ‘what time’ referring to the British
Museum.
• Ask the student holding WHAT TIME to put the card
down and pick up WHEN instead, and then take his
position in the row to form another question (When does
the concert start?). Write the question on the board. Elicit
sample answers from the class and put one on the board.
Ask students to make their own questions with ‘when’ about
the British Museum.
• Ask four students to come to the front. Give out: WHERE,
DO, THEY, WORK. Elicit another question in the plural form
with ‘we’ (Where do they work?). Write the question on
the board. Elicit the answers from the class and put
the answer on the board.
• Ask students to read the words and use them to make
questions. Check all the answers out loud.
• Tell students to match the questions with the answers.
• Get students into pairs. Invite them to test each other.
One student closes the book. The student with the open
book reads out a random answer. The other student has to
ask the right question. Students take turns. Accept correct
questions which are different from those in the book.
Touchdown
• Get students into pairs. Ask each to draw three clocks
without hands (A, B, C) and three clocks with hands (D, E, F:
one with o’clock, one with to, and one with past) in their
notebooks.
• Tell them to cover their clocks to keep them secret from
their partner.
• Ask students to take turns. Student A dictates the times
he/she has drawn. Student B draws the times he/she hears
on the clock faces without hands.
• Get students to compare their drawings in pairs.
Homework
Workbook, Exercises 1–4, page 22
Optional task: Exercise 5* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Attention
• You can use the activities from the Extra section with
fast finishers or give them as additional homework
(except Exercise 4 which can be used in class as extra
speaking practice).
Answer Key
Extra 1
2 It’s quarter past six. 3 It’s nine o’clock. 4 It’s twenty to six.
5 It’s half past twelve. 6 It’s ten to five.
Extra 2
1 What time is it? It’s half past two.
2 What time does the match start? It starts at three o’clock.
3 Where does your friend live? He lives in my town.
4 What do you do in the evening? I read magazines.
5 When do you do exercise? In the morning.
Extra 3
1 What time do you get up? 2 When do you do exercise?
3 Where do you go shopping? 4 What do you do in the evening?

Answer Key
1 What do you do in the morning? e
2 Where do you go to school? b
3 When do you play computer games? c
4 What time is it? a
5 What time does the lesson start? d

Write
• Have one ‘My Typical Day’ sheet (half of the TRF page) ready
for each student.
• Invite students to choose one weekday and write its name
in the circle. Then elicit what question each symbol in
the zigzag bubble refers to (notepad symbol: What to do?
clock symbol: What time?). Have students complete the zigzag
bubble with information about their typical day.
• Ask students to use their zigzag bubble ideas to write
a short text about their typical day. Tell them to include
two wrong hours in the text.
• Ask students to swap their texts and zigzag bubble ideas
in pairs. Tell each student to compare the notes and the text
and underline the two wrong hours in the text. Ask students
to compare their guesses in pairs.

Answer Key
Students' own answers.

37
 UNIT 3
Aims That’s a good idea./Great./Brilliant./
Students will:
• practise making suggestions,
Yes, OK./That sounds good./ LESSON 4
OK. That’s good.
• practise reacting to suggestions. I’m sorry, I can’t./No, I’m busy.
Functional language OK. Never mind./Oh. OK.
Why don’t we (go to the cinema)?/ Pronunciation
Let’s (go to the cinema). Pronouncing the /θ/ sound

Warm-up • Ask students to complete the other gaps. To check

the answers, give the gap number and elicit the whole
• Put this code matrix on the board:
sentence.Elicit what language you use to accept suggestions
A B C D E F G H I J K L M (That’s a good idea. Great. Brilliant. Yes, OK. That sounds
1 2 3 4 5 6 7 8 9 10 11 12 13 good.) and react to that (Great. OK. That’s good.), say no
to suggestions (I’m sorry, I can’t. No, I’m busy.) and react
N O P Q R S T U V W X Y Z to that (Ok. Never mind. Oh. OK.).
14 15 16 17 18 19 20 21 22 23 24 25 26 • Invite students to act out the dialogues in pairs.
• Dictate four number phrases for students to change into
words: Answer Key
1 I’m sorry 2 Never mind 3 That’s a good 4 Let’s go 5 I’m busy
3–9–14–5–13–1 (cinema) 6 Why don’t we play 7 That sounds
16–1–18–11 (park)
8–15–21–19–5 (house)
19–8–15–16–16–9–14–7 13–1–12–12 (shopping mall).
• Ask students to use the matrix for decoding. Check with • Write these verbs on the board: watch, play, listen, have,
the class. go, do, write, download. Ask each student to use the verbs
• Elicit what you can do with a friend in each of the places and make a list of five free time activities to do with friends.
(cinema: watch a film; park: have a walk; house: listen to Elicit sample ideas from random students.
music; shopping mall: go to a café). Announce the lesson • Ask students to get into pairs. Get one pair to read
subject: suggestions. the bubbles out loud.
• Invite pairs to make and react to suggestions, referring to
Development their free lists.
1.48 • Ask random pairs to act out their dialogues in front of the class.
• Get students to look at the pictures and find one place Answer Key
which wasn’t decoded in Warm-up (baker’s). Students’ own answers.
• Ask students to listen to the five dialogues (1–5) and match
them to the pictures of places (a–e). Tell students to write 1.49 Sounds right!
letters in the numbered boxes. Point out that there are as
many pictures as dialogues. Play track 1.48 once. Check • Ask students to look at the words. Tell them that they
the answers with the whole class. contain the same sound. Students should pay special
attention to the underlined letters.
• Ask students to listen again and decide if the person in each
dialogue says yes or no to a suggestion. Tell students to • Play track 1.49 and get students to repeat the words.
write Yes or No. Play track 1.48 again. Check the answers • Draw students’ attention to sound /θ/. Ask them to repeat
with the whole class. and exaggerate pronunciation.
• Elicit the two expressions used to make suggestions 1.50 Sounds right!
(Let’s go there. Why don’t we go there?). Elicit the Polish
equivalents of the expressions. • Play track 1.50. Ask students to listen to each sentence
and repeat it, chorally and then individually.
Answer Key • Play the track again, pausing if necessary to practise
1 a (No) 2 d (Yes) 3 e (Yes) 4 c (No) 5 b (Yes) the pronunciation.

1.48
• Ask students to read the phrases in the box and find
the two expressions for making suggestions (Let’s go. /
Why don’t we play?).
Note on language
After Let’s and Why don’t we we use the base form of
the activity verb.
• Tell students to read the gapped dialogues (1–5) and complete
the two gaps expressing a suggestion (marked in purple).
Check the answers with the whole class.
Touchdown
• Invite students to play a ‘Tic-Tac-Toe’ game. Draw
a nine-square grid on the board and write on each square
one of the following: tennis, music, shopping, football, TV,
computer games, board games, a blog, exercise.
• Divide the class into two teams. Ask each team to pick
a different mark to place in the squares.
• Get one pair to choose a word. Student A makes
a suggestion with the word in the square. Student B
accepts or rejects the suggestion.

38
• If the dialogue is correct, the team can place their mark in
the square. Otherwise, the other team puts their mark there.
• The team that places three consecutive marks in
a horizontal, vertical or diagonal row wins.
Aims Speaking & Listening
Students will:
• practise receptive and productive
Asking and answering
questions about a holiday
skills. Extra materials
Reading A recording of the sounds of the countryside,
Reading for specific information eg birds singing and forest sounds (for Warm-up)
Warm-up
• Have a recording of the sounds of nature ready (either a CD or
a online video). Press the Play button before the lesson starts.
• Ask students to sit comfortably, close their eyes and
imagine they are on holiday in the country where they
do different things. After they close their eyes, tell them
to keep silent. Ask them these questions slowly:
You are on holiday in the country. It is warm and sunny.
You are happy.
Look around. What can you see? [pause]
Listen to the sounds. What can you hear? [pause]
What do you do every morning? [pause]
What do you do in the afternoons? [pause]
How do you spend time in the evening? [pause]
Now open your eyes and … smile at me!
• Get students into pairs. Invite them to talk about their
imagined daily routines on holiday in the country.
Brainstorm as many activities as they can related to
holidays. Give students three minutes. Elicit ideas from
random students. Announce the lesson subject: holiday.
Development
• Ask students to read the first paragraphs of both texts and
find information about where the boys are and who with.
• Check the answers with the whole class.
Answer Key
Nathan Tom
Where? on a barge in England on a farm in England
With? his mum, dad and sister his mum and sister Annie
• Put these incomplete sentences on the board:
I like/don’t like barge holiday because …
I like/don’t like the farm holiday because …
• Ask students to read both texts again to decide which
holiday they like more. Ask them to copy and complete
the sentences with their opinions. Elicit sample answers
from random students. Hold a hand vote to announce
the winning holiday option for the class.
Homework
Workbook, Exercises 1–3, page 23
Optional task: Exercise 4* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
UNIT 3
LESSON 5
• Put this on the board:
1 2
………? ………?
Nathan’s Nathan
Tom’s Tom
• Ask students to read the questions in the book and
complete the gaps in the grid with the blue question words
(1 whose?, 2 who?). Elicit the Polish equivalents of who?
(kto?) and whose? (czyj/a/e?).
• Tell students to read the first question, read both texts
and find the fragment with the answer. Elicit the answer
and the fragment.
• Invite students to do the same for other questions.
Have students compare their answers in pairs before
you check orally with the whole class.
Answer Key
1 Tom 2 Nathan 3 Nathan 4 Nathan’s 5 Nathan’s 6 Tom’s
• Invite students to complete your story about a beach
holiday. As you tell the story, pause to elicit students’ ideas.
Every year I go on holiday to Ustka with my … (friend/sister).
We stay …(in a hotel). I get up at … (9 am). I go swimming
in the sea in the … (morning). In the afternoon I play …
(volleyball) on the beach. For lunch I have … (fish). My friend/
sister hates … (swimming/seafood) but I love my beach
holidays!
• Elicit the seaside holiday activities in the story.
Put the phrases on the board.
• Invite students to make questions for an interview with
a friend who is on holiday at the seaside.
• Have students complete the questions. Monitor their work
and help if necessary.
• Elicit questions from random students.
Answer Key
Students’ own answers.
39

• Get students into pairs, A and B. Ask them to imagine they
are talking on Skype: Student A is on holiday at the seaside,
Student B talks from home.
• Tell students to have a Skype conversation about the beach
holiday and then change roles.
• Invite pairs to use questions from Exercise 4. Ask students
to start the conversation using the example in the bubbles.
Touchdown
• Write these on the board:
a countryside holiday, a barge holiday, a beach holiday,
a skiing holiday
Aims
Students will:
• ask and answer questions about daily
Vocabulary & grammar
Recycling the language already taught
routine, Testing spot
• practise listening, reading and speaking. Listening
Warm-up
• Have students close their books.
• Ask students to imagine they have twin friends who are
different: Sam is always sleepy and Bob is always busy.
• Get students into pairs and ask them to write five daily
activities typical for Sleepy Sam (eg sit on the sofa, watch TV,
sleep, eat chips, drink cola, etc.), and another five – for Busy
Bob (eg go swimming, do exercise, play football, meet friends,
etc.). Check with the whole class out loud.
• Ask students which brother is more like them. Hold a class vote
to see whether the class has more Sleepy Sams or Busy Bobs.
Development
• Ask students to close their eyes and imagine what Sleepy
Sam and Busy Bob look like. Elicit answers (Busy Bob:
eg slim, sporty, Sleepy Sam: eg short, fat). Then ask them
to open their books, look at the pictures and check their
guesses.
• Divide the class into two teams: Sleepy Sams and Busy
Bobs. Have students read the sentences. Get Sleepy Sams
to find all the sentences about Sam, referring to the picture.
Busy Bobs do the same for Bob.
• Get students into mixed pairs, a Sleepy Sam with a Busy
Bob to compare their answers. To check the answers,
say the sentence number and ask a student to read
the sentence, replacing He with Sleepy Sam or Busy Bob
respectively.
Answer Key
2 BB 3 SS 4 SS 5 BB 6 BB 7 SS 8 BB 9 SS 10 BB
Where? When?
What time? What?
Do …? Does …?
Invite students to play a three questions game in pairs.
Ask Student A to choose one holiday type from the list and
keep the choice secret. Have Student B ask three questions
(using the prompts on the board) before he/she can guess
his/her friend’s chosen holiday type. Each student can only
guess once. Then students change roles.
Homework
Workbook, Exercises 1–4, page 24
UNIT 3
LESSON 6
• Ask one pair to read the bubble examples out loud.
• Get students into pairs, A and B. Student A asks four questions
about either character. Student B answers Student A’s questions,
with his/her book closed. Then students change roles.
• Elicit sample questions and answers from the class.
1.51
• Elicit the names of rooms in the pictures in Exercise 1
(a living room, a bedroom).
• Get students to listen to the bonus question and write their
answers. Play track 1.51 twice. Elicit the answers out loud.
Make sure students can spell and pronounce the words
correctly. (Answers: Sleepy Sam’s room – a sofa, a table,
a cupboard; Busy Bob’s room: a bed, a chair.)
Audioscript 1.51
Woman Here is Bonus Question Number 3: Can you name five pieces
of furniture in the pictures?
• Get students into pairs and have them read the quiz
questions and guess their partner’s answer.
• Invite students to interview each other. Students take turns
to ask and answer questions.
• Get students to check their quiz results. Elicit if they agree
with the verdict.
• Ask students to translate: Congratulations! into Polish. Ask
them to explain why only Busy Bob gets congratulations.
40
 4
1.52 Testing spot Betty Hi Kate, great to see you. Would you like to come to my party
• Before students listen, ask them to read the comprehension this evening?
questions and say what they can see in the pictures. Kate Thanks, Betty. What time does it start?
Such predicting will help them understand the recording. Betty 6 o’clock.
Kate I’m sorry, I can’t come. I have to do some shopping with my
• Play track 1.52. Students listen and choose the answers. mum in the evening.
• Play track 1.52 again. Students decide on the final answers. Betty Oh, that’s a pity. You know what? Why not meet up tomorrow
and listen to some music?
• Check the answers as a class, provide feedback and explain
Kate That’s a great idea!
the answers, if necessary.
Audioscript 1.52 Answer Key
1 1A 2C 3B 4C
Mum Callum, breakfast is ready. Yogurt with fruit, as usual?
Callum No, thanks. Can I have pancakes today?
Mum But Callum, there’s no time for pancakes. It’s late. How about
sausages and a cheese sandwich?
Touchdown
Callum OK, fine. I can help you, mum. • Write these on the board: Sporty Sara – Sporty Simon.
2 • Get students into Sporty pairs, Sara and Simon. Have each
Dad Wake up Lucy. It’s late. You start school at 8:30 on Fridays, student write five sentences starting with He/She about
don’t you?
their character’s typical day.
Lucy I do, but there’s no maths class today. The next class, English,
starts at 9:30. • Elicit the answers from random pairs.
Dad It’s 8 o’clock now, get up, brush your teeth and have some
breakfast before you go to school, OK? Homework
3
Hi Jake, it’s Michael. Why don’t we go to school together? I usually Workbook, Exercises 1–3, page 25
take a bus but we can walk today. Optional task: Cartoon Story – What's all that noise?
Or I can ask my dad to take us to school in his car. Please call me
back and tell me what you think, OK? Bye! (www.staffroom.pl), Episode 3, Exercises 1–2

UNIT 3
Aims Vocabulary:
Students will: Daily routine (2) LESSON 7
• read and listen about a typical day, Extra materials
• compare their typical day with that A map of the world to show Poland, Kenya, the USA,
of children in other countries, Australia, Thailand, Brazil (for Warm-up)
• write about a typical day. A4 sized blank sheets of paper (one per student, for Activity 5)

Warm-up Development
• Have the world map ready on display. 1.53

• Divide the class into two teams: Australia and Poland.

• Ask students to read the phrases in the boxes in silence.
Show the two countries on the map.
Get them to find the ones used in Warm-up.
• Elicit the basic information about Australia: climate (hot,
• Play track 1.53 once. Have students listen and repeat to
little rain, no snow in winter), animals (kangaroo, koala),
practise the pronunciation. Make them exaggerate the
geography (ocean, beach, desert), free time activities
pronunciation of the highlighted sounds: surf, hunting.
(surfing, water-skiing, etc.).
• Play the track again. Ask students to listen and tick ()
• Put these on the board:
the actions they do themselves. To check the answers, ask
What’s his name? students questions and tell them to respond with actions:
What does he do in the morning? Do you walk? Yes? Clap your hands.
What does he do in his free time? Do you go hunting? Yes? Stand up. …
• Ask each team to look at the picture in Exercise 1
and imagine the man is Australian or Polish respectively. 1.54

Invite each team to answer the questions from the board
about the man in ‘their’ country. Encourage creativity.
Elicit the answers with the whole class.
• Have the world map ready on display.
• Ask volunteers to point to the continents on the map.
Drill pronunciation of the continent names.

41
• Ask students to look at the country/state names in Exercise 5.
Explain that Alaska is one state in a country of 50 states
– the USA. Elicit that Australia is a country and a continent.
Show each country/state on the map and have students
drill pronunciation (choral repetition).
• Play track 1.54. Get students to read and listen. As they do
so, have them find the activity verbs in the texts.
• Get students into pairs and have them copy all the activity
verbs in the texts into their notebooks. Encourage them
to make a colourful mind-map in the notebook, instead of
a simple list. Check with the class out loud.
Answer Key
walk, look after (my) brother and sister, help (my) dad on the farm,
go hunting, go to the beach, surf, go jet-skiing,
go water-skiing, have lunch, clean (our) classroom, go to kickboxing
class, go to samba dance class, study, text (my) friends
• Ask students to read all the sentences.
• Focus on sentence 2. Invite students to read about Mkaya
from Kenya. Have them search the text for answers.
Repeat the procedure for sentences 3–5 until students find
the answer. Make sure they find the relevant fragment in
the text.
• Check the answers by asking students the Who question (Who
goes to a dancing class?) and eliciting the full sentence reply.
Answer Key
2 Neta 3 Mkaya 4 Yanin 5 Ryan
• Have students read the speech bubble silently.
• Invite students to compare their typical day to that of
the children in Exercise 2.
Aims
Students will:
• revise the language structures and
Vocabulary
Revising vocabulary already taught
vocabulary from Unit 3. Functional language
Grammar Revising functions already taught
Revising structures already taught
Warm-up
• Get students to look at the Summary on page 41.
Invite them to form groups of four.
• Ask each student in the group to read and remember
the vocabulary from one chart so they can be the Expert
on ‘their’ chart:
Student A: Daily routine Student C: Telling the time
Student B: Free time Student D: More activities
• Ask students to cover the charts. In groups, students test
each other going from one chart to another.
• Have all students close their books and test random students
from each team.
• Get students into pairs. Have each student choose two
children and compare his/her typical day to theirs.
• Check the answers out loud.
PROJECT!
• Invite students to describe their typical day.
• Ask students to make notes about what they do: at school,
in the afternoon and in the evening, and add their own
activities and hours. Have them choose the four activities
they want to illustrate with drawings.
• Hand out blank pieces of paper. Write on the board and
explain to the students to lay out their posters in this order:
(1) The title (My typical day); (2) Nine sentences under three
headings: At school / In the afternoon / In the evening;
(3) Four random drawings.
• Get students to turn their notes into sentences. Encourage
them to write neatly in the top sections (1) and (2).
• Invite students to make drawings of the four activities of
their choice. Make sure they are arranged at random in
the four boxes (3).
Touchdown
• Invite students to get into pairs and swap their project
posters. Have them read their friend’s poster and match
the drawings to the sentences.
• Ask them to compare their guess in pairs.
• Make a poster display on the classroom wall.
Homework
Workbook, Exercises 1–3, page 26
Optional task: Exercise 4* (for those who wish to get
additional professor’s points)
UNIT 3
LESSON 8
Development
• Tell students to keep the Summary page covered from now on.
• Ask each student to take two minutes to fill in the chart
individually. Then invite students to compare their answers
in pairs.
• Check the answers out loud. Elicit how to spell and
pronounce the most challenging words.
42

Answer Key
get: up early, up late, dressed
have: a bath, a shower, breakfast, dinner, lunch
wash: (my) hands, (my) face
brush: (my) teeth, (my) hair
• Divide the class into two teams. Appoint a team leader.
Invite students to take part in a gap fill task.
• After a start signal from you, have students in each team
complete the gaps. Make it clear that: 1. the spelling has to
be fully correct; 2. each student in the team has to have
the same answers. Give a stop signal as soon as one team
has completed the task.
• Ask random students from the winning team to write
the whole expressions on the board. Correct any spelling
mistakes and elicit the pronunciation of the most
challenging words.
Answer Key
1 download music 2 meet my friends 3 spend time with my family
4 look after my pet 5 write my blog
• Ask students to work individually.
• Give each student 60 seconds to look at and remember the
times in the three pictures. Have them cover the pictures
and finish the sentences. Invite them to compare their
answers in pairs before they can uncover the pictures.
• Elicit the answers out loud chorally.
Answer Key
1 It’s quarter past six in the morning. 2 It’s twenty five past eight
in the evening. 3 It’s quarter to twelve at night.
• Ask students to work individually. Have them read
the clocks info about Tina and complete the sentences.
• Check the answers out loud.
Answer Key
1 get up 2 don’t 3 don’t have 4 Do (you) go to school, don’t
5 you eat, do
• Ask students to work individually. Have them complete
the sentences, referring to Tina’s clocks info in Exercise 4.
• Elicit answers from random students.
Answer Key
1 Tina gets up at 7 o’clock. 2 Tina doesn’t get up at 8 o’clock.
3 Does Tina eat eggs at breakfast? 4 No, she doesn’t.
5 Does Tina drink tea at breakfast? 6 Yes, she does.
• Refer students to the final line in the Grammar chart on
the Summary page 41.
• Put these on the board:
A At 6 o’clock. C In London.
B He has lunch. D In the morning.
• Ask students to match the example questions in
the Grammar chart with the answers on the board.
Elicit the Polish translation of each question word.
Elicit which prepositions to use in the answer.
• Ask students to work individually. Have them complete
the questions about Tina, referring to the answers.
• Check the answers out loud.
Answer Key
1 What time does Tina get up?
2 Where does Tina go to school?
3 When does Tina go to school?
4 What does Tina drink at breakfast?
English to go
• Ask students to read and remember the expressions in
the English to go charts on the Summary page 41. Then
have them cover the chart to test their memory.
• Ask students to move to Exercise 7. Get them to cover
the answers in English (a–f ).
• Get students into pairs. Have them read each of the Polish
sentences describing certain situations and write adequate
reactions. Make sure the English answers in the book
remain covered. To make it easier, put these key words
on the board and encourage students to use them in their
answers: What’s, the way, yourself, best, sorry.
• Have students uncover the English answers. Get them to
correct their written answers, referring to the expressions
in the book.
Answer Key
1f 2e 3a 4c 5d
Touchdown
• Invite students to do an English to go dictation. Write these
on the board: sounds, the matter, mind, don’t, just right.
• Get students to write their responses to the five situations
you are going to read in Polish. Encourage them to use
the key words from the board.
• Read every scenario slowly twice and pause after each one
to give students enough time to write their answers.
1 Kolega proponuje wycieczkę rowerową. Pomysł ci się
podoba. Co powiesz?
2 Koleżanka jest smutna i zmartwiona. Nie wiesz dlaczego.
Jak zapytasz, co się stało?
3 Kolega popchnął cię niechcący na korytarzu i przeprasza.
Nic się nie stało. Jak zareagujesz?
4 Chcesz zaproponować koleżance wspólne wyjście do kina.
Co powiesz?
5 Koleżanka przymierza w sklepie czapkę, która pasuje
idealnie. Co powiesz?
• Get students into pairs and have them check their answers,
referring to the charts on page 41.
• Elicit the answers out loud.
Homework
Workbook, Exercises 1–6, page 27
43

Aims
Students will:
• talk about housework,
• ask and answer questions about Vocabulary
housework rules and duties. Housework
Grammar Functional language
Present simple with have to (affirmative That doesn’t sound good.
and negative sentences, questions and It’s time for … .
short answers) That’s bad luck.
Warm-up
• Dictate these phrases: clean my room, go shopping, make
breakfast, make dinner. Have students use them to write
four sentences about who does what in their families
(eg I clean my room. My dad goes shopping.).
• Get students into pairs. Ask them to tell each other about their
families and count how many things their families do the same.
• Announce the lesson subject: housework.
Development Words you know
• Have the week calendar page ready. Point to and name
each day of the week, at random. Get students to repeat
the words chorally.
• Ask students to open their books and ask individual students
to read the days of the week out loud. Drill pronunciation
by whispering a word and asking three students in a row to
repeat after you, each person louder than the one before.
Optional activity 1
Get students into pairs. Student A names one day of
the week. Student B listens and names two days, the ones
which come right before and right after it (eg A: Tuesday.
B: Monday and Wednesday.). Then students swap roles.
1.55
• Ask students to look at the pictures and check which
activities they can do. Read a phrase and ask students who
choose the corresponding picture to raise a hand.
• Play track 1.55. Tell students to look at the pictures, listen
and repeat the phrases correctly (stop the recording after
each one). Encourage them to practise correct stress and
exaggerate the highlighted sounds: sweep, clothes, tidy,
iron, dust, furniture, vacuum, rubbish.
• Get students into pairs. Student A mimes one activity.
Student B listens and names it. Then they swap roles.
1.56
• Explain the meaning of the word rules (dos and don’ts).
Elicit examples of your classroom rules (eg Do your homework.
Don’t be late.).
• Ask students to read the dialogue and decide if Josh likes
the housework rules (no). Elicit the phrases he uses to protest
(That doesn’t sound good. Phew! Oh no! That’s not fair.).
• Play track 1.56. Tell students to listen and read the dialogue.
Divide the class into two teams. Team A finds dos and Team
B – don’ts. Check the answers out loud.
• Ask students to act out the conversation in groups of four.
Optional activity 2
Invite students to play a memory game.
Ask each student to imagine that housework is their
favourite hobby . Have each student write six sentences
about the housework they do on different weekdays.
UNIT 4
LESSON 1
Extra materials
A week page from a wall calendar to present days
of the week (for Words you know)
A picture of a messy room and another one of a clean
room (for Lou’s grammmar)
Grammar flashcards 4.1 (for Lou’s grammar)
Get students into pairs, A and B. While Student A reads
out his/her description, Student B closes his/her eyes,
listens and imagines the situation. After that Student
B opens his/her eyes and recounts A’s story. Student A
counts how many facts Student B remembers correctly.
Then students swap roles.
Reflecting upon values
Discuss with students the importance of respecting
school rules by both students and teachers. Invite them
to think of two negative consequences when (1) students
break school rules and when (2) teachers break school
rules. Allow answers in Polish. Make sure students see
the value of fair play between teachers and students.
1.57
• Ask students to look at the pictures of animals. Read their
names and get students to repeat after you. Then name one of
the animals in Polish and get a student to say the English word.
• Have students read the task and decide which animal they
would choose.
• Play track 1.57. Have students listen and tick () the answer.
Check the answer with the whole class.
Audioscript 1.57
Organizer Listen please. Here is competition Number 3. Here are
five pictures of animals. There is a monkey, a snake,
a spider, a meerkat and a parrot. Choose one of these
animals. You have to do a project about one animal.
You have 15 seconds to choose your animal.
Daisy Quick! Not snakes. I hate snakes.
Josh And not spiders. They’re horrible.
Matt I like meerkats. Why don’t we do a project about
meerkats?
Daisy Yes, meerkats are great.
Zoe Perfect! Meerkats are really cool!
Josh I agree. I like meerkats too.
Organizer Stop, please! Aston School, what is your animal?
Archie Monkeys!
Organizer Good. And Bannister School? What is your animal?
Matt Er … Meerkats!
Organizer Excellent. It’s 11 o’clock now. We finish at 6 o’clock.
You’ve got seven hours! Good luck!
Answer Key
meerkat
Easy English
• Ask students to match the phrases individually. Remind
students they can find these expression in the dialogue
in Exercise 2.
• Check their answers.
• Get students to practise the pronunciation. Make sure
students know the context for using the phrases and can
respond. Ask if they can think of the Polish equivalents.
44

Answer Key
1b 2d 3a 4c
L o u ’s g r a m m a r
• Ask students to read all the sentences silently.
• Show the picture of a messy room. Point to it and say:
You have to tidy up here! Elicit when we use have to/has to
in English (to talk about duties). Elicit the Polish translation
(musieć).
• Elicit which form is used with I/you/we/they (have to) and
with he/she/it (has to).
• Show the picture of a clean room. Point to it and say:
You don’t have to tidy up here! Elicit when we use don’t
have to/doesn’t have to in English (to talk about optional
activities). Elicit the Polish translation (nie musieć).
• Elicit which form is used with I/you/we/they (don’t have to)
and with he/she/it (doesn’t have to).
• Elicit how to make a yes/no question (put do/does at
the beginning and have to after the person).
• Ask students to close their books. Spread all the grammar
flashcards from set 4.1. on your desk.
• Ask five students to come to the front of the class, and
stand in a row facing the others. Give out these (one per
student): I, HAVE TO, DO, THE, WASHING-UP. Tell them
to hold the cards up so everybody can see them.
• Ask the students to move in order to form the affirmative
sentence (I have to do the washing-up.). Ask the last student
in the row to pick up the correct punctuation mark. Write
the affirmative sentence on the board.
• Elicit the negative (I don’t have to tidy up.). Write
the negative sentence on the board. Ask the student
holding HAVE TO to pick up one more card (with DON’T).
Elicit how we form the negative with I, you, we, they
(by putting DON’T before HAVE TO).
• Repeat the procedure with the he forms: the affirmative
sentence (He has to do the washing-up.) and the negative
(He doesn’t have to do the washing-up.). Elicit how – with
he/she/it – we replace the affirmative HAVE TO with HAS TO
and the negative DON’T HAVE TO with DOESN’T HAVE TO.
• Ask the students to put away all the cards. Give out these
(one per student): HAVE TO, TIDY UP, DO, YOU.
Say the yes/no question: Do you have to tidy up? Have
the students move around to form the question.
Ask the last student in the row to pick up the correct
punctuation mark. Write the question on the board. Elicit
how we form the question with I, you, we, they (by putting
DO at the beginning and HAVE TO after the person).
• Repeat the procedure with the he question (DOES HE HAVE
TO TIDY UP ?). Elicit how – with he/she/it – we put DOES at
the beginning and HAVE TO after the person.
• Ask the students to put away all the cards. Tell two students
to sit down.
• Point to Do you have to tidy up? on the board, and nod
your head to elicit the positive short answer (Yes, I do.).
Ask the two students to pick up the right cards. Now shake
your head to elicit the negative short answer (No, I don’t.).
Ask the two students to replace their cards accordingly.
Write both short answers on the board.
• Repeat the procedure to elicit and present the positive
short answer (Yes, he does.) and the negative short answer
(No, he doesn’t.) to the question Does he have to tidy up?
• Have students read the information and examples in
the Look box. Elicit which form of the activity verb we put
after have to/has to (the base form).
• Ask students to find all the base forms after have to/has to
in the dialogue in Exercise 2.
• Get students to read sentences 1–5 and find the subject/
person. Elicit in which example you don’t use has to/doesn’t
have to/does (5) and why (it doesn’t refer to he/she/it).
• Have students choose the correct words in bold. Check the
answers with the whole class.
Answer Key
1 have to 2 has to 3 doesn’t, to dust 4 Does, make, does
5 Do, to do, don’t
Have a talk!
• Ask students to work in pairs.
• Have students read the examples and then act out similar
mini-dialogues about their housework duties. Walk around
the classroom and monitor students’ work.
Touchdown
• Put this Venn diagram on the board and ask students to
copy it into their notebooks:
A in the morning B C in the afternoon/
evening
• Ask students to read the phrases in Exercise 1 again
and write them in the right space in the diagram: A
(the housework you do only in the morning), B (the housework
you do in the morning and in the afternoon/evening) or C
(the housework you do only in the afternoon/evening).
• Have students get into pairs and compare their diagrams.
Homework
Workbook, Exercises 1–5, page 30
Optional task: Exercise 6* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
45
Attention
• You can use the exercises from the Extra section with fast
finishers or give them as additional homework (except
Exercise 4, which can be used in class for extra speaking
practice).
Answer Key
Extra 1
1 vacuum the carpet 2 sweep the floor 3 make the bed
4 do the washing-up 5 dust the furniture
6 wash and iron the clothes
Extra 2
1 has to 2 doesn’t have to 3 doesn’t have to 4 doesn’t have to
5 have to 6 have to
Extra 3
1 Does Tina have to vacuum the carpet? No, she doesn’t.
2 Does Tom have to take out the rubbish? No, he doesn’t.
3 Do Tom and Tina have to dust the furniture? Yes, they do.
4 Do Tom and Tina have to wash the clothes? Yes, they do.

UNIT 4
Aims
Students will:
• talk about schoolwork, Functional language
LESSON 2
• ask and answer questions about likes Me too.
and dislikes. Let’s get moving!
Grammar We’re short of time.
Verb patterns – gerund after like, don’t All done! Extra materials
like, love, hate Testing spot Grammar flashcards 4.2 (for Lou’s grammar)
Vocabulary Language structures TRF, Extra teaching resources Unit 4, Lesson 2
Schoolwork (one copy per student, for Touchdown)

Warm-up • Ask students to put an exclamation mark next to

• Ask students to open their notebooks and write
a string of letters you’re going to dictate. Spell out:
sciencemathshistoryart.
• Ask students to divide the letter string into four words.
Tell students to keep quiet and put up their hand in
silence when ready. Elicit the answers and the category
that all the words belong to (school subjects).
• Announce the lesson’s subject: schoolwork.
the phrases they don’t understand. Invite them to find out
the meaning by asking you: What does … mean?
• Have students read sentences 1–7 and choose the correct
words.
• Play track 1.58. Have students listen and check.
• Get students into pairs. Tell students to change the
sentences from the dialogue so that they are true about
their school. Elicit the answers from random students.

Development Words you know Answer Key

• Ask students to find the subject names from Warm-up.
• Read all the words out loud. Ask students to listen and
repeat them chorally after you. Explain the meaning of any
words they don’t remember.
1 do homework 2 do tests, revise 3 get good grades, improve their
grades 4 change their shoes 5 clean the board 6 do projects
7 work in groups
1.59

Optional activity
Get students into pairs, A and B. Student A names
a random school day of the week. Student B lists all
the subjects in his/her timetable for that day
(eg A: Thursday. B: On Thursday we have Polish, PE, art,
maths and computers.). Then students swap roles.
1.58
• Ask students to read the phrases in the box. Play the first
part of track 1.58. Pause after each phrase to let students
practise pronunciation. Encourage them to practise word
stress and exaggerate the highlighted sounds: grade,
improve, classes.
• Ask students to look at the photo and guess what
the children are doing in the room together (working on
the meerkats project).
• Play track 1.59 and ask students to read the dialogue and
decide who changes his/her opinion about projects (Zoe).
Elicit the answer with the whole class.
• Ask students to listen and read the dialogue again. Have
them find all the opinions about schoolwork with love/like/
hate and the sentences they agree with. Read a sentence
and have the students who chose it put up their hands.
• Play the track again and invite students to act out
the dialogue in groups of four.

46
 1.60
• Ask students to predict which team wins this competition.
Play track 1.60 and get students to listen to the dialogue to
check their guesses.
• Ask students to look at the scorebox. Play the recording
again. Ask students to complete the missing scores.
Check with the whole class.
• Elicit why Matt’s team won (interesting, lots of pictures,
good computer skills).
Audioscript 1.60
Organizer OK, it’s six o’clock. Let’s look at the projects. The Aston team
– an interesting subject, but there aren’t any pictures.
It’s very important to have pictures. You get 6 points for
your presentation. Bannister school – interesting, lots
of pictures, and Matt, you’re brilliant with the computer.
Congratulations. You get 9 points for your presentation.
Zoe Well done Matt! That was brilliant.
Josh Nice one, Matt!
Answer Key
Bannister School 9:6 Aston School
TOTAL: 14:11
Easy English
• Ask students to complete the gaps.
• Get individual students to read out their sentences. Make sure
students know the context for using the phrases (1 – when
someone has the same opinion, 2 – when you have to start
doing something, 3 – when you have no time, 4 – when your
work is ready). Ask if they can think of the Polish equivalents.
Answer Key
1 Me too! 2 Let’s get moving. 3 We’re short of time. 4 All done!
L o u ’s g r a m m a r
• Ask volunteers to read the examples out loud.
• Draw students’ attention to the verbs in the yellow boxes.
Elicit the Polish translation of: love (uwielbiać), like (lubić)
and hate (nie znosić).
• Explain that we use these verbs in the present simple to
talk about our likes and dislikes.
• Remind students how the present simple verb changes
after he (we add s to the verb in the affirmative, put doesn’t
before the base form in the negative and put does at
the beginning of the question).
• Draw students’ attention to the activity verb in the grey
box. Elicit how the activity verb changes after love/like/hate
(we add -ing to the base form). Elicit the Polish translation
of revising (powtarzanie, utrwalanie). Say a few base forms
and ask students to form gerunds (eg swim, sleep, read, ski,
dance, sing, run, write, etc.) and give their Polish translations.
• Ask students to read the examples in the Look box. Elicit
the spelling rules.
• Say one gerund from the list below, pause and get students
to spell it out: writing, swimming, dancing, running, riding,
sitting, improving, moving.
• Ask students to close their books. Spread all the grammar
flashcards from set 4.2 on your desk.
• Ask three students to come to the front of the class and
stand in a row facing the others. Draw the following on the
board:  /  /  /  to stand for love/like/not like/hate.
• Give out the following flashcards to two students:
REVISING, I .
• Point to  on the board and ask the third student to pick
up the corresponding verb card (LOVE).
• Ask the three students to stand in a row to form
the sentence (I love revising.). Write it on the board.
• Ask the student holding REVISING to cover REVIS so that
only ING is visible to the class. Invite the class to complete
the sentence with other gerunds (eg I love … reading/
singing/dancing.).
• Follow the same procedure with  /  /  on the board
and the cards LIKE, DON’T LIKE, HATE.
• Point to a random boy in the class and to  on the board
and elicit the he sentence (He loves revising.). Ask the three
students to swap their cards and form a row accordingly.
Write the sentence on the board. Elicit how we change the
verb form in sentences with he/she/it (by adding -s
in the affirmative and doesn’t before the base form in
the negative).
• Follow the procedure above with the cards LIKES, DOESN’T
LIKE, HATES.
• Get students into pairs. Ask them to read the prompts
and decide which sentences need the he/she/it form of
the verb. Tell them to say (not write!) the sentences. Check
the answers out loud.
• Have students grab pens and write the sentences
individually. Elicit the answers from individual students.
Answer Key
2 My sister doesn’t like changing shoes. 3 My friend and I hate doing
homework. 4 My friends love doing projects. 5 I don’t like cleaning
the board.
Have a talk!
• Get students into pairs and ask them to list the names of
three classmates or schoolmates they both know well.
Invite students to talk about their friends’ likes and dislikes.
• Use the examples in bubbles to demonstrate the dialogue
with one student.
• Ask students to act out similar mini-dialogues about
the children in their lists. Each student asks at least three
questions.
• Invite one pair to act out the dialogue in front of the class.
Touchdown
• Have copies of the TRF page ready (one ‘Housework and
Schoolwork’ sheet per student).
47
• Invite students to do a Find someone who … class survey.
• Have each student read the sentences and put ticks in
the ‘Me’ column on the right next to the statements they
agree with.
• Ask students to read the bubble dialogue between Dominik
and Jagoda. Elicit the rules: Students mingle. They ask one
classmate only one question and answer only one question
from the person. If the answer they get is Yes, they put
the person’s name in the column on the left and don’t ask
the question again.
• Invite the class to mill around. Give a stop signal after 4–5
minutes. The students with the most names in their lists get
a standing ovation.
Homework
Workbook, Exercises 1–5, page 31
Optional task: Exercise 6* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Aims
Students will:
• identify places in town,
• ask and answer questions about their town, Functional language
• ask, answer questions and write about how Be careful!
often you do things. Perfect!
I want to (sit here).
Grammar
Adverbs of frequency and time Reading
Reading for specific information
Vocabulary
Working out meaning from the context
Places in town (1)
Questions – How often
Warm-up
• Have the world map/globe on display.
• Write these on the board: Warsaw, New York, London,
Washington DC, Edinburgh, Sydney, Cracow, Canberra. Elicit
they are names of cities. Drill their pronunciation chorally.
• Get students into pairs. Have them match pairs of cities to
four countries: Poland (Warsaw, Cracow), the UK (London,
Edinburgh), the USA (Washington DC, New York) and Australia
(Canberra, Sydney). Elicit which cities are the country
capitals (the ones underlined in brackets above).
• Ask students which is smaller: a city or a town (a town).
Announce the lesson subject: places in town.
Development Words you know
• Read the words out loud. Students listen and repeat after
you chorally. Encourage them to practise word stress
and exaggerate the highlighted sounds: restaurant, café,
hairdresser’s.
Attention
• You can use the exercises from the Extra section with fast
finishers or give them as additional homework (except
Exercise 4, which can be used in class for extra speaking
practice).
• Draw students’ attention to the Testing spot box which
helps them prepare for the primary school test.
Answer Key
Extra 1
1B 2A 3C 4A
Extra 2
1 likes, don’t 2 cleaning 3 don’t 4 Do, working, do
5 Does, doing, doesn’t
Extra 3
Students' own answers.
UNIT 4
LESSON 3
Extra materials
A big map of the world or a globe (for Warm-up)
Grammar flashcards 4.3 (for Lou’s grammar)
• Say a random activity from the list below and ask students
to guess the matching place: buying food, buying clothes,
having dinner, having a coffee, swimming, taking out
money. Elicit which place in the box wasn’t mentioned
(hairdresser’s).
1.61
• Ask students to read the words in the box and match as
many as possible with the icons in the text, making wild
guesses.
• Invite students to read the text and complete the gaps
in pairs. Encourage them to guess the meaning from
the context.
• Play track 1.61 as students listen, read and check their
answers.
• Get students to practise the pronunciation of the new words.
Encourage them to practise word stress and exaggerate
the highlighted sounds: cinema, church, post office, police
station, sports centre, hospital, train station, castle.
48
 Answer Key
1 church 2 cinemas 3 post office 4 train station 5 police station
6 hospital 7 sports centre 8 swimming pool 9 skate park 10 castle
Optional activity
Invite students to change the text in Exercise 1 to talk
about an imaginary ghost town, Spooksville. Encourage
creativity. Get students into pairs. Have them modify
or shorten the sentences. Tell them to rewrite the text
with all the necessary changes into their notebooks.
Monitor their work and offer help when necessary.
Afterwards, ask random students to read out their
versions. Encourage volunteers to make illustrated
Spooksville posters as homework.
• Ask students to read the question and the chart info in
the Look box.
• Elicit the Polish translation of how often? (jak często?) and
the answers listed in the chart (always – zawsze, usually
– zazwyczaj, often – często, sometimes – czasami, never –
nigdy). Explain that never is a negative word (never = nigdy
+ nie) and bans not and no from the sentence.
• Ask students to look at the bubbles in Exercise 2 and find
all the frequency words from the chart (never, often, usually,
always).
1.62
• Invite students to look at the pictures, and name the
two places where Kathy meets her favourite star Gloria
Bigmouth (a hairdresser’s and an elegant restaurant).
• Ask them to read the sentences in the speech bubbles and
put the three missing sentences in the correct places.
• Play track 1.62. Ask students to listen and check their
answers.
• Elicit the Polish translation of Careful! (Ostrożnie!). Ask some
comprehension questions about the story, eg Where is
Kathy? (at home, watching Gloria on TV); Why does she go to
hairdresser’s? (she wants to meet Gloria there); Is Kathy careful
at the hairdresser’s? (no); What colour is her hair now? (green
and yellow); Does she like her new hair? (no); Where do Kathy
and Gloria have lunch? (at an elegant restaurant); Why does
Kathy want only water? (she doesn’t have money).
Get students to answer.
• Ask students to practise reading the dialogue in groups of
three. After this, ask volunteers to act it out in front of the
class. Encourage them to use gestures and modulate their
voices to enhance the performance.
Answer Key
1 I go twice a week. 2 Be careful! 3 I never eat in fast food restaurants.
• Get students into pairs.
• Invite them to act out mini-dialogues about their town/
city/village using the speech bubbles as prompts. Have two
students demonstrate a sample exchange.
L o u ’s g r a m m a r
• Ask students to read the first five sentences silently
and look at the blue boxes. Elicit that all the words from
the blue boxes answer the question: how often? and that
they go before the verb.
• Ask one student to read the question out loud. Explain that
this is how we ask and answer about how often we
do things in the present simple.
• Ask students to read the last four sentences silently and look
at the blue boxes. Elicit that all the phrases answer the
question: how often? and that they go at the very end of the
sentence. Elicit their Polish equivalents.
• Ask students to close their books. Spread all the grammar
flashcards from set 4.3 on your desk.
• Ask seven students to come to the front of the class and
stand in a row facing the others. Give out these: GO, TO,
THE, PARK, YOU, DO, HOW OFTEN. Ask the students to
move in order to form the question (How often do you go to
the park?). Ask the last student in the row to pick up
the correct punctuation mark. Write the question on
the board. Underline How often.
• Get three students to sit down. Give out: I , GO, TO, THE
PARK and . to the remaining four.
• Hand out these: ALWAYS, USUALLY, OFTEN, SOMETIMES
and NEVER to students sitting in the front rows.
• Ask the student with ALWAYS to stand up. Point to
the question on the board and elicit the sentence from
the class (I always go to the park.) Ask the student with
ALWAYS to come to the front and take his/her place in the
row. Write the sentence on the board. Underline always to
show it goes before the verb. Ask the student with ALWAYS
to sit down with the card.
• Repeat the procedure to make sentences with USUALLY,
OFTEN, SOMETIMES and NEVER.
• Give out these: EVERY, DAY, ONCE, TWICE, THREE TIMES,
A, WEEK, MONTH, YEAR to students sitting at the back.
• Repeat the procedure above to make sentences with the
cards. When you write the sentences on the board show
how the longer phrases go right before the full stop.
• Ask the sitting students with cards to give them to new/
different students. Say a random sentence with: always,
usually, often, sometimes, never, every day, once a week,
twice a month or three times a year. The student with the
card rushes to find his/her place in the row.
• Ask students to read the prompts. Have them underline
the how often phrases. Check the answers out loud.
• Get students to unscramble and write their sentences
individually. Let them check the answers in pairs before
eliciting them out loud.
Answer Key
1 My sister often goes to the skate park. 2 I sometimes go to bed late.
3 My father goes to work every day. 4 I do homework three times a week.
49
 Write Homework
• Ask students to read the prompts and write how often they Workbook, Exercises 1–5, page 32
do each activity. Tell them to include two lies in secret. Optional task: Exercise 6* (for those who wish to get
• Invite students to write a short text, based on the notes. a reward eg a special stamp and/or a plus mark)
• Get students into pairs. Have them swap the texts, read
their friend’s description and underline the two sentences Attention
which they think are not true. • You can use the exercises from the Extra section with
• Let students check their guesses in pairs, by asking fast finishers or give them as additional homework
How often do you …? questions. (except Exercise 4, which can be used in class for extra
speaking practice).
Answer Key
Students’ own answers.
Answer Key
Extra 1
1 usually 2 every 3 twice 4 times 5 month
Touchdown Extra 2
1 do 2 often, Once 3 How, Every
• Invite students to take part in a change-on-the-spot Extra 3
dictation. 2 How often do you do projects? Six times a year.
• Dictate this text: 3 How often do your brothers have breakfast? Seven times a week.
4 How often do your friends go to the cinema? Never.
I always get up late. I have breakfast at 2 o’clock every
Saturday. I usually watch TV all weekend. I tidy up once
a month. I never dust the furniture. I vacuum the carpets twice
a year. I sometimes sweep the floor. And I sometimes tell a lie.
• Have them change each sentence to the he/she version
before they write it down. (eg The male teacher says:
I always get up late. Students write: He always gets up late.
and so on). Repeat each sentence three times and pause
to give students enough time for the changes.
• Ask random students to read individual sentences out loud.

Aims
UNIT 4
Students will:
• practise asking for and giving directions.
Go past the … .
Turn right/left into … . LESSON 4
Vocabulary It’s on the right/left.
Giving directions Pronunciation
Functional language Pronouncing the /əυ/ sound
Excuse me, where’s the …? Testing spot
Go straight on. Language functions

Warm-up Development
• Draw this on the board: 1.63
The restaurant The bank
The church The supermarket • Get students into pairs. Have them match the signs
and corresponding hints.
The hospital The cinema
The shopping mall The train station • Play track 1.63 once for students to check their answers.
Elicit the Polish equivalents.
Explain that there are four places on each side of the river.
• Stand facing the board and demonstrate the meaning of on • Play the track again, pause after each expression and have
the right and on the left. Have students drill the pronunciation. students repeat chorally. Ask them to exaggerate the
pronunciation of the highlighted fragments: turn, straight.
• Give students 60 seconds to remember where the places are.
• Clean the board. Ask random students about the places: Answer Key
Where’s the restaurant, on the left or on the right? 1 go straight on 2 turn left 3 turn right 4 it's on the left
• When you run out of the places, announce the lesson 5 it's on the right 6 go past
subject: directions.

• Ask students to look at the map and find the train station.
Ask: Where is the train station? to elicit: It’s in New Street. Ask
random students questions about other places on the map.

50
• Ask students to find the red cross on the map. Explain that
this is where the speakers (1–3) are.
• Ask students to read the instructions in the bubbles (1–3)
and find the three destinations.
• Elicit the answers and the Polish translation of into (w)
in Turn left/right into New Street.
Answer Key
1 shopping mall 2 skate park 3 sports centre
1.64
Testing spot
• Ask students to listen to the questions (1–4) and decide
which response (options A–E) goes with each question.
Explain that there is one extra option provided which
should not be used.
• Play track 1.64. Students listen and choose the correct
answers.
• Play track 1.64 again. Students decide on the final answers.
• Allow students to compare their answers in pairs.
Then check as a class and provide feedback.
• Get students into pairs. Ask them to read the prompts in
bubbles silently.
• Invite students to ask for and give directions, referring to
the map in Exercise 3. They take turns.
• Ask one pair to act out the conversation in front of the group.
1.66 Sounds right!
• Ask students to look at the words. Tell them that they
contain the same sound. Students should pay special
attention to the underlined letters.
• Play track 1.66 and get students to repeat the words.
• Draw students’ attention to the diphthong /əυ/. Ask them
to repeat and exaggerate pronunciation.
1.67 Sounds right!
• Play track 1.67. Ask students to listen to each sentence
and repeat it, chorally and then individually.
• Play the track again, pausing if necessary, to practise the
pronunciation.

Audioscript 1.64 Touchdown

1 Excuse me, where’s the hospital? • Draw a simple map of the area around the school on the
2 How can I get to the swimming pool? board. Include: a dot at the school’s main entrance, 2–3
3 How often do you go to the skate park?
nearby streets and 4–5 places in the neighbourhood.
4 Is there a post office near here?
• Have students imagine they are standing where the dot
is on the map. Tell them to choose one secret place from
Answer Key those marked on the board. Have students write their
1C 2A 3D 4E
directions and keep the destination secret.
• Get students into pairs. They take turns to read their
1.65
hints out loud, listen and guess the secret destination.
• Ask students to read the dialogue and complete gaps 1, Elicit answers from random pairs.
4–7 without looking at the map in Exercise 3.
• Have them look at the map and complete the other gaps. Homework
• Play track 1.65 for students to check their answers. Workbook, Exercises 1–4, page 33
• Ask one pair to come to the front and read out the dialogue. Optional task: Exercise 5* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Answer Key
1 Where’s 2 right 3 left 4 Excuse 5 straight 6 past 7 Turn

UNIT 4
Aims
Students will:
Listening
Listening for specific information LESSON 5
• practise receptive and productive skills. Identifying the context
Reading Comparing verbal and visual information
Predicting the meaning from the context Writing
and paraphrasing Writing a town description

Warm-up 1 I want to see Shrek 5. How much is a ticket? (cinema)

• Write these on the board: a hospital, a sports centre, a school,
a cinema, a fast food bar, a hairdresser’s, a clothes shop,
a train station, a swimming pool.
• Invite students to play a guessing game. Say one sentence
from the list below and ask students to match it to a place
from the list on the board. There is one extra place on
the board (a swimming pool).
2 Work in groups now. (school)
3 Where’s the doctor? (hospital)
4 A salad, a sandwich and a large cola, please. (fast food bar)
5 Oh, no! My hair. It’s green! (hairdresser’s)
6 How much is a ticket to Cracow? (train station)
7 I like this dress. How much is it? (clothes shop)
8 Let’s play tennis now. (sports centre)

51
Development 1.69

1.68 • Ask students to read questions 1–6 and choose as many

answers as possible, based on Exercise 2.
• Ask students to look at the photos and name the places.
• Play track 1.69 again. Invite students to listen, check
• Have students listen and match the places (a–d) to
and write all their answers.
the dialogues (1–3). Point out that one place matches
no dialogues. Play track 1.68 twice. • Check the answers out loud.
• Check the answers out loud. Answer Key
1a 2b 3a 4a 5b 6b
Audioscript 1.68

1
Boy Teacher! Teacher!
Teacher What’s the matter? • Get students into pairs. Get them to read the whole text
Boy Have we got a test on Tuesday? and decide what type of word goes into each gap: a noun
Teacher Yes, we have. (a place name), a time expression (a how often/when phrase)
Boy Can we revise for the test today? or a verb (an activity word).
Teacher Yes, of course.
Boy Thank you. • Have students complete the gaps in pairs. Check the
Teacher You’re welcome. Let’s start. Open your books at page 31. answers out loud by listening to the recording once more.
2
Man I’d like two tickets for I love New York, please. Answer Key
1 town 2 train station 3 sometimes 4 cinema 5 swimming
Woman At half past four or half past eight?
6 have to 7 once a week
Man Half past four. How much is that?
Woman That’s fifteen pounds, please.
Man Here you are.
Woman It’s screen number 7.
• Get students into new pairs. Have them ask and answer
Man Thank you.
the questions about their town/city/village in pairs.
Woman You’re welcome.
3 • Have students work individually. Ask them to note down
Woman Can we swim here? the answers to the questions.
Man No, we haven’t got a swimming pool.
Woman Oh. What can we do here? Answer Key
Man You can do lots of sports. You can play tennis, volleyball, Students' own answers.
you can run, or you can do exercise.
Woman OK. Thank you.
Man No problem.
• Allow students ten minutes to transform Ricky’s text in
Exercise 4 into the descriptions of their own town/city/
Answer Key village, based on their notes in Exercise 5.
1d 2a 3b • Collect a random notebook. Read out the description pausing
at 3–4 key moments. Ask the class to listen intently and shout
1.69 out the word they expect to hear right after the pause.
• Ask students to look at the pictures of Ricky and Megan
Answer Key
who are going to describe their towns. Students' own answers.
• Have students look at the photo streams (a–c) and name
the places in the pictures.
• Play track 1.69 once. Get students to listen and match Touchdown
the photo streams (a–c) to the speakers (Ricky or Megan). • Have students draw two streams of three pictures of places
• Check the answers out loud. Say the child’s name and elicit (similar to those in Exercise 2) in their notebooks:
the sequence of places in the photo. one stream should match their town description from
Exercise 6, and the other should include one place which
Audioscript 1.69 isn’t in the text. They decide which stream comes first.
Boy (see the text in Exercise 4) • Get students into pairs. Have them swap their notebooks,
Girl My name’s Megan. I live in Eggersham. It’s a very small town. read their friend’s description and decide which picture
In the town centre there’s a police station and a post office. stream is the correct match.
There aren’t any interesting shops. I have to go to the supermarket
with my mum on Friday but I hate doing the shopping there.
On Saturday and Sunday I go to the sports centre with my friends. Homework
I play tennis and I do exercise. I like going to the sports centre.
Workbook, Exercises 1–5, page 34

Answer Key
Ricky - b Megan - c

52
 UNIT 4
Aims
Students will: LESSON 6
• write about school rules, Functional language
• practise listening, reading, writing and That’s great/sweet/cool/really neat/
speaking. kind of fun. Extra materials
Vocabulary & Grammar Testing spot TRF, Extra teaching resources Unit 4, Lesson 6
Recycling the language already taught Reading (one copy per two students, for Optional activity)

Warm-up • Write this on the board:

• Write these on the board:
That’s kind of fun.
A: Let’s have a party!
That’s cool.
That’s sweet.
That’s really neat!
• Explain that all the phrases in bubbles mean That’s great
and can be used to express enthusiasm.
• Give one potentially cool idea (eg Let’s have a picnic / go
swimming / go to a concert, etc.) and get a random student
to react with one of the phrases on the board.
• Ask this student to come up with his/her own cool idea
and give the name of another student who should respond
enthusiastically (A: Let’s play football, Szymek. Szymek:
That’s really neat!). Continue with 6–8 more ideas.
Development
You … do tests at school.
A) have to B) don’t have to
• Ask students to complete the gap about Polish schools (A).
Elicit when we use have to (to talk about duties) and don’t
have to (to talk about optional activities).
• Get students into pairs: Tokyo High School and London
Secondary School. Have them write sentences with have to and
don’t have to, referring to ‘their’ school in the chart. Then have
them share their sentences in pairs and write them down.
• Elicit the answers out loud.
Answer Key
Tokyo High School
2 They have to have extra classes twice a week.
3 They have to tidy up five times a week.
London Secondary School
1 They have to do tests three times a week.
2 They don’t have to have extra classes.
3 They don’t have to tidy up.

1.70/1.71
Optional activity
• Ask students to read the lines of the song and find all
the days of the week. Tell them to put the lines in Invite students to create the rules for their dream school.
the right order, starting with Monday. Get them into groups of four. Have the TRF page ready
– one or two copies per group. Hand out the copies. Explain
• Play track 1.70 once. Have students listen to the song the task. Each group invents the name for their dream
and check their answers. school. Encourage students to use the positive adjectives
• Ask students which day is ‘great’ for the singer (Monday). from the song. Then students discuss the ideas listed on
Play track 1.70 again. Invite students to find the positive the TRF page before they write 10 rules for students
phrases for other days of the week (good, kind of fun, cool, and/or teachers. Encouarge them to use the phrases in
really neat, sweet, my favourite). Drill their pronunciation. the bubbles in the discussion when they like an idea.
• Play track 1.71 and encourage students to sing along. Have groups present their dream school rules. Hold
Answer Key a secret vote to choose the most creative set of school
6 And Saturday is sweet! rules.
7 And Sunday is my favourite day of the week.
5 But Friday is really neat!
2 And Tuesday is good Testing spot
1 Monday is a great day,
3 Wednesday is kind of fun, • Have students read the Tip. Let them use Polish to explain
4 And Thursday is cool! how the tip helps them do the task.
• Explain how to proceed with the task in four steps:
1.72
Step 1: name the places in the pictures.
• Get students to listen to the bonus question and answer it. Step 2: find these places in the text.
Play track 1.72 twice. Elicit the answer out loud. Step 3: read the question.
Step 4: read the text to decide which place is the answer to
Audioscript 1.72
the question.
Woman Here is Bonus Question Number 4: Listen and write these
letters: M T W T F S S. That’s M T W T F S S. What are they? • Divide the class into three groups: 1, 2 and 3. Get students
in each group to follow steps 1–4 with ‘their’ respective
messages: 1, 2 or 3.
Answer Key • Get students into mixed groups of three: 1, 2 and 3.
Names of the days of the week. Have them share their answers. Let them use Polish
to explain how they went through the four steps.
• Elicit the answers out loud. Encourage students to list
• Ask students to look at the chart and elicit the meaning of the the words and fragments that helped them decide.
letters M, T, W, T, F (= school days) and the symbol X (=never).
Answer Key
1B 2B 3C

53
Touchdown
• Write these adjectives on the board: dull, hard, sad, bad.
Explain the meaning of dull (= not interesting) and hard
(= not easy).
• Ask students to use the words to change the first four lines
of the song. Encourage them to use the rhyming sounds
(sad-bad) creatively.
• Elicit students’ versions (a sample answer: Monday is a hard
day, / And Tuesday is bad, / Wednesday is kind of dull, / And
Thursday is sad!). Ask students how the meaning of the song
has changed (the singer only likes the three weekend days now).
Aims Reading
Students will: Reading for specific information
Comparing the contextual meaning
• talk about animal life,
• read and listen about meerkats, with a dictionary definition
• write about an animal. Extra materials
Vocabulary A poster-sized (A4 or larger) blank pieces of paper for project
Animal life posters (one per group of four students, for Exercise 5)
Warm-up
• Give students one minute to write as many animal names
as possible. List the answers on the board.
• Get students into groups of four.
• Read out the definitions below. Pause after each one to give
groups time to decide which animals match the definition.
Check the answers out loud.
They swim in the sea or river. They live in the forest. They eat
meat. They don’t eat meat. They have many legs. They are fast.
They don’t sleep at night. They live in cold places. They live in
hot places. Their young are sweet.
Development
1.73
• Play track 1.73. once. Have students read and listen. Pause
the recording after each phrase and get students to repeat.
• Ask them to match the English phrases to their Polish
translations.
• Elicit and correct the answers. Play the track again.
Ask students to repeat the words.
Answer Key
1e 2d 3a 4f 5b 6c
1.74
• Play track 1.74.
• Get students to use a bilingual dictionary to look up
the underlined words and write their Polish translations.
Encourage students to check the translation with how the
word is used in the sentence. Elicit the answers out loud.
Answer Key
1 mammals - ssaki 2 desert - pustynia 3 tunels - tunele
4 insects - owady 5 scorpions - skorpiony
• Play the karaoke version of the song and get the class to
sing the new version. Hold a hand vote to decide which
version students like more, the original or the new one.
Homework
Workbook, Exercises 1–4, page 35
Optional task: Cartoon Story – My teeth!
(www.staffroom.pl), Episode 4, Exercises 1–2
UNIT 4
LESSON 7
• Get students to read the examples in the box. Explain how
by adding a short word (for, after) we change the meaning
of the verb look totally.
• Have students find the sentences with the verbs in the text.
Elicit the answers out loud. Draw students’ attention to
the words that come after the verb in the sentence. Explain
how they help understand the meaning of the verb.
• Put this on the board:
… …
a present a book in
your pet children the house food
in a shop the library
…
happy great cool
• Ask students to complete the gaps with look, look for
and look after.
• Have students use the diagram to write two gapped
sentences (eg My mum … the house. You … cool, Marta!).
Make sure they leave out look, look for or look after.
• Get them into pairs. Students swap notebooks with their
sentences and fill in the gaps. Then let them check in pairs.
Elicit sample answers from random pairs.
• Ask students to read the questions and find the fragments
of the text with answers.
• Get students into pairs, A and B. Students ask and answer
the questions in pairs. Student A asks the odd-numbered
questions. Student B asks the even-numbered questions.
Encourage students to use complete sentences to answer.
• Get students to write down their answers individually.
54
• Check the answers out loud. Ask a question and elicit a full
sentence answer.
Answer Key
1 Meerkats live in the Kalahari desert in South Africa. 2 They sleep in
underground tunnels. 3 They have young twice or three times a year.
4 They eat insects and scorpions. 5 One meerkat. 6 No, they aren’t.
• Have students cover the text.
• Get students into pairs. Have them read the examples in
the bubbles. Invite students to play a sentence ping-pong
for three minutes. Have them say one sentence about
meerkats at a time and count their sentences. The winner
is the pair with most sentences.
PROJECT!
• Divide the class into teams of up to four students. Put these
on the board:
What’s your group’s animal? Who looks for:
1 information about where the animal lives?
2 information about what the animal eats?
3 information about what the animal drinks?
4 other interesting and funny facts?
• Give the teams five minutes to discuss and answer
the questions on the board. Elicit the answers from
respective groups.
Aims
Students will:
• revise the language structures and Vocabulary
vocabulary from Unit 4. Revising vocabulary already taught
Grammar Functional language
Revising structures already taught Revising functions already taught
Warm-up
• Ask students to look at the vocabulary charts on page 53.
• Invite them to get into pairs. Student A covers the charts.
Student B says the words on the left. Student A translates
them.
• Encourage students to take turns and thus practise
translating the words together. Check some examples
out loud.
Development
• Ask students to change pairs. Have them cover
the Summary page in the book.
• Student A completes the Housework column. Student B
completes the gaps in the Schoolwork column.
• Invite students to compare their answers in pairs. Check the
answers out loud to practise pronunciation. Elicit a phrase
from one student and ask another to use it in a sentence.
• Ask students to use the information they have collected
to write their notes individually. (Unless you have access
to the Internet and reference books in class, ask students
to do the reseach part of the project at home.) Monitor
their work and mark their drafts.
• Hand out a poster-sized sheet of paper to each group.
Give students four minutes to decide on the layout of
the poster. Have students copy their notes neatly onto
the project poster. Encourage them to illustrate the texts
with drawings.
• Make a poster display on the classroom wall.
Touchdown
• Give each display poster a number. Invite students to walk
around, read the posters and choose two posters with
the most interesting texts.
• Use poster numbers to hold a secret vote and announce
the two winner posters.
Homework
Workbook, Exercises 1–2, page 36
Optional task: Exercise 3* (for those who wish to get
additional professor’s points)
UNIT 4
LESSON 8
Answer Key
Housework: make the bed, do the washing-up, sweep the floor, dust
the furniture, wash the clothes
Schoolwork: improve your grades, work in groups, do tests, revise,
get good grades
• Ask students to work individually and keep the Summary
page covered.
• Have them read the sentences, ignore the scrambled
fragments and guess the missing words.
• Ask students to unscramble the words to check their
guesses and write them down.
• Check the answers out loud. Elicit the spelling and
pronunciation of each unscrambled phrase.
Answer Key
1 police station 2 hospital 3 church 4 hide 5 sleep 6 look for food
55
• Ask students to work individually and keep the Summary
page covered.
• Have them look at the signs, guess and note down
the corresponding phrases. Ask them to ignore the word
snake at this stage.
• Get students to look at the word snake and find the five
phrases they need.
• Check the answers out loud. Elicit the pronunciation of
the most challenging words.
Answer Key
1 go straight on 2 turn left 3 on the right 4 on the left 5 turn right
• Write these sentences on the board:
() You have to tidy up. () He … tidy up.
() You … tidy up. () He … tidy up.
(?) … you … tidy up? Yes, I … . (?) … he … tidy up? Yes, he … .
• Ask students to complete the gaps, referring to the first
three lines of the Grammar chart on page 53. Elicit the
answers, the Polish translation and the rules in Polish.
• Ask students to work individually and complete the
statements, questions and answers.
• Check the answers out loud.
Answer Key
1 I don’t have to dust the furniture.
2 My mother has to tidy up the rooms.
3 My father doesn’t have to sweep the floor.
4 Does your father have to do the washing-up? Yes, he does.
5 Do you have to make your bed? Yes, I do.
• Get students into pairs. Tell them to read the fourth line
in the Grammar chart and the Zapamiętaj! box on page
53. Elicit which verb forms are used after like/not like (-ing
forms/gerunds).
• Get students to do the exercise orally in pairs.
• Ask students to work individually. Give them three minutes
to write all the sentences.
• Elicit examples and rules from random students. Make sure
students spelled all the gerund forms correctly.
Answer Key
2 My mother and father don’t like playing computer games.
3 I don’t like doing tests.
5 Does your brother like doing the washing-up? No, he doesn’t.
6 Do you like vacuuming the carpet? Yes, I do.
• Ask students to work individually in silence.
• Give them five minutes to reorder the words to make
sentences. Invite students to do a quick doodle in their
notebook to help them remember each sentence, like this
one:
TEST !
• Have students cover the sentences in the book and
write the sentences from memory, only referring to their
notebook doodles.
• Ask students to uncover the scrambled sentences in
the book and write correct answers in the book.
• Check the answers with the whole class orally.
Answer Key
1 I have to revise for my test. 2 My friend doesn’t like doing projects.
3 My sister does homework twice a week. 4 I always get good grades.
English to go
• Have students cover the Summary page and work
individually. Give them two minutes to complete
the expressions. Then let them compare in pairs.
• Elicit the answers and the everyday situations in which
the expressions can be used.
Answer Key
1 Let’s get moving. 2 All done! 3 That doesn’t sound good. 4 Me too.
Touchdown
• Invite students to work individually. Have them go back
to the Vocabulary, Grammar and English to go charts on
page 53.
• Ask them to write down and draw smileys () next to
the items they understand and remember very well and
exclamation marks (!) next to those they still need to
master. Invite them to compare their choices in pairs.
Encourage them to form mixed ability study groups, meet
after lessons and study for the test together.
Homework
Workbook, Exercises 1–6, page 37
56

Aims
Students will:
Testing spot
Reading
• revise the language structures and
vocabulary from Units 3 and 4,
• practise reading and writing skills.
Warm-up
• Practise the language connected with everyday routines
in an exercise based on cumulative sentence building.
Ask students to think of 2–3 things they do every day.
Students work as a class – you start the exercise by saying
the beginning of the sentence: On my typical day I have
yogurt for breakfast … . Nominate a student to repeat the
sentence and add one new idea (eg On my typical day I have
yogurt for breakfast, I start school at 9 and …). Then another
student follows in the same manner. Optionally, ask students
to work in two groups so that students’ ideas are not repeated.
Development
• Ask students to read the instruction and the words in
the box. Make sure they understand them.
• Allow students to work on the sentences for 4–5 minutes.
Then ask them to compare their answers in pairs.
Check with the whole class.
Answer Key
1 early 2 teeth, face 3 shower 4 bed 5 washing-up 6 exercise
7 games 8 blog 9 groups 10 projects 11 classes
Optional activity
Ask students to read the sentences in Exercise 1 once
again and tick those which are true for them. At this
point, you may want to pre-teach the phrases It’s true
for me/It’s not true for me because … . After 2–3 minutes
elicit ideas from students. Optionally, you can ask
students to work in pairs and discuss the sentences,
correcting those which are not true for them. Finally,
you can ask students to write 3–4 sentences describing
their likes and dislikes and everyday routines in their
notebooks.
• Ask students if they know what a letter in English looks like
(ie what it usually starts with, how it ends). Tell students
to read the letter whose parts have been given in random
order and put them in the correct order.
• Ask students if they can guess the order of the fragments
by only looking quickly at the beginnings of the paragraphs
(phrases such as at school, after breakfast, after school can be
helpful). Check the answers as a class.
• Then get students to read the letter more carefully, and
ask simple comprehension questions, eg What time does
Lee usually start school? What does Lee usually do at school?
What does he do in the afternoon and in the evening?
What time does he go to sleep?
Answer Key
1a 2e 3b 4f 5c 6g 7d
Skills plus Units 3–4
LESSON 1
Testing spot
• Ask students to read the instructions carefully, and make
sure they understand the task (eg by asking one student
to explain the task in their own words).
• Ask students to read the comprehension questions before
reading the letter. Explain that this will make them focus
on the important information in the text. Make sure they
understand the questions. Optionally, you can ask students
to describe what they can see in the picture options.
• Give students 5–6 minutes to read the text and answer the
questions. Then ask students if they had any problems with
the questions. Allow students to compare their answers
in pairs before checking as a class.
Answer Key
1A 2C 3B 4A
Reflecting upon values
Refer students to the text in Exercise 3 again. Read out
the sentence: Mum makes breakfast and I do the washing up
– I think it’s fair. Ask students to translate it into Polish. Talk
to students about the importance of sharing duties, taking
on household chores and other family responsibilities.
Ask students what their duties at home are, what their
siblings and parents do, and if they think it’s fair.
• Ask students to write a letter to a friend in which they
describe their typical day.
• Before students write their letters, ask them to make a list of
things they do in the morning, in the afternoon and in the
evening that they would like to write about in their letter.
You can also ask students to discuss their ideas in pairs.
• Give students 8–9 minutes to write their letters. Tell
students that they should use the letters in Exercise 2 and 3
as models. Optionally, do only the brainstorming part and
set the letter writing as homework. Collect the letters and
provide feedback or ask selected students to read them out
to the class.
Answer Key
Students' own answers.
Touchdown
• Ask students to quickly read the letter in Exercise 3 again.
Divide students into two groups, and within the two groups
– into pairs. Ask pairs in one group to write down from
memory all the things Amelia does on a typical day, and
pairs in the other group – what Amelia says she doesn’t do.
Set a time limit of 2–3 minutes. Then check if the pairs got
all the answers correct.
57

Aims
Students will:
Testing spot
Listening
• revise the language structures and
vocabulary from Units 3 and 4,
• practise listening and speaking skills.
Warm-up
• Revise the language students are going to need during
the lesson (telling the time, directions and housework)
in a simple TPR activity. Explain that first you would like
them to write down the time they hear (eg 8:15 for quarter
past eight – ask students to use the number format)
on a piece of paper, then perform actions when they hear
a phrase denoting giving directions or household routines.
Tell students that if they make a mistake, they should sit
back at their desk. Continue for about four minutes.
Development
• Ask students to put the words from the box into the correct
category.
• Give students 3–4 minutes to do the task. Then ask them
to compare their tables in pairs. Check the answers as a class.
• Finally, ask students to add two more expressions to each
category. Check the answers and provide feedback.
Answer Key
Directions: turn left, go past, it’s on the left
Housework: take out the rubbish, dust the furniture, tidy up
Telling the time: it’s quarter to, it’s half past, five o’clock
• Tell students that they are going to make mini-dialogues
by matching questions with answers.
• Give students 2–3 minutes to read the sentences and
do the matching.
• Check the answers as a class.
Answer Key
1c 2e 3a 4 b 5d
Optional activity
Ask students to read questions 1–5 in Exercise 2 again.
Explain that you would like them to think of alternative
answers to these questions. Ask selected pairs to
present their ideas to the class.
Note on language
You can use the questions in Exercise 2 to practise stress
and sentence rhythm. English is a stress-timed language,
in which stressed syllables appear at relatively equal
intervals, which means that unstressed syllables are
usually shortened in fast, natural speech to fit this pattern.
It is easy to concentrate on the English sentence stress
pattern if you clap your hands at each stressed syllable.
In the following questions the stress patterns will look as
follows: ExCUSE me, where’s the POST office? Is there a TRAIN
station in the CITY centre?
Skills plus Units 3–4
LESSON 2
1.75
Testing spot
• Ask students to listen to the recording and choose one
answer from the three options provided.
• Play track 1.75. Students listen and decide which options
are correct for each question.
• Ask students if they are sure of their answers, but don’t elicit
them at this point.
• Play track 1.75 again. Students decide on the final answers.
• Refer students to the Tip. Ask students to think about their
answers again and note down why they think the two
remaining options for each question are incorrect. Allow
them to write down their suggestions in English or in Polish.
Then ask students to compare both their answers to
the task and their notes in pairs.
• Check answers as a class.
Audioscript 1.75
1
Jack Hi Allie, it’s me, Jack.
Allie Jack, where are you?
Jack I’m in McIntyre Street. I don’t know how to get there.
Allie Just turn left into High Street, then go past the park. Don’t go
into the sports centre. And stay on the phone. Hurry up, the
film is starting soon.
2
Mum, where’s my costume? It’s six o’clock now and I’m not ready!
And I have to meet Emma in front of the sports centre at quarter
past six! The swimming lesson starts at half past six.
3
Mum Lisa, please wash your hands and come here.
Lisa Oh, mum! I’m busy.
Mum I need your help with the dinner. I can do the washing-up.
Lisa Oh, all right. I’m coming.
Mum And please, ask your brother to take out the rubbish.
4
We’re in the city centre. Take a look over there. It’s the old train
station. On the right of the train station there is the castle. There’s
no cinema near here, but we’ve got a fantastic museum.
5
Leah, hi. It’s Tina. Are you free this afternoon? There’s a new
restaurant in the shopping mall in New Street. I often go there.
They’ve got delicious pasta and desserts. Why don’t we have lunch
there? Call me, OK?
Answer Key
1B 2C 3A 4C 5C
• Ask students to write their own dialogues similar to
the ones in Exercise 2. Refer them to the instruction.
• Ask students to work on the dialogues in pairs.
• Ask students to practise saying the dialogues in pairs.
Encourage students to present their dialogues to the class
from memory, referring as little as possible to their notes.
58
Touchdown
• Ask students to close their books and check how much they
remember from the lesson. First, ask students to note down
the objects, places etc. that they could see in the pictures
in Exercise 3. Give students 2–3 minutes. Ask how many details
they have managed to list. Elicit some ideas. Ask students
to work in pairs and try to recreate the mini-dialogues
from Exercise 2. After 3–4 minutes elicit the dialogues from
selected pairs. Finally, ask students to open their books
again and verify their ideas.

59

Aims
Students will:
• identify parts of a house,
Functional language
I haven’t got a clue.
• talk about things in a room, See you in a minute.
• talk about what people are doing now. He’s good at sports.
Grammar I’m not good at sports.
Present continuous (affirmative sentences) Testing spot
Vocabulary Language structures
Parts of a house
Warm-up
• Have students keep their books closed.
• Write these gerunds on the board: sitting, sleeping, reading,
writing.
• Get students to think of one piece of furniture to match
each action (suggested answers: sitting – sofa, chair,
armchair; eating – table; sleeping – bed, sofa; reading –
bookcase, lamp, armchair, chair, sofa, bed, desk, table;
writing – table, desk, lamp, chair, armchair).
• Elicit the answers from volunteers and write them on
the board.
• Announce the lesson subject: parts of a house.
Development Words you know
• Ask students to open their books and check which furniture
names from the box they have in their bedroom.
• Read the words, one by one, and get students to repeat
chorally. Encourage them to exaggerate the highlighted
sounds: table, chair, sofa, lamp, bookcase, armchair.
• Drill pronunciation by writing a word with your finger in
the air and asking a volunteer to say the word out loud.
1.76
• Mime getting into a car and buckling up. Point to the word
box. Invite students to point to name the place linked to
the action (garage).
• Read the words from the box out loud. Pause after each one
to mime the typical activity to match the place. That should
help students work out the meaning (living room – sitting
on a sofa with a remote control in hand; kitchen – making
tea; dining room – eating dinner; hall – taking off your hat,
scarf and coat, and hanging them up; bathroom – brushing
your teeth; toilet – flushing the toilet and washing your hands;
garden – digging in the ground; bedroom – sleeping; attic –
walking with a torch, minding the low ceiling).
• Ask students to look at the pictures and label them with
words from the box.
• Play track 1.76. Tell students to listen and check their
answers.
• Play the track again and have them repeat each word
correctly (stop the recording after each one). Encourage
them to practise correct stress and exaggerate the
highlighted sounds: kitchen, dining room, hall, bathroom,
garden, garage, bedroom, attic.
• Get students into pairs. Student A names a place in the
house (eg kitchen). Student B listens and names two things
you can see in this place (eg tea, table). Then they swap roles.
Answer Key
1 hall 2 kitchen 3 dining room 4 living room 5 garage 6 bedroom
7 bathroom 8 toilet 9 attic 10 garden
UNIT 5
LESSON 1
Extra materials
Grammar flashcards 5.1 (for Lou’s grammar)
TRF, Extra teaching resources Unit 5, Lesson 1 (one copy
per pair, cut up in halves, for Optional activity)
1.77
• Ask students to look at the picture and say where Zoe and
Matt are (in the hall).
• Put these names on the board: Daisy, the Aston team, Josh.
Ask students to read the dialogue and decide where
the kids are and what they are doing now (Daisy is reading
a book in the living room. The Aston team are doing exercise in
the garden and Josh is tidying up in his bedroom).
Elicit the answers from random students.
• Play track 1.77. Tell students to listen and read the dialogue.
Elicit what Evoball is (a game with a very, very big ball) and
how much time there is before Competition Number 4
begins (10 minutes). Check the answers out loud.
• Ask students to act out the conversation in groups of four.
1.78
• Have students read the task and decide which kids they
would choose to play for the Bannister team.
• Play track 1.78. Have students listen and write the names.
Check the answer with the whole class.
Audioscript 1.78
Organizer Competition Number 4 is Evoball. There are two people
in every team – a boy and a girl. You’ve got one minute
to decide.
Matt Don’t choose me. I’m not good at sports.
Daisy Don’t say that, Matt.
Zoe But he isn’t good. He’s really bad at sports.
Daisy Don’t be horrible, Zoe.
Matt Ssh! The Aston team can hear us.
Organizer Who is in your team?
Daisy Oh – we’re talking about it … I’m good at sports so I can play.
Josh loves playing sports too but he isn’t here!
Organizer It’s time to start the competition.
Daisy OK … so that’s me and Matt.
Matt But … Oh no! Look, here’s Josh!
Organizer I’m sorry, he can’t be in the team now!
Answer Key
Daisy and Matt
Reflecting upon values
Discuss with students the importance of arriving on time.
Ask how they feel when they have to wait for someone
who is late. Ask why it is important to wait patiently even
if a friend or an adult is late. Allow answers in Polish.
Make sure students see the value of being punctual
and also of waiting patiently. Teach them how to use:
I’m sorry I’m late. and Never mind.
60
 Easy English
• Ask students to complete the phrases individually.
Remind students they can find these expression in
the dialogue in Exercise 2.
• Check their answers.
• Get students to practise the pronunciation. Make
sure students know the context for using the phrases.
Ask them to think of the Polish equivalents.
Answer Key
1 I haven’t got a clue. 2 See you in a minute.
3 I’m not good at sports! 4 He’s good at sports.
L o u ’s g r a m m a r
• Ask students to read all the sentences silently.
• Mime eating and say: I am eating now. Elicit when we
use the present continuous tense (to talk about activities
happening now). Elicit the Polish translation.
• Elicit how we make the two-part verb (am/is/are +
the activity verb with -ing).
• Elicit which form is used with I (am __ing), with he/she/it
(is __ing) and with other pronouns (are __ing).
• Ask students to close their books. Spread all the grammar
flashcards from set 5.1. on your desk.
• Ask four students to come to the front of the class, and
stand in a row facing the others. Give out these (one per
student): EAT, +, ING, =. Tell them to hold the cards up
so everybody can see them.
• Ask the student holding = to pick up the correct card to
complete the formula (EATING). Ask random students to
use the formula to make the -ing form for these activity
verbs: sit, read, sleep, write, revise, dance, sing, swim, run, shop.
• Ask students to put the cards away and sit down.
• Ask three new students to come to the board.
• Write I on the board. Mime munching, point to yourself
and elicit the affirmative sentence (I am eating.). Ask the
students to pick up the right cards ( I, AM, EATING) and
form a row accordingly. Tell the student holding EATING
to pick up the full stop card. Write the affirmative sentence
on the board. Elicit how we form the two-part verb.
• Point to random students and repeat the procedure to elicit
the affirmative sentences starting with you (You are eating.)
and with he (He is eating.) Elicit how we use are with
you/we/they and how we use is with he/she/it.
• Ask all the students to put away their cards. Ask one
student to sit down.
• Write these gapped contracted sentences on the board
next to the full sentence examples.
(I am eating.) =  eating.
(You are eating.) =  eating.
(He is eating.) =  eating.
• Point to I am eating. =  eating on the board. Elicit the
missing contraction (I’m) to complete the gap. Ask the two
students at the front to make the contracted sentence with
two cards (I’M, EATING). The student holding EATING picks
up the full stop card. Drill the pronunciation of the sentence.
• Repeat the procedure with the other two contracted
sentences on the board to make and practise the
pronunciation of YOU’RE EATING and HE’S EATING.
• Get students to read sentences 1–6 and find the subject
or person in each sentence. Elicit the answers out loud.
• Have students write am, is or are to match the subject/
person. Then get them to add -ing to the verbs in brackets
and complete the sentences. Remind them that each verb
has two parts: am/is/are and the -ing form.
• Check the answers out loud. Say the number and ask
a random student to read the complete sentence.
Answer Key
1 am reading 2 is eating 3 are watching 4 is playing 5 is sleeping
6 are tidying up
Have a talk!
• Point to a picture and ask a volunteer to name the action.
Ask the class to repeat.
• Have two volunteers read the examples and elicit the Polish
equivalents of That’s right! and That’s wrong!
• Get students into pairs. Student A mimes a housework
activity. Student B looks, guesses the action and says
a sentence. Then students change roles.
Optional activity
Invite students to do a spot-the-differences task.
Have one copy of the TRF page cut in halves for each
pair. Get students into pairs. Hand out the TRF cards
and ask students to keep them secret. Get students
to look at the sample dialogue in bubbles as you
explain the task. Students have to find four differences
between the two pictures. Student A says one sentence
about one person in his/her picture. Student B listens
and says a sentence about the same person in his/her
picture. They mark each difference with an exclamation
mark. When they have found four differences, they put
the pictures face down. Check the answers out loud.
Touchdown
• Invite students to create ‘shape galleries’ of furniture.
• Draw a circle, a triangle and a rectangle on the board.
Give students two minutes to use each shape to draw one
piece of furniture.
• Have students compare their doodles in groups of four
and name all the furniture in their group’s ‘gallery’. Ask each
group to count how many different pieces of furniture were
created from each shape.
Homework
Workbook Exercises 1–4, page 38
Optional task: Exercise 5* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
61
Attention
• You can use the exercises from the Extra section with
fast finishers or give them as additional homework
(except Exercise 4, which can be used in class for extra
speaking practice).
• Draw students’ attention to the Testing spot box which
helps them prepare for the primary school test.
Aims
Students will: Functional language
• talk about actions in sports and games, What’s happening?
• talk about what is/isn’t happening now. They’re in the lead.
Grammar We’re neck and neck.
Present continuous (negative sentences) Get moving!
Vocabulary
Playing sports
Warm-up
• Put this Olympic circles diagram on the board.
snow or summer ball
ice
water
teams or air
• Get students into pairs. Give them two minutes to find
at least one sport to match each category (snow or ice –
skiing, skating, snowboarding, hockey; summer – swimming,
windsurfing, water-skiing, jet-skiing, surfing, athletics,
cycling; ball – football, basketball, volleyball; teams – football,
basketball, volleyball; water or air – swimming, windsurfing,
surfing, water-skiing, jet-skiing, paragliding).
• Elicit the answers and write the sports names in
the diagram circles on the board.
• Announce the lesson’s subject: actions in sports.
Development Words you know
• Ask students to choose the sports they like watching – live
or on TV. Elicit the answers from random students.
• Read all the words out loud. Pause after each one and get
students to repeat them chorally after you. Encourage them
to exaggerate the highlighted sounds: surfing, athletics,
skiing, windsurfing, volleyball.
1.79
• Ask students what they remember about Evoball from
lesson 1 (a game with a very, very big ball played between two
teams of two people each).
• Ask students to read the phrases in the chart. Say one phrase
out loud and ask the students who understand it to put up
their hands. Ask them to mime or draw the action to explain
the meaning to the class. Repeat the steps for all the phrases.
Answer Key
Extra 1
1 garden 2 bedroom 3 kitchen 4 living room 5 garage 6 bathroom
Extra 2
1B 2A 3B 4C
UNIT 5
LESSON 2
Extra materials
Grammar flashcards 5.2 (for Lou’s grammar)
A small soft ball or a ball made from crumpled
scrap paper (for Touchdown)
• Elicit that the ✓ column lists the things we do to win in
Evoball, and the ✗ column lists the things we don’t do in this
game if we want to win. Have students read the rules of the
game and choose the correct phrases, referring to the chart.
• Play track 1.79. Let students check their answers.
• Play the track again. Pause after each sentence to let
students practise pronunciation. Encourage them to
practise word stress and exaggerate the highlighted
sounds: throw, fall, lose, win, score a goal, fair.
• Tell students to cover the text and use the chart to tell you
the rules of Evoball. Elicit the answers from volunteers.
Answer Key
1 Throw the ball. 3 Jump and run. 4 Don’t run with the ball.
5 Don’t kick the ball. 6 Don’t hit the ball. 7 Score a goal and you get
one point. 9 Don’t fall and don’t lose!
1.80
• Ask students to look at the photo and say what is happening
(the two teams are playing Evoball in Competition Number 4).
Tell them to point to the ball and the goal in the picture.
• Play track 1.80. Ask students to listen and read the dialogue.
Tell them to decide who is good at Evoball: Daisy or Matt
(Daisy). Check the answer out loud.
• Ask students to listen and read the dialogue again. Have
them find all the comments that Zoe and Josh make to
motivate players and comment on the situation in the game.
• Draw this chart on the board and explain the meaning of 
(good score, happy winners),  (not sure who wins) and 
(bad score, unhappy losers). Have students complete
the chart with the comments they found in the dialogue.
62
 1 Well done!
 
1 We’re neck and neck.

1 Get moving!
L o u ’s g r a m m a r
2 That’s a brilliant goal! 2 Come on!
• Ask volunteers to read the examples out loud.
3 We’re winning! 3 Oh no! The … team has
got the ball. • Elicit that we use the present continuous tense (am/is/are
4 It’s a goal for … . + the -ing form of the activity verb) to talk about activities
5 It’s another goal for … . happening now.
6 We aren’t winning now! • Ask students what we add to the affirmative sentence to
7 They are in the lead. make it negative (not). Elicit where we put not in
8 We’re losing. the sentence (after am/is/are).
• Elicit what contractions we use in the negative sentences
• Elicit the answers out loud and write them on the board. (isn’t, aren’t, but I’m not).
Ask students to repeat chorally after you to practise
pronunciation. Elicit the Polish translation. • Ask students to close their books. Spread all the grammar
flashcards from set 5.2 on your desk.
• Play the track again and invite students to act out
the dialogue in groups of three. • Ask three students to come to the front of the class and
stand in a row facing the others. Give out the following
1.81 flashcards in this order: EATING, AM, I. Tell them to hold
• Ask students to look at the mini-scorebox. Get students the cards up so everybody can see them.
to predict the score and the winning team. • Mime munching food, point to yourself and elicit the
• Play track 1.81. and get students to listen to the dialogue positive sentence (I am eating.). Ask students with cards
to check their guesses. Check with the whole class. to form the sentence. Ask the last student in the row to
pick up the full stop card. Write the affirmative sentence
• Elicit who scores the ninth goal for Bannister (Daisy) and on the board.
who scores the winning goal (Matt).
• Point to the sentence on the board and shake your head
Audioscript 1.81 to elicit the negative sentence (I am not eating.). Ask
Zoe Goal! That’s brilliant, Daisy! the student holding AM to pick up one more card (NOT)
Organizer The score is nine-nine. to make the sentence negative. Write the negative sentence
Josh Come on Matt! Come on Daisy! on the board. Elicit how we form the negatives.
Zoe I can’t watch! Tell me what’s happening! • Ask students to put the cards away and sit down.
Josh Oh, OK … Now the Aston team has got the ball. They’re
throwing it – but it isn’t going in the goal. Phew! Now
• Repeat the procedure to elicit the affirmative and negative
Matt’s got the ball! He’s throwing it … he’s running … he’s sentences starting with you (You are eating. You are not
catching it … he’s throwing it … It’s a goal! eating.) and with he (He is eating. He is not eating.). Write all
Organizer Nine points for the Aston team, and ten points for the the sentences on the board. Elicit how we use are not with
Bannister team! you/we/they and how we use is not with he/she/it.
Zoe What a great game! Well done Matt! Well done Daisy!
Well done Bannister Team! • Ask all the students to put away their cards.
• Write these gapped contracted sentences on the board
next to the full sentence examples.
Answer Key
Bannister School 10:9 Aston School (I am not eating. ) =  not eating.
TOTAL: 24:20 (You are not eating.) = You  eating.
(He is not eating.) = He  eating.
Easy English • Point to I am not eating =  not eating on the board.
• Ask students to complete the gaps. Elicit the missing contraction (I’m) to complete the gap.
Ask the three students at the front to make the contracted
• Get individual students to read out their sentences. sentence with four cards: I’M NOT EATING . The student
Make sure students know the context for using the phrases holding EATING picks up the full stop card. Drill
(1 – when we want to know what the situation is at the pronunciation of the sentence.
the moment, 2 – when the other team are winning,
3 – when our team and the opponents have the same score, • Repeat the procedure with the other two contracted
4 – when someone is too slow). Ask them to think sentences on the board to make and practise the
of the Polish equivalents. pronunciation of You aren’t eating and He isn’t eating.
• Say a few affirmative sentences in the present continuous
Answer Key (eg I am winning. He is running. They are losing. etc) and
1 What’s happening? 2 They're in the lead. ask individual students to say the negative versions, full
3 We're neck and neck. 4 Get moving! and contracted.

63

• Ask students to read the prompts and elicit affirmative
sentences from volunteers. Tell them to say (not write!)
the sentences.
• Give students two minutes to write the negative sentences.
• Check the answers out loud. Elicit both full and contracted
forms.
Answer Key
2 I’m not throwing the ball. 3 Daisy isn’t running. 4 My friends aren’t
catching the ball. 5 The teacher isn’t kicking the ball. 6 You aren’t
falling.
Have a talk!
• Ask each student to list the names of five friends
and relatives.
• Get students into pairs. Tell them to imagine where
the people in their list are at the moment and what they are
doing now. Have them decide what they are certainly not
doing at the moment.
• Explain the task. Student A says five sentences about the
people on his/her list. He/She only uses negative sentences.
Student B listens and remembers the facts. Then Student B
uses negative sentences to repeat what he/she remembers
about Student A’s relatives and friends. Finally, students
swap roles.
• Ask individual students to tell you what they remember
about their partner’s family and friends.
Aims
Students will:
• identify and talk about sports equipment, Functional language
• ask and answer questions about what is Are you still there?
happening now, I can’t talk to you now.
• talk about activities happening now. You know, … .
Grammar Extra materials
Present continuous (questions and short Grammar flashcards 5.3 (for Lou’s grammar)
answers)
Vocabulary
Sports kit
Warm-up
• Get students into two teams: Cold days and Hot days.
Divide the board into halves. Appoint a secretary for each
team and get them to come to the board.
• Give the teams three minutes to think of the clothes items
we can wear on cold and hot days, respectively. The team’s
secretary writes each new word on the board.
• Compare the two lists. Explain the meaning of any words
students don’t remember. The winning team has more
words spelled correctly on the board.
Touchdown
• Invite students to play a catch-the-ball game.
• Have students sit or stand in a circle. Have a small soft ball
ready.
• Demonstrate the rules. Hold the ball. Say an affirmative
present continuous sentence which is not true (eg We are
doing a test now.) and throw a ball to a random student.
The student catches the ball and corrects the sentence by
making it negative (We aren’t doing a test now.). Then he/she
says his/her own untrue sentence (The teacher is sleeping
now.) and throws the ball to another student. And so on.
The game continues until you give the signal to stop.
Homework
Workbook, Exercises 1–5, page 39
Optional task: Exercise 6* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Attention
• You can use the exercises from the Extra section with
fast finishers or give them as additional homework
(except Exercise 4, which can be used in class for extra
speaking practice).
Answer Key
Extra 1
1 playing 2 kicking 3 scoring 4 losing
Extra 2
2 I’m kicking a ball. I’m not throwing a ball.
3 They’re winning. They aren’t losing.
4 He’s jumping. He isn’t falling.
Extra 3
1 happening 2 in 3 lead 4 neck
UNIT 5
LESSON 3
• Elicit and choose the clothes we wear while doing sports.
• Announce the lesson’s topic: sports kits.
Development Words you know
• Ask students to read the words and find the ones which are
always plural (trousers, shorts). Elicit the Polish equivalents
and explain they are always plural in Polish, too.
• Read the words out loud. Students listen and repeat after
you chorally. Encourage them to practise word stress and
exaggerate the highlighted sounds: boots, gloves, jacket,
trousers, T-shirt, shorts, trainers, tracksuit.
64
 Optional activity
Invite students to imagine what they are wearing in
a particular situation. Choose a random situation from
the list below and ask volunteers to imagine and tell
you what they are wearing now (eg Teacher: You are
tidying up at home now. Student: I am wearing an old
T-shirt, old trousers and gloves now.)
You are at school now.
You are on the beach now.
You are at a party now.
You are skiing now.
You are in the shopping mall now.
You are relaxing at home now.
1.82
• Ask students to look at the picture and tell you what sport
the boy is doing (rollerblading).
• Have them read the Polish words in the box and find
the ones shown in the picture (kask, rolki, ochraniacze
na łokcie, ochraniacze na kolana).
• Invite students to read the text and match the Polish
translations in the box with the English phrases highlighted
in the text (1–10). Encourage them to guess the meaning
from the context.
• Play track 1.82 as students listen, read and check their
answers.
• Get students to practise the pronunciation of the new
words. Encourage them to practise word stress
and exaggerate the highlighted sounds: baseball bat,
racket, costume, goggle, helmet, knee pad, elbow,
rollerblades, skis.
• Have students close their books. Write the sports mentioned
in the text on the board. Get students into pairs. Student
A names one sport listed on the board. Student B says
the names of two items from the matching sports kit.
Students change roles.
Answer Key
1 baseball bat - kij baseballowy 2 tennis racket - rakieta tenisowa
3 swimming costume - kostium kąpielowy 4 googles - okularki
do pływania 5 flippers - płetwy 6 bike helmet - kask rowerowy
7 knee pads - ochraniacze na kolana 8 elbow pads - ochraniacze
na łokcie 9 Rollerblades - łyżworolki 10 skis - narty
Note on pronunciation and spelling
To help students remember the difference between
the pronunciation and spelling of Google [‘gu:gəl],
the search engine, and goggles [‘goglz], a piece of sports
equipment to protect your eyes, tell them about a mobile
app called Google Goggles. When you take a picture of
a famous place, this app searches for information about it
online and has goggles in the logo.
1.83
• Invite students to look at the pictures, read the bubbles
and say where Kathy is (at the music store) and who she is
talking to (to her mum on the phone).
• Ask them to read the sentences in the speech bubbles
and put the three missing questions in the correct places.
• Play track 1.83. Ask students to listen and check their
answers.
• Ask some comprehension questions about the story,
eg Why is Kathy at the music store? (She is buying a new
guitar.) Has she got a guitar? (Yes.) Why does she want a
new one? (Her guitar is old.) Does she like playing the guitar?
(Yes.) Is she good at playing the guitar? (No.) How do you
know? (The man in the shop and her mum can’t listen to her.)
Get students to answer.
• Elicit the Polish translation of the phrases: I can’t talk to you
now, Are you still there? You know, … . Explain when we can
use them in a conversation.
• Ask students to practise reading the dialogue in pairs.
After this, ask volunteers to act it out in front of the class.
Encourage them to use gestures and modulate their voices
to enhance the performance.
Answer Key
1 Are you listening to music? 2 Are you buying a new CD?
3 Are you still there?
• Get students into pairs. Have them cover the text
in Exercise 1.
• Give them two minutes to list the sports equipment in
the pictures. Student A writes the items in the bag on
the left, Student B names the items in the right-hand bag.
• Then ask students to swap notebooks and check their
answers in pairs.
• Elicit the answers from random students. Get them to spell
the words before you write them on the board. Make sure
every student has all the words written down.
Answer Key
1 flippers 2 baseball bat 3 bike helmet 4 elbow pads (knee pads)
5 Rollerblades 6 tennis racket 7 swimming costume 8 goggles
L o u ’s g r a m m a r
• Ask students to read the examples silently.
• Have students compare the affirmative sentences and
the questions. Draw their attention to how the red and
yellow boxes change positions.
• Elicit how the present continuous question is formed
(by moving the yellow am/is/are in front of the red subject)
and that the -ing form of the verb (eating) comes after
the red subject.
• Have them read the very first question (What are you
doing?). Elicit that we put question words (eg what, where)
before am/is/are in questions.
• Ask students to close their books. Spread all the grammar
flashcards from set 5.3 on your desk.
• Ask four students to stand in a row facing the others.
Give them the following flashcards: ., AM, I, EATING.
• Elicit the affirmative sentence from the class (I am eating.)
and get the students holding cards to change positions
accordingly. Write the affirmative sentence on the board.
65
• Write the question mark under the sentence on the
board. Ask the students holding cards AM and I to change
positions and form the question. Have the student with the
full stop card swap it for the question mark. Write
the question on the board (Am I eating?). Mark how am
moves before the subject in questions.
• Repeat the procedure to form affirmative sentences and
corresponding yes/no questions with YOU (You are eating.
Are you eating?) and HE (He is eating. Is he eating?). Write all
the sentences and questions on the board. Mark how is/are
moves before the subject in questions. Elicit how we form
the questions with she/it and we/they.
• Ask the four students to put away their cards. Hand out
the following cards to them: YES, NO, YOU, ARE, AREN’T.
• Mime munching something and then point to the first
question on the board (Am I eating?). Nod your head to
elicit the short positive answer (Yes, you are.). Ask the two
students with the right cards to form a row accordingly.
• Point to yourself standing still and ask the class: Am I
eating? Shake your head and elicit the short negative
answer (No, you aren’t.). Ask the other two students holding
cards to form a row accordingly. Write the short answers
on the board next to the corresponding question.
• Repeat the procedure to elicit the short answers to the
question starting with Are you …? (Yes, I am. No, I’m not.)
and the question starting with Is he …? (Yes, he is. No, he
isn’t.). Write the short answers on the board next to the
corresponding questions. Elicit that we only use am/is/are
in the short answer and skip the -ing form of the verb.
• Ask individual students a few questions about what is
happening in the classroom now (Are we/you/they (sitting)?
Is he/she (running)? Am I (smiling)?) to elicit short answers.
• Ask students to complete the gaps. Remind them to put
am/is/are before the person/subject in questions and add
-ing to the verbs in brackets.
• Check the answers out loud.
Answer Key
1 Are you playing tennis? Yes, I am. 2 Is your friend playing tennis
with you? No, he isn’t. 3 Are your brother and sister watching the
game? No, they aren’t. 4 What are they doing? They are revising.
Write
• Ask students to copy the chart into their notebooks.
• Tell them to imagine they are at home and everyone
in the family is busy doing something.
• Have each student complete the chart about three family
members.
• Invite students to read the first three lines and write the rest
of the conversation, referring to their charts.
• Get students into pairs. Have them swap notebooks
and check their friend’s dialogue for possible mistakes.
Then have students practise saying their dialogues in pairs
until they can remember it.
• Ask two pairs to act out one of their phone conversations
from memory in front of the class.
Answer Key
Students’ own answers.
Touchdown
• Invite students to take part in a three questions
competition. Divide the class into two teams.
• Say where you are now: I am doing something in the (name
the place). Decide what you are doing there, but don’t say it
out loud. Choose unexpected activities that students can’t
guess easily.
• The teams take turns to ask you three Are you …? questions
before they can guess what you are doing.
Teacher: I am doing something in the kitchen.
Students: Are you cooking or making something to drink?
Teacher: No, I’m not.
Students: Are you drinking or eating?
Teacher: No, I’m not.
Students: Are you sitting?
Teacher: No, I’m not. OK, time to guess.
Students: You are standing and talking on the phone.
Teacher: That’s right.
Homework
Workbook, Exercises 1–4, page 40
Optional task: Exercise 5* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Attention
• You can use the exercises from the Extra section with
fast finishers or give them as additional homework
(except Exercise 4, which can be used in class for extra
speaking practice).
Answer Key
Extra 1
1b 2c 3a 4a
Extra 2
1c 2d 3b 4a
Extra 3
2 Are you buying a bike helmet? Yes, I am.
3 Are the students doing a project? Yes, they are.
4 Is the teacher cleaning the board? No, he isn’t.
66
 Aims
UNIT 5
Students will:
• practise talking about preferences.
I prefer … .
I like … more.
LESSON 4
Vocabulary I like them both.
Hobbies (1) I don’t like either.
Functional language I don’t know.
Do you prefer … or …? Pronunciation
Which do you prefer, … or … ? Pronouncing the /eI/ sound

Warm-up • Ask students to listen and read the task and explain it to
you in Polish.
• Students spend 2–3 minutes brainstorming for different
ways to use the Internet for fun in our free time (possible • Play track 1.85 once. Pause after each dialogue and have
ideas: emailing, chatting, blogging, tweeting, posting/ students choose the right answer.
watching photos, posting/watching videos, shopping, etc). • Play the track again without pausing. Let students check
• Write all the actions they suggest on the board. Add your their answers.
ideas. Use gerunds. • Draw this on the board:
• Have students look at the list and guess which of these Question: Which do you prefer, A or B?
activities you like and don’t like doing. Give true answers. A  / B  I … A. A  / B  I like them … .
• Announce the lesson subject: talking about preferences. I … A more. A  / B  I don’t like … .
??? I don’t … .
Development • Ask students to complete the gaps, referring to the answers
from Exercise 3.
1.84

• Ask students to look at the pictures and read the activity
names silently.
• Play track 1.84, pause after each phrase and have students
repeat chorally. Ask them to exaggerate the pronunciation of
the highlighted fragments: karate, tweeting, gymnastics, out.
• Ask students to write the activities under the right heading.
• Elicit the answers from volunteers. Ask them to complete
the sentences: I like … ., I don’t like … ., I never … .
Answer Key
Students’ own answers.
• Elicit the meaning of friendly and shy. Explain that prefer
means like more.
• Have students work individually. Get them to read the quiz
questions, complete the answers and write them down.
• Have students swap notebooks, read the key, count the
points for their partner. Ask them to announce the results
and decide if they agree.
Answer Key
Students’ own answers.
1.85
Answer Key
1d 2a 3f 4e 5c 6b
• Get students to list four random actions from Exercise 1
in their notebooks.
• Ask students to use the dialogue prompts, four activities
in their list and chart in Exercise 4 to write two dialogues
in their notebooks. Tell them to give a false answer in one
of the dialogues.
• Get students into pairs. Have them swap notebooks, read
their partner’s dialogues and guess which answer is true.
Then let them check their guesses in pairs.
• Ask volunteers to read one of their dialogues out loud.
• Ask students to list two activities to match each of these
categories: sports, food, housework, schoolwork, holidays.
• Get students into pairs. Ask them to read the prompts in
bubbles silently.
• Invite students to use the activities in their lists to discuss
their preferences. Encourage them to use the expressions
from Exercises 2 and 3. They take turns to ask and answer
questions.
• Ask one pair to act out the conversation in front of the group.

Audioscript 1.85
1 Do you prefer tweeting or blogging? – I prefer tweeting.
2 Which do you prefer, texting or talking on the phone? – I prefer
texting.
3 Which do you like more – athletics or gymnastics? – I like doing
gymnastics more.
4 Do you prefer playing football or playing tennis? – I don’t like either.
5 Which do you like more, karate or kickboxing? – I don’t know.
6 Which do you prefer, going out or staying in? – I like them both.
1.86 Sounds right!
• Ask students to look at the words. Tell them that they
contain the same sound. Students should pay special
attention to the underlined letters.
• Play track 1.86 and get students to repeat the words.
• Draw students’ attention to the diphthong /eI/.
1.87 Sounds right!
• Play track 1.87. Ask students to listen to each sentence
and repeat it, chorally and then individually.

67
Touchdown Homework
• Invite students to interview you about your preferences. Workbook, Exercises 1–3, page 41
• Get them into groups of four. Have each group write two Optional task: Exercise 4* (for those who wish to get
questions for you (Do you prefer … or …? Which do you a reward eg a special stamp and/or a plus mark)
prefer, … or …?).
• Sit facing the class. Groups take turns to ask you questions.
Tell everyone to take notes.
• Have students use their notes to write out the entire
interview.

Aims
UNIT 5
Students will:
• practise receptive and productive skills.
Writing and speaking LESSON 5
Having a conversation to catch up
Functional language
Reading
What’s up?
Reading for specific information
What are you doing?
Identifying the context Extra materials
Let’s (go to the park).
Four blank slips of paper per student (for Warm-up)
Why don’t you (go to the park)?

Warm-up
• Get students into groups of four. Have each group sit
around one desk. Invite them to play a sentence making
game in groups.
• Give each student four blank slips of paper. Put these grids
on the board to explain how to prepare the slips for
the game.
• Ask students to write a prompt on one side of each slip:
person 1 person 2 action
• Tell them to write their ideas for respective prompts on
the reverse. Encourage students to choose people they
all know (eg: classmates, teachers, celebrities, famous
characters, etc).
our English teacher Spiderman play Evoball
• Ask groups to put all the cards together on the desk, in four
piles: person 1, person 2, action, place.
• Make sure the cards are shuffled and placed with
the prompt side down.
• Write this question on the board: What are they doing now?
Invite students to use the cards and make sentences to
answer the question.
• To explain the task, ask one student to pick up one random
card from each pile on the team’s desk, put all four cards
face up and make a sentence using info on the cards.
(Our English teacher with Spiderman are playing Evoball
in the attic.) Write the sample sentence on the board,
highlighting the fragments where students need to make
changes or add extra words. Then ask the student to put
the cards at the bottom of the piles.
• Students in each group take turns to uncover cards and
make sentences. Elicit sample answers from volunteers.
Development
• Tell students to look at the chart in Exercise 1 and
the photos with boys’ names. Ask them to read the text
messages and find the places where the people listed in
the chart are.
• Get students into pairs. Have them use the fragments they
found to complete the chart together.
place • Check the answers out loud.
Answer Key
2 in the hall 3 in the garden 4 in the sports shop 5 in the kitchen
6 in the living room
attic
• Ask students to read sentence 1. Then get in Exercise
1 again to find the corresponding fragment (I’m doing
homework in my bedroom.) Elicit the answer (False.) Explain
that we have to find the exact same information in the text
if we choose True as the answer.
• Get students to do the same for sentences 2–6.
• Check the answers out loud. Ask students to read
the sentence, give the right answer (true or false) and
correct the sentence if false.
• Elicit which two expressions you can use to start
a conversation (What’s up? What are you doing?) and which
two are suggestions (Let’s go to the park. Why don’t you go
to the park with your brother?). Write them on the board.
• Get students into pairs. Have them use the expressions to
act out mini-dialogues.
Answer Key
1 False 2 False 3 False 4 False 5 False 6 True

68
• Ask students to cover the conversation in Exercise 1.
• Have them read the sample exchange in bubbles.
• Get them into pairs and invite them to ask and answer
questions about Adam’s and Luke’s families, referring
to the chart in Exercise 1.
• Ask two pairs to act out their conversation in front of
the class.
• Get students into pairs. Invite them to copy the table and
complete the first column with the names of six classmates.
• Get them to complete the second column with the
sports from the box. Make sure students match sports to
classmates.
• Have students complete the third column with sports kit
items to match each sport. Check sample answers out loud:
say the number and elicit the ideas from the three columns.
Answer Key
Students’ own answers.
Aims
Students will: Vocabulary & Grammar
• describe what is happening in the Recycling the language already
picture, taught
• practise listening, reading, writing and Listening
speaking. Listening for specific information
Warm-up
• Get students into groups of four.
• Explain the meaning of a film crew (a team of people making
a film). Have groups imagine they are film crews. They are
creating one scene for a film and giving it a title (must be
kept secret!). Give one example: The title: In the concert.
Piotrek is playing the guitar.
Szymek is playing the drums.
Ola is singing.
Maja is dancing.
• Give students three minutes to discuss the scene, decide
who is doing what and give the scene a title. Make sure all
students in the group have roles to play and the scene title
is kept secret.
• When all the teams are ready, have them act out their
scenes. Don’t let them speak. They can only mime.
Get other groups to guess the scene titles.
Development
• Explain the task. Students follow the lines and link boxes
to make sentences (affirmatives, negatives and questions).
They can only use words in adjacent boxes, but they can
change the order of words. And they can use the same
word in many sentences.
• Get students into new pairs.
• Ask one pair to read out the sample exchange in bubbles
to demonstrate the task. Make sure students use questions
starting with what and yes/no questions.
• Have students in pairs ask and answer the questions about
their classmates, sports they are doing and equipment they
are using.
• Have one pair act out their dialogue in front of the class.
Touchdown
• Invite students to play a mime-and-guess game.
• Get them into pairs. Student A mimes a sport. Student B
guesses the sport (You are skiing.) and names two pieces of
corresponding sports equipment (You are using goggles and
gloves.). Students take turns.
Homework
Workbook, Exercises 1–4, page 42
UNIT 5
LESSON 6
Testing spot
Language functions
• Ask students to trace the blue lines and elicit the sample
sentence (I am swimming.). Ask students to form another
sentence with swimming (eg Are they swimming? You are not
swimming.).
• Get students into pairs. Give them four minutes to write as
many sentences as possible. Monitor their work and help.
• Check the answers out loud. Announce the winning pair
with the most correct sentences written down.
Answer Key
Example answers: 1 Is your friend scoring a goal? 2 Is the teacher
helping? 3 Are they swimming? 4 She is not running.
1.88
• Get students to grab their pens and ask them to listen to
the bonus question.
• Then have them listen to the following four extra prompts
and questions. Play track 1.88 twice. Have students write
their answers.
• Elicit the answers out loud.
Audioscript 1.88
Woman Here is Bonus Question Number 5: Where are they?
1 He’s sleeping. Where is he?
2 She’s watching television. Where is she?
3 He’s making dinner. Where is he?
4 She’s brushing her teeth. Where is she?
69

Answer Key
1 He’s in the bedroom. 2 She’s in the living room.
3 He’s in the kitchen. 4 She’s in the bathroom.
• Ask students to cover the bottom picture. Ask questions
(What is/are doing?) to elicit sentences about what each
child is doing in the top picture. Ask students to close their
books, get into pairs and say the sentences about the top
picture from memory.
• Have students open their books again, read the verbs
in the box, look at both pictures and find six differences.
Explain that the verbs help them do the task more quickly.
• Write these sentences on the board:
In picture A …… is ___ing . In picture B …… isn’t ____ing.
• Elicit the answers out loud, by asking students to complete
the sentences on the board.
In picture A Chloe is jumping. In picture B she isn’t jumping.
In picture A Daniel is hitting a ball. In picture B he isn’t hitting
a ball. In picture A Jacob is falling. In picture B he isn’t falling.
In picture A Emily and Olivia are running. In picture B they
aren’t running. In picture A Lily is throwing a ball. In picture
B she isn’t throwing a ball. In picture A Ben and Jamie are
swimming. In picture B they aren’t swimming.
Testing spot
• Ask students to read the task instruction. Explain the task.
• Have students read the Tip. Let them use Polish to explain
how the tip helps them do the task.
• Use the first example to explain how to proceed with
the task in four steps:
Step 1: read the three answers in English.
Step 2: translate each answer into Polish.
Step 3: read the scenario in Polish.
Step 4: match the best answer to the scenario.
• Divide the class into three groups. Get students in each group
to follow steps 1–4 with their respective messages: 2, 3 or 4.
• Get students into mixed groups of three, 2, 3 and 4.
Have them share their answers. Let them use Polish to
explain their decisions.
• Elicit the answers out loud. Read the Polish scenario
and elicit the matching expression in English.
Answer Key
1B 2C 3A 4B
Touchdown
• Invite students to make an alternative Testing spot task.
• Get them into pairs. Have them read the first example,
choose and expression (A, B, or C) which wasn’t the correct
answer in Exercise 4. Ask them to write the Polish scenario to
match the selected expression in their notebooks. Students
repeat that for the other three examples.
• Then ask students to change pairs, swap notebooks with
their new partner and do his/her alternative Testing spot
task. Have students compare their answers in new pairs.
Homework
Workbook, Exercises 1–4, page 43
Optional task: Cartoon Story – Strange things are
happening in Cabbleton.
(www.staffroom.pl), Episode 54, Exercises 1–2

UNIT 5
Aims
Students will:
Comparing the contextual meaning with
dictionary definitions LESSON 7
• talk, read and listen about sport charity
Listening
events,
Reading for specific information
• write about a sport charity event.
Identifying the context
Vocabulary Comparing visual and verbal information Poster-sized (A4 or larger) sheets of paper for projects
Charity events (one per student, for Exercise 4)
Extra materials
Reading A picture showing volunteers of Wielka Pictures of sports events brought by students (ask them
Reading for specific information Orkiestra Świątecznej Pomocy with to find some in the previous lesson, for Exercise 4)
Working out meaning from the context money boxes (for Warm-up)

Warm-up • Display the picture of WOŚP volunteers. Point to it and tell

the class:
• Write WOŚP, draw a money box and a heart on the board. This is a charity event. It is very popular in Poland. Every winter
Ask the class to guess what they stand for (Wielka Orkiestra after Christmas and New Year young people collect money for
Świątecznej Pomocy). charity in the streets. Many Polish people give money to charity
• Write these on the board: because they want to help children and old people in hospitals.
a
• Elicit the Polish meaning of the phrases on the board.
event
• Announce the lesson’s subject: charity events.
collect money for
charity
give money to

70
Development
• Ask students to read the phrases and find the ones already
on the board (charity event, give money to charity, collect
money for charity).
• Tell them to look at the photos in the text in Exercise 2
and match the pictures to the three corresponding phrases
(run in a marathon, do a bungee jump, do a skydive).
• Have them read the text in Exercise 2 and find all
the phrases. Invite them to guess what each phrase means
as they are reading.
• Elicit the Polish translation of all the phrases in the box.
Answer Key
Sport Relief is a big sport charity event in the United Kingdom
every second year. There are hundreds of events all over the country.
Thousands of people take part in the events. In 2012 they collected
about 60 million pounds for charity. That’s a lot of money!
Everybody can collect money for Sport Relief with any type of sport
event. You can do a bungee jump, or you can do a skydive, or you
can run in a marathon or you can climb a mountain. It doesn’t have
to be a big event. It can be a small event. You can swim a mile or you
can run a mile. Elderly people can take part too – they can walk a
mile.
How can you collect money for Sport Relief? You ask people to be
your sponsors. That means they give money to Sport Relief when you
do the event. You can ask your family, your friends and other people
to be your sponsors. Then you do the event, and they give the money
to Sport Relief. It’s easy!
An important part of Sport Relief are the celebrity events on
television. Famous people from films, television, music and sport do
amazing events. For example, they swim from England to France,
or they run in a marathon every day for a week. Sport Relief is for
everyone! Go to www.sportrelief.com to learn more!
Translation:
charity event – impreza charytatywna
give money to charity – przekazać pieniądze na cele charytatywne
collect money for charity – zbierać pieniądze na cele charytatywne
take part in an event – uczestniczyć w wydarzeniu
climb a mountain – wejść na górę
do a bungee jump – skakać na bungee
run in a marathon – biec w maratonie
do a skydive – skakać ze spadochronem
1.89
• Have students read the questions under the text. If some
questions are hard to understand, give or elicit the Polish
translation.
• Play track 1.89. Ask students to listen, read the text and find
the fragments with answers to the questions.
• Get students into pairs. Have them use the fragments and
a bilingual dictionary to write answers to the questions.
• Elicit the answers out loud.
Answer Key
1 Every second year. 2 Thousands of people. 3 Do a bungee jump,
a skydive, run in a marathon or climb a mountain. 4 Swim a mile, run
a mile or walk a mile. 5 Your sponsors: your family, your friends or
other people. 6 They swim from England to France, or they run in
a marathon every day for a week.
1.90
• Have students look at the pictures and name the sports
events. Students brainstorm for words to describe each
picture. If they mention the key words from the recording,
write them on the board (run, climb, a mountain, jump, fall,
up and down).
• Have students read the task.
• Play track 1.90 twice. Get students to match the pictures
(a–d) to the corresponding recordings (1–3).
• Elicit the answers out loud.
Audioscript 1.90
1 He’s running past now. He isn’t looking tired. He is looking very
happy and he’s got a lot of energy. People are taking photos of him.
He’s running very well.
2 He is looking very tired now. He isn’t climbing fast. He’s very slow
now. It’s a very big mountain and it’s very cold on the mountain.
3 He’s looking down. He’s counting 3, 2, 1 … and he’s jumping and
falling down. I can hear him shouting. Oh, now he’s coming up
again, and down, and up, and down. He’s looking very happy!
Answer Key
1c 2d 3a
PROJECT!
• Before the lesson, ask students to bring pictures of two
or three sports events.
• Invite students to invent their own Sports Relief event
for the local people.
• Write this checklist on the board and ask students to copy
it into their notebooks.
 1 Choose one sports event.
 2 Write a slogan.
 3 Write about the event (5–6 sentences).
 4 Add pictures.
 5 Add extra information.
• Have students read the project instructions in Polish and
compare with the task checklist. Tell them to tick the tasks
off the list as soon as they complete each step.
• Before they start, focus on steps three and five (writing
texts) for a moment. Ask students to look at the text in
Exercise 2 again and find the sentences they want to/can
use (after small changes) to write about their events.
• Give a signal to start. Ask students to work individually but
encourage them to share pictures and/or ideas with friends.
Monitor students’ work and offer help.
• Make a poster display on the classroom walls.
Touchdown
• Give each display poster a number. Invite students to walk
around, read the posters and choose one Sports Relief
event (excluding their own!) they want to take part in.
Ask them to sign their name on the selected poster.
• Announce which posters got most signatures.
Homework
Workbook, Exercises 1–2, page 44
Optional task: Exercise 3* (for those who wish to get
additional professor’s points)
71
 UNIT 5
Aims Vocabulary
Students will: Revising vocabulary already taught LESSON 8
• revise the language structures and Functional language
vocabulary from Unit 5. Revising functions already taught
Grammar Reading
Revising structures already taught Reading for gist and for specific information
Identifying the context

Warm-up
• Ask students to look at the vocabulary charts on page 67. • Ask students to keep the Summary page covered.
• Give them 1 minute for each chart. Then pause and elicit • Have students work individually and complete the gaps.
the phrases which students found most difficult to Then get them into two teams to compare their answers
remember. and establish one identical set of answers for the team.
• Elicit the sentences, one by one, from each team. Give the
Development correct answer only after both teams present their versions.
• Award one point to each team for every correct sentence. Keep
• Get students into pairs. Get them to keep the Summary the scores on the board and announce the winning team.
page covered. Answer Key
• Ask them to read the sentences and complete the gaps 1 to 2 in 3 in 4 out 5 for 6 in
together.
• Meanwhile, put this chart on the board:
sports kit parts of a house • Ask students to read the first three lines of the Grammar
1 sw … c … g… chart on page 67. Elicit when and how to use the verbs
2 b… b… d… r… in the present continuous, in affirmatives and negatives.
3 kn … p … be … Allow answers in Polish.
4 b… h… l… r… • Ask students to work individually. Have them read one
5 g… ba … sentence and complete the gap. Elicit the sentence.
6 sk … h …. Then tell students to close their books and eyes.
• Say the elicited sentence twice out loud and ask students
• When ready, have students close their books. Ask random to imagine a photo of the situation. Encourage them to
students to say sentences like those in the book, referring imagine colours and sounds.
to the chart on the board (eg 1 My swimming costume is
in the garage.) • Then tell them to open their eyes and elicit the sentence
from a volunteer.
Answer Key • Repeat the procedure for sentences 2–6.
1 My swimming costume is in the garden (garage). 2 My baseball bat
is in the dining room. 3 My knee pads are in the bedroom. 4 My bike Answer Key
helmet is in the living room. 5 My goggles are in the bathroom. 1 is tidying up 2 aren’t dusting 3 are cleaning 4 isn’t tweeting
6 My skis are in the hall. 5 am not doing 6 are doing

• Ask students to work individually and keep the Summary
page covered.
• Have them look at the pictures and write the missing phrases.
• Have students uncover the Playing sports chart on
the Summary page to check their answers.
• Check the answers out loud. Elicit the spelling
and pronunciation of each phrase.
• Invite four volunteers to come to the front. Ask each person
to mime a different action. Get the class to guess the actions.
Answer Key
2 jump 3 fall 4 hit 5 throw 6 score a goal
• Ask students to read the last three lines of the Grammar
chart on page 67. Elicit how we make questions and short
answers in the present continuous
• Ask students to work individually in silence. Give them five
minutes to reorder the words to write questions and then
match the questions with corresponding short answers.
• Check the answers with the whole class orally.
• Get students into pairs, A and B. Invite them to test each
other. Student A closes the book. Student B reads out
a random question. Student B listens and says the right
short answer. Then students swap roles.
Answer Key
1 Are they doing gymnastics? e
2 Is your brother taking part in an event? d
3 Are you doing karate? b
4 Is your sister collecting money for charity? a
5 What is he doing? c

72
 English to go
• Ask students to the expressions in the English to go chart on
the Summary page.
• Explain the task. Students read the first line of a dialogue
(a question) and choose the matching answer.
• Have students cover the a–b–c answers to the first
question. Tell them to read the question and make wild
guesses about possible answers. Write all the gramatically
correct, logical suggestions on the board.
• Then get students to uncover the answers and choose
the one which matches the question best. Ask students to
explain who is speaking and in what situation. Compare
the correct answer with the ideas listed on the board.
• Ask students to do the same with dialogues two and three.
• Elicit the answers and the everyday situations in which
the expressions can be used.
Answer Key
1c 2a 3a
Touchdown
• Invite students to make a vocabulary revision mind map.
• Tell them to read the phrases listed in the Vocabulary charts
on the Summary page once again. Have them choose
10–12 phrases that they still find challenging.
• Tell them to divide the phrases into 3–4 categories and
draw a mind map in their notebooks. Encourage them to
draw colourful symbols and doodles next to the phrases
to illustrate their meaning.
• Get students into groups of four. Have them compare their
mind maps.
Homework
Workbook, Exercises 1–5, page 45
73

Aims
Students will:
• identify and talk about hobbies, Functional language
• talk about definite plans. How are things?
Grammar Guess what!
Present continuous for future plans You’re welcome.
(affirmative sentences, questions) Have a good time!
Vocabulary Extra materials
Hobbies (2) Grammar flashcards 6.1 (for Lou’s grammar)
Warm-up
• Have students keep their books closed.
• Write these words on the board: music, paper, sport. Explain
the words stand for three categories of free time activities.
• Get students into pairs and tell them to think of three
activities to match each category (suggested answers:
music – dancing, playing the guitar, singing; paper – drawing,
painting, reading; sport – swimming, skating, football).
• Elicit the answers from volunteers and write them on
the board.
• Announce the lesson subject: hobbies.
Development Words you know
• Ask students to open their books and check which hobbies
from the box they mentioned in Warm-up.
• Read the phrases, one by one, and get students to repeat
chorally. Encourage them to exaggerate the highlighted
sounds and practise correct word stress: draw, paint, board,
karate, guitar, blog, aerobics.
• Drill pronunciation by miming the action and asking
a volunteer to say the phrase out loud.
2.1
• Ask students to look at the pictures, read the hobby names
and find the activities they do in their free time.
• Play track 2.1. Tell students to listen and have them repeat
each phrase correctly (stop the recording after each one).
Encourage them to practise correct stress and exaggerate
the highlighted sounds: bowling, martial arts, music mixes,
photographs, bracelets, videos.
• Get students to stand up, mingle and say which hobbies
they often do and don’t do in their free time, eg I … in
my free time, but I don’t … in my free time. Give them up
to five minutes to find two friends who share their hobbies.
Then give a signal to stop. Elicit the answers from random
students.
2.2
• Ask students to cover the dialogue, look at the picture
and guess who Matt is talking to (his mum). Have students
uncover the first line to find the answer.
• Play track 2.2. Ask students to listen and read the dialogue.
Tell them to find Matt’s hobbies as they do so (collects rocks,
takes photographs, makes videos and watches the stars.).
Elicit the answers from random students.
• Write these questions on the board:
What are Matt and his friends doing today? (They are writing
a play.)
What are they doing on Thursday? (They are acting in a play.)
UNIT 6
LESSON 1
• Play track 2.2 again. Tell students to read and find
the answers to the questions. Check the answers out loud.
Write the sentences on the board.
• Ask students to act out the conversation in pairs.
2.3
• Play the first part of track 2.3. Have students listen and
note down the three things the children are planning to do
for the play (paint pictures, write songs, make music mixes).
• Have students read the task and decide which plans
they already know about from the dialogue in Exercise 2
(plans for Monday and Thursday).
• Play the second part of track 2.3. Have students listen and
complete the chart. Check the answer with the whole class.
Audioscript 2.3
Daisy OK, who’s got an idea for the play?
Matt I’ve got a great idea. We can do a play about a scientist.
He watches the stars, and he sees a very, very big star, and …
Daisy Er …
Matt It’s a great idea. We can paint big pictures of the stars,
we can have songs. I can make music mixes!
Josh I can paint the pictures!
Zoe And I can write the songs!
Daisy And I can make music mixzes too! OK. Let’s do a play about
a scientist! We’ve got only three days so we need a plan.
Matt OK, That’s fine. We’ve got a plan.
Zoe Today is Monday so we’re writing the play today.
Matt Yes, and tomorrow Josh is painting the pictures.
Daisy And Zoe, you’re writing the songs on Tuesday too.
Josh And Matt and Daisy are making the music mixes on
Wednesday.
Zoe On Wednesday we’re learning the play.
Matt And on Thursday we’re doing the play – and we’re on TV!
Daisy Wow, that’s a lot! Let’s get moving!
Answer Key
Tuesday: painting the pictures, writing the songs
Wednesday: making the music mixes, learning the play
Thursday: doing the play
Easy English
• Ask students to match the expressions with the Polish
situation descriptions individually. Remind students they
can find these expressions in the dialogue in Exercise 2.
• Check their answers.
• Get students to practise the pronunciation. Ask if they can
think of the Polish equivalents of the expressions.
Answer Key
1c 2a 3d 4b
74

L o u ’s g r a m m a r
• Ask students to read all the sentences silently.
• Draw their attention to the blue boxes. Elicit the Polish
translations of the time expressions and that they all refer to
the future. Explain that we use the present continuous tense
to talk about definite plans in the near future.
• Ask students to close their books. Spread all the grammar
flashcards from set 6.1. on your desk.
• Put this grid on the board:
WHAT WHEN WHAT TIME
1) ………….. 2) ………….. 3) …………..
Elicit what question words we use to ask about general
time (when) and specific hour (what time).
• Ask five students to come to the front of the class,
and stand in a row facing the others. Give out these
(one per student): WHAT, DOING, TOMORROW, ARE, YOU.
Tell them to hold the cards up so everybody can see them.
• Point to square number 1 in the grid. Draw a question
mark in the air and ask the students holding cards
to move around to form the question (What are you doing
tomorrow?). Tell the last student in the row to pick up
the right punctuation mark.
• Write the question on the board. Elicit how we form
questions in the present continuous. Underline the
question word (what).
• Mime writing a play. Elicit the activity (writing the play).
Write it in square 1 in the grid.
• Point to the question on the board and elicit the affirmative
sentence to answer it (We are writing the play tomorrow.).
• Ask six students to change the cards and form a row
accordingly. Tell the student holding TOMORROW to pick
up the full stop card.
• Write the affirmative sentence on the board. Elicit how
we form affirmatives in the present continuous. Elicit
which fragment of the sentence answers the question word
what (writing the play) and underline it in the sentence
on the board.
• Repeat the procedure to fill in the square 2 in the grid
(When are you watching the play? On Friday). Elicit from the
class the corresponding question (When are you watching
the play?) and answer (We are watching the play on Friday.),
write them on the board and have the students holding
cards to form a row accordingly. Underline the question
word (when) and the corresponding answer (on Friday).
Explain that we put the time expression at the beginning
or the end of the sentence.
• Follow the same steps with square 3 (at 4 o’clock) and the
corresponding question (What time are you watching the
play?) and answer (We are watching the play at 4 o’clock.).
• Ask the five students to put their cards away and sit down.
• Change the information in the grid on the board. Point
to different squares, one at a time. Elicit questions and
answers from random students.
UNIT 6
LESSON 1
• Get students to look at the schedule and read the example.
Have them decide on the activity for the Thursday gap.
• Get them into pairs. Have students ask and answer questions,
using the information in the schedule. Then ask them
to write the questions and answers individually.
• Check the answers out loud. Say the number of
the sentence and ask a random student to read
the corresponding question and answer it.
Answer Key
2 What is Jack doing on Tuesday? On Tuesday he’s making a video.
3 What are Terry and Alice doing on Wednesday? On Wednesday
they’re doing martial arts.
4 What are you doing on Thursday? On Thursday I …
Have a talk!
• Have students work individually and complete their
weekend diary with activities they want to do during
the weekend.
• Get one pair to read the sample exchange in bubbles out loud.
• Get students into pairs. Student A asks questions and
takes notes while Student B answers the questions.
Then students change roles. Have each pair count how
many weekend activities they share.
• Elicit results from random pairs.
Touchdown
• Invite students to get into groups of four and plan a project
together: they have five days to make a video recording of
their own musical.
• Write this to-do list on the board:
 find cool songs
 write the play
 make costumes
 paint pictures
 make music mixes
 make the video
• Have each group draw one blank Monday-Friday calendar
grid on a piece of paper (for taking notes). Get groups to
choose their secretaries responsible for note taking.
• Give groups five minutes to discuss and agree on their
action plans (eg What are we doing on Monday? I am finding
songs with Kajetan. And Ola is writing the play. What are you
doing? …). Make sure group secretaries take notes and each
group plans all the tasks listed on the board.
• Have groups present their plans to the class.
Homework
Workbook, Exercises 1–5, page 46
Optional task: Exercise 6* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
75
Attention
• You can use the exercises from the Extra section with fast
finishers or give them as additional homework (except
Exercise 3, which can be used in class for extra speaking
practice).
Answer Key
Extra 1
1 I’m making a video. 2 I’m not watching the stars. 3 He’s going
tenpin bowling. 4 He isn’t taking photographs. 5 She’s taking
photographs. 6 They’re making a video.
Extra 2
1 Are you making music mixes on Tuesday? No, I’m not.
2 When are you making a video? On Tuesday.
3 When is Alan doing martial arts? On Tuesday.

UNIT 6
Aims
Students will:
Vocabulary
TV programmes and films LESSON 2
• identify and talk about TV programmes Functional language
and films,
How’s it going?
• talk about what happens usually
Are you into …?
and what is happening now. Extra materials
I think so.
Grammar It sounds amazing. Grammar flashcards 6.2 (for Lou’s grammar)
Present continuous vs present simple Testing spot Photos of film scenes and TV programmes to
(affirmative and negative sentences) illustrate the new words for TV programmes
Language structures
(for Exercise 1)

Warm-up • Play the track again to let students practise pronunciation.

Encourage them to practise word stress and exaggerate
• Write these words on the board: a comedy, a cartoon and
the highlighted sounds: soap, serial, ghost, thriller, action,
a horror. Ask volunteers to act out a scene from each of
documentary, reality, science fiction.
these films to explain the meaning.
• Ask students to read the TV listings on the right and guess
• Have all the students stand up still at their desks.
the type of programmes.
• Read these sentences out loud. Pause after each one.
• Play the second part of track 2.4. Let students check their
If a student disagrees, he/she sits down. If a student agrees,
guesses.
he/she claps his/her hands. Students stand up in silence
before you read the next sentence. • Elicit the answers out loud.
I like watching films on TV. I don’t like watching comedies.
Answer Key
I hate watching horrors. I don’t like watching game shows. 1 serial 2 the news 3 soap opera 4 action film 5 thriller
I like watching cartoons. 6 ghost story 7 reality show 8 historical film 9 science fiction film
10 documentary
• Announce the lesson’s subject: TV programmes and films.

Development Words you know 2.5

• Ask students to look at the box and count the TV programmes
listed in the box (5). Elicit some popular titles to explain
the meaning.
• Ask these questions to elicit the meaning of turn on
and turn off:
What do you do before watching TV: turn it on or turn it off?
(Turn it on.)
What do you do after watching TV: turn it on or turn it off?
(Turn it off.)
• Read all the phrases out loud. Pause after each one and get
students to repeat them chorally after you.
2.4
• Display your pictures of film and TV programmes on the board.
• Ask students to read the phrases in the box.
• Play the first part of track 2.4. Pause after each phrase.
Ask the students who understand it to put up their hands.
Ask one person to come to the board and point to the
corresponding photo. Repeat the steps for all the phrases.
• Ask students to look at the blue box and tell you how much
time is left before the competition (one day). Have them
look at the picture and answer the question: Is the work on
the play going well?
• Play track 2.5. Ask students to listen and read to check
their guesses. Elicit the answer (Yes, but the organizer thinks
that there is little time left.).
• Ask students to listen and read the dialogue again. Have
students find the answers to the questions: What do Zoe
and Josh do well? (Zoe writes songs and Josh paints pictures.)
What are they doing now? (Zoe is writing the songs and Josh
is painting the pictures for the play now.).
• Elicit the answers. Write them on the board. Elicit the Polish
translation.
• Play the track again and invite students to act out
the dialogue in groups of three.

76
 2.6
• Ask students to read the task. Have them predict Bannister
School’s problem with the play.
• Play track 2.6. Have students check their guesses. Elicit
the answer (Josh can’t remember his lines, the music is too
loud, one picture is falling).
• Ask students to look at the mini-scorebox. Play track 2.6
and get students to complete the gaps. Check with the
whole class.
Audioscript 2.6
Organizer An excellent play by the Aston School. Nine points for
the Aston School. And now please welcome the Bannister
School and their play, The Scientist and the Stars.
Josh Every day the scientist watches the stars. He’s watching
the stars now, and … and …
Matt … he’s looking …
Josh Oh … he’s looking at a big star … and … oh, I don’t
know …
Matt … the star is red and yellow … Turn the music down,
Zoe …
Josh … and the star is red … or yellow … oh no! My picture
is falling! A big, big star …
Organizer Thank you to the Bannister School for their play.
A few problems – I can’t give you a high score … four
points for the Bannister School.
Daisy Oh no! Four points.
Matt That’s very, very bad. We’re losing now …
Answer Key
Bannister School 4:9 Aston School
TOTAL: 28:29
Easy English
• Ask students to translate the expressions into Polish.
• Get individual students to read out their sentences.
Make sure students know the context for using the phrases
(1 – to ask about the situation at the moment, 2 – to ask
about someone’s interests, 3 – to say yes when someone
asks about your opinion).
• Get students into pairs. Have them write and act out short
dialogues, using the Easy English phrases in context.
• Ask two pairs to act out their dialogues in front of the class.
Answer Key
1 Co słychać? / Jak leci? 2 Czy lubisz science fiction (fantastykę
naukową)? / Czy interesuje cię science fiction (fantastyka naukowa)?
3 Tak myślę. / Tak mi się wydaje.
L o u ’s g r a m m a r
• Ask volunteers to read the examples out loud. Elicit
the Polish translation.
• Focus students’ attention on the blue boxes. Help students
notice that we use the present simple verb to talk about
repeated activities and the present continuous verb –
about activities happening now.
• Elicit how the verb form is different in the two tenses and
how we form negative sentences and questions in each.
• Ask students to close their books. Spread all the grammar
flashcards from set 6.2 on your desk.
• Ask five students to come to the front of the class and stand
in a row facing the others. Give out the following flashcards
in this order: ARE, MAKING, VIDEOS, NOW, THEY . Tell
them to hold the cards up so everybody can see them.
• Invite them to mime making videos, point to them and
elicit the present continuous positive sentence (They are
making videos now.). Ask students with cards to form
the sentence. Ask the last student in the row to pick up
the full stop card.
• Write the sentence on the board. Underline the time
expression (now) and the verb (are making). Elicit how we
form the affirmative sentence in the present continuous.
Ask volunteers to say their own examples using I/you/he/
she/we.
• Ask the students holding cards to put them away.
• Write every day under now on the board. Elicit the present
simple positive sentence from the class (They make videos
every day.). Ask the students at the front to pick up the right
cards (THEY, MAKE, VIDEOS, EVERY, DAY) and form a row
to make the sentence. Write the sentence on the board.
Underline the time expression (every day) and the verb
(make).
• Elicit the present simple sentence with ‘it’ (It makes videos
every day.). Ask the students at the front to swap cards in
order to form the sentence. After they form a row, write
the sentence on the board. Underline the time expression
(every day) and the verb (makes). Elicit how the present
simple verb form adds -s with he/she/it.
• Ask the students to put away their cards.
• Shake your head and point to They are making videos
now on the board. Elicit the negative present continuous
sentence (They aren’t making videos now.). Ask the five
students in the front to pick up the right cards (THEY,
AREN’T, MAKING, VIDEOS, NOW) and form a row to make
the negative.
• Write the sentence on the board next to its affirmative
version. Underline the time expression (now) and the verb
(aren’t making). Elicit how we form the negative sentence
in the present continuous. Ask volunteers to say their own
examples using I/you/he/she/we.
• Repeat the present simple procedure described above to
elicit the negative sentences in the present simple (They
don’t make videos every day. It doesn’t make videos every day.)
and revise the rules of their formation.
• Ask the three students to put the cards away and sit down.
• Ask students to read the sentence pairs and find
the contrasting time expressions.
• Give students three minutes to complete the gaps.
• Check the answers out loud.
Answer Key
1 play, am playing 2 is watching, watches 3 drink, are drinking
77
 Have a talk!
• Ask each student to choose one person they know well:
a friend or a relative. Have them list four activities
the person often does.
• Ask a volunteer to read the sample in the bubble. Explain
that students are to talk about their chosen person like
that. Have them use the listed verbs to talk about the usual
situation and the situation at the moment.
• Get students into pairs.
• Student A talks while Student B listens and notes the activities.
Then Student B uses the notes to repeat what he/she remembers
about Student A’s relative/friend. Students swap roles.
• Ask individual students to tell you what they remember
about their partner’s friend/relative.
Touchdown
• Invite the class to do a sentence machine activity.
• Put this on the board:
often
usually
sometimes now
always
every morning
on Mondays
• Mime an action (eg swimming), elicit the verb (swim)
and point to one or more students in the class. Make sure
students remember the action-person/people association.
• Then point to one time expression on the board. Nod
your head to encourage volunteers to make an affirmative
sentence. Shake your head to elicit the negative example.
• Students put up their hands when they want to say and
write the sentence on the board.
• Repeat the procedure until all the phrases in the grid have
been used at least once.
Homework
Workbook, Exercises 1–5, page 47
Optional task: Exercise 6* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Attention
• You can use the exercises from the Extra section with fast
finishers or give them as additional homework (except Exercise 3,
which can be used in class for extra speaking practice).
• Draw students’ attention to the Testing spot box which
helps them prepare for the primary school test.
Answer Key
Extra 1
1B 2C 3B 4A
Extra 2
2 My sister often watches romantic comedies but now she’s watching
a horror film. 3 My brothers usually play tennis but now they’re
playing football. 4 I often eat pizza but at the moment I’m eating
a hamburger.

UNIT 6
Aims
Students will:
• identify and talk about types of music,
Vocabulary
Types of music
LESSON 3
• ask and answer questions about what is Functional language
happening now and what happens regularly, Come on!
• ask and answer questions about fixed plans. It’s time to go.
Grammar Let’s go!
What about …? Extra materials
Present continuous vs. present simple
Forget about … . Grammar flashcards 6.3 (for Lou’s grammar)
(questions and short answers)

Warm-up Development Words you know

• Have students keep their books closed.
• Write ISUCM on the board. Ask students to unscramble
one English word (music).
• Get students into two teams: Places (A) and Actions (B).
Give each team three minutes to: list as many places where
we can listen to or play music (Team A) and activities we
can do when music is playing in the background (Team B).
• Elicit the ideas and write them on the board, eg Places:
a disco, a cinema, a café, a shopping mall, a hairdresser’s, etc;
Actions: do a project, dance, make dinner, tidy up, etc.
• Announce the lesson’s subject: music.
• Ask students to read the words and find the names
of musical instruments. Elicit the Polish equivalents.
• Read the words out loud. Students listen and repeat after
you chorally. Encourage them to exaggerate
the highlighted sounds: listen, guitar, drums, flute,
piano, recorder, saxophone, violin.
Note on language
After the verb 'play' we put 'the' before a musical
instrument (play the drums/the guitar) and a zero article
before a game (play tennis/football). This is in contrast with
the Polish: grać na perkusji and grać w tenisa.

78
 2.7
• Ask students to read the names of types of music.
• Play the first part of track 2.7. Have students number the
words to match the order of tunes they hear.
• Play track 2.7. once again. Pause after each fragment.
Elicit the word. Give the correct pronunciation. Encourage
students to repeat after you chorally. Have them
exaggerate the highlighted sounds: jazz, classical, folk,
heavy, reggae, techno.
• Ask students to look at the pictures and name what they
can see. Elicit: opera, concert, concert hall, audience, etc.
Encourage them to read and listen to the text to find out
more about the place.
• Play the second part of track 2.7. Ask students to find seven
types of music in the text. Elicit the answers out loud.
Answer Key
Do you listen to music every day? Are you listening to music now?
If you love music, come to the Royal Albert Hall in London.
Every night there are some events. Sometimes there are concerts of
classical music. Sometimes there is folk music or jazz. There are also
concerts of music from different countries, like concerts of reggae
music from Jamaica. Sometimes there are even hip hop concerts.
There aren’t a lot of pop or rock concerts, only five or six times a year.
You can hear all types of music at the Royal Albert Hall!
2.8
• Invite students to look at the pictures, read the bubbles
and say who Kathy is talking to (She is talking to rock band
musicians.) and what instruments they play (One of them
plays the drums. The other plays the keyboard.).
• Ask them to read the sentences in the speech bubbles
and write the missing sentences in the correct places.
• Play track 2.8. Ask students to listen and check their answers.
• Ask some comprehension questions about the story,
eg Who is Gloria? (The band’s singer.) What is Gloria doing
now? (She is sleeping.) Does she always do that? (Yes.) What is
her boyfriend doing? (He’s writing to his mum.) Is Kathy joining
the band? (Yes.) What’s her new job in the band? (The singer.)
Get students to answer.
• Elicit the Polish translation of the phrases: Come on! It’s time
to go. Let’s go! What about …? Forget about … .
Explain when we can use them in a conversation.
• Ask students to practise reading the dialogue in groups
of three. After this, ask volunteers to act it out in front
of the class. Encourage them to use gestures and modulate
their voices to enhance the performance.
Answer Key
1 She is sleeping. 2 She always sleeps in the morning.
3 He’s writing a letter to his mother.
• Elicit the meaning of download (copy and move a file from
the Internet into your computer’s memory), by drawing this
on the board:
• Ask student to write about themselves. Give them
three minutes to write five sentences, using the words from
the boxes and the words in Exercise 1 (eg I often download
techno music.)
• Elicit the answers from random students.
Optional activity
Invite students to do a Tah-Dah! activity. Get students
into pairs, A and B. Student A reads out his/her
sentences one by one. Each time instead of the music
type word he/she says Tah-Dah! (eg I often download
Tah-Dah! music.). Student B listens and guesses
the music type in each sentence. Then students swap
roles. Elicit the answers from random students.
Answer Key
Students’ own answers.
L o u ’s g r a m m a r
• Ask students to read the examples silently.
• Have students compare the time expressions in the blue
boxes. Elicit how we use the present continuous (now)
about what is happening now and the present simple
(every day) about what happens regularly.
• Draw their attention to the yellow and red boxes. Elicit how
the present continuous question is formed (the yellow am/
is/are moves before the red subject) and how the present
simple question is formed (the yellow do/does moves
before the red subject).
• Ask students to close their books. Spread all the grammar
flashcards from set 6.3 on your desk.
• Write this on the board: … you … now?
• Ask four students to come to the board and stand in a row
facing the others. Ask two of them to pick up the cards
shown on the board YOU, NOW.
• Write the verb help, draw a question mark in the air
and point to the gapped question on the board. Elicit
the present continuous question (Are you helping the band
now?) from the class.
• Ask the other four students to pick up the missing cards
(ARE, HELPING, THE, BAND). Have the six students form
a row to make the question. Get the student holding NOW
to pick up the question mark card. Write the question on
the board.
• Repeat the steps above to elicit the present simple question
(Do you help the band every day?).
• Mime different actions (eg drink, eat, sleep, dance, sing,
tidy up) and – pointing to now or every day on the board –
encourage volunteers to make their own question pairs.
• Write this on the board: … she … now?
• Mime reading and point to a girl in the class. Elicit
the question with she from the class (Is she helping the band
now?). Get the students holding cards to swap their cards
and change positions accordingly. Write the question on
the board.
• Repeat the steps above to elicit the present simple question
with she (Does she help the band every day?).
79
• Ask the students to put their cards away and sit down.
• Ask volunteers to mime different actions (eg take photos,
make a video, draw, write, listen to music, play the guitar)
and – pointing to now or every day on the board – appoint
students to make their own he/she/it question pairs.
• Ask students to open their books and read the Look box
information.
• Put this chart on the board and have students copy it into
their notebooks. Use the How often? example (not included
in the Look box) to demonstrate how to complete
the chart with ✓ (we use the question word in this tense)
or ✗ (we don’t use the question word in this tense).
• Get students to use the Look box info to complete
the chart.
QUESTION WORDS present simple present
continuous
How often? ✓ ✗
What time?
When?
Where?
What?
• Divide the class into three teams: a, b and c. Have each
team read the task to find out what sentences to highlight.
Give them two minutes to read the dialogue and complete
the task.
• Get students into mixed groups of three: a + b + c.
Ask them to share their answers and complete the task.
• Check the answers out loud.
Answer Key
a I always listen to hip hop. I go to concerts every week.
b I’m listening to hip hop. c I’m going to a hip hop concert.
My friends are coming here at six o’clock.
Write
• Have students read the instruction and explain the task.
• Get students into pairs. Ask them to read the dialogue
in Exercise 4 again and choose the sentence fragments they
want to replace with their ideas.
• Give students five minutes to re-write the dialogue. Make
sure both students in a pair write down the entire dialogue.
• Ask the pairs to memorise and rehearse the dialogue.
Then ask two pairs to act out the conversations in front
of the class.
Answer Key
Students’ own answers.
Touchdown
• Have students write the names of two family members.
• Dictate these verbs to students: live, work, have, sleep, eat,
drink, tidy up, play computer games, send emails.
• Get students into pairs. Have them swap notebooks.
Student A points to one name and uses the dictated verbs
to ask questions starting with Is she/he …? and Does she/
he …?. Student B gives short answers. Then students swap
roles.
Homework
Workbook, Exercises 1–4, page 48
Optional task: Exercise 5* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Attention
• You can use the exercises from the Extra section with fast
finishers or give them as additional homework (except
Exercise 4, which can be used in class for extra speaking
practice).
Answer Key
Extra 1
1 reggae 2 classical music 3 hip hop 4 techno 5 folk music
Extra 2
1 What are you doing tomorrow? I am riding my bike in the park.
2 What time does your mother get up every day? She gets up at 7
o’clock. 3 What is your friend doing now? He’s listening to jazz.
Extra 3
Students’ own answers.
80
 Aims Can I join …, please?
UNIT 6
Students will:
• talk about extra classes,
I’m sorry, can you say that again?
Good morning/afternoon/evening. LESSON 4
• practise greeting someone and saying goodbye, See you on … .
• practise asking for information. Goodbye.
Vocabulary Goodnight.
Extra classes Testing spot
Functional language Language functions Extra materials
How can I help you? Pronunciation TRF, Extra teaching resources Unit 6,
Can you tell me about …? Pronouncing the /aI/ sound one copy per pair (for Touchdown)

Warm-up
• Write these on the board: drama club, rock band, dance club, Answer Key
English club. day time morning/afternoon/evening
• Get students into pairs. Have them discuss which two extra girl guides meetings Friday 8:00 in the evening
classes each would like to join and why. table tennis classes Tuesday 5:00 in the afternoon

• Hold a hand vote to decide on the group’s favourite classes.

• Announce the lesson subject: extra classes.

Development • Invite the class to read the gapped dialogue. Explain it is

2.9
• Ask students to look at the pictures and read the phrases.
• Play track 2.9, pause after each phrase and get students
to repeat chorally.
• Have students choose the classes interesting for them.
• Get them into pairs to discuss which activities are interesting.
2.10
• Ask students to look at the timetable.
• Tell students to listen to two dialogues about extra classes.
Get them to fill in the missing information.
• Play track 2.10 once. Pause after each dialogue.
• Play the track again without pausing. Let students check
their answers.
• Check the answers out loud. Elicit complete sentences.
Audioscript 2.10
Man Good morning. Bannister Youth Centre. How can I help you?
Girl Good morning. Can you tell me about the girl guides meetings,
please?
Man Of course. They’re on Friday at 8 o’clock in the evening.
Girl I’m sorry, can you say that again?
Man The groups meet on Friday at 8 o’clock in the evening.
Girl That’s great. Can I join the meetings, please?
Man Of course. What’s your name, please?
Girl My name’s Angela Green.
Man OK, Angela. See you on Friday at 8 o’clock.
Girl Thank you. Goodbye.
Man Goodbye.
Man Good morning. Bannister Youth Centre. How can I help you?
Boy Good morning. Can you tell me about the table tennis classes,
please?
Man Of course. They’re on Tuesday at 5 o’clock in the afternoon.
Boy I’m sorry, can you say that again?
Man The classes are on Tuesday at 5 o’clock in the afternoon.
Boy That’s great. Can I join them, please?
Man Of course. Can I have your name, please?
Boy My name’s Robert Smith.
Man OK, Robert. See you on Tuesday at 5 o’clock.
Boy Thanks. Goodbye.
Man Goodbye
the first conversation from the chart in Exercise 3.
• Get students to complete the gaps.
• Ask a random pair to read the dialogue out loud.
Answer Key
1 How can I help you? 2 Can you tell me about …? 3 I’m sorry, can
you say that again? 4 Can I join … please? 5 See you on …
Testing spot
• Tell students to read four short descriptions of different
situations (1–4) and choose the right reaction for each
of them (options A–E). Explain that one option is given
extra and should not be used.
• Give students 2–3 minutes to do the exam task. Then ask
them to compare their answers in pairs.
• Finally, check as a class and provide feedback if necessary.
Answer Key
1B 2D 3A 4E
• Get students into pairs. Ask them to choose the girl guides
meetings or table tennis classes in Exercise 3.
• Invite students to use the chart info and the dialogue
in Exercise 4 to act out their own conversation. Have them
swap roles.
• Ask one pair to act out the conversation in front of the group.
2.11 Sounds right!
• Ask students to look at the words. Tell them that they
contain the same sound. Students should pay special
attention to the underlined letters.
• Play track 2.11 and get students to repeat the words.
• Draw students’ attention to the diphthong /aI/. Ask them
to repeat and exaggerate pronunciation.
2.12 Sounds right!
• Play track 2.12. Ask students to listen to each sentence
and repeat it, chorally and then individually.
• Play the track again, pausing if necessary, to practise
the pronunciation.

81
Touchdown
• Have the TRF page ready – one copy per pair, cut in halves.
• Get students into pairs to act out more dialogues like the
ones in Exercise 4 to get the missing information. Hand
out the cards. Student A phones and asks for information.
Student B gives information. Then students swap roles.
Homework
Workbook, Exercises 1–5, page 49
Optional task: Exercise 6* (for those who wish to get
a reward eg a special stamp and/or a plus mark)

Aims
UNIT 6
Students will:
• practise receptive and productive skills.
LESSON 5
Listening
Functional language
Reading for specific information
How are things? What’s up? What are you doing?
Identifying the topic of a conversation
That sounds fun/great.
Have a good time! Writing
Why don’t you come too? An email about plans for the week

Warm-up
• Get students into pairs. Have them guess your two plans • Write these questions on the board: What? When? Where?
for the week. Ask students to read the poster and find the answers.
• Elicit the answers from volunteers. Tell the students about Elicit the answers out loud.
your real plans. • Ask students to read the activities list and put a tick  next to
• Announce the subject of the lesson: plans for the week. the ones that can happen during World Music Week. Check
the answers by asking volunteers to name the activities.
Development • Have students close their books and brainstorm for more World
2.13
Music Week activity ideas, eg: draw CD covers, make a musical,
learn to write songs, sing karaoke, learn to sing, learn to play
• Ask students to read the task. Tell them to listen to three musical instruments, etc). Write them on the board.
dialogues and write their answers in their notebooks.
• Play track 2.13 once. Pause after each dialogue to give Answer Key
listen to different types of music, sing songs from other countries,
students time to take notes. learn to dance
• Check the answers out loud. Elicit the three conversation
starter questions and put them on the board (How are
2.14
things? What’s up? What are you doing?).
• Ask students to open their books, read the activity checklist
Audioscript 2.13
and find the ideas that they came up with in Exercise 2
1 (listed on the board).
Girl How are things?
• Play track 2.14 once. Have them write down the activities
Boy Great! I’m going to a concert at the Royal Albert Hall this
evening! and put a tick or cross  next to the ones mentioned in
Girl Is it a classical music concert? the recording.
Boy No, it isn’t. It’s a hip hop concert. • Check the answers by eliciting complete sentences in
Girl That sounds fun! the following way: You can … during World Music Week.
2
Boy Hi! What’s up? Audioscript 2.14

Girl Hi! Guess what? I’m going to a game show tonight! Thank you for phoning Donnington Youth Centre. Next week is World
Boy Great! What game show is it? Music Week at the Youth Centre. On Monday we’ve got a class for
Girl It’s Evo quiz on Evolution TV. playing jazz. On Tuesday we’ve got a class for singing folk music. On
Boy That sounds great. Wednesday we’re learning about Polish music and on Thursday there’s
3 a Polish classical music concert in the evening. On Friday you can learn
about reggae music. On Saturday you can do jazz dancing. Come and
Girl 1 What are you doing? join the fun! To hear this message again, press 1. To speak to a person
Girl 2 I’m having lunch. And this afternoon I’m going to the cinema from the Youth Centre, press 2 …
with my brother.
Girl 1 Are you watching an action film?
Answer Key
Girl 2 No, we aren’t. It’s a historical film. You can: learn to play jazz, sing folk music, learn about Polish music,
Girl 1 OK. Have a good time! go to a classical music concert, learn about reggae music, do jazz
dancing
Answer Key You can't: learn to write songs, learn Polish dances, learn hip hop
1 a hip hop concert 2 a game show 3 going to the cinema dances, sing pop songs

82
 2.14
• Tell students that Abby is going to Music Week events
and she is sending an email to Sophie about her plans.
• Get them to read the email and complete as many gaps
as possible.
• Play track 2.14 again. Have students complete the gaps
with weekdays.
• To elicit the answers, have one student read the email out
loud, sentence by sentence, and pause before each gap.
Appoint students to complete the gaps.
Answer Key
1 Wednesday 2 Thursday 3 Monday 4 Saturday 5 Tuesday 6 Friday
• Have students close their books.
• Read out activity sets 1–3, in a random order. Pause
after each set and have students guess the type of event.
Don’t confirm or reject their guesses.
• Have students open their books and match the events with
activity sets. Tell them to add one extra activity to each set.
• Check the answers by naming an event and eliciting
the corresponding activity list, including their own ideas.
Answer Key
1 Film week 2 Hobby week 3 Sports week
Aims
Vocabulary & Grammar
Students will:
• describe what is happening now Recycling the language already
and what happens usually, taught
• practise listening, reading, writing Testing spot
and speaking. Reading
Warm-up
• Ask students to work in pairs and think of two jobs.
Ask them to write down the usual actvities for these jobs.
• Ask the students to get in two pairs and say what things
the people having these professions do. The other pair
has to guess the jobs.
• Announce the lesson’s subject: jobs and usual activities
vs. activities done at the moment.
• Have students work individually.
• Ask them to choose one event from Exercise 5.
• Tell them to list four different activity ideas, including
the information about the exact day and hour.
• Monitor their work and offer help as necessary.
Answer Key
Students’ own answers.
• Get students to write their emails on loose pieces of paper.
Monitor their work and offer help if necessary.
Answer Key
Students’ own answers.
Touchdown
• Collect the emails, shuffle them and let each student take
a lucky dip. If they draw their own email, let them take
a second chance.
• Have students read their friend’s email. When ready, have
them go to the author and say if they accept their invitation
or say no. Get them to explain why.
Homework
Workbook, Exercises 1–5 page 50
UNIT 6
LESSON 6
Extra materials
TRF, Extra teaching resources Unit 6, Job switching
(for Optional activity)
Development
2.15/2.16
• Ask students to cover the answers.
• Tell them this is a song about … singing. Have them read
the questions and think of their own answers. Encourage
them to be funny, silly and creative. Let them have fun,
eg I am singing a heavy metal love song. I’m singing for three
days. I’m singing with my dog. Because my dog is in love.
Elicit ideas from volunteers.
• Have students uncover the actual answers and match
them to the questions. Play the track a few times and invite
students to listen to and then sing the song.
83

Answer Key
1 I’m singing a crazy song! 2 All day long! 3 I’m singing it with
everyone! 4 Because it’s fun!
• Have students put their pens aside.
• Tell them to look at the top pictures and identify the jobs
(a firefighter, a nurse, a vet and a taxi driver) and the usual
Saturday activities the people in the photos do (do martial
arts, take photos, go tenpin bowling, learn English). Then ask
students to look at the bottom pictures to elicit activities
happening at the moment (acting in a play, doing a bungee
jump, doing a skydive, watching the stars). Write all
the phrases on the board.
• Have students read the example sentences and explain
the task to them.
• Get students to grab their pens, match the photos
at the top and at the bottom and write their sentences.
• Elicit the answers out loud.
Answer Key
2 The nurse usually takes photographs on Saturday. Now she’s acting
in a play. 3 The vet usually goes tenpin bowling on Saturday. Now
she’s watching the stars. 4 The taxi driver usually learns English on
Saturday. Now he’s doing a bungee jump.
Optional activity
Invite students to do a job switching task. Have
the TRF page ready, one copy per pair cut in halves.
Get students into pairs, A and B and distribute
handouts. Have students look at the sample exchange
in the bubbles and explain the tasks. In a new TV show,
people change jobs for one week. Students have a list
of people with their usual jobs and a list of their jobs
for a week. They have to match the usual job with
the temporary jobs. To do that, they ask each other
questions, answer them and write the letters matching
to the numbers. Give students five minutes to complete
the task. Elicit the answers from random students.
2.17
• Ask students to grab their pens.
• Get them to listen to the bonus question and answer it.
Play track 2.17 twice. Elicit the answers out loud.
Audioscript 2.17
Woman Here is Bonus Question Number 6. There are four jobs
on this page: firefighter, nurse, vet and taxi driver.
Can you say the names of six more jobs?
Answer Key
Suggested answers:
lifeguard, DJ, businessman, factory worker, farmer, scientist
Testing spot
• Ask students to read three texts (1–3) and decide what they
are about by choosing the right options (A–D). Explain that
there is one extra option provided which should not be
used.
• Give students 4–5 minutes to read the texts and choose
the options. You can advise students to find the fragments
in the texts which helped them decide on the answers.
• Allow students to compare their answers in pairs.
Then check as a class and provide feedback.
Answer Key
1C 2B 3D
Touchdown
• Invite students to have a singing dialogue with the song
in Exercise 1.
• Divide the class into two teams, sitting on two opposite
sides of the room.
• Invite the class to sing the song as a dialogue. Have one
team sing the questions and the other – the replies.
The singing team has to stand up to sing their lines.
• Then let teams swap roles. You may want to do a video
recording with your mobile phone camera and let students
see their performance before they leave.
Homework
Workbook, Exercises 1–3 page 51
Optional task: Cartoon Story – I'm in an action film!
(www.staffroom.pl), Episode 6, Exercises 1–2
84

Aims
Students will:
• talk, read and listen about classical music,
write about a sport charity event.
Extra materials
Vocabulary
Six 30-second samples of music: heavy metal,
Classical music
reggae, classical orchestral music, techno, opera,
Reading jazz (for Warm-up)
Reading for specific information Poster-sized sheets of paper for project posters –
Comparing visual and verbal information one per group of four (for Exercise 5)
Warm-up
• Have your music samples ready to play.
• Tell students to have coloured pens ready. Invite them to
sit comfortably and open their notebooks on a blank page.
Tell them to divide the page into 6 numbered squares,
one per each music sample.
• Play the music samples one by one, giving each a number
from 1 to 6. Tell students to write the type of music they
hear. Ask them also to fill each numbered square with
drawings or doodles inspired by each piece of music.
Encourage them to experiment with colours and art styles.
• Get students into groups of three to compare and comment
on their music-inspired works of art.
• Announce the subject of the lesson: classical music.
Development
2.18
• Ask students to read the phrases in the box and find the ones
related to groups of people (ballet, choir, orchestra). Elicit
the difference in meaning (they are large groups of classical
music dancers, singers and musicians, respectively.).
• Play track 2.18. Pause after each word and have students
repeat chorally. Encourage them to exaggerate the word
stress and the highlighted sounds: ballet, choir, orchestra,
composer, opera, symphony.
• Tell them to complete the sentences about the photos.
• Elicit the answers out loud.
Answer Key
1 symphony 2 choir 3 ballet 4 opera 5 composer
• Ask volunteers to name the instruments in picture 4
(a piano, a violin, a flute, a trumpet).
• Have students read the first paragraph of the text
in Exercise 3 and find words to match each picture.
• Elicit the answers out loud. Have students practise
the pronunciation of the words (choral repetition).
Encourage them to exaggerate the word stress
and highlighted sounds: solo, duet, trio, quartet.
Answer Key
2 duet 3 trio 4 quartet
Optional activity
Invite students to play a guessing game in pairs.
One of the students mimes playing various instruments
to demonstrate his/her mystery music ensemble,
the other guesses the instruments:
1 Student A chooses a type of music ensemble
(eg a trio) and shows the corresponding number of
fingers to Student B (eg three).
UNIT 6
LESSON 7
2 Student A mimes the different instruments playing
in his/her ensemble, one by one.
3 Student B watches the miming in silence and guesses:
Do you have a trio with a trumpet, a saxophone and drums?
4 Students swap roles.
Each student scores one point for each correct guess.
2.19
• Pre-teach the word ‘anthem’. Write: Beethoven, Chopin
and Verdi on the board. Elicit what they have in common
(classical music composers). Play track 2.19 once.
Have students listen and read the text.
• Have students read the sentences 1–5 and choose True
or False.
• Play track 2.19 again. Let students check their answers,
by underlining the relevant fragments of the text.
• Elicit the answers out loud. Have students read relevant text
fragments to explain their answers.
Answer Key
1 False 2 True 3 False 4 True 5 True
2.20
• Tell students to read the adjectves in the box.
• Play track 2.20. Pause after each piece of music, give
students time to select suitable adjectives and elicit music
descriptions from volunteers.
PROJECT!
• Before the lesson, divide students into groups of four. Ask each
team to choose one classical composer. Divide the tasks:
Students 1 and 2 find four (two per student) interesting facts
about the artist’s life or music and bring the notes to class.
Student 3 brings the related pictures.
Student 4 brings the recordings of the composer’s music.
• Invite students to sit in their groups. Explain that their task
is to make and present a poster about ‘their’ composer.
• Write this checklist on the board and ask students to follow
the steps while they are preparing the poster presentation.
POSTER
 1 Read all the notes.
 2 Choose two interesting facts and pictures.
 3 Write two notes for the poster.
 4 Arrange the texts and pictures on the poster.
PRESENTATON
 1 Decide who says what.
 2 Choose the music sample.
 3 Decide when to play the music.
 4 Practise the presentation.
• Have each group present their poster at the front.
85
Touchdown Homework
• Hold two secret votes: Vote 1 – to choose the best poster Workbook, Exercises 1–2, page 52
presentation and Vote 2 – to choose the students’ favourite
classical composer. Optional task: Exercise 3* (for those who wish to get
additional professor’s points)
• Count the votes and announce the winners.

UNIT 6
Aims
Students will:
Vocabulary
LESSON 8
• revise the language structures and vocabulary
from Unit 6. Revising vocabulary already taught
Grammar Functional language
Revising structures already taught Revising functions already taught

Warm-up
• Get students to look at the Summary on page 79.
Invite them to form four groups.
• Ask each group to read and remember the vocabulary from
the group’s ‘dedicated’ chart. Give them up to five minutes
to become experts:
Group A: Hobbies
Group B: TV programmes and films
Group C: Types of music
Group D: Extra classes. Classical music
Have all students close their books.
• Give each group three different quiz tasks to do (eg say
a word to match a definition in English, translate the
word from Polish into English, draw or mime the word).
Each team scores one point for the correct answer.
• Announce the winning team(s).
Answer Key
1 take photographs, e 2 watch the stars, c 3 act in a play, f
4 join the boy scouts, a 5 collect rocks, d 6 do woodworking, b
• Give each student two minutes to unscramble the names
of films and TV programmes.
• Elicit the answers out loud. Give a title of a popular TV
programme and elicit the word to describe it.
• Ask students to prepare a similar test for the person sitting
next to them, using five challenging words from
the Vocabulary charts on page 79.
Answer Key
1 ghost story 2 soap opera 3 documentary 4 the news 5 serial

Development
• Ask students to read the prompts and find time expressions
for present continuous and present simple.
• Tell students to keep the Summary page covered and work • Tell them to read the Grammar box on the summary page.
individually from now on. • Have them cover the Grammar box and write their
• Give them three minutes to read the sentences and sentences.
complete the gaps. • Check the answers out loud. Elicit complete sentences.
• Check the answers out loud. Elicit complete sentences
and ask students to spell the most challenging words. Answer Key
1 My father never plays computer games.
2 My brother is reading a book now.
Answer Key 3 My friends often take photographs.
1 symphony 4 My mother sometimes listens to classical music.
2 choir, orchestra 5 My parents are listening to jazz now.
3 Electropop, techno, hip hop
4 Classical, folk
5 Composers, ballet

• Ask students to look at the Grammar box on the summary

• Have students cover the pictures. Ask them to complete
the names for extra classes and hobbies. Encourage
them to do as many as possible in two minutes.
• Tell students to uncover the pictures and match them with
activity names to check or complete their answers.
• Elicit the answers out loud.
page again. Elicit how we form questions in the present
simple and continuous.
• Have students write questions.
• Elicit questions from random students. After each question,
elicit the full-sentence answer.
• Ask students to match answers a–f to questions 1–6.

86
 Touchdown
Answer Key • Get students into pairs.
1 What is she doing on Monday? c
2 When is she joining the girl guides? d • Have them write a dialogue using as many phrases from
3 What are they doing in the living room? e the English to go chart on page 79 as possible. Set a time
4 Where are they watching a thriller? a
limit of five minutes.
5 Where does she go on Saturdays? b
6 When does she go to the shopping mall? f • Have all students close their books.
• Ask random pairs to read or act out their dialogues in front
English to go of the class. Students who listen note down the English
to go expressions as they hear them in the dialogues.
• Refer students to the English to go chart on the Summary Elicit the lists from random ‘listeners’.
page 79. Have them cover the English or Polish columns of
the charts to test themselves individually. Homework
• Ask students to cover the Summary page and complete
Workbook, Exercises 1–6, page 53
the missing letters.
• Check the answers out loud. Elicit the situations when
we can use these expressions. Let students describe
the situation in Polish.

Answer Key
1 How are things? 2 Are you into science fiction? 3 Can you tell me
about the football team? 4 I’m sorry, can you say that again?
5 See you on Tuesday.

87
 Skills plus Units 5–6
Aims
Students will:
Testing spot
Reading
LESSON 1
• revise the language structures and
vocabulary from Units 5 and 6,
• practise reading and speaking skills.

Warm-up Testing spot

• Write the following sentence on the board: I like watching
the stars and making videos, but I never make music mixes.
Underline each word in this sentence. Explain that students
have 20 seconds to look at the sentence, then erase it,
leaving only the underlining. Students try to recreate
the sentence from memory and give you the missing words.
Ask them to raise their hands if they want to suggest a word.
The words must be provided in the correct form. Write the
words in the right slots in the sentence. You can manipulate
the level of difficulty of the exercise, eg by giving students
more or less time to look at the sentence initially, by erasing
some words only or by asking students where specifically
in the sentence you should place the words they suggest.
• Ask students to read the instructions carefully and make
sure they understand them.
• Ask students to read the comprehension questions before
reading the texts. Explain that this will make them focus
on the important information.
• Give students 7–8 minutes to read the texts and choose
the correct answers. Then ask students if they had any
problems with the questions. Allow students to compare
their answers in pairs before checking as a class.
Answer Key
1C 2A 3B 4C

Development Optional activity 2

• Ask students to read the words and match the verbs with
other words to make phrases.
• Give students 2–3 minutes to do the matching, then check
the answers.
• Ask students to work in pairs and talk about the activities
using the sentence frames from the speech bubbles.
Model the exercise yourself saying what you often (never,
sometimes) do, what you like and don’t like.
• Give students 3–4 minutes for the speaking part of the
exercise. Then ask selected students to report on what they
have found out about their partner. You can provide model
sentences or sentence frames on the board, eg Marta never
plays football. She doesn’t like … .
Answer Key
need knee pads, write a blog, do martial arts, do karate, listen to
electropop, go to a concert, make music mixes, watch a ghost story
Ask students to look at the two emails in Exercise 3
(texts 3 and 4) again. Ask students to choose one
of them and write a short response (3–4 sentences)
in which they react to Alex’s invitation (text 3) or
talk about their preferences (text 4). Give students
5–6 minutes to write their emails. Then ask selected
students to read them out to the class. Provide
feedback.
• Tell students to talk about their interests. Refer them to
the instruction and the expressions in the boxes. Make sure
they understand all the expressions in the boxes.
• Give students about five minutes. Walk around the class
and monitor the exercise, but intervene only if
communication breaks down. Note down the most
frequent mistakes or decide to concentrate only on verb
forms.
• Organise a whole-class feedback session afterwards.

• Tell students that they are going to read sentence Touchdown

fragments and match the fragments which go together.
• Give students 3–4 minutes to do the matching.
• Allow students to compare their answers in pairs.
Then check the answers as a class.
Answer Key
1b 2e 3f 4a 5c 6d
• Ask: What’s the time? Write the time on the board.
Ask students to think of members of their family and what
they are probably doing at the moment. Teach the word
probably and use it in 1–2 sentences to model the new
language, eg My sister is probably reading a magazine.
My mother is probably walking in the park. Ask students
to work in groups of four and tell each other what their
parents, siblings etc. are probably doing at the moment.

Optional activity 1
Write the following three sentence fragments from
Exercise 2 on the board: My parents often … My friend
is into … I’m not good at … . Ask students to finish
the sentences so that they are true for them. After
3–4 minutes ask selected students to read out their
sentences to the class. Ask the rest of the class to raise
their hands each time someone reads a sentence which
is also true for them.

88

Aims
Students will:
Testing spot
Listening
• revise the language structures and
vocabulary from Units 5 and 6,
• practise reading, listening and writing skills.
Warm-up
• In order to revise vocabulary and phrases needed for this
lesson (hobbies, TV programmes, types of music, sports
etc.), write the following questions on the board: What’s
the English word/phrase for … ? How do you spell it? Can
you make a sentence with it? Explain that you would like
each student to think of 2–3 words or phrases they have
learnt in Units 5 and 6. Then get students to work in pairs
and ask each other about the words and phrases using
the questions from the board. Monitor the exercise.
Development
• Ask students to read the instruction. Make sure they
understand the task.
• Give students 2–3 minutes to complete the table
individually. Then allow them to compare their answers
in pairs. Finally, check the answers as a class.
Answer Key
going out: tenpin bowling, watching stars
staying in: blogging, watching soap operas
extra class: dressmaking, table tennis
• Tell students to put the lines of the interview in the correct
order so that the whole text is logical. As the exercise may
be quite difficult, give students 5–6 minutes to do
the reading and ordering task.
• When students have finished reading and have initially
ordered the lines of the interview, ask them to arrive at
the final answers in pairs, negotiating and correcting their
responses if necessary. After 2–3 minutes check the answers
as a class by asking two students to role-read the dialogue.
Answer Key
1 f 2 a 3 d 4 i 5 j 6 e 7 h 8 c 9 g 10 b
2.21 Testing spot
• Ask students to read the instructions and make sure they
understand the task.
• Play track 2.21. Students listen and decide if the three
sentences are true or false.
• Ask students if they are sure of their answers, but don’t elicit
them at this point.
• Play track 2.21 again. Students decide on the final answers.
• Allow students to compare their answers in pairs.
• Check answers as a class. Provide feedback on the questions
students had doubts about.
Audioscript 2.21
1
Jade I love it. Look at Aaron White. He’s fantastic as a police officer.
Tyler Yes, he’s really good. The music is good too. It’s always great
in action films.
Jade Yes, but it’s very loud. Let’s talk later, OK?
Tyler Sure. Keep watching.
Skills plus Units 5–6
LESSON 2
2
Mum Mike, can you help me with the shopping tomorrow?
Mike Sure. Wait … no, sorry, I can’t.
Mum You have a lot of homework, don’t you?
Mike That too, but I’m having my first tennis class tomorrow.
I’m going with Sue.
Mum Oh, right. Don’t worry, I can ask dad.
3
Erin Luke, what are your plans for the weekend?
Luke I’m visiting my aunt with my parents. She lives in a big city,
so we’re going to the opera too.
Erin Opera? Do you like it?
Luke Not really … I don’t like going out at all. I prefer blogging,
watching TV and listening to music at home.
Answer Key
1 Nie 2 Tak 3 Tak
2.22 Testing spot
• Refer students to the instruction.
• Play track 2.22. Students listen and decide on the possible
correct options.
• Ask students if they are sure of their answers, but don’t elicit
them at this point.
• Play track 2.22 again. Students decide on the final answers.
• Allow students to compare and discuss their answers in
pairs. Then check the answers as a class. Provide feedback.
Audioscript 2.22
1
Mum What are your plans for the afternoon, Connor? Can you help
your sister learn English?
Connor But Mum, you know I hate staying in after school. I have
a table tennis class at 4 and then I’m going tenpin bowling
with Lisa and Daniel.
Mum OK. Have a good time, then!
2
Abbie Hey Paige, how’s it going in your dressmaking classes?
Paige Oh, I love them. We’re learning how to make things like
scarves and hats. Now I’m making a great skirt. The best
thing is that I can use my old trousers for it! Tomorrow we’re
making bracelets. Why don’t you come?
Abbie What time is the class?
3
Hi Ryan. Are we going to the cinema this evening? We can see
At Night, it’s a fantastic science fiction film, I know you love them!
There’salso this new historical film on by Alan Ridley. I know you
don’t like historical films very much, but this one is really good.
Think about it and call me, OK?
Answer Key
1B 2A 3B
• Tell students to interview their classmates about their after-
school activities. Explain that they need the information for
an article they are going to write. Refer students to
the instruction and the guidelines.
• Give students 2–3 minutes to write their questions and 6–7
minutes for the interviews.
• Ask selected students to report on what they have found out.
89
 Skills plus Units 5–6
LESSON 2

Answer Key
Students’ own answers.

Touchdown
• Ask students to write a fragment of an article about their
classmates’ after-school activities. Encourage them to use
the information from Exercise 5.

90

Aims
Students will:
• talk about places in the school,
Functional language
Cheer up!
• talk about where people were and how
It’s not the end of the world.
things were yesterday.
It was awesome!
Grammar Stop thinking about … all the time!
Past simple with be (affirmative Extra materials
and negative sentences)
A4-sized blank sheets of paper – one
Vocabulary
per group of five students (for Optional
School
activity)
Warm-up
• Ask students to look around the classroom and take sixty
seconds to write down the English names for all the things
they can see around.
• Get students into pairs. Ask them to compare their lists
and circle all the words related to school only.
• Announce the lesson subject: places in the school.
Development Words you know
• Ask students to open their books. Read the words out loud
and pause after each one. Get students to repeat after you
chorally. Drill pronunciation and have students exaggerate
the highlighted sounds: school, entrance, playground.
• Read out these sentences one by one and get students to
shout out the matching word from the box:
You come here and learn things with other students. (school)
You play sports and games here. (playground)
You enter the school here. (entrance)
You have your English lesson here. (classroom)
You learn to use a computer here. (computer room)
2.23
• Ask students to look at the pictures and find the places
in their school they have been to today. Have them match
the phrases in the box with the pictures.
• Play track 2.23. Tell students to listen and check. Get them to
repeat the phrases correctly (stop the recording after each one).
Encourage them to practise the correct stress and exaggerate
the highlighted sounds: corridor, pitch, lab, teachers’ room,
library, gym, cloakroom, tuckshop, canteen, headmaster’s office.
• Get students into pairs. Student A mimes a school activity.
Student B listens and names the place in the school where
you usually do it. Then they swap roles.
Answer Key
1 c 2 j 3 b 4 f 5 d 6 g 7 e 8 a 9 i 10 h
Optional activity
Invite students to draw a floor plan of their dream
school. Get them into groups of five. Have them
appoint one person to do the drawing and hand out
a blank sheet of paper to the person.
Tell them to create a simple plan of a one-floor school
building and the area around it. Give them up to five
minutes for brainstorming ideas and another three
to complete and label the drawing. Ask each group
to present their dream school to the class.
UNIT 7
LESSON 1
Grammar flashcards 7.1 (for Lou’s grammar)
TRF, Extra teaching resources Unit 7, Lesson 1
(one copy per pair, for Touchdown)
2.24
• Ask students to remind you why the kids in the photo lost
the last competition (Their play wasn’t good).
• Ask students what day of the week it is for the kids (Saturday)
and use the information to elicit the meaning of yesterday.
• Play track 2.24. Tell students to listen and read the dialogue.
Ask them to find all the fragments about what Bannister
team did yesterday.
• Check the answers out loud. Name a child from the team and
ask a volunteer to tell you about his/her day at Aston School.
• Ask students to act out the conversation in groups of five.
Reflecting upon values
Discuss with students the importance of learning from
your mistakes. Get them into small groups. Invite them to
think of one mistake they made recently and what they
learned from the experience. Have them share their stories
in groups. Allow Polish. Make sure students see the value of
thinking positively and moving on. Tell them how to comfort
someone who has just failed with phrases like: Cheer up! It’s
not the end of the world. Stop thinking about it all the time!
2.25
• Have students read the task and predict what Aston team
liked about Bannister School.
• Play track 2.25. Have students listen and write the answers.
Check the answer with the whole class.
Audioscript 2.25
Organizer Ah! Here are the Aston team.
Archie Hi, Bannister Team. We were at your school yesterday.
Alice I was at the tuck shop. It’s brilliant.
Archie I was on the football pitch. It’s fantastic. I was with your
friends, Josh.
Josh Cool!
Archie They were very friendly. And they’re very good
at football too. I was with them for a long time
in the cloakroom – they’re good fun!
Alice The Bannister School is great!
Daisy We were at your school and the Aston School is
great too!
Organizer I’m very happy that you’re good friends.
Josh Yes, we are. And we like our schools!
Organizer But now, it’s time for competition number 6 – Secret Word!
Answer Key
the tuck shop, the football pitch, Josh’s friends
91
 Easy English
• Ask students to complete the phrases individually. Remind
students they can find these expressions in the dialogue
in Exercise 2.
• Check their answers.
• Get students to practise the pronunciation. Make sure
students know the context for using the phrases and can
respond. Ask if they can think of the Polish equivalents.
Answer Key
1 Cheer up. 2 It’s not the end of the world. 3 It was awesome!
4 Stop thinking about your stomach all the time!
L o u ’s g r a m m a r
• Ask students to read all the sentences silently.
• Explain that we use was/were to talk about yesterday
and the past in general.
• Draw the students’ attention to the yellow boxes and elicit
that we use was/wasn’t with I/he/she/it and were/weren’t
with we/you/they.
• Elicit the Polish translation of all the examples.
• Explain that we put yesterday at the very back or at
the beginning of the sentence.
• Ask students to close their books. Spread all the grammar
flashcards from set 7.1. on your desk.
• Ask six students to come to the front of the class, and stand
in a row facing the others. Give out these cards to five
students (one per student): IN, THE, HOUSE, YESTERDAY, I.
Tell them to hold the cards up so everybody can see them.
• Ask the students to move in order to form the affirmative
sentence (I was in the house yesterday.). Get the sixth
student to pick up the missing card (WAS) and take
the right place in the row.
• Write the affirmative sentence on the board.
• Point to a boy in the class and show a thumb up gesture to
suggest success. Elicit the affirmative sentence starting with
he (He was in the house yesterday.)
• Ask the student holding I to pick up HE instead.
• Write the sentence on the board. Elicit that we use was
with I/he/she/it in the past.
• Repeat the procedure to elicit the affirmative sentence
with were (They were in the house yesterday.).
• Write the sentence on the board. Elicit that we use were
with you/we/they in the past.
• Ask the students to put away all their cards and sit down.
• To elicit more affirmative sentences with was/were, say
random students’ and teachers’ names (to give the prompt
for a sentence subject) and an adjective (eg happy, sad,
tired, bored, ill, busy). Have students put up their hands and
shout out sentences about yesterday (eg Ms Kowalik + tired
>Ms Kowalik was tired yesterday).
• Ask six new students to come to the front of the class,
and stand in the row facing the others. Give out these cards
(one per student): IN, THE, HOUSE, YESTERDAY,WASN’T, I.
Tell them to hold the cards up so everybody can see them
and form a row to make the negative sentence (I wasn’t in
the house yesterday.).
• Repeat the procedure to elicit the negative sentence with
he (He wasn’t in the house yesterday.).
• Write the sentences on the board. Elicit that we use wasn’t
with I/he/she/it in the negative sentences about the past.
• Repeat the procedure to elicit the negative sentence with
they (They weren’t in the house yesterday.).
• Write the sentence on the board. Elicit that we use weren’t
with you/we/they in the negative sentences about the past.
• Ask the students to put away all their cards. Give out these
cards to four of them (one per student): WASN’T , =, NOT,
WAS. Ask them to form the formula for making short forms.
• Then ask the students to show to the class the plural form:
WEREN’T = WERE NOT.
• Ask students to put the cards away and sit down.
• Get students to look at the pictures and name the places.
• Have them work individually. Ask them to follow the lines
and use the information to complete the sentences with
was/were and wasn’t/weren’t.
• Check the answers with the whole class.
Answer Key
1 was 2 wasn’t 3 were 4 wasn’t 5 were 6 was
Have a talk!
• Draw this grid on the board and ask students to copy it into
their notebooks:
Yesterday at … I was … My friend was … 
8:30
13:00
15:45
18:50
21:30
• Get students into pairs.
• Have them complete the first column about themselves
and guess about their friend’s yesterday to fill in the second
column. Tell them to keep it secret.
• Get two volunteers to read the bubble exchange. Explain
the task. Using the info in the grid, Student A guesses about
Student B and Student B confirms or corrects the guess.
Students tick off all their correct guesses in the far right column
and take turns.
• Elicit the correct guesses from random students.
Touchdown
• Have the copies of the TRF page ready. Cut each page up
in halves.
• Get students into pairs, A and B. Hand out the cut-up cards
to respective students.
• Explain the meaning of liar.
• Use the example on the card to explain the task. Using the
security guard’s notes and pupils’ words, students exchange
information to find four more liars (Maja, Inga, Adrian, Zuzia).
• Give the signal to stop when the first pair have found
the four liars.
92
 Homework Answer Key
Workbook, Exercises 1–5, page 56 Extra 1
Optional task: Exercise 6* (for those who wish to get
C L O A K R O O M
a reward eg a special stamp and/or a plus mark)
A A O F I I C E P
Attention
• You can use the exercises from the Extra section with N B B T P S W M G
fast finishers or give them as additional homework
(except Exercise 4, which can be used in class for extra T U C K S H O P Y
speaking practice).
E Q R Y N V X Z M

E L I B R A R Y G

N C O R R I D O R
Extra 2
2 They were in the lab. 3 I was in the gym. 4 You weren’t in the lab.
5 We were in the gym. 6 She was in the gym.
Extra 3
2 They were in the canteen. 3 I wasn’t in the canteen. 4 You were in
the library. 5 We weren’t in the library. 6 She was in the library.

UNIT 7
Aims
Students will:
• talk about landscape,
Functional language
Let me think. LESSON 2
Hold it a second.
• ask and answer questions I’ve got it!
about where people were.
Testing spot
Grammar
Language structures
Past simple with be (questions
and short answers) Extra materials
TRF, Extra teaching resources Unit 7, Lesson 2
Landscape pictures with a bridge, a river,
Vocabulary (one copy per pair, for Optional activity)
an island and a waterfall (for Exercise 1)
Landscape Grammar flashcards 7.2 (for Lou’s grammar)

Warm-up Development Words you know

• Ask students to close their eyes and imagine two scenes – one
in the park, another on the beach, and write down in their
notebooks in two columns five words related to each of them.
• Read out the following prompts. Pause after each one
and have students complete the park and beach columns,
by writing one word as an answer to each prompt.
You can see a person. Who is it?
You can see an animal. What is it?
You can see an object. What is it?
You can see a colour. What is it?
You can hear a musical instrument. What is it?
• Ask students to swap their notebooks in pairs. Tell them
to sketch one of the scenes, using their friend’s grid notes.
Have them compare drawings.
• Announce the lesson’s subject: landscape.
• Ask students to find the only action in the box (climb).
• Read all the words out loud. Ask students to listen
and repeat them chorally after you. Explain the meaning of
any words they don’t remember.
2.26
• Have your landscape pictures ready.
• Ask students to read the text and find all the names of
places in Poland.
• Have them read the text again and choose the right
phrases to complete the sentences.
• Play track 2.26 and have students check their answers.
Pause after each sentence to let students practise
pronunciation. Encourage them to practise word stress
and exaggerate the highlighted sounds: island, river, field,
mountains, bridge, lake, hills, waterfall, road.

93
• Use the picture in Exercise 2 to elicit the meaning of
mountain, hill, road, field and forest. To check students’
understanding of island, river, waterfall and bridge,
ask students to match them with your landscape photos.
Answer Key
1 island 2 river, bridges 3 fields, hills, mountains 4 lake 5 waterfall,
forest 6 roads
Optional activity
Invite students to do a crossword puzzle. Have the copies
of the TRF page ready – one per pair, cut up into halves.
Hand out the crosswords to respective students, A and B.
Give them two minutes to work individually: have them
use the picture hints to complete five words.
Then invite them to work in pairs. Tell them to ask and
answer questions to fill in the missing words in the puzzle.
Get them to use the dialogue on the cards as an example.
Answers:
Down: 1 waterfall, 2 bridge, 3 forest, 5 road, 7 hill
Across: 4 mountain, 5 river, 6 field, 8 island, 9 lake
2.27
• Ask students to read what the Organizer says at the start
of the conversation to find out the name of this
competition (Secret Word) and what the task is (find
the secret word using the map, the list of names and the
Organizer’s answers). Elicit the answer from a volunteer.
• Play track 2.27 and ask students to read the dialogue
and decide who knows the secret word (Daisy) and what
she says to let the kids know (I’ve got it!). Elicit the answer
with the whole class.
• Ask students to listen and read the dialogue again.
Have them write the names in the right places on the map.
Ask them to guess the secret word. If they can’t, tell them
to wait for Exercise 3 to find out.
• Play the track again and invite students to act out
the dialogue in groups of four.
2.28
• Ask students to read the task. Play track 2.28 and get
students to listen to the dialogue to find out the secret
word and write it on the line. Elicit the answer and the
explanation how to solve the puzzle from a volunteer.
• Ask students to look at the mini-scorebox. Play
the recording again. Ask students to complete
the missing scores. Check with the whole class.
Audioscript 2.28
Organizer Are you sure, Daisy?
Daisy Yes, I am.
Organizer OK. What’s the secret word?
Daisy The secret word is ‘Evolution’!
Organizer Why do you think so?
Daisy Look! Eddy was on the mountain, so we can write
a letter E on the mountain. Then Violet and Olivia
were on the hill, that’s V and O on the hill.
Zoe I see! Lucy in the forest – that’s L.
Una in the field – that’s U.
Matt T and I at the lake …
Josh And O and N on the road.
Daisy And that makes the word ‘Evolution’!
Matt That’s brilliant, Daisy!
Organizer Well done, Daisy! That was very difficult! Five points
for the Bannister team.
Answer Key
The secret word is “Evolution”.
Bannister School 5:0 Aston School
TOTAL: 33:29
Easy English
• Ask students to translate the phrases, using the dialogue
in Exercise 2 to work out their meaning.
• Get individual students to read out their translations.
• Make sure students know the context for using the phrases
(1 – when we need time to think before we answer,
2 – when we want someone to wait, 3 – when we know
the answer).
Answer Key
1 Daj mi pomyśleć. 2 Poczekaj chwilę. 3 Mam!
L o u ’s g r a m m a r
• Ask volunteers to read the examples out loud.
• Have them focus on the red and yellow boxes and elicit
how we form questions with was/were (we move was/were
before the person/subject).
• Elicit how we form the short answers (positive – with yes
and was/were and negative – with no and wasn’t/weren’t).
• Ask students to close their books. Spread all the grammar
flashcards from set 7.2 on your desk.
• Ask six students to come to the front of the class and stand
in a row facing the others. Give out the following flashcards
in this order: IN, THE, HOUSE, YESTERDAY, SHE, WAS.
Have students form a row to make the affirmative sentence
(She was in the house yesterday.). Ask the last student
in the row to pick up the full stop card. Tell them to hold
the cards up so everybody can see them.
• Write the affirmative sentence on the board. Circle WAS.
• Draw a question mark in the air and elicit the question from
the class (Was she in the house yesterday?). Get the students
holding cards to swap places and punctuation mark cards.
Have them form a row accordingly.
• Write the question on the board. Circle WAS and explain
how it moves before the subject in questions with
I/he/she/it.
94
• Repeat the procedure to elicit the affirmative sentence
and the question with WERE and THEY (They were in
the house yesterday. Were they in the house yesterday?) .
• Write the sentences on the board. Circle WERE and explain
how it moves before the subject in questions with you/we/
they.
• Say a few affirmative sentences using was/were (eg Luke
was in the forest. You were late yesterday.) and ask individual
students to form questions (Was Luke in the forest? Were you
late yesterday?).
• Ask the students to put away their cards.
• Give out these cards to the students at the front (one per
student): YES, SHE, WAS, NO, WASN’T.
• Point to the was question on the board (Was she in the house
yesterday?). Nod your head to elicit the positive short answer
from the class (Yes, she was.). Ask the three students holding
the corresponding cards to step forward and hold the cards
high up. Ask them to put down the cards and step back.
• Then do the same with shaking your head to elicit
the negative short answer (No, she wasn’t.).
• Write both short answers on the board. Underline yes/no and
was/wasn’t to illustrate how we form short answers with was.
• Then give out: YES, THEY, WERE, NO, WEREN’T and
repeat the procedure to elicit the short answers with were
(Yes, they were. No, they weren’t.).
• Ask the students to put away their cards.
• Ask students a few yes/no questions with was/were about
them and their family’s yesterday (eg Were you at the cinema
yesterday, Mateusz?) and ask for true answers (Mateusz:
Yes, I was. / No I wasn’t.).
• Get students into pairs. Have them read the dialogue
and complete the gaps together.
• Check the answers out loud.
• Have students complete the gaps individually.
Answer Key
1 Were 2 wasn’t 3 Were 4 were 5 was 6 was
Have a talk!
• Get students into pairs, A and B. Have them copy and
complete the grid with the names of their classmates and
different places in the map of Evo Park. Student A fills in
the odd-numbered lines, Student B completes the even-
numbered ones.
• Use the examples in bubbles to demonstrate the dialogue
with one student.
• Ask students to have similar mini-dialogues to complete
the missing info in their grids.
• Invite one pair to act out their dialogue in front of the class.
Touchdown
• Tell students to imagine they were at a fancy dress ball
yesterday and each of them had a different costume of
a famous character (eg Cinderella, Batman, Professor
Dumbledore, Avatar, Frodo Baggins, Wall-E, etc.).
• Write the list of characters on the board – at least half as
many as there are students in the class. Invite students to
contribute ideas.
• Ask each student to pick up one character in secret.
• Give them four minutes to mingle and find out what
costumes their friends had. Demonstrate the exercise with
two or three students, using this example:
A: Were you Cinderella yesterday?
B: No, I wasn’t. Yesterday I was Hermione Granger. Were you
Professor Dumbledore yesterday?
A: Yes, I was! Thanks, bye.
• Give a signal to stop and elicit who was who at the ball
from volunteers.
Homework
Workbook, Exercises 1–5, page 57
Optional task: Exercise 6* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Attention
• You can use the exercises from the Extra section with
fast finishers or give them as additional homework
(except Exercise 4, which can be used in class for extra
speaking practice).
• Draw students’ attention to the Testing spot box which
helps them prepare for the primary school test.
Answer Key
Extra 1
1 bridge 2 hill 3 mountain 4 waterfall 5 forest 6 road
Extra 2
1 Was she on the beach at 6:00? No, she wasn’t.
2 Was he on the bridge at 8:00? No, he wasn’t.
3 Were they at home at 8:00? Yes, they were.
4 Where were they at 6:00? They were on the beach.
Extra 3
1 Nie 2 Nie 3 Tak 4 Tak
95

Aims Vocabulary
Students will: Months
• identify months, Functional language
• talk and write about what people did It’s a great place!
in different months. (She)’s got a great voice!
Grammar The new (singer) is fantastic!
Past simple – regular verbs (affirmative Extra materials
sentences) Grammar flashcards 7.3 (for Lou’s grammar)
Warm-up
• Get students into pairs. Have them discuss and complete
the six puzzles you are going to read out:
1 I’ve got 60 seconds. I’m … (a minute).
2 I’ve got 60 minutes. I’m … (an hour).
3 I’ve got 24 hours. I’m … (a day).
4 I’ve’ got 7 days. I’m … (a week).
5 I’ve got 12 months. I’m … (a year).
6 I’ve got about 4 weeks. I’m … (a month).
• Pause after each puzzle to give students time to guess
and write down their guesses.
• Elicit the answers out loud.
• Announce the lesson subject: months.
Development Words you know
• Read the phrases out loud. Students listen and repeat
after you chorally. Encourage them to practise word stress
and exaggerate the highlighted sounds: bike, cycle, travel,
visit, hundred, thousand, country.
• Have students read the phrases in the box again.
Get them to find the two numbers (hundred, thousand) and
the two phrases with the same meaning (ride a bike, cycle).
Check the answers out loud.
• Explain the meaning of the phrases students don’t
remember.
2.29
• Ask students to read the names of the months silently.
Have them divide the months into four groups
corresponding to four seasons (winter: December, January,
February; spring: March, April, May; summer: June, July,
August; autumn: September, October, November).
• Play the first part of track 2.29. Pause after each word and
have students repeat chorally. Encourage them to practise
word stress and exaggerate the highlighted sounds:
January, February, March, April, May, June, July, August,
September, October, November, December.
• Invite students to read the text and complete the gaps.
• Play the second part of track 2.29. Have students listen,
read and check their answers. Draw a timeline on the board.
Ask students to copy it into their notebooks, mark six points
and label each of them with the following sentences: They
started their tour.; They visited 5 countries.; They visited
7 countries.; They were in only 1 country.; They travelled
370 km.; They travelled 3,000 km.
• Then the students read the text again and complete
the missing dates. Elicit the answers out loud.
Answer Key
1 November 2 December 3 March 4 May
UNIT 7
LESSON 3
2.30
• Invite students to look at the pictures, and name two cities
where Kathy was on a tour with the band (Paris, London).
• Ask them to read the sentences in the speech bubbles
and put them in the correct places in the story.
• Play track 2.30. Ask students to listen and check their
answers.
• Elicit where Kathy is now (Australia, because she is riding
a kangaroo).
• Ask some comprehension questions about the story,
eg Do the audience like Kathy? (Yes.)
Why? (She’s got a great voice.)
Which countries did the band travel to in winter?
(France and the UK.)
Who’s Kathy talking to? (Her mum.)
How does she know where Kathy was? (From a magazine.)
Does Kathy like Australia? (Yes.) Get students to answer.
• Ask students to practise reading the dialogue in pairs.
After this, ask volunteers to act it out in front of the class.
Encourage them to use gestures and modulate their voices
to enhance the performance.
Answer Key
1 She’s got a great voice. 2 I’m reading about you. 3 I’m in Sydney.
• Give students two minutes to write the names of two
months found in each circle.
• Elicit the answers from volunteers.
Answer Key
1 December, June 2 August, July 3 January, March
Optional activity
Invite students to create their own month puzzles.
Have each student write three puzzles like this one in
their notebooks:
This month has got 31 days. It’s a winter month. It comes
before January and after November.
Then get students into pairs. Have them take turns
to read out their puzzles. Students score one point
for each correct answer. Have pairs count the scores.
Announce the winners.
96
 L o u ’s g r a m m a r Write
• Draw this diagram on the board:
• Ask students to read the sentences silently and look at the
yellow boxes and the time expressions boxes (at the end).
• Elicit that the first sentence (present simple) describes
what we do regularly (every day) and the second one
(past simple) is about the past (yesterday). Elicit their Polish
translation.
• Ask students to follow Lou’s pointer and elicit how we make
the verb in the past simple (by adding -ed to the base form).
Explain that we use the same -ed form with all the subject
pronouns. • Have students copy it and complete the rectangles with
the names of the last six months, starting at the top
• Don’t mention irregular verbs at this stage to keep things
and moving clockwise.
easy.
• Ask students to think of the last six months in their own lives
• Ask students to close their books. Spread all the grammar
and their family’s lives. Have students read the verbs in the
flashcards from set 7.3 on your desk.
box and write two activities per month in the ‘star’ shapes.
• Write this sentence on the board: I walk to school every day.
• Invite students to write a short text of about 10–12
Circle the verb and underline every day.
sentences, based on the diagram notes.
• Hold the YESTERDAY card up to elicit the past simple
• Collect the notebooks. Take out one notebook in secret
version of the sentence from the class (I walked to school
and hide it inside your book so the class can’t see whose
yesterday.) Write it on the board under the present simple
notebook it is. Read out the description and get the class to
example. Circle the verb, highlight -ed and underline
guess who the author is. Do the same with a few more texts.
yesterday. Elicit what we add to the verb in the past (-ed).
Explain that all regular verbs follow this rule. Answer Key
• Ask three students to come to the front of the class and Students’ own answers.
stand in a row facing the others. Tell them to pick up the
right cards to form the past simple sentence on the board.
Have them form a row accordingly and hold the cards up Touchdown
so everyone can see. • Invite students to play a guessing game.
• Ask two more students to join them. Give out the SHE card • Prepare to tell students a few true facts about your
and the THEY card to each of them. preferences and habits. Use only regular verbs and be to
• Elicit the past simple sentences with she (She walked to describe actions, eg I am usually on the beach in July.
school yesterday.) and they (They walked to school yesterday.) I never go to the mountains in the summer. I never cycle
from the class. Have the students at the front swap places to work. I like walking. I love playing tennis. I hate playing
accordingly. computer games. I never start lessons at 9 o’clock. I am never
late.
• Write the sentences on the board. Explain that we use
the same -ed verb form with all the subject pronouns. • Have students listen and remember the facts. Don’t let
them take notes.
• Ask all the students to put away their cards and sit down.
• Tell students to listen and put up their hands when they
want to correct what you say. Demonstrate the task:
T: I was in the mountains in July.
• Have students open their books and read the examples
S1: You weren’t in the mountains in July. You never go to the
in the Look box.
mountains in the summer. You are usually on the beach in July.
• Elicit the spelling rules for the verbs with -ed. T: In September I cycled to work.
S2: You didn’t cycle to work in September. You never cycle
to work. You like walking.
• Ask students to read the verbs and write their -ed forms in
their notebooks. Elicit the correct spelling from volunteers.
Homework
• Have students complete the gaps with the verbs. Ask them
to find the sentence fragments that helped them match Workbook, Exercises 1–4, page 58
the verb to the sentence. Optional task: Exercise 5* (for those who wish to get
• Check the answers out loud. Ask volunteers to read out a reward eg a special stamp and/or a plus mark)
complete sentences. Have them explain which sentence
fragments helped them find the missing verb.

Answer Key
1 walked 2 revised 3 started, finished 4 liked 5 played 6 stayed
7 scored 8 collected

97
Attention
• You can use the exercises from the Extra section with Answer Key
Extra 1
fast finishers or give them as additional homework 1 February 2 October 3 July 4 May 5 November 6 April
(except Exercise 3, which can be used in class for extra Extra 2
speaking practice). Example answers:
1 You walked to school yesterday.
2 We revised for a test in the evening.
3 My friend watched television on Saturday.
4 She finished her homework in the morning.
5 I studied at home yesterday.
6 They travelled to Poland in August.

Aims
Students will:
• practise describing places,
• practise giving locations.
Vocabulary
Location
Functional language
How was your holiday?
UNIT 7
Where was (the house)? LESSON 4
What was (the house) like?
Was it (in the mountains)?
Were they (beautiful)?
Extra materials
Pronunciation Recording of relaxing music or sounds of nature (for Exercise 4)
Pronouncing the /t/ /d/ /Id/ Poster-sized blank sheets of paper (one per group of five,
sounds (-ed) for Touchdown)

Warm-up
• Write these words on the board: waterfall, mountains, holiday.
• Get students into pairs. Give them two minutes to write as
many new words made from the letters of the two words
on the board as possible. Elicit the answers from volunteers.
• Announce the lesson subject: describing places and giving
location.
Development
2.31
• Ask students what they can see in the pictures (a house
and some trees).
• Play track 2.31. Have students read and listen. Pause after
each sentence. Point to the corresponding picture to elicit
the meaning of the preposition. Get students to repeat
chorally to practise correct pronunciation.
• Get students into pairs. Have them match the sentences
• Get students to look at the picture and name as many
landscape features as they can.
• Ask students to read the first question and sentences 1–4.
Tell them to match the sentences with the houses (a–d).
Elicit the answers out loud.
• Ask students to read and translate the second question into
Polish. Explain we ask this question to ask for a description.
• Have students match the sentences (5–8) with the houses
(a–d). Check the answers out loud.
• Have students cover the text and look at the picture.
Ask the two questions about each of the houses.
Get a volunteer to answer using full sentences.
Answer Key
1d 2c 3a 4b 5b 6c 7d 8a
2.32

(1–7) with the pictures (a–g).

• Check the answers out loud with the whole class.
Say the letter corresponding to the picture and have a
volunteer read out the right sentence.
• List all the prepositions on the board. Elicit their Polish
translations from volunteers.
Answer Key
2e 3c 4g 5b 6a 7d
• Ask students to read the first dialogue and guess
the answers.
• Play the first dialogue of track 2.32. Have students listen to
check their guesses and complete the gaps. Elicit the answers
out loud. Ask volunteers to spell out the missing words.
• Repeat the procedure with the second dialogue.
• Ask two pairs to act out the dialogues in front of the class.
Answer Key
1: 1 great 2 beach 3 river 4 big 5 beautiful
2: 6 bad 7 road 8 hills 9 old 10 dirty

98

• Play some relaxing music or sounds of nature
in the background.
• Ask students to close their eyes and imagine their dream
holiday house in the country.
• Ask them these questions as they imagine the place to help
generate ideas. Speak slowly in a calm voice and pause
after each one.
Is the house in the middle of a village or a long way from it?
Is it big or small? Is it ugly or beautiful? Is it old or new?
Is it cheap or expensive? Is it near a lake, a river or a waterfall?
Is it a long way from the beach? Is it in the fields or in the hills?
Is it near or in the middle of a forest?
• Ask students to open their eyes, grab a pen and take a note
of all the details they remember.
• Tell students to imagine they were on holiday in their
dream country house from Exercise 4 last year.
• Get them into pairs. Invite them to ask each other questions
about those countryside holidays.
• Have them read the questions in bubbles and elicit some
more (eg What was the house like? Was the house near the
beach? Was it beautiful? What were the mountains like? etc.).
Write the questions on the board.
• Have students talk in pairs.
• Ask volunteers to describe their friend’s holiday house.
Aims
Students will:
• practise receptive and productive skills.
Reading Speaking
Reading for specific information Taking about what you did in the past
Warm-up
• Read out these sentences, pausing after each one.
1 I listened to my favourite band last week.
2 My favourite band is from Poland.
3 My favourite band played concerts in Poland.
4 I was in a band.
5 I am in a band.
6 I want to be in a band one day.
• Have students listen. Ask them to stand up and jump
if they agree. Tell them to keep seated and silent when
they disagree.
• Ask them if it is a good idea to be in a band when you are
a student at school. Allow explanations in Polish.
2.33 Sounds right!
• Ask students to look at the verbs. Elicit what ending they
all have (-ed).
• Explain how we pronounce -ed in three different ways.
• Play track 2.33 and get students to repeat the words,
exaggerating pronunciation.
2.34 Sounds right!
• Play track 2.34. Ask students to listen to each sentence
and repeat it, chorally and then individually.
• Play the track again, pausing if necessary, to practise
the pronunciation.
Touchdown
• Invite students to design a dream holiday house
in the country for you.
• Get them into teams of five. Hand out a blank sheet of
paper to each group. Have them discuss and sketch
the house and the place.
• Get groups to present and describe their posters to the rest
of the class.
Homework
Workbook, Exercises 1–4, page 59
Optional task: Exercise 5* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
UNIT 7
LESSON 5
Development
• Write these letter clusters on the board: Mo, Tu, We, Th, Fr,
Sa, Su. Elicit what they stand for (days of the week).
• Ask students to think about what they did last week,
read the sentences and write the right letter clusters
in the boxes.
• Get students into pairs. Have them tell each other about
their last week, using the sentences. Student A describes
his/her last week. Student B listens and remembers
the facts. After Student B reports on what he/she
remembers, students swap roles.
• Elicit stories from a few volunteers.
99
• Ask students to look at the picture and read the title. Have • Get students to form new pairs.
them predict who the girls are and what they did last year. • Tell them to read the examples in bubbles. Elicit more
• Get students to read the text to check their guesses. questions and write them on the board (eg Where were you
Elicit the answers from the class. in February? Were you at home in July? What was May like?).
• Ask each student to write four sentences, based on the text, • Invite them to have a conversation about their last year in
in their notebooks. At least one of them should be false. the band in new pairs. Tell them to remember their friend’s
• Get students into pairs. Have them read the examples story.
in bubbles. Student A reads out one sentence. Student B
listens and answers True or False. Then students change roles.
• Ask a few volunteers to read out their sentences to • Have students get back into their original pairs again.
the class. • Tell them to share what they remember about the other
band’s year.
• Ask students which band – in their opinion – had the best
• Ask students to read the text again. Get them to copy year.
the grid and complete the missing information.
• Check the answers out loud. Say the date and elicit full Touchdown
sentences from students. Make sure they use their grid • Invite students to do a listening workout task based
notes to answer. on the text in Exercise 2.
• Tell them to close their books.
Answer Key
• Write these instructions on the board:
When? Where? Activity What was
it like? Clap your hands when you hear a month.
April, May at home studied for our tests hard Raise your arms when you hear a landscape word.
June in a house walked in the forest very Stamp your feet when you hear a regular verb in the past.
in the and on the hills beautiful Stand up when you hear was or were.
country
July, August in Australia surfed in the sea great • Have students close their coursebooks. Read the text
September, in London worked on our new CD exciting
in Exercise 2 out loud. Tell students to listen and do
October the actions whenever they hear the respective phrases:
November, at home looked after our dogs cold names of months, regular verbs in the past, was/were or
December and helped our parents landscape words.
(vacuumed the carpets
and tidied up), watched
DVDs, played board
Homework
games, skied in the Workbook, Exercises 1–4, page 60
mountains

• Get students into pairs. Invite them to imagine they are

in a band together and they were very busy last year.
Encourage them to be creative and/or use the ideas from
the text in Exercise 2.
• Have them complete the grid with their ideas.
• Monitor their work and offer help when needed.

Answer Key
Students’ own answers.

100
 UNIT 7
Aims
Students will:
• describe a picture,
Vocabulary & Grammar
Recycling the language already
LESSON 6
• talk about activities in the past, taught
• practise listening, reading, writing Testing spot
and speaking. Listening

Warm-up Audioscript 2.36

• Invite students to do a visual memory experiment.
• Have students close their eyes and imagine the situation
you are going to describe. Dictate the description slowly.
Repeat it twice: There is a big purple spider in a green canteen.
It is wearing yellow shorts. It is riding a red bike.
• Have students open their eyes and notebooks. Tell them
to recall the picture and write three sentences about it.
• Elicit the answers from volunteers.
• Tell the students who got all four nouns (spider, canteen,
shorts and bike) and colours (purple, green, yellow, red)
correct that their visual memory test went really well.
Development
2.35
• Ask students to look at the picture and name the five school
places it shows (the classroom, the headmaster’s office,
the computer room, the cloakroom, the football pitch).
• Give them sixty seconds to focus on the picture and
remember all details. Have them close their books.
• Play track 2.35. Pause after each question and tell students
to write their answers in their notebooks.
• Asks students to swap their notebooks in pairs.
• Play track 2.35. again. Pause after each question and elicit
Woman Hi Here is Bonus Question Number 7. Look at the people
in the picture in Activity 1. What clothes are they wearing?
Answer Key
T-shirt, skirt, jacket, trousers, shoes, trainers, tie, socks, coat,
sweatshirt, tracksuit
• Invite students to play a memory game.
• To explain the task, have them read the task and
the example in bubbles.
• Get students into pairs. Student A says a month. Student B
gives the three months that follow. Then they change roles.
2.37 Testing spot
• Ask students to read the sentences before you play
the recording.
• Play track 2.37. Students listen and choose the answers.
• Play track 2.37 again. Students decide on the final answers.
• Allow students to compare their answers in pairs.
• Discuss the answers with students. For the false sentences,
ask them to provide explanations why they are not true.
Audioscript 2.37

answers from volunteers. Ask students to check the answer 1

against their friend’s notes and keep the friend’s score. Sarah Jamie, where did you spend your holidays?
• Tell them to open the book and read out the verdict to their Jamie In July my mum wanted to go to the Lake District and spend
the holidays on the beach but we went to the mountains.
friend. It was my dad’s idea.
Audioscript 2.35
Sarah Really? I don’t like trekking or walking in the mountains.
We went to the sea in August.
1 Were the girls in the computer room between the computers?
Jamie Well, I didn’t like it at first, but later it was awesome!
2 Was the boy in the cloakroom?
2
3 Where was the PE teacher?
Max Hi Emma, there’s an interesting concert this evening.
4 Was the headmaster happy? Would you like to come?
5 What was next to the headmaster? Emma I wanted to go shopping … But OK, why not! What time?
6 Was the boy a long way from the PE teacher? Max It starts at 7. It’s in a music club in the city centre, between
7 Were the girls happy? the post office and the library.
8 Were the girls on the football pitch? Emma I don’t really know where it is. Let’s meet in front of our school
9 What colour was the headmaster’s shirt? at 6:30, OK?
10 What colour were the boy’s shorts? 3
Lily How was your weekend, Harry?
Harry Oh, it was OK, but I’m very tired. I went with my parents to
Answer Key a small holiday house in the mountains.
1 Yes, they were. 2 No, he wasn’t. 3 The P.E. teacher was on the  It was old and dirty, so we first tidied it up. Then we walked
football pitch. 4 No, he wasn’t. 5 Computer, desk, chair and door. to town to buy some food. It was a long way from our house
6 No, he wasn’t. 7 Yes, they were. 8 No, they weren’t. 9 It was blue. so we came back in the evening. On Sunday we went to
10 They were grey. a restaurant in the middle of the forest but the food was
horrible!
2.36 Lily Sorry to hear it, Harry …

• Get students to listen to the bonus question and answer it.

Play track 2.36 twice. Elicit the answer out loud. Answer Key
1 Tak 2 Nie 3 Nie

101

• Ask students to think about their last holiday and how they
usually spend their weekends. Draw their attention to
the use of tenses, i.e. when we talk about our last holiday,
we use the past tense, and when we talk about our
weekends and how we usually spend them, we use the
present tense.
• Have students work in pairs and discuss the questions
provided.
• Walk around the classroom and make sure students speak
English.
Aims
Students will:
• talk about traditions in the UK,
• read and listen about traditions in the UK, Extra materials
• write about a local/family tradition. Poster-sized (A4 or larger) blank
Vocabulary pieces of paper for project posters
Seasons and traditions (one per student, for Exercise 4)
Warm-up
• Have students keep their books closed.
• On the board draw four circles divided into halves (‘pancake
wordpuzzle’) and write inside each of them the following
consonants and vowels: 1 m, r, s, m / e, u; 2 t, m, n / u, a, u;
3 r, w, t, n / e, i; 4 g , s, n, p, r / i.
• Ask students to use the letters on each ‘pancake’ to make
four English words, related to months and belonging to one
category (seasons: summer, autumn, winter, spring).
• Erase the scrambled letters and write the names of seasons
on respective ‘pancakes’.
• Elicit which are students’ favourite seasons and why.
Development
2.38
• Get students to open their books.
• Ask them to write the months corresponding to
the pictures.
• Play track 2.38 once. Have students check their answers.
• Play track 2.38 again. Pause after each season and get
students to practise the correct pronunciation, by repeating
chorally.
Answer Key
Spring: March, April, May
Summer: June, July, August
Autumn: September, October, November
Winter: December, January, February
Touchdown
• Have students work individually. Ask them to write a short
email to an e-pal about how they spend their last holiday
and how they spend their weekends.
• Ask students to include answers to the questions from
Exercise 5. Give students about five minutes to do the task.
• Ask volunteers to read out their emails.
Homework
Workbook, Exercises 1–4, page 61
Optional task: Cartoon Story – The Food Joker's food
event.
(www.staffroom.pl), Episode 7, Exercises 1–2
UNIT 7
LESSON 7
2.39
• Elicit names of holidays students already know in English
(eg Christmas, Easter, birthday).
• Invite students to read about popular British traditions.
• Point to the spring pancake on the board. Ask students
to read the first text about a spring tradition in the UK.
Play track 2.39 to let students read and listen. Pause after
the first text and elicit the meaning of the underlined
words. Write them on the board and get students to repeat
and practise pronunciation.
• Repeat the procedure with the remaining four texts.
• Have students read questions 1–6.
• Play track 2.39 again without pausing. Ask students to find
the answers to the questions as they read and listen to
the texts.
• Elicit the answers out loud.
Answer Key
take part in races – brać udział w wyścigach
carnival – karnawał
bonfires – ogniska
fireworks – sztuczne ognie
parades – parady, pochody, rewie
to join hands – brać się za ręce
1 People eat pancakes on Shrove Tuesday. 2 Yes, you do. 3 About a
million people. 4 On Bonfire Night. 5 On New Year’s Eve. 6 Six times.
Background information
For Christians Shrove Tuesday, or Pancake Day, is the day
before Ash Wednesday (Środa Popielcowa in Polish)
– the last day of carnival and the first day of Lent (Wielki
Post in Polish). Every year it is a different date.
102

• Write these words on the board: November, bonfires, parks,
fireworks, hot food, music, fire parades, come, watch.
• Ask students to cover the text in Exercise 2. Have them
make sentences about Bonfire Night using the words
on the board.
• Invite students to read about Bonfire Night in a small British
town, Barton.
• Have students cover topics a–d under the text.
• Tell them to read paragraph 1 and write
a one-sentence summary in Polish in their notebooks.
Repeat the procedure with paragraphs 2 and 3.
• Ask students to uncover the topics under the text and
compare them with their notes. Tell them to find the topic
which doesn’t match any paragraphs (d).
• Have them match paragraphs (1–2) with topics (a–c).
• Elicit the answers out loud.
Answer Key
1b 2a 3c
PROJECT!
• Write a list of selected Polish holidays and family
celebrations on the board (eg birthday, nameday, Christmas
Eve, Easter Sunday, Easter Monday, Fat Thursday, New Year’s
Eve, The First Day of Spring, April Fools’ Day, All Saints’ Day,
etc.).
• Have students give the Polish equivalents and match them
to the respective season pancakes on the board.
• Ask students to read the first two bullet points of the task
and choose one holiday/tradition from the list.
Aims
Students will: Vocabulary
• revise the language structures and vocabulary Revising vocabulary already taught
from Unit 7.
Functional language
Grammar Revising functions already taught
Revising structures already taught
Warm-up
• Divide students into five groups, corresponding to the five
vocabulary charts on page 93. Tell each group which chart
they should be experts at.
• Ask students to look at their group’s vocabulary chart.
• Get students to form mixed groups of five students
(one from each group) to test their friends.
One student – the expert – says a Polish word from ‘their’
chart. The other students give the English translation.
• Give a signal to stop and have students cover the Summary
page.
• Tell students to use the text in Exercise 3 to take notes
in their notebooks under the headings: Paragraph 1: Facts
about me and the tradition.; Paragraph 2: What happens
on the day.; Paragraph 3: My opinion about the tradition.
• Tell them to write out the text, referring to their notes.
Offer help and correct mistakes.
• Hand out poster-sized sheets of paper for students to
rewrite the text and illustarte it with pictures and drawings.
• Make a classroom display of the posters.
Touchdown
• Invite students to invent a new tradition to celebrate
the end of summer.
• Get students into groups of five or six.
• Give them five minutes to discuss answers to these
questions:
What do you call the new holiday?
What do children do on the day?
What do adults do on the day?
Why is it so neat?
• Ask each group to present their ideas to the class.
• Have a secret vote to choose the best new tradition idea
in the class.
Homework
Workbook, Exercises 1–3, page 62
Optional task: Exercise 4* (for those who wish to get
additional professor’s points)
UNIT 7
LESSON 8
Development
• Ask students to look at the pictures and explain
the difference between the two buildings (the top one is
old, the bottom one looks new).
• Get them into pairs. Student A completes the gaps with
months. Student B writes the names of places in the school.
• Have students read out their sentences in pairs to complete
all the gaps together.
• Check the answers out loud to practise pronunciation.
103
 Answer Key
1 January, canteen • Tell students to read the information in the second
2 April, corridors
3 July, teachers’ room
Grammar chart on page 93. Elicit how to use regular verbs
4 August, cloakroom in the past simple. Ask students to explain the rules of
5 September, library spelling and pronunciation of -ed.
6 December, lab • Get students to do the exercise orally in pairs.
• Ask students to work individually. Give them three minutes
to complete all the sentences.
• Ask students to work in pairs. • Elicit answers from random students. Make sure students
• Have them look at the picture in Exercise 4 and complete spelled all the past simple forms correctly.
the gaps together orally.
Answer Key
• Ask students to complete the gaps with the missing words 1 watched 2 studied 3 ironed 4 surfed 5 skied
individually.
• Check the answers out loud. Elicit the spelling
and pronunciation of each word. English to go
• Get students to look at the English to go expressions on
Answer Key page 93.
1 forest 2 front 3 behind 4 near 5 between 6 middle
• Ask students to cover the Summary page and work
individually in silence.
• Give them four minutes to choose the right response
• Ask students to work individually, read the sentences (a, b or c) to complete each mini-dialogue.
and find the names of British holidays. • Check the answers with the whole class orally. Elicit full
• Get them into pairs and have them say two sentences expressions.
about each of the holidays they found. Encourage them
to use the words in the box. Answer Key
1b 2c 3a
• Get students to work individually and complete the gaps
with the words in the box.
• Check the answers out loud. Elicit full sentences. Practise Touchdown
pronunciation. • Invite students to work individually. Have them go back to the
Vocabulary, Grammar and English to go charts on page 93.
Answer Key
1 summer 2 join 3 race 4 fireworks, bonfire • Ask them to write down and draw smileys () next to
the items they understand and remember very well and
exclamation marks (!) next to those they still need to
master. Invite them to compare their choices in pairs.
• Ask students to read the information in the first Grammar Encourage them to form mixed ability study groups, meet
chart on page 93. Elicit the rules of using be in the past after lessons and study for the test together.
simple. Allow answers in Polish.
• Ask students to work individually and complete the Homework
sentences with the right form of be in the past simple. Workbook, Exercises 1–6, page 63
• Check the answers out loud. Elicit full sentences.

Answer Key
1 was 2 wasn’t 3 weren’t 4 Were, were 5 Was, wasn’t 6 was, was

104

Aims
Students will: Vocabulary
• talk about past activities, Irregular past verbs
• talk about what people did and didn’t Functional language
do in the past.
I wonder (what’s next).
Grammar Good luck!
Past simple – regular and irregular verbs It was my fault.
(affirmative and negative sentences) Here are your (cameras).
Warm-up
• Before the lesson prepare 3 past simple sentences with
the regular verbs from Unit 7.
• Invite students to play a game of ‘Chinese whispers’.
Get them into two groups. Ask each group to stand in
a row, one person behind another down the line.
• Whisper your first sentence to the first student in each row.
Get them to whisper it on to the students standing right
behind, and ask others to follow. Tell the last student in line
to say the sentence that has reached him/her out loud.
The group with the more accurate version scores a point.
• Announce the lesson subject: talking about the past.
Development Words you know
• Ask students to open their books. Read the verbs out loud
and pause after each one. Get students to repeat after you
chorally. Drill pronunciation and have students exaggerate
the highlighted sounds: work, dance, tidy up.
• Read out these phrases one by one and get students to
shout out the matching verb from the box: bracelets (make);
clean (the board); football (play); in a hospital (work);
in the forest (walk); salsa (dance); swimming (like); soap
operas (watch); your bedroom (tidy up).
2.40
• Ask students to look at the pictures and read the verb
under each one. Explain these are the past forms of
the verbs in the box. Have them match the right verbs
(present and past form) and write the pairs in their
notebooks.
• Play track 2.40. Tell students to listen and check. Get them
to repeat the verbs correctly (stop the recording after
each one). Encourage them to practise correct stress and
exaggerate the highlighted sounds: lose, won, come, came,
ate, drank, had, took, write, wrote.
• Get students into pairs. Student A mimes an activity
(eg getting up). Student B listens and says a positive
sentence with the verb about yesterday (eg Yesterday I got
up late.). Then students swap roles.
Answer Key
1 lose – lost 2 win – won 3 go – went 4 come – came
5 get up – got up 6 eat – ate 7 drink – drank 8 have a shower – had
a shower 9 take photos – took photos 10 write a blog – wrote a blog
2.41
Note on language
A photograph (countable) is a picture, a photographer is
a person who takes pictures, photography (uncountable)
is a type of hobby when you like taking pictures. Pay attention
to the word stress. Make sure students don’t confuse
the Polish fotograf with the English word a photograph.
UNIT 8
LESSON 1
Extra materials
Grammar flashcards 8.1 (for Lou’s grammar)
TRF, Extra teaching resources Unit 8, Lesson 1
(one copy per each group of four students,
for Touchdown)
• Ask students to flip through the book and tell you what
six competitions Evo Camp students had (1 International
Market, 2 a computer game, 3 a project , 4 an Evoball game,
5 a play, 6 the Secret Word puzzle).
• Ask students to read the note, look at the photo and tell you
what students have to do in the next competition (take photos).
• Play track 2.41. Tell students to listen and read the dialogue.
Ask them to find all the sentences about past competitions.
• Check the answers out loud. Name a competition and ask
a volunteer to tell you why the kids liked/didn’t like it.
• Elicit children’s plans for the next competition (morning
– taking photos, afternoon – working on the photos with
computers, tomorrow – organising a photography show).
• Ask students to act out the conversation in groups of five.
2.42
• Have students read the task and predict the answer.
• Play track 2.42. Have students listen and write the answer.
Check the answer with the whole class.
Audioscript 2.42
Daisy That was a great morning. I’m tired.
Zoe Me too but we took lots of photos.
Matt I took 50 photos of the camp. I’ve got the football pitch,
the canteen, the computer room …
Josh Oh no! We didn’t take photos of the forest!
Zoe It’s too late now. We can’t take more photos.
Daisy It doesn’t matter. We’ve got lots of other photos.
Josh That’s true but the forest is cool, and there is a lake
in the middle of it.
Zoe Forget it. Let’s turn on the computers. We have to make a very
good presentation in a computer program.
Josh Look, they’ve got a great program for photos on the computers.
Daisy Great! We can make them look fantastic.
Matt But it’s a lot of work. They want forty photos in the show – that’s
10 photos for me, 10 for Zoe, 10 for Daisy, 10 for you, Josh.
Josh Yes, we know. And they have to be very, very good.
Answer Key
They have to make a presentation.
Easy English
• Remind students that the Easy English phrases are
particularly useful in everyday English.
• Ask students to complete the phrases individually. Remind
students they can find them in the dialogue in Exercise 2.
• Check their answers.
• Get students to practise the pronunciation. Ask them to tell
you the Polish equivalents.
• Make sure students know the context for using the phrases
and can respond. Get them into pairs and have them write
a two-liner dialogue for each phrase. Ask random pairs to
act out their dialogues.
105
 Answer Key
1 It was my fault. 2 I wonder what's next? 3 Good luck!
4 Here are your cameras.
• Have students read the examples in the Look box.
• Explain that we use these time expressions to talk about
the past. Elicit the Polish translation.
L o u ’s g r a m m a r
• Ask students to read all the sentences silently. Explain
that all the sentences are about the past.
• Draw the students’ attention to the yellow boxes and
the words and letters marked in blue to explain the regular
– irregular verb contrast.
• Explain that only some verbs in English are regular
(and have an -ed ending in the past simple affirmative);
others are irregular (have a different form in past tense).
• Draw students’ attention to the yellow boxes to explain
how we form the past simple negatives. Have students
compare the blue-coloured verbs (affirmative forms)
with the black ones (negative forms).
• Elicit that we use didn’t and the base form of the verb
in negative sentences about the past. Explain that this rule
works for regular and irregular verbs and all the subject
pronouns alike.
• Ask students to close their books. Spread all the grammar
flashcards from set 8.1 on your desk.
• Ask four students to come to the front of the class,
and stand in a row facing the others. Give out these cards
to four students: THIS, GAME, LIKED and YOU.
Tell the students to step forward, form a row to make
an affirmative sentence (You liked this game.).
• Write the sentence on the board. Elicit how we form
the affirmative form of regular verbs in the past simple
(by adding -ed to the base form).
• Point to the sentence on the board and shake your head
vigorously to elicit the negative sentence from the class
(You didn’t like this game.).
• Have the student holding LIKED swap it for the two
negative form cards (DIDN’T and LIKE) and rejoin the row.
• Write the sentence on the board.
• Give out these cards to four students: THIS, GAME, WON,
YOU to make an affirmative sentence with an irregular verb
in the past simple (You won this game.).
• Then follow the steps above to elicit how we make
the irregular verb negative in the past simple (You didn’t win
this game.).
• Ask the students to put away all their cards.
• Pick up DIDN’T and hold it up for everyone to see.
• Give out these cards to the four students : =, DID, +, NOT.
Have them stand in a row next to you to complete a grammar
formula. Elicit that didn’t is the contracted form of did and not.
• Ask the students to put away all their cards and sit down.
• Get students to read the example.
• Ask them to work individually and to use the verbs in the box
to make affirmative and negative sentence pairs. Tell them
to ‘say’ the sentences in their heads.
• Get them into pairs and have them compare their ‘mental’
answers. Then tell them to complete the gaps.
• Check the answers with the whole class.
Answer Key
2 ate, didn’t eat 3 had, didn’t have 4 wrote, didn’t write
5 got up, didn’t get up
Have a talk!
• Get students into pairs.
• Get two volunteers to read the sample exchange in
the bubbles. Explain the task. Student A says a verb
and Student B makes two sentences with the verb: one
affirmative and one negative. Students take it in turns.
• Elicit some examples from random pairs.
Touchdown
• Have the copies of the TRF page ready – one copy of ‘Guess
the verb’ sheet per group of four students, cut up into cards.
• Invite students to play a guessing game in groups of four.
• Hand out the cut-up cards to each group. Tell them to put the
cards face down in a stack. Each card has a base form of an
irregular verb. One card lets students choose an irregular verb.
• Demonstrate the task. Take the first card from the top.
Keep the irregular form secret. Say a negative sentence
with the verb on the card (eg DRINK > I didn’t drink tea in the
morning.). Have the group guess the irregular past simple form
of the verb (drank). Other students in the group take it in turns.
• Give the signal to stop when the first group have used up
all the cards.
Homework
Workbook, Exercises 1–5, page 64
Optional task: Exercise 6* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Attention
• You can use the exercises from the Extra section with fast
finishers or give them as additional homework (except Exercise
4, which can be used in class for extra speaking practice).
Answer Key
Extra 1
1: 1 were 2 ate 3 took 4 came
2: 1 got up 2 went 3 won 4 lost
Extra 2
I went to a concert yesterday. My friends didn’t go with me. The band
played great music. A lot of people danced. I didn’t dance.
Extra 3
1 I went / didn’t go to the cinema on Monday. 2 I ate / didn’t eat
beetroot soup in April. 3 I drank / didn’t drink tea this morning.
4 I got / didn’t get up early yesterday. 5 I took / didn’t take part in
a charity event in 2012.
106
 UNIT 8
Aims
Students will: Vocabulary
LESSON 2
• talk about using a computer, Using a computer (1)
• ask and answer questions about Functional language
what people did in the past. Calm down. Extra materials
Grammar That was a big mistake! TRF, Extra teaching resources Unit 8, Lesson 2
Past simple – regular and irregular Oh dear! (one copy per pair, for Optional activity)
verbs (questions and short answers) I hope so. Grammar flashcards 8.2 (for Lou’s grammar)

Warm-up • Have students read the dialogue again and find all
the computer expressions. Elicit the answers out loud.
• Divide the class into two teams.
• Ask students to explain how the team are going to solve
• Give them two minutes to write as many English phrases
the problem (Matt and Daisy are organising the show.
about computers as possible. Make sure each person has
Zoe is helping Josh with the photos.).
the list written down in their notebook.
• Play the track again and invite students to act out
• Elicit the answers out loud. Ask the teams to take turns
the dialogue in groups of four.
and dictate the phrases from their list to you. Write them
on the board. 2.45

• Announce the lesson’s subject: using a computer.
Development Words you know
• Ask students to read the phrases in the box and find
the ones mentioned in the Warm-up.
• Read all the phrases out loud. Pause after each one.
Ask students to listen and repeat them chorally after you.
Explain the meaning of any words they don’t remember.
2.43
• Ask students to read the first part of the task. Tell them
to predict the answer.
• Play track 2.45 and get students to listen to the dialogue
to find out why Josh is unhappy. Elicit the answer from
a volunteer.
• Ask students to look at the mini-scorebox. Play
the recording again. Ask students to complete the missing
scores. Check with the whole class.
Audioscript 2.45

• Ask students to cover the box, read the text and guess Daisy Can I look at your photos, Josh? Oh, great! This photo
as many answers as they can. is very good!
Josh Thanks. Zoe helped me a lot. She’s a star!
• Have them uncover the box, compare with the text
Daisy Yes – but those photos aren’t very good, Josh.
and complete their answers. Then tell them to find
Josh I know. We haven’t got time to improve them.
all the words in the text that help them decide how Daisy Oh dear.
to complete a gap. Organizer Hurry up! You have to finish making your show!
• Play track 2.43 and have students check their answers. You’ve only got fifteen minutes.
Pause after each sentence to let students practise Organizer Congratulations to the two teams. And now it’s time for
pronunciation. Encourage them to practise word stress the results. Aston School – your photos were very good.
9 points for the Aston Team.
and exaggerate the highlighted sounds: save, delete,
Archie Thank you!
type in, password, icon, website.
Organizer Bannister team. Some of your photos were very, very
good. But some of them weren’t very good.
Answer Key Zoe Yes, we know … We had a few problems – we didn’t save
1 in 2 password 3 save 4 delete 5 click on, visit 6 send 7 inbox our work and …
8 print 9 out
Organizer Yes, I can see that. I can’t give you very high marks.
5 points to the Bannister Team!
Josh Oh no! We’re neck and neck again … and it was my fault.
Optional activity
Invite students to interview each other. Get them into
Answer Key
pairs. Have the TRF page ready – cut up into halves A Bannister School 5:9 Aston School
and B, for each student in a pair. TOTAL: 38:38
Distribute the cards and give students four minutes to
ask and answer the questions in pairs. Tell them to take
notes of the answers they hear. Then ask them to write
Easy English
a short text about their partner, based on the notes. • Ask students to complete the gaps, using the dialogue
Have them include one false fact in the text. in Exercise 2.
Ask students to swap the texts in pairs and find • Get individual students to read out their answers.
the false fact in the text about themselves. • Make sure students know the context for using
the phrases (1 – when we want someone to relax , 2 – when
2.44 we understand we made a mistake, 3 – when we hope for
a happy ending, 4 – when we are worried or in trouble).
• Ask students to look at the photo and predict what
Elicit the Polish translation.
happened.
• Play track 2.44 and ask students to read and listen to the
dialogue to check their guesses.

107

Answer Key
1 Calm down, Daisy. 2 That was a big mistake. 3 I hope so! 4 Oh dear.
L o u ’s g r a m m a r
• Ask volunteers to read the examples out loud.
• Have them focus on the red and yellow boxes and elicit
how we form questions with regular and irregular verbs
in the past simple (by moving did before the person/subject
and leaving the base form behind it). Explain that we use
the same rule across the board.
• Elicit how we form the short answers (affirmative – with
yes and did and negative – with no and didn’t).
• Ask students to close their books. Spread all the grammar
flashcards from set 8.2 on your desk.
• Write these sentences on the board and underline the verbs.
I walked to school yesterday. I went to school yesterday.
• Ask six students to come to the front of the class and stand
in a row facing the others. Give out these cards in this order:
TO, SCHOOL, YESTERDAY, DID, WALK, YOU.
• Point to the regular verb sentence on the board and draw
a question mark in the air. Have the students form a row
to make the question (Did you walk to school yesterday?).
Tell them to hold the cards up so everybody can see them.
• Write the question on the board under the corresponding
sentence. Underline DID and WALK.
• Point to the irregular verb sentence on the board and
repeat the procedure to elicit the corresponding yes/no
question (Did you go to school yesterday?)
• Write the question on the board under the corresponding
sentence. Underline DID and GO.
• Elicit how we form the yes/no question in the past simple
with DID before the subject and the base form verb behind
it. Explain that the same rule applies across the board to
regular and irregular verbs.
• Ask the students to put away their cards and sit down.
• Distribute these cards to random students in the class:
YES, I ,DID, NO, DIDN’T. Keep the students holding cards
seated.
• Point to a question on the board and nod your head
to elicit a short positive answer (Yes, I did.). Encourage
the students with the right cards to come to the board and
form a row accordingly.
• Write the short answer on the board. Tell the students
to sit down and put down their cards.
• Point to another question and shake your head to elicit
a short negative answer (No, I didn’t.). Ask three students
to come to the board, choose the right cards and stand in
a row to form the short negative reply.
• Write the short answers on the board. Elicit how we form
them with yes/no and did/didn’t respectively.
• Get students into pairs. Have them read the dialogues and
complete the gaps together. Make sure they use the past
simple forms.
• Check the answers out loud.
• Have students complete the gaps individually.
Answer Key
1 Did you type in your password? Yes, I did. 2 Did you log in?
No, I didn’t. 3 Did your friend check his emails? No, he didn’t.
4 Did your sister print her photos? Yes, she did. 5 Did the students
delete their work? No, they didn’t.
Have a talk!
• Ask students to recall when they last used a computer.
• Get students into pairs, A and B.
• Use the examples in bubbles to demonstrate the dialogue
with one student.
• Ask students to have similar mini-dialogues about the last
time they used a computer.
• Invite one pair to act out their dialogue in front of the class.
Touchdown
• Warn students that you are very bad at using a computer.
Tell them the beginning of your story:
Yesterday I wanted to send an important email. It was a big
mistake!
• Have them ask you: Did you … ? questions to find out what
happened. As you go along, pretend you made all kinds of
mistakes to make the activity more fun.
Student A: Did you log in?
Teacher: Yes, I did, but I didn’t type in the right password. I tried
seven times!
Student B: Did you click on the right icon?
Teacher: No, I didn’t. I clicked on the wrong icon and I deleted
one email …
• Finally, ask students to write down five sentences to tell
your story.
Homework
Workbook, Exercises 1–4, page 65
Optional task: Exercise 5* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Attention
• You can use the exercises from the Extra section with fast
finishers or give them as additional homework (except Exercise
4, which can be used in class for extra speaking practice).
Answer Key
Extra 1
1 save 2 print 3 check your emails 4 send emails
5 visit a website 6 delete
Extra 2
2 Did your friends save their work? 3 Did your brother log in?
4 Did your sister delete her work? 5 Did you visit the website?
Extra 3
1 Did you win? b 2 Did they go straight on? a
3 Did he take a shower? d 4 Did she write a blog? c
108
 UNIT 8
Aims
Students will:
• talk about dates and when things happened,
Vocabulary
Ordinal numbers LESSON 3
• ask and answer questions about the past. Functional language
Grammar Where/When were you born?
Past simple – regular and irregular verbs Well, …
(affirmative and negative sentences, questions Of course.
and short answers) Testing spot Extra materials
Questions – When, Where, What time, What Language structures Grammar flashcards 8.3 (for Lou’s grammar)

Warm-up • Elicit the answers from volunteers.

• Write the Roman numbers (from I to XII) on the board • Write these ordinal numbers on the board to help students
and ask students to copy them into their notebooks remember the exceptions: 1st, 21st, 31st; 2nd, 22nd, 32nd;
and say what the numbers stand for (12 months). 3rd, 23rd, 33rd.
• Dictate these days to the class and have students write • Ask students to look again at the Michael Jackson
them under the right month: your birthday, New Year’s Day sentences on the board. Underline: in 1958 and on 25th
(I), Christmas (XII), Children’s Day (VI), Mother’s Day (V), June 2009.
Teacher’s day (IX). • Elicit that we use in before the year, and on before the day.
• Elicit the answers from volunteers. • Get students into groups of five and have them complete
• Announce the lesson subject: dates. and say these sentences about themselves: I was born in … .
I was born on … .
Development Words you know
Answer Key
• Get a volunteer to read the names of the months out loud. 2nd May, 3rd May, 9th May, 1984, 1519, 10th May
Other students listen and repeat after him/her chorally to first – 1st ninth – 9th seventeenth – 17th
revise pronunciation. second – 2nd tenth – 10th eighteenth – 18th
2.46 third – 3rd eleventh – 11th nineteenth – 19th
fourth – 4th twelfth – 12th twentieth – 20th
Note on language fifth – 5th thirteenth – 13th twenty-first – 21st
We read years like 1525 or 1988, by dividing the number sixth – 6th fourteenth – 14th thirtieth – 30th
in half: 1988 becomes 19 / 88: nineteen eighty-eight. seventh – 7th fifteenth – 15th thirty-first – 31st
From the year 2010 on, we also cut the number in half: eighth – 8th sixteenth – 16th
2013 becomes 20 / 13: twenty thirteen.
But we read years 2000–2009 like this: 2001 becomes 2000 2.47

and 1: two thousand and one.

• Ask students what they know about Michael Jackson
(an American pop singer, songwriter and dancer).
• Write these sentences on the board: Michael Jackson was
born in 1958. Michael Jackson died on 25th June 2009. He was
50 years old when he died. Elicit the Polish translation of
was/were born and died.
• Write 1= one, 1st = the first, and 25 = twenty-five, 25th =
the twenty-fifth on the board. Elicit the difference between
the cardinal and ordinal numbers and the Polish translation
of the numbers to show the difference. Don’t go into details
at this stage.
• Use the ‘Note on language’ to explain how we read
years in English. Write these dates on the board and ask
volunteers to read them out loud: 1410, 1789, 1939, 1963,
2002, 2005, 2013.
• Ask students to read the text about May dates. Have them
find the names of famous people and the names of
holidays. Elicit what they know about each person and
holiday. Elicit what a fun date is. Ask students if they can
name any Polish fun dates. Allow Polish.
• Get them to read the text again and choose the right dates.
• Play track 2.46. Pause after each date and have students
repeat to practise pronunciation.
• Draw their attention to the differences in spelling between
cardinal and ordinal numbers. Then have students reread
the text to complete the gaps with ordinal numbers.
• Invite students to look at the pictures and read the white
bubbles. Ask students: What colour is Gloria’s hair (green)
and Kathy’s hair (yellow)? Elicit what Gloria’s job is now
(a reporter) and what her job was in the past (a singer).
• Ask students to read the sentences in the green speech
bubbles and put them in the correct places in the story.
• Play track 2.47. Ask students to listen and check their
answers.
• Ask some comprehension questions about the story,
eg Is Kathy surprised to see Gloria? (Yes.) Why? (Gloria was
the singer in her band.) Are the girls happy? (Yes.) Why?
(They like their new jobs.) Get students to answer.
• Ask students to practise reading the dialogue in pairs.
After this, ask volunteers to act it out in front of the class.
Encourage them to use gestures and modulate their voices
to enhance the performance.
Answer Key
1 Hi, I’m a journalist now. 2 When were your born?
3 I love my new job too!

109
 Optional activity
To elicit more questions, write these verbs on the
board: read, write, play. Say one of the answer prompts
• Have students open their books and read the information below and get volunteers to ask you the right past
in the Look box. simple question with one of the verbs on the board:
On the board: read
• Elicit how we read full dates, using ‘the’ and ‘of’.
Teacher: A great book in English
• Get student into pairs. Invite them to do a memory test. Student: What did you read?
• Have them read and remember the funny holidays and WHAT? WHERE?
their dates in the chart. A great book in English. In the park.
• Write this exchange on the board to demonstrate the task: An email to my cousin. On the bus.
When is (Hat Day)? It’s on the … of … . Football with my friends. In the gym.
• Ask one student to close the book. Have the other student WHEN? WHAT TIME?
test him. The students change roles. Yesterday morning. At 10:00.
Last week. At 8:30.
• Elicit the answers from a random pair.
Last Monday. At 17:45.

L o u ’s g r a m m a r
• Ask students to read the sentences silently and look at
the blue boxes with question phrases. Explain that these
phrases always start a question about specific information
and we put them right before did in the past simple questions.
• Ask volunteers to read out and translate the question phrases
into Polish, one by one. Elicit what we ask about with each of
them (when? – about general time, where? – about places, what
time? – about specific hours, what? – about things and actions).
• Ask students to close their books. Spread all the grammar
flashcards from set 8.3 on your desk.
• Put these on the board:
Question 1: ________ …………? Yesterday.
Question 2: ________ …………? To the park.
Question 3: ________ …………? At 7:30.
Question 4: ________ …………? I did the washing-up.
• Ask four students to come to the front of the class and stand
in a row facing the others. Give out these cards to them (one
per person): YESTERDAY, DID, YOU, DO, THE, WASHING-UP.
Tell them to hold the cards up for everyone to see.
• Point to Yesterday and the Question1 gap on the board.
Elicit the question from the class (When did you do
the washing-up?) Ask a volunteer to come to the front and
pick up the missing card (WHEN). Have students form a row
to make the question. Make sure the last student in the row
picks up the question mark card.
• Write the question on the board.
• Repeat the procedure to elicit the questions with Where/
What time/What (Where did you go? What time did you get
up? What did you do?).
• Circle the question words and underline did in all
the questions on the board. Elicit that we put the question
word before did in the past simple questions.
• Have students open their books and read the Look box
examples. Elicit the Polish translation.
• Explain that in this question we use the verb was/were
(so we don’t need did in the question).
• Get students to find out about each other’s birthday dates
to practise the questions and answers with be born.
• Use the example to explain the task. Have students read
the answer. Tell them to think of the question phrase to
match the answer (except number 5). Finally, have them
explain the word order in the question: did+ subject + base
form of the verb.
• Ask students to write the questions. Have them underline
the question phrases.
• Check the answers out loud. Read the answer and ask
a volunteer to read out the matching question.
Answer Key
2 What did you do yesterday? 3 What time did you have dinner?
4 Where did you have lunch? 5 Was your lunch good?
6 When was your brother born?
Write
• Ask students to read the task and the sample questions.
• Get them into pairs and have them write three extra
questions about the past for Kathy. Monitor their work
and offer help when needed.
• Get students to work individually and write the interview
questions and their answers.
• Have them compare their answers in pairs. Tell them to
count how many answers they shared.
• Ask two pairs to act out their interviews.

Answer Key
Students’ own answers.

110
Touchdown
• Invite students to do an interview with a ghost.
• Get them to shout out names of famous people from
the past. Write the three most popular names on the board.
• Sit in a chair facing the class and tell students you are
the ghost of one of the people on the board. Keep the
name secret.
• Get the class into three groups and give the groups
five minutes to write two past simple questions to ask
the ghost.
• Group representatives take turns to ask you their questions.
Tell students to listen to your answers and find out whose
ghost you are. After two rounds of questions elicit their
guesses and announce the winning group.
Homework
Workbook, Exercises 1–5, page 66
Optional task: Exercise 6* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
Aims
Students will:
• identify parts of a computer,
Functional language
Excuse me. Can you help me?
• practise describing problems What’s the matter?
with computers and asking for help, … isn’t working.
• practise offering solutions to computer Can I have a look?
problems. Yes, of course.
Vocabulary Pronunciation
Parts of a computer Pronouncing the /I/ and /i:/ sounds
Warm-up
• Invite students to play a guessing game.
• Explain that you have five verbs related to computers
in your secret list (save, delete, print, check, send). Have
the class guess the verbs in five minutes.
• Explain the rules. You tell the students how many letters
there are in the word. They can take notes. To guess each
verb, volunteers can put up their hands to ask you two
questions like this:
What’s the first / second / third … letter?
Then other students are free to guess the verb before you
can move on to the next one.
• Announce the lesson subject: problems with computers.
Development
2.48
• Ask students to close their books, open their notebooks
and grab their pens.
• Say a number of the picture and the matching word.
Pause after each one. Have students write the number
they hear and – next to it – draw a simple sketch of
the computer equipment you mention.
Attention
• You can use the exercises from the Extra section with
fast finishers or give them as additional homework
(except Exercise 4, which can be used in class for extra
speaking practice).
• Draw students’ attention to the Testing spot box which
helps them prepare for the primary school test.
Answer Key
Extra 1
1 the twentieth of July, twenty eleven 2 the thirty-first of December,
two thousand and five 3 the sixteenth of May, nineteen ninety-six
4 the third of March, eighteen seventy 5 the twenty-second of June,
twenty thirty 6 the sixth of February, twenty thirteen
Extra 2
1E 2C 3B
Extra 3
1 What did you eat for breakfast yesterday? b 2 Where did you go on
Monday? d 3 What time did they get up on Sunday? c 4 When did
they go to Evo Park? a
UNIT 8
LESSON 4
Testing spot
Language functions
• Get students to open their books and compare their
pictures with those in the book.
• Have them label the pictures with the words from the box.
• Play track 2.48. Pause after each word. Get students to
repeat after you chorally. Drill pronunciation and have
students exaggerate the highlighted sounds: mouse,
keyboard, scanner, speakers.
• Ask students to open their notebooks, complete their sketches
and label all the drawings with the words from the box.
Answer Key
1 mouse 2 printer 3 screen 4 keyboard 5 scanner 6 touch screen
7 touchpad 8 speakers
2.49
• Ask students to read the first dialogue and guess
the answers.
• Play the first dialogue of track 2.49. Have students listen to
check their guesses and complete the gaps. Elicit the answers
out loud. Ask volunteers to spell out the missing words.
• Repeat the procedure with the second dialogue.
• Ask two pairs to act out the dialogues in front of the class.
111
 Answer Key
1:1 isn’t 2 of course 3 Thanks
2:1 can’t 2 have
• Ask students to read the dialogues in bubbles silently.
• Have each student choose a different problem.
• Get students into pairs. Ask them to act out their own dialogue.
Have them swap roles before they act out the second dialogue.
• Have two volunteers from two different pairs act out
an impromptu dialogue at the front.
Testing spot
• Ask students to read the fragments of conversations
and decide which of the options provided (A, B or C)
is the correct reaction for each fragment.
• Give students 2–3 minutes to read the utterances and choose
the correct options. To make the task more challenging, you
can ask students to cover the options and read the stems
only, thinking of possible responses on their own. Then they
should uncover the options and check whether any of them
are similar to the ones they have come up with.
• Allow students to compare their answers in pairs.
Then check as a class and provide feedback.
Answer Key
1A 2A 3C
Aims
Students will:
• practise receptive and productive skills.
Writing
Writing about a person
Listening from the past that you admire
Listening for specific information
Warm-up
• Tell the students to keep their books closed. Explain that
they are going to hear a conversation between two friends.
• Write these words on the board: stadium, amazing, scored,
goals, television, nice, player, plays, lucky.
• Get students into pairs. Tell them that all the words are from
the recording. Ask them to predict what the friends are
talking about. Elicit sample answers.
Development
2.52
• Get students to open the books and read the task.
• Play track 2.52 and let students guess the right answer.
• Check the answer with the class out loud. Ask students who
predicted correctly to raise their hands. Give them a round
of applause.
2.50
Sounds right!
Note on pronunciation
To pronounce [i:] correctly we make it sound like the
Polish [ij] in the words kij, pij, bij. To pronounce [I] we make
it sound a bit like the Polish [y].
• Ask students to look at the word pairs. Elicit what sounds
they hear in each pair: [I] or [i:].
• Play track 2.50 and get students to repeat the words,
exaggerating pronunciation.
2.51
Sounds right!
• Play track 2.51. Ask students to listen to each sentence
and repeat it, chorally and then individually.
• Play the track again, pausing if necessary, to practise
the pronunciation.
Touchdown
• Invite students to play a miming game.
• Get them into pairs. Student A pretends to be using a piece
of the computer equipment from Exercise 1 without saying
a single word. Student B guesses what equipment he/she is
using at the moment. Then students change roles.
Homework
Workbook, Exercises 1–2, page 67
Optional task: Exercise 3* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
UNIT 8
LESSON 5
Audioscript 2.52
Man 1 Were you at the stadium on Saturday?
Man 2 Yes, I was. Matt Robinson was amazing. He scored two goals!
Man 1 I know. He was on television in the evening. He’s a very nice
person.
Man 2 Yes, I like him too. He’s a great player. I love watching him.
Man 1 He plays amazing football. And you were at the stadium!
Lucky you!
Answer Key
1 at the stadium 2 a football player 3 two
112
 2.53
Answer Key
• Ask students to look at the pictures and read the sentences 1 businessman 2 1955 3 1976 4 mouse 5 your files 6 deleted
in the bubbles. Elicit what they know about the two stars. 7 visit 8 send 9 check 10 2011
• Play track 2.53 twice. Ask students to take very short notes
about the famous people as they listen. Pause
the recording frequently to give them time to write.
• Tell students to copy and complete the grid with
• Ask students to change their notes into sentences. information about their chosen celebrity.
Monitor their work and help when needed.
• Monitor their work and offer help when needed.
• Get students into pairs. Have them say sentences about
• Give students eight minutes to write a text about their
each star and complete their notes.
celebrity, using the notes.
• Ask a few volunteers to say their sentences.
Answer Key
Audioscript 2.53 Students’ own answers.
George Best was a brilliant footballer. He was born on 22nd May 1946 in
Northern Ireland. He joined Manchester United football club in 1961. He
played his first game for Manchester United in 1963 when he was
seventeen. He played for Manchester United 470 times and he scored
Touchdown
179 goals. In one game in 1970 he scored six goals. He played his last • Invite volunteers to come to the front and read out their
match for Manchester United in 1974. He died on 25th November 2005. text. Instead of using the person’s name, have them say:
Whitney Houston was a fantastic singer. She was born on 9th August Mr X or Ms X.
1963 in the United States. Her first album was in 1985. For more than • Get the class to listen and guess the celebrity name.
twenty years she was a very popular singer all over the world. She was
beautiful and people loved her songs. Her most popular song was
I will always love you. It is still a very popular song. Whitney was also Homework
an actress, and she made three films. She died on 11th February 2012.
Workbook, Exercises 1–4, page 68
2.54

• Draw a simple picture of an apple.

• Pointing to the apple ask students how it is linked to
the man in the photo (He started the Apple Computer
Company. This is their logo.).
• Ask students to read the text. Get them to guess
the missing words. Encourage wild guesses.
• Play track 2.54 twice. Have students check and complete
the answers.
• Elicit the answers. Have volunteers read out full sentences.

Audioscript 2.54

Girl Who was Steve Jobs?

Boy He was a businessman. A great businessman.
Girl Was Steve Jobs English?
Boy No, he wasn’t. He was born in the United States.
Girl When was he born?
Boy In 1955.
Girl What did he do?
Boy In 1976 he started the Apple Computer Company.
Girl What did the Apple Computer Company make?
Boy It made Apple computers. They were special because they had
a mouse. And it was the first computer that had icons!
You clicked on icons to do things. For example, you clicked on
an icon to save your files or you clicked on an icon to delete
them.
Girl That isn’t special now!
Boy No, but it was special then. Apple Company also makes iPhones.
You can use them to visit websites, send emails and check your
emails.
Girl But you can do that on lots of smartphones!
Boy Yes, but iPhones are a very popular type of smartphone.
Girl When did he die?
Boy He died in 2011. But the Apple Company still makes many things
like computers, iPods or iPhones.

113
 UNIT 8
Aims
Students will: Listening
LESSON 6
• talk about the past, Listening for specific information
• practise listening, writing and speaking. Functional language
Vocabulary & grammar No way! Testing spot
Recycling the language already taught That’s true. Listening

Warm-up 2.58 Testing spot

• Write this story opening sentences on the board: I had • Ask students to read the task instruction. Explain the task.
a bad day yesterday … .
• Have students read the Tip. Let them use Polish to explain
• Get students into pairs and have them add one sentence how the tip helps them do the task.
to the story (eg We lost a game. I didn’t do a project. I deleted
• Explain how to proceed with the task in two steps:
my work. etc.).
Step 1:
• Elicit sentences from volunteers. Make a chain story about
– look at each picture.
a bad day.
– take notes about each picture (people/place/time/actions).
Development Step 2:
– listen to one dialogue.
2.55/2.56
– choose and 'cross out' the right picture.
• Get students into pairs. Invite them to enjoy a rap chant – do the same for other pictures.
about a good day. • Get students to follow Step 1 in pairs.
• Have them take turns to read out the lines from the rap. • Play track 2.58 twice. Have students follow Step 2
Student A reads the gapped line out loud. Student B individually.
uses the right word from the box to complete the gap.
• Elicit the answers out loud.
Then students swap roles.
• Play track 2.55. Pause after each line to let students check Audioscript 2.58

their guesses. 1
• Play track 2.56 and invite students to join in the chant. A This is very exciting.
B Yes, it is.
Answer Key A Darren is winning!
1 yesterday 2 good 3 and 4 didn’t 5 Did 6 Yes 7 make 8 laughed B Yes, he’s very good at sports.
A Look! Darren is the winner!
2
A Can I help you?
• Get students into pairs. Have them look at the pyramid B Yes, please. I’d like to buy a laptop.
and kids in the picture and decide where and when they A OK. We’ve got lots of laptops.
are (in Ancient Egypt, thousands of years ago). B How much is this laptop?
A It’s six hundred pounds.
• Give them 1 minute to find all the mistakes in the picture.
B That’s very expensive.
• Ask students to read the examples in the bubbles and 3
make similar sentences about the mistakes in the picture. A Lunch is ready!
Have students take turns in pairs to say their sentences. B Just a minute!
• Elicit the answers from volunteers. A Turn off your computer and come to the dining room!
B OK, I’m coming.
2.57
A Good. Sit down. Are you hungry?
• Get students to listen to the bonus question and answer B Yes, I am!
4
it. Play track 2.57 twice. Ask them to look at the picture
A Excuse me, where’s the computer shop?
in Exercise 2 carefully. Elicit the answers out loud.
B Go straight on. Turn right into Old Street. It’s on the left.
Audioscript 2.57
A Thank you.
B You’re welcome.
Woman Here is Bonus Question Number 8. Look at the picture
in Activity 2. Can you write the names of six animals
in the picture?
Answer Key
1D 2A 3C 4E
Answer Key
mouse, snake, monkey, parrot, fish, spider

114
Touchdown Homework
• Invite students to create a bad day rap. Workbook, Exercises 1–4, page 69
• Get them into groups of four and have them change Optional task: Cartoon Story – You are the Food Joker!
the text of the rap. Encourage them to use the ideas from
Warm-up. Example: (www.staffroom.pl), Episode 8, Exercises 1–2
What did you do yesterday?
I had a bad day in every way.
Did you laugh with friends?
No, I didn’t. No way!
Did you delete your work?
Yes, I did. That’s true.
Did you lose a football match?
Yes, I did. I lost with you.
• Ask the groups to perform their chants. Give each group
a round of applause.

UNIT 8
Aims
Students will: LESSON 7
• read and listen about text editors,
• read different text types, Reading
• write different text types using a text editor. Reading for gist
Vocabulary Reading for details
Using a computer (2) Identifying text types

Warm-up Optional activity

• Invite students to play a spelling game. Invite students to play a guessing game to test their
text editor vocabulary.
• Choose a set of six computer phrases from Unit 8. Spell out
one phrase slowly, pausing after each letter. Have students Write these keyboard shortcuts on the board:
listen and guess the word. Ask the students who know 1 F1 (Help)
the answer to raise their hands and keep silent. 2 Ctrl + C (Copy)
• Elicit the answer from volunteers. 3 Ctrl + X (Cut)
4 Ctrl + V (Paste)
Development 5 Ctrl + B (Bold)
6 Ctrl + I (Italics)
Say a number of the shortcut. Get volunteers to shout
• Explain or elicit that a text editor is a computer program out the phrase corresponding to the shortcut.
that we use to change the typed text, for example
Microsoft Word or Notepad. 2.59
• Get students into pairs.
• Write these sentences on the board. Elicit their Polish
• Ask students to read the words in the box, look at the text
translation.
editor icons and label them with the words.
I want to add some pictures. I want my homework to look good.
• Check the answers with the class. Say a number to elicit the
answer. Pronounce the word correctly and get students to • Invite students to read a text about using text editors.
repeat after you chorally. Have them exaggerate • Play track 2.59 once. Have students listen and follow the text.
the highlighted sounds: font, point size, bold, italic, cut, • Then have them match sentences (1–6) with useful hints (a–f).
paste, spellchecker, documents. • Elicit the answers out loud.
Answer Key Answer Key
1 text editor 2 font 3 point size 4 bold 5 italics 6 cut 7 copy 1b 2a 3e 4c 5f 6d
8 paste 9 spellchecker 10 documents

115

• Ask students to cover labels 1–5 and scan the texts.
Tell them to guess what text types they are – in Polish.
• Have students uncover the labels in English and ask them
to match the texts.
• Check the answers out loud. Elicit what helped students
guess the text type. Allow them to use Polish to explain.
Answer Key
1d 2e 3c 4a 5b
• using these criteria:
PROJECT!
• Get students into groups of three.
• Have them read the project task and choose one text type.
• Ask each group to use the corresponding text in Exercise 3
as a model and write their own text. Tell each student in
the group to write the text down.
If you have access to computers and the Internet in class,
do the following part of project work in the lesson.
Otherwise, set it as a homework assignment.
• Have students share the tasks as follows:
Student A: Choose the font, edit the text and use
the English spellchecker.
Student B: Find and download the pictures from
the Internet.
Student C: Paste the pictures into the document and
print it off.
Background information
Make sure students use the Word Clipart images, images
with Creative Commons licence or those in the public
domain to observe the copyright. Encourage them to use
Flickr.com or Wikimedia.org to find copyright-free photos.
Touchdown
• Make a classroom display of the printed texts.
• Have the groups walk around and assess other groups’ texts
Font: 1–2–3 points
Images: 1–2–3 points
Language: 1–2–3 points
• Tell the groups to sit down. Calculate the total score for
each text and announce the winner(s) – the text with
the highest number of points. Have the class give
the winning team a round of applause.
Homework
Workbook, Exercises 1–3, page 70
Optional task: Exercise 4* (for those who wish to get
additional professor’s points)

UNIT 8
Aims
Students will:
Vocabulary
LESSON 8
• revise the language structures and vocabulary
from Unit 8. Revising vocabulary already taught
Grammar Functional language
Revising structures already taught Revising functions already taught

Warm-up
• Ask students to work individually. Have them read
the Vocabulary charts on the Summary page 105 and find
all the phrases they still find hard to remember.
• Get students into pairs.
• Invite them to take turns and test each other.
• Give a signal to stop and have students cover the Summary
page.
Development
• Ask students to read the sentences and match the verbs
from the box to the gaps.
• Get them to change the verbs into the past simple forms
to complete the gaps.
• Check the answers out loud. Ask volunteers to read out
full sentences and get the class to repeat them chorally
to practise pronunciation.
Answer Key
1 won 2 ate 3 drank 4 came 5 lost 6 wrote
• Have students cover the sentences.
• Ask them to look at the photos and think of 2–3 words
to match each picture.
• Have them uncover the sentences and complete the gaps.
• Check the answers out loud. Elicit the spelling
and pronunciation of each word.
Answer Key
1 printer 2 keyboard, password 3 mouse 4 text editor 5 scanner

116

• Get students into pairs.
• Ask students to read the dates, as shown in the example.
• Tell them to work individually and write out the dates.
• Check the answers out loud. Elicit the spelling and write
the key words on the board. Practise pronunciation.
Answer Key
2 the second of January, nineteen ninety-seven 3 the twenty-third
of November, two thousand and one 4 the thirty-first of February,
twenty twenty 5 the eleventh of August, eighteen sixty-five
English to go
• Get students to look at the English to go expressions on
page 105.
• Ask students to cover the Summary page and work in pairs.
Student A reads the first part of the phrase out loud (1–6).
Student B reads the best ending (a–f ). Then students
change roles.
• Give them two minutes to complete the task.
• Check the answers with the whole class orally. Elicit full
expressions. Ask them to explain when/why we use them
in conversation.

• Have students read the first three lines of the Grammar
section on the Summary page 105. Elicit how we form
the positive and negative sentences in the past simple.
• Get students into pairs. Have them cover the points
in Exercise 4.
• Ask students to read the prompts next to the pictures
and say sentences about David and Kira.
• Ask students to work individually, uncover the points and
write correct sentences.
• Check the answers out loud. Elicit full sentences.
Answer Key
2 He went to the cinema. 3 They studied for the test. 4 They didn’t
take photos. 5 He didn’t write a blog.
Answer Key
1d 2a 3e 4f 5c 6b
Touchdown
• Invite students to work individually. Have them go back
to the Vocabulary, Grammar and English to go charts
on page 105.
• Ask them to write down and draw smileys () next
to the items they understand and remember very well
and exclamation marks (!) next to those they still need
to master. Invite them to compare their choices in pairs.
Encourage them to form mixed ability study groups, meet
after lessons and study for the test together.
Homework
Workbook, Exercises 1–6, page 71

• Tell students to read the remaining information in

the Grammar chart on page 105. Elicit how we form
questions and the short answers in the past simple.
• Get students to do the exercise orally in pairs.
• Ask students to work individually. Give them three minutes
to complete all the gaps.
• Elicit answers from random students.

Answer Key
1 Did he write a blog? No, he didn’t.
2 Did they take photos? No, they didn’t.
3 Did she make a video? Yes, she did.
4 What time was she at her friend’s house? At four o’clock.
5 When was it? Yesterday.
6 Where did he go? To the cinema.

117
 Skills plus Units 7–8
Aims
Students will:
Testing spot
Reading
LESSON 1
• revise the language structures and
vocabulary from Units 7 and 8,
• practise reading and writing skills.

Warm-up
• Revise vocabulary connected with using a computer. Ask
students to work in groups of three. Explain that you would
like them to write as many words and expressions connected
with using a computer as they can within one minute. After
the groups have compiled their lists of words and expressions,
ask them to count how many they have. In the meantime walk
around the class and quickly check if the words and expressions
are correct. Ask all the groups to read out their words and tell
the class about their result. The winners are the group with the
greatest number of correct words and phrases. Tell the winners
that they are going to get a special task during the lesson.
• Ask students to look at the words in the crossword
in Exercise 1 again. Explain that they should choose four
and make a sentence with each. Students write down
the sentences in their notebooks.
• Give students 3–4 minutes to write the sentences.
Then elicit ideas from selected students.
Answer Key
Students’ own answers.

Development • Ask students to read the instruction carefully. Make sure

• Tell students that they are going to do a crossword.
Ask them to look at the pictures for a few seconds. Then
in pairs students discuss what they can see in the pictures.
• Ask students to work on the crossword individually or
in pairs. Explain that the names of the objects they can see
in the pictures are not necessarily the ones they should fill in.
The pictures only suggest the answers.
• Give students/pairs 5–6 minutes to do the crossword.
Afterwards check the answers as a class. First ask a student
to read out the mystery word (festivals), and then check
the words in the crossword one by one.
they understand that all the four texts are on the same
topic, but they give different kinds of information. One text
does not provide any relevant information at all.
• Ask students to read the texts and choose the correct
answers. Give students 6–7 minutes to do the task. Then
allow students to compare their answers in pairs. Check as
a class. Provide feedback and explain any doubts students
may have.
• Ask students if their predictions about the words which
may appear in the texts were correct.
Answer Key
1 B 2 E 3 A 4 D

Answer Key Optional activity

1 F E B R U A R Y Ask students to look at the texts in Exercise 3 again.
2 W E B S I T E Give students two minutes to go through them. Explain
that you would like them to memorise some details
3 M O U S E from the texts and then close their books. The group
4 P I T C H of winners from the Warm-up activity should leave their
5 F I R E W O R K S
books open. While the rest of the class are reading
the texts, the winners write four questions about
6 C A R N I V A L the details from the text, eg What time do the 100th Day
7 C L O A K R O O M of School celebrations begin? Who is the music for
the celebrations? The winners ask the questions to
8 E M A I L
the rest of the students who should raise their hands
if they know the answers.

Note on language
You can use the mystery word in Exercise 1 (festivals)
to talk to students about cognates and false friends
in English and in Polish. Explain that some words in
different languages are very similar and they usually mean
the same things (eg parade – parada, scanner – skaner, text
editor – edytor tekstu). The word festival is a borrowing
from Latin, but like in the case of cognates, the meaning
is predictable. Tell students that some words look similar
in English and in Polish but have different meanings.
You can provide some examples (gym – sala gimnastyczna
≠ gimnazjum, canteen – stołówka ≠ kantyna). Don’t insist
on students memorising the words, only aim at raising
their awareness of their existence.
• Ask students if they like festivals and holiday celebrations.
Encourage them to recall a celebration they took part in.
• Refer students to the instruction. Explain that their task is
to write a short description of a festival or a celebration they
participated in. Remind students to include information
such as date, activities and participants. You may need to
help students with the English names of the festivals and
with other vocabulary.
• Give students 4–5 minutes to write their descriptions.
Then ask selected students to read out their descriptions
to the class. Provide feedback.
Answer Key
Students’ own answers.

118
Touchdown
• Ask students to work in pairs and think of a celebration/
festival they would like to take part in at school, eg music
festival, science, book festival. Encourage students to make
a list of activities or attractions they would want to organise.
Then ask selected pairs to share their ideas with the class.
Aims
Students will:
Testing spot
Listening
• revise the language structures and
vocabulary from Units 7 and 8,
• practise speaking, listening and writing skills.
Warm-up
• Revise past tense forms of irregular verbs. Give infinitives and
nominate selected students to provide the past forms. Keep
a fast pace of the exercise. Then go on to revising names of
different places at school. Provide students with clues, eg place
where you leave your coat, place where you can play football,
place where you can buy something to drink. Students should
raise their hands if they know the answer.
Development
• Ask students to read the instruction and the expressions
in the box. Make sure students understand them. Tell
students that they should match the expressions to the
places in a school: gym, corridor, canteen and cloakroom.
• Give students 1–2 minutes to think of their answers. Then ask
students to work in pairs and ask and answer questions, as in
the example. Finally, check the answers as a class.
Answer Key
gym: do karate, play volleyball
corridor: spend a break, text your friend
canteen: have lunch, drink hot tea
cloakroom: leave your jacket, change your shoes
• Ask students to read the instruction. Make sure students
understand that their task is to use the words from
the boxes to complete the texts. Tell students that one
word in each box should not be used.
• Give students 4–5 minutes to work on the texts. Then allow
students to compare their answers in pairs. Finally, check
the answers as a class.
Answer Key
1 corridor, text, 2 gym, volleyball 3 canteen, drink
Skills plus Units 7–8
LESSON 2
Optional activity
Write the following prompt on the board: Yesterday
+ What happened? + Where at school? Get students to
think of things that happened to them or that they
saw happen yesterday in different places at school.
Give students about one minute to think of their ideas.
Then ask them to write down one or two sentences
describing the event(s). Provide students with a model
sentence, eg Yesterday I saw a black cat in the cloakroom.
After 3–4 minutes elicit the sentences.
2.60
Testing spot
• Refer students to the instruction. Explain, if necessary,
that they should decide which people in the pictures are
described in the recording. Remind students that one person
in the picture is not going to be mentioned in the dialogue.
• Refer students to the Tip. Ask students to look carefully at
the picture and write down names of objects, places or
activities (6–7 words or phrases) which they can see
in the picture.
• Play track 2.60. Students listen and write the answers.
• Give students a few seconds to think about their choices.
• Play track 2.60 again. Students decide on the final answers.
• Allow students to compare their answers in pairs.
Then check the answers as a class.
Audioscript 2.60
1
Emma Owen, we need to hurry up. The meeting with Ms Todd starts
in three minutes.
Owen I know, but where is everyone? Ms Todd wanted to talk to all of
us.
Emma Calm down, Owen. I think I can see Harry over there.
Owen In the corridor? No, hold it a second, he’s in the canteen.
He’s still having his lunch.
Emma Oh dear. And Ellie?
Owen She’s in the classroom, sitting in front of the computer.
Is she checking her emails now?
Emma I’m afraid she’s blogging … Look over there, Callum is in the
corridor, behind the chair.
Owen And Jade is texting, as always. But she’s going into the gym.
Good, that’s where we’re meeting our teacher.
Emma OK, let’s go there too. I don’t want to be late.
Owen Yeah, Ms Todd doesn’t like latecomers!
119
 Answer Key Touchdown
1C 2E 3A 4D • Follow-up by asking students who have chosen the same
places to work in groups together. Explain that you would
like them to make a mini-project about their favourite
place. They should draw the place, label some objects in
• Ask students to think of their favourite place at school. it and write an explanation why this is the best place at
Allow students to share their ideas with a partner. school. Display the projects on the walls.
• Tell students that they are going to write a few sentences
about their favourite place at school and they should be
able to explain their choice. Give students 4–5 minutes
to write their texts.
• Ask selected students to read out their sentences to
the class. Discuss the choices together.

Answer Key
Students’ own answers.

120
 UNIT 9
Aims
Students will: Vocabulary
LESSON 1
• talk about transport, Transport
• revise conversational expressions from Functional language
Units 1–3. I don’t understand.
Grammar What do you mean? Extra materials
Recycling the structures and notions It might be fun. Grammar flashcards 9.1 (for Lou’s grammar)
taught in Units 1–3 Good for you! TRF, Extra teaching resources Unit 9, Lesson 1
(one copy per class of up to 27, for Touchdown)

Warm-up 2.62

• Write this on the board: home school. • Ask students to cover the dialogue and guess where
• Get students into pairs. Give them one minute to list what the teams can travel on the final day, and how. Elicit
transport children usually use to go from home to school. the answers from volunteers.
• Elicit the answers out loud. Write all the names for means of • Play track 2.62. Tell students to read the dialogue to check
transport on the board. their guesses. Have them find all sentences with the verb
• Announce the lesson subject: transport. go and means of transport.
• Check the answers out loud. Write them on the board.
Development Words you know • Ask students to act out the conversation in groups of five.
• Ask students to open their books. Read the words out loud
and pause after each one. Get students to repeat after you
chorally. Drill pronunciation and have students exaggerate • Have students read the examples in the Look box. Tell them
the highlighted sounds: bus, bicycle, plane, motorbike. to compare them with the sentences on the board.
• Ask these questions. Pause after each one and ask students • Elicit what prepositions we use after the verb go to talk
to respond with a show of hands. about how we travel. Elicit the Polish translation.
Who goes to school by car?
2.63
Who goes to school by bus?
Who goes to school by bike? • Have students read the task and predict the answer.
Who went on holiday by plane? • Play track 2.63. Have students listen and write the answer.
Who went on holiday by car? Check the answer with the whole class.
Who went on holiday by train?
Audioscript 2.63
 2.61
Zoe What a great morning on the island! Thank you so much!
• Ask students to read the words in the box and look at Organizer You’re welcome!
the pictures. Matt And thank you for the helicopter trip too. It was amazing!
• Get them into pairs. Have them label the pictures (1–10) Josh Yes, thanks.
with the words (a–j). Organizer See you in the afternoon for the last competition. Bye!
Daisy What’s the matter, Josh?
• Play track 2.61. Tell students to listen and check. Get them Josh I feel bad.
to repeat the words correctly (stop the recording after Daisy Why, Josh?
each one). Encourage them to practise correct stress and Josh I don’t help this team. You help, Matt helps, Zoe helps.
exaggerate the highlighted sounds: helicopter, boat, ferry, I don’t.
scooter, ship, van, lorry, underground, tram, hot-air balloon. Daisy You help too, Josh.
• Draw this diagram on the board. Tell students to close their Josh Not really.
books. Ask them to copy the picture into their notebooks Daisy And in the afternoon it’s the last competition. Perhaps
you can help us to win!
and write the means of transport in the respective shapes: Josh I don’t think so.
for air, water or land transport. Have them open the books Daisy Oh, Josh. Try and cheer up.
to check.

AIR
Answer Key
Josh is feeling bad because he doesn’t help the team.

WATER LAND Easy English

Answer Key
1 g 2 b 3 i 4 a 5 d 6 j 7 h 8 c 9 f 10 e
Note on language
The underground is the British name for metro trains.
The American name is the subway. In Britain, a subway
is a pedestrian path going underground.
• Ask students to complete the phrases individually. Remind
students they can find them in the dialogue in Exercise 2.
• Check their answers.
• Get students to practise the pronunciation. Ask them to tell
you the Polish equivalents.
• Make sure students know the context for using the phrases
and can respond.

121
 Answer Key
1 I don't understand! 2 What do you mean? 3 It might be fun!
4 Good for you!
L o u ’s g r a m m a r
• Explain that Unit 9 is partly a revision unit and there
are going to be no new grammar points introduced.
Ask students to go quickly through the Lou’s grammar
sections from Units 1–3 to recall what they learnt there.
• Spread all grammar flashcards from set 9.1 on your desk,
and divide the class into three groups. Explain that each
group will be responsible for different grammar points
selected from Units 1–3.
• Ask four students from Group 1 to come to the front,
and to stand in a row facing the others. Make them
pick up the correct cards (one card per student) to form
the sentence There is a bookshop. Ask the last student
in the row to pick up the correct punctuation mark.
• Tell them to swap cards to turn the affirmative sentence
into a question (Is there a bookshop?).
• Invite Groups 2 and 3 to provide the short answers orally.
• Ask the four students holding cards to swap them again
and form the negative sentence (There isn’t a bookshop.).
• Repeat the procedure to present: There are some bookshops.
Are there any bookshops? There aren’t any bookshops. There is
some bread. Is there any bread? There isn’t any bread.
• Ask Groups 2 and 3 to provide short answers.
• Ask the students holding cards to put them back on your
desk, and to go back to their seats.
• Follow the similar procedure with five students from
Group 2. Make them present: They have got some bread.
They haven’t got any bread. How much bread have they got?
He has got some books. He hasn’t got any books. How many
books has he got?
• Invite Groups 1 and 3 to provide the answers orally.
• Write these sentences on the board:
They read. He reads.
• Follow the procedure with four students from Group 3.
Make them present:
They don’t read. Do they read? When / What time / Where do
they read?
He doesn’t read. Does he read? When / What time / Where does
he read?
• Invite Groups 1 and 2 to provide the short answers orally
and full sentence answers.
• Get students to work individually. Ask them to read
the task. Elicit what to do.
• Have them read the blog and fill in the gaps with words
in the boxes.
• Get them into pairs and have them compare their answers.
• Check the answers with the whole class.
• Encourage students to refer to the grammar rules on
the corresponding Summary pages for Units 1–3.
Answer Key
2 any 3 is 4 isn’t 5 How much 6 isn’t 7 Are 8 a lot
• Get students to work individually.
• Give them 90 seconds to choose one correct word
to complete each sentence.
• Get them into pairs to compare their answers.
• Elicit the answers from volunteers.
• Encourage students to refer to the grammar rules on
the corresponding Summary pages for Units 1–3.
Answer Key
2 Whose 3 Tom’s 4 them 5 her 6 hasn’t 7 has 8 haven’t
• Divide the class into groups, A (for Amy) and T (for Tom).
• Have students work individually and write sentences 1–5.
• Elicit the answers out loud.
• Encourage students to refer to the grammar rules on
the corresponding Summary pages for Units 1–3.
Answer Key
1 They draw. 2 She doesn’t live in the country. 3 He doesn’t live in the city
centre. 4 He goes to school by bus. 5 They don’t go to school on foot.
• Get students into pairs. Give them three minutes to write
the questions.
• Elicit sample questions to keep grammar correct.
• Have students change pairs and interview their new
partners.
• Ask students to get back into initial pairs and talk about
what they learned in the interview.
• Get students to work individually.
• Invite them to race against the clock and unscramble
the means of transport. Tell them to put up their hands
when ready.
• Give a signal to stop and elicit the answers after the first five
students have raised their hands.
Answer Key
1 scooter 2 ferry 3 tram 4 van 5 lorry 6 ship
Touchdown
• Have a copy of the TRF page ready, cut up into slips along
the broken lines.
• Invite students to do the ‘Easy English Mingle’ to revise
the phrases from Units 1–3.
• Give each student one slip.
• Have them read their phrases and recall what it means
and when to use it.
122
• Invite students to mingle freely. When you give a signal,
students should form a random group of 4–5, sit together
and use all their phrases to write a dialogue.
• Monitor their work and offer help as needed.
• Ask the groups to act out their conversations in front
of the class.
Aims
Students will:
• talk about tourist places, Functional language
• revise conversational expressions I’m looking forward to the next game.
from Units 4–6. We haven’t got a hope.
Grammar Listen carefully.
Recycling the structures and notions We can turn this round.
taught in Units 4–6 Testing spot
Vocabulary Language structures
Places in town (2)
Warm-up
• Read the sentences below out loud. Pause after each one.
As you read, get students to grab their pens and write
the names of places in town where we can do these things.
More than one correct answer is possible.
You are watching a game. (a stadium, a sports centre)
You are singing. (a church, a stadium)
You are talking to a police officer. (a police station, a stadium,
a shopping mall)
You are crying. (a hospital, a police station, a sports centre,
a stadium, a church)
You are taking photos as a tourist. ( a castle, a church)
• Elicit the answers out loud.
• Announce the lesson’s subject: tourist places in town.
Development Words you know
• Ask students to read the phrases in the box and find
the ones mentioned in the Warm-up.
• Read all the phrases out loud. Pause after each one.
Ask students to listen and repeat them chorally after you.
Explain the meaning of any words they don’t remember.
2.64
• Ask students to look at the title and the photo. Use
the picture to explain the meaning of a monument,
a miniature and a theme park.
• Play track 2.64 and have students read about Miniature
France. Ask them if they would like to visit the place.
• Play track 2.64 again. Pause after each sentence to let
students practise the pronunciation of the underlined words.
Encourage them to practise word stress and exaggerate the
highlighted sounds: cathedral, statue, monument, old town,
harbour, palace, tower, funfair, tourist information centre.
• Ask students to translate the words into Polish. Draw
their attention to the difference between a theme park
(tematyczny park rozrywki) and a funfair (wesołe miasteczko).
Homework
Workbook, Exercises 1–5, page 72
Optional task: Exercise 6* (for those who wish to get
a reward eg a special stamp and/or a plus mark)
UNIT 9
LESSON 2
Extra materials
TRF, Extra teaching resources Unit 9, Lesson 2
(one copy per group of 4–5, for Optional activity)
Grammar flashcards 9.2 (for Lou’s grammar)
Answer Key
cathedrals – katedry palace – pałac
statues – pomniki tower – wieża
monuments – zabytki funfair – wesołe miasteczko
the Old Town – starówka harbour – port
tourist information centre – informacja turystyczna
Optional activity
Invite students to design their own miniature theme
park: Miniature Island. Get students into groups of 4–5.
Have copies of the TRF page ready. Hand out one copy
to each group. Give teams four minutes to choose
a theme for their island park (animal, fruit, sweets,
music, etc.). Tell them to invent names for and label
tourist places (from the six bubbles on the margins)
and landscape features marked on the map, based on
the theme. Give them another four minutes to write
a short text about their park, using the text in Exercise 1
as an example.
2.65
• Ask students to look at the notice and tell you what
the final competition is and whether they like the idea.
• Play track 2.65. Ask students to read and listen to
the dialogue and find the quiz questions.
• Elicit the answers out loud. Ask students if they knew
the correct answers. Have them predict which team are
going to win.
• Play the track again and invite students to act out
the dialogue in groups of six.
2.66
• Ask students to read the first part of the task and look
at the mini-scorebox. Tell them to predict the answer.
• Play track 2.66. Ask students to complete the missing
scores. Check with the whole class.
123
• Play track 2.66 again. Get students to listen to find out who
knew the answer and how come. Elicit the answer from
a volunteer.
Audioscript 2.66
Organizer Now it’s time for the last question in the final
competition. You’re neck and neck! The score is Aston
Team 12, Bannister Team 12. Answer this question
and you win the competition … and you win the
Evolution Games. Are you ready?
All Yes, we’re ready.
Organizer Look at this statue. It’s a statue of a famous Polish
composer. It’s not Chopin. Who is it?
Organizer Any answers?
Organizer You have five seconds …
Josh Maybe … Stanisław Moniuszko?
Organizer That is … correct!
Matt Josh! You’re amazing! How do you know that?
Josh Remember the first competition for the Polish stand?
We bought a CD with some Polish music.
Matt Yes …
Josh The composer of that music was Stanisław Moniuszko!
Organizer The Bannister Team are the winners of Competition
Number 8!
Daisy … and that means …
Organizer The Bannister Team is the winner of the Evolution Games!
Congratulations!
Answer Key
Bannister School 13:12 Aston School
TOTAL: 51:50
Easy English
• Ask students to complete the gaps, using the dialogue
in Exercise 2.
• Get individual students to read out their answers.
• Make sure students know the context for using the phrases.
Elicit different contexts for each phrase and the Polish
translation.
Answer Key
1 I'm looking forward to the next game. 2 We haven't got a hope.
3 Listen carefully. 4 We can turn this around!
L o u ’s g r a m m a r
• Explain that Unit 9 is partly a revision unit and there
are going to be no new grammar points introduced.
Ask students to go quickly through the Lou’s grammar
sections from Units 4–6 to recall what they learnt there.
• Spread all grammar flashcards from set 9.2 on your desk,
and divide the class into four groups. Explain that each
group will be responsible for different grammar points
selected from Units 4–6.
• Ask four students from Group 1 to come to the front.
Make them pick up the correct cards to form the sentence
You have to read books. Ask the last student in the row
to pick up the correct punctuation mark.
• Ask one more student to join them. Tell them to swap cards
to turn the affirmative sentence into a question (Do you
have to read books?).
• Invite Groups 2 and 3 to provide the short answers orally.
• Ask the five students holding cards to swap them again and
form the negative sentence (You don’t have to read books.).
• Repeat the procedure to present: She has to read books.
Does she have to read books? She doesn’t have to read books.
• Invite Groups 2, 3 and 4 to give short answers orally.
• Ask Groups 2, 3 and 4 to make more sentences with
have to/has to about housework and schoolwork.
• Ask the students holding cards to put them back on your
desk, and to go back to their seats.
• Follow the procedure with five students from Group 2.
Make them present:
How often do they read books? They never read books.
They read books once a week. How often does she read books?
She never reads books. She reads books once a week.
• Follow the procedure with four students from Group 3.
Make them present:
They love / don’t like / hate / like eating tomatoes. Do you like
eating tomatoes? She loves / likes / hates / doesn’t like eating
tomatoes. Does she like eating tomatoes? Invite Groups 1, 2
and 4 to provide the short answers orally.
• Follow the procedure with four students from Group 4.
Make them present:
They are / aren’t revising now. Are they revising now?
What are they revising now? She is / isn’t revising tomorrow.
Is she revising tomorrow? When / What time is she revising?
Invite Groups 1, 2 and 3 to provide sample answers orally.
• Have students open their books and read the explanation.
• Explain that in English in order to say why we are doing
something, we can use the infinitive form of the verb to
express the reason. Elicit the translation of the examples
given in the box.
• Ask students to think of their own sentences. You can
prompt them by asking questions, eg Why do you go
to the shop? (to buy food, newspapers, etc.)
• Ask students to look at the picture and describe what is
going on.
• Get them into pairs. Have them write the sentence pairs.
Make sure they use the present simple and present
continuous forms.
• Check the answers out loud. Invite students to explain by
using the respective grammar rules listed in the Summary
pages for units 4–6.
Answer Key
1 does 2 is doing 3 goes 4 is going 5 meet 6 are meeting
• Ask students to work individually and write sentences
about their family members.
Answer Key
Students’ own answers.
124
 Testing spot
• Before students do the task, ask them to look carefully
at the picture. You may ask students to work in pairs to
describe what they can see in the picture.
• Give students 4–5 minutes to read the sentences
and choose the correct options.
• Allow students to compare their answers in pairs.
Then check as a class.
• Provide feedback and explain the answers, if necessary.
Answer Key
1A 2B 3B 4C
• Get students to work individually. Give them two minutes
to complete the questions.
• Elicit sample questions to keep grammar correct.
• Get students into pairs to interview each other.
• Ask a few volunteers to read their texts.
• Get students to unscramble the names for tourist places.
Tell them to put away their pens when ready and clap
their hands twice.
• Give a signal to stop and elicit the answers after the first five
students have clapped their hands.
Answer Key
1 monument 2 harbour 3 cathedral 4 statue 5 funfair 6 theme park
Aims
Students will:
• talk about countries to visit,
• revise conversational expressions from Units 7–9.
Grammar
Recycling the structures and notions taught in Units 7–8
Vocabulary
Countries
Warm-up
• Display the world map or the globe for all the students to see.
• Write the names of six continents on the board: Europe,
North America, South America, Australia, Asia, Africa.
Ask a volunteer to show them on the map/globe.
• Get students into pairs and give them two minutes to list
at least one country from each continent.
• Announce the lesson subject: countries to visit.
Development Words you know
• Get a volunteer to read the names of the countries out loud.
Correct pronunciation if necessary. Have another student
point to the countries on the map/globe. Other students
listen and repeat chorally.
Touchdown
• Invite students to do the Easy English cocktail exercise
to revise the phrases from Units 4–6.
• Divide the students into three groups, Unit 4, Unit 5
and Unit 6. Have each group flip through one unit
(4, 5 or 6 respectively) and list all the Easy English phrases
in their notebooks.
• Have students form mixed groups of three (Unit 4 + Unit 5
+ Unit 6). Get them to sit together in threes.
• Ask teams to write a dialogue between three tourists
on holiday, using at least 2 phrases from every unit list.
• Ask the groups to read out their conversations in front of
the class.
Homework
Workbook, Exercises 1–4, page 73
Optional task: Exercise 5*, (for those who wish to get
a reward eg a special stamp and/or a plus mark)
UNIT 9
LESSON 3
Functional language
I’m afraid not.
Go on!
Hooray!
Just a minute! Extra materials
Congratulations, all of you! A large map of the world or a globe (for Warm-up)
Grammar flashcards 9.3 (for Lou’s grammar)
• Ask students to name the continent for each country.
• Read out these prompts and ask students to shout out
the names of countries:
1 Kangaroos and koalas live there. (Australia)
2 People drink tea at 5 o’clock there. (the UK/England)
3 Its capital is Nairobi and Maasai people live there. (Kenya)
4 People dance samba during the Rio Carnival there. (Brazil)
5 Its capital is Bangkok and they have lots of rice there.
(Thailand)
125
 2.67
• Ask students whether they like travelling and why.
Elicit information about their longest trips.
• Play track 2.67. Ask students to listen and read the text.
Have them find the names of cities and the names of
countries.
• Ask students to write the English names for the countries
in the list. Elicit the answers from volunteers.
• Play track 2.67 again. Pause after each country and have
students repeat.
• Have students look closely at the map and match
the countries to the cities marked on the map. Elicit
answers from volunteers.
Answer Key
1 France 2 Germany 3 Italy 4 Spain 5 Russia 6 the USA 7 China
8 Japan
2.68
• Invite students to read the first five lines of the dialogue
(Organizer’s part). Elicit which country they would choose
and why.
• Play track 2.68. Ask students to listen and read the dialogue.
Have them compare their choices with the actual destination.
• Ask students to use the pictures and the information
in the dialogue to explain why the winners go to the USA.
• Ask students to practise reading the dialogue in groups of
four students. After this, ask four volunteers to act it out
in front of the class.
2.69
• Ask students to read the task and predict the answer.
• Play track 2.69. Ask students to check their guesses
and write the answer. Check with the whole class. Write
these expressions on the board: I’m afraid not. Go on!
Hooray! Just a minute! Congratulations, all of you!
• Ask students when we use them in conversation and elicit
the Polish translation.
• Say these, pause after each one and ask students to
respond with one of the phrases on the board: Did you
win yesterday? (I’m afraid not!) You’ve won! (Hooray!) We’ve
won! (Congratulations, all of you!) Can I start? (Go on!/Just
a minute!) My turn now? (Go on!/Just a minute!)
Audioscript 2.69
Organizer Now you can all choose friends to go with.
Daisy I think we know.
Organizer You don’t have to decide now!
Matt But I think we know … just a minute.
Daisy We all agree. We want to go with … the Aston Team.
Archie Oh wow! Are you sure?
Zoe Yes, we are. We’re all good friends now!
Josh And we really liked doing the competitions with you.
Alice Yes, we loved it too.
Matt And now we can have a great holiday together!
Organizer Congratulations, all of you!
Answer Key
the Aston Team
Reflecting upon values
Invite students to discuss how to stay friends when you
compete with someone. Use the situation of the Aston
and Bannister teams as an example. Divide students into
groups and have them write three rules for real friends.
Monitor their work and offer help with language and
ideas. Ask groups to present their rules. Make a poster
with the Class Code of Real Friendship.
• Ask students to read the note about Bicycle Bob
and compare it with the first flag of the USA.
• Elicit the names of other countries corresponding
to the flags.
• Have them write sentences about the countries Bob was in.
Tell them to use the note as an example.
• Elicit answers from volunteers.
Answer Key
Bicycle Bob’s travels:
He was in Russia on 15th July 2011.
He was in Japan on 23rd October 2010.
He was in Spain on 31st May 2010.
He was in China on 12th January 2009.
He was in Italy on 18th August 2011.
L o u ’s g r a m m a r
• Explain that Unit 9 is partly a revision unit and there
are going to be no new grammar points introduced.
Ask students to go quickly through the Lou’s grammar
sections from Unit 7–8 to recall what they learnt there.
• Spread all grammar flashcards from set 9.3 on your desk,
and divide the class into three groups. Explain that each
group will be responsible for different grammar points
selected from Units 7–8.
• Ask six students from Group 1 to come to the front,
and to stand in a row facing the others. Make them pick up
the correct cards (one card per student) to form the
sentence He was in the park yesterday. Ask the last student
in the row to pick up the correct punctuation mark.
• Tell them to swap cards to turn the affirmative sentence
into a question (Was he in the park yesterday?). Invite Groups
2 and 3 to provide short answers orally.
• Ask the students holding cards to swap them again
and form the negative sentence (He wasn’t in the park
yesterday.).
• Repeat the procedure to present: They were / weren’t / Were
they in the park yesterday? Ask Groups 2 and 3 to provide
short answers orally.
• Ask the students holding cards to put them back on your
desk, and to go back to their seats.
• Follow the procedure with six students from Group 2.
Make them present: He walked / didn’t walk to the park
yesterday. They won / didn’t win the game yesterday.
• Invite Groups 1 and 3 to say five more affirmative and
negative sentences in the past simple with regular verbs
(Group 1) and irregular verbs (Group 3) respectively.
126
• Write this sentences on the board: He walked to the park.
They won the game.
• Follow the procedure with six students from Group 3.
Make them present: Did he walk to the park? When did he
walk to the park? Did they win the game? Where / What time
did they win the game?
• Invite Groups 1 and 2 to give sample answers.
• Get students into pairs. Give them two minutes to write
the countries.
• Have pairs get together to form groups of six to compare
their guesses.
• Elicit the answers out loud. Say the flag colours and get
a volunteer to give the corresponding country name.

• Get students into pairs. Have them cover the words
in the box and guess the answers.
• Tell students to work individually. Ask students to uncover
the words, check their guesses and complete the text.
• Check the answers out loud.
Answer Key
1 not 2 were 3 wasn’t 4 Where
• Ask students to get into pairs and decide how to complete
the sentences.
• Have them work individually complete the gaps.
• Elicit full sentence answers from volunteers.
• Refer students to the Grammar chart on Summary pages
for Units 7–8 to find the rules behind their decisions.
Answer Key
1 lost 2 didn’t drink 3 had 4 Did (you) write, did
5 Did (your friends) save, didn’t 6 did (you) go, went
• Have students cover the text.
• Tell them to look at the pictures and write two sentences
about the boy’s last holiday. Elicit sample answers.
• Get them to uncover the text and fill in the gaps.
• Check the answers out loud. Elicit full sentence answers.
Answer Key
1 took 2 wrote 3 didn’t 4 hot-air balloon 5 swim
Answer Key
1 Germany 2 China 3 France 4 Italy 5 Spain 6 the USA
Touchdown
• Invite students to do the Easy English quiz to revise
the phrases from Units 7–9.
• Divide the students into three groups: Unit 7, Unit 8
and Unit 9.
• Have each group flip through one unit (7, 8 or 9) and list
all the Easy English phrases in their notebooks.
• Get each group to write a short multiple-choice quiz using
their expressions. Each test should have three
mini-dialogues like this one:
Sandra: Are you OK?
Dominik : I’m ____ not. I’m sad.
A hooray B afraid C happy
• Have students write the quiz questions. Monitor their work
and offer help.
• Get students into mixed groups of three (Unit 7+ Unit 8 +
Unit 9). One student reads his/her quiz questions, the other
two choose the correct answer: A, B or C. Students take
turns.
• Ask students which test was the most challenging and why.
Homework
Workbook, Exercises 1–4, page 74
Optional task: Exercise 5* (for those who wish to get
a reward eg a special stamp and/or a plus mark)

• Have students work individually. Get them to read the task.

• Tell them to imagine their holiday and complete the tick
and cross boxes with phrases from the green box or their
own ideas.
• Give students four minutes to write about their holidays,
using the notes.
• Have them compare their stories in pairs.
• Ask a few volunteers to read out their texts to the class.

Answer Key
Students’ own answers.

127
 UNIT 9
Aims
Students will:
• identify personal belongings,
What’s it like?
It’s a bit/very/really old.
LESSON 4
• practise describing objects. I’m afraid we haven’t got it.
Oh dear. Thanks anyway.
Vocabulary
Thank you so much.
Personal belongings
You’re welcome.
Functional language
Pronunciation
Can I help you?
Pronouncing the /æ/ and /a:/ sounds

Warm-up 3
Man Can I help you?
• Get students to work in groups of three. Give them Woman Yes, please. I left my bag on a bus yesterday.
two minutes to say as many words as they can related to Man What’s it like?
personal belongings. Don’t let them write anything. Woman It’s brand new. There’s a purse in it.
• Elicit the answers. Write the words on the board. Man Wait a minute. Is it this bag?
Woman No, it isn’t. My bag isn’t blue.
• Announce the lesson subject: personal belongings.
Man I’m afraid we haven’t got it.
Elicit the Polish translation.
Woman Oh dear. Thanks anyway. Goodbye.
Man Goodbye.
Development
2.70 Answer Key
1b 2c 3d
• Ask students to look at the words in the box and
the pictures.
2.72
• Elicit the Polish translation.
• Tell students to put their pens away.
• Play track 2.70.
• Play track 2.72. Ask students to read and listen to
• Check the answers out loud with the whole class.
the dialogues one and three once more. Have them
• Play the track once again. Stop after each example to remember the missing words.
practise pronunciation.
• Ask students to guess the answers.
Answer Key • Play track 2.72 once again for students to check their
1 wallet 2 purse 3 backpack 4 bag 5 suitcase answers.
• Elicit which phrases are useful when (a) we look for
2.71 something we lost and (b) we buy something.
Ask students to find them in the dialogues.
• Have students look at the pictures.
• Ask two pairs to act out the dialogues in front of the class.
• Explain the task.
• Play track 2.71. Have students match the dialogues (1–3) Answer Key
with the pictures (a–d). 1: 1 bag 2 big blue 3 a bit 4 really 5 this 6 welcome
2: 7 bus 8 purse 9 got 10 dear
• Check the answers with the class.
Audioscript 2.71

1
• Get students into pairs. Have them choose one object from
Man Can I help you?
Exercise 1.
Woman Yes, please. I left my bag on a train yesterday.
Man What’s it like? • Tell them to use the object and the first script in Exercise 3
Woman It’s a big blue bag. It’s a bit old. There are a lot of books in it. to act out their own conversations in a lost property office.
It’s really heavy. • Tell them to start as the speech bubble example suggests.
Man Wait a minute. Is it this bag?
• Have one pair act out the dialogue in front of the class.
Woman Yes, it is! Thank you so much.
Man You’re welcome. Goodbye. 2.73 Sounds right!
Woman Goodbye.
2
• Ask students to look at the words. Say what sounds they
Man Can I help you? have: /æ/ or /a:/.
Woman Yes, please. I’d like this blue bag, please. • Play track 2.73 and get students to repeat the words,
Man That’s £59.99. exaggerating pronunciation.
Woman Here you are.
Man Thank you very much … and here’s your bag.
2.74 Sounds right!
Woman Thank you. Goodbye. • Play track 2.74. Ask students to listen to each sentence
Man Goodbye. and repeat it, chorally and then individually.
• Play the track again, pausing if necessary, to practise
the pronunciation.

128
Touchdown Homework
• Invite students to do a picture dictation. Workbook, Exercises 1–4, page 75
• Have each student draw a personal belonging, including Optional task: Exercise 5* (for those who wish to get
these features: colour, size, old-new. Tell them to keep their a reward eg a special stamp and/or a plus mark)
drawings secret.
• Get them into pairs. Write the sample exchange
on the board:
Student A: What is it?
Student B: It’s a wallet.
Student A: What’s it like?
Student B: It’s …
• Student A asks questions, listens to the answers and draws
the object. Student B describes his/her object in detail. Then
students change roles. Finally, they compare their drawings.

UNIT 9
Aims
Students will:
• practise receptive and productive skills.
Writing
Writing about a holiday in the past
LESSON 5
Reading Speaking
Reading for specific information Speaking about a holiday in the past

Warm-up
• Write these sentences on the board: I had one problem
on holiday. I had a lot of problems on holiday. I didn’t have
any problems on holiday.
• Ask students to think of their last holiday and choose
the best sentence to describe it.
• Get them into pairs and give them two minutes to share
their short holiday stories. Offer help with language when
necessary.
• To elicit sample stories, read out a sentence, get students
who chose it to raise a hand and ask one of them to tell
their story. Follow the same procedure with sentences two
and three.
Development
• Get students to open their books and read the statements
(a–d).
• Ask them to read the three texts in Exercise 2 and match
the statements (a–d) to the names (1–3).
• Check the answer with the class out loud. Elicit full
sentences and ask students to quote the text fragments
that helped them decide.
Answer Key
1d 2b 3c
• Divide the class into three groups: the chat, the email
and the letter.
• Have each group read their text and choose the questions
(1–6) it answers.
• Get students into mixed groups of three (the chat +
the email + the letter) and have them share their answers.
• Check the answers with the class. Ask students to quote
the text fragments that helped them decide.
Answer Key
1 Nathan 2 Millie 3 Angela 4 Nathan 5 Millie 6 Angela
• Ask students to imagine they were on holiday last month.
• Tell them to look at the countries word box and choose one
destination.
• Have them close their eyes and imagine they are in
the chosen place. Get them to listen to you and choose and
remember one of the options you read out to them.
Use the information in the boxes to ask students questions
and suggest possible answers: Think about the travel.
How did you go there? By train? By bus? By car? By plane?
By ship? By helicopter? By boat?
• Have students open their eyes and find the selected
options in the book.
• Give them five minutes to write their story. Encourage
them to use the past simple.
• Have a few volunteers read out their stories.

• Have students read the questions (1–6). Answer Key

Students’ own answers.
• Elicit the text types (a chat, an email and a letter).

129
• Have students use the words in the box to write ten
questions about a classmate’s last holiday. Encourage
them to use the past simple and the vocabulary (destination) (activities) (people)
in Exercise 3. Offer help when needed.
(hotel) (weather)
Answer Key
Students’ own answers.
(travel) (places) (food)

• Get students into pairs.

• Tell them to interview each other and take notes
of the answers.
• Elicit holiday stories from volunteers. Tell the students to
describe their friend’s holiday, based on the notes.
Touchdown
• Invite students to interview you about your own holiday.
• Draw this cloud on the board and complete it with nouns
as prompts about your (real or imagined) holiday last year.
• Sit in the chair facing the class.
• Get students to use the prompts to ask you questions.
Ask them to raise a hand if they have a question to ask.
Encourage follow-up questions to find out details.
Did you travel by plane? Was it comfortable?
Did you eat Italian spaghetti? Did you like it?
Was it hot and sunny? Did you go to the beach?
Homework
Workbook, Exercises 1–4, page 76

UNIT 9
Aims
Students will:
Reading
LESSON 6
• talk about the past and present,
• practise listening, writing and speaking. Reading for gist
Vocabulary & Grammar Testing spot
Recycling the language already taught Reading

Warm-up • Get students to ask each other questions in pairs

and complete the other chart as they do so.
• Write this story starters on the board:
Last summer I was in Spain and I saw Corrida. • Elicit the answer from two pairs.
Last summer I was in Spain, I saw Corrida and I …
Answer Key
• Divide students into three big teams. Have each team Students’ own answers.
sit in a circle.
• Have them complete the chain story. Going clockwise,
students say one past simple sentence to add to the story.
The sentence must be about the given country. • Ask students to list the names of the kids in the Bannister team.
• Change the country as soon as the team members have • Have them flip through the book to recall what each kid
run out of ideas and have them start a new story. is into and good at. Write the names and interests/skills
on the board, in this chart:
Development Name … loves/hates … … can/can’t …
… is/isn’t into … … is good/bad at …
• Get students into pairs.
• Have each student in a pair choose a different chart • Ask students to read the task and answer the questions.
and complete it with the names of countries from Unit 9. Make sure they always explain their reasons using because.
• Have students read the sample questions in bubbles • Elicit the answers from volunteers.
silently. Elicit when we use was/were (about the past)
Answer Key
and is/are (about the present). Elicit the short answers. Students’ own answers.

130
 2.75 and how the speaking task helped them see the difference
between the gist of the whole text and the topics of its parts.
• Ask students to grab their pens.
• Explain how to proceed with the task in four steps:
• Get them to listen to the bonus question and answer it. Step 1: read the first answer (a)
Play track 2.75 twice. Elicit the answers out loud.
Step 2: read the text and find the fragment which matches
Audioscript 2.75 answer (a)
Woman Here is Bonus Question Number 9. When you play sports, you Step 3: follow the same procedure with answers (b–c)
can do lots of things with a ball. For example, you can kick it. Step 4: check which fragments are dominant and choose
Can you write four more things you can do with a ball? the answer which matches the whole text
• Get students to follow steps 1–4 in pairs.
Answer Key • Elicit the answer.
hit, throw, run with, catch
Answer Key
B

Testing spot
• Ask student to close their books. Touchdown
• Dictate these instructions and have students write them • Invite students to do a spot-the-difference test.
down: • Tell them to read the text in Exercise 4 once again, silently
1 Tell me about your favourite sport. and carefully.
2 Tell me about a day you spent with your friend. • Have them close their books.
3 Tell me about a day you spent at a stadium. • Read the text out loud, deliberately replacing four pieces of
• Give students three minutes to think about their answers. information. Make sure you don’t emphasize the replaced
Tell them to write 3–4 things they are going to include fragments while reading.
in their stories, eg: • Ask students to listen carefully to spot the four differences.
1 My favourite sport: Tell them to raise a hand whenever they hear different
* the kind of sport information. Elicit what the original text says.
* why I like it
* my favourite sports star/team Homework
* how often I do/watch it Workbook, Exercises 1–4, page 77
• Get students into pairs and have them tell their stories Optional task: Cartoon Story – I'm starting a new
to each other. restaurant!
• Ask students to read the task instruction and the Tip. Let (www.staffroom.pl), Episode 9, Exercises 1–2
them use Polish to explain how the tip helps them do the task

UNIT 9
Aims
Students will: Reading LESSON 7
• describe landmarks, Reading for specific information
• read and listen about Stonehenge. Extra materials
Vocabulary A map of Great Britain (for Warm-up
Describing places and Exercise 1)

Warm-up
• Put up some photos of popular Polish city landmarks
on the board.
• Get students into pairs. Have them list the Polish cities
in the pictures.
• Say the name of a landmark in English and point to it.
Pause and elicit the corresponding city name. Follow
the same procedure with all the photos.
• Announce the lesson’s subject: landmarks in Great Britain
and Poland.
Development
2.76
• Ask students to look at the pictures. Use the ‘Background
information’ to explain what they show.
• Display the map of the UK. Ask students to locate the places
on the map.
• Explain the meaning of the words in the box. Play track 2.76.
• Get students to match the adjectives to the pictures.
• Get students into pairs. Have them describe the places
using full sentences, as shown in the bubbles.
• Check the answers out loud.

131

Answer Key
Example answers:
Stonehenge: prehistoric, mysterious, interesting
Leeds Castle: historic, frightening
The Shard: impressive, modern, tall, thin
Background information
Stonehenge is a prehistoric stone monument,
built between 3000–2000 BC in Wiltshire, England.
It is on UNESCO’s list of World Heritage Sites.
Leeds Castle is a castle in Kent, England, built in 1119
on islands in a lake.
The Shard (of Glass) is a 95-storey tower-like skyscraper
in London. It opened to the public in 2013. It is over 300
metres high – the tallest building in the European Union.
2.77
2.78
• Write these on the board: life-size, inflatable, bouncy.
• Have students read the questions (1–6).
• Ask them to read the text and find the answers. Play track
2.78 to let them read and listen.
• Get them into pairs to compare their answers.
• Elicit the answers to the questions (1–6) from volunteers.
Ask them to quote the corresponding fragment of the text.
Answer Key
1 Stonehenge is in the middle of England, near the historic town of
Salisbury. 2 It’s about five thousand years old. 3 We can’t be sure what
it was. Some people think it was a scientific lab or that prehistoric
scientists watched the stars here. Others think it was a religious centre,
like a prehistoric cathedral. 4 It’s one of the biggest tourist attractions
in Great Britain. 5 It’s prehistoric, very big and mysterious. 6 Jeremy
Deller made a life-size inflatable bouncy Stonehenge.

• Ask students to listen to six people who visited PROJECT!

the landmarks from Exercise 1. • Get students into groups of three.
• Have them identify and write the name of the landmark • Have them read the project task and choose one landmark
to match each person (1–6). in Poland.
• Play track 2.77. Pause after each person. • Ask each group to choose sentences from the text
• Elicit the answers out loud. in Exercise 4 and modify them to write their own text.
Tell each student in the group to write the text down.
Audioscript 2.77
• Distribute the tasks to students in each group:
1
Student A: Find and download up to six pictures related to
Woman It’s a very new tower … I think it’s very impressive.
I like towers in big cities. the text.
2 Student B: Use a text editor to write the text and give it a title.
Man I wonder what it was? Perhaps it was a market … or perhaps Student C: Paste the pictures into the text document.
it was a bit like a cathedral … perhaps it was just a house! Edit the colours and fonts. Print it off.
No, it’s very mysterious … it was more than a house …
• Have each student prepare their own notes to use during
3
Woman This is a very interesting place. And it looks beautiful
the presentation in front of the class.
in the middle of the lake.
4 Touchdown
Man I think this place is very, very old … I think it’s prehistoric … • Make a classroom display of the posters.
about four thousand years old. It’s very impressive.
5
• Appoint one person from each group to make
Woman Wow! Look at that! It’s all very modern … and it’s very tall
the presentation. Let the student use the notes but don’t
and thin! let them read from the poster.
6 • Have the class listen and write one question to find out
Man This is a very historic place. Castles are a big part of the more about the landmark.
history of England. Five hundred years ago an important
family lived here. Now businessman and other people often • Hold a question and answers session at the end.
meet here.
Homework
Answer Key Workbook, Exercises 1–3, page 78
1 The Shard 2 Stonehenge 3 Leeds Castle 4 Stonehenge
Optional task: Exercise 4* (for those who wish to get
5 The Shard 6 Leeds Castle
additional professor’s points)

2.77

• Ask students to listen closely and note down the adjectives

each person uses to describe the landmark.
• Play track 2.77. Pause after each person to give students
time to take notes.
• Check the answers out loud.

Answer Key
1 new, impressive, big 2 mysterious 3 interesting, beautiful 4 old,
prehistoric, impressive 5 modern, tall, thin 6 historic, big, important

132

Aims
Students will:
Vocabulary
• revise the language structures and vocabulary
from Unit 9. Revising vocabulary already taught
Grammar Functional language
Revising structures already taught Revising functions already taught
Warm-up
• Ask students to work individually. Have them read
the Vocabulary charts on the Summary page 119
and choose all the phrases they still find hard to remember.
• Get students into pairs. Invite them to take turns and test
each other.
• Tell them to start with the first chart. Student A covers
the chart. Student B keeps the chart uncovered and reads
the words in English or Polish one by one. Student B recalls
the corresponding translation.
• After two minutes give a signal to switch partners, change
roles and move to the next chart. Have new pairs test each
other.
• Follow the same procedure with the other charts.
• Give a signal to stop and have students cover the Summary
page.
Development
• Ask students to look at the pictures and write the labels.
• Check the answers out loud. Get the class to repeat the
words chorally to practise pronunciation. Ask a random
student to use each word in a sentence about the past
(eg My dad travelled by helicopter in the mountains.).
Answer Key
1 scooter 2 helicopter 3 boat 4 ship 5 tram 6 hot-air balloon
• Have students put their pens aside.
• Get them into pairs.
• Ask them to read the words in the grey strip and use them
to complete the sentences.
• Have students work individually and write their answers
in the gaps.
• Check the answers out loud.
Answer Key
1 I lost my battered wallet in China. 2 I lost my brand new purse in
Italy. 3 I lost my really old backpack in France. 4 I lost my scratched
suitcase in Japan.
• Get students into pairs. Have them complete the gaps with
the names of landmarks and adjectives to describe them.
• Check the answers out loud. Elicit the spelling and write
the key words on the board. Practise pronunciation.
Answer Key
1 prehistoric monument 2 modern tourist information centre
3 interesting palace 4 impressive cathedral 5 historic
UNIT 9
LESSON 8
• Have students do the Grammar Quiz on the Summary page
119. Don’t let them write the answers. Encourage them
to remember them.
• Divide the class into three groups, 1, 2 and 3. Have each
group do a different part of the quiz. Monitor their work
to make sure their answers are correct.
• Get them into mixed groups of three (1+2+3). Now that
they know the answers to one part of the test, have them
test their friends.
• Encourage students to do the test at home again
and calculate their scores.
• Ask students to work individually and complete the gaps
with the words in the box.
• Check the answers out loud. Elicit full sentences.
Answer Key
Grammar Quiz: policzalne, niepoliczalne, have, niepoliczalnymi,
policzalnymi, -ing, -ing, to
1 Is, isn’t 2 got 3 Has, hasn’t 4 have 5 never 6 once
• Ask students to find the time expressions in each sentence.
Elicit which tense to use to complete each sentence.
• Get students to do the exercise orally in pairs.
• Ask them to work individually. Give them two minutes
to complete all the gaps.
• Elicit answers from random students.
Answer Key
GO: 1 went 2 am going / ‘m going 3 go 4 am going / ‘m going
TAKE: 5 took 6 am taking / ‘m taking 7 take 8 am taking / ‘m taking
English to go
• Get students to work individually and look at the English
to go expressions on page 119.
• Ask students to cover the Summary page and work in pairs.
Student A reads the situation description in Polish (1–4).
Student B, with the book closed, gives the right response.
Then students change roles.
• Give them two minutes to complete the task.
• Have students work individually and choose the correct
answer (a, b or c).
• Check the answers with the whole class orally. Elicit full
expressions.
Answer Key
1c 2b 3a 4c
133
Touchdown Homework
• Invite students to work individually. Have them go back Workbook, Exercises 1–6, page 79
to the Vocabulary, Grammar and English to go charts
on page 119.
• Ask them to write down and draw smileys () next
to the items they understand and remember very well
and exclamation marks (!) next to those they still need
to master. Invite them to compare their choices in pairs.
Encourage them to form mixed ability study groups, meet
after lessons and study for the test together.

134
 Grammar
Water for the World Revising the structures already
taught
Brilliant!
You’re a genius!
That’s awesome!
Vocabulary What do you mean?
Collecting money for charity I don’t understand.
Functional language I’ve got it!
Aims Let’s get moving! I haven’t got a clue.
Students will: We’re short of time! Do your best!
• prepare to stage a play,
That’s very sad. Well done!
• act out a play,
That’s a nice idea. Good for you!
• practise negotiating ideas.
Great idea! Never mind.

LESSON 1
Warm-up • If some of the students are reluctant to act, involve them
in the preparation process, eg in setting up the stage and
• Encourage students to play a miming game. Get them
helping out with the costumes, props and sound effects.
into pairs and have them stand opposite each other.
To get them to collaborate and feel confident, they need to
Student A mimes one activity he/she often does at break
see the situation as non-threatening. Also, they may want
time (eg texting friends, having a sandwich, etc.). Student B
to perform as part of a larger group, chanting by the end
has to guess the activity. Then students change roles.
of the play.
lntroduction Preparation
• Write: Water is important for people in Europe on the board.
• Discuss the setting of the play with students.
Elicit why. Get students to name the things we can’t do
Encourage them to come up with their own ideas
without water (eg swim, wash up, wash clothes, clean cars,
for decorations and costumes.
clean houses, go windsurfing, drink tea, etc.). Write them
down on the board. • Make sure students decide who brings the props: a mobile
phone, a set of headphones, football, handball, toy buckets,
• Write: Is water very important for people in Africa? (walk for
coins.
hours/get a bucket of water) on the board. Ask students to
answer the question using the phrases in brackets. • Get students to choose soundtracks for each scene.
These could be samples of music (eg hip hop music)
• Introduce the topic of the play: collecting money for
or soundscapes recorded with students’ mobile devices
countries without water. Ask students who usually helps
(eg break at school, school bell ringing, clapping
poor countries (charities) and what children can do to help
and cheering).
charities (eg do a charity event, collect money). Students
brainstorm ideas for school charity events (eg have a disco
and sell tickets, have a talent show and sell tickets to parents,
Touchdown
make and sell cakes, etc.). Encourage them to discuss the • Invite students to practise this ‘Save Water!’ chant:
factors that make a charity project successful (eg good Come on, come on, come on
ideas, enthusiasm, good team work, good planning, enough You’re not Harry Potter
time to prepare everything, hard work, working together with And you don’t know magic
teachers and parents). Allow them to use Polish in this part So you have to save water!
of the lesson.
• Write it on the board. Chant it one line at a time and have
• Have students look at the cast. Get them to read the students repeat after you.
play. Explain any unknown vocabulary. Check if students
• Divide the students into two teams and have them chant
understand by asking some comprehension questions:
alternate lines.
What do the students like doing at break time? (Scene 1) What
do the students want to do? (Scene 2) What is the homework • Clean the board. Ask volunteers to do solo chants from
task? Why? (Scene 2) What’s ‘Ten Pence Charity Day’ idea? memory.
(Scene 3) Why do we need water? (Scene 4) What problems
with water do people in Africa have? (Scene 4) Is the charity Homework
event a success? Why? (Scene 4) 1 Students practise reading their roles or learn them
• Ask students to read the text out loud. Practise the correct by heart.
pronunciation and intonation patterns with the whole class.
2 Students prepare the costumes and props for their
characters.
Casting
• Ask students to decide which roles they would like to have.
There are seven main roles (the teacher and six students)
and seven parents roles.
• Run an audition contest for the whole class, getting the
candidates to read a short part of the text for the chosen role.
Make sure the selected students have the sports skills they
need to present. With a large class, increase the number of
students performing the parents parts, or divide the class
into two groups to stage two separate performances.

135
LESSON 2
Warm-up
• Ask students to read the text of the mini play silently
and remember details.
• Tell them to close their books and invite them to play
sentence detectives. With a weaker group, let students keep
their books open.
• Read these sentences out loud. Each includes one incorrect
word. Ask students to listen and detect the wrong word.
Do your test, Alfie! (best)
It’s time for glasses! (classes)
I haven’t got glue! (a clue)
Never kind. (mind)
What do you clean? (mean)
We can collect a lot of honey! (money)
Well sun, students! (done)
Good for two! (you)
• Pause after each sentence. Have students who have spotted
the mistake and know how to correct the sentence put
their hands up in silence. Ask one volunteer to say the right
sentence and give its Polish translation.
• To practise the pronunciation of the rhyming pairs, get
students to repeat them chorally after you, really loud with
exaggerated intonation.
Rehearsal
• Hold one or two reading rehearsals, divided into scenes.
• Get students into groups. Have them stand up and say
their lines to each other. Pay attention to loud and clear
speech. Encourage them to practise changing their voice
and gestures to express different emotions and attitudes.
Get them to use natural stage movements.
• Have students finish off their performance with a courteous
bow to thank the audience.
Performance
• Give students some time to arrange the classroom
for the show. If necessary, help them move the furniture
and put up any decorations they have prepared.
• If you have invited anybody else to join the audience,
greet them and introduce the performance.
• You may want to ask students who don’t want to act in
the play to take photos or record the performance on video.
The record can be used as memory token or can be put up
on the class/school website.
• When the show has ended, thank everyone for having
taken part.
|dea Brainstorming Session
• Get students to imagine that the charity event was a huge
success and now, as a class, they want to organise a talent
show to collect money for an animal charity.
• Explain to students that they will take part in an idea
brainstorming session. Get them to find the expressions in
the play which can be used to discuss ideas.
• Divide the class into two teams. Have them sit in circles,
at two different ends of the classroom. Ask each team to
appoint a secretary.
• Hold a brainstorming session in two parts.
• In part one, give the teams a few minutes to list all
the talents and skills they have and want to present.
Ask the secretaries to make a list with all the names
and corresponding skills (several per person if necessary).
Make sure the secretaries note down all the ideas.
Refrain from criticism at this stage.
• In part two, tell the groups to have another look at the list
and select the best ideas. Tell the secretary to make the final
talent list with the names of all the students (performing
solo or in teams), each showing one talent.
• Have the teams prepare a presentation to advertise their
talent show. Tell them to include the complete talent list
and samples of two or three performances.
Touchdown
• Get the teams to present their talent shows.
• Have the whole class design and make the Talent Portrait
of the class. Make sure the poster shows all the students
and their skills. Let students choose between drawing
the poster or posing for a class photo with prompts
illustrating various talents.
Homework
Students choose one of the following tasks:
1 Write a review of the ‘Water for the World’
performance.
2 Search for information and make a poster with facts
about water in the world.
136
 Aims
Students will:
Extra materials
A picture of cornucopia (for Warm-up)
• learn about Thanksgiving traditions, A map of the world (for Exercise 2)
• practise thanking for things. Bristol boards (one per group of 4-6, for
Vocabulary Exercise 5)
Thanksgiving Sheets of coloured paper
Functional language (three per student, for Exercise 5)
Thanks for ... Glue and scissors - a pair per student
Hugs! (for Exercise 5)
Warm-up
• Put the picture of cornucopia on the board. Explain that
it is a popular autumn decoration in the USA and people
put fruit and vegetables inside it.
• Get students into groups of three.
• Dictate the colours from the list below. Pause after each
one and have students list some fruit and vegetables to
put in a cornucopia that match each colour (examples
in brackets). Check orally.
green (cucumber/lettuce, apple/pear)
yellow (corn/pepper, banana/lemon)
orange (carrot/pumpkin, orange/peach)
red (beetroot/tomato, cranberry/raspberry)
• Have pairs draw their cornucopias using their lists and then
swap them with another pair. Tell students to label the fruit
and vegetables in their friends’ drawing.
Development
Background information
In December 1620, after a sea voyage on the Mayflower,
a group of religious Europeans – Pilgrims, landed at
Plymouth Rock, North America to start a new life.
After a very hard winter, with the help of local Native
Americans – Indians, they learned how to grow crops.
To say thank you to the Indians they had a harvest party.
At present, American families have family dinners on the
last Thursday of November and say thank you for all good
things at the table. They eat turkey in cranberry sauce with
vegetables and pumpkin pie for dessert. The houses are
often decorated with cornucopias.
• Introduce the topic. Ask students what they know about
Thanksgiving. Elicit the dinner menu. Allow Polish if necessary.
• Use the map to explain how Pilgrims travelled from Europe
to America where they met local Indians.
• Ask students to look at the pictures in Exercise 1. Elicit how
the pictures are related to Thanksgiving, past and present.
Tell them to read the definitions and match the words with
the pictures. Check orally.
• Ask student how they think the life of Pilgrims in Europe
was different from the life of Indians in wild America.
Allow Polish if necessary.
Answer Key
1A 2B 3D 4C 5E 6F
Thanksgiving
• Show the Pilgrims’ route on the map and ask students to
imagine they are among Pilgrims. First they travel by sea.
Then they land in America in the winter. Elicit answers to
the questions: Why is it hard to travel by sea? When you land
in America, why is your life difficult at first? Who can help you?
How can you thank your helpers?
• To pre-teach grow corn elicit why farmers need land
(to keep animals and grow plants).
• Ask students to read the story in four parts (A-D).
Tell them to put the fragments in the right order. Check
orally.
Answer Key
1B 2D 3C 4A
• Explain that Nathan lives in the USA and writes an email to
his Polish friend Iga.
• Ask students to look at the pictures and guess what
Nathan’s email is about.
• To check their guesses, have them read the text and match
the pictures to the corresponding fragments of the email.
Check orally.
• Elicit how Iga should answer Nathan’s question.
Answer Key
C, B, A
• Have students point to the entrance and exit of the maze.
• Ask them to find the right route out. Tell them to list all
the food products they come across on the way.
• Elicit the correct answers.
Answer Key
pumpkin, turkey, cranberries, vegetables, corn, potatoes
PROJECT!
• Divide the class into groups of up to six students.
Get students to read the project instructions.
• Have students prepare their cut-outs and write their thank
you sentences on them. Give them ideas whom to thank
(friends, family, teachers etc.).
• Give out a bristol sheet to each group. Ask students to
create their group’s Thanksgiving Tree.
• Help students put up their tree posters on the classroom
walls. Take photos to share the images with students’
parents.
137
Touchdown Homework
• Invite students to prepare a Thanksgiving mini-quiz in pairs. Students write two more quiz questions about
• Have each pair write (in pencil!) two sentences about Thanksgiving traditions.
Thanksgiving celebrations. Then tell them to erase one key
word to make a quiz sentence.
• Get pairs to form groups of eight and test each other.

Aims New Year in Scotland

Students will:
• learn about New Year celebrations in Scotland, Extra materials
• practise making resolutions. A picture of a Polish highlander in
traditional clothes and a Scot clad in a kilt (for Warm-up)
Vocabulary
A map of Europe with Poland, Great Britain and Scotland (for Warm-up)
New Year A recording of Auld Lang Syne (for Exercise 2)
Functional language A5-sized envelopes (one per student, for Exercise 4)
I want to ... . A5-sized sheets of paper (four per student, for Exercise 4)
Happy New Year! Crayons and felt-tip markers for drawing (for Exercise 4)
It is bad/good luck. A box to store all envelopes (for Exercise 4)

Warm-up • Have students read the sentences in the chart (1–5).

• Put the pictures of a Polish highlander and a Scot wearing
a traditional kilt on the board. Elicit where they come from.
Teach the word kilt.
• Display the map and ask students to find the places on
the map. Write the following words on the board and
explain in Polish that they are symbols of Scotland:
Edinburgh – the capital city, Nessie – the legendary monster,
haggis – traditional dish, Braveheart – a Scottish hero, etc.
• Write the word Hogmanay on the board. Tell students it is
also from Scotland. Get students into pairs and have them
guess what Hogmanay is. Encourage wild guesses.
• Elicit ideas from volunteers. Explain that Hogmanay is
the Scottish name for New Year.
Development
• Introduce the topic. Write the dates: December 31st
and January 1st on the board. Elicit the Polish names. Give
the English equivalents: New Year’s Eve and New Year’s Day.
• Ask students to look at the pictures in Exercise 1 (A–E).
Tell them to choose the ones which show how they
celebrate New Year.
• Have students match the pictures to the phrases in the list
(1–6). Check orally. Practise pronunciation.
• Ask students to use the phrases to guess about New Year
in Scotland.
Answer Key
1D 2C 3B 4F 5E 6A
• Explain that Zosia, a Polish girl spent New Year in Edinburgh
and wrote about it in her blog.
• Play Auld Lang Syne. Ask students to read the texts
and ask them when people sing this song. Elicit what
happens when Scots sing it.
Tell them to read the text again to decide if they are true or
false. Ask students to correct all the false sentences, as in
the example.
Answer Key
2F 3T 4T 5F
• Ask students about the name of Zosia’s Scottish friend
(Alastair). Tell them that Alastair wants to know about
New Year in Poland and has questions for Zosia.
• Have students read his questions in the bubbles. Then ask
them to read the phrases in Zosia’s bubbles and match
them with the questions.
• Get students into pairs and have them practise giving
Zosia’s answers, using all the phrases in her bubbles.
• Then have pairs act out their conversations. Get students
to change roles.
Optional activity
Have students write emails: Team A from Alastair to his
American friend Derek about Zosia’s New Year; Team B
from Zosia to her German friend Inge about Alastair’s
New Year.
Have students use the present simple verbs with he/
she in their emails. Also tell them to include two false
pieces of information in their email.
When ready, have students form mixed pairs (A&B),
swap their emails, read them, spot and correct the two
false facts about New Year celebrations in Scotland.
Answers:
New Year’s Eve: watch TV (at midnight), go to street
concerts (at midnight), invite friends, relax, have parties,
watch fireworks
New Year’s day: get up late, do nothing, watch concerts
on TV, make New Year resolutions
138
 PROJECT! Touchdown
• Invite students to try to sing Auld Lang Syne together.
• Get students to read the project instructions.
Play the recording, have students stand in a circle, holding
• Give your examples of New Year resolutions to explain hands. Have them shake hands when the singing is over.
the meaning of I want to … and show that we use the
infinitive after to. Homework
• Give out slips of paper and ask students to write and
illustrate their resolutions. Make sure the pictures show Students learn to sing the song at home.
the desired outcome to motivate students.
• Give out envelopes, have students put their resolution slips
inside and write two dates, a spring one and a summer one
(but no later than the end of the school year). Explain that
on those dates students will open the envelope to compare
their resolution with the reality. Elicit how important it is
to work systematically to succeed.
• Have students write the dates on the inside cover
of their notebooks and hide their envelopes in a box.
Explain you will look after the box without looking inside.
Ask students to ask you to get their envelope on the right
day (as noted down in their notebooks).

Aims
Students will:
This is my present for you.
St Valentine’s Day
• learn about St Valentine’s Day traditions,
• practise making promises. What do you think?
Write soon.
Vocabulary
Extra materials
St Valentine’s Day
Sample valentine cards (for Warm-up)
Functional language A5-sized sheets of coloured paper for coupons (one per student, for Exercise 4)
I promise to ... . Crayons, felt-tip markers and/or stickers for decorating coupons (for Exercise 4)
Happy Valentine’s!

Warm-up Today Valentine or St Valentine is the patron saint

• Draw the following in a random arrangement on the board:
a girl, two boys, a heart. Write the date: February 14th above the
pictures, and the names: Emma, Mat, Kieran under the pictures.
• Get students into pairs and have them tell the story, using
all the information on the board.
• Elicit a few stories from volunteers before you tell the story
of the worksheet characters. (Emma and Kieran are classmates
in London. Mat is their friend from Poland. Emma likes Kieran
a lot. Mat is Kieran’s best friend. Before St Valentine’s Day Emma
asks Mat in an email what valentine gift she can give to Kieran.)
• Elicit what valentine gifts people give to each other in Poland.
Display your sample valentine cards to give students some ideas.
Development
of lovers. His holiday is on February 14th. Most people
send valentine cards and write ‘From your Valentine’
on the cards. Some people give love coupons with
promises to their sweethearts and friends.
• Introduce the topic. Tell the story of St Valentine.
• Ask students to read Emma’s email. Have one show
of hands to find out how many students like her idea.
With another show of hands elicit how many students
think Mat likes her idea.
• Have students read Mat’s email and match the letters (1–2)
to the valentine ideas in the pictures (A–B). Check orally.
• Elicit the difference between a valentine card (a sweet
or funny card with a poem) and a coupon (a piece of paper
with a promise for a friend).

Answer Key
1B 2A
Background information
In the 3rd century Claudius was the Roman emperor.
He didn’t let young soldiers marry. Valentine, a priest,
helped a Roman soldier marry his girlfriend so Claudius put • Ask students to read the words listed in Exercise 2 and
him in prison. There Valentine made friends with Austerius guess their Polish translations, without any help from you.
whose blind daughter was healed by Valentine’s prayers.
• Have them read the text to check their guesses and write
Claudius sentenced Valentine to death. In the last letter to
the missing translations.
Austerius, Valentine wrote: ‘From your Valentine’.

139
• Let them compare in pairs before you check the answers
with the whole class. Say the Polish translation and ask
volunteers to read out the English equivalent.
Answer Key
valentine card – kartka walentynkowa
secret – tajemnica
heart – serce
cupid – amorek
dove – gołąb
poem – wiersz
box of chocolates – pudełko czekoladek
valentine coupon – kupon walentynkowy
promise – obietnica
to promise – obiecać
present – prezent
• Ask students to decide which decorations from the list
in Exercise 2 they want to put on a valentine card for their
sweetheart.
• Have them look at the broken hearts and match the halves
to make four different valentine card messages. Advise
them to use the hearts’ broken edges to get the answers
right. Check orally.
• Have students use one of the messages and the decorations
they chose from Exercise 2 to design a valentine card for
their sweetheart. Tell them to draw the drafts in their
notebooks and compare in groups of five or six.
• Have groups choose and present the most creative ideas.
PROJECT!
• Get students to read the project instructions.
• Tell them to look again at the coupon in Kieran’s email
to get a better idea.
• Ask students to think of a friend and decide what promise
can make him/her happy.
• Tell them to write the text, using the example. Monitor their
work to correct all mistakes and improve the text.
• Give out sheets of coloured coupon paper for students
to write on and decorate.
• Make a classroom display of the coupons on the board.
Write a number above each coupon. Ballot the students
to choose the most interesting promises.
Touchdown
• Invite students to complete a funny valentine poem in pairs.
• Write this gapped poem on the board:
I really like you
And you really like me
We are like … (two penguins in the zoo)
It’s as easy as ABC
• Read your version of the poem (replacing the information
in brackets) out loud to explain what to put in the gap.
Use Polish if needed.
• Have students complete the gap with their ideas and read
their poems out loud.
Homework
Students make the valentine card they designed in class.

Answer Key
1d 2c 3b 4a

Aims
Students will:
St Patrick’s Day
• learn about St Patrick’s Day traditions, Extra materials
• revise the language of landscape, A map of the world with Ireland,
• practise describing where things are. Great Britain and the USA (for Warm-up)
Vocabulary A3-sized Bristol sheets (one per group of four students, for Exercise 4)
St Patrick’s Day Crayons, felt-tip markers and/or stickers for decorating coupons (for Exercise 4)

Warm-up • Ask student to copy this grid into their notebooks

and complete it with the words on the board. Elicit what
• Write these words, scattered randomly on the board: Ireland,
comes in the left hand (country names) and right hand
Irish, Scotland, Scottish, England, English. Draw this grid.
(nationalities) columns.
I am from ... . I am ... . • Show the three foreign countries on the map. Elicit which
Poland Polish one is an island (Ireland).
• Tell students that each country in the grid has a patron saint
(St Wojciech – Poland, St George – England, St Andrew –
Scotland and St Patrick – Ireland). Explain that Irish people
celebrate their patron’s day (St Patrick’s Day) in a special way.

140
Development
• Use the map to explain how people from Ireland travelled
to America to start a new life there. Tell students this is why
people in America celebrate St Patrick’s day – their great-
great-great-grandparents were Irish.
• Ask students to look at the Irish T-shirt designs and read
the labels. Elicit the Polish translation of the words.
• Have students read the trivia and write words (A-E) in gaps
(1-10). Explain they can use the same word more than one.
Check orally.
Answer Key
1 A 2 E 3 C 4 C 5 C 6 D 7 D 8 B 9 C 10 B
• Ask student to unscramble the five words related to St Patrick’s
tradition. Tell them to make one word for each shamrock.
• Check the answers orally.
• Ask students to explain how each of these words is
important for celebrating St Patrick’s Day.
Answer Key
1 leprechaun 2 shamrock 3 rainbow 4 Ireland 5 green
• Ask students to read the sentences in the chart and guess
the answers: (T) if the sentence is true, (F) if it is false.
• Have them read the trivia again to check their guesses.
• Let them compare their answers in pairs before you check
them with the whole class. Ask volunteers to correct
the wrong sentences.
Answer Key
1F 2F 3F 4T 6F7T
Optional activity
Ask students to decide which St Patrick’s Day traditions
they would like to present on The Irish Day organised
at their school. Get them into groups of four and have
them select two St Patrick’s Day ideas which can be
interesting for the students in their school and people
in their city.
Have each group present their two ideas in front of the
class. Have a secret vote to decide on the most exciting
two ideas in the class.
PROJECT!
• Get students into groups of three and have them read
the project instructions.
• Tell them to make a rough copy of the map in their
notebooks: decide on the name of the island, the location
of five different landscape features, special names for
the places and the route leading to the treasure.
• Have them write a short text to describe where exactly
the treasure is. Tell them to use 3-5 different prepositions
from the list. Monitor their work to help correct mistakes
and offer ideas if needed.
• Give out Bristol sheets for groups to transfer their maps
and texts onto them.
• Make a display of the maps on the walls. Have a show
of hands to choose the most creative map. Use the names
of islands for the vote. Announce the winner(s).
Touchdown
• Invite students to take part in the spelling competition.
Divide the class into two teams.
• Tell students to imagine an Irish leprechaun will give
the directions to the treasure to the group which spells
most English names of places/people/things/animals
(which are in green) correctly. This group will be the winner
of the competition.
• Give students two minutes to write as many ‘green’ nouns
as possible. Remind them to use the correct spelling.
• Check the answers out loud. Announce the winner(s).
Homework
Students imagine they are in Dublin on March 17th.
They write an email to a friend in Spain about what is
happening on St Patrick’s Day. Tell them to use these
words: green, shamrock, leprechaun, rainbow, a pot
of gold, Ireland, Irish.
141

Vocabulary plus is optional material that can be used
with stronger classes or students who want to expand
their vocabulary. It is a section that introduces new words
correlated with the topics from the core curriculum.
In Evolution Plus 2 Vocabulary plus sections are correlated
with the following topics: praca, zakupy i usługi, życie rodzinne
i towarzyskie, dom, sport, człowiek: wygląd zewnętrzny,
kultura, człowiek: zainteresowania, podróżowanie i turystyka.
Aims
Students will:
• talk about professions and typical activities,
Functional language
What’s the matter?
Let me take your temperature.
• practise reading and speaking skills.
Vocabulary
Typical activities related to jobs
Warm-up
• Use Pelmanism to revise names of professions. Prepare sets
of 20 cards – one set for each group of four. Write
the names of 10 professions (lifeguard, firefighter, nurse, vet,
DJ, businessman, factory worker, farmer, taxi driver, scientist)
on the cards, using each name twice. Distribute the sets
and explain the rules of the game. Ask the groups to put
the cards separately face down on the desk. Explain that
students should take turns turn over two cards from the
set. If they manage to find a pair, they should keep it; if not,
they should turn the cards back over int their original place.
The game continues until there are no cards left on the
desk. The winner is the student who collects most pairs.
Development
2.79
• Ask students to read the instruction. Encourage students
to look at the pictures and try to understand what each
of them represents. Ask students to name some of the
objects in the pictures (eg coffee, sea/water, music, dog).
• Give students 3–4 minutes to complete the expressions
with the words from the box. Then ask students to listen
to the recording and check their answers. Play track 2.79.
• Finally, check the answers as a class. Explain any doubts
students may have about the meaning of the expressions.
Audioscript 2.79 Answer Key
1 save somebody’s life 5 use a microscope
2 stop fire 6 grow vegetables
3 help a sick animal 7 do business
4 play club music 8 take somebody’s temperature
• Refer students to the instruction in Exercise 2. Explain that
students are going to read six short texts and guess who
is speaking in each case. For each text, they should choose
the correct answer from the three provided.
Vocabulary plus
The remaining topics from the core curriculum will be dealt
with in the successive levels of the course.
Each particular Vocabulary plus section is a complete 45
minute lesson. It introduces 6–8 new words or phrases that
are correlated with the main subject matter of a given unit.
Therefore, if you decide to do this material, it is best to use it
after having finished and revised the material from a given
unit.
Vocabulary plus
Unit 1
• Give students 4–5 minutes to read the texts and choose
the answers.
• Ask students to find the words and expressions which
helped them decide on the answers. Then ask students to
compare their ideas and answers in pairs. Finally, check as
a class.
Answer Key
1a 2c 3a 4c 5b 6a
Reflecting upon values
Ask students to look at the names of professions listed
in the Summary (SB page 15) or in Exercise 2 in this lesson.
Ask students to think which professions involve helping
others. Then get students to work in pairs or in groups
of three and think of the most responsible profession that
comes to their mind (in Polish or in English). After about
30 seconds ask students for their ideas. Translate into
English, if you wish, the names of professions suggested
by students. Talk to students about their choices.
• Ask students to read the instruction. Explain that they
should use the words provided to make six sentences
in their notebooks.
• Remind students that the sentences should be both logical
and grammatically correct.
• After 4–5 minutes allow students to compare their answers
in pairs and then check as a class.
Answer Key
1 Vets help sick animals and save their lives.
2 My dad does business in China.
3 Angie likes healthy food and grows vegetables in her garden.
4 I am a DJ and I play club music at school discos.
5 Nurses can take your temperature.
6 Firefighters don’t use microscopes, they stop fires.
142
 Optional activity
Ask students to think of their dream job and write
one sentence explaining why they would like to be
a vet, a firefighter etc. Write a model sentence frame
on the board: I want to be a … because … . Give
students 2–3 minutes to make their choices and write
the explanations. Walk around the class helping with
the language if necessary. Then ask selected students
to read out their sentences to the class.
• Tell students that they are going to work in groups of 4–5
and play a guessing game. Go through the instructions
with students and explain the exercise if necessary.
• Give students a few seconds to choose their occupation.
Then divide students into groups and allow them
to take turns to ask and answer questions to guess
the occupations.
• Give students 4–5 minutes to do the task.
• Monitor the exercise, but do not interrupt if students
communicate successfully.
• Organise a feedback session if you want to focus on
the language students used during the exercise.
Touchdown
• Ask students to work in groups of three. Give each group
one name of a profession. Ask the groups to think of three
words they associate with their profession (eg a farmer –
vegetables, country, animals). If possible, prepare a few
dictionaries in case students need to look up the words.
Give students 3–4 minutes to work on their associations.
Then elicit the ideas from the groups and write them on
the board.

Vocabulary plus
Aims
Students will:
• talk about shopping,
The changing room is over there.
How much is it? Unit 2
Cash or card?
• practise reading and speaking skills. Here’s your receipt
Vocabulary Can I help you?
Words related to shopping and buying things I’d like …
Functional language Here you are.
Can I see that … over there?
What size are you?

Warm-up Audioscript 2.80 Answer Key

• Revise names of shops and basic language connected 1 size 5 changing room
with shopping. Write on the board: You come into … 2 price 6 card
and say: … . Explain that you are going to mention the names 3 special offer 7 receipt
of different shops and assign students to complete the second 4 shopping bag 8 cash
part of the sentence from the board (i.e. what they would
say after coming into the shop). Give students an example:
You come into the shopping mall and say: Where can I buy a • Tell students that they are going to read two dialogues.
newspaper? Accept all reasonable ideas the students provide. Ask students to read the texts quickly for the first time to find
out where the people speaking are. After about one minute
Development elicit the answer (a clothes shop/a department store).
2.80 • Refer students to the comprehension questions below
• Ask students to read the instruction and look at the dialogues and ask them to read the dialogues again.
the pictures. Explain that they should use the words from For each question, they should choose one person from
the box to label the pictures. the two provided.
• Optionally, you can ask students to cover the words • Give students 2–3 minutes to read the texts and choose the
in the box and ask them if they can name any of the objects answers. Then ask students to compare their answers in pairs.
in the pictures before they do the matching task. Finally, check as a class and provide feedback if necessary.
• Give students 2–3 minutes to write the words next
Answer Key
to the pictures. Encourage students to work individually In a department store.
and not to compare their answers in pairs. 1 Connor 2 Harry 3 Mia 4 Mia’s mum
• Play track 2.80. Ask students to listen and check their
answers.
• Finally, elicit the correct answers from selected students.
Explain any doubts students may have about the meaning
of the words.

143
 Optional activity
Distribute Polish-English dictionaries (eg one per four
students). Ask students to imagine that they are
in a clothes shop and can buy only one item of clothing,
but it can be anything they want. Ask them to write
down its description, providing as many details as
possible, eg I want to buy some new jeans. They’re dark
blue and white. They’ve got green buttons and nice pockets.
I can wear them with my green trainers and a blue jacket.
Give students 4–5 minutes to write their descriptions.
Then ask selected students to read them out to the class.
Optionally, you can follow up this activity with project
work, asking students to draw their items of clothing
and write the description next to them.
• Refer students to the instruction. Explain that students are
going to make dialogues between a customer and a shop
assistant using the words from Exercise 1 and any other
language connected with shopping.
• Give the pairs about a minute to think over their dialogue,
i.e. to choose the kind of shop and goods they are going
to talk about. Then, allow students to work on the dialogues
for the next 3–4 minutes.
• Monitor the exercise. Walk around the class and help
students with the language, if necessary.
• Finally, ask selected pairs to act out their dialogues
for the class. Provide feedback.

Answer Key
Students' own answers.
• Refer students to the instruction. If necessary, explain that
they should use the letters from the blue boxes to find
the solution – a word from Unit 2. Touchdown
• Give students 3–4 minutes to work on the crosswords. • Distribute small pieces of paper (eg 10cm x 10cm squares)
You can allow students to cooperate while completing or ask students to prepare them themselves. Then ask each
the crosswords. student to think of one word or expression they have learned
• Elicit the solution (entrance). If necessary, check the spelling today (eg the vocabulary from Exercise 1 or some language
of the words in the crossword. from the dialogues in Exercise 2). Ask students to write down
their Polish equivalent or draw a small picture illustrating it
on their piece of paper. When students are ready, ask them
Answer Key to work in groups of 6–8, collect the pieces of paper and put
S
them together in a pile on a desk. Students in the groups
R C H take turns to draw the pieces of paper, look at the content
1 4
S P E C I A L O R D E R and provide the correct English words or expressions.
I C S P
7
Z E H P R O C E
8
E I I A
6
P N R
3
T G D
B
A
5 2
C H A N G I N G R O O M
Solution: E1 N T R ANC E
2 3 4 5 6 7 8

144

Aims
Students will:
• talk about how certain actions can be
Vocabulary
Adverbs
performed, Functional language
• practise reading and writing skills. Come here quickly!
Warm-up
• Revise telling the time and daily routines. Say: What do you
usually do at 7 in the morning? Elicit answers from a few
students. Then ask another question, but change the time,
eg What do you usually do at 2 in the afternoon? Again,
assign a few students to give answers. Insist that students
answer with full sentences. Continue the exercise for 3–4
minutes.
• Get students to work in pairs and ask them to open their
books at the Summary for Unit 3 on page 41. Students
take turns to perform actions and guess them. Monitor
the exercise. Continue for 2–3 minutes.
Development
2.81
• Refer students to the instruction and ask them to look
at the pictures. Explain that students are going to
use the words from the box to label the pictures.
• Give students 2–3 minutes to write the adverbs next
to the verbs. Make sure they are working individually.
• Play track 2.81. Ask students to listen to the recording and
check their answers. Drill the pronunciation of the phrases.
• Focus students’ attention on the form of the adverbs.
Ask what all the words in the box have in common
(the suffix –ly). Explain that most adverbs in English
end with this suffix.
Audioscript 2.81 Answer Key
1 smile happily
2 walk slowly
3 carry carefully
4 run quickly
5 talk quietly
6 listen to music loudly
• Tell students that they are going to read four short texts
and complete them with the adverbs from the boxes.
Make sure they understand that for each text there is one
extra word provided which should not be used.
• Give students 4–5 minutes to read and complete the texts.
Then ask students to compare their answers in pairs.
• Finally, check the answers as a class. Provide feedback
and explain the answers if necessary.
Answer Key
1 quickly, quietly 2 slowly, loudly 3 quietly, carefully
4 happily, loudly
Vocabulary plus
Unit 3
• Ask students to read the instruction. Make sure they
understand that they are to choose the verbs which go
with the adverb provided in each line.
• You can allow students to work in pairs on the exercise.
• After 3–4 minutes elicit answers from students. Provide
feedback and explain, if necessary, why some combinations
are not correct (eg they are illogical).
Answer Key
1 draw / carry carefully 2 swim / walk slowly 3 smile / celebrate / live
happily 4 sing / talk loudly 5 move / say quietly
Optional activity
Write the following question on the board: When
do you … ? Fill in the question with some verb +
adverb combinations and elicit possible answers from
students. You can use the following verb + adverb
combinations: smile happily, move quietly, run quickly,
listen to music loudly.
• Ask students to read the instruction. Explain that they
are going to work in pairs to write sentences with
the expressions from Exercise 3.
• Give students 5–6 minutes for writing the sentences.
Monitor the exercise and help students with the language,
if necessary.
• Finally, elicit the sentences from the pairs. Write selected
sentences on the board and ask students to copy them.
Answer Key
Students' own answers.
Touchdown
• Set the following contexts orally and ask students to react
with the expressions they have learned during the lesson:
• You’re in a hospital. (eg talk quietly/be quiet)
• You’re at a party. (eg listen to music loudly/smile
happily)
• You’re in a gym. (run quickly)
• Your teacher is speaking. (listen carefully/be quiet)
• You’re in the forest. (walk carefully/be quiet)
Accept all reasonable suggestions students are able
to provide.
145
 Vocabulary plus
Aims
Students will:
• talk about what things are like at home,
Functional language
What’s the problem? Unit 4
Be careful.
• practise reading and speaking skills. Really?
Vocabulary
Adjectives

Warm-up
• Revise expressions connected with housework. Present
students orally with the following verbs: iron, sweep, make,
take out, dust, wash, do, tidy up, vacuum etc. and nominate
students to add nouns to finish the phrases, eg take out
– the rubbish, tidy up – the kitchen. Accept all correct
responses, not only those which appeared in the Summary
section on page 53. Encourage students to add more nouns
to each verb, if possible (eg do – the washing-up, shopping).
• Tell students that they are going to read the two dialogues
in Exercise 2 again. This time, their task is to choose
the correct words to complete the sentences in Exercise 3.
• Give students 3–4 minutes to read the sentences and refer
back to the text to find the answers.
• Ask students to compare their sentences in pairs, then
check as a class.

Answer Key
Development 1 neat 2 stained 3 neat 4 dusty 5 wet, dry 6 slippery
2.82

• Ask students to look at the pictures and say what they
can see in them. Make sure they do not simply read out
the words provided in the box.
• Refer students to the instruction and ask them to read the
adjectives in the box. Explain that students should use the
adjectives to describe the objects or places in the pictures.
• Give students 2–3 minutes to label the pictures. Make sure
students don’t compare their answers in pairs at this point.
• Ask students to listen to the recording and check
their answers. Play track 2.82.
• Finally, elicit the answers from students and drill
the pronunciation of the adjectives and whole phrases,
first chorally and then individually.
Audioscript 2.82 Answer Key
1 neat shelf
2 dry clothes
3 dusty room
4 slippery floor
5 stained T-shirt
6 wet shirt
• Tell students that they are going to read two dialogues
and decide if the sentences (1–4) are true or false.
• Ask students to read the sentences before they read
the dialogues. Make sure they understand the sentences.
• Give students 4–5 minutes to read the dialogues and
choose the correct answers. Then allow them to check
their answers in pairs.
• Finally, check the answers as a class and provide feedback.
Optional activity
Ask students to look at the two dialogues in Exercise
2 again and ask: Are you like Lisa or Meg? What chores
do you help your parents with? Elicit responses from
selected students.
• Ask students to read the instruction and the questions.
Explain that you would like them to work in pairs asking
and answering these questions.
• Give students 5–6 minutes to do the task.
• Walk around the class and monitor the exercise. Note down
some common mistakes students make and instances
of exceptionally good language use.
• Organise a feedback session after the exercise, in which
students report on what they have found out and in which
you discuss the language that they used.
Touchdown
• Ask students to look at the second dialogue in Exercise 2
again. Explain that you would like students to work in pairs
and make a dialogue which starts just like the dialogue
between Ben and Jake, ie Do you have to help your parents
do the housework? Tell students that they should use the
information which is true for them and that it is enough
if the dialogues are about four lines long. After 4–5 minutes
ask selected pairs to read out/act out their dialogues
for the class. Provide feedback on content and language.

Answer Key
1T 2F 3T 4F

Reflecting upon values

Refer students back to the first dialogue in Exercise 2.
Ask (in English or in Polish): Who is Meg for Lisa? (her sister).
Ask students if they have siblings or cousins and if they are
younger or older than they are. Ask if they like spending
time with them and if they often help each other. If yes,
ask what kind of help students get from their siblings/
cousins and how students help their family.

146
 Vocabulary plus
Aims
Students will:
• talk about sports,
Functional language
Sorry I’m late. Unit 5
By the way …
• practise reading and writing skills.
Vocabulary
Sport and games related words

Warm-up
• Revise vocabulary connected with sports. Explain to
students that you are going to say the names of different
sports and would like them to provide a verb and
an element of sports kit that go with the sport,
eg cycling: ride (a bike), helmet; volleyball: jump, knee pads.
To keep order in the classroom, appoint students to provide
ideas. Continue for about 2–3 minutes.
• Revise the Present simple and the Present continuous.
Use pictures from sports magazines or download and print
out some photos of people doing sports. Show the pictures
one by one to the class and ask: What is the man (the woman)
doing? What are the people doing? Then ask students: Do you
do any sports? Don’t go into details at this point.
Development
2.83
• Ask students to look at the pictures and name the sports
(football, horse riding, karate).
• Refer students to the instruction. Explain that they should
label the pictures with the words from the box.
• Give students two minutes to label the pictures. Make sure
students don’t compare their answers in pairs at this point.
• Ask students to listen to the recording and check their
answers. Play track 2.83.
• Check the answers as a class. Drill the pronunciation of
the words, first as a class, then in pairs and individually.
Audioscript 2.83 Answer Key
1 game
2 race
3 score
4 championships
5 semi-finals
6 final
Note on language
Draw students’ attention to the use of plural noun forms in
the words championships, semifinals and final in Exercise 1.
Explain that in Exercise 1 semifinals is in plural, as there are
usually two of them, while there is only one final game,
race etc. Ask students to translate the words into Polish
and explain that the meanings and contexts for use do
not differ much between the two languages, although
both championship and championships are used to mean
mistrzostwa.
Answer Key
1: 1 championships 2 semifinals 3 final
2: 4 score 5 game 6 race
Optional activity
With books open or closed, depending on how
challenging you want the activity to be, ask students
some comprehension questions. You can choose from
the following:
• Who’s Jamie’s father? (a skier)
• Who does Jamie meet at the championships? (Lisa)
• What is Liam Jones wearing? (a funny green and
pink ski jacket and a blue helmet)
• What are Katie and Erin watching? (a football
match/a game of football)
• Who is winning the game? (girls’ frizends)
• What sports event are Katie and Erin going to do
in the evening? (a bicycle race)
• Refer students to the instruction. Explain that they should
decide which word in each line does not go with the other
words. Tell students that they should be ready to explain
their choices.
• Give students two minutes to think about their answers.
Then ask them to compare their choices in pairs.
• Finally, check the answers as a class.
• As a follow-up, you can ask students to work in pairs
and think of one more task of this kind which they will later
read out for the class to solve.
Answer Key
1 flippers (all others connected with a game or competition)
2 Rollerblades (all others are connected with sports that can be
played) 3 score (all others are types of sports) 4 helmet (not
connected with swimming) 5 final (all others are sports accessories)
• Tell students that they are going to work in pairs to write
sentences of their own with the words from Exercise 1.
• Refer students to the instruction and the examples.
• Give the pairs 4–5 minutes to do the task. Then ask selected
pairs to read out their sentences to the class. Provide
feedback.

Answer Key
Students’ own answers.
• Tell students that they are going to read two dialogues
connected with doing sports. Explain that they should
complete the dialogues with words from Exercise 1.
• Give students 4–5 minutes to read the dialogues
and complete the missing words.
• Allow students to compare their answers in pairs
and then check as a class.

147
Touchdown Tell the groups that they should write a short sports
commentary as if they were watching the sport on TV or
• Ask students to think for a few seconds about their
live, eg Welcome to the national volleyball championships. The
favourite sport (or two). Then ask students to tell you what
Polish team are winning. The score is 12:7. Majewski is jumping
they have chosen. Divide students into groups according
and … he hits the ball! We’ve got a point!
to the sport of their choice (ie all students who have
chosen volleyball work together; if there are too many
students choosing the same sport, organise more groups;
if there are too few, ask them about their second choices,
which may be more popular).

Vocabulary plus
Aims
Students will:
• describe people’s appearance,
Functional language
She looks … Unit 6
• practise reading and writing skills.
Vocabulary
Appearance

Warm-up Note on language

• Talk to students about actors, actresses and films.
Ask: Who’s your favourite actor/actress? Is he/she famous?
Why do you like him/her? What films/serials is he/she famous
for? Continue the discussion for 3–4 minutes.
Development
2.84
Talk to students about the connotations some words in
Exercise 1 have. Refer to plump and slim. Explain that these
words are rather neutral, but there are other words with
similar meaning which may sound negative, so they should
be used with caution in order not to offend anyone, eg thin
or skinny (instead of slim) and fat (instead of plump).

• Ask students to look at the people in the pictures.

Explain that they are actors on the red carpet.
• Refer students to the instruction. Explain that they should
use the words from the box to label the pictures.
• Give students two minutes to label the pictures. Make sure
they don’t compare their answers in pairs at this point.
• Ask students to listen to the recording and check their
answers. Play track 2.84.
• Check the answers as a class. Drill the pronunciation
of the words, first as a class, then in pairs and individually.
Audioscript 2.84 Answer Key
1 short
2 of medium height
3 tall
4 young
5 middle-aged
6 old
7 slim
8 plump
Optional activity
Ask students if the people in the pictures in Exercise
1 resemble any film or music stars they know.
Give students about 30 seconds to think about your
question in pairs. Then elicit answers from them.
Ask students to explain their choices, eg This woman
is like Christina Aguilera. She’s got blond hair and red lips.
Help with language, if necessary.
• Ask students to read the instruction. Tell them to read
the text and find the incorrect information in
the sentences (1–3).
• Advise students to read the three sentences before
they read the text.
• Give students 3–4 minutes to do the task.
• Then ask students to compare their answers in pairs.
Ask the pairs to correct the sentences so that they are true.
• Elicit the answers and provide feedback.
Answer Key
1 Daisy Dawson is short and slim. 2 Robert May is a slim, middle-
aged actor. 3 Melinda Miu is not young, but she looks attractive:
she’s tall and plump.
• Tell students that their task is to find words or phrases
from Exercise 1 in the wordsearch.
• Encourage students to work individually. Give them 2–3
minutes to do the task.
• Ask students to compare their answers in pairs.
Finally, check as a class.

148
 Answer Key
• Ask students to write a short description of a person
H D R G J S D N M E O L D C S they know. Refer them to the instruction and the example.
I S L I M C D O C U M E N T A • Give students 2–3 minutes for the exercise. Then ask
students to work in pairs, read out their texts to their
S E L E C I T F R I C S T B A
partner who comments on it and corrects any mistakes.
T R Y G S E L M J A Z Z A G U • Finally, ask selected students to read out their descriptions
O E O H T N E E G R L G L D I to the class.
R A U O A C A D C G O P L A Y Answer Key
I L N S R E R I S R E G G A Y Students' own answers.

C I G T E F N U I V D B O R H
A B R A C I K M E A H C R P S Touchdown
L E G E N C S H O R T F C L E • Ask students to think about a celebrity and a description
of his/her appearance. Additionally, ask students to specify
A C T I O T A E P O P O H U R the category, eg sport, music, film, television. Ask students
W A T C H I X I F J R L E M I to think what they are famous for (eg Category: music.
M I D D L E A G E D K K S P A She is the star of …, He plays the guitar in …). After about
one minute ask students to work in groups of 4–6 and tell
C O L L E C T H R O C M T F L each other their descriptions without mentioning the name
D R E S S M A T S E T U R U H of the celebrity. The rest of the group guess the person.
Finally, ask the groups who they were talking about.

Vocabulary plus
Aims
Students will:
• talk about holidays,
Functional language
She looks … Unit 7
• practise reading and speaking skills.
Vocabulary
Names of holidays

Warm-up Audioscript 2.85 Answer Key

• Revise the names of months and seasons with students. 1 birthday

Write on the board: winter, spring, summer, autumn. 2 anniversary
Ask: What months are there in summer/winter? etc. 3 national holiday
Then ask students individually: What’s your favourite 4 winter break
5 summer holidays
season of the year? What’s your favourite month?
6 celebration
Encourage students to explain their choices in English.

Development Optional activity 1

2.85 Write the following prompts on the board:
• Ask students to look at the pictures and tell you what they When is/are …
can see in them. Students should be ready to provide • your birthday?
some ideas for each picture, eg cake, photo, flag, snow, sea. • your parents’/grandparents’ wedding
With a stronger class, you can ask students to describe the anniversary?
pictures using sentences, eg The boy is blowing out candles. • your favourite national holiday?
The boy is going down the mountain. The people are happy. • the winter break?
• the summer holidays?
• Refer students to the instruction. Explain that they should
Ask students to work in pairs and take turns to ask
use the words from the box to label the pictures.
and answer the questions from the board. Tell students
• Give students two minutes to label the pictures. Make sure that for each question they can give very detailed
students don’t compare their answers in pairs at this point. information if they know it. If not, they should specify
• Ask students to listen to the recording and check their the month or the season, eg The summer holidays are
answers. Play track 2.85. in July and August or This year the summer holidays start
• Check the answers as a class. Drill the pronunciation on June 21 and finish on August 31. Monitor the exercise.
of the words, first as a class, then in pairs and individually. After they have finished, provide feedback on the ideas
discussed and on correctness.

149
• Refer students to the instruction. Explain that they are
going to read two texts and complete them with the words
from the boxes.
• Give students 5–6 minutes to read and complete the texts.
• Ask students to work in pairs to compare and, if necessary,
discuss their answers.
• Finally, check the answers as a class.
Answer Key
1: 1 summer holidays 2 winter break 3 national holiday
2: 4 anniversary 5 celebration 6 birthday
• Tell students that they are going to work in pairs to
discuss holidays and special occasions. Refer them to
the instruction and the questions. Make sure they
understand the questions.
• Give the pairs 4–5 minutes to discuss the questions.
Monitor the exercise.
• Ask selected pairs to report their partner’s answers.
Encourage the rest of the class to compare their ideas
and contribute (eg I don’t like spending my winter break this
way, I usually …).
• Provide feedback on ideas and language use.

Optional activity 2 Touchdown

To exploit the two texts fully, ask students some • Ask students to look at the questions in Exercise 4 again.
comprehension questions. If you want to make the Ask them to choose one and write a 3–4 sentence answer
exercise more challenging, do the exercise with books in their notebook.
closed. You can ask students to decide if the following • Alternatively, you can ask students to write an email similar
sentences are true or false (and to correct the false to the ones in Exercise 2, in which they describe how they
ones): celebrated or how they usually celebrate a particular event.
1 Alice was in Gdańsk last weekend (F – she’s going
this weekend).
2 Alice and Georgia are not going to school on
Thursday (T).
3 Tomorrow is Liam’s grandparents’ wedding
anniversary (F – his parents’ anniversary).
4 Luke is not invited to Liam’s birthday party
(F – he is invited).

• Ask students to read the instruction. Explain that they

should read the information in the table and decide which
words in each column are connected with the holidays
and special occasions written in bold letters.
• Give students 2–3 minutes to work on the exercise
individually. Then ask them to compare their answers in pairs.
• As a follow up, you can ask students to work in pairs
and add one or more association for each special occasion/
holiday.

Answer Key
anniversary summer winter celebration birthday national
holidays break holiday
present beach February forest race river
cake lake waterfall music party country
ski school bridge road library hotel
lab July mountains fireworks dancing game
guests ice-skating beach carnival island flag
bike tests tour cloakroom cake people

150

Aims
Students will:
• talk about ways of communicating,
• practise reading and speaking skills.
Vocabulary
Means of communication
Warm-up
• Revise vocabulary connected with using a computer
in a short discussion. Ask students the following questions:
How often do you check your emails (send emails, use
a printer, use a scanner)? Do you always log out of websites
(eg Facebook)? What websites do you often visit? What are
your favourite websites? Do you often talk to your friends
online?
Development
2.86
• Ask students to look at the pictures and tell you what
they can see in them (eg a computer, a computer screen,
a smartphone, two people talking).
• Refer students to the instruction. Explain that they should
use the words from the box to complete the expressions
below the pictures.
• Give students two minutes to complete the expressions.
Make sure students don’t compare their answers in pairs
at this point.
• Ask students to listen to the recording and check their
answers. Play track 2.86.
• Check the answers as a class. Drill the pronunciation
of individual words and expressions, first as a class,
then in pairs and individually.
Audioscript 2.86 Answer Key
1 to make a video call
2 to write an email
3 to text somebody
4 to talk to somebody
5 to leave a message
6 to call somebody
Optional activity
Ask students to look at the six expressions from
Exercise 1. Explain that they all refer to different ways
of communicating with people. Ask them to put
the ways of communicating in order – from the one
they use most often to the one they use very seldom
or never. Then ask students to work in groups of 5–6
to compare their group’s preferences. The groups
should write a short report, eg Three students in our
group always text somebody. Two students often leave
messages. We never make videocalls.
• Tell students that they are going to read two dialogues
and complete their summaries with the verbs from the box.
Remind students that they should be careful which verb
form they are using – the infinitive or the past simple form.
• Give students 4–5 minutes to read the dialogues and work
on the summaries.
Vocabulary plus
Unit 8
• Ask students to compare their answers in pairs to check
whether they have chosen the same verbs in the same form.
• Check the answers as a class. Provide feedback and explain
the use of the verb forms, if necessary.
Answer Key
1 leave 2 called 3 texted 4 talk 5 wrote 6 made
Reflecting upon values
Talk to students about different ways of communicating.
Ask if there are any differences in the ways in which
they communicate with their friends and their family
(eg grandparents or aunts and uncles). Ask students
if they think that all ways of communicating are good
for every occasion (eg birthday wishes, contacting
someone you don’t know).
• Tell students that they are going to read five sentences
in which they have to choose the correct expressions from
the options provided.
• Allow students to work on the sentences for 2–3 minutes.
Then ask them to check their answers in pairs and finally
check as a class.
Answer Key
1 To make a video call 2 call my mum 3 talk to him
4 write an email 5 texting
• Tell students that they are going to work in pairs to talk
about different ways of communicating with others.
Refer them to the instruction and the questions.
Make sure they understand the questions.
• Give the pairs 4–5 minutes to discuss the questions.
Monitor the exercise.
• After students have discussed the questions in pairs,
ask them once again in a whole-class discussion, inviting all
students to contribute. Write the most interesting ideas on
the board, at the same time providing feedback on
the language students used.
Touchdown
• Ask students to look at the first question in Exercise 4 again
(What’s your favourite way to communicate?). Explain that
they should answer this question in writing, comparing
their own preferences with the ones of the student they
worked with in Exercise 4. The read texts should be about
4–5 sentences long, eg My favourite way to communicate
is to talk to somebody. I like meeting people. My friend Asia
thinks the best way to communicate is to write an email.
She says it’s fast and cheap.
151

Aims
Students will:
• talk about travelling and sighseeing,
Vocabulary
Travel
Sightseeing
• practise reading and speaking skills.
Warm-up
• Revise names of different places in town and vocabulary
connected with transport.
• Prepare a set of word cards for the following items: theme
park, cathedral, statue, monument, harbour, palace, tower,
funfair, boat, tram, helicopter, scooter, hot-air balloon,
underground, ferry, van, ship. The word cards should be big
enough for students to see when you place them on
the board.
• Stick the cards (with blu-tack or magnets) on the board.
Say them out loud with students. Then ask students to close
their eyes and remove one word card at a time, asking what
is missing. Gradually remove most or all the items from
the board. Finally, ask students to tell you all the words
which are missing from the board.
• Optionally, if you feel students need more practice
of the items, mouth the words one by one silently
and ask students which word from the board it is.
Development
2.87
• Ask students to look at the pictures and then refer students
to the instruction. Explain that they should match the pictures
with phrases.
• Give students two minutes to work individually.
• Ask students to listen to the recording and check their
answers. Play track 2.87.
• Check the answers as a class. Drill the pronunciation
of individual words and expressions, first as a class,
then in pairs and individually.
Audioscript 2.87 Answer Key
1 airport
2 art gallery
3 one-way ticket
4 guidebook
5 train station
6 national park
7 return ticket
8 science centre
• Tell students that they are going to read the definitions
and match them with the words from Exercise 1.
• Ask students to work on the exercise individually for 2–3
minutes, then allow them to compare their answers in pairs.
• Finally, check the answers as a class. Provide feedback
if necessary.
Answer Key
1 guidebook 2 art gallery 3 one-way ticket 4 train station
5 return ticket 6 science centre 7 national park 8 airport
Vocabulary plus
Unit 9
Optional activity 1
Use the descriptions in Exercise 2 to point out
to students how words can be defined in English.
Ask which definitions refer to places and which refer
to things/objects. Elicit typical phrases used in these
definitions or provide them on the board, adding some
more, eg a place where/that …, you need it to …,
a thing which … . Ask students to work in pairs
and describe different places and objects to each other.
The partner’s task is to guess the word. After 5–6
minutes elicit definitions from selected students.
Write 3–4 examples on the board and ask students
to copy them to their notebooks.
• Tell students that they are going to read two dialogues
and choose the words which best complete the blanks.
• Give students six minutes to read the texts and choose
the words. Insist that they work individually at this point.
• Ask students if they had any problems with any of the words.
If yes, encourage them to compare their answers in pairs.
• Check the answers as a class. Provide feedback.
Answer Key
1: 1 guidebook 2 art galleries 3 science centre 4 return tickets
5 national park
2: 6 train stations 7 airport
Optional activity 2
Refer students to the dialogues in Exercise 3 again.
Ask them to imagine that their friend is coming/has
come to Poland and they are talking about what you
can do/see in Poland. In pairs, students write a dialogue
(either about plans for today or places to see in Poland),
between them and their friend from abroad.
• Ask students to recall their last holiday when they travelled
somewhere. Ask them: Did you like your last holiday? Don’t
insist on detailed answers at this point.
• Refer students to the instruction and ask them to read
the questions. Explain that students are going to work
in pairs to ask and answer the questions.
• Give students 4–5 minutes to do the exercise. Monitor
their work.
• After the exercise organise a feedback session and talk to
them about their holidays.
Touchdown
• Write on the board:
What’s your favourite way to travel? Why?
What’s your favourite kind of holiday?
Give students a few seconds to think about the answers
to these questions. Then organise a short whole-class
discussion about the questions. Make sure you give all
the students a chance to express their opinion.
152
WORKBOOK
Answer key
UNIT 1 Exercise 4
Judy
Lesson 1 Address: 15, Orange Street, Birdford
Exercise 1 Home: (a) house
1 factory worker 2 lifeguard 3 nurse 4 businessman 5 scientist Where? small town
Answer: FARMER What’s it like?  beautiful
Exercise 2 Harry: My address is Flat 72, 12 Sherwood Road, Nottingham.
1 Tell me something about your family. 2 Sorry, I’m very nervous. I live in a flat in the town centre. I don’t like it. It’s (really/very) noisy.
3 Don’t be nervous! 4 Who’s next? Exercise 5*
Lou’s question: her Przykładowy dialog: A: Do you live in a house? B: No, I don’t. I live
Exercise 3 in a big flat. A: Is it in the city centre? B: No, it isn’t. It’s in a small town.
1 What’s his name? His name’s Kevin. A: What’s your address? B: It’s Flat 14, Ogrodowa Street, Grodzisk
2 How old is he? He’s 11 (years old). Mazowiecki.
3 Is his father a reporter? No, he isn’t. (He is/’s a firefighter.)
4 Is his mother a vet? Yes, she is.
Lesson 5
Exercise 1
Exercise 4
1a 2a 3b 4a 5b
1 I 2 My 3 Their 4 they 5 His 6 he 7 We 8 our 9 your 10 it 11 you
12 they Exercise 2
1d 2 c 3 a; nie pasuje b
Exercise 5*
1 How old are Marie and Albert? They are 37 years old. Exercise 3
2 Is Olivia 12 years old? Yes, she is. 1 What’s your name? (My name is) Robert Aston. 2 How old are you?
3 What’s Marie’s son’s name? His name is Alfie. I’m eleven (I’m 11 years old). 3 What is your favourite place? (My
4 Is Alfie a dancer in their school band? No, he isn’t. (He’s a singer.) favourite place is) Kinley School Music Club. 4 When are your band’s
concerts? (They are) on Saturdays. 5 Have you got a website? Yes, we
Lesson 2 have.
Exercise 1 Lesson 6
MEAT: beef, chicken, lamb, pork; VEGETABLES: cabbage, carrots,
lettuce, peas; OTHER: bread, pancakes, pasta, rice Exercise 1
1 earphones 2 webcam 3 smartphone 4 charger 5 headphones
Exercise 2 Scientist’s name: Dragonmaster
Pam: My lunch is pork/beef, potatoes and cabbage.
Tom: My lunch is chicken, rice and peas. Exercise 2
Lou: My lunch is pasta, tomatoes and lettuce. MEAT: beef, chicken, pork VEGETABLES: carrots, lettuce, cabbage
OTHER: pasta, bread, rice
Exercise 3
1a 2b 3a Exercise 3
Lou’s question: Where 2 scientist 3 firefighter 4 farmer 5 nurse 6 footballer
Exercise 4 Exercise 4
1 What is it? 2 Whose is it? 3 Where is it? 1 Whose are they? 2 What colour are they? 3 Where is it?
Exercise 5 Exercise 5
1 The potatoes are under the chair. 01
2 The bread is on the table. 1 Where do you live?
3 The carrots are in the bag. 2 Where is my charger?
Exercise 6* 3 What would you like?
1 an onion 2 – lamb 3 a potato 4 – rice 5 – beef 6 – bread 7 a pancake 1B 2B 3A
8 a carrot 9 a cabbage 10 a tomato
Lesson 7
Lesson 3 Exercise 1
Exercise 1 1b 2d 3e 4c 5a
Słowa pisane łącznie: 2h smartphone, 4b webcam, 5d/f earphones,
8d/f headphones Exercise 2
Słowa pisane rozłącznie: 3e e-book reader, 6c memory stick, 7g games beef, lamb, bread, tomato, fish, cheese, lettuce
console Seaweed is healthy.
Exercise 2 Exercise 3*
1C 2B 3A 1c 2d 3b 4e 5a
Lou’s question: is, has Lesson 8
Exercise 3 Exercise 1
1 has got 2 have got 3 have got 4 has got 5 has got 6 have got Occupations: lifeguard, nurse, scientist; Places: suburbs, village, city,
Exercise 4 town; Objects: webcam, charger, memory stick
1 Have … got 2 haven’t 3 have got 4 Has … got 5 has 6 hasn’t got Exercise 2
Exercise 5* L
1 Have you got a games console?
2 Has your English teacher got a smartphone? C H I C K E N
3 Has your best friend got an e-book reader?
4 Have your mother and father got a computer? P E A S T C L
5 Has your mobile phone got earphones? O N I O N T A A
Students’ own answers
R B E E F U B M
Lesson 4 K C B B
Exercise 1
1b 2c 3d 4a 5e F I S H E A
Exercise 2 G
1 flat 2 house 3 suburbs 4 address 5 Oak Road
P O T A T O E S
Exercise 3
1 noisy 2 boring 3 beautiful 4 horrible Meat: chicken, beef, fish, pork, lamb; Vegetables: peas, onion,
potatoes, lettuce, cabbage
153
Exercise 3 Exercise 2
1 Lunch jest gotowy. 2 Na co masz ochotę? 3 Nie denerwuj się. 1 dress; nineteen 2 are the shorts; eleven 3 much is the sweater
4 Kto następny? 5 Jest naprawdę świetny/świetna! (jumper); It’s fifteen 4 much are the trousers; They’re twenty pounds. 5
Exercise 4 much is the hoodie; It’s twelve pounds 6 much are the trainers; They’re
1 Am; I’m not noisy. 2 Is; She isn’t happy. 3 Are; You aren’t nervous. seventeen pounds
4 Is; It isn’t in the city centre. 5 Are; They aren’t vets. Exercise 3
Exercise 5 shop assisstant: 2, 4, 7, 8 customer: 3, 5, 6
1 haven’t 2 Has 3 has 4 has 5 have Exercise 4
Exercise 6 1B 2C 3A
1 What 2 How old 3 Where 4 Whose 5 What Exercise 5*
02
UNIT 2 1 Of course you can. The changing room is over there.
Lesson 1 2 These jeans? They’re £19. It’s a very good price.
3 Yes, please. I’d like to buy a present for my mother.
Exercise 1 4 Medium, I think.
1 department store 2 greengrocer’s/market 3 bookshop 4 1 Can I try it/them on? 2 How much are these jeans? 3 Can I help you?
newsagent’s 5 baker’s 6 stationer’s 7 butcher’s 8 music store 4 What size are you?
Exercise 2
1 Let’s buy it! 2 Perhaps. 3 You’re a genius! 4 That’s tricky. Lesson 5
Lou’s question: W zdaniach przeczących i pytaniach. Exercise 1
Exercise 3 03
1 There is 2 There are 3 There are 4 there is 5 There is 6 There is
1
Exercise 4 Man Can I help you?
1 aren’t 2 an 3 any 4 are 5 Is Girl I’d like one glue stick, some coloured paper and good markers.
Exercise 5 Man No problem. Do you want some pencils too?
1 Is there a shopping mall in your town? Yes, there is./No, there isn’t. 2
2 Are there any English books in your bookshop? Yes, there are./No, Girl 1 Sandra? I’m at the ‘Crispy Roll’ and they’ve got our favourite
there aren’t. cakes. How many would you like?
3 Is there a newsagent’s on your street? Yes, there is./No, there isn’t. Girl 2 One with raspberries and two with honey, please. Oh, can you
4 Are there any strawberries in your greengrocer’s? Yes, there are./No, buy me some bread too?
there aren’t. 3
Exercise 6* Girl 1 Sandra, look! It’s so cool! The sweatshirts are very expensive, but
Przykładowa odpowiedź: In the High Street, there are two shoe shops, the trainers are cheap. And there are a lot of very good tennis
two clothes shops, two bookshops, and a music store. There is a balls here!
newsagent’s, bakery, stationer’s, butcher’s and a greengrocer’s. There Girl 2 Have they got any skateboards?
aren’t any markets, supermarkets, or shopping malls. Girl 1 I don’t know, but I can ask the shop assistant.
4
Lesson 2 Shop assistant Yes, can I help you?
Exercise 1 Girl 1 I’d like some fruit, please. Three oranges, two kiwis and
1 honey 2 mushroom 3 raspberry 4 beetroot 5 ham 6 salt one kilo of strawberries please.
Shop assistant OK, here you are. That’s £6, please.
Exercise 2 1F 2T 3T 4F
1b 2a 3a
Lou’s question: How many? Exercise 2
A: There’s a new shopping mall in the city centre. B: What’s it like?
Exercise 3 A: It’s very big and really cool. B: Are there any music stores there?
Countable: mushroom, raspberry, beetroot A: Yes, there’s an amazing music store, it’s got all the new albums!
Uncountable: honey, ham, salt B: That sounds great! Let’s go there after school.
Exercise 4 Exercise 3
2 many, are, aren’t any 3 many, are, are a lot 4 much, is, is a lot Hi, Pam
5 much, is, is some 6 many, are, are some I really like that new shopping mall in Chestnut Street. There are many
Exercise 5 fantastic shops there. There is a great sports shop and a very expensive
1 any 2 is 3 isn’t 4 Are 5 are 6 some 7 Is 8 some 9 lot shoe shop, and many other shops, too. My favourite is the clothes
Exercise 6* shop. They’ve got really nice dresses there. The music store is very big.
Przykładowa odpowiedź: On the stall, there is a lot of spinach and They’ve got all the new CDs of all the rock bands! I love listening to
some sauerkraut. There are a lot of mushrooms and some beetroots. the new CDs there! In the mall, there are two restaurants, a fast food
There isn’t any honey and there aren’t any raspberries. bar and a café. In the café, there are concerts every day. Let’s go there
soon! Sandra
Lesson 3 Exercise 4
Exercise 1 Shops: baker’s, clothes shop, music store. Places to eat: café, fast food
1 stage 2 seats 3 entrance 4 giant screen 5 loudspeaker 6 security bar, restaurant. Adjectives: fantastic, delicious, exciting
guard 7 band Exercise 5
Lou’s question: Us Students’ own answers
Exercise 2
1F 2C 3B Lesson 6
Exercise 3 Exercise 1
2 them 3 her 4 him 5 me 6 you 7 us a stage (pozostałe: urządzenia emitujące dźwięki) b small (pozostałe:
miejsca robienia zakupów) c look (pozostałe: przymiotniki) d lemon
Exercise 4 (pozostałe: przyprawy) e sport (pozostałe: miejsca użyteczności
1e 2b 3a 4d 5g 6c 7f publicznej)
Exercise 5* Exercise 2
Students’ own answers There is good music on that CD.
Lesson 4 Exercise 3
1 stage 2 singer 3 seats 4 star 5 screen. Answer: Great!
Exercise 1
S small 1, M medium 2, L large 3, XL extra large 4

154
WORKBOOK
Answer key
Exercise 4 Exercise 4
04
1E 2A 3D
1 Exercise 5
Boy I don’t know what to get. What do we need? 1 Do you play football? 2 Do you get up early? 3 Do you brush your
Mum We need some bread. Oh, let’s get some nice cakes too. teeth before breakfast? 4 Do you have (your) lunch at home?
Boy OK, and then we can go to buy those delicious sausages. Exercise 6*
Mum We’ve got some. We don’t need any this time. 1 Have you got a sister? 2 Do you go to school? 3 Are you a teacher?
2 4 Do you like any sports? 5 Can you swim very well? 6 Do you watch TV
Dad Look at this. What do you think? every day?
Girl I’m not so sure. Mum likes classical music not folk. Students’ own answers
Dad Maybe you’re right.
Girl Maybe we could get her a nice notebook and an elegant pen. Lesson 2
Dad I’ve got a better idea. We can buy her these headphones. Exercise 1
Girl Yes, that’s a good idea. 1 download 2 board 3 meet 4 write 5 exercise 6 shopping 7 after
3 8 paint
Girl Oh, look at these. They’re lovely. Exercise 2
Boy Oh, come on. I’m hungry. Let’s go and buy some rolls. 1 tired 2 just right 3 best 4 matter
Girl Just a minute. I need them for school. I need a new notebook zdanie 3 zachęca do działania
and these crayons. Lou’s question: -s lub -es
Boy OK, just be quick, and then we can go for a roll.
Exercise 3
1B 2A 3C 2 They play computer games. 3 She goes shopping.
Lesson 7 4 He does exercise. 5 He studies history. 6 They watch TV.
Exercise 1 Exercise 4
1 chocolate 2 butter 3 milk 4 beef 5 cheese 6 fish 7 lettuce 8 apples 9 1 Does Lisa sing? e Yes, she does.
carrot 10 bananas 11 brown bread 12 rice 2 Do you buy magazines? d No, I don’t.
3 Does Kevin download music? b No, he doesn’t.
Exercise 2 4 Do dogs eat meat? a Yes, they do.
yogurt – calcium; lettuce – vitamins and minerals; bread – 5 Does a computer play films? c Yes, it does.
carbohydrates; beef – proteins; butter – fats
Exercise 5*
Exercise 3* Daniel has breakfast every day. He doesn’t do exercise every day.
1c 2b 3c 4c 5b He reads a book every day. He studies English every day.
Lesson 8 Students’ own answers
Exercise 1 Lesson 3
1d 2b 3c 4e 5a Exercise 1
Exercise 2 08
1 exciting 2 Proteins 3 Medium 4 mushrooms 5 Spinach 6 giant
screen 1 It’s half past ten.
Exercise 3 2 It’s quarter to twelve.
1 Poproszę o czerwoną spódniczkę. 2 Jaki nosisz rozmiar? 3 It’s quarter past two.
3 Czy mogę to przymierzyć? 4 Ile kosztują buty sportowe (tenisówki)? 4 It’s two to two.
5 Jest naprawdę świetny/świetna! 5 It’s twenty-five past seven.
6 It’s half past nine.
Exercise 4
1 c, half past ten 2 e, quarter to twelve 3 a, quarter past two
1 is 2 aren’t 3 isn’t 4 are
4 f, two minutes to two 5 d, twenty-five past seven 6 b, half past nine
Exercise 5
Exercise 2
1 any 2 some 3 Is 4 isn’t 5 is 6 any 7 some 8 How much 9 are 10 is
1 at 2 in 3 at 4 in 5 in 6 at
Exercise 6 Lou’s question: What time
1 it 2 him 3 her 4 them 5 us
Exercise 3
UNIT 3 1 What time does school start?
2 When does Michael play tennis?
3 When do your parents watch films?
Lesson 1 4 What time do the security guards close the museum?
Exercise 1 5 What time do you go to sleep?
07 6 When do you and your friends meet?
Reporter Hello, everyone. Today I’m with Katie, a young film actress. Exercise 4
Katie, can you tell me something about your day, please? 2 Does Jenny get up at half past six? What time does Jenny get up?
Katie Well, I get up early … 3 Do the boys meet in the park? Where do the boys meet?
Reporter Early? 4 Do you play board games at the weekend? When do you play board
Katie Yes, I don’t get up late, because I’ve got a lot of things to do. games?
Reporter Right … 5 Does Mr Smith like exotic food? What (kind of food) does Mr Smith
Katie I don’t have a bath, I have a shower. like?
Reporter And then you have breakfast … Exercise 5*
Katie No, I don’t. I haven’t got time. I get dressed, brush my teeth, 1 Excuse me, what time is it/What’s the time?
and go to school. 2 What time does the concert start? 3 When does it end?
Reporter Well, when do you have time to act in films? 4 Where can I buy the tickets? 5 How much are they/the tickets?
Katie At the weekends!
1 2 3 4 5 6 7 Lesson 4
Exercise 2 Exercise 1
3 I don’t have a bath. 4 I have a shower. 5 I get dressed. 1 go d 2 Why c 3 Let’s a 4 don’t we go e
6 I brush my teeth. 7 I don’t have breakfast. 5 Let’s go to the city centre./Why don’t we go to the city centre? b
Exercise 3 Exercise 2
1 They’re on the way. 2 Help yourself to breakfast. 3 It looks good. 1 OK. Never mind. 2 I can’t, I’m busy. 3 Brilliant. 4 Great!
4 What’s all that noise?
Lou’s question: don’t

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Exercise 3 Exercise 3
1 A: Hey, let’s go swimming. B: I’m sorry, I can’t. A: Oh, OK.  1 Carlos 2 Aya 3 Sheila 4 Alex
2 A: Why don’t we watch Star Wars? B: OK, that sounds good. A: Great!  Exercise 4*
3 A: Listen, why don’t we play a board game? B: I can’t, I’m busy. A: OK. 1a 2a 3c 4a
Never mind. 
4 A: Mum, let’s go to that new shopping mall. B: That’s a good idea! Lesson 8
A: Brilliant! I really want to see it.  Exercise 1
Exercise 4* 1 get 2 have 3 wash 4 get 5 brush 6 meet 7 look 8 go 9 play
Przykładowe dialogi: 10 write
1 A: Let’s meet at ten to twelve. B: I’m sorry. I can’t. B: OK. Never mind.  Exercise 2
2 A: Why don’t we play football in the park in the afternoon? 1f 2e 3a 4c 5d 6b
B: Ok, that sounds good! A: Great! 
Exercise 3
Lesson 5 1 6:15 2 3:50 3 3:30 4 4:45
Exercise 1 Exercise 4
1 buy food 2 play the guitar 3 go to the cinema 4 play volleyball 1 Ona wygląda na zmęczoną. 2 Może pójdziemy do kina?
5 go shopping 6 sing a song 3 Poczęstuj się śniadaniem. 4 Postaraj się! 5 Są w drodze.
Exercise 2 Exercise 5
1 False 2 False 3 True 4 False 5 False 6 False 1 Does Ken walk to school every day?
Exercise 3 2 Mia and Amy don’t text their friends at night.
1 What time do you get up? 2 Where do you go after breakfast? 3 Do you paint any pictures?
3 When do you go swimming? 4 What do you do in the evening? 4 Leo goes to samba classes at 5:30.
5 Are you tired? 6 Do you like your new hobby? 5 Mike doesn’t do kickboxing.
Exercise 4 Exercise 6
Przykładowe odpowiedzi: 1 What time does he get up?
Jason 1 I’m at a survival camp. 2 I get up at about five. 2 Where do they play football?
3 I go to a village. 4 I go swimming in the evening. 5 I play volleyball, 3 When does she do her homework?
go swimming or play the guitar, sing songs and play board games. 4 What do you have for breakfast?
6 Yes, I am. 7 Yes, I do. 5 How much orange juice is there (on the table)?
Linda 1 I’m on holiday in a five-star hotel. 2 I get up at about ten.
3 I go shopping in the town centre. 4 I go swimming in the afternoon. REVISION Units 1–3
5 I go to the cinema or to a café with my family. 6 No, I’m not. 7 Yes, I do. Exercise 1
2 factory worker, games console 3 security guard, e-book reader
Lesson 6 4 bread, baker’s 5 lamb, butcher’s 6 lettuce, greengrocer’s
Exercise 1 Exercise 2
Tommy gets up at six. Then, he has a bath. He has a pancake 2 town 3 bookshop (nie pasuje: restaurant) 4 up 5 quarter
for breakfast. He runs to school. He plays computer games. 6 have (nie pasuje: past)
He goes skateboarding. He downloads music. He meets friends.
Exercise 3
He doesn’t get up at eight. He doesn’t do exercise. He doesn’t have
a sandwich for breakfast. He doesn’t read comics. He doesn’t walk 2 Lettuce, lamb 3 Vitamins, diet 4 security guards, entrance
to school. He doesn’t read books. He doesn’t play board games. Exercise 4
He doesn’t draw or ride a bike. He doesn’t watch TV. He doesn’t write 2 isn’t 3 How old 4 Where 5 It’s 6 Whose
a blog. Exercise 5
Exercise 2 2 Have 3 is 4 some 5 lot 6 Are 7 much 8 them 9 her
Tommy looks after his pet guinea pig. a Exercise 6
Exercise 3 2 don’t drink 3 doesn’t play 4 does … write 5 time do
09 Exercise 7
1 10
Lauren Hey dad. It’s great you’re home. What’s for lunch? 1 Can I help you?
Dad Do you want a cheese sandwich? 2 What’s the matter?
Lauren No, I don’t like cheese. Can I have some pancakes? 3 How much is this smartphone?
Dad Oh, look, we’ve got chicken and spinach in the fridge, 4 What size are you?
what do you think? 5 What’s your address?
Lauren That’s a great idea, dad. I’m so hungry! 6 Why don’t we go to the park?
2
You want to know what I do every day. Well, I get up early and after 2a 3f 4d 5e 6b
breakfast I do some exercise. After lunch I usually play computer Exercise 8
games. In the evening, before I go to bed I watch television. 2 True 3 False 4 False 5 True
3 Exercise 9
Dylan What’s that noise, mum?
11
Mum It’s your alarm clock, Dylan, please get up now. It’s 7 o’clock.
Dylan But it’s Tuesday, school starts at 9:00. 1
Mum Not today. Remember about the trip to the zoo? Man Hi!
Dylan You’re right mum, we’re meeting at 8 o’clock in front Woman Hello! Where are you?
of the school. Can I have a quick breakfast? Man I’m in the supermarket.
Mum Sure, there’s some milk and cereal on the table. Woman Have you got the food for lunch?
4 Man I’ve got some beef, and I’ve got a lot of ham. There isn’t any
Alice Hey Ben, are you busy this afternoon? lamb.
Ben Well, I usually spend time with my family after school but today Woman OK. Have you got any salad?
mum and dad want to go shopping, so I guess I’m free. Why? Man Yes, I’ve got a lot of salad. I’ve also got a lot of raspberries.
Alice There’s a great film on at the cinema. I’ve got two tickets but There isn’t any rice here.
my sister can’t go with me. Would you like to come? Woman No problem. We’ve got potatoes and peas. We can have ham,
Ben Fantastic, thanks! What time do we meet? potatoes and peas for lunch.
1C 2B 3B 4C Man OK! I’ve got some bread too. What time is lunch?
Woman It’s at quarter past one.
Lesson 7 Man I’m on the way!
Exercise 1 2
1 d Aya 2 a Alex 3 c Sheila 4 b Carlos Man It’s half past three. Let’s have pudding!
Woman That’s a good idea. What do you want?
Exercise 2 Man Are there any meringues?
1 sheep 2 American football and baseball 3 Irish step dancing Woman There’s one. But we’ve got a lot of raspberries, and we’ve got
4 tortillas a lot of cream.

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WORKBOOK
Answer key
Man Brilliant! Let’s have raspberries with cream. 4 Students often have to do projects.
Woman Great! 5 There is a music festival in our town once a year.
2 He’s got a lot of salad. 3 Yes, he has (got a lot of raspberries). 6 I never do the washing-up.
4 No, there isn’t. 5 At 1.15 (quarter past one). 6 It’s 3.30 (half past three). Exercise 5
7 There’s one. 8 Yes, they have (got a lot of cream). 9 Raspberries with 1 often 2 times 3 a 4 every 5 twice 6 always nie pasuje: an
cream. Exercise 6*
Exercise 10 Students’ own answers
Students’ own answers
Exercise 11 Lesson 4
Students’ own answers Exercise 1
1 go straight on 2 go past 3 turn left 4 turn right 5 it’s on the left
UNIT 4 6 it’s on the right
Exercise 2
Lesson 1 1 c ‘The Red Dwarf’ restaurant 2 b ‘The Rose’ café 3 a ‘The Odeon’
Exercise 1 cinema 4 d Sports centre
1 iron (the clothes) 2 do the washing-up 3 make the bed Exercise 3
4 sweep the floor 5 tidy up 6 dust (the furniture) 7 take out the rubbish
12
8 wash (the clothes) 9 vacuum (the carpet)
Exercise 2 Brenda Brian? It’s me, Brenda.
a Friday 5 b Monday 1 c Sunday 7 d Thursday 4 e Tuesday 2 Brian Hi, Brenda. Where are you?
f Saturday 6 g Wednesday 3 Brenda I’m at the station.
Brian Where?
Exercise 3 Brenda At the train station. I‘d like to see the castle. Where is it?
1 That’s bad luck. 2 That’s not fair. 3 It’s time for competition number
3. 4 That doesn’t sound good. 3 Go straight on. Turn right into King’s Road. Go past the church. It’s on
your left.
Lou’s question: Jack doesn’t have to get up early.
Exercise 4
Exercise 4
1 has 2 Do 3 have 4 don’t 5 have 6 Does 7 doesn’t 13

Exercise 5 1 Excuse me, where’s the train station?

2 Does Mike have to sweep the floor? Yes, he does. Do Mike’s brothers 2 Is the Globe cinema here in the city centre?
have to sweep the floor? No, they don’t. 3 Is there a park near here?
3 Does Mike have to dust the furniture? No, he doesn’t. Do Mike’s 4 Where are you?
brothers have to dust the furniture? Yes, they do. 1D 2B 3E 4C
Exercise 6* Exercise 5*
1 Lucy’s grandmother doesn’t have to wash the clothes. You are at the train station. Go straight on. Turn right into Park Lane.
2 Do Tom and Ron have to help their sister? Go past the post office. The park is on your right. 3 park
3 Patricia has to take out the rubbish.
4 Does Matthew have to make the beds? Lesson 5
5 Students have to eat breakfast in the morning. Exercise 1
6 We don’t have to iron our clothes.
14
Lesson 2 1
Exercise 1 Boy Hi, I’m Mark. I live in a big city. It’s a very exciting place. There are a
1 grade 2 board 3 test 4 shoes lot of shopping malls and restaurants, but we’ve got a lot of parks too!
Exercise 2 On Saturdays I meet my friends in the city centre. We sometimes go to
1 get 2 have 3 clean 4 improve 5 change 6 work 7 revise the cinema or a café. On Sundays there are football matches. We’ve got
two very famous football clubs in my city. I love watching them play!
Exercise 3 2
1 We’re short of time. 2 Let’s get moving. 3 All done. 4 Me too. Girl My name’s Claire. My town is not big, but it’s beautiful. We’ve got
Lou’s question: -ing a nice church and an old train station. There aren’t any shopping malls,
Exercise 4 just one small supermarket. I usually go to the small shops: the baker’s,
1A 2B 3B 4C greengrocer’s and butcher’s.
Exercise 5 I like walking around the streets or in the park. I often meet my friends
1 Does your mum like drawing? there. There isn’t a cinema in my town, but we can do some sports
2 Do you like changing your shoes? at the sports clubs or go to the skate park.
3 Does your best friend like doing projects? 3
4 Do you like revising for tests? Boy Hello, I’m Jason. I live in a fantastic town. It’s quite big. We’ve
Students’ own answers got lots of beaches, hotels and restaurants. There are lots of shops,
cinemas and a beautiful place called the Royal Pavillion.
Exercise 6* I sometimes go there for history lessons.
1 do 2 doing 3 getting 4 Do 5 don’t 6 don’t 7 surfing 8 do I can do a lot of things in my free time. I love playing rugby
Lesson 3 and basketball. I also like swimming in the sea.
I sometimes watch horse racing with my brother. He looks after me
Exercise 1 then.
1 cinema 2 swimming pool 3 post office 4 police station 5 hospital 1c 2b 3a
6 train station 7 skate park 8 sports centre
HASŁO: This is a ghost castle. Exercise 2
Lou’s question: Na końcu zdania. 1 Claire 2 Jason 3 Mark 4 Jason 5 Mark 6 Claire
Exercise 2 Exercise 3
1 never d 2 sometimes a 3 often c 4 usually e 5 always b 1 lives 2 church 3 aren’t 4 any 5 supermarket 6 shopping 7 walking
8 cinema 9 are 10 skate park
Exercise 3
1c 2a 3d 4b Exercise 4
Students’ own answers
Exercise 4
1 Jake has extra classes four times a week. Exercise 5
2 We sometimes eat in fast food restaurants. Students’ own answers
3 Nina goes to the cinema twice a month.

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Lesson 6 Exercise 6*
1 is 2 are 3 kicking 4 is 5 goal 6 sitting 7 are 8 getting
Exercise 1
2 Monday 3 Friday 4 Sunday 5 Thursday 6 Tuesday 7 Saturday Lesson 3
Exercise 2 Exercise 1
Adam, Cathy, Derek 1 racket 2 flippers 3 goggles 4 bat 5 skis 6 boots 7 Rollerblades 8 pads
Exercise 3 9 helmet
Students’ own answers Lou’s question: Is
Exercise 4 Exercise 2
1B 2A 3A 2e 3a 4f 5b 6d
Lesson 7 Exercise 3
Exercise 1 2 Is she riding 3 Are we singing 4 Are they cooking 5 Is it eating
a beaver’s tail b otter’s body c duck’s bill 6 Is he playing
Exercise 2 Exercise 4
1 Australia 2 a duck, beaver and otter 3 a crocodile 4 swim 1a 2b 3c 4c 5b
5 shellfish and other small water animals 6 at night 7 in the morning Exercise 5*
8 (her) eggs in long tunnels 9 three or four months 1 Where are you doing your homework now?
Exercise 3* 2 Is your friend working with you now? / Are you working with your
1b 2a 3c 4e 5d friend now?
3 Are your parents helping you now? / Are you helping your parents
Lesson 8 now?
Students’ own answers
Exercise 1
1 vacuum, a 2 tunnels, d 3 do, b 4 station, c 5 iron, a 6 grades, b Lesson 4
7 swimming pool, c 8 rubbish, a 9 look, d 10 centre, c
Exercise 1
Exercise 2 2 I like them both. 3 I don’t like either. 4 I don’t know. 5 I like running
1 straight on 2 turn 3 left 4 past 5 right more. 6 I prefer going to the cinema.
Exercise 3 Exercise 2
1 A to pech! 2 Pośpieszmy się. 3 Mamy mało czasu. 4 Wszystko
17
gotowe. 5 To nie brzmi najlepiej.
Exercise 4 Man Rob, which do you prefer, swimming or skiing?
2 He has to make the bed. 3 He doesn’t have to vacuum the carpet. Rob I don’t like skiing. I prefer swimming.
4 He has to dust the furniture. 5 He doesn’t have to iron the clothes. Man How about you, Anna? Do you prefer swimming or skiing?
6 He doesn’t have to wash the clothes. Anna I like swimming but skiing isn’t bad. So I think I like them both.
Man Jerry, what about you? Which do you like more?
Exercise 5 Jerry Swimming or skiing? I don’t like either! My favourite sport
1 do 2 have 3 helping 4 cooking 5 love is tennis.
Exercise 6
2 Kate plays tennis once a week. Which do you prefer? swimming skiing
3 Simon is never late for school. Rob  
4 My sisters often play with their guinea pig.
5 I go running every morning. Anna  
6 We sometimes download music. Jerry  
UNIT 5 You
Students’ own answers
Lesson 1 Exercise 3
Exercise 1 1 like 2 Which 3 prefer 4 like 5 prefer 6 How
1 garage 2 attic 3 hall 4 toilet/bathroom 5 garden
Exercise 4*
Exercise 2 1
1c 2d 3a 4b 5e A: Which do you like more: going to the cinema or staying in?
Exercise 3 B: A
 t the weekend I prefer going out. From Monday to Friday
1 clue; b 2 good at; c 3 See you; a I like watching TV more.
Lou’s question: -ing 2
A: Do you prefer playing football or playing basketball?
Exercise 4 B: I don’t like either.
1C 2B 3C 4A 3
Exercise 5* A: Which do you prefer: riding a bike or rollerblading?
16
B: I prefer riding a bike.
1 Billy Ouch, my finger… ! Lesson 5
2 Molly This film is so cool! Hey, Peter, are you frightened? Exercise 1
Peter No, I’m not. I love it too … dining room, hall, garage
3 [śpiew]
4 Footballers Come on! Kick the ball! Get moving! Exercise 2
1e 2f 3b 4a 5g 6d 7c
1 He’s cooking. 2 They’re watching a (horror) film. 3 She’s singing.
4 They are playing football. Exercise 3
A
Lesson 2 Q: What is Sean doing?
Exercise 1 A He’s riding a bike.
1 throw 2 run 3 jump 4 kick 5 hit 6 score Q: Is he wearing a helmet?
A: No, he isn’t.
Exercise 2 Q: Is he wearing knee pads?
1d 2e 3b 4c 5a A: Yes, he is.
Exercise 3 B
1 moving 2 neck and neck 3 in 4 happening Q: What is Sue doing?
Lou’s question: am not/’m not, is not/isn’t, are not/aren’t A She’s swimming.
Q: Is she wearing goggles?
Exercise 4 A: No, she isn’t.
1 aren’t 2 isn’t 3 are/’re 4 am not/‘m not 5 aren’t 6 is/’s Q: Is she wearing flippers?
Exercise 5 A: Yes, she is.
1 are losing 2 isn’t dancing 3 is running 4 am not/‘m not reading
5 is throwing

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WORKBOOK
Answer key
Exercise 4 Exercise 2
Students’ own answers 18
Lesson 6 1 Have a good time.
Exercise 1 2 How are things?
1 Celine 2 Harry 3 Betty 4 George 5 Fiona 6 Alan 7 Edward 8 David 3 You’re welcome.
Harry is sleeping. 4 Guess what!
Exercise 2 1 Baw/Bawcie się dobrze. 2 Co słychać? 3 Proszę. 4 A wiesz co?
1 garage 2 hall 3 bathroom 4 kitchen 5 bedroom 6 attic 7 living Lou’s question: What are you doing?
room 8 toilet 9 garden Exercise 3
On Friday: Jim is taking photographs at half past five. Their parents
H A L L are making a video at quarter past five. On Saturday: Sue is making
bracelets at eleven o’clock. Jim is learning English at quarter to four.
L T Their parents are going tenpin bowling at half past six.
I T O I L E T Exercise 4
V I 2 What is Sue doing at 11 o’clock on Saturday?
K I T C H E N B 3 What are you doing at quarter to four on Saturday?
4 What are your parents doing at half past six on Saturday?
N A
5 What time are you taking photographs on Friday?
G A R A G E T 7 When are you making a video?
R A H Exercise 5
O R R 1 Craig is making music mixes on Sunday morning.
O B E D R O O M 2 Pamela is doing martial arts on Saturday afternoon.
3 Bruce is making music mixes on Sunday morning.
M E O 4 Nina is watching the stars on Friday evening.
N M 5 Craig and Bruce are making music mixes on Sunday morning.
Answer: London. Exercise 6*
2f 3h 4a 5e 6b 7g 8d
Exercise 3
2 Julie is playing tennis. She’s got a tennis racket. Lesson 2
3 Claire is riding a bike. She’s got a helmet.
Exercise 1
4 Adam is skiing. He’s got skiing gloves.
1 documentary 2 reality show 3 the news 4 thriller 5 action film
5 Paul is swimming. He’s got flippers.
6 science fiction 7 ghost story 8 serial 9 soap opera 10 historical film
6 Pamela is rollerblading. She’s got elbow pads.
Exercise 2
Exercise 4
1 How’s it going? 2 Are you into horror films? 3 I think so.
1A 2C 3B 4B
Lou’s question: I learn English every day. I’m learning English now.
Lesson 7 Exercise 3
Exercise 1 1B 2A 3B 4C
1d 2b 3e 4c 5a Exercise 4
Exercise 2 1 is going 2 is/’s watching 3 do 4 am/’m watching 5 makes
1 False 2 True 3 True 4 False 5 True 6 are/’re reading
Exercise 3* Exercise 5
1 I wish to bounce on a trampoline. 1 Harry doesn’t go swimming on Saturdays.
2 I wish to conduct an orchestra. 2 Pam isn’t watching a reality show this evening.
3 I wish to go skydiving. 3 Pete and Jack don’t do karate every day.
4 I wish to sleep in an igloo. 4 You aren’t watching the news now.
5 I wish to fly in a helicopter. 5 Tom doesn’t make music mixes at the Youth Club.
6 I wish to swim with dolphins. 6 I’m not reading a ghost story today.
Exercise 6*
Lesson 8 1 Wendy usually takes photographs but today she‘s/is making a video.
Exercise 1 2 Simon watches TV on Saturday evenings but this evening he’s/is
1 toilet, attic, hall; 2 throw, kick, hit; 3 money, part; 4 skydive, bungee watching the stars. 3 Samie and Steve often make music mixes but
jump at the moment they’re/are playing the guitar.
Exercise 2
1 helmet, knee pads 2 swimming costume, flippers 3 skis, goggles
Lesson 3
4 Rollerblades, elbow pads 5 baseball bat; tennis racket Exercise 1
1 classical music 2 rock 3 folk music 4 reggae 5 jazz 6 pop 7 techno
Exercise 3
8 hip hop 9 electropop 10 heavy metal
1 Nie mam pojęcia. 2 On jest dobry w sportach. 3 Oni są na
prowadzeniu. 4 Idziemy łeb w łeb. 5 Pospiesz się! Lou’s question: I am.
Exercise 4 Exercise 2
3 Are you doing your homework? Yes, I am. 1 Are you going d 2 Does Jack listen to b 3 Are they starting a
4 Are the boys taking part in the sports event? No, they aren’t. 4 Does Jack’s mum make c 5 Do students always buy h
5 Where are your parents watching TV? They’re watching TV in the 6 Do you like e 7 Is Chris playing g 8 Is Olivia downloading f
living room. Exercise 3
6 Is Jake collecting money for the charity? Yes, he is. 1 What do you do every day? I download music.
7 When is Greg doing a skydive? He’s doing a skydive in the morning. 2 What are you buying today? I’m buying a new CD.
Exercise 5 3 When are you painting your room? I’m painting my room tomorrow.
2 is … doing 3 are riding 4 is happening 5 are running 6 are scoring 4 Where are you going on Friday? I’m going to a hip hop concert.
Exercise 4
UNIT 6 1 How often do you listen to classical music?
2 What are you doing now?
Lesson 1 3 Where are you going this weekend?
Exercise 1 4 What are you wearing today?
1 tenpin bowling e 2 rocks b 3 martial arts a 4 stars c 5 music mixes f 5 When do you do your homework?
6 photographs d Students’ own answers.

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Exercise 5* Exercise 2
Reporter Do you like listening to music? 21
Renata Yes, I do.
Reporter How often do you go to concerts? Woman Good morning. Thank you for phoning Westbrook Youth
Renata Twice a month. Centre. Next week is Hobby Week at our centre. On Monday you can
Reporter Are you going to a concert this week? learn about different types of films and how to make a film on your
Renata Yes, I am. On Friday! mobile phone. On Tuesday there are photography classes. Do you
Reporter What time are you going? collect rocks? If you do, come on Wednesday! We’re learning about
Renata At 5:30 in the afternoon. I’m meeting my friend at the rocks and how to collect them. On Thursday we’ve got music mixing
entrance at six. classes. On Friday we’re learning about how to cook exotic food. On
Reporter Have a good time (then)! Saturday we’re watching the stars. Join us. You can learn a lot and have
Renata Thanks! some fun too. To hear this message again …
a, b, d, e, g, h
Lesson 4 Exercise 3
Exercise 1 1c 2f 3e 4a 5d 6b
2 It’s half past ten in the morning.
3 It’s twenty to four in the afternoon. Exercise 4
4 It’s five o’clock in the afternoon. 1g 2f 3b 4e 5a 6h 7c 8d
5 It’s quarter past seven in the evening. Exercise 5
6 It’s nine o’clock in the evening. Students’ own answers
Exercise 2 Lesson 6
19 Exercise 1
Man Good morning. Avotown Youth Centre. How can I help you? 2 Pamela is playing the guitar. 3 Susan is listening to pop music.
Boy Good morning. Can you tell me about the woodwork classes, 4 Sam is doing martial arts. 5 Kelly is talking on the phone.
please? 6 Mike is watching TV. 7 Steven is watching the stars.
Man Of course. They’re on Friday at half past six in the evening. Exercise 2
Boy I’m sorry. Can you say that again? 1 photograph 2 reality show 3 heavy metal 4 science fiction 5 play
Man Yes, they’re on Friday at half past six in the evening. 6 reggae 7 action film 8 boy scouts 9 video 10 martial arts 11 tenpin
Boy Fridays … at half past six? bowling 12 music mixes 13 documentary Question: Are you having
Man Yes, half past six. fun? Students’ own answers
Boy Hmm ... how about skateboarding classes?
Exercise 3
Can you tell me about them, please?
1C 2A 3D
Man Well, they’re on Thursday at four o’clock in the afternoon.
Boy Thursday? Lesson 7
Man Yes, at four o’clock in the afternoon.
Boy That’s great. Can I join them, please? Exercise 1
Man Yes, of course. Can I have your name, please? 1 woodwind instruments (instrumenty dęte drewniane)
Boy My name’s Matt Brown. 2 brass instruments (instrumenty dęte blaszane)
Man OK, Matt. See you on Thursday at four. 3 string instruments (instrumenty strunowe)
Boy Thank you. Goodbye. 4 percussion (instrumenty perkusyjne)
Man Goodbye. Exercise 2
1 Thursday 2 16:00 3 Friday 4 18:30; skateboarding classes 1 violin 2 saxophones 3 recorder 4 brass 5 tam-tam
Exercise 3 Exercise 3*
2g 3b 4e 5d 6f 7a 22
Exercise 4 1 [dźwięk klarnetu]
1 How 2 about 3 of 4 on, at 5 say 6 See 7 Thank 2 [wiolonczela]
Exercise 5 3 [pianino]
1E 2B 3A 4C 4 [gitara]
Exercise 6* 5 [saksofon]
Students’ own answers 6 [talerze]
1 B the clarinet 2 A the cello 3 B the piano 4 A the guitar
Lesson 5 5 B the saxophone 6 A the hand cymbals
Exercise 1
Lesson 8
20
Exercise 1
1 TV programmes and films: action film, science fiction, ghost story,
Mum What are you doing in the evening? soap opera, reality show.
Boy I’m going to the cinema with my friend. Music: classical music, folk music, heavy metal, hip hop, violin duet
Mum Are you watching a science fiction film or a ghost story? Exercise 2
Boy No, today it’s an action film but I like science fiction films too. 1 boy scouts (s’) 2 photographs 3 watch 4 rocks 5 videos
2
Man Do you like listening to music? Exercise 3
Girl Yes, I do. 1 Jak leci? 2 Przepraszam, czy może Pan/Pani powtórzyć? 3 Proszę.
Man Which do you prefer: classical or rock music? 4 Interesujesz się science fiction? 5 A wiesz co?
Girl Classical music is very nice, but I like listening to rock music Exercise 4
more. 1 listens 2 is acting 3 is learning 4 watch 5 do you go
Man What about folk music? Exercise 5
Girl Oh, no. I hate it! 1 goes 2 am/’m making 3 take 4 are playing 5 is/’s tidying
3
Woman Good morning. Westbrook Youth Centre. How can I help you? Exercise 6
Boy Can you tell me about the Hobby Week at your centre, 1 What time are you meeting Eric? 2 When does your dad (always)
please? watch documentaries? 3 What is your sister doing tomorrow?
Woman Yes, of course. There are a lot of interesting classes about 4 Where is Jack going now? 5 How often do the boys do martial arts?
different hobbies. We’ve got classes on collecting rocks
and watching the stars and there are also classes on cooking. REVISION Units 4–6
Boy I’m not really interested in rocks or stars. Exercise 1
Are there any photography classes? 2 Rollerblades, garage/garden 3 elbow pads, attic 4 tennis racket, hall
Woman Yes, of course! We’ve got photography classes too. 5 do homework, revise 6 get, improve 7 vacuums, does 8 washes,
Boy That sounds great! Can I join them? dust
Woman Sure, no problem. They’re on Tuesday at seven. Exercise 2
See you next week then! 2 historical films 3 electropop (nie pasuje: kitchen) 4 makes 5 soap
Boy Yes, see you! 6 hip hop (nie pasuje: goggles)
1c2b3c
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Answer key
Exercise 3
2 hiding 3 on 4 woodwork 5 composer UNIT 7
Exercise 4 Lesson 1
2 do 3 often 4 once 5 usually 6 tidying up 7 don’t Exercise 1
Exercise 5 2f 3g 4e 5c 6a 7d 8b
2 ‘m playing 3 ‘re taking 4 Are … doing 5 ‘m running 6 Is … running Exercise 2
Exercise 6 1 Cheer up! It’s not the end of the world. 2 It was awesome!
2 isn’t going 3 ‘s doing 4 does 5 ‘s doing 6 learns 7 isn’t learning 3 Stop thinking about your stomach all the time!
Exercise 7 Lou’s question: was, were
25 Exercise 3
1 was 2 were 3 were 4 was 5 was 6 were 7 were
1 Where are my goggles?
2 Do you prefer football or tennis? Exercise 4
3 I’m going to the beach tomorrow! 2 At half past three Chris was in the tuck shop.
4 Thank you for the delicious lunch. 3 At four o’clock Jenna was in the lab.
5 Excuse me, where is the library? 4 At four o’clock Chris wasn’t in the headmaster’s office.
6 We’re short of time. 5 At half past four Jenna and Chris were in the cloakroom.
6 At half past four Jenna and Chris weren’t in the tuck shop.
2e 3b 4a 5f 6d
Exercise 5
Exercise 8 1 My mum was/wasn’t in the kitchen.
2 To Donnington Youth Centre. 3 Once a week (on Thursday). 2 My English teacher was/wasn’t in the corridor.
4 He has to do the washing-up in the evening. 5 No, she doesn’t. 3 Me and my friends were/weren’t in the gym.
6 Yes, she does. 4 I was/wasn’t in the living room.
Exercise 9 5 My best friend was/wasn’t in the hospital.
26 6 My grandparents were/weren’t at the cinema.
1 Exercise 6 *
Girl You’re very good at gymnastics, Edward. 1 were 2 weren’t 3 was 4 aren’t 5 is 6 wasn’t
Boy Thanks! Lesson 2
Girl Do you go to gymnastics classes?
Boy Yes, I do. I really like the classes. It’s fun. Exercise 1
Girl When do you go to your classes? 1 Nie 2 Nie 3 Nie 4 Tak
Boy I go on Monday and on Thursday. Exercise 2
Girl Are the classes in the afternoon? 1 Let me think. 2 Hold it a second. 3 I’ve got it!
Boy No, they aren’t. They’re in the evening. Lou’s question: Tak
2 Exercise 3
Girl Noel, do you like romantic comedies? 1 were 2 was 3 Were 4 wasn’t 5 were 6 were 7 were 8 Was 9 wasn’t
Boy Romantic comedies? No, not really. 10 Were 11 was
Girl What about thrillers?
Boy Oh, yes, I love thrillers. They’re my favourite. Exercise 4
Girl I don’t like thrillers. I like documentaries. 1 Were you in the forest on Sunday?
3 2 Where was your friend yesterday evening?
Boy What do you do in your free time? 3 Was your English Lesson at 9:00?
Girl We all go to the Youth Centre on Thursday. 4 When were your parents at the lake?
And we all do different things. My big brother Exercise 5
– he’s sixteen – does woodwork. Students’ own answers
I do dressmaking. My little brother – he’s twelve Exercise 6*
– does martial arts. We all have a good time. 1 Where were you yesterday?
4 2 What time was the match?
Woman Zac, how many musicians are there in your band? 3 Where was I last year?/Where were you last year?
Boy There are three of us. 4 When were Ken’s brothers in the forest?
Woman Do you all like the same type of music? 5 When was Jenny in the field?
Boy We all like different music. I like heavy metal, and my friend
Jim likes electropop. My friend Oliver likes reggae. Lesson 3
Woman So what type of music do you play? Exercise 1
Boy We play electropop in the band, but I don’t like it. a June 6 b February 2 c December 12 d March 3 e September 9 f
Woman Really? May 5
Boy Yes, it’s true. I don’t like electropop. I want to play g November 11 h July 7 i January 1 j August 8 k April 4 l October 10
in a heavy metal band.
5 Lou’s question: -ed
Boy Where do you usually do your homework? Exercise 2
Girl In the kitchen. 1 played 2 started 3 skied 4 tidied up 5 stopped 6 changed
Boy Really? Why do you do it there? Exercise 3
Girl I don’t like doing my homework in my bedroom. 2 collected 3 travelled 4 revised 5 danced 6 helped
The living room is a nice room, but I can’t do it there
Exercise 4
because my little brother watches television there.
1 revised, on 2 finished, in 3 tidied up, in 4 played, at 5 climbed, in
Boy It’s the same in my house!
6 stopped, –
Girl So I do my homework in the kitchen. It’s nice because
my mother is in the kitchen a lot – sometimes she helps me! Exercise 5*
Boy Sounds like a good idea! 1 started at 2 tidied up 3 played basketball in
1c 2b 3b 4c 5a 4 cooked lunch in 5 danced in 6 studied English under
Exercise 10 Lesson 4
Students’ own answers Exercise 1
Exercise 11 1 front 2 way 3 middle 4 next 5 between 6 behind 7 near
Students’ own answers Exercise 2
1 long way from 2 between 3 in front of 4 near

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Exercise 3 2
27
Alice Max, can I borrow one of your CDs? The Crash, I love them.
Max Don’t you have it? You took it from me yesterday.
Anna How was your holiday? Alice No, it wasn’t me, maybe it was mum. Hey, isn’t it between the
Ben It was very bad. We stayed in a holiday house. books on the shelf? … No, wait, I can see it on your desk.
Anna Where was the house? Max Oh, thanks. Here you are, you can take it.
Ben It was in the middle of a village, near a river. It was a long way 3
from the forest. Mum How was school, Zoe?
Anna What was the house like? Zoe It was ok, we only had three lessons and then we went to the
Ben It wasn’t nice. It was small, dirty and old. cinema. Why don’t we go to the cinema together some time,
1 bad 2 holiday house 3 in the middle of 4 near 5 a long way from Mum?
6 wasn’t 7 small 8 dirty 9 old Mum OK, maybe next week. Listen, can you help me this evening?
Exercise 4 It’s dad’s birthday tomorrow and I want to buy him a film on
1e 2a 3f 4b 5c 6g 7d DVD. Can we go to the department store together?
Zoe Sure mum, I think I have a great idea!
Exercise 5*
1 Nie 2 Tak 3 Nie
Olivia How was your holiday?
Karen It was very good. We stayed in a holiday house. Lesson 7
Olivia Where was it/the house?
Karen It was next to a lake, near a road. It was a long way Exercise 1
from the town. 1 c winter 2 a spring 3 d summer 4 b autumn
Olivia What was the house like? Exercise 2
Karen It was small, new and clean. a4 b3 c1 d2
Exercise 3
Lesson 5
29
Exercise 1
1b 2a 3c 4b 5a Mark What is Halloween like in Britain, Susie?
Exercise 2 Susie It’s great. It’s my favourite holiday of the year.
Czynności, których nie wykonywał Johnny: 3, 6. My friends often wear costumes of scary monsters or ghosts.
They also dress up as film heroes like Spiderman, Darth Vader
Exercise 3
or Voldemort. I don’t like dressing up and I don’t wear any
1 He stayed at home in December.
2 He surfed in the sea in August. costumes.
3 He ice-skated on the lake in February. Mark Do you go out on the streets with your friends?
4 He collected rocks in April./He collected money in October. Susie Sure! We go around to people’s houses and ask them for sweets.
5 He cleaned his sports kit in June. Mark And …?
6 He skied in the mountains in January. Susie They usually give us lots of sweets, but when they don’t give us
7 He collected money in October./He collected rocks in April. sweets …
Mark What do you do?
Exercise 4 Susie We play some tricks. Last year we painted an ugly red face on
Students’ own answers
one door …
Lesson 6 Mark You painted the door?!
Susie Don’t worry, it was only ketchup.
Exercise 1
Mark What about a Halloween Party?
J Susie I love this too! We always have a Halloween Party. We always
M A Y play a game called ‘apple-bobbing’. You play this with some
N J apples. There are apples in the water, and you have to catch one
apple …
J U N E U Mark That’s easy …
S A L Susie … but you can’t use your hands. You have to use your teeth!
F E B R U A R Y Mark Do you listen to any ghost stories?
P Y
Susie Well … no. Ghost stories are for small children. We prefer
playing tricks!
T
1 likes 2 never 3 red face 4 always 5 can’t 6 doesn’t listen
D E C E M B E R
Exercise 4*
M 1 India 2 the USA, Canada 3 China 4 Germany 5 France 6 Israel
O C T O B E R
E
Lesson 8
Exercise 1
R 1 island 2 in the middle 3 between 4 hill 5 mountains 6 behind 7
Exercise 2 river 8 a long way 9 next 10 waterfall
2 Vicky, 3 Lucy, 4 Sam, 5 Bob, 6 Jerry, 7 Ron Exercise 2
Exercise 3 AT SCHOOL: library, canteen, corridor; TRADITIONS: bonfire, parade,
1 He painted a waterfall. Ron race
2 He walked in the field. Jerry Exercise 3
3 She played football in the gym. Kate 1 January, winter 2 April, spring 3 July, summer 4 October, autumn
4 He tidied up the classroom. Sam
5 She had lunch in the canteen. Vicky Exercise 4
6 He studied English in the library. Bob 1 f 2 b 3 d 4 c 5 e nie pasuje: a
7 She skied in the mountains. Lucy Exercise 5
Exercise 4 1 was 2 were you 3 Were 4 wasn’t 5 weren’t
Exercise 6
28
1 studied 2 liked 3 played 4 travelled 5 walked
1
Lucy Hi Ethan, any plans for the holidays? Are you going to the
seaside?
UNIT 8
Ethan No, we were there last year and I didn’t like it. Lesson 1
We’re going to the mountains.
Exercise 1
Lucy Sounds great. Do you like trekking and climbing?
1 go 2 ate 3 lost 4 get 5 won 6 had 7 write 8 came 9 drank 10 take
Ethan Yes, I do. I’m so happy we’re going in three days!
I can send you an MMS when I’m there. Exercise 2
1 won 2 had 3 lost 4 came 5 drank 6 went 7 got 8 wrote 9 had/ate
10 took

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Answer key
Exercise 3 Exercise 2
30
1 6.04.1562 2 the ninth of December, nineteen forty-five 3 23.08.1835
4 the thirty-first of October, two thousand and three 5 18.11.1141
1 Boy Why did you lose? 6 the twenty-first of June, nineteen fifty-nine 7 22.02.2011
2 Girl We’re writing a test on Monday. 8 the first of March, two thousand and nine
3 Man Here are your cameras. Lou’s question: was, did
1 c 2 a 3 d nie pasuje: b Exercise 3
Lou’s question: I didn’t take a photo. 1d 2a 3c 4e 5b
Exercise 4 Exercise 4
2 Jake didn’t go for a walk. 3 I didn’t have a sandwich for breakfast 1E 2A 3B
yesterday. Exercise 5
4 Mickey didn’t lose the game. 5 Martin and Kelly didn’t take a lot of 1 was he born 2 Where was 3 When were … born? 4 did you
photos in the winter. 5 time did she come/time did you come
Exercise 5 Exercise 6*
2 He didn’t eat a healthy breakfast. 3 He didn’t go running. 4 He wrote Students’ own answers
three emails. 5 He took part in a charity event. 6 He didn’t make a
video. Lesson 4
Exercise 6* Exercise 1
31
1 matter 2 mouse 3 working 4 log 5 type in 6 password 7 speakers
8 look 9 icon 10 see
Woman Hello, Peter! Exercise 2
Boy Hello, Aunt Jenny! 1B 2C 3A
Woman How was your weekend?
Boy On Saturday I was busy at school. Exercise 3*
Woman At school? 1 A: Excuse me. Can you help me? B: What’s the matter?
Boy Yes, I took part in a charity event. I acted in a school play A: My printer isn’t working. B: Can I have a look?
and loved it. A: Yes, of course. B: It isn’t turned on.
A: Oh, OK. Thanks.
Woman Cool. Did you go out with any of your friends in the
2 A: Excuse me, my mobile isn’t working. B: Can I have a look?
afternoon?
A: Yes, of course. B: You have to click this button/switch it on.
Boy No, I didn’t. But I went shopping with my parents. A: Oh, I see. Thanks!
And in the evening some friends came to my house.
We wanted to download some music, but the Internet Lesson 5
didn’t work so we played some board games. Exercise 1
Woman And what about Sunday?
Boy I played football with my team. It was a very important match 32
but we didn’t win it. We lost 4:1, but you know, it wasn’t my 1
fault! I scored a goal! Woman Hi, Luke. How was it at school?
Woman Cheer up! Boy Hi, mum. Oh it was great. We had a photography lesson
On Saturday Peter was busy at school. He took part in a charity event. today, and we took a lot of photos.
He acted in a school play and (he) loved it. In the afternoon he went Woman Did you have lunch at school?
shopping with his parents, and in the evening, some of his friends Boy Yes, yes, I did. I ate some chicken and potatoes.
came to his house. They played some board games. On Sunday Peter But listen to this! I won a competition about famous people!
played football but his team lost. He scored a goal. I wrote about Albert Einstein.
Woman Wow, congratulations.
Lesson 2 2
Exercise 1 Man Hi Nicole, how was your day?
Girl I got up late today and I didn’t have time for breakfast.
P A S S W O R D I had a shower and went to school. After school we had
S W A L O G O E a basketball match and we lost it!
I X S U G A U L Man How was your computer class?
Girl Oh, it was ok. I printed many photos from our holidays and
C W E B S I T E visited a very interesting website about Wolfgang Amadeus
O I N E R D L T Mozart.
N Z D I N K T E Man Oh, I like classical music …
Luke: 5, 7, 8 Nicole: 1, 3, 9, 10
1 send 2 website 3 delete 4 icon 5 log 6 password
Exercise 2
Exercise 2
1 That was a big mistake. 2 Calm down. 3 I hope so. 4 Oh dear! 33
Lou’s question: go Woman Wolfgang Amadeus Mozart was a famous composer.
Exercise 3 He was born on 27th January 1756
1 Did you use the Internet yesterday? 2 Did you print your photos last and died on 5th December 1791.
week? 3 Did you write emails yesterday? 4 Did you visit funny Albert Einstein was a great scientist. He was born
websites last month? 5 Did you type in your password at 4.30? on 14th March 1879 and died on 18th April 1955.
6 Did your parents use the computer last week? 1 composer 2 1756 3 5th December 4 scientist 5 14th March 6 1955
Students’ own answers
Exercise 3
Exercise 4
34
2 Did they take 3 Did you have 4 Did she write 5 Did she go
Exercise 5* Man Who was Maria Skłodowska-Curie?
1 Did … have 2 didn’t go out 3 worked 4 Did … finish 5 Did … Girl She was a famous scientist.
delete 6 didn’t save 7 turned off Man When was she born?
Girl She was born on 7th November 1867.
Lesson 3 Man Was she Polish?
Exercise 1 Girl Yes, she was. She was born in Poland in Warsaw.
2 second 3 third 4 fifth 5 eighth 6 eleventh 7 thirteenth 8 twentieth She went to school in Warsaw too.
9 twenty-third Man Did she study in Poland?

163
Girl No, she didn’t. She studied in France. Exercise 6
She was the first female student who studied science there. 1 Where did Simon go on Sunday afternoon?
She lived and worked in France too. 2 When did you write emails to your friends?
Man What did Maria Skłodowska-Curie do? 3 Where were your parents born?
Girl She discovered two radioactive elements, polonium and radium. 4 What time did Jack and Jill meet in the town centre?
Man Wow! Did she win a Nobel Prize for that? 5 When was Johnny Depp born?
Girl Yes, she did. She was the first woman who won a Nobel Prize!
Later she won a second Nobel Prize so she had two Nobel Prizes
in her life.
UNIT 9
Man When did she die? Lesson 1
Girl She died on 4th July 1934 in France. Exercise 1
1 scientist 2 7th November 1867 3 France 4 first 5 two 6 4th July 1934 1 boat 2 ferry 3 helicopter 4 (hot-air) balloon 5 van 6 motorbike
Exercise 4 7 ship 8 underground
Students’ own answers Exercise 2
1 by car 2 by tram 3 on foot 4 by scooter
Lesson 6
Exercise 3
Exercise 1 1b 2d 3a 4c
1T 2O 3U 4C 5H 6P 7A 8D
hasło: touchpad – panel dotykowy, touchpad. Lou’s question: am
Exercise 2 Exercise 4
2 Did Nemo use my bike yesterday? mouse 1 does … live 2 lives 3 Do … live 4 have got 5 is 6 haven’t got
3 There is some good music on my MP3 player. icon 7 does … get 8 goes 9 Has … got 10 has 11 do … do 12 play
4 Where did Mr Hartweb sit every day? website Exercise 5
5 Did you see Julie Gapr in the news on Monday? print 1 Are 2 aren’t 3 isn’t 4 any 5 some 6 many 7 much
6 Don’t touch Paddy’s cat! touchpad Exercise 6*
Exercise 3 Students’ own answers
SAVE THIS DOCUMENT
Lesson 2
Exercise 4
Exercise 1
35 1 Catherdal 2 Statue 3 Palace 4 Museum 5 Old Town 6 Tower
1 7 Harbour 8 Funfair
Girl Excuse me, can you help me? Exercise 2
Man What’s the matter? 1 are looking 2 haven’t got 3 Listen 4 can turn
Girl I’m trying to visit a very interesting website, but I can’t log into it. Lou’s question: are going
Man Can I have a look?
Exercise 3
Girl Yes, of course.
2 Does he like going to heavy metal concerts?
Man Oh, the mouse isn’t working. Use the touchpad and click on this
3 My parents/They aren’t going to London tomorrow.
icon.
4 Do they have dressmaking classes once a week?
Girl Thank you.
5 Jim/He isn’t going out tomorrow.
2
Man Can I help you? Exercise 4
Girl Yes, please. I’d like a new mouse for my laptop. 1C 2B 3C
The touchpad isn’t working. Exercise 5*
Man No problem. Do you like this one? Students’ own answers
Girl Yes, love it! How much is it?
Man £10. Lesson 3
Girl Here you are. Exercise 1
3 1 the USA a 2 Japan c 3 China b 4 Italy d 5 Russia f 6 Germany g
Girl Excuse me, where is the computer shop? 7 France e 8 Spain h
Man It’s not a long way from here. Go straight on and turn left
into Park Street. The computer shop is next to the bookshop. Exercise 2
Girl Thank you. 37
1 C 2 D 3 A nie pasuje: B 1 Pizza and spaghetti come from this country. It’s in Europe.
Lesson 7 2 This country is on a lot of islands. The capital city is Tokyo.
3 New York and Chicago are very big cities in this country,
Exercise 1 but the capital city is Washington.
a2 b4 c7 d3 e1 f6 g5 4 This country’s population is very big: over 1,3 billion people live
Exercise 2 there.
1F 2T 3F 4F 5T 5 There are two very famous football clubs in this country: Barcelona
Exercise 3 and Real Madrid.
1 Come to my party on Sunday 2 Thank you for the lovely 6 This country is very, very big. Its capital, Moscow, is also a very big
3 Please be quiet city.
Exercise 4* 7 Volkswagen and Opel are from this country. The capital city is Berlin.
1a 2e 3c 4b 5d 8 A lot of tourists go the to see the Eiffel Tower. The capital city is Paris.
1 Italy 2 Japan 3 the USA 4 China 5 Spain 6 Russia 7 Germany
Lesson 8 8 France
Exercise 1 Lou’s question: wasn’t, didn’t go
1 eleven 2 eat 3 click 4 speakers 5 win 6 twenty-one 7 checked Exercise 3
8 paste 9 twentieth 10 spellchecker 1 went 2 didn’t travel 3 went 4 got up 5 weren’t 6 visited 7 wasn’t
Exercise 2 8 took 9 wanted 10 didn’t have
1d 2e 3a 4b 5c Exercise 4
Exercise 3 1 had 2 was 3 went 4 win 5 didn’t 6 were 7 won
1 wonder 2 matter 3 Excuse 4 have 5 Calm Exercise 5*
Exercise 4 1 A: Where were you on holiday last summer?2 B: I was in Spain
1 went 2 wrote 3 didn’t drink 4 won 5 didn’t come 3 A: Did you go to Madrid? 4 B: No,( I didn’t.) I went to Barcelona.
Exercise 5 5 A: What did you visit there? 6 B: I visited the famous stadium, some
1 Did, didn’t 2 Was, was 3 Did, did 4 Were, weren’t 5 Did, did monuments, and the La Sagrada Família basilica. 7 A: Was your
brother with you? 8 B: No, (he wasn’t.) He stayed at home.

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Answer key
Lesson 4 Exercise 3
Exercise 1 1 2 3 4 5 6
1 beautiful – ugly 2 dirty – clean 3 heavy – light 4 small – big A W R H O T
5 expensive - cheap
from: Jessica to: Linda
Exercise 2 Hi Linda
1 purse 2 suitcase 3 backpack 4 bag 5 wallet We had a very bad day yesterday. Mia lost her brand new purse.
Exercise 3 John left his backpack on the underground. My best friend Vicky
38 went to the USA for one year. Was your day good?
Jessica
1
Man Hello, can I help you? Exercise 4
Girl Yes, please. I left my backpack on a bus yesterday. C
Man What’s it like? Lesson 7
Girl It’s an old red backpack. It’s a bit battered.
Man Wait a minute. Is it this backpack? Exercise 1
Girl Yes, it is! Thank you so much! 1c 2a 3d 4e 5b
Man You’re welcome. Goodbye. Exercise 2
Girl Goodbye. 1 Location 2 Travel information 3 Opening times 4 Facilities
2 5 Ticket prices
Man Hello, can I help you? Exercise 3
Girl Yes, please. I left my backpack on a bus yesterday. 1 False 2 False 3 True 4 False 5 False
Man What’s it like?
Girl It’s brown and it’s brand new. Exercise 4*
Man Wait a minute. Is it this backpack? 1d 2c 3a 4b
Girl Yes, it is! Thank you very much! Lesson 8
Man You’re welcome. Goodbye.
Girl Goodbye. Exercise 1
3 1 a really old suitcase 2 a prehistoric monument 3 a brand new wallet
Man Hello, can I help you? 4 an interesting palace 5 a battered backpack
Girl Yes, please. I left my suitcase on a bus yesterday. Exercise 2
Man What’s it like? 1 China, boat 2 Spain, scooter 3 motorbike, USA 4 van, Italy 5 ferry,
Girl It’s big and red. It’s a bit battered. France
Man Wait a minute. Is it this suitcase? Exercise 3
Girl Yes, it is! Thank you so much! 1b 2c 3d 4e 5a
Man You’re welcome. Goodbye.
Girl Goodbye. Exercise 4
1 not 2 are 3 any 4 gets 5 is 6 Do 7 don’t have 8 are you 9 weren’t
1b 2c 3a 10 take
Exercise 4 Exercise 5
1 Yes, please. I left my suitcase on a train yesterday. 1 writes 2 is/’s reading 3 came 4 are going 5 went
2 It’s an old brown suitcase. 3 No, it isn’t.
4 Oh dear. Thanks anyway. Goodbye. Exercise 6
1 How often does Fiona write her blog?
Exercise 5* 2 What is grandma doing (reading) now?
Students’ own answers 3 When did the musicians come to your school?
Lesson 5 4 Where are the boy scouts going tomorrow?
5 What time did Sophie go to Italy yesterday?
Exercise 1
Sandra d; Sam b; Jimmy a.
Exercise 2
SKILLS BOOSTER
1 e, d, f, i 2 b, c 3 a, b, c, g SKILLS BOOSTER 1
Exercise 3 Exercise 1
1 Was your holiday good? 2 Where did you go? 3 Did you go by plane? 1F 2D 3E 4C 5B
4 What did you do there? 5 Did you do any sports? 6 When did you come
Exercise 2
back?
1 Keep your chin up! 2 See you later! 3 Can you repeat that, please?
Exercise 4 4 Poor you. 5 It’s time for dinner.
You Where did you go?
Thomas I/We went to Warsaw in Poland. Exercise 3
You Did you go by plane? 1F 2P 3F
Thomas No, I/we didn’t. I/We went by train. Exercise 4
You What did you do there? 1 Can you help me, please? 2 I’m sorry, I don’t know.
Thomas I/We visited the Old Town, the Royal Castle and the National 3 What’s your address? 4 Excuse me, what is arbuz in English?
Stadium. Exercise 5
You Did you watch a match? 1A 2D 3C
Thomas No, I/we didn’t. But I/we took many photos.
You When did you come back? Discover more! Summer around the world
Thomas I/We came back yesterday.
Exercise 1
Lesson 6 1B 2C 3A
Exercise 1 Exercise 2
1 helicopter 2 ferry 3 scooter 4 tram 5 motorbike 6 boat 1 Brazylii 2 zaczyna/rozpoczyna 3 gorące/upalne 4 słońce
7 underground 8 lorry 5 w wakacje 6 lata
hasło: bicycle Exercise 3
Exercise 2 1 the summer 2 hot and sunny 3 wet days 4 windy and cloudy
1 FRANCE 2 SPAIN 3 ITALY 4 RUSSIA 5 CHINA 6 JAPAN

165
SKILLS BOOSTER 2 SKILLS BOOSTER 5
Exercise 1 Exercise 1
1C 2F 3D 4B 5E 1D 2E 3B 4F 5C
Exercise 2 Exercise 2
1 Can you set the table, please? 2 It’s a deal. 1 It’s not my sort of thing. 2 What’s your phone number?
3 They’re not my sort of thing. 4 Many happy returns! 3 It’s time for fun! 4 I’d better talk to the geography teacher.
5 I’ll do it in a minute. 5 Oh, no! Not again!
Exercise 3 Exercise 3
1F 2F 3P 1F 2F 3P
Exercise 4 Exercise 4
1 My pleasure. 2 Can I wash the car instead? 1 I’m doing my best. 2 It’s a bargain. 3 What size are you?
3 You are the best friend in the world! 4 She is as fit as a fiddle. 4 Is it OK to swim here?
Exercise 5 Exercise 5
1B 2C 3A 1C 2B 3D
Discover more! Team sports Discover more! Teen’s Life
Exercise 1 Exercise 1
1B 2D 3A 4C 1B 2D 3A
Exercise 2 Exercise 2
1 hokeja 2 koszykówce 3 świecie 4 Niemcami 5 piłce ręcznej 1 Jacek 2 Beata 3 Michał
6 siatkówka 7 wysocy Exercise 3
Exercise 3 1 windsurfingowe 2 Ukiel 3 wycieczce 4 Karpacza 5 kafejki/kawiarni
1 volleyball 2 handball 3 dad/father 6 spacer/spotkanie
SKILLS BOOSTER 3
Exercise 1
1C 2F 3A 4E 5B
Exercise 2
1 Here you are. 2 I’m giving you a warning. 3 Don’t worry.
4 I’m doing my best. 5 I’m ever so sorry.
Exercise 3
1F 2F 3P
Exercise 4
1 Have you got this jacket in grey? 2 How are the sandals?
3 It’s important to follow the school rules.
4 I’d better talk to my parents.
Exercise 5
1D 2C 3A
Discover more! Extracurricular activities
Exercise 1
1B 2C 3A
Exercise 2
A
Exercise 3
1 doświadczeń/eksperymentów 2 pomagać 3 dniach, angielskiego
SKILLS BOOSTER 4
Exercise 1
1B 2D 3A 4F 5E
Exercise 2
1 They’re off! 2 I’ve got butterflies in my stomach.
3 Thank you for helping me. 4 Make the most of it.
5 Three cheers for Mary!
Exercise 3
1F 2P 3F
Exercise 4
1 How was your weekend? 2 Excuse me. Can I ask you something?
3 Take a look at it. 4 Is it OK to make a fire here?
Exercise 5
1D2A3C
Discover more! Field trips in Poland
Exercise 1
1B 2A 3C
Exercise 2
1 parkach 2 muzeum 3 szczęście 4 tras 5 ptaków
Exercise 3
1 you are going to visit 2 we talked about the plan
3 we are going to take you 4 the biggest animals

166
Macmillan Polska Sp. z o.o.
Al. Jerozolimskie 146 A, 02-305 Warszawa
A division of Macmillan Publishers Limited

Companies and representatives throughout the world

ISBN: 978-83-7621-889-2

Text, design and illustration © Macmillan Publishers S.A. 2010, Macmillan Polska 2015
Descriptions of Testing spots, Skills plus and Vocabulary plus sections written by Małgorzata Krzemińska-Adamek

First published 2016

This edition produced 2018

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 didi-art

Page make-up by Pracownia DTP Aneta Osipiak-Wypiór

Cover design by Mikolaj Ostaszewski

Evolution Plus 2 Student’s Book Answer key

UNIT 1

Lesson 1, page 4
1
1 d 2 g 3 b 4 c 5 i 6 f 7 j 8 h 9 e 10 a

3
Name: Daisy Josh Zoe
Age: 12 11 10
Father: factory worker DJ firefighter
Mother: lifeguard scientist taxi driver

4
1 Tell me 2 very 3 nervous 4 next

Page 5
5
1 your 2 My 3 are 4 I’m 5 Is 6 isn’t 7 Are 8 aren’t

6
Students’ own answers

Extra 1
B S C I E N T I S T N
L I F E G U A R D P U
M T A X I D R I V E R
S Q R X A P Y L E U S
R D M N D J J W T K E
T P E M F J K F S J Z
F I R E F I G H T E R
B U S I N E S S M A N

Missing: factory worker

Extra 2
1 his 2 they 3 is 4 a 5 is

Extra 3
1 Are you a student? Yes, I am.
2 Are you thirteen? No, I’m not.
3 Are your mother and father vets? No, they aren’t.
4 Is your father a DJ? No, he isn’t.

Lesson 2, page 6
1
Green vegetables: lettuce, cabbage, peas
Other vegetables: potatoes
Meat: pork, beef, lamb
Other: pasta, bread
Desserts: pancakes

3
Matt

4
1 Lunch is ready! 2 What would you like? 3 It’s really cool!

Page 7
5
1 What is it?; It’s an apple.
2 Whose is it?; It’s my friend’s.
3 Where is it?; It’s on the table.
4 What are they? They’re books.
5 Whose are they? They’re Joe’s.
6 Where are they? They’re in his hands.

6
Student’s own answers

Extra 1
1 lettuce 2 cabbage 3 tomatoes 4 peas

Extra 2
1d 2c 3e 4b

Extra 3
1 Whose books are they? They’re Josh’s. 2 Where are Josh’s books? They’re in the drawer.
3 Whose crayons are they? They’re Zoe’s. 4 Where are Zoe’s crayons? They’re under the chair.
5 Whose ice cream is it? It’s Daisy’s. 6 Where is Daisy’s ice cream? It’s on the table.

Lesson 3, page 8
1
1 chargers 2 headphones 3 smartphone 4 games console 5 webcam 6 earphones 7 memory sticks
8 e-book reader 9 memory cards
Gaps: 47%, 1%, 23%, 97%, 80%, 99%, 10%

2
1 Have you got your charger? 2 Have you got your MP3 player?

3
Students’ own answers

Page 9
4
1 My sister hasn’t got a games console. 2 My brother and sister have got headphones.
3 Has your brother got an e-book reader? No, he hasn’t. 4 Have you and your friends got chargers?
Yes, we have.

5
Students’ own answers.
Extra 1
1B 2B 3C 4A

Extra 2
1 My brother has got a smartphone. 2 My sister hasn’t got an e-book reader. 3 I have got a charger.
4 I haven’t got earphones. 5 My mother and father haven’t got a webcam.
6 They have got a memory stick.

3
1 got 2 Have 3 Has 4 hasn’t

Lesson 4, page 10
1
1 suburbs 2 village 3 city centre 4 house 5 flat 6 country

2
1c 2f 3e 4b 5d 6a

3
Students’ own answers

4
1a 2c 3b

5
Students’ own answers

6
Students’ own answers

7
Students’ own answers

Lesson 5, page 11
1
Suggested answers:
1 What is his name? 2 Is he a DJ? 3 Who is he?

2
Tony is 16. He’s a student at Henbury School. On Saturdays, he’s a DJ! He’s got a lot of CDs. ’I love all
types of music,’ he says. Tony has got a new app for smartphones. The name of his app is Tonymix.
’You can download it from my website to your smartphone,’ he says. ’You can see my favourite
music. You can mix music. It’s great for parties.’ Tonymix is a very popular app. His favourite place is
the youth club. ’There is a dance every Saturday at the youth club,’ he says. ’I mix the music for the
dance. I play the music. We have a great time!’ What about the future? ’University,’ says Tony, ’and
then I can be a DJ in London …’

3
Suggested answers:
1 His name is Tony. 2 Yes, he is. 3 He is a DJ

4
1 What is his favourite place? His favourite place is the youth club.
2 When are the dances at the youth club? Every Saturday.
3 Has he got a lot of CDs? Yes, he has.
4 Is he a DJ? Yes, he is.
5 How old is he? He’s 16 (years old).
6 What is his name? His name is Tony.

5
Students’ own answers.

Lesson 6, page 12
1
Students’ own answers

2
drums, guitar, piano, saxophone, flute

3
Students’ own answers

4
1B2B3A

Lesson 7, page 13

1
1c 2f 3g 4e 5h 6b 7d 8a

2
Pasta
Bolognese Tuna maki Moussaka Lamb-korma Pavlova
pasta tuna lamb lamb meringue
pork carrots potatoes spice cream
beef radish aubergines cream fruit
tomatoes seaweed tomstoes
cheese

3
1 Tuna maki 2 Pasta Bolognese 3 Moussaka 4 Moussaka 5 Pavlova/Lamb korma 6 Lamb korma

4
Students’ own answers

5
Students’ own answers

Lesson 8, page 14

1
1 businessman 2 factory worker 3 scientist 4 lifeguard 5 taxi driver 6 firefighter

2
1 flat, town centre 2 house, village 3 city centre, suburbs 4 games console 5 charger, e-book reader
6 headphones, earphones

3
1 lamb, aubergines 2 cream, meringue 3 tuna, seaweed 4 pork, beef

4
1 My brother isn’t fifteen. 2 I’m not a teacher. 3 They’re taxi drivers. 4 She’s got a webcam.
5 They haven’t got a charger. 6 It’s Tom’s charger.

5
1 Has she got earphones? d 2 What is your name? e 3 Have they got a laptop? a
4 Whose memory card is it? c 5 Where is she? b 6 Is it your smartphone? f

6
1 What's your address? 2 Tell me about your family. 3 Lunch is ready! 4 What would you like?
5 My address is 32 Green Street. 6 Don’t be nervous! 7 It's really cool.

UNIT 2

Lesson 1 ,page 16
1
Students’ own answers

2
Students’ own answers

3
In the market.

4
1 You’re a genius! 2 Perhaps. 3 Let’s buy it! 4 That’s tricky.

Page 17
5
1 a 2 some 3 any 4 Are there 5 there aren’t 6 there is 7 Is there 8 there is

6
Students’ own answers

Extra 1
2 newsagent’s 3 stationer’s 4 butcher’s 5 department store 6 greengrocer’s

Extra 2
1 a 2 a 3 Are, are 4 Is, isn’t

Extra 3
1 Perhaps. 2 You’re a genius! 3 Let’s buy it!

Lesson 2, page 18
1
1 sauerkraut 2 mushrooms, spices 3 Spinach, beetroots 4 A raspberry 5 Honey 6 Ham 7 salt,
pepper

2
Students’ own answers

3
Bannister School 5:0 Aston School
TOTAL: 5:0

4
1 We’ve got a problem. 2 What a pity. 3 Wait a minute.

Page 19

5
1 How many beetroots are there? There are five.
2 How much sauerkraut is there? There is a lot.
3 How many mushrooms are there? There are a lot.
4 How much ham is there? There isn’t any.

6
Students’ own answers

Extra 1
1 honey 2 salt and pepper 3 spinach 4 mushrooms 5 sauerkraut 6 ham

Extra 2
1 There is some honey. 2 There are some mushrooms. 3 There is some pepper.
4 There isn’t any bread. 5 There aren’t any tomatoes.

Extra 3
2 How much honey is there? a 3 How much bread is there? b 4 How many potatoes are there? D
5 How many onions are there? e

Lesson 3, page 20
1
1g 2e 3I 4a 5b 6d 7f 8c 9h

2
1 I can see the security guards. 2 Can you see the loudspeakers?

3
1 security guard 2 loudspeaker 3 entrance 4 seat 5 giant screen

Page 21
4
1 it 2 me 3 them 4 us 5 you 6 her 7 him 8 them

5
Students’ own answers.
Extra 1
1 exciting 2 loud 3 fans, seats 4 security guards, entrance 5 see

Extra 2
1 entrance 2 it 3 them 4 them 5 hear

Extra 3
1E 2C 3A

Lesson 4, page 22
1
1C 2C 3B

2
1 The shirt is £15.00. It’s small.
2 The dress is £18.00. It’s medium.
3 The skirt is £12.00. It’s medium.
4 The jacket is £35.00. It’s large.
5 The T-shirt is £5.00. It’s small.
6 The shorts are £9.00. They’re extra large.

3
Students’ own answers

4
Część 1
Shop assistant: Can I help you?
Boy: Yes, please. I‘d like a blue shirt.
Shop assistant: This blue shirt is very nice.
Boy: Can I try it on?
Shop assistant: Yes, of course.
Część 2
Shop assistant: What size are you?
Boy: Medium, I think.
Shop assistant: Here you are.
Boy: Where is the changing room?
Shop assistant: It’s over there.
Część 3
Boy: It’s perfect. How much is it?
Shop assistant: It’s £15.00.
Boy: Here you are.
Shop assistant: Thank you.

5
Students’ own answers

6
Students’ own answers

Lesson 5, page 23
1
small, school, historic, stadium
2
1 sports 2 music store 3 clothes 4 pancakes 5 expensive 6 concerts

3
Shops: sports shop, music store, clothes shops
Places to eat: café, restaurants
Attractions: concerts
Adjectives: new, great, big, good, fantastic, expensive, perfect, nice

4
Students’ own answers

5
Students’ own answers

Lesson 6, page 24
1
1 I can see the lights. 2 They aren't on the stage. 3 I can see the stage now. 4 They're on the stage!

2
Yellow

3
Students’ own answers

4
Students’ own answers

5
1C 2B 3D

Lesson 7, page 25
1
diet – dieta
healthy – zdrowy
grams – gramy
vitamins – witaminy
portion – porcja
minerals – minerały, mikroelementy
proteins – białka
sugars – cukry
fats – tłuszcze

2
1 sugars, proteins, fats, vitamins, minerals 2 one cup of peas 3 one medium carrot 4 two 5 Yes, it is.
6 No, it isn’t.

3
vitamin A vitamin B
carrots ↑↑ ↓
cabbage ↓ ↑
oranges ↓ ↑↑
raspberries ↓ ↑
potatoes ↓↓ ↑

4
1 carrots 2 cabbage, oranges, raspberries, potatoes 3 potatoes

5
Students’ own answers

Lesson 8, page 26
1
Food: sauerkraut, honey, ham, spinach
Healthy eating: minerals, vitamins, diet, protein

2
1c 2b 3f 4a 5d 6e

3
1 exciting 2 entrance 3 stage 4 security guard 5 fans 6 loud

4
1 Is there any honey? No, there isn’t.
2 Are there any mushrooms? Yes, there are.
3 How much bread is there? There is a lot.
4 How many beetroots are there? There are twenty.
5 How much sauerkraut is there? There isn’t any.

5
1 them 2 you 3 her 4 us 5 me 6 him 7 it

6
1b2c3c

SKILLS PLUS UNITS 1–2

Lesson 1, page 28
1
They have lots of vitamins: beetroot, raspberry, carrot
They are rich in proteins: meat, ham, chicken
They give you a lot of energy: rice, bread, pasta

2
1 meat 2 beetroots 3 carrots 4 pasta 5 rice 6 chicken 7 raspberries 8 bread 9 ham

3
Students’ own answers

4
1B 2A 3C

Lesson 2, page 29
1
Equipment: headphones, microphone
People: singer, musician
Places: stage, entrance
Instruments: guitar, violin
Description: loud, exciting

2
1 Is this girl a singer/musician or a musician/singer?
2 There are some loudspeakers/microphones and microphones/loudspeakers on the stage.
3 She can’t play the guitar/violin but she likes playing the violin/guitar.
4 Who is the man at the entrance?

3
1 Nie 2 Nie 3 Tak

4
1 Jessica – C 2 Ben – B 3 Tony - D 4 Iza – A

5
Students’ own answers

UNIT 3

Lesson 1, page 30
1
1 g 2 i 3 f 4 j 5 h 6 e 7 a 8 c 9 d 10 b

2
Students’ own answers

3
Zoe doesn’t have breakfast at home.

4
1 on 2 to 3 good 4 noise

Page 31

5
1 I brush my teeth every day.
2 We don’t have a shower every day.
3 Do you wash your face every day? Yes, I do.
4 Do they have breakfast every day? No, they don’t.
5 Do you brush your hair every day? Yes, I do.

6
Students’ own answers

Extra 1
1 wash: your hands, your face
2 brush: your hair, your teeth
3 have: a shower, a bath
4 eat: bread, eggs
5 drink: tea, fruit juice

Extra 2
1C 2E 3A

Extra 3
1 You don’t wash your hands. 2 They brush their teeth. 3 We don’t have a shower.
4 Do they wash their faces? 5 Do you get up late?

4
Students’ own answers

Lesson 2, page 32

1
1 meet their 2 download 3 look after, pets 4 write 5 spend time, shopping 6 board games
7 do exercise 8 draw, paint

2
Students’ own answers

3
Bannister School 0:5 Aston School
TOTAL: 5:5

4
1 She looks tired. 2 It’s just right for you. 3 Do your best. 4 What’s the matter with Zoe?

Page 33

5
1 He watches TV. 2 He doesn’t write a blog. 3 He goes to school every day.
4 He doesn’t go shopping. 5 Does he play computer games? No, he doesn’t.
6 Does he meet his friends? Yes, he does.

6
Students’ own answers

Extra 1
1 meet friends 2 download music 3 have lunch or dinner 4 look after pets 5 go shopping
6 write a blog 7 play computer games

Extra 2
1 watches 2 watch 3 plays 4 doesn’t

Extra 3
1 Does your friend play computer games? 2 Does your sister / brother go shopping?
3 Does your teacher read magazines? 4 Does your mother / father meet her / his friends?

Extra 4
Students’ own answers

Lesson 3, page 34
1
a3 b4 c5 d2 e1

2
1 At quarter to two. 2 Oh no!

3
Students’ own answers

Page 35
4
1 What do you do in the morning? e
2 Where do you go to school? b
3 When do you play computer games? c
4 What time is it? a
5 What time does the lesson start? d

5
Students’ own answers.

Extra 1
2 It’s quarter past six. 3 It’s nine o’clock. 4 It’s twenty to six. 5 It’s half past twelve. 6 It’s ten to five.

Extra 2
1 What time is it? It’s half past two.
2 What time does the match start? It starts at three o’clock.
3 Where does your friend live? He lives in my town.
4 What do you do in the evening? I read magazines.
5 When do you do exercise? In the morning.

Extra 3
1 What time do you get up? 2 When do you do exercise? 3 Where do you go shopping?
4 What do you do in the evening?

Lesson 4, page 36
1
1 a (No) 2 d (Yes) 3 e (Yes) 4 c (No) 5 b (Yes)

2
1 I’m sorry 2 Never mind 3 That’s a good 4 Let’s go 5 I’m busy 6 Why don’t we play 7 That sounds

3
Students’ own answers.

4
Students’ own answers

5
Students’ own answers
Lesson 5, page 37

1
Nathan Tom

Where? on a barge in on a farm in

England England
With? his mum, dad and his mum and sister
sister Annie

2
Students’ own answers

3
1 Tom 2 Nathan 3 Nathan 4 Nathan’s 5 Nathan’s 6 Tom’s

4
Students’ own answers.

5
Students’ own answers

Lesson 6, Page 38
1
2 BB 3 SS 4 SS 5 BB 6 BB 7 SS 8 BB 9 SS 10 BB

2
Students’ own answers

3
sofa, table, chair, bed, cupboard

4
Students’ own answers

5
1A 2C 3B 4C

Lesson 7, page 39
1
Students’ own answers

2
walk, look after (my) brother and sister, help (my) dad on the farm, go hunting, go to the beach, surf,
go jet-skiing, go waterskiing, have lunch, clean (our) classroom, go to kickboxing class, go to samba
dance class, study, text (my) friends

3
2 Neta 3 Mkaya 4 Yanin 5 Ryan
4
Students’ own answers

5
Students’ own answers

Lesson 8, Page 40
1
get: up early, up late, dressed
have: a bath, a shower, breakfast, lunch, dinner
wash: (my) hands, (my) face
brush: (my) teeth, (my) hair

2
1 download music 2 meet my friends 3 spend time with my family 4 look after my pet
5 write my blog

3
1 It’s quarter past six in the morning. 2 It’s twenty five past eight in the evening.
3 It’s quarter to twelve at night.

4
1 get up 2 don’t 3 don’t have 4 Do (you) go to school, don’t 5 you eat, do

5
1 Tina gets up at 7 o’clock. 2 Tina doesn’t get up at 8 o’clock. 3 Does Tina eat eggs at breakfast?
4 No, she doesn’t. 5 Does Tina drink tea at breakfast? 6 Yes, she does.

6
1 What time does Tina get up? 2 Where does Tina go to school? 3 When does Tina go to school?
4 What does Tina drink at breakfast?

7
1f 2e 3a 4c 5d

UNIT 4

Lesson 1, page 42
1
Students’ own answers

2
Students’ own answers

3
meerkat

4
1b 2d 3a 4c

Page 43
5
1 have to 2 has to 3 doesn’t, to dust 4 Does, make, does 5 Do, to do, don’t

6
Students’ own answers

Extra 1
1 vacuum the carpet 2 sweep the floor 3 make the bed 4 do the washing-up 5 dust the furniture
6 wash and iron the clothes

Extra 2
1 has to 2 doesn’t have to 3 doesn’t have to 4 doesn’t have to 5 have to 6 have to

Extra 3
1 Does Tina have to vacuum the carpet? No, she doesn’t.
2 Does Tom have to take out the rubbish? No, he doesn’t.
3 Do Tom and Tina have to dust the furniture? Yes, they do.
4 Do Tom and Tina have to wash the clothes? Yes, they do.

Extra 4
Students’ own answers

Lesson 2, page 44
1
1 do homework 2 do tests, revise 3 get good grades, improve their grades 4 change their shoes
5 clean the board 6 do projects 7 work in groups

2
Students’ own answers

3
Bannister School 9:6 Aston School
TOTAL: 14:11

4
1 Me too! 2 Let’s get moving. 3 We’re short of time. 4 All done!

Page 45
5
2 My sister doesn’t like changing shoes. 3 My friend and I hate doing homework.
4 My friends love doing projects. 5 I don’t like cleaning the board.

6
Students’ own answers

Extra 1
1B 2A 3C 4A

Extra 2
1 likes, don’t 2 cleaning 3 don’t 4 Do, working, do 5 Does, doing, doesn’t

Extra 3
Students’ own answers.

Lesson 3, page 46
1
1 church 2 cinemas 3 post office 4 train station 5 police station 6 hospital 7 sports centre
8 swimming pool 9 skate park 10 castle

2
1 I go twice a week. 2 Be careful! 3 I never eat in fast food restaurants.

3
Students’ own answers

Page 47
4
1 My sister often goes to the skate park. 2 I sometimes go to bed late.
3 My father goes to work every day. 4 I do homework three times a week.

5
Students’ own answers

Extra 1
1 usually 2 every 3 twice 4 times 5 month

Extra 2
1 do 2 often, Once 3 How, Every

Extra 3
2 How often do you do projects? Six times a year.
3 How often do your brothers have breakfast? Seven times a week.
4 How often do your friends go to the cinema? Never.

Extra 4
Students’ own answers

Lesson 4, page 48
1
1 go straight on 2 turn left 3 turn right 4 it's on the left 5 it's on the right 6 go past

2
1 shopping mall 2 skate park 3 sports centre

3
1C 2A 3D 4E

4
1 Where’s 2 right 3 left 4 Excuse 5 straight 6 past 7 Turn

5
Students’ own answers

6
Students’ own answers

7
Students’ own answers

Lesson 5, page 49
1
1d 2a 3b

2
Ricky - b Megan – c

3
1a 2b 3a 4a 5b 6b

4
1 town 2 train station 3 sometimes 4 cinema 5 swimming 6 have to 7 once a week

5
Students’ own answers

6
Students’ own answers

Lesson 6, page 50
1
6 And Saturday is sweet! 7 And Sunday is my favourite day of the week. 5 But Friday is really neat!
2 And Tuesday is good 1 Monday is a great day, 3 Wednesday is kind of fun, 4 And Thursday is cool!

2
Names of the days of the week.

3
Tokyo High School
2 They have to have extra classes twice a week.
3 They have to tidy up five times a week.
London Secondary School
1 They have to do tests three times a week.
2 They don’t have to have extra classes.
3 They don’t have to tidy up.

4
1B 2B 3C

Lesson 7, page 51
1
1e 2d 3a 4f 5b 6c

2
1 mammals - ssaki 2 desert - pustynia 3 tunels – tunele 4 insects - owady 5 scorpions – skorpiony

3
1 Meerkats live in the Kalahari desert in South Africa. 2 They sleep in underground tunnels.
3 They have young twice or three times a year. 4 They eat insects and scorpions. 5 One meerkat.
6 No, they aren’t.

4
Students’ own answers

5
Students’ own answers

Lesson 8, page 52
1
Housework: make the bed, do the washing-up, sweep the floor, dust the furniture, wash the clothes
Schoolwork: improve your grades, work in groups, do tests, revise, get good grades

2
1 police station 2 hospital 3 church 4 hide 5 sleep 6 look for food

3
1 go straight on 2 turn left 3 on the right 4 on the left 5 turn right

4
1 I don’t have to dust the furniture.
2 My mother has to tidy up the rooms.
3 My father doesn’t have to sweep the floor.
4 Does your father have to do the washing-up? Yes, he does.
5 Do you have to make your bed? Yes, I do.

5
2 My mother and father don’t like playing computer games.
3 I don’t like doing tests.
5 Does your brother like doing the washing-up? No, he doesn’t.
6 Do you like vacuuming the carpet? Yes, I do.

6
1 I have to revise for my test. 2 My friend doesn’t like doing projects.
3 My sister does homework twice a week. 4 I always get good grades.

7
1 Let’s get moving. 2 All done! 3 That doesn’t sound good. 4 Me too.

SKILLS PLUS UNITS 3–4

Lesson 1, page 54
1
1 early 2 teeth, face 3 shower 4 bed 5 washing-up 6 exercise 7 games 8 blog 9 groups
10 projects 11 classes

2
1a 2e 3b 4f 5c 6g 7d

3
1A 2C 3B 4A

4
Students’ own answers.

Lesson 2, page 55
1
Directions: turn left, go past, it’s on the left;
Housework: take out the rubbish, dust the furniture, tidy up
Telling the time: it’s quarter to, it’s half past, five o’clock

2
1c 2e 3a 4b 5d

3
1B 2C 3A 4C 5C

4
Students’ own answers

UNIT 5

Lesson 1, page 56
1
1 hall 2 kitchen 3 dining room 4 living room 5 garage 6 bedroom 7 bathroom 8 toilet 9 attic
10 garden

2
Students’ own answers

3
Daisy and Matt

4
1 I haven’t got a clue. 2 See you in a minute. 3 I’m not good at sports! 4 He’s good at sports.

Page 57
5
1 am reading 2 is eating 3 are watching 4 is playing 5 is sleeping 6 are tidying up

6
Students’ own answers

Extra 1
1 garden 2 bedroom 3 kitchen 4 living room 5 garage 6 bathroom

Extra 2
1B 2A 3B 4C

Extra 3
Students’ own answers
Lesson 2, page 58
1
1 Throw the ball. 3 Jump and run. 4 Don’t run with the ball. 5 Don’t kick the ball.
6 Don’t hit the ball. 7 Score a goal and you get one point. 9 Don’t fall and don’t lose!

2
Students’ own answers

3
Bannister School 10:9 Aston School
TOTAL: 24:20

4
1 What’s 2 lead 3 neck 4 Get

Page 59
5
2 I’m not throwing the ball. 3 Daisy isn’t running. 4 My friends aren’t catching the ball.
5 The teacher isn’t kicking the ball. 6 You aren’t falling.

6
Students’ own answers

Extra 1
1 playing 2 kicking 3 scoring 4 losing

Extra 2
2 I’m kicking a ball. I’m not throwing a ball. 3 They’re winning. They aren’t losing.
4 He’s jumping. He isn’t falling.

Extra 3
1 happening 2 in 3 lead 4 neck

Lesson 3, page 60
1
1 baseball bat - kij baseballowy
2 tennis racket - rakieta tenisowa
3 swimming costume – kostium kąpielowy
4 googles - okularki do pływania
5 flippers – płetwy
6 bike helmet - kask rowerowy
7 knee pads - ochraniacze na kolana
8 elbow pads - ochraniacze na łokcie
9 Rollerblades – łyżworolki
10 skis – nart

2
1 Are you listening to music? 2 Are you buying a new CD? 3 Are you still there?

3
1 flippers 2 baseball bat 3 bike helmet 4 elbow pads (knee pads) 5 Rollerblades 6 tennis racket
7 swimming costume 8 goggles
Page 61
4
1 Are you playing tennis? Yes, I am.
2 Is your friend playing tennis with you? No, he isn’t.
3 Are your brother and sister watching the game? No, they aren’t.
4 What are they doing? They are revising.

5
Students’ own answers

Extra 1
1b 2c 3a 4a

Extra 2
1c 2d 3b 4a

Extra 3
2 Are you buying a bike helmet? Yes, I am.
3 Are the students doing a project? Yes, they are.
4 Is the teacher cleaning the board? No, he isn’t.

Lesson 4, page 62
1
Students’ own answers.

2
Students’ own answers.

3
1d 2a 3f 4e 5c 6b

4
Students’ own answers.

5
Students’ own answers.

6
Students’ own answers.

7
Students’ own answers.

Lesson 5, page 63
1
2 in the hall 3 in the garden 4 in the sports shop 5 in the kitchen 6 in the living room

2
1 False 2 False 3 False 4 False 5 False 6 True

3
Students’ own answers.

4
Students’ own answers.

5
Students’ own answers.

Lesson 6, page 64
1
1 Is your friend scoring a goal? 2 Is the teacher helping? 3 Are they swimming? 4 She is not running.

2
1 He’s in the bedroom. 2 She’s in the living room. 3 He’s in the kitchen. 4 She’s in the bathroom.

3
Ben and Jamie are (aren’t) swimming.
Emily and Olivia are (aren’t) running.
Lily is (isn’t) throwing the ball.
Daniel is (isn’t) hitting the ball.
Jacob is (isn’t) falling.
Chloe is (isn’t) jumping.

4
1B 2C 3A 4B

Lesson 7, page 65
1
Sport Relief is a big sport charity event in the United Kingdom every second year. There are hundreds
of events all over the country. Thousands of people take part in the events. In 2012 they collected
about 60 million pounds for charity. That’s a lot of money! Everybody can collect money for Sport
Relief with any type of sport event. You can do a bungee jump, or you can do a skydive, or you can
run in a marathon or you can climb a mountain. It doesn’t have to be a big event. It can be a small
event. You can swim a mile or you can run a mile. Elderly people can take part too – they can walk a
mile. How can you collect money for Sport Relief? You ask people to be your sponsors. That means
they give money to Sport Relief when you do the event. You can ask your family, your friends and
other people to be your sponsors. Then you do the event, and they give the money to Sport Relief.
It’s easy! An important part of Sport Relief are the celebrity events on television. Famous people
from films, television, music and sport do amazing events. For example, they swim from England to
France, or they run in a marathon every day for a week. Sport Relief is for everyone! Go to
www.sportrelief.com to learn more!

Translation:
charity event – impreza charytatywna
give money to charity – przekazać pieniądze na cele charytatywne
collect money for charity – zbierać pieniądze na cele charytatywne
take part in an event – uczestniczyć w wydarzeniu
climb a mountain – wejść na górę
do a bungee jump – skakać na bungee
run in a marathon – biec w maratonie
do a skydive – skakać ze spadochronem
2
1 Every second year.
2 Thousands of people.
3 Do a bungee jump, a skydive, run in a marathon or climb a mountain.
4 Swim a mile, run a mile or walk a mile.
5 Your sponsors: your family, your friends or other people.
6 They swim from England to France, or they run in a marathon every day for a week.

3
1c 2d 3a

4
Students’ own answers

Lesson 8, page 66
1
1 My swimming costume is in the garden (garage). 2 My baseball bat is in the dining room.
3 My knee pads are in the bedroom. 4 My bike helmet is in the living room.
5 My goggles are in the bathroom. 6 My skis are in the hall.

2
2 jump 3 fall 4 hit 5 throw 6 score a goal

3
1 to 2 in 3 in 4 out 5 for 6 in

4
1 is tidying up 2 aren’t dusting 3 are cleaning 4 isn’t tweeting 5 am not doing 6 are doing

5
1 Are they doing gymnastics? E
2 Is your brother taking part in an event? D
3 Are you doing karate? B
4 Is your sister collecting money for charity? A
5 What is he doing? C

6
1c 2a 3a

UNIT 6

Lesson 1, page 68
1
Students’ own answers

2
Students’ own answers

3
Tuesday: painting the pictures, writing the songs
Wednesday: making the music mixes, learning the play
Thursday: doing the play
4
1c 2a 3d 4b

Page 69
5
2 What is Jack doing on Tuesday? On Tuesday he’s making a video.
3 What are Terry and Alice doing on Wednesday? On Wednesday they’re doing martial arts.
4 What are you doing on Thursday? On Thursday I…

6
Students’ own answers

Extra 1
1 I’m making a video. 2 I’m not watching the stars. 3 He’s going tenpin bowling.
4 He isn’t taking photographs. 5 She’s taking photographs. 6 They’re making a video.

Extra 2
1 Are you making music mixes on Tuesday? No, I’m not.
2 When are you making a video? On Tuesday.
3 When is Alan doing martial arts? On Tuesday.

Extra 3
Students’ own answers

Lesson 2, page 70
1
1 serial 2 the news 3 soap opera 4 action film 5 thriller 6 ghost story 7 reality show
8 historical film 9 science fiction film 10 documentary

2
Students’ own answers

3
Bannister School 4:9 Aston School
TOTAL: 28:29

4
1 Co słychać? / Jak leci?
2 Czy lubisz science fiction (fantastykę naukową)? / Czy interesuje cię science fiction (fantastyka
naukowa)?
3 Tak myślę. / Tak mi się wydaje.

Page 71
5
1 play, am playing 2 is watching, watches 3 drink, are drinking

6
Students’ own answers

Extra 1
1B 2C 3B 4A
Extra 2
2 My sister often watches romantic comedies but now she’s watching a horror film.
3 My brothers usually play tennis but now they’re playing football.
4 I often eat pizza but at the moment I’m eating a hamburger.

Extra 3
Students’ own answers

Lesson 3, page 72
1
Do you listen to music every day? Are you listening to music now? If you love music, come to the
Royal Albert Hall in London. Every night there are some events. Sometimes there are concerts of
classical music. Sometimes there is folk music or jazz. There are also concerts of music from different
countries, like concerts of reggae music from Jamaica. Sometimes there are even hip hop concerts.
There aren’t a lot of pop or rock concerts, only five or six times a year. You can hear all types of music
at the Royal Albert Hall!

2
1 She is sleeping. 2 She always sleeps in the morning. 3 He’s writing a letter to his mother.

3
Students’ own answers

Page 73
4
a I always listen to hip hop. I go to concerts every week.
b I’m listening to hip hop.
c I’m going to a hip hop concert. My friends are coming here at six o’clock.

5
Students’ own answers

Extra 1
1 reggae 2 classical music 3 hip hop 4 techno 5 folk music

Extra 2
1 What are you doing tomorrow? I am riding my bike in the park.
2 What time does your mother get up every day? She gets up at 7 o’clock.
3 What is your friend doing now? He’s listening to jazz.

Extra 3
Students’ own answers

Lesson 4, page 74
1
Students’ own answers

2
day time morning/afternoon/evening
boy scouts Saturday 10.30 in the morning
meetings

girl guides meetings Friday 8.00 in the evening

table tennis classes Tuesday 5.00 in the afternoon

3
1 How can I help you? 2 Can you tell me about …? 3 I’m sorry, can you say that again?
4 Can I join … please? 5 See you on …

4
1B 2D 3A 4E

5
Students’ own answers

6
Students’ own answers

7
Students’ own answers

Lesson 5, page 75
1
1 They are talking about a hip hop concert at the Royal Albert Hall.
2 They are talking about a game show Evo-quiz on Evolution TV.
3 They are talking about going to the cinema to see a historical film.

2
listen to different types of music, sing songs from other countries, learn to dance

3
You can: learn to play jazz, sing folk music, learn about Polish music, go to a classical music concert,
learn about reggae music, do jazz dancing
You can't: learn to write songs, learn Polish dances, learn hip hop dances, sing pop songs

4
1 Wednesday 2 Thursday 3 Monday 4 Saturday 5 Tuesday 6 Friday

5
1 Film week 2 Hobby week 3 Sports week

6
Students’ own answers.

7
Students’ own answers.

Lesson 6, page 76
1
1 I’m singing a crazy song! 2 All day long! 3 I’m singing it with everyone! 4 Because it’s fun!
2
2 The nurse usually takes photographs on Saturday. Now she’s acting in a play.
3 The vet usually goes tenpin bowling on Saturday. Now she’s watching the stars.
4 The taxi driver usually learns English on Saturday. Now he’s doing a bungee jump.

3
Suggested answers:
lifeguard, DJ, businessman, factory worker, farmer, scientist

4
1C 2B 3D

Lesson 7, page 77
1
1 symphony 2 choir 3 ballet 4 opera 5 composer

2
2 duet 3 trio 4 quartet

3
1 False 2 True 3 False 4 True 5 True

4
Students’ own answers

5
Students’ own answers

Lesson 8, page 78
1
1 The symphony is very loud.
2 The choir is singing in this orchestra.
3 Electropop, techno and hip hop are new types of music.
4 Classical and folk music are old types of music.
5 Composers often write music for ballet.

2
1 take photographs, e
2 watch the stars, c
3 act in a play, f
4 join the boy scouts, a
5 collect rocks, d
6 do woodworking, b

3
1 ghost story 2 soap opera 3 documentary 4 the news 5 serial

4
1 My father never plays computer games. 2 My brother is reading a book now.
3 My friends often take photographs. 4 My mother sometimes listens to classical music.
5 My parents are listening to jazz now.
5
1 What is she doing on Monday? C
2 When is she joining the girl guides? D
3 What are they doing in the living room? E
4 Where are they watching a thriller? A
5 Where does she go on Saturdays? B
6 When does she go to the shopping mall? f

6
1 How are things? 2 Are you into science fiction? 3 Can you tell me about the football team?
4 I’m sorry, can you say that again? 5 See you on Tuesday.

SKILLS PLUS UNITS 5–6

Lesson 1, page 80
1
need knee pads, write a blog, do martial arts, do karate, listen to electropop, go to a concert, make
music mixes, watch a ghost story

2
1b 2e 3f 4a 5c 6d

3
1C 2A 3B 4C

4
Students’ own answers

Lesson 2, page 81
1
going out: tenpin bowling, watching the stars; staying in: blogging, watching soap operas;
extra class: dressmaking, table tennis

2
1 f 2 a 3 d 4 i 5 j 6 e 7 h 8 c 9 g 10 b

3
1 Nie 2 Tak 3 Tak

4
1B 2A 3B

5
Students’ own answers

UNIT 7

Lesson 1, page 82
1
1 lab c 2 headmaster’s office j 3 football pitch b 4 gym f 5 teachers’ room d 6 cloakroom g
7 library e 8 corridor a 9 canteen i 10 tuck shop h
2
Students’ own answers

3
the tuck shop, the football pitch, Josh’s friends

4
1 Cheer up. 2 It’s not the end of the world. 3 It was awesome!
4 Stop thinking about your stomach all the time!

Page 83
5
1 was 2 wasn’t 3 were 4 wasn’t 5 were 6 was

6
Students’ own answers

Extra 1
C L O A K R O O M
A A O F I I C E P
N B B T P S W M G
T U C K S H O P Y
E Q R Y N V X Z M
E L I B R A R Y G
N C O R R I D O R

Extra 2
2 They were in the lab. 3 I was in the gym. 4 You weren’t in the lab. 5 We were in the gym.
6 She was in the gym.

Extra 3
2 They were in the canteen. 3 I wasn’t in the canteen. 4 You were in the library.
5 We weren’t in the library. 6 She was in the library.

Lesson 2, page 84
1
1 island 2 river, bridges 3 fields, hills, mountains 4 lake 5 waterfall, forest 6 roads

2
Students’ own answers

3
The secret word is “Evolution”.
Bannister School 5:0 Aston School
TOTAL: 33:29

4
1 Daj mi pomyśleć. 2 Poczekaj chwilę. 3 Mam!

Page 85
5
1 Were 2 wasn’t 3 Were 4 were 5 was 6 was

6
Students’ own answers

Extra 1
1 bridge 2 hill 3 mountain 4 waterfall 5 forest 6 road

Extra 2
1 Was she on the beach at 6:00? No, she wasn’t.
2 Was he on the bridge at 8:00? No, he wasn’t.
3 Were they at home at 8:00? Yes, they were.
4 Where were they at 6:00? They were on the beach.

Extra 3
1 Nie 2 Nie 3 Tak 4 Tak

Lesson 3, page 86
1
1 November 2 December 3 March 4 May

2
1 She’s got a great voice. 2 I’m reading about you. 3 I’m in Sydney.

3
1 December, June 2 August, July 3 January, March

Page 87
4
1 walked 2 revised 3 started, finished 4 liked 5 played 6 stayed 7 scored 8 collected

5
Students’ own answers

Extra 1
1 February 2 October 3 July 4 May 5 November 6 April

Extra 2
Suggested answers:
1 You walked to school yesterday. 2 We revised for a test in the evening.
3 My friend watched television on Saturday. 4 She finished her homework in the morning.
5 I studied at home yesterday. 6 They travelled to Poland in August.

Extra 3
Students’ own answers

Lesson 4, page 88
1
2e 3c 4g 5b 6a 7d

2
1d 2c 3a 4b 5b 6c 7d 8a

3
1: 1 great 2 beach 3 river 4 big 5 beautiful
2: 6 bad 7 road 8 hills 9 old 10 dirty

4
Students’ own answers

5
Students’ own answers

6
Students’ own answers

7
Students’ own answers

Lesson 5, page 89
1
Students’ own answers

2
Students’ own answers

3
When? Where? Activity What was it like?
April, May at home studied for our tests hard
June in a house walked in the forest very
in the and beautiful
country on the hills
July, August in Australia surfed in the sea great
September, in London worked on our new CD exciting
October
November, at home looked after our dogs cold
December and helped our
parents
(vacuumed the carpets
and tidied up),
watched
DVDs, played board
games, skied in the
mountains

4
Students’ own answers

5
Students’ own answers

6
Students’ own answers

Lesson 6, page 89
1
1 Yes, they were. 2 No, he wasn’t. 3 The P.E. teacher was on the football pitch. 4 No, he wasn’t.
5 Computer, desk, chair and door. 6 No, he wasn’t. 7 Yes, they were. 8 No, they weren’t.
9 It was blue. 10 They were grey.

2
T-shirt, skirt, jacket, trousers, shoes, trainers, tie, socks, coat, sweatshirt, tracksuit

3
Students’ own answers

4
1 Tak 2 Nie 3 Nie

5
Students’ own answers

Lesson 7, page 91
1
Spring: March, April, May Summer: June, July, August Autumn: September, October, November
Winter: December, January, February

2
take part in races – brać udział w wyścigach
carnival – karnawał
bonfires – ogniska
fireworks – sztuczne ognie
parades – parady, pochody, rewie
to join hands – brać się za ręce

1 People eat pancakes on Shrove Tuesday. 2 Yes, you do. 3 About a million people.
4 On Bonfire Night. 5 On New Year’s Eve. 6 Six times.

3
1b 2a 3c

4
Students’ own answers

Lesson 8, page 92
1
1 In January they painted the canteen. 2 In April they painted the corridors.
3 In July they painted the teachers’ room. 4 In August they painted the cloakroom.
5 In September they painted the library. 6 In December they painted the lab.

2
1 forest 2 front 3 behind 4 near 5 between 6 middle
3
1 summer 2 join 3 race 4 fireworks, bonfire

4
1 was 2 wasn’t 3 weren’t 4 Were, were 5 Was, wasn’t 6 was, was

5
1 watched 2 studied 3 ironed 4 surfed 5 skied

6
1b 2c 3a

UNIT 8

Lesson 1, page 94
1
1 lose – lost 2 win – won 3 go – went 4 come – came 5 get up – got up 6 eat – ate 7 drink – drank
8 have a shower – had a shower 9 take photos – took photos 10 write a blog – wrote a blog

2
Students’ own answers

3
They have to make a presentation.

4
1 fault 2 next 3 luck 4 Here

Page 95
5
2 ate, didn’t eat 3 had, didn’t have 4 wrote, didn’t write 5 got up, didn’t get up

6
Students’ own answers

Extra 1
1: 1 were 2 ate 3 took 4 came
2: 1 got up 2 went 3 won 4 lost

Extra 2
I went to a concert yesterday. My friends didn’t go with me. The band played great music.
A lot of people danced. I didn’t dance.

Extra 3
1 I went to the cinema on Monday. / I didn’t go to the cinema on Monday.
2 I ate beetroot soup in April. / I didn’t eat beetroot soup in April.
3 I drank tea this morning. / I didn’t drink tea this morning.
4 I got up early yesterday. / I didn’t get up early yesterday.
5 I took part in a charity event in 2012. / I didn’t take part in a charity event in 2012.

Lesson 2, page 96
1
1 in 2 password 3 save 4 delete 5 click on, visit 6 send 7 inbox 8 print 9 out

2
Students’ own answers

3
Bannister School 5:9 Aston School
TOTAL: 38:38

4
1 down 2 mistake 3 hope 4 dear

Page 97
5
1 Did you type in your password? Yes, I did.
2 Did you log in? No, I didn’t.
3 Did your friend check his emails? No, he didn’t.
4 Did your sister print her photos? Yes, she did.
5 Did the students delete their work? No, they didn’t.

6
Students’ own answers

Extra 1
1 save 2 print 3 check your emails (inbox) 4 send emails 5 visit a website 6 delete

Extra 2
2 Did your friends save their work? 3 Did your brother log in? 4 Did your sister delete her work?
5 Did you visit the website?

Extra 3
1 Did you win? b 2 Did they go straight on? a 3 Did he take a shower? d 4 Did she write a blog? c

Lesson 3, page 98
1
2nd May, 3rd May, 9th May, 1984, 1519, 10th May

first – 1st second – 2nd third – 3rd fourth – 4th fifth – 5th sixth – 6th seventh – 7th eighth – 8th
ninth – 9th tenth – 10th eleventh – 11th twelfth – 12th thirteenth – 13th fourteenth – 14th
fifteenth – 15th sixteenth – 16th seventeenth – 17th eighteenth – 18th nineteenth – 19th
twentieth – 20th twenty-first – 21st thirtieth – 30th thirty-first – 31st

2
1 Hi, I’m a journalist now. 2 When were your born? 3 I love my new job too!

3
Students’ own answers

Page 99
4
2 What did you do yesterday? 3 What time did you have dinner? 4 Where did you have lunch?
5 Was your lunch good? 6 When was your brother born?
5
Students’ own answers

Extra 1
1 the twentieth of July, twenty eleven 2 the thirty-first of December, two thousand and five
3 the sixteenth of May, nineteen ninety-six 4 the third of March, eighteen seventy
5 the twenty-second of June, twenty thirty 6 the sixth of February, twenty thirteen

Extra 2
1E 2C 3B

Extra 3
1 What did you eat for breakfast yesterday? b 2 Where did you go on Monday? d
3 What time did they get up on Sunday? c 4 When did they go to Evo Park? a

Lesson 4, page 100

1
1 mouse 2 printer 3 screen 4 keyboard 5 scanner 6 touch screen 7 touchpad 8 speakers

2
1: 1 isn’t 2 of course 3 Thanks
2: 1 can’t 2 have

3
Students’ own answers

4
1A 2A 3C

5
Students’ own answers

6
Students’ own answers

Lesson 5, page 101

1
1 at the stadium 2 a football player 3 two

2
Students’ own answers

3
1 businessman 2 1955 3 1976 4 mouse 5 your files 6 deleted 7 visit 8 send 9 check 10 2011

4
Students’ own answers

Lesson 6, page 102

1
1 yesterday 2 good 3 and 4 didn’t 5 Did 6 Yes 7 make 8 laughed
2
Students’ own answers

3
mouse, snake, monkey, parrot, fish, spider

4
1D 2A 3C 4E

Lesson 7, page 103

1
1 text editor 2 font 3 point size 4 bold 5 italics 6 cut 7 copy 8 paste 9 spellchecker 10 documents

2
1b 2a 3e 4c 5f 6d

3
1d 2e 3c 4a 5b

4
Students’ own answers

Lesson 8, page 104

1
1 won 2 ate 3 drank 4 came 5 lost 6 wrote

2
1 printer 2 keyboard, password 3 mouse 4 text editor 5 scanner

3
2 the second of January, nineteen ninety-seven
3 the twenty-third of November, two thousand and one
4 the thirty-first of February, twenty twenty
5 the eleventh of August, eighteen sixty-five

4
2 He went to the cinema. 3 They studied for the test. 4 They didn’t take photos.
5 He didn’t write a blog.

5
1 Did he write a blog? No, he didn’t.
2 Did they take photos? No, they didn’t.
3 Did she make a video? Yes, she did.
4 What time was she at her friend’s house? At four o’clock.
5 When was it? Yesterday. 6 Where did he go? To the cinema.

6
1D 2A 3E 4F 5C 6B

SKILLS PLUS UNITS 7–8

Lesson 1, page 106
1
1 F E B R U A R Y
2 W E B S I T E
3 M O U S E
4 P I T C H
5 F I R E W O R K S
6 C A R N I V A L
7 C L O A K R O O M
8 E M A I L

2
Students’ own answers

3
1B 2E 3A 4D

4
Students’ own answers

Lesson 2, page 107

1
gym: do karate, play volleyball corridor: spend a break, text your friend canteen: have lunch, drink
hot tea cloakroom: leave your jacket, change your shoes

2
1 corridor, text 2 gym, volleyball 3 canteen, drink

3
1C 2E 3A 4D

4
Students’ own answers

UNIT 9

Lesson 1, page 108

1
1 g 2 b 3 i 4 a 5 d 6 j 7 h 8 c 9 f 10 e

2
Students’ own answers

3
Josh is feeling bad because he doesn’t help the team.

4
1 I don’t understand. 2 What do you mean? 3 It might be fun! 4 Good for you!

Page 109
5
2 any 3 is 4 isn’t 5 How much 6 isn’t 7 Are 8 a lot

6
2 Whose 3 Tom’s 4 them 5 her 6 hasn’t 7 has 8 haven’t

7
1 They draw. 2 She doesn’t live in the country. 3 He doesn’t live in the city centre.
4 He goes to school by bus. 5 They don’t go to school on foot.

8
Students’ own answers

9
1 scooter 2 ferry 3 tram 4 van 5 lorry 6 ship

Lesson 2, page 110

1
cathedrals – katedry
statues – pomniki
monuments – zabytki
the Old Town – starówka
harbour – port
palace – pałac
tower – wieża
funfair – wesołe miasteczko
tourist information centre – informacja turystyczna

2
Students’ own answers

3
Bannister School 13:12 Aston School
TOTAL: 51:50

4
1 looking 2 hope 3 carefully 4 turn

Page 111
5
1 does 2 is doing 3 goes 4 is going 5 meet 6 are meeting

6
Students’ own answers

7
1A 2B 3B 4C

8
Students’ own answers

9
1 monument 2 harbour 3 cathedral 4 statue 5 funfair 6 theme park

Lesson 3, page 112

1
1 France 2 Germany 3 Italy 4 Spain 5 Russia 6 the USA 7 China 8 Japan

2
Students’ own answers

3
the Aston Team

4
Bicycle Bob’s travels:
He was in Russia on 15th July 2011.
He was in Japan on 23rd October 2010.
He was in Spain on 31st May 2010.
He was in China on 12th January 2009.
He was in Italy on 18th August 2011.

Page 113
5
1 not 2 were 3 wasn’t 4 Where

6
1 lost 2 didn’t drink 3 had 4 Did (you) write, did 5 Did (your friends) save, didn’t
6 did (you) go, went

7
1 took 2 wrote 3 didn’t 4 hot-air balloon 5 swim

8
Students’ own answers

9
1 Germany 2 China 3 France 4 Italy 5 Spain 6 the USA

Lesson 4, page 114

1
1 wallet 2 purse 3 backpack 4 bag 5 suitcase

2
1b 2c 3d

3
1: 1 bag 2 big blue 3 a bit 4 really 5 this 6 welcome
2: 7 bus 8 purse 9 got 10 dear

4
Students’ own answers

5
Students’ own answers

6
Students’ own answers

Lesson 5, page 115

1
1d 2b 3c

2
1 Nathan 2 Millie 3 Angela 4 Nathan 5 Millie 6 Angela

3
Students’ own answers

4
Students’ own answers

5
Students’ own answers

Lesson 6, page 116

1
Students’ own answers

2
Students’ own answers

3
hit, throw, run with, catch

4
B

Lesson 7, page 117

1
Suggested answers:
Stonehenge: prehistoric, mysterious, interesting
Leeds Castle: historic, frightening
The Shard: impressive, modern, tall, thin

2
1 The Shard 2 Stonehenge 3 Leeds Castle 4 Stonehenge 5 The Shard 6 Leeds Castle

3
1 new, impressive, big 2 mysterious 3 interesting, beautiful 4 old, prehistoric, impressive
5 modern, tall, thin 6 historic, big, important

4
1 Stonehenge is in the middle of England, near the historic town of Salisbury.
2 It’s about five thousand years old.
3 We can’t be sure what it was. Some people think it was a scientific lab or that prehistoric scientists
watched the stars here. Others think it was a religious centre, like a prehistoric cathedral.
4 It’s one of the biggest tourist attractions in Great Britain.
5 It’s prehistoric, very big and mysterious.
6 Jeremy Deller made a life-size inflatable bouncy Stonehenge.

5
Students’ own answers

Lesson 8, page 118

1
1 scooter 2 helicopter 3 boat 4 ship 5 tram 6 hot-air balloon

2
1 I lost my battered wallet in China. 2 I lost my brand new purse in Italy.
3 I lost my really old backpack in France. 4 I lost my scratched suitcase in Japan.

3
1 There’s a prehistoric monument on the hill. 2 There’s a modern tourist information centre.
3 We went to an interesting palace. 4 We took photos of the impressive cathedral.
5 The harbour is very historic.

4
1 Is, isn’t 2 got 3 Has, hasn’t 4 have 5 never 6 once

5
GO: 1 went 2 am going / ‘m going 3 go 4 am going / ‘m going
TAKE: 5 took 6 am taking / ‘m taking 7 take 8 am taking / ‘m taking

6
1c 2b 3a 4c

Lesson 8, page 118

Część 1
policzalne, niepoliczalne; have; niepoliczalnymi, policzalnymi; -ing; -ing; to

FESTIVALS

Page 122
1
1A 2B 3D 4C 5E 6F

2
1B 2D 3C 4A

3
C, B, A

4
Words related to Thanksgiving:
pumpkin, turkey, cranberries, vegetables, corn, potatoes
5
Students’ own answers

Page 123
1
1D 2C 3B 4F 5E 6A

2
2F 3T4 T 5F

3
Students’ own answers

4
Students’ own answers

Page 124
1
1B 2A

2
valentine card – kartka walentynkowa
secret – tajemnica
heart – serce
cupid – amorek
dove – gołąb
poem – wiersz
box of chocolates – pudełko czekoladek
valentine coupon – kupon walentynkowy
promise – obietnica
to promise – obiecać
present – prezent

3
1c d 23b 4a

4
Students’ own answers

Page 125
1
1 A 2 E 3 C 4 C 5 C 6 D 7 D 8 B 9 C 10 B

2
1 leprechaun 2 shamrock 3 rainbow 4 Ireland 5 green

3
1F 2F 3F 4T 5F 6F 7T
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Students’ own answers

VOCABULARY PLUS

Unit 1, page 127

1
1 save somebody’s life 2 stop fire 3 help a sick animal 4 play club music 5 use a microscope
6 grow vegetables 7 do business 8 take somebody’s temperature

2
1a 2c 3a 4c 5b 6a

3
1 Vets help sick animals and save their lives.
2 My dad does business in China.
3 Angie likes healthy food and grows vegetables in her garden.
4 I am a DJ and I play club music at school discos.
5 Nurses can take your temperature.
6 Firefighters don’t use microscopes, they stop fires.

4
Students’ own answers

Unit 2, page 128

1
1 size 2 price 3 special offer 4 shopping bag 5 changing room 6 card 7 receipt 8 cash

2
In a department store.
1 Connor 2 Harry 3 Mia 4 Mia’s mum

3
S
R C H
1 4
S P E C I A L O F F E R
I C S P
7
Z E H P R I C E
8
E I I A
6
P N R
3
T G D
B
A
5 2
C H A N G I N G R O O M

Solution: ENTRANCE

4
Students’ own answers

Unit 3, page 129

1
1 smile happily 2 walk slowly 3 carry carefully 4 run quickly 5 talk quietly 6 listen to music loudly

2
1 quickly, quietly 2 slowly, loudly 3 quietly, carefully 4 happily, loudly

3
1 draw / carry carefully 2 swim / walk slowly 3 smile / celebrate / live happily 4 sing / talk loudly
5 move / say quietly

4
Students’ own answers

Unit 4, page 130

1
1 neat shelf 2 dry clothes 3 dusty room 4 slippery floor 5 stained T-shirt 6 wet shirt

2
1T 2F 3T 4F

3
1 neat 2 stained 3 neat 4 dusty 5 wet, dry 6 slippery

4
Students’ own answers

Unit 5, page 131

1
1 game 2 race 3 score 4 championships 5 semi-finals 6 final

2
1: 1 championships 2 semifinals 3 final
2: 4 score 5 game 6 race

3
1 flippers (all others connected with a game or competition)
2 Rollerblades (all others are connected with sports that can be played)
3 score (all others are types of sports)
4 helmet (not connected with swimming)
5 final (all others are sports accessories)

4
Students’ own answers

Unit 6, page 132

1
1 short 2 of medium height 3 tall 4 young 5 middle-aged 6 old 7 slim 8 plump

2
1 Daisy Dawson is short and slim. 2 Robert May is a slim, middle-aged actor.
3 Melinda Miu is not young, but she looks attractive: she’s tall and plump.
3
H D R G J S D N M E O L D C S
I S L I M C F O C U M E N T A
M E L E C I T F R I C S T B A
T R Y G S E L M J A Z Z A G U
O E O Y T N E E G R L G L D I
R A U O A C A D C G O V L A Y
I L N S Q E R I S R E G G A E
C I G T E F N U I V D B O R H
A B R A C I K M E A H C R P S
L E G E N C S H O R T F C L E
A C T I O T A E P E P O H U R
C A T C H I X I F J R L E M I
M I D D L E A G E D K H S P A
D O L L E C T H R O C M T F T
W R E S S M A T S E T U R U H

4
Students’ own answers

Unit 7, page 133

1
1 birthday 2 anniversary 3 national holiday 4 winter break 5 summer holidays 6 celebration

2
1: 1 summer holidays 2 winter break 3 national holiday
2: 4 anniversary 5 celebration 6 birthday

3
anniversary summer winter break celebration birthday national
holidays holiday
present beach February forest race river
cake lake waterfall music party country
ski school bridge road library hotel
lab July mountains fireworks dancing game
guests ice-skating beach carnival island flag
bike tests tour cloakroom cake people

4
Students’ own answers

Unit 8, page 134

1
1 to make a video call 2 to write an email 3 to text somebody 4 to talk to somebody
5 to leave a message 6 to call somebody

2
1 leave 2 called 3 texted 4 talk 5 wrote 6 made

3
1 To make a video call 2 call my mum 3 talk to him 4 write an email 5 texting
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