Interface (37>) etal) .. RY,Nacniln Plo Sp 200, AL feat 146 11-305 Wena ‘von Menlo aides ted Conan nt epesenates thoughout the wad \sewsres3. 7621-1916 Text © Maca ahr ted 207 esgh an ihitatian & telnet 201 Al gs esr opr of hi pubeston may be eae sen 2 exe sem, varsmitedin ay fa, ob ay cans econ, meal, ota ecg ot er, hohe el ren perms he piles Fis lsh ein 2 3 ona materia = Exam Face ~ writen ty Kl Se hl desn by 2s ubliig Sans] Cantige oa eg Mil Osteen Pols ein testy Mas saris ed by Sa Sosa and Hana iwi Ora Potent fal Se rd Gham Car Student's Book Acknowledgements lusty Chri ie 9135 cern ad toy Haran n> pS, 5, 00103, 35 By Fz Hanmer ps 888, 59, 10512125 Cie onder 9, 06,107 ln east pt, 37,45, 85, S89 Fol 6185 1 in Pace 9808.2} Man Snes ps7, 12,117; Dx Zen abot so6 5, 136(11, 13), The ators and pulses wo ko han he lowing for permison epee te phoxyaphe mati: Php: Matt Daron and sl ae Dy. eeced wth Es pemisn of wet Pht 83: Red Ces ‘Nut reduc th Kd pemson of Brn Re Gus Pot ples evo ‘wi kind ermision of iano Maat, GE Foto BERN 922A BERW p12 (6) ly BW 2523), 957 up, 86 (1) 067 (0 69H 671 te) el 5, 1), 103 em p108 (4 p05 911 fa de ge 126 5,61 p13, 7.9, pl (ang sony any MS 13 (0, 9833) p24 Ine (wl 997 nets) 989 (5p? 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MPL M0 hes Maeilan usta PL pA eats coma, Mal of too Mcnlsn Sout tka WPL p13 Br Many fan ete Ua BER 12,2 952 Rewoas 923( htoao UPL p17 (936, Bs Petlary ante 2 Pot NPL p29 hoes 97 (neon neg spice Sato, erent) 580) p10 (e919 ( 10; Prd ey mages MPL 7139s Paasche Ep tesa p08 Ph 12 Fa 96 (230745) p(w, p82 (Pons MPL 918 6) Sib IML pS ckrond 1 car 49) p10 te, elm, dame 112 120, Ign cp 142 hen the caso, doin ck ee MP ps: Stat & "Tar TGs Speck PL pa pls Ubi BEB 935 LPP Sp (rt and Cats taco far a he eran shes, omissianed photoraphy by: Paul Brickell 7 ck) 938 hes) 140 lod tsa Payne pl (op128(-lagoda burota p73 (89112 (3,510) Christine ceder 221 (1); David Tolley phi. ‘harks Are el Fal: Sion, Za, Taha ava Tna amie & thar ict es Us, ug Or Boats Spots Gero, Or Fe Sat PhownaCem; TheOnort itr Galery Us Tne ators ae ulshrnol e to tare floang fo peision orc loning copy mae ste sed fran hepato eid th ermisin ofthe pblsee ‘These mae ay coma nk forth party estes. ene no alee Sed nc report th ctr of ch th pry wate ple ee care Pd ar burda Pad 2018 217 2016 2015 2018 Ww9 a7 65432Contents Introduction to Interface page iv Component overview pare Student's Book contents page xviii EQ starter unit pute me Film and TV page 76 page 720 page 34 Bi Gary) page Tes gS Myths and legends age T52 page T66 age 0 SB LXer pogeT94 7 | Ambitions page T98 rE The world we live in page 1112 9 | Fun and games page T126 fa LCA AECL Workbook answer key page T158Introduction to Interface Learning with Interface Interface 's a four-level course for gimnazjum students which contains a wealth of material that is of genuine interest to teenagers. Diversity is a key characteristic of today's increasingly international, multicultural and multilingual world, and our classrooms are equally as diverse. Interface reflects the wide range of different linguistic capabilities of students starting their secondary education, as well as ‘their varied levels of experience and cultural awareness. What does Interface offer? Graded language Interface aims to teach students how to communicate effectively in English and we ensure that the presentation of language is always clear and is practised thoroughly. ‘The units are clearly structured and easy to follow. The introduction of new grammar and vocabulary is carefully graded and all four skills are equally covered, Mixed ability Students begin their studies with different levels of language, so we provide diagnostic tests to use before the course starts to help the teacher assess individual student needs. The progress checks at the end of each unit help students identify what they know or where they need to study more, The language guides provide a summary of work covered. In the Workbook, the activities are clearly labelled for mixed ability and there isa wide range of practice activities with Revision and Extension activities at different levels Inthe Teacher’s notes for each lesson, there are many suggestions for warm-ups, extension activities, fastfinisher tasks and extra homework ideas to ensure that students with different needs are catered for and its easy for teachers to tailor this material to mixed ability classes The Teacher's Resource File includes a wealth of extra materials catering for diversity. These include: Vocabulary Consolidation and Extension as well as Grammar Consolidation and Extension worksheets. Consolidation worksheets give more practice for students in general with the extension worksheets for those who need a slightly higher challenge. ‘Assessment also takes mixed ability into consideration, with tests at three levels. The Tests Multi-Pack including Test Generator Multi-Rom means that tests can be adapted specifically to the needs of each class. Culture and CLIL Interface aims to encourage students to learn about the world around them with all the variety of contexts for communication it offers and the variety of cultures. For this reason, we have developed texts, and situations based on real contexts with specific cultural references. In order to develop the area of culture further, we have provided additional cultural material at the end. Cf the Workbook. There is also a CLIL section on these pages. This material is optional and again provides {a way of motivating students and helping them develop other areas of interest. This also enables teachers periodically to change the focus of their lessons from learning English to learning about the other subject areas through English. Teachers can choose to do more work on culture and CLIL with the accompanying worksheets in the Teacher's Resource File. Digital components Interface offers flexible learning by providing language and content with a complete range of ‘components and use of up-to-date technology. Students live in a world where information technology ‘and communication mean that the way in which people communicate is changing rapidly. While this ‘course is based on traditional print components, we have also reflected this shift in the use of technology by also offering content through the digital version of the Student's Book for Interactive Whiteboards (Wa) and an online version of the Workbook (eWorkbook). Yh by 4g PVIVIIVVVVVADIDIIIIII ASPreparation for the end-of-school exam interface is aimed at preparing gimmnazjum students for their school leaving exam. Throughout the units, there are clearly marked exam-style activities and preparation fasts indicated et the foot ofthe relevant pages in the student's Book. At the end of each unit, there are two Exam Practice pages which teach the procedures and techniques of dealing with the end-of imnasjum exam (one page devoted to the basic and one to the extended exam type tasks). Each Exam Practice section focuses on one exam sil listening, reading, language functions, use of English or writing It contains introductory actiites that lead students to proper exam tasks There are also Exam Practice sections inthe Workbook. On one page at the end of each unt, students ate presented with exam tasks for both the basic and extended level of the end-of gimnazjum exam that Correspond to what hes been taught on the Exam Practice pages inthe Students Book inthe unit For the Student ia) ieee For the Teacher Tea Mier Tierra}Student's Book overview ‘The Student's Book includes: * a starter unit of two pages, = nine units of 14 pages, ‘a four-page revision section after every three units, = a Student's CD. ‘The Reading texts in the first and second reading sections are informative and interesting and show the language in context. The first Vocabulary set is presented with photographs and recorded on the Class ee Peta eda reese | allthe readings ae recorded on lass Audio CD the pronunciation, aNd See. Myths and legends {the class vote is _| an opportunity for [/] students to react to the {information in the tex. Includes a short listening leading into @ speaking activity to practise the vocabulary. ‘The three Grammar sections are accompanied by clear grammar tables at ‘the start of each section. Graded exercises help students practise the form | 2nd meaning ofthe grammar. { each unit includes an extended Listening text ‘that can be used to develop listening skills. The Pronunciation box (appears in every unitThe Speaking section introduces functional ‘The Culture section highlights an aspect of language in everyday situations. life in 2 variety of English-speaking countries. Tee ‘More material on Culture and CLIL can be found in the Workbook. The carefully structured speaking steps help students | to prepare and practise their own dialogues, The cond voabuan st The thd Grammar econ present he penned wipro new language ough tee ef eat eee soiree tie oe gerear ote oa = a The second Reading provides | | a context for the unit | language in an interesting way.{ The Writing page provides a model for different text types. A specific language point | ishighlighted in the Language focus box. The exercises in the Progress check revise the language of the unit. Se The writing steps quide students through parted aaccrenan| the preparation of their own written texts. indicated at the foot of | = = the relevant pagesin the | Student's Book. ‘The Exam Practice two-page section prepares students for the school-leaving exam on the basic and extended level. Students are ‘rained to use suitable grammar and vocabulary and guided to exam tasks through step-by-step set of activities and instructions.The Language Guide is a two-page reference section for the vocabulary) covered in the unit { All words listed in Wordlists | are recorded in the MP3 format on the Student's CD. > that is included in the Student's Book. { Letter Ton the Wordlists tags unit target vocabulary | that is presented in Vocabulary 1 and | Vocabulary 2 sections. It also includes the ‘Can do | Progress Check section for | | students settassessment. | The Revision sections revise | Vocabulary and Grammar from the previous three units. The Sketch is an opportunity for students to act out an | amusing situation with up to five characters, ‘The Project page is a chance for students to work in {groups and produce a poster together. Dare Ue Pe dedWorkbook overview ‘The Workbook: * includes practice activities for all the language in the Student's Book. ‘+ has a colour section which includes further practice, new material and reference material + is accompanied by a Workbook CD with recordings of the following sections: = Reading and Writing texts, = Vocabulary plus, = Unit grammar check, Culture and CLIL texts, ~ Listening activity, ~ Speaking, Vocabulary 1 as well as Grammar 1 and 2 practice exercises | | correspond to the same sections in the Student's Book. i Adventure 1 TATAThe Culture section in each unit is introduced through 4 reading passage on an aspect of culture from an English-speaking country related to the theme of the Unit. The reading is recorded on Workbook CO. ‘The Speaking practice pages correspond to { the same section in a the Student’s Book > isn. SS centers nnne and focus on the same functional language [Lin useful expressions Grammar 3 practice exercises correspond to Grammar 3 in the Student's Book. Vocabulary 2 practice exercises correspond to Vocabulary 2 in the Student’s Book(the Writing section follows the same guided | approach to the writing presented in the | student's Book but as 2 double-page spread. aa Var The Writing guide steps help | students with the preparation of their own written text The Progress check section revises the grammar fram Student's | Book Grammar 1, 2 and 3 and includes Vocabulary practice and error correction, There is also a unit grammar check presented ‘through a short text __| The Extension section is for students who need more | of a challenge. It includes | a cumulative grammar check which gives students a real sense of progression, | The section concludes with a listening comprehension activity based on the topic of the unit. { The unit concludes with the Exam Practice covering both basic and extended exam tasks in each unit, corresponding to those taught in Exam Practice section in the Student's Book. page,‘The 57-page colour section at the back of the Workbook includes: * Vocabulary plus, ‘+ Workbook Mini-Dictionary, + Grammar reference and Grammar exercises, * Irregular verbs * Culture and CLIL, Vocabulary plus presents a new lexical set and is related to the topic of the unit. It is recorded on ‘Workbook CD so that students can practise the pronunciation, { Grammar exercises are provided directly opposite ‘the Grammar reference section. Both the Vocabulary | plus and the Grammar reference sections can be used in class and/or at home to help with homework and self-study. ‘The Culture and CLIL pages | look at different aspects of English-speaking countries All the texts are recorded on Workbook CD. Worksheets and Teacher's notes are provided in the Teacher's Resource File to use with these pages. { The Workbook Mini-Dictionary is an alphabetical lst of || the key vocabulary in the Student's Book and from the Vocabulary plus and the Culture and CLIL sections in the Workbook. It includes the phonetics and the translationTeacher's Resource File overview The Teacher's Resource File includes photocopiable material of the following: Vocabulary and Grammar consolidation and extension worksheets, Use of English worksheets, Language skills worksheets, Culture and CLIL worksheets, Study skills worksheets, Macmillan Readers worksheets. { Each unit has both Vocabulary and Grammar consolidation and extension worksheets. There is also a complete answer key. The Use of English worksheets include exam-like activities | covering vocabulary and grammar from the units. J J Gee‘The Language skills worksheets provide further skills work with reading, listening, writing and speaking activities, They also include Teacher's notes for pairwork worksheets, audioscript for the Listening section and | a complete answer key. | The recordings for the Listening section can be found on Class Audio D3 (tracks 3.43-3.51), The Culture worksheets accompany | _{ The CLiL worksheets also accompany | each Culture section at the back |_| each CLIL section at the back of the of the Workbook. Teacher's notes Workbook. Teacher's notes provide provide ideas for using the material ideas for using the material in class in class as well as an answer key. as well as an answer key. The Study skills The Macmillan worksheets provide Readers worksheets students with are provided to tips and activities accompany a series | | tohelp them | of Macmilian | reflect on their graded readers learning process There is also an and develop their answer key. study skills. \Tests and Exams Pack overview All tests on Tests and Exams Multi-ROM are ‘The Test Generator Multi-ROM offers teachers available as editable Word documents or the option to generate their own tests and, photocopiable PDFs. The material includes: exams. + a Placement Test (Test A and 8), * 9Unit Tests (Basic, Standard, Extra Tests A and 8), + 3Revision Tests (Basic, Standard, Extra Tests A and B), + 1 End of Year Test (Basic, Standard, Extra Tests A and B), + 2 Exam Tests (poziom podstawowy i rozszerzony), + 9Short tests (Tests A and B), * audio files for the listening tasks and audioscripts, + a complete answer key. ater Teacher's Book overview The Teacher's Book includes the following: * large facsimile pages of the Student’s Book that are interleaved with teaching notes for each lesson, ‘= the answers to the exercises in the Student's Book that can be found overwritten on each Student's Book facsimile page, * the full audioscripts for listening activities that appear within the teacher's notes for the corresponding exercise, * clear teaching notes with lots of extra teaching tips and ideas, ‘= clear lesson aims included at the beginning of each lesson, = warmer activities, ideas for fast finishers and cultural notes that provide teachers with plenty of lesson. ideas, © Workbook answer key located at the end of the Teacher's Book Class Audio CDs overview ‘The Class Audio CDs contain recordings of the: * vocabulary sets, * pronunciation activities, * reading and culture texts, * listening activities, + speaking dialogues. eee) eee Rees ec A ok ac ee ee FFA the auto icon clearly shows CD 1, 20r 3 and the track number. TUTTLE LET aT" TIT II114Digital resources overview Interface Interactive Classroom A digital version of the Student's Book is available for use with Interactive Whiteboards. It includes the following: + PDF view of the Student's Book, + over 120 interactive activities, + all audio recordings with audioscript, + complete answer key, + culture video clips with accompanying worksheets, + tools to interact with the digital book pages, *+ PDF worksheets from the Teacher's Resource File, * Teacher's Area to create and save your own teaching material Ula cle Culture Watch The Culture Watch DVD is a complete, easy-to-use multimedia teaching resource which exposes students to authentic language and culture. The Culture Watch DVD offers: * clear structure of episodes and easy navigation including subtitle option (in English), ‘+ functional language presented in authentic settings, * six real-life drama episodes presenting everyday situations, * six culture documentaries to highlight aspects of British life including home, transport, food, appearance, sport and school. ‘The accompanying Teacher's CD-ROM includes: * photocopiable worksheets at two levels; before, during and after watching activities; extra activities with suggestions for oral practice; research tasks, * teacher's notes; detailed explanations for each section; optional activities; answer key and audioscripts. eWorkbook Online An online ver n of the Workbook includes the following: * digital version of all activities from the Workbook, * all audio files from the Workbook with audioscripts, * interactive version of Culture and CLIL worksheets from the Teacher's Resource File, + markbook with all students’ results.Student’s Book Contents s Starter Unit r+ + incoducion: + clothes + Family + Grammar + Clssroom language + Types of film + Present simple sel a i { TVprorammes + thereis/ hore are Film and TV oe + Quartier words page 6 1 Adverbs of frequency Saeiet Riera sal ro + Feelings + Present continaous fr future Adventure x trangements page20 «Present simple and present continuous “Ver of dicovery «Past: regulorand ireauar vars hil fs { Neturl diester, be: pastsimple History + could couldn't page 24 a Te ea ee = vocsbulary = Grammar» sketch = Project + Character adjectives» Past continuous lo en Myths and) = versormovement + Pastsipie and past continuous legends pages2 + Money + Comparatives and superlatives Comparsve-ar - 1 Computer technology + aan some " Possessions - Oech taey le beer page 66 + jobs + be going to Sentence stress Make a + Heath problems and should shouldnt be gong to bs Bat Seen difference ca page 80 a TN EE = vocsbuloy + Grammar © Sketch — « Project + fe events + at) won't wait (1 Tag {Musial instruments = Fist conditional Ambitions page 98 = Materials and = Present perfect Contractions The world © ccrssiner: we live im * i=s7e=teninas page 112 + Playing games = Tense review Present simple Fun and 1 Places to visit and past simple games page 126 ja REE = Yocsbuloy + Grammar © Sketch» Project, Er eee eedCon ‘Teenagers and their * favourite films| 1 Too much TV and, not enough sleep? 1 Survive in the Wild * «Life withthe Tribe A discovery of food Great European disasters = British legends * April Fools Dayt = Smart tips for . young people * The Big Swap Shop = World Water Day Mountain rescue! "= Know yourfuture * * The road to success RsYourword = * Adopt an animal Ahistory of games = Talking about holiday plans ny Child stars Young adventurers History quiz a highwayman Packet money Heroes Ambitions Eco family Travel games aes ‘Speaking Talking about Films Talking about Tikes and disikes A school trip Making plans At the library ‘Asking for information Talking about the weekend Talking about the past Going shopping Buying and selling Talking about jobs Giving opinions Ina music shop ‘Asking for and siving advice on a bike ride Asking for and giving directions Ata holiday camp Expressing preferences Corry Ateview Punctuation ‘bles Conjunctions A biography Time prepositions Anarrative Time connectors A description Adjective ‘word order Aleter ‘ako and too A dass survey Amount competition entry Organising ideas An email Verb tenses es = Film awards = Summer camps + Biplorers © castes and legends = chacity shops = The police = Musi in schools * Odling nthe UK, + Beaches in the UK eed mien Rezumienie ze stich * Dobieranie (poziom podstawowy) = Wybér wielokroxny (poziom rozszerzony) Rozumienie tekstow pleanych: = Wybér wielokrotny (poziom podstavrowy) * Dobieranie (poziom rozszerzony) | Znajomoteérodkow Jezykowaych: * Wyber wielokrotny (poziom podstavowy) * Unupelnianie luk, uKladanie 20a (poziom rozszerzony) Znajomose funk jezykowyeh: "= Dobieranie, wybér wielo- krotny (poziom podstawowy) Wypowied# pisemna: * Uist nieformalny (peziom roszerzony) ozumienie ze sluchus *= Wybor wielokrotny (poziom podstawowy) + Dobieranie (poziom rozszerzony) Rozumienie tekstéw plsanych: * Dobieranie (poziom ppodstawowy) * Dobieranie (poziom rozszerzony) {Znsjomose srodksw Jezykowyeh: * Dobieranie (poziom odstanov) + Parafraza 2daf, tlumaczenie Fragmentév ada (poziom rezszerzony) Znajomoké funkeijezykowyeh * Wyber wielokrotry (poziom podstawowy) + Wypowieds pisemna - e-mail (poziom rozszerzony) 1 Zestaw zadah fegzaminacyinych (poziom podstavowy) 1 Zestaw zadah egzaminacyjnych (poziom forszerzony)Introductions 41 Look at the picture. What are the teenagers’ names? Fed uisten and complete the sentences the words in the box. Manchester swimming 14 1 Hi. I'm Izzie. I'm 14 years old. 2 Hello. My name's Will. I'm from 3 Hi. I'm Lou. My favourite sport is 3 Match questions 1-4 with answers a-d. 1 How old are you? 2 What's your name? 7+) I'm 13 years old. 3 Where are you from?7~q) My name's Joe. 4. What are your hobbies?—d) My hobbies are football and art. a) 'm from Liverpool. afi ACE Work in pairs. Ask and answer the questions in exercise 3. What's your name? My name's Alicja. Hi. My name's Louise but Iprefer Lou. 5 Look at the picture again and find the clothes in the box. Which clothes aren't in the picture? boots Goat) Gresi) ‘eally modern. The ice | cream is fantastic and ‘there's great popcorn and other snacks. I go with my |e! friends every Friday. We all like science fiction films with action and suspense. We are also great fans of special effects, so we love films like Avatar and Transformers. Katie, 13 [don't like horror films or | science fiction films but Love romantic comedies. | ‘One of my favourite films is The Proposal. It's about ‘2 woman who decides to marry her assistant, but — they're not really in love. His family, in Alaska, try to organise a traditional wedding -.it’s very funny. In the end, they fall in love, of course. [ don’t go to the cinema much, because there isn’t a cinema-near me. ! watch films on DVD a few.months later. NVC 7 Eid read and isten. who mentions these things, Jack of Katie? They sell good ice cream at my local cinema. Jack 1 There isn’t a cinema near me. Katie 2 I go to the cinema with my friends. Jack 3 My favourite film is a love story. Katie 4 I wait for the DVD and watch films then. Katie 5 [like the same films as my friends. Jack 'B Answer the questions. 1 Do young people in the UK like going to the cinema? Yes, they 2 Do Jack and Katie enjoy the same types of film? No, they don’. 3 Does Jack like his local cinema? Yes, he does. 4 Does Katie go to the cinema a lot? No, she doesn’t Organise your vocabulary into word sets MAE to help you remember i PERL fie pes: horror science fiction, war 9 Complete the word sets using these words from the text. fantastic ice cream modern popcorn snacks special effects suspense 1 science fiction films: a)... b) 2 food: ¢)....d)...,e) 3 adjectives: )....9) T 10 BA cuass vore where do you prefer to wateh films, at the cinema or at home? [Ei Rozumienietekstow pisanych - wybér wielokrotny 7Grammar 1 Present simple So errs “like thrillers, loves the film Avatar. ‘eat popcorn. there is / there are There is great food. There are seven films on. There isn’t a horror film on. There aren't any cinemas here. “Is there a cinema in your town? Yes, there is. No, there isn't. “don’t like horror films. doesn't goto the cinema, don’t have a cinema in our town. 1 Look at the sentences in the table. What is. ferent about the he/she /it forms? 2 Complete the sentences with the present simple form of the verbs in brackets. Use the spelling rules on page 19 to help you. 1 Lo (go) to the cinema with my family 2 My brother studies (study) the film reviews and he chooses (choose) the film. 3. My dad gees (go) to the cinema early and he gees (get) the tickets You eat (eat) ice cream at the cinema. ‘We sit (sit) in the middle of the cinema. 6 My friends watch (watch) the film in the front row. Make the sentences in exercise 2 negative, aw Write complete sentences. Use present simple. Izzie / enjoy / watching films but she / not go /to ‘the cinema very much. Lezie enjoys watching films but she docont go t0 the cinema very much. 1 She / not watch / films on TV. She / watch / films on the computer. 2 Her dad / buy//the newspaper and Izzie / read / all the film reviews. Her friends / love / watching romantic comedies but Izzie / hate / them: lzzie / prefer / science fiction films but her friends /not like / them, Are there any comedies on? Yes, there are. No, there aren't. 5 Complete the sentences with the correct form of there is there are, 1 In Birmingham, ... a cinema called the Electric. 2... a cinema in our town but ... many cinemas in Cracow. 3 In cinemas, ... fizzy drinks and crisps but vegetables or fruit 4... six official James Bond actors? Yes, 5... many superhero films. Most of these films are based on comic books, Present simple Do you like watching comedies? Yes, Ido. No, I don't. Does she go to the cinema? ‘Yes, she does. No, she doesn’t, Do they watch films? Yes, they do, No, they don't. 6 Look at the sentences in the table. How do you form present simple questions? Do we repeat the verb in the short answer? Nis, we don’t 7 Order the words to make questions. Then write answers that are true for you. like f Do f animated films / watching / you /? Do you like watching animated films? 1 your bestfriend / go / Does / to the cinema / at the weekend /? 2 alot of films / Do / watch / you /? 3 your classmates / watching / war films / enjoy/Do/? 4 eat/you/do// at the cinema / What /? Znajomos¢ Srodk6w jezykowych — ukladanie zdan PTETEEET TTI TTTT IIIT ITLL ag a a eG cyLesson Aims: students review and practise present simple (affirmative, negative, questions and short answers), Present simple 1 She doesnt watch finson TV. Ste watches iso the computer, 2 Her ol bs the newspaper and leas eff, Warmer 3 Her fren ove watching mari comedies but xe ater, On the board write these words: comedies! hem thrillers! lke don’t/1/ike/ but. Ask students to | 4 le peers sence fiction fms but het ends don ke them. reorder the words and write correct sentences. See how many sentences students can come up with, €9/ like comedies but | don't like thrillers. or | don't like comedies but | ike thrillers. 5+ Students read the sentences in the grammar box. *+ Ask students to tell you if there is one or more objects described in each sentence. Tell students that there isis used for uncountable nouns and singular countable nouns and there are is used 1+ students read the sentences in the grammar box, * Ask students to tell you the infinitive form of the verbs. Elicit the difference between the infinitive and the he/she/it forms of verbs. Tell them to look at the warmer sentences. Ask students to tell you what happens to verbs in the negative form ~ auxiliaries don’t and doesn’t in the third person) appear before infinitives. * Practise the pronunciation of the example sentences, focusing on the -s ending and the for plural countable nouns. * Elicit example sentences from the class about the classroom to check comprehension, eg There's «a big window. There are thirty-two people. etc. *+ Ask students to read the sentences and complete ‘them with the correct form of there is or there + Check answers as a class pronunciation of don’t and doesn't. Tse! 2 There nt, there are 3 there are, there aren't 4 Are there, there are 5 There are The afrmative he/she i forms end ins, The negatve he/she it forms use doesnt. Extra activity Form pairs. Ask students to think of a film they 2 + Students read and complete the sentences individually + Check answers with the class, Ask students to spell the verb forms for you, both have recently seen, Tell hem to write four or five facts about it using there is or there are. Ask a person from each pair to read the facts while the 3 + Ask students to refer tothe grammar box again, | rest ofthe cassis to guess the tile of the fm. looking particularly at the negative form. Do the first one (/ don’t go to the cinema with my family) together if necessary. *+ Ask students to work individually and make the sentences from exercise 2 negative, They write the sentences in their notebooks. * Check answers with the class + Ask students to look at the grammar box and ask ‘them if, when they say the same thing in Polish, there are similar words to the words in blue. ‘+ Read out the example sentences and ask what the difference between the ‘o' in do and the ‘o’ in does is (do /dus does daz’). * Students read and answer the questions. 1 I don't go tothe cinema with my fanny * Check answers with the class 2 My brother doesn't study the fm reviews and he doesnt choose the fim 7 + Tell students to write the words in the correct 3 My dad doesnt go tothe cinema early and he doesn't get the ‘order to make questions. tickets. 2 4 You don't eat icecream at the cinema, 5 We don't itn the middle ofthe cinema, 6 My fends don't watch the fm inthe front row. Students work individually, then compare answers with a partner. * Compare answers as a class ‘+ Then ask students to answer the questions with ‘answers that are true for them, using short Fast finishers write three sentences in the present Brtaalonee poesia eee eee eraser rome cee eee RTs oe = ere Ee @ © Look at the example together. Then, ask 4 What do you eat at the cinema? eae ee oer ea pe eameseees os ea deka sides ta pew Ve unsere Fast finishers write four questions starting with Do you... or Does your best friend... to ask a friend in the next lesson, Homework Workbook page 6, exercises 1-7 and page 7, exercises 8-11.Unit 1, Lesson 3, Grammar 2, Listening Lesson Aims: students review and practise question words and listen to an interview with a child actor for gist and specific information. Grammar 2 Question words Warme: Form groups of three. On the blackboard write 2 sentence: Every morning before work, Mrs. Watson drinks a coffee in the kitchen to Underline the words as shown. Tell the students to rite questions to the underlined words. Seta limit ‘of four minutes. Write students’ suggestions on the board and underline the question words. B + students read the questions in the grammar box and tell you how to say the words in blue in Polish. Check pronunciation. 9 + students read the questions and choose the correct option, Pronunciation: /e/ /u:/ /ai/ a Bhoiraco + Students read and listen to the words. * For audioscript see Student's Book page 9. Students listen again and repeat the words. ‘Ask students to read the questions in exercise 9 again and write down their own answers, using ‘the answers in exercise 9 to help. * Put students in pairs to take turns asking and answering the questions. Help with pronunciation as necessary. * Ask individual students to report back to the class about their partner's answers. Workbook Grammar reference page 124, Grammar exercises page 125. Listening Child stars Before you listen Seta time limit of three minutes, Ask students to waite down any jobs they can think of in English, Compare ideas as a lass and write them on the Iba (oy pilot. teacher Ther ask ow ary of the jobs lite hey cao at thelr age M1 + Ask students to look at the photos and tell you as. ‘much about the girl as they can. Write their ideas on the board. + Tell the students to read the questions and, ‘working with 2 partner, guess the answers adore + Students listen to the radio interview and check their answers to exercise 11 * Check answers with the class. Presenter Many young people dream af going to Hallwwood and becoming rich and famous. On today programme, ‘we've got the child actress Mia Straw. How old are you Mia? Mian 1years od Presenter And where do you Ive? Mia ve in Calfornia Presenter Do you work Hollywood? Mia Yes, do, Ido advertisment for TV. also work as an extra in fils. Presenter Tells litle bt about your dal outine. Do you go toschooi? Mia Yes, ofcourse, Cafornian law is very str. Allyoung acters goto school and they havea private tutor ‘during himing, Presenter Do you work on afm al day? Mia No, don’. mn the stu for eight hours but that includes three hours with my tutor. Very young cfildren can only work afew minutes a day. Presenter Realy! And what about money? Ave you rich and. famous? Mia Presenter Has your dad got ll your money? Mia No, he hasnt. The fm company puts my money rectly int a special bank account. Presenter Can you use this money? Mia No, can't use this money unt fm 18 years old Presenter What about your creams? ia Well Imake alot of averisments and fm a film extra, ‘But woul realy ike to have a bigger part ina fl Presenter Is there a possbiliy? Mia ve gota second auton today, so Presenter Thank you very much Mid and good luck! No, not ws Gdooitrac i Students read the sentences and check their meaning. They mark 2s many sentences TF from memory as possible + Play the recording again or students to listen and check thelr answers. Students compare thelr answers with a partner, and then check as a clas (On the board, write Good and Bad. Ask students for ideas about the advantages and disadvantages of being a child star (eg Good: travel, clothes; Bad: work a fot, you don’t see your friends). Give students a moment to think, then ask them to raise their hands to indicate whether or not they would like to be a child star. WB cuttural fact Read the Cultural Fact with the class. ‘Ask students if they know the actors mentioned. ED sromework workbook page 7, exercises 12-14Grammar 2 Question words CN nr ‘is your brother's name? ‘Where do you live? neti ‘you go to the cinema? Who is your favourite singer? ‘Why do you like action films? How often do you go to the cinema? 8 Look at the question words in the table. How do you say these words in Polish? 9 Choose the correct words. Then match questions 1-6 with answers a. 1 Who /Wihad)is your favourite film? f 2 (Where)/Who do you watch films? « 3 (Who) When is your favourite actor? b 4 (Whyy What do you like going to the cinema with your parents? « 5 (How often)’ Who does your friend buy DVDs? 6 What /(When)do you watch DvDs? 4 a) | usually watch films at my aunt’s house. b) I like Robert Pattinson. ©) Because they always buy me popcorn. d) I watch DVDs at the weekend. @) She never buys DVDs, f) love The Karate Kid. Pronunciation Jel fus! fas! a Bedhead and tisten to the words ef when best adventure ‘uri who blue superstar fa) why like child Bb Listen again and repeat. 410 FRY renrace workin pairs. ask and answer the questions in exercise 9 What is your favourite film? ove Avatar. ee omar coeur Ei Rozumienie ze stuchu prawda/ ake Listening Child stars 11. You are going to listen to a radio interview with Mia Straw. Before you listen, look at the pictures and try to predict the answers to these questions. 1 What does Mia do? She is an actress. 2 Does Mia go to school? Yes, she dees. 3 Is she rich and famous? Ne, she isn't your answers to exercise 11, Listen again. Are these sentences true or false? 1. Mia lives in the United States. 7 2 Mia doesn’t go to school. F 3. Mia works for three hours every day. F 4 The film company gives Mia's money to her dad. F Mia wants to get a bigger part in a film. T The speakers talk about famous child actors. F Would you like to be a child star? Why / Why A lot of child stars become Hollywood superstars. Jessica Alba, Drew Barrymore and Leonardo DiCaprio are some famous examples. Do you know any in Poland?k g about films SS talk Listen 4 Look at the picture. Where are Will and Izzie? 2 Look at the names of the films in the box. ‘What types of film do you think they are? Invincibles Return Summer Love The Monster Returns Year 2222 3 Eel Listen to the dialogue and check your answers. Which film do Will and zie decide to see? Complete the dialogue withthe films in exercise 2. Then listen to the dialogue again and check your answers. What's on? | can't stand romantic comedies. What about QT Returns W's a horror film. \ don't mind science fiction. What do you think of animated films? (erssee @) 1 Practise 5 Listen again and repeat the dialogue. 6 Complete the dialogues. Choose a, b orc. 1X Do you like romantic comedies? Mi a) | don't mind animated films. b) I really like it. I's fantastic @)I don't like them. They're awful, 2x Y I can't stand them. They're awful D (1) ison. Do you like romantic comedies? P | don't like horror films. They're awful. How about (3) Ye 7 Do you like science fiction? a) What's on at the Electric Cinema? 6) What do you think of horror films? ©) Why do you like horror films? 3 X Let's see the new thriller! Y a) They're great. b) I don’t like war films. ©6001 idea. AQ: EG Znajomose funkci jezykowych - wybér wielokrotny| Unit 1, Lesson 4, By etd] Lesson Aims: students learn and practise how to talk about likes and di Talking about films Warmer On the board write five words connected with the cinema (eg director, front row, poster, popcorn, screen) and mix them up with five random words (shopping, bathroom, car, newspaper, park). Ask students to find the cinema words, setting a one- minute time limit. Ask students to compare answers with a partner. Listen + Students look at the picture and answer the question, ‘+ Ask more simple questions (eg What are they doing? What do you think Willis saying? Does Izzie like the idea?) 2. + Students read the names of the films in the box. ‘Ask them what type of films they think they are? (Note: These film titles are fictitious.) Write their ideas on the board. Invincbles Return: animated ‘Summer Love: romantic comedy ‘The Monster Returns: horror Year 2222: science fcion 3 Ehoor track 12 * Play the CD twice. Check to see if students’ ideas about the film types were correct. + Ask them which film Will and Izzie decide to see. ‘Will What’ on? lezie. Summer Love son. Do you ke romantic comedies? Will” can’ stand romantic comedies, What about The Monster Returns? i's a horror fim Hazle | don't ike horas Firs. They're afl. How about Year 22227 Do you be science fiction? dont mind scence fon What do you thnk of animate fis? le {reall ike them. They'e great Lets see snvinibes Return! tea will laze Good idea. 4 Bhoot track 12 Tell students to read the dialogue and complete it from memory. * Play the CD again for them to check, * Compare answers as a class Practise 5 Ed cor track 12 * Play the dialogue two lines at @ time and ask students to repeat. *+ Pay attention to intonation and repeat as many times as necessary. Put students into pairs to practise the dialogue, then ask two pairs (preferably volunteers) to perform for the class. Ask students to look at the dialogue again and underline the words and phrases referring to likes and dislikes: lke, can’t stand, don’t like, don’t mind, really like. Tell students to arrange the words into a ist from ‘the strongest like, to the strongest dislike (really like, like, don’t mind, don’t like, can’t stand). Tell students to read the sentences in exercise 6 For each of the dialogues, ask students to choose the answer that matches the gap. Students then check their answers with a partner and decide why they have chosen one answer and disregarded the other two in every point. ‘Compare answers as a class. Language note Remind students that verbs such a ike, con stand and don’t mind take an ing form eg cant stand wating for my friends EE [32 fishers write sentences with words realy like, like, don’t mind, don’t ike, can’t stand about their likes and dislikes.Speaking task Step 1:Look atthe posters withthe clas. Ask them to choose a film that they want to Step 2:Reed the useful language with the cass. Step 3: Give students time to write their dialogues referring to the posters in Step Step 4: Put students in pairs, so each pair now has two dialogues. They take turns to role-play each dialogue with ther partner. ‘hen, aska few pairs to act out a dialogue to the cass. Tm rn Lesson Aims: students learn about film awards. Extra activity ‘Ask students to repeat the activity using real films and their real opinions. Fast finishers form pairs. Students use the hrases in Step 2 of the Speaking task to improvise a dialogue about going to the cinema. ‘They respond to the partner's turn using a correct, phrase and try to reach an agreement about which film they will see. Homework Workbook page 8. Film awards Warmer ‘Ack students if they have won any prizes or if they'd like to win a famous award one day. In each case, if so, what award and why. Find out which awards are the most popular and why. (eg the World Cup, the Nobel Prize for Peace, for Literature, for Science, etc, a Goya, a television award, an Olympic ‘medal, a Grammy, a tennis trophy, the Principe de Asturias, etc). 7 Ged cor track 13 * Tell students to look at the photos and ask them what they know about the Oscars and the ceremony. (eg When and where it’s held, what the main Oscars are for, if anyone from Poland has won one, etc) Ask them if they know. anything about the film in the photo. (Its ‘Slumdog Millionaire. The actor, Dev Patel, has also starred in a popular children’s fantasy called The Last Airbender.) ‘+ Tell them they are going to read about the Oscars, another film award and the film shown. ‘= Pre-teach awards, winners, is held, and mask if necessary. ‘+ Students read the questions and guess the answers. + Students read and listen to the text to check their ideas and finish answering the questions. ‘= Check answers with the class. + For audioscript see Student's Book page 11 1 2 gold statue 2 in late Feruary or early March 3 Slumtiog Millie 44 the BAFTAS bal ‘In pairs or small groups, students work together to answer the questions, ‘Discuss answers as a class. ‘+ Find out if anyone has seen a famous, award- winning film or met a famous, awardwinning person. Help with vocabulary. * Finish by asking students what and who their favourite films and actors are and if they have ‘won any awards. You may wish to vote for a class Best Film and Best Actor award. More information For further information about film awards look at: httpuiwww.oscars.org), httpuwwwbafta.org), The Polish Film Awards, known as The Eagles, are the Polish equivalent of the Oscars. Winners of the Polish award receive a statue in the shape of eagle's wings. hgteuwwwpnt pl eects a pice 102-103, with worksheets in the Teacher's Resource File, EEF omework Workbook page 9Cee e eee UU ULL LEU aa Speaking task Prepare a dialogue between you and Will. Edstep1 First, choose a film you want to see. r Culture Film awards the most famous film industry awards in the English-speaking world. They are given to ‘people who work in the film industry, such as actors, directors and writers, and the winners receive a gold statue. Every year this award ‘ceremony is held in ate February or early ‘March in Hollywood, in the USA."The British ‘equivalent of the Oscarsis the British Academy of Film and Television Arts Awards, or BAFTAs. Winners of the British award win a gold theatrical mask, 1 2009, the British film STumdog Millionaire ‘won eight Oscars incliding Best Picture and Best Director. It also won seven BAFTAs. Slumdog Millionaires about an 18-year-old finalist on the Indian version of the popular TV quiz show Who Wants Te Be A Millionaire?. Think about what Will says. What's on? can't stand ... What about ...? don’t mind ... What do you think of Let'ssee..! Think about what you say. ... 15 0n. Do you like ...? Idon't like... How about ...? really like ... They're great. Good idea, Eq step 3 Write your dialogue. Edstep4 logue. ‘Work in pairs. Take it in turns to practise your 7 Fred neod and tisten to the information about film awards. Then answer the questions 1 What do the winners of the Oscars receive? 2 When are the Oscars? 3 Which British film won eight awards, including Best Pctue, in 20097 4 What isthe British equivalent of the Oscars? \s there a film awards ceremony in Poland? What is it called? What do the winners reeet me [= esereeticreyyeiiehoee pe elVocabulary 2 TV programmes 4 Look at the TV guide. Match the TV programmes with the words in the box. Which four words do canoon Gatsiow @ocumentary) drama game show reality show you not use? Goap opera) sports programme the news Channel One Channel Two Channel Three | 5.00 The Simpsons _ | | 5.00 World Championship Tennis ‘The Simpsons family have another ‘The survivors ofthe ac disaster look for Acton from today’s Men's Final at adventure inthe town of Springfield fod. Wimbledon, mz 4 [6.00 The News and Weather at Six | 6.001'm a Celebrity ‘Althe day's news andthe weather for | | Watch recent events from the jungle as | Contestants compete to win fts of tomorow, celebrities compete prizes. 2 Fedbusten and repeat 3 Use the words in exercise 1 to write sentences ‘about your favourite TV programmes. My favourite cartoon is Tam and Jerry. 4 FRinvrenrace workin pairs. Ask and answer auestions about your favourite TV programmes What's your favourite cartoon? Its Tom and Jerry. What about you? Pie a a Reading 2 an] 5 Feb read and listen. Do young people watch more TV than their parents? No, they don't G Read the text again. Are the sentences true or false? 1 Parents watch TV for about three hours a day. T 2 Many young people watch DVDs every day. F 3. Young people have a healthy lifestyle. F 4 Over half of teenagers have a computer in their room. T 5 Lots of teenagers are tired at school. T H 7 B'Jcaass vote 00 you agree withthe magazine article? 125 Eq rozumienie tekstow pisanych - prada / false arenennngnnaganangrrrrrr rrr er TTT TTITIIIIIVIIL LLL na « a 9 ow GeUnit 1, Lesson 5, Vocabulary 2, Gorin ed Lesson Aims: students learn and practise words related to types of TV programmes; students read a text about young people's leisure habits, Vocabulary 2 TV programmes Warmer Books closed. See how many TV programmes students can name in English (eg The Big Bang Theory, Bones, Fear). Find out if they know what the titles mean, Students look at the TV guide and talk about what they can see. Students read the words in the box and check their meaning. Ask how many words are the same or similar to words in Polish, Tell students to match the six types of TV programmes in the box to the TV programmes in the guide. * Students do the exercise in pairs + Check answers with the class ors 1 cartoon 2 drama 2 Fhooi trace ra + Play the CD. Students listen to the words and repeat them. ‘+ For audioscript see Student's Book page 12. 3 spots programme 4 the news 5 realy show 66 gameshow WB cuttural note ier as ot cn om the fick it Rieti oetemna/nichever teas prodirnes eateerse ty Gcreine atognain ‘who advertised their products during the programme. A soap opera is often referred to as soap. B+ Ask students to write sentences about the types of TV programme in exercise 1, referring to the example to help. Compare sentences as a class. ‘Ask students to read the speech bubbles. Ask {a student the question and elicit the answer. Encourage the student to give you his/her true ‘answer. Then ask the student to ask you the uestion. Answer giving your true answer. Tell some students to ask and answer the question. Correct pronunciation if necessary. Then put students in pairs to take turns asking and answering questions about the TV programmes they like. Workbook Vocabulary plus page 115. Reading 2 Too much TV and not enough sleep? Before you read Have a vocabulary race. Draw two circles on the board and label them TV and film. Put students in pairs. Set a time limit of four minutes and ask them to copy the ‘word clouds’ and fill hem with the ‘names of as many types of programmes and films as possible. After four minutes, check answers and award a point for each correct word. 5 Boor tracts * Before reading the text, students read the ‘question. Ask how many think the answer is Yes and how many think its No. Ask volunteers to ‘explain their opinion and write their ideas on the board. Encourage short sentences, eg Because we lay video games. or Because they haven't got time. Tell students to read and listen to the text to find the answer. Play the CD while they read. Check the answer as a class. * Ask if they heard any of the ideas on the board. For audioscript see Student's Book page 13. Tell students to read the sentences. Check understanding Check students understand report, twice as ‘much, online, replacement, download, stay up late. Students read the text and decide if the sentences are true of false. Set a time limit of five minutes. Ask students to correct the false sentences by underlining the correct versions in the text. Check answers with the class ‘Ask students if they agree with the article. Find out if their leisure habits are similar to those described in the text. (Be aware that students ‘may not want to talk about how many hours ‘they sleep, particularly if they feel they may be different from their classmates.) Homework Workbook page 10. Homework (optional) Students research on the Internet what teenagers do in Poland and what the most popular activities are.mini 1, Lesson 6, Grammar 3 2 Students learn and practise adverbs of frequency and other frequency expressions. Adverbs of frequency n- Warmer ‘On the board write the following as a list: / play computer games. I... watch TV. |... drink ‘ilk for breakfast. |... read in bed. Ask students to think how often they do those activities and, if possible, complete the sentences. Set a limit of three minutes. Ask some volunteers to share their B + Ask students to read out the sentences in the aammar box. Encourage them to stress ighty the word in ble + As them to traslate the words in blue into Poli, retering tothe arrow on the erehand EY Sie ofthe box to help + Student ead the examples again, paying parclaratetion tothe word order + Students compete the rule by ering the correct option 9 + Do sentence 1 (Teenagers never use the TV to help with their homework.) together. Then ask students to work individually, copying the sentences into their notebooks and putting the adverbs in the correct place. ‘+ Students check sentences with a partner before correcting as a class. SS OEE enna ae eer cecadaiear Beet Ee oreo tarp Extra activity Students find examples of adverbs of frequency in the reading text and copy the sentences containing them in their notebooks. 40+ Read the Language Tip together. Check students Understand the word once. + Tell them to find a word meaning two times in the reading text (twice). + Ask students to write the words in exercise 10 in the correct order to make sentences. Remind them to put longer frequency expressions at the end of the sentence. + Students compare answers with a partner. + Check answers asa class. ‘1 My mum watches soap operas twice a day. j rmcieel aoe prorer heme rants arr Pi eeitadoe to cia Individually, students rewrite the sentences in ‘exercise 10 so that they are true for them. if necessary, do the first sentence together. ‘Students compare answers in pairs, then ask volunteers to read out some of their sentences. {Ask students to write down six questions starting How often do you ...? using the types of TV programmes from exercise 1 on page 12. Put students in pairs and get them to take turns asking and answering their questions. Remind ‘them to use frequency expressions. Fast finishers form new pairs. Each student tells. the new partner about their former partner's Homework Workbook page 11. Workbook Grammar reference page 124, Grammar exercises page 125. TLUTTTTLL TTI ELE LLL LLL LLL LLDMVUWUUU EON E Dubie edd UM of @ ce Ps | Do your parents say you watch too much TV? Do they think you always wach cartoons ond reality shows? A new report says that young, people often watch just 4.5 hours of TV a day but their parents usually watch rwice os much. This report oso soys that young people don't watch many DVDs on their TVs, This generation prefers computers, so do young people often watch TV ‘online? No, they don't. They sometimes watch DVDs on their computer but only for abour two hours 0 weeks Does this mean that teenagers go ouiside and do lots of sport? Unfortunately, no. The computer is now a replacement for the TV and o lot of Teenagers spend their rime on their computers: they surf the Intemet, ploy video games and download music. More than 50 per cent of 42-44 yearolds have got 0 computer in thei room and they don't get enough sleep becouse Of it, Teenagers often sleep for only four hours s0 they ore very tired the next day at school Do you agree? Do you usually stay up late in the week? We want to hear from our readers. i Grammar 3 Adverbs of = frequency Tar y ever use a computer. times watches TV. He often watches just 10.5 hours a week. ‘You usually watch about 20 hours a week. lam always tired at school. B Look at the sentences in the table. Choose the correct words to complete the rules. Frequency adverbs normally goefor®/ after the main verb, but they go before /@fteDbe. 9 Rewrite the sentences using the adverbs of frequency in brackets. ‘A recent report on British young people says 1 Teenagers use the TV to help with their homework. (never) 2 They watch a variety of programmes. (always) Their favourite programmes are soap operas and comedy programmes. (usually) Boys watch more TV than girls. (often) Girls turn on the TV after 9.00 pm, (hardly ever) Long frequency expressions go at the y end of the sentence: Iwatch a game show once a year. i 10 Order the words to make sentences. 1. My mum / soap operas / watches / twice a day / 2. my homework / do/1/ before dinner / always / 3 never / plays / My friend / on his computer / DVDs/ 4 reality shows / watch / hardly ever /1/ 5 the TV in class / uses / every day / My teacher / 111 Rewrite the sentences in exercise 10 so they are true for you. 412 FR ireneace workin pairs. Ask and answer questions about the TV programmes in exercise 1. How often do you watch documentaries? 134 Bid rcad and isten. then answer the questions. 1. What is Sophie's favourite TV programme? 2 What type of programme is it? 3. What is it about? 4 Why does she like it? What's your This week Sophie, 14, tells us about her favourite TV programm | don't watch TV every day but | often watch my favourite programme Glee, I's an American comedy programme ‘and its on TV once a week. On Sundays, you can watch the repeat. This programme is very popular. Glee is about a singing club in an American high school. [really lke this programme because the characters ‘always do funny things. really recommend this programme fo people who like music and dancing Language Punctuation ‘We use capital letters: 1) at the beginning of all sentences 2) for the subject pronoun | 3) for names and places 4) for countries, languages and nationalities 5) for days and months Punctuation includes: 1) full stops (.) 2) question marks (2) 2 Look at the rules for capital letters in the Language focus. Are they the same in Polish? 3 Rewrite these sentences with the correct, punctuation. 1 neighbours is an australian soap opera 2 do you like sports programmes 3 often watch a game show on saturdays 4 my favourite actor in the programme is piotr gasowski 5 what is your favourite television programme favourte 1V programmes, 4 Write a review of your favourite TV programme, Follow these steps. Pe Ed step 1 Plan Choose a TV programme. Make some notes under four headings: 1. What is your favourite programme? 2. How often do you watch it? 3. What is it about? 4 Why do you like it? Eq step 2 write Write a first draft. Use your notes from Step 1 and the review on this page to help you. Eq step 3 Check Check your work, especially the punctuation. Ed step 4 write ‘Write your final copy and hand in your work.GLGUGEUEGULLEU LLL EU LLLUL LLU L ELLE Lh Unit 1, Lesson 7, Writing Lesson Aims: students write a review and learn when to use capital letters, full stops and question marks. Areview 1 Warmer Explain the meaning of review. Ask students what type of thing wwe might write a review of and when we might doit. (eg recommending a film, TV programme, book, video game, song, etc, in an email, on a blog, for a competition or a schoo! ‘magazine, etc). Ask whether reviews are always ‘about things we like. Ask what type of information we might include, (CDI track 16 + Ask students to look at the picture and say what TV programme they can see (Glee). ‘+ Students read and listen to the text. They then answer the questions. Tell students to underline the answers in the text. + Check answers as a clas. ‘Ask where they think the text is from: an advertisement, a magazine or an email, and ‘why they think that is the case. (A magazine, the text starts This week ...’) * For audioscript see Student's Book page 14. + Read the Language focus box with the class. If necessary, write an example on the board for each point. * Put students in pairs and ask them to answer the question, looking at each rule separately. Do the first rule as a whole class * Check answers with the class. * Tell students to look at the reading text again and ask them to find one example for each rule in the Language focus box. Tye 200 Byes 4 rot for anguages Sno ‘Ani + Ask students to work individually and rewrite the sentences with the correct punctuation. + Check answers as a class. You may like to ask volunteers to come to the board and write the correct answers for the class to check their work. r Key ‘Neighbours fs an Australian soap opera, 2 Do you lke sports programmes? 3 often watch a came show on Saturdays 4 My favourite actor in the programme is Potr Gasowsk '5 What is yout favourite tlevson programme? Extra activity {As a class, match each sentence to the relevant rules in the Language focus box. 4 + Tell students they are now going to write a review. Check that students understand what they are going to write about and who is going to read it (teen magazine readers). Step 1: Ask students to look at Sophie's review again and find her answers to the questions. Write notes about your favourite TV programme on the board as an example. (Choose a programme that students are unlikely to enjoy much so they're not tempted to copy exactly, Give students time to write notes about their chosen programme. Step 2: Ask the class to use some of your notes to make sentences, When they have got the idea, ask them to work on their own sentences, Step 3: Write a sentence about your programme (on the board. Leave out the capital letters and full stop. Ask how to correct, the sentence. Tell students to check their ‘own work Step 4: Ask students to copy out their text carefully. Encourage them to check their spelling, as well as their punctuation. Collect the texts in for marking and feedback. Fj £2: finishers exchange their text with a partner and look for mistakes. Extra activity Prepare some sentences with words which require ‘capital letters (eg The new James Bond film comes ‘out on Thursday 1 December. The actor in my favourite comedy is called Leonard. He's American). Dictate the sentences to the students. Check answers with the clas. EE siomework workbook pages 12-13‘Unit 1, Lesson 8, Progress check Lesson Aims: students revise and practise further the grammar and vocabulary of the Unit. Warmer Form pairs. in each pair, students ask each other ‘questions from exercise 1 page 14 regarding their reviews, Each student notes their partners’ answers ‘Ask some students to share the answers with the class. Extra activity HFyou want this to be less of a test, ask students to do the exercises in pairs, then form teams, discuss their answers and agree on a feedback. Then, give feedback in teams. Give the teams a point for each correct answer. Types of 1» Ask students to solve the anagrams to find the names of types of films. + Check answers withthe clas. ilm TV programmes 2 + students look at the pictures and write the types of TV programmes + Check answers with the clas. Present simple 3 + Ack students to copy and complete the sentences with the correct form of the verbs. + Check answers with the class. 4 + Ask students to copy and complete the sentences, withthe correct form of there is and there are + Check answers with the class. 5 + Ask students to copy and complete the questions with do or does + Students then answer the questions using the correct short answers. + Check answers with the clas. Fast finishers work in pairs to ask and answer ‘each other the questions. Question words © + Ask students to copy and complete the questions with the words in the box. = Check answers with the class. Adverbs of frequency 7 + Ask students to write the words in the correct order to make sentences. * Check answers with the class. "Lam often ed on Mendsy morsing 2 My dad stays up late everynight 3 | wath parts proses every ay. 44 My mum hardly ever uses the internet 5 My uncle always gos fora walk. 6 We got the enema twice a month, B + Ask students to rewrite the sentences in exercise 7 so that they are true for them. + Compare answers with the class Cumulative grammar ® + students read the dialogue. * Ask them what Will and Izzie are talking about (how often they watch TV, what their favourite types of programmes are and what their favourite programme fs). ‘Ask students to complete the dialogue with the correct form of the verbs in brackets. Check answers with the class. advanced students also page 15. Homework (optional) Ask students to write 10 revision questions of their own. You can use these for revision later in the course. Ey "zm rook page 4 ormor a AAAI LLLLULULLELELEUEL ws WA Progress check Types of film 1 Order the letters to make types of film. 1 hoorrr horror 5 tedmiana animated 2 eenrstw western 6 ehillet thriller 3 aafnsty fantasy 7 arw war 4 cdemoy comedy 8 niotac action TV programmes 2. write the types of TV programme. comedy prograntome Present simple Complete the sentences with the correct form of the verbs in brackets. 1 | love (love) the cinema. 2. He watches (watch) films at the weekend 3 My parents don’t g¢ (not go) to the cinema. 4 He doesn't dovnload (not download) films. documentary Complete the sentences with the correct form of there is / there are. There aren’ three cinemas in my town. (-) There is popcorn in the cinema bar. (+) Is there a good thriller on this week? No, there iw Complete the questions with do or does. Then write short answer 1 De you go to the cinema at the weekend? 2 Dees your best friend like war films? 3 De your parents watch a lot of TV? 6 Question words Complete the questions with the words in the box. how what when where who why When-do you watch TY, in the morning or in the evening? What's your favourite TV programme? Wha's your favourite actor? Why do you like him / her? How often do you watch cartoons? Where do you do your homework, in your bedroom or in the living room? Adverbs of frequency Order the words to make sentences. often /am / tired / on Monday morning /1/ stays up late / My dad / every night / watch / every day//I/sports programmes / the Internet / hardly ever / My mum / uses / My uncle / goes / always / for a walk / the cinema / We / twice a month / go to/. Rewrite the sentences in exercise 7 so they are true for you. Cumulative grammar Complete the dialogue with the correct form of the verbs in brackets. Will How often (1) do you watck (watch) television? lzzie Oh every night. (2) Dy you often watch (watch) documentaries? Will No, | don‘. | (3) like (like) cartoons and sports programmes. (4) De you like (like) sports programmes? tzzie They're OK. (5) Have you got (have got) ‘favourite TV programme? Will I'm not sure. Football Focus (6) is (be) good. Izzie When (7) is (be) it on television? Will It @) is (be) on television every Saturday. How ‘about you? What (9) ir (be) your favourite TV programme? ie Neighbours Will On no! | (10) don’? like (not like) soap operas. They (11) are (be) terrible!<4 Exam Practice - poziom rT eae alee Cel Uy 11 Complete the sentences so they are true for you. A. | really like B. I can't stand €.Idon't mind D.I don't like 2 Write (7/if sentences A and B are similar, and (1 if they are different. 2.1. A. She can’t stand fantasy films. B. She really doesn’t like fantasy films. °% 2.2. A. Comedies aren't her favourite films. B. She loves films that make her laugh. 2.3. A. He likes science fiction films more. B. He prefers films about space travel. 2.4. A. Adventure films are OK. a B. I don’t mind films about pirates. 3 Read the texts and complete the sentences below with the names Mike or Jane. Mike: I don't often watch TY. I really don't like programmes like game shows, reality shows and cartoons = they're all afi I prefer sports pragrammes, I like documentaries, tao, but 1 don't watch thems every day. I just don't have time, When I switch on the TV, I usually watch the news Jane: T really like watching TV. My favourite programmes are reality shows and garme. shows Cartoons are OK, to. I watch them very often, ¢ But I can't stand sports programmes or the news. They're boring! When I watch TV, I want to have some fun, I don't want to hear about recent events. A, Mike can't stand reality shows. B, Janie doesn’t mind cartoons, C. Jame doesn't like the news. D. Mike likes sports programmes. 4 Fed Listen to the conversation between John and Kate and match their names with the programmes they lke best, There is one extra programme. People Programmes 44. John & A. the news Peper B. sports programmes reality shows Jezeli pytanie egzaminacyjne dotycay Bia teao, co lubia osoby wystepujace wrnagraniu, 2wré uwage na zwroty wyrazajace upodobania, np. like, don't ‘mind, can’t stand itp. 5 Bid usiyszyse awutzotnie ozmowe dwojga nastolatk6w wybierajacych sie do kina. ‘Na podstawie informacji zawartych w nagraniu dopasuj do kaédej osoby (5.1.-5.4.) gatunek filmu (A-£), ktéry ona lubi. Wpisz odpowiedni litere w kaéda kratke. Uwagal Jeden gatunek filmu zostal podany dodatkowo i nie pasuje do Zadnej osoby. People Films. 5.1. Jack (E Aone F B, comedy Ene . science fiction 53. Betty (D) D. fantasy 54. Kate (2 E. adventure asqaqaqaqaqgaqaaqadqagadqaqv er qog ggg IVALLLL nateee aaa aaa aoa baa U Leek U UU bbb kU SEU a TTD Unit 1, Lesson 9a, Exam Pract ey Perel AG Lesson Aims: students practise listening for general understanding and specific information; students learn how to work with matching tasks. ea | ont BA aly sd ol athe Warmer ainost everday. Form pais. Each student makes list of allhe dot Wat your pres thnk bout types OF TV programmes they watched during the | Kate hey cars esi Toy ony wath te news previous week, They give examples, preferably in Besa English Set atime imi of three minutes. Students | John to, ts. The newsis OK bul prefer watching pet then compare thei sts and see any of the tye OX ate Go and wath your our sow and programmes appear on both lists, potepel ate OK lo. ee ou ate 1. = Tellstudents to complete the sentences so that they are tre for them 5 Bo track 18 + Form pais, ask student to read thelr sentences Students read the instruction for the exam tasks. to their partners. '* Ask them what the recording is going to be + sk some students, preferably volunteers, toread bout their sentences in class. © Tell the students to read the list of types of films. 2. + Explain that in English it is possible to express an Remind them thet there ts one extra type of film. idea using different words, which mean 2 similar *- Students listen and complete the exam task thing Check answers asa class + Ask students to look atthe pairs of sentences in each pairask them to fina the words in both dee {and 8 whose meanings point toa similarity or . iteeres ets tances ae eee + Students compare ther answers with a partner, 4k‘. ety Wk yout ofthe ne + Check answers a 8 clas. nal ee oe 3B + Students briefly look at the two texts. Ask them Jack Of course, no problem. what Kind of information they are going to look Bey Whats on? for {types of TV programmes) Sack ar es kt i on ce fi You + Tellthem to read the texts carefully and eerieeiael Complete the sentences writing Mike or Jane, Betty! know and idx" ming ns about plates oun to eaememarie ae Vehicle Balen olan ara se art wo aoe 4 Ge: track 17 Jack You're ight. Tin prefers ls about space travel and Tell students to read the instruction to the task airs ou on. Ayu? Wat do you thnk of scence Remind them its important to read instructions ction fms carefully Emphasse the word bests key inthis Betty Wel. don ind pum, bt a antsy ins mo Jack Oh, | dort realy ike fantasy fils, ‘+ Students read the lst of types of programmes. . eUAa thera tifa the Ela TBE Tol Betty Thats OK. Kate cant stad them, ether. She kes lms that make her laugh, Jack So what about Mr Bean? its very funny Well ets meet atthe cinema and see what other films are fn, We can choose then Jack Good idea! Maybe theres @ hotor film, something especialy for oils them they are going to hear the recording tice. Advise them to concentrate on the words describing likes and dislikes and noton Betty Understanding all the words inthe text + Students listen to the recording once, Before the playback ask them to vite down the words they hear that point to the correct answers Uohn- Batty Quit Jack] I preter sport, Kate - | love them). Jack OK OF See you te + Students compare answers in pairs. Betty see you * Check answers as a class. Ask students if the stdin owe a vom Wooo page 6 xc fg Homework (optionah students write ten sentences onthe favourite/least favourite types of fms among famly and friends. Kate Jo The Xi stas at 800, How bout ath tgebe! tot | do el ke tet hows Kate fess oe te You se, os of pol tink thy can So, but thy car Te en ey fy sot Youre ih ult tt ater nels, ge boringhow to work with multiple choice tasks. Unit 1, Lesson 9b, Exam Practice - Piette atte lad Lesson Aims: students practise listening for general understanding and specific information. They learn Warmer Form groups of three. Tell students to make alist of places they would use to make new products known (eq a newspaper, TV, radio, the roof of a building, cinema, a billboard, a bus, etc.) Set a limit of three minutes. Collect the ideas on the board. Students read the words and definitions and match them, Students compare answers in pairs ‘Check answers asa class. Still in pairs, students think of examples of real places or situations for each word in exercise 1 Students read the questions and check their meaning ‘They take turns to ask and answer the questions and write down their partner's answers ‘Ask some students to read their answers. - ‘Students read the instruction ‘Ask them to read the Exam Tip box and the text. Students choose the correct answers. Check a a class. Ask the students who chose wrong ‘options why they thought they were correct. John Mark + Ask students to underline the words/expressions/ 40h phrases that appear both inthe text and the Mak answers, Explain that these words can be misleading and the correct answer's usually Joh expressed in different words than inthe text but of similar meaning. 4 Bho track 19 Mark + Students listen tothe recording and answer John the questions + They compare their answers with a partner. . + Check answers 36a cass. Le Cee o Woman Can help you? ‘Abboy Yes, how much are the tickets forthe Wwlight marathon? Woman £5. Aboy Woman No, forall of them. And £6 if you want to see ony one fm. Pas winen you buy four tickets, you get the fifth one fee. Aboy Thanks Woman You're welcome, For one film? ‘4A, at the cinema (atthe box office) ‘A2 dekets/ ticket prices 5 Bdooitrackis * Tell students to read the Exam Tip and explain that it s important to look for the context of the information they hear. * Students listen again and say what each of the ‘numbers in the Exam Tip represents, 6 Ed cot track 20 Check answers asa class Students listen once more and answer the question. Students read the instruction for the exam ‘asks. Remind them itis important to read the instruction carefully, as some questions refer to a different text. Tell students that itis not necessary to Understand all the words and tell them to try and look only for the information needed to choose the correct answers, Remind them about misleading words (the same words that appear both in the text and the answers) Students read the multiple choice options. They listen and mark their answers. Check answers as a class. (oon) Mark, do you like the new commercial for Ford cas? ‘ohn, please! You know can’t stand commercials. hate it when they stop the programme to show advertisements During the commercial Break, | akvays switch toa diferent channel Why? isnot that bad Not bad? Watching TV commercials is a complete waste of ime. And | dont understand how anyone can like them, Really? | thnk some commercials are realy cool, And the ‘new Ford commercial reat! is 50 funny that can ‘watch it everyday! Is about alte boy ho plays tricks con his da. don't understand why you watch those awful things ‘Well, remember that commercials ae azo helpful as they inform you about new products inthe shops. often buy things which se in advertsements (OK, but stil think there are too many of them. And now, Switch the TVon, theres the news in 5 minutes, Tis time, ro commercial Dear listeners! And now a few words about good fun for the weekend. fyou don’t know what to do on Satirday or ‘Sunday, there are some interesting fs on. On Saturday you ca see the new version ofthe classic Titanic at al the ‘inenas in the city You can now wateh itn 3D! The story fsntany diferent from the one we know, but now the special effects are grat! If you'e not a fan of ramantie lms, you can choose {8 comedy. At some cinemas, there’ a marathon of Woody Allen fms. For only £12, you can watch fis, all of ‘ther comedies! Sounds great, doesnt? ‘And the good news is that | have some fre tickets to offer You. I you want to win them, ast ansive the felling |ueston: How od is Woody Allen? The fest 5 people who ive me the corect answer ll win te tickets! So, a School or at work, havea break and send me an email Homework Workbook page 16, exercise 3. = = = Homework (optional) Students write sentences on five commercials they like or disDUULEDULEEbOOELELEEEEDLLLELLEEL 1 Match the words 1-3 with their definitions A-C. 1.1. announcement /A. an advertisement on television or radio a statement that gives people information about something a picture, short film, or article that tells you to buy something 1.2, advertisement \s. 1.3. commercial Work in pairs and answer the questions. 2.1. Do you like commercials on TV? 2.2. Do you switch to a different channel during a commercial break? 2.3. Do advertisements give true information about products? 2.4. Where can you hear announcements? What information do they give? Read the text and choose the correct answers A, BorC. Zwr6é uwage, ze odpowieds, ktora zawiera dokladnie takie same stowa, wyrazenia, zwroty jak te w tekscie, nie zawsze jest prawidlowa, Can you imagine TV without commercials? | know some of you don't like or even hate them, but it’s time to understand that commercials are helpful. Firstly, commercials are very important for TV stations because all advertisements earn them. money. Thanks to this, people don’t have to pay too much to watch TV. Secondly, commercials give you information about products, so they are helpful. Also, some commercials are funny and clever! They aren't boring as no two commercials, are the same. Sometimes it’s good fun to watch a commercial break. 3.1. Some people A don't understand commercials @© can't stand TV advertisements C. earn money for Tv. 32. Allcommercials are A. funny 8. the same. © useful 4 Bid iisten tothe cialogue and answer the questions 4.1. Where can you hear this kind of conversation? 4.2. What are the people talking about? 5 Listen again and answer the question. 2w15é uwage, do czego w nagraniu Pulled iw pytaniach odnosza sie liczebniki: fifteen, six’ one. Which is true about the Twilight marathon tickets? A. The ticket costs £15 for one film. 8. If you buy sk tickets, you get one free. © You can buy a ticket for one film only 6 PAu siysys: dwukrotnie dwa teksty. Na podstawie informacj zawartych w nagraniu w zadaniach 6.1.6.6. z podanych odpowiedzi wybierz wlasciwa. Zakre litere A,B lub C. Zadania 6.1.-6.3. odnosza sle do pierwszego tekstu, a zadania 6.4-6.6. do drugiego. Tekst 1: Ustyszysz rozmowe dwéch kolegéw. 6.1. Mark @®eoesn't ike advertisements on TV. 8. switches the TV off during the commercial break . doesn’t understand TV commercials. 6.2. John thinks that {all commercials are cool 3. the new Ford commercial is awful advertisements are useful 63. The boys are mainly talking about ATV programmes. 8. Ford commercials. QW commercials Tekst 2: Uslyszysz komunikat. 64, The new version of Tani @shows the same story. 8. ison at some cinemas C. hasn't got any special effects. 65. The Woody Allen film marathon {A shows films for £12 each ®shows only comedies Cis free forall comedy fans 6.6. Where can you hear this announcement? A At the cinema ®on the radio. ©. At school(ad) = cect rmymenk (ad = aoe prac Dod (eon) =conkncton spk = Language Guide (Sein aeore- okt re In) = noun —aeczo4r Wordlist ocumentary(n)_/dojsiment()ed KULTURA - dziedziny kultury [GE action (fim) (a) Fehon fim’ ‘game show (o) germ foul adventure fm) (n)_ fod vent) fim’ fealty show () islet fo rama (n) aea:mal animated (fim) zene ert fal repeat (n) pit! Co) Soap opera tn) soup. opal ‘comedy (n} komedi! ia = fantasy (0) enti ti ta sets spots gram spetowy horror (im) (n)—Fhora) fiw hot programme (fo) provgreem! musical (9) foun fr) ruszycoy thenews ) a nu! wad omantic comedy. fraumaantik c INNE komedi! scence icon fim) /sarans Kn o fv thriller (r) Paley thle, creszczowie warm) 9) vo) lm’ fi wojenny ester (n) \westa(n! alien (0) Feton! bank account) Poaenk @kaunl be held (y (bl: he mpany (a) Fkampa)nil ‘compete (\) framipity contestant (n) _Rantestant crisps (ni) Iknspst czipsy rect (adv) ——_Idarreki bezpottedio cisaster (n) Ietzasto() katastota owmioad () I dauatoud/ cigh KULTURA - tworey i ich dzieta charactor) aero) rector (r) a rekto), arekt(0) pat (n) ipa ream (ns) ‘eit marzeie KULTURA - uczestnictwo w kulturze actress (1) Veckres! aktorka ean eid equivalent (9, ad) akwvolent award (0) fawoid nagrode, odznaczerie celebrity (n)———_salebrat stauna oscba event () vent celeorta few (ce) fut entra (0) Feksiral afew (det) fo tw! frontrow (0) fant ‘oul peed ad faxy dink 6 fermi prize () fora) nagroda, wygrana free (ad) fi review (0) fry! reoeneja generation )_/dgenatexfe)n/ stele fy) pseu ne healthy lifestyle (7) (hel6i lat stan supersiar(n) ——_Fsuipalstaty) wick g including (rep) nn Kuan) theatrical mask 0) Bizstk(a| mask indus () Iandastid jungle (n) régaqg(ol KULTURA - media law fad advertisement (7) /advai(jusmont! middle (0, ad) Fue announcement (0) Jehnaunsmant) receive () asiv! yma recent ad) (resto stain, riedawy cartoon (n) oyu recommend (i) /reka mend channel (n) een(o kanal TV, program replacement) /rplexsmonty chat show (n) jt Jou! chat show repost, v) Irepocey comedy romadi prougreeny program kom programme (n) 8 ‘commercial (n) ksima(eyfoW! ream tlewieyina spacetravel (n) pers treevel —_pocr6zkosmicana ub radiona say uplate (ph) ster ap let ie Mas sie sp commercial kayo) brew!przera na rekiame break (n) suvcesstl (ad) sok Sesto cosy sukcesyVULELDEDLELLLLELLLLLLL switch on / ff () survivor (1) soft vanve( pense (r) _Ise'spens Ismifon 1 wigs /wylgozye teenager (r) Nin erdzal asolatok tombe (ad) Nerab(ayl ‘kropry tuto (n) jute) any) nauczyciel Useful (ad) suse praydatny varity (n) vara réznorad waste oftime (n) west ov'tammy strata czasu weather (n) wos oda winner (0) Puan ayia : third person ingular for most verbs add -s drink drinks for verbs that end in-s, sh, -ch and -, add -es wash + washes fix + fires pass — passes watch -+ watches for verbs that end in a consonant +y, omit the -y and add -ies study ~ studies for verbs that end in a vowel +y, keep the -y and add -s play ~ plays irregular verbs be-+is have = has Talking about likes and dislikes: Wyrazanie upodoban Do you like romantic comedies ~ Czy lubisz komedie romantycene? What do you think of animated films? =Co sadzisz 0 filmach animowanych? I really ike them. They're great. —Naprawde je lubig. Sa wspaniate. ‘like westerns. —Lubig westerny. | don’t mind science fiction. ~ Nie mam nic przeciwko filmom science fiction {don’t like horror films. They’re awful, Nie lubig horroréw. Sa okropne. I can’t stand romantic comedies. =Nie znoszg komedi romantycenych. ceo) Tv: documentary, drama, soap opera Remember to use phrases such as: I really like ..., don’t mind ... and I can't stand... to say to what extent you like or dislike something. “Can do’ Progress Check How well can you do these things in English now? Give yourself a mark: 1-1 an do it very well 2-1 can do it quite well, 3~I have some problems. 4-I can't do it I can talk about films and TV programmes. | can talk about routine actions using the present simple and adverbs of frequency. I can say if something exists using there is / there are. {can understand short articles about teenagers’ preferences, | can understand a radio interview about child stars. | can talk about likes and dislikes. | can understand a short text about film awards I can write a simple review. | can do the following exam tasks: Rozumienie ze sluchu — dobieranie Rozumienie ze stuchu ~ prawda /falsz Rozumienie tekstow pisanych — wybor wielokrotny Rozumienie tekstow pisanych — prawda/ falsz Znajomos¢ srodk6w jezykowych - ukladanie zdan Znajomos¢ funkcii jezykowych ~ wyb6r wielokrotnyUnit Contents + Exam topics: C2LOWIEK, SWIAT PRZYRODY, PODROZOWANIE ITURYSTYKA + Vocabulary: survival sil, feelings + Grammar: Present continuous, Present continuous for future arrangements, Present simple and present continuous + Reading: an article, an online review * Listening: a radio programme + Speaking: making plans + Writing: a blog + Culture: Summer camps :xam Practice: Rozumienie tekstow pisanych - wybér 1 Match pictures 1-5 with the words in the box. Which five activities aren’t in the pictures? ‘wielokrotny, dobieranie GUID camp GHop> climb cook Cfind> 4 Make phrases with the verbs in exercise 1 and Gish) hike look for Gleep> the words below. fires animals food fruit ina river 2 FeAliisten and repeat inatent trees wood 3 Choose the correct words. Can you survive in the wild? 1a how to on one of our 5 Fed aston to tou and wil. what survival stic courses! skills has Will got? sleep custdoors, camp, Look for in the mountains hike in mouneains, fish in rivers 6 Work in pairs. Ask and answer questions about your survival skills. Have you got any survival skills? We teach you to (6) hike /Chopwood and (7iGuildy sleep « fre Yes, can build fires. Call us on 027 578 O88 TODAY! 20 Fed workbook vocabulary plus page 116 TiTiTredrdgisiqiiqyy TT! qqadaaaeUnit 2, Lesson 1, Vocabulary 1, Reading 1_ Lesson Aims: students learn and practise some survival skills verbs and collocations; students read a text about survival in the wild for gist and specific information, Vocabulary 1 Survival skills Warmer Pre-teach survival. Set a time limit of four minutes ‘and ask students to look at the pictures and, in pairs, name as many things as possible that they associate with nature and survival (eg mountains, ‘wood, fire). Alternatively, seta time limit of four ‘minutes and ask students to make as many words in English as possible using the letters in adventure (eg deer, ten, event, rent, ant, and, end, advert). Elicit the meaning of survival skills. * Students look at the words in the box and check their meaning. * Students then match the pictures with words from the box. + Check answers as a class Answer Key “Took for 2 cli 2 Gcor track 21 * Play the CD. Students listen to the words and repeat them. + Ask students which picture they like best and why. + For audioscript see Student's Book page 20. Bok — fcamp Ss hke Tell students to read the advertisement and tell you what itis advertising (a survival course in the mountains). * Ask a volunteer to do 1 (Hike) as an example. Then tell students to read the text and complete it choosing the correct verbs. * Check answers as a class * Find out if any students have ever been on ‘a course or a holiday like thi, and if not, if they would like to Language note Remind students not to confuse look for with ook at. When you look for something, you want to find it. ‘he phrase in the wilds frequently used to mean ‘outdoors, in contact with nature’. For example, tigers can be born in captivity o in the wild. Read the words and phrases in the box and check their meaning with the class * Check the pronunciation in particular of fruit frut/ and wood /wud/ (not werd). + Ask students to work in pairs to make phrases by combining the words and phrases with the verbs in exercise 1. Either elicit an example or, with weaker groups, write an example on the board (eg build fires), * Compare answers as a class. Point out that itis ‘chop down trees not chop trees. oa 7 (possible answers) bul fies find arimals/look fr animals «00k food/fnd food/look or food chop frit/find fut/look foe fut fishin a rwer sleep ina tent cimb trees ‘chop w00d/look for wood Now say 8 Edcor track 22 * Students listen to the dialogue and say what survival skills Will ha. Play the recording twice. Lou Have you got any survival skis, Wil? Will Yes, | have. seep outdoors every summer. abways camp with the scouts in the school holds, Low Wow! dnd what do you do there? Will We hike inthe mountains and fish inthe ever 6 + Explain to students that they are going to ask each other about their survival skills. they don’t feel they have any, tell them to choose the four that they think are the most useful and imagine that they have them. * Ask a student the question and elicit their answer. Then ask that student to ask you the ‘question and reply. Check the pronunciation of the question. * Ask some students to ask and answer the question. Correct their pronunciation if necessary. + Students ask the question to the students around, them and find out which skills are the most common or popular. cultural note There are a lot of green spaces in the UK, such as wild areas of mountains, moors and forests. These wild areas of Britain include coastal areas, such as. Dorset, Devon and Cornwall in the South West, and the mountains of Scotland, Wales and North West England (this area is called the Peak District and is near Manchester). There are also moors, like Bodmin in Devon or the Yorkshire Moors, and forests, such as the New Forest in southern England. In all of these places outdoor activities are popular and you can go mountaineering, cycling or hiking, amongst other things. ED workbook vocabulary plus page 116.| Reading 1 Survive in the Wild Before you read Put students in pairs and ask them to write the skills from exercise 4 in order, from most useful to least useful. Compare as a class 7 «© Pre-teach hunt. eae veges Sard ft rcs nerves wu eel enasrteriees 8 Bhooiwac23 ‘+ Students read and listen to the text. They check their answers to exercise 7. + Check answers with the class. + For audioscrint see Student's Book page 21 9 «© Check that students understand the sentences. 2 sablese adie ent ogaininnd seas ete eee eee a ee ete. ‘90+ Students read the descriptions of the three types Pop a biel had ls see Deanne ee Scans one ee ee 11+ Read the Word Tip with the class. Ask students to give you examples from the previous lesson (eg climb trees, look for fruit, et). ‘+ Students read the information in exercise 11 and, decide which words don't go with make. * Elicit which verb could go with both of these. ‘Answer Key ‘an exam and homework don't go with mate, they go with do: do an exam, do amework Fast finishers form pairs. Students ask each other Bill about what other words go with make or do (eg What do you make/do?) and write down their ideas. 12+ Write the headings Family Day, Adventure Weekend and Two-day River Safari on the board, ‘+ Read out the question and ask students to read the text again, think for a minute and choose a course. ‘+ Ask students to raise their hands to vote for their preference. Write the numbers under the appropriate heading ‘+ Ask students to explain why they chose each ‘course. (Simple sentences like ike swimming are enough.) Ask the class if they agree with their classmates. More information To really camp in the wild in the British Isles, you have to go to Scotland. Camping in the open. without permission is illegal in England, Wales and the Republic of Ireland but in Scotiand, ‘wi ‘camping’ is legal. For all the rules and regulations look at: wwythehappycampers.co.uk/campsites! wildcamping! ‘www nationalparks.gov.ukWvis ing/camping htm FED romework workbook page 17.ea Reading 1 7 Read the text quickly. Which survival sills does it mention? 8 Fedbrea isten and check your answers 9 Read the text again. Are the sentences true or false? British people don't like camping. F Survive in the Wild offers courses in survival skills.7 You can learn three skills on a Family Day course. T You sleep at home during the Adventure Weekend. F The River Safari starts on a Friday afternoon. T The text is mainly about people who live in the wild. F 10 Which is the best course for people who 1... enjoy adventure, like sleeping outdoors and are free for two days? 2 ... love learning new things and spending time on the water? 3... want to learn survival skills but are only free on one day? Write down nouns with their verbs. BLL &t prepare food, chop wood, build a fire 11. Make can sometimes mean create. Which words below do not go with make? Which verb do they go with? acanoe anexam afire homework 12 BD cxass vote which survive inthe wid couse ‘would you like to do? {EE roxurienictekstéw plsanych —prowée /fatsz Survive in the Wild In the UK, camping is becoming very popular. People are bored by fe in the city and they are looking for ways to get back to nature. Survive in the Wild is an organisation that teaches people how to survive outdoors by using natural resources, Basic survival techniques include how to hunt, fish and prepare food and how to stay ‘warm and safe, Here are three of the survival courses you can try. On the Family Day course, you learn three basic skills in a day: how to build a fire, how to look for food and how to cook food, At the moment, a family is making a fir. Ifyou'ee looking for adventure and you are free for the whole weekend, try the Adventure Weekend. Right now some people are making simple tools for hunting and a boy is climbing a tree. He's sleeping outdoors tonight, so he's looking for wood to builda fire. Alternatively, why not try the Two-day River Safari? You can make a canoe and learn a lot of new skills. The course begins every Friday after school and. there are lots of activities on offer. At the moment, ‘one family is fishing, others are swimming, and the safari leader is chopping wood to build a fir. i pana NMA) out St hl Wild’s web page for more information. www.surviveint ild.org 21Grammar 1 Present continuous Look at the sentences in the table and complete the rules, a) We form present continuous affirmative with subject + (1) be + verb + ~ing. b) We add (2) net after be and before the verb + -ing to form the negative. 2 Complete the sentences with the present continuous form of the verbs in brackets. Use the spelling rules on page 33. Come and join us for a These young people sail 2. They ... (sleep) on the catamaran for a week. (learn) how to 3. The group leader ... (put on) his lifejacket 4 He ... (demonstrate) the safety instructions. 5 The-cook ... (make) dinner in the kitchen, 6 They... (have) a fantastic time! 3 Complete the text with the correct form of the verbs in brackets. Use present continuous affirmative or negative. Myname is Lucy and | (1) (write) my diary on a catamara 1(2).... (Share) a cabin with ° Sophie and kia. At the moment. Sophie and Kia(2)... (not ‘they (4)... (chat). My brother Jack is also hene, But today he (5) ... (not feel) wall. He (6)... (rest) on his bed, We (7)... (try) lots of new activities, Ite great! No, I'm not. Are you swimmi ‘Yes, you are, No, you arer Ishe sleepi Yes, he is. ng? No, he isn't ‘Are we chatting? Yes, we are. No, we aren't. Look at the sentences in the table. Do we repeat the -ing form in the short answer? No, we don't 5 Write complete questions. you / eat well? Are you eating well? 1 you/ sleep ina bed? 2 the sun / shine? 3. your brother / make / new friends? 4 your friends / have /@ good time? 5 you/swim/ in the sea? 6 Fed ston to cy and her mum. check your answers to exercise 5 7 FRlwrereace workin pairs. magine you are at a summer camp. Ask and answer the questions in exercise 5 22), Ej znajomose srodkow jezykowych - ukladanie zdah CS TS ELL LLL LLL 4 as |DULULLLLELELEELLLLLELLLLL short answers). Cie eerie Lesson Aims: students review and practise present continuous (affirmative, negative, questions and Present continuous Warmer Play hangman using the sentence She's wearing grey trousers and a blue T-shirt. For a team game, allow students to play in pairs or threes. Award one point per correct letter, three points per correct ‘word. Then ask them to find the person described somewhere in the unit (Lou on page 24). Students read the sentences in the grammar box. ‘Ask them to copy and complete the rules. Elicit the answers. ‘Ask students for another way of writing the two affirmative sentences. (Iam building a fire. He is swimming in the river) Remind them that the contracted form is more frequent than the full form with pronouns. 2 + Students look at the photo and the title and tell you what the sentences are about. Check if students know what a catamaran is (see Language note below). * Refer students to the spelling rules on page 33 for the -ing form, * Tell students to complete the text using the affirmative present continuous forms of the verbs in brackets. * Students compare their answers in pairs then as class. + Ask students if they would like to try this adventure and why/why not. re Tareleaning 3 isputting on 5 ismaking 2 aresleeping «demonstrating 6 are having Language note ‘catamaran is boat with two hulls. Th size varies from small ones used for racing to large vessels Used as fercies, og in the Canary Islands 3 + Tell students that Lucy is on a catamaran adventure and has been writing a diary. Ask students to read the text quickly and tell you if she is enjoying the experience (yes) ‘+ Ask students to read Lucy's diary entry again and revuite it using complete sentences with the correct contracted form of present continuous. * Check answers with the class Ans A imuwiting 3 arentworking 5 isntfedlng 7 ‘e tying 2imshaing 4 "echating 6 S resting Fast finishers work in pairs and think of what they are and aren’t doing at the moment. They take turns with new ideas. @ + students look at the grammar box and read the ‘examples as a class. * Elicit the answer to the question. ‘Elicit the difference between the question and. the affirmative (the word orden). 5 + Look at the example with the class ‘+ Ask students to use the prompts to write complete questions. Tell students to mind the spelling in -ing formation. * Put students in pairs to compare questions. ee een Roe 6 Coot track 24 * Tell students they are going to hear Lucy speaking to her mother from the catamaran. They will hear Lucy's mother asking the questions in exercise 5 * Play the recording for students to check their answers to exercise 5. Play twice if necessary. © Check answers as a class. ‘+ Students change the questions to ask about Lucy and answer them. Elicit the first one as an example. (Is she sleeping in a bed? Yes, she is.) # Check as a class. ener uuey Hi Mum ts Lacy [Mum Lucy! How ate you? Lug tim fine Mum Are you eating wll) Lucy Yes, lam, The food is fantastic Mum Are you seeping in a bed? Luey_Yes, 1 am, sharing a cabin with Sophie and Ki, ‘Mum Andis the sun shining? Lucy Yes, itis. ts warm and sunny ‘Mum_s your brother making new fends? Lucy Yes, he is. There are so many nice pzople hee. ‘Mum Ace your friends having a good te? Lucy Yes, they are. And am, too. I's great, Mum, especially the swimming. Mum Are you swimming in the sea? Lucy Yes, we are but, i fine, Mum. Don't worry! 7 + Tell students to imagine they are at 2 summer ‘camp. Ask them to write down their own answers to the questions in exercise 5. Tell them to add information (eg 1 No, '’m not. 'm sleeping in atent) * Put students in pairs to take turns asking and answering the questions in exercise 5 Homework Workbook page 18, exercises 1-5 and page 19, exercise 6, Ey oreo" (optiona Find magazine photos and write five sentences describing what people are doing in the photos. Use students’ photos and sentences to compile a colourful wall display.ies Re eal) Lesson Aims: students review and practise present continuous for future arragements; students listen to 2a radio programme about adventurers for gist and specific information, Grammar 2 Present continuous for future arrangements Warmer On the board write: What are you doing after school today? What are you watching tonight? Are ‘you going anywhere on Sunday? Tell students to ‘write answers true for them. Ask a few volunteers to read their answers and write them on the board. B + Askstudents to look at Will's diary and the box. Point out that they are not referring to the present. Tell students how you know (because of the time expressions). *+ Ask students to look at the expressions in blue. Check pronunciation and ask them to tell you how to say them in Polish. * Ask students to read the sentences again and tell you if they are about predictions or plans. Tell them that arrangements means something similar to firm plans. 9 + Askstudents to look at Will's diary. Check their understanding. ‘* Tell students to use the information in the diary to complete the sentences. ‘Students work in pairs then check asa class. 10+ set a time limit of five minutes. Ask students to write down five sentences about their plans for the week ahead. ‘ Put students in pairs. Tell them there are going to ask each other about their plans. * Tell them that they can answer with one of their sentences, as in the examples given, or say ‘/’m not doing anything.’ if their partner asks about a time when they have no plan. Workbook Grammar reference page 126, Grammar exercises page 127. Listening Young adventurers 1+ Explain that they are going to listen to ‘a programme about two young adventurers. Tell students to look at the pictures and guess what the two boys are doing and where they are, 12 F001 traccs + Tell students to read the four destinations and tell you if they know where the places are. (Mount Everest: Himalayas, NepaHChina border; Kilimanjaro: Tanzania, East Africa.) + Students listen to the programme and match the ‘adventurers to the destinations. + Check answers with the class x ey ‘Mike Hello! On today’ programme wee looking at 0 young adventures who are planning excing tris, Several young people are starting amazing new adventures atthe moment Hannah Thats right, Mike. For example, Parker autaud Mike Tellus about him. Hannah Parkers 2 S-yearold schoolboy ut he nt any ‘tdnary schoolboy. He skied tothe South Pole in 2008 and next month he sking to the North Pole a total stance of 130 kilometres. So right now he's preparing and waning fori Mike How is he taining? Hannah Fist, he's going tothe gym everyday fr one to two hours. He also eating ard drinking alot of food. Hs body needs alot of eneray for his adventure - 10,000 calotes a day in totall Mike Good luck Parker OK, so who’ our next adventurer? Hannah Nes is Jordan Romero, a 13-year school boy from Californian the USA Mike So what is special about Jordan? Hannah Jordan also loves adventure but he ist sking, He wants ta dimb the highest mountains onal seven continents. He climbed Kilmanjaro in Africa four yeers ago. At the ‘moment, he’ in Kathmandu in the Himalayas. sin Nepal. Hes geting ready to imb Mount Everest. [Mike Mount Everest? s thatthe highest mountain in the world? Hannah Yes, t's 8 848 meves high, Mike Andis Jorden missing school? Hannah Yes, he's, but hs mum says he's got his school books vith him 50 he can study when they aren’ cimbing, Mike Wow, he's doing his homewerk in the Himalayas! Now that an adventure 1 Parker Lsutaud! 2, d 2 Jordan Romer b,¢ 13 Ed cor wrack2s ‘Ask students to read the sentences. Tell them to answer as many from memory as possible ‘Students listen, check their answers and complete any remaining sentences. + Students check the answers in pairs, then as a cass 4+ Ask the class if they like adventure and find out if anyone has done anything adventurous (eg climbed Rysy). * Brainstorm the advantages and disadvantages of climbing Mount Everest on the board ‘+ Students vote for whether they'd like to climb Mount Everest or not. @Bcuttural fact Read the Cultural Fact with the class. ‘Ask students if they know the second mountain named (Kea). Ask if they know the highest ‘mountain, in Poland (Rysy, 249m). EE homework workbook page 19, exercises 7-9.DULDGLELELEEEEEELEELL LLL E DULL ULLEEELUL bbb aaah bUGU Ebb Grammar 2 Present continuous for future arrangements Pe tea Le ocd 1'm playing tennis tomorrow aftern: You're sleeping on a boat next week. He's camping in the forest on Saturday. ‘They aren't hunting at the weekend. ‘What are you doing this evening? B Look at the sentences in the table. What do the words in blue mean? Look at Will's diary. Complete his plans with the time expressions in the box. on Friday _on Saturday morning this afternoon tomorrow morning es | on Saturday evening Cement 10 am: 9¢ English s ant wish Dad 5S pm: play Tem: 7 pm: basketball have pizza Léu has with Low a party! and Izzie 1 I'm playing basketball this afternoon. 2 We're having an English exam tomorrow morning. 3 Lam having pizza with Lou and Izzie on Friday. 4 Me and my dad are going swimming 0 Saturday 5 Louishaving a party 0% Saturday — morning. evening. 490 FR invrenrace work in pars Ask and answer questions about your plans for this week. What are you doing this afternoon? 'm playing tennis. BN onc score vfroneurens T= aa: Be earieots sxc tobe Listening Young adventurers He's camping He's holding skis, He's climbing 4 mawneain. 41 Look at the pictures of Parker Liautaud and Jordan Romero. What are they doing? 12 Fasten toa radio programme about the adventurers in exercise 11. Match each adventurer with two destinations a-d. a) the North Pole b) Mount Everest Kilimanjaro) the South Pole 9B aie ode ed Coasters care eon 1 Parker Liautaud is) 16 years old 2: Het hs OSA avatars (ont 2 Tr Body needs 5,000 (Dolores day. 4 Jordan gna climbed Eilnsnaro three /foupyeers ago. 5 He is training at home /(q@ another county) 6 Jordan Romero(G) Isnt missing school 94 Do you enjoy adventure? Would you like to climb Mount Everest? At 8,848m Everest is the highest mountain on Earth. However, Mauna Kea in Hawaii is 10,200m from its base to its peak, but only 4,205m is above sea level Factpeakin &: A school tri Listen Look at the picture. What can you see? What are Will and Lou doing? Will ou; chatting ip 2 Bef Listen to the dialogue. Where are Will and. Lou going at the weekend? 3 Listen again and complete the dialogue. Practise 4 isten again and repeat the dialogue. 5 Put the sentences below (OK. What time? Sounds good. See you then. 'm busy. What about tomorrow morning? ‘Are you going on the adventure holiday? How about meeting at half past nine? Yes, let's buy our clothes together. Are you free this afternoon? the correct order. 24 Znajomosé funkgji jezykowych ~ dobieranie Yes! Let’s buy our (1) food together. 6 xf Listen and match the questions (1-4) with the answers (a-d). 4 2) Sounds good. See you then. b) How about 6.30 pm? 9 Sorry, I'm busy. <4) What about in front of the cinema?Unit 2, Lesson 4, Speaking Lesson Aims: students learn and practise making plans. A school trip Warmer Students look at the title of the lesson and check its meaning, Students write the letters of the alphabet down the left-hand side of a page in the notebook. Set a time limit of three minutes for students to ‘write down as many ideas for places to visit and activities to do on a schoo! trip, but no more than, ‘one idea for each letter of the alphabet. Compare lists 95 a class and vote for the class's favourite three ideas (eg art gallery, book fair, camping). Listen 1 + students look at the picture and answer the questions. 2 Boot track 26 * Play the CD and ask students to listen and answer the question. Play the CD twice if necessary. + Elicit the answer. Cone Will Ae you going onthe schoo! camping weekend? Low Yes! Lets buy our food together. Will Good idea! Are you free ater shoo tomorrow? {Low Sorry, m busy What about an Tuesday afternoon? Yes, tha’ fine. Where shall we meet? Lou What about in front ofthe supermarker? WaL_Allright. What time? Lou How about meeting at half past four? Will Sounds good. ee you then! Lou Great! See you then! 3 Foor wack2s + Tell students to read the dialogue, Ack if they remember whet the missing words are + Play the CD again for them to check * Check answers a a clas, : Practise 4 Boi tracx2s ‘+ Play the dialogue two lines at time and ask students to repeat them. + Pay attention to intonation and repeat as many times as necessary. * Put students into pairs to practise the dialogue, then ask two pairs (preferably volunteers) to perform for the class ‘Ask students to give you Polish questions typical when you are trying to make a plan together (O ktérej godzinie sie zobaczymy? Gdzie sie spotkamy? Masz wolny weekend? Co powiesz 1a...? Moze poszlibysmy...? Masz ochote na...?) ‘+ Ask students to look again at the dialogue in exercise 3 and find all the phrases aimed ‘at making plans and arrangements (Are you going ...? Are you free ...? What about ...? Where shall we ...? What time ...? How about ...?. Invite students to finish the sentences in different ways (eg Are you going on the school tip tomorrow? Are you free after school? What about at the cinema? Where shall we have lunch? What time are you coming? How about going shopping?). * Students then read the sentences in exercise § ‘and put them in order to make a short dialogue. ‘+ Students compare answers with a partner, then asa class 6 Eh cor track 27 + Tell students they ae going to hear a short clalogue about two people making plans. Ask them to read the answers (2-2). + Play the CO. Students match the answers with the questions (1-4). Play twice if necessary. + Check answers asa cas, Corns 11 Are yau fre after lunch? 2 Where shall we meet? 3 How abaut meeting at 7 pm? ‘4 What ime shall we mest? Language note How about and What about are virtually synonymous and both can be used with time, place and activity, eg: How/ What about going for a pizza? How! What about Henry's Café? How/ What about at the bus stop? How! What about half past two?Speaking task ‘Warmer Students look at the poster for the sailing weekend. Brainstorm other kinds of active weekend holidays, (eq shark fishing, hiking, mountain biking, etc). Put the students in pairs and ask them to produce ‘similar poster for a different holiday weekend. Collect the posters and use them later for students ‘to write a second dialogue or to use as the basis for a role play. ‘Step 1: Read the information on the poster with the class. Check that they understand waterproof. Ask them to decide what they need to buy, Step 2: Read the useful language with the class. students learn about summer camps in the USA and the Woodcraft Folk in the UK, Step 3: ve students time to write their dialogues referring to the poster in Step 1 Step 4: Put students in pairs, so each pair now hhas two dialogues. They take turns to role-play each dialogue with their partner. Then, ask a few pairs to act out a dialogue to the class. Extra activity in pars, students use the phrases in Step 2 of the Speaking task to improvise a dialogue about making a plan. They respond to the partnens ‘turn using a correct phrase and try to reach an. agreement about buying equipment. EE sromework workbook page 20. cott ) ines Optional lesson: Summer camps Put students in threes and set a time limit of four ‘minutes. Tell them they have to imagine they're running a summer camp and they have to make a list of all the fun activities on their camp. When they finish, stick the lists on the board or ask ‘a member of each group to read them out and hold ‘a class vote on the best summer camp. 7 Choi track 28 * Tell students to look at the picture and ask them what the kids are doing and whether they think it looks fun or adventurous. ‘+ Tell them they are going to read about summer ‘camps in the USA and the UK and ask them if they've ever been to anything similar (eg to a sports camp). * Pre-teach environment and issues if necessary. + Students read the questions and guess the answers to 1 and 2. + Students read and listen to the text to check thelr ideas and finish answering the questions. *# Check answers with the class. For audioscript see Student's Book page 25. ——— ‘eerie eee a eC B + In pairs or small groups, students work together +0 brainstorm the answer to the question, ‘Ask them to write their ideas in their order of preference. + Discuss the answers as a class and find out what. ‘type of camp is the most popular. Find out if they'd like to go to one of the camps in the text and, if so, why. + Finish by asking students why they think these camps were invented and what sort of camp they would organise themselves. Help with vocabulary. More information US summer camps will probably be familiar to students as they often appear in Hollywood children’s or family films (and occasionally horror films). Camp Rock will probably be the most familiar to students For further information look at hetpu/vmnwumysummercamps.com/camps! summer- camps-usa html (along ist of diferent types of summer camp), hetpiyiwww.nyfa.edusummer_campl hittpawwwon.bucksrockcamp.com! httpyhuww.girlsrockcamp.org/programst summercamp httpyhuww.wooderaft.org.ul/ (The Woodcraft Folk official web page). FEF tromework Workbook page 21. ‘Workbook Culture & CLIL pages 144-145, with worksheets in the Teacher's Resource FilePULLLLEELULLLLELLLLLULULUL UO LL LaLa Speaking task Prepare a dialogue between you and Will. Edstep1 First, look at the poster below and decide what you need to buy. By Madd |) 17th -— 19th You need: © a waterproof Jacket and shoes * sunglasses * a sleeping bag aR ASe es Edstep2 Think about what Will says. Are you going on the sailing weekend? Are you free ...? That's fine. Where shall we meet? What time? See you then! Think about what you say. Yes! Let's buy... together. Sorry, 'm busy. What about ...? What about ...? How about meeting at ...? Great! See you! Edstep3 Write your dialogue. Edstep4 ‘Work in pairs. Take it in turns to practise your dialogue. GAN culture Summer camps The first summer camp was in America in 1861 Today more than 10 million young people go to cone of 12.000 summer camps across the USA. There are speciality camps where children learn specifi skills. For example in sports camps young people learn to play baseball and football, There ate even rock music camps, where they learn to play musical instruments, such as the guitar and the drums. There are adventure camps, where children go swimming in the sea or hiking in the mountains. Young people in the UK can join the Woodcraft folk. This is a group which organises summer camps during the school holidays. Teenagers aged between 13 and 15 are called Venturers. Every three years, there's a National Venture Camp. About 600 teenagers camp together, try new activities and, of course, make new friends while learning about the environment, world peace and other global issues. 7 Bed read and listen to the information about summer camps. Then answer the questions. 1 How many people go to summer camp? 2 What different kinds of camps are there in the USA? 3. What is the Venture Camp? ‘8 What summer camps are there in Poland? Pas Glasgow CLIL as deccrccnttectn erVocabulary 2 Feelings 4 Look at the words in the box. What do they G Before you read, look at the words in the box. mean in Polish? ‘What do you think the text is about? angry bored embarrassed excited documentary isolation the wild tribe jealous nervous pleased sad scared surprised tired worried = 7 Fr read and listen. check your answers. 2 FeAisten and repeat. 3 Complete the sentences with words from exercise 1 So ANA ‘a nat MA, t Are you bored by daily life? Do you want to spend a month in isolation with a tribe in the African savannah or onan island in the Pacific Ocean? Find out how a family is surviving in the wild as they live, sleep and eat with a tribe inthis brand-new documentary series, Lifewith the Tribe. Programme Three Day Three ChatieTimmsis adapting this new ie inthe savannah, inthe UKshe usually gets up at7.30 am, and he goes to work by train. This month, however he's getting up wen the sunrises at am and he's looking after the tribe’ animals He never makes lunch at home but in ths picture 4 Answer the questions so they are true for you. hes making lunch forthe whole tribe! Everyones learning My mum's We're ies ae aR trom alae new skils His children are building a house in the trees sere Chars shing in thee today. Heise exc Ba Sen ali is fshingin the iver today, Hes realy excite batons RORANE Sam because there are some elephants walking in the river. He T feel nervaus. normally feels nervous in a boat or near the sea, but today when you see an enormous spider? hes feling ine. The familys eally pleased with ther new 1 2... when your classmate breaks your things? Ife and theyre excted about their adventure. 3... after along day at school? 4 when you don't pass an exam? 5 PH inrerracs the questions Work in pairs. Ask and answer exercise 4. 26 TELELLELEEELLLLLBae e eae eee UE Ua show for gist and specific information. Unit 2, Lesson 5, Vocabulary 2, Reading 2_ Lesson Aims: students learn and practise words related to feelings; students read a text about a reality Vocabulary 2 Feelings Warmer Form groups of three. On the board write two headings: Feeling good and Feeling bad. Ask students to copy the headings in their notebooks ‘and make lists of adjectives they know matching ‘each heading, Elicit an example (eg happy). Set 2 limit of three minutes. Write students’ ideas on the board. 1» Ask students to look at the words ending -ed in the box and work out which is the only -ed ending that is pronounced as a separate syllable (excited). Ask them If they know why (because its after th * Discuss with students the meaning of the words in the box in Polish. * Ask them to add the words in English under the headings: Feeling good and Feeling bad. Discuss as a class. 2 Boot track 29 + Play the CD. Students listen to the words and repeat them, * For audioscript see Student's Book page 26, 3 + Ask students to look at the pictures and complete the sentences with words from exercise 1 ‘Compare the sentences as a class ‘Ask students to read the questions. Check their understanding. ‘+ Students write answers that are true for them using words from exercise 1 Fast finishers write two or three more questions starting How do you feel ..? for a partner to answer. 5 + Before you put your students in pairs to interview each other, you may wish to drill the questions and check pronunciation. Ifso, these questions Can be repeated as if they were a rap or a song, ‘+ To model the exercise, ask individual students to ask you the questions and answer them using words from exercise 1. Help the students with pronunciation if necessary. + Put students in pairs to take turns asking and ‘answering the questions. + Ask students to change partner and repeat the previous task, Tell students to decide which classmate is more similar to themselves. + Compare answers as a class. Extra activity Rather than a pairwork activity, this can be done 5 @ survey. Tell students to ask the questions to {a number of classmates and find out what the most common feelings are in the situations given. They ‘may wish to add two or three questions of their ‘own. Students can then write down the results and draw a graph or pie chart to illustrate them. Reading 2 Life with the Tribe 6 + Before reading the text, students read the words in the box and tell you what they mean in Polish. + Ask students to cover the text. Tell them that you can often guess things about the content of a text from a few keywords, * Ask them to guess what this text is about from the words in the box. Write their ideas on the board. 7 Edoos track 30 ‘+ Tell students to read and listen to the text to check if any of their ideas on the board are correct. * Compare answers and ideas as a class * For audioscript see Student's Book page 26. More information For more information about tribes look at woww.bbe.co.ukitribertribes/suril (for information about the Suri) weww.bbe.co.ukitribertribes/kombal/ (for information about the Kombai) http:Inews.nationalgeographic.com’ news/2003/04/0418_030418 tvmareki.htm) (for information about the Mareki).B + Tell students to read the sentences. Check their understanding, Check if students understand rises, looking after {and any other new words or phrases. ‘+ Set.a time limit of five minutes. Students read ‘and decide if the sentences are true or false. ‘+ Check answers with the class. + Ask students if they'd like to take part in a programme like Life with the tribe and find ‘out why or why not. Find out which part of the ED sromework workbook page 22. Unit 2, Lesson 6, Grammar 3 Lesson Aims: students learn how to use present simple and present continuous. world students would prefer to try an experiment Tike this (eg on an island, in central Africa, in the Amazon, etc) and what they think they would ‘miss the most about home. Homework (optional) Students research life in a tribe and make a short list of the good and bad ‘things about living with them, Present simple and present Warmer (On the board write every morning and now. ‘Ask students to think of someone in their family (eg father, mother, brother) and write a sentence about them using each phrase. If necessary, give ‘an example (My mother drinks tea every morning ‘and My mother is working now). Students compare sentences with a partner. ® + Ask students to read the sentences in the {grammar box. They complete the rules by circling the correct options. + Check answers with the class. O+ Ask students to look at the words and phrases in ‘the box and check understanding. ‘Students copy the table into their notebooks and complete it with the words and phrases in the box. + Students check with a partner before reading as a class. resent simple: aways, evry weekend, never, on Mondays, ‘once a week, usualy present continuous atthe moment, now, this week, today Students find more words or phrases in the text in exercise 7 to add to the appropriate column. They then compare their findings with a partner by asking about them. ‘Ae students look at the picture and read the title Of the TV programme. Ask them what the title ‘means. ‘+ Students read the text and tell you what type of, programme it is and what it is about (a reality show about exchanging lives). * They then complete the text by choosing the correct form of the verbs. 42+ Ask students to identify the time expression in ‘+ Then tell students to write the sentences using 1 What spans are you doing today? 2 Are you feling seared now? 3 How often do you sleep outdoors? 4 Are you swimming this week? Pronunciation: -ing /in/ a Bho tas th Boos track 32 ‘each sentence if there is one. the prompts and the present simple or the present continuous as appropriate. * Allow students to work in pairs. # Check answers as a class. Play the CD for students to listen to the words. Tell them to pay particular attention to the pronunciation of the -ing ending. Explain that in English they shouldn't pronounce the /g/ sound in ing, Point out that a similar sound exists in Polish. Ask them to say the word bank but stop before the /k/. Ask them to find more examples Of the sound in Polish (firanka, okienko, Anglia). ‘+ Play the CD again. Students listen to the words and repeat them. ‘+ For audioscript see Student's Book page 27. Play the CD. Students listen to the sentences and repeat them. Check their understanding, ‘+ For audioscript see Student's Book page 27. Model and drill the example (What sports are you doing today?) + Ask a volunteer the question and get them to answer. * Tell students to ask and answer questions in pairs. Help with pronunciation as necessary *+ Ask individual students to report back to the class ‘about their partner's answers. FED romework workbook page 23, ‘Workbook Grammar reference page 126, Grammar exercises page 127.8 Read the text agai false? Are the sentences true or 1 Life with the Tribe is a comedy programme. F 2 Charlie's getting up at the same time as usual. 3. He's making lunch for his family. 4. His children are bored because they're doing nothing. F Charlie doesn’t usvally like the sea.T 6 The family are feeling excited about the experience. T Grammar 3 Present simple and present continuous ed Where does she usually work? She always works at home. What are they doing in Africa? ‘They = living with a tribe. 9 Look at the sentences in the table and choose the correct words to complete the rules. a) We use present simple to talk about activities in progress /fiabit3 b) We use present continuous to talk about (etvties n progress/ habits, 40 Copy and complete the table with the time expressions in the box. always never this week atthe moment every weekend ow on Mondays usually once a week today present simple foes always fe eae tsb ptssnych — pravda / fis Znajomos¢ srodk6w jezykowych — ukladanie zdan 11 Choose the correct words. ‘9 pm - Life Swap Liam and Li are teenagers 1 but they usualy) are doing completely afferent things 2 Liam is sporty. He always plays ((is always) (Playing sports. 3 Lizis very diferent. Sheng i singing inthe choir once a week 4 This week they swap /@re swapping lives, families and frends. 5 Llam stays, ith Liz's family at the moment and Liam's parents fok after are ooking afte i 12 Write complete questions. Use present simple or present continuous. 1. What sports / you / do / today? 2 you /feel / scared / now? 3. How often / you/ sleep outdoors? 4 you / swim /this week? Pronun -ing fin) ition a Bed uisten and repeat. feeling doing swimming playing Bb Fédbisten tothe sentences and repeat. 1. He's feeling bored because he's doing nothing. 2 She's going swimming and he's playing sports. 43 FR ivrenrace work in pairs. Ask and answer the questions in exercise 12. Gisereceeee: pul hia ea ie 22.ra 1 Biel Read and listen. Then answer the questions. 4. Where is Tommy? 2 What is he doing on day one? 3. Who is he with? 4 Is everyone having a good time? Language Conjunctions Join your sentences with and, but and because. We're hiking along the coast and I'm excited! don’t normally like adventure but i'm having a good time, ‘My sister isn’t here because she's studying. 2 Look at the sentences in the Language focus. Complete the rules with and, because or but. 1. We use bu? to contrast different information. 2 We use and to add similar information. 3 We use because to give a reason for something. 3 Rewrite the sentences. Use and, because or but. It’s fantastic day. 'm happy. Its a fantastic day and I'm happy. 1 He often fishes in the lake. He doesnt like eating fish. 2. I'm chopping wood. I'm building a fire. 3 I never climb trees with my friends. I'm scared. 4 We're camping tonight. My mum isn’t coming. 5. They're looking for food. They're hungry. 28 Day one Its the first day of our holiday. We're in Cornwall in the south-west of England. Today ‘we're hiking along the coasting and I'm excited! We're hiking about 20km. There are four of us in the group. The group leader, Michael, works as a PE teacher in a school. He often walks long distances. His wife, Jane, is a nurse and she's great. My dad is with us too. He loves climbing mountains. And finally, there's me. | don't usually like adventure but I'm having @ good time. My sister isn’t here because she’s studying. She's very jealous. Day two im surprised because we're walking fast today. We're sitting on some rocks at the moment because we're having a sandwich. Tonight ‘we're camping outdoors and Michael and Jane are building the shelter. Everyone is happy! More again soon, Tommy write a blog entry. Follow these steps. EQ step 1 Plan Decide where you are going on your holiday Make notes under four headings 1 Where are you? 2. What are you doing now? 3 Describe your companions 4. What are your plans for later? Ed step 2 write ‘Write a first draft. Use your notes from Step 1 and the blog on this page to help you. Ed step 3 Check CCheck your work. Connect some of your sentences with and, because and but: a Step 4 Write ‘Write your final copy and hand in your work. TLL anda ndii144 angMeee eee eee a aaa U aa TUL ELLE Eee Unit 2, Lesson 7, Writing Lesson Aims: students write a blog entry and practise using and, but and because. Ablog Warmer Find out if anyone writes a blog or a diary. Put students in pairs to brainstorm ‘cool names! for blogs for themselves. If you can, show them how easy itis to start up a blog or class blog and suggest they start a blog to practise their English. Discuss in small groups what they would like to write about. 4 Ed coi trace a3 ‘Ask some questions about the picture (eg What country do you think itis?) + Students read and listen to the text. They then answer the questions. * Check answers with the class + Ask students if they like the sound of what Tommy's doing and if they ever go hiking, + For audioscript see Student's Book page 28. Key 1 in Comall, southwest England 2 biking along the coastine 3 the group leader Michael, Michaels wife: Jane, and his father 4 Yes they are 2 + Read the Language focus box with the class. H necessary, ask students to translate the three ‘example sentences into Polish, + Ask students to complete the rules with and, because or but. + Check answers with the class. 3+ Ask students to work individually and rewrite the sentences using and, because or but to connect them, + Check answers with the class. os 1 He often fishes in the lake but he doesn’ ike eating fi 2 I'm chopping wood and tm building a fire, 3 I never cimb tees with my friends because 'm scared, 4 We're camping tonight ut my mum isn't coming 5 They're looking for food because they're hungry. Extra activity Prepare some sentences with and, because and but. Dictate the sentences to the students but don't dictate the conjunctions, leave a gap. Students ‘write down the sentences and add the conjunctions, Check answers with the class @ + Ask students to imagine a wonderful, possible adventure (they can take ideas from earlier in this unit) and tell them they are going to write a blog entry about their adventure. If your class finds it difficult to come up with ideas, brainstorm possible adventures with the class and write them (on the board for students to choose from. ‘+ Check that students understand what they are going to write about and who is going to read it Griends, family, teen blog readers). Step 1: Ask students to look at Tommy's blog and find his answers to the questions. Write notes about your adventure on the board (invent your own). Give students time to write notes about their adventure. Step 2: Ask the class to use some of your notes ‘to make sentences. When they have the idea, ask them to work on their own sentences. Step 3: Write two sentences about your adventure on the board. Ask students how you can join the sentences using one Of the conjunctions. Ask students to check their own work, making sure they include at least two of the three conjunctions. Step 4: Ask students to copy out their text carefully. Encourage them to check their spelling, as well as their punctuation and conjunctions. Collect the texts in for marking and feedback ee More information ‘The word blog comes from the two words web log. Itis easy to create a blog. There are sites offering free blogging services like: wwwblog.com, eww blogger.com. ‘When deciding to start a blog, itis important to remember about basic internet safety rules, such as not giving full information about yourself, eg full name, address, age, etc. It is always best to ask for parents’ permission or advice about it Extra activity Form pairs, One student thinks of a sentence and tells it to the partner ending with a conjunction. The partner continues the sentence in a logical way, then repeats the activity for the first student, Students repeat this for all conjunctions. FED somework workbook pages 24-25.ae Lesson 8, Progress feta Lesson Aims: students revise and practise further the grammar and vocabulary of the Unit. Warmer Either: Give back the blog entries. Students exchange texts with a partner and read about the adventures. Then they form different pairs and summarise the blog entries. If students have created a real blog, itis worth ‘accessing them online so they can read each other's work, (Or: Put students in pairs and ask them to write six ‘Quick Test questions based on the vocabulary and grammar in the unit to ask another pair. 0 be less of a test, ask students to do the exercises in pairs, then form teams, discuss ‘their answers and agree on a feedback. Then, give feedback in teams. Give the teams a point for each correct answer. Survival skills 1+ Ask students to combine the words to create ‘names of survival skills, ‘© Check answers with the class. Feelings Beacons Waneacteen eal the wordsearch, + Check answers with the class. Present continuous 3 + Ask students to copy and complete the sentences with the correct form of the verbs. ‘+ Check answers with the class. ‘Ask students to write the words in the correct order to make questions. ‘check answers with the clas 3 ioe Seven too oe ee eae 4 Fast finishers form pairs. Students look at the Ea picture in Lesson 2, exercise 2 (page 22). They ask and answer questions about what the children are doing. Present continuous for future arrangements 5 + Ask students to copy and complete the sentences wath the correct form of the verbs. + Check answers withthe clas. oe 1m eating 2 ‘rehaving 3 are hiking 4 ent working 5 ‘m studying 6 + Ask students to rewrite the sentences in exercise 5 so that they are true for them. Tell them to use a time expression. ‘= Compare answers with the class. Present simple and present continuous 7 Students read the sentences and choose the correct words. ‘Elicit the answers. Cumulative grammar & + students read the dialogue. ‘+ Ask them what Will and Lou are talking about (their plans for the evening). + Ask students to complete the dialogue with the correct form of the verbs in brackets. + Check answers with the clas. pa Homework Workbook page 26, for more advanced students also page 27. Fy Homework (optional) Ask students to write 10 revision questions of their own. You can use these for revision later in the course.~ Progress check Survival skills Choose the correct words to make survival skills. 1 build trees /fires) food 2chop fires (wood) outdoors 3dimb _animals/ fires /(rees) 4hike (inthe mountains) in a tent/ Scook fires (food wood Ssleep _ @uido0rs) wood / fires Feelings Find seven felings in the wordsearch. : (a) el lall< G D om |) D w « s R 2 SSSqce o s|z/>[=lallo 2] 0 =| N/m [>| x fc lol<|=\|m (l=|=lolejo 5 Present continuous ‘Complete the sentences with the correct form of the verbs in brackets. 1 He i climbing (climb) trees at the moment. 2 They aren’? building (not build) a camp now. 3 She ‘s fishing (fish) today. 4. nae chepping (not chop) wood now. 5 We ‘re sleeping (sleep) outdoors tonight. 6 You ‘re looking far (look for) food today. Order the words to make questions. he/ fishing /1s/2 Fires / they / Are / building /? chopping /Is/ wood / she /? 4 Are /looking for / you / food /? 5 trees/ Am/ climbing /1/? 6 cooking / she /Is dinner /? Present continuous for future arrangements Complete the sentences with the correct form of the verbs in brackets. 1 Ls (eat) pizza for dinner today. 2 We ... (have) a maths test tomorrow. 3 My friends... (hike) on Saturday. 4 My teacher ... (not work) next week. 5 |... (study) at university next year. Rewrite the sentences in exercise 5 so they are true for you. Use the correct time expression. Present simple and present continuous Choose the correct words. 1. My cousinived/is usually living in New York 2 At the moment, he stays /f staying) with us 3 In New York, he(plays)/is playing basketball every dey 4 He doesnt play /(znt playing) basketball today. 5 We fish /@re fishing)in the river now. Cumulative grammar Complete the dialogue. Use the correct form of the verbs in brackets. Will (1)... be) you free after school today? Lou Yes, (2)... but I usually (3)... (go) to scout meetings on Fridays. Will Is there a meeting today? Lou No there isn't. They (4)... (camp) this weekend but | (5)... (not go) with them. Will We (6)... (fish) this afternoon. Do you want to come? Lou Oh, yes please. What time? Will We (7)... (meet) at five o'clock next to the river. Lou Dot need to bring anything? Will No, you don’t. My dad always (8) (bring) the equipment. Lou Sounds good. See you ther Will Great! See you then!| re | A A Pe Pe Clee ae er del orers is) 4 Rozumienie tekstéw pisanych - wybor wielokrotny 4. Do you know any travellers? Do you like reading ae about the adventures of travellers? 4 Praecaytaj teksty. W zadaniach 4.1.-4.4 2 Read the texts and circle the correct words in z podanych odpowiedzi wybierz wlasciwa, sentences A and 8 below. agodng ztreiciatekstu, Zakrel litere A, Balbo C. Text1 e ‘Any plans forthe weekend? Can't wait for your holidaye? Come camping with us! We are going to the mountains to learn some survival kil fot: doing a project about Marco Palo and Christopher Columbus. want to write about them because | think they are the greatest travellers in history. | know of a few books about ther lourneys and edventures, soit's easy for me to write about them 41. The text is mainly about © | ©a schoo! trip. B. interesting esses. survival skills So ifyou fr is kind of thing interesting sig upnowl The ips for students f nal classes and t.costs only £25 eee Dear kate, Im at a youth camp in the mountains. I love it here! We are learning some basic skills t0 survive in the forest. I can now chap wood and build a fire, climb trees and cadk something outside. I still have to learn. haw to fish ina river. ‘Sweat and Tears by Bear Grylls. it deals with the life of @ well-known adventurer who travels to wild places and teaches you survival skills, for i best ula ay ome Me i example, how to prepare food in the jungle. ee I'm reading this book right now, and sometimes Brenda I can't put it down! 4.2. Brenda cannot {A climb trees. B. prepare food. ©ish in a river. are leaving tomorrow. This is the best /of my life and I can't believe itis nearly over. A. Text 1 (Dis mainly about a book (feat) Text 2is mainly about wellknown travellers, 3 Decide why options A and 8 below are incorrect. Then, add correct option C. Jezeli nie jestes pewien, ktéra Bila odpowieds jest prawidtowa, zacznij ‘od wyeliminowania blednych 43. Which is true of Mark? @bke is going home tomorrow. odpowiedz. 8. He is going on holiday tomorrow. His brother is sad. Text 1 mi Rob wants to write about Marco Polo and From [ Ben Green Christopher Columbus because To [eu Abe likes history and adventure stories. ave B.he knows a lot about their books. Hi Jos, he thinks they are the greatee temelers in hstry)| Were going w Marca nex wekt Chis realy exc Text 2 ‘plane. 'm scared for mos ofthe journey. And bees sn worried, I'm always very tired when the plane lands The book by Bear Grylls is about main eg laa Alife in the jungle. Ben B.cooking skills. C. the life of the author 4.4. How does Ben feel after the journey? ‘A.Nervous. @)Tired. C. Excited.Lesson Aim: ‘work with multiple choice tasks. i ee eat ee enter students practise reading for gist and reading for specific information. They learn how to Warmer On the board make a rough sketch of the map of Poland. Ask students to tell you of the farthest places they have been to from their home town. Mark the places on the maps. Students discover ‘hich parts of Poland are the most popular tourlst destinations and which are the least popular Discuss why this may be so. + Students read the questions. In pairs, they name the travellers they know of and say what they are known for. Students discuss whether they like reading about travellers’ adventures. + Ask some students to share their answers with the class. Extra activity On the board make alist of all the travelers the students can think of. Hold a class vote on the most. ‘well-known traveller in the group. 2 + Tell students they are going to read short parts of two blogs. * Students read the texts and circle the correct answers. * Ask students to underline the parts that suggest the answers + Students compare their answers in pairs. + Check answers as a class. B+ Tell students that one way to check if they understand a text is through multiple choice questions, where they have to choose one correct answer given among two false ones. * Ask students if they know what to do if they don’t know the answer. Elicit elimination of false options, give a hint, if necessary. + Students read the task and the Exam Tip. + Tell students to read the texts and decide why the given options are incorrect. Then ask them, to write the correct options according to the text (can be done in pairs, especially with weaker students). They discuss their answers in pairs. Check as a class * Elicit why the options A and 8 are incorrect. + Tell students the correct answers “Answer Key 1 A= It doesnt say he kes them 1B He knows books about them, not alot about thei books, 2 A=Its not only about the june. 2 8 Cooking is only one small par of it. + Tell students to read the exam task carefully. Make sure they understand there is only one correct option under each text. + Students read the texts and choose the correct ‘options. * Check answers as a class. Ask them to explain why the remaining options are wrong. FED tromework workbook page 28, exercise 1 Homework (optional) Ask students to go back to page 25, the text about summer camps. Ask them to read the first paragraph again and write a question with three answers - one correct and ‘two incorrect ones. Tell them they will exchange their questions during the next lesson.Lesson Aim: ‘work with matching tasks. Unit 2, Lesson 9b, Exam Practice - Pn rozszerzony Students practise reading for gist and reading for specific information. They learn how to Warmer Form groups of three or four. Ask students to make alist of travel programmes they know and arrange them in the order of preference. f they can't remember the titles, they can name the presenters.(eg Man vs, Wild - Bear Grylls, Globe Trekker - lan Wright, Boso przez swiat — Wojciech Cejrowski, Kobieta na kraricu swiata - Martyna Wojeiechowske, Planeto wedlug Krete — Jarosiaw Kret). Each group presents their list to the class. Make a class vote of the top three travel programmes. 1+ Form pairs. * Students read the text and summarise it in one sentence. Tell students that in this part of the ‘exam they should be able to express the main idea of the text in a few words and not focus on the details. Tell them they will now have to choose a heeding that best summarises the text in e + Ask them to read the Exam Tip. dangers might appear when students pase their choice on single words appearing in the text {the words may not~ and probably won't - summarise the whole paregraph) + Students read the headings A-C and choose the correct one. + They compare their answers with a partner, Check as a cass. + You may note that the correct option in this task is the only one where one of the words doesn’t ‘appear in the text (young). Ask them how they know it is about a young traveller? ( even 30!), he's not More Information Janek Mela, born on 30th December 1988, lost his arm and leg during a storm when he was 13 years ‘ld. In 2004, at the age of 15, he reached the North Pole with the explorer, Marek Kamitisk. Eight, | months later they both reached the South Pole. | Janek has created the Paza Horyzonty foundation, aiming to help people who are the victims of accidents. http:/pozahoryzonty.org * Students read the exam task. Ask them to tell you what the difference is between the current task and the previous one (three texts to read and only one extra heading). ‘Students read the texts and match them with the appropriate headings. + They compare the answers in pairs. * Check as a class, Ask students to justify thelr choices. * Tell students that in the this task they will have to fill the gaps in the text with missing sentences, ‘+ Students read the exam tip. Tell them that in order to complete a gap with missing information ‘they will have to find a connection between the ‘two. Some sentences refer to points that were mentioned before (in the preceding sentences). ‘Advise them that in this type of activity itis ‘especially important to read what is before the {gap to find out what type of information is needed. + Ask students to look closely at the highlighted ‘words in A and B under the texts. Ask them who ‘or what each of the highlighted words refer to. ‘+ They discuss their ideas in pairs. + Check as a class. incorrect: They doesn't eer to anything mentioned in the ter. 44, B correct refers tothe film 42. A— conect These refers to the activities Isted before. 42. B~inconect: They refers to the instructors 41 Tell students to read the exam task. Make sure they understand that one sentence is extra + Students read the text to get the general understanding first. + They fill in the gaps with the appropriate sentences. ‘+ They compare the answers with a partner. Ask ‘them to find and underline any words in the text, connecting the sentences in a logical way. Check as a class Homework Workbook page 28, exercises 2-3. Homework (optional Tell students to write a description of a summer camp of their choice and think of a heading for it (as in the exam ‘task). During the next lesson students will read each others’ descriptions and guess their headings.