Teaching notes and key
Unit 3
Lesson 3
Reading
1, 2 and 3
Before reading
Type of activity: Pre-reading task.
Organisation: Pair work.
Time: 5–7 minutes.
Preparation: Copy one worksheet per pair,
prepare scissors.
To use: With lesson 3 (Reading).
INSTRUCTIONS
• Divide the class into pairs. Focus students’ attention
on Activity 1. Tell them to show each other the latest
holiday photo they took on their mobile phones and say
where they were, what they did there and how much
they liked that holiday. You may ask volunteers to tell
the class what they have learnt about their partners.
• Divide the class into different pairs. Focus students’
attention on Activity 2. Ask them to answer the
questions in pairs. Elicit answers from volunteers.
You may discuss answers as a class and vote on the
best European city for young people to visit.
• Focus students’ attention on Activity 3. Ask students to
read the text on page 35 in the Student’s Book and find
the answers.
• When the students have finished, they compare
their answers in pairs. Then check the answers with
the whole class.
KEY
1 front of the class.
Students’ own answers.
2 KEY
1 Students’ own answers.
2 A youth hostel is usually cheaper than a B&B.
3 2
Ha has already visited Madrid and Valencia. He is staying
with Jim’s cousins in Barcelona.
Unit 3
Lesson 4
Speaking
1 and 2
Type of activity: Sentence completion, dialogue
completion, role play.
Organisation: Pair work.
Time: 20–35 minutes.
Preparation: Copy one worksheet per student,
prepare scissors.
To use: After lesson 4 (Speaking).
INSTRUCTIONS
• Divide the class into pairs. Hand out the copies of
the worksheet. Ask students to read the questions
and complete the answers with the correct words.
Tell students to write the answers so that they are true
(e.g. to check the exact time of the next train to Gdańsk
from the nearest station, or the price of a ticket to
Poznań).
• When students have finished, ask them to compare
their answers in groups of four. Let volunteers ask and
answer the questions in pairs. The rest of the students
make any necessary corrections. Discuss any
discrepancies as a class.
• Divide the class into different pairs. Focus students’
attention on Activity 2. Tell them to cut out the cards and
put the dialogue in the correct order. Then, ask them to
complete the dialogue with the missing words. Tell them
to stick the dialogue into their notebooks. Ask students
to act out a similar dialogue about travelling by train.
• Let one or two pairs of volunteers act out a dialogue in
1
Students’ own answers.
A: Excuse me, what time’s the next bus to Koszalin?
B: It’s at seven o’clock. Here’s a timetable.
A: Thanks. Where does it leave from?
B: Platform 12, over there.
A: Can I buy a ticket here?
B: Yes, of course. Do you want a single or a return?
A: Two singles, please.
B: That’s 160 zloty then.
A: Here you are.
B: Thank you.
 Teaching notes and key

Unit 3 • When students have finished, ask them to compare

their answers in pairs. Then check the answers with
Lesson 1 & 5
the whole class.
Vocabulary 1 & Vocabulary 2
KEY
1 1 got in 2 arrived 3 got on 4 left 5 got off 6 took off
7 land

Type of activity: Error correction.

Organisation: Individual work. 3
Time: 6–8 minutes.
Preparation: Copy one worksheet per student.
Type of activity: Speaking.
To use: After lesson 5 (Vocabulary 2 and Listening).
Organisation: Pair work.
Time: 5–7 minutes.
INSTRUCTIONS Preparation: Copy one worksheet per pair – use
the same worksheet as in Activity 2 above.
• Tell students to write as many holiday activities and
To use: After lesson 5 (Vocabulary 2 and Listening).
types of accommodation as they can. Set a time limit of
2 minutes. Find the winner.
• Hand out the copies of the worksheet. Tell students to INSTRUCTIONS
correct the mistakes by putting the words in italics in
• Divide the class into pairs. Focus students’ attention
the correct sentences. Remind them that one sentence
on Activity 3. Explain that their task is to tell each other
is correct.
which of the things listed they have already done this
• When students have finished, ask them to compare year and which they haven’t done yet. Remind students
their answers in pairs. Then check the answers with that they should add some more information, as in
the whole class. the example. Make sure they understand that they
KEY should use the Present perfect and the Past simple.
1 hiking sights When they finish, tell students to change roles.
2 souvenirs the hotel • You may ask a few volunteers to tell the class what they
3 the hotel hiking have learnt about their partners.
4 the tent package holidays
KEY
5 Correct.
Students’ own answers.
6 package holidays the tent
7 a B&B souvenirs
8 sights a B&B
Unit 3
Lesson 2 & 6
2
Grammar 1 & Grammar 2
Type of activity: Gap fill. 1
Organisation: Individual work.
Time: 6–8 minutes.
Type of activity: Gap fill.
Preparation: Copy one worksheet per student –
Organisation: Individual work.
use the same worksheet as in Activity 1 above.
Time: 6–8 minutes.
To use: After lesson 5 (Vocabulary 2 and Listening).
Preparation: Copy one worksheet per student.
To use: After lesson 6 (Grammar 2).
INSTRUCTIONS
• Focus students’ attention on Activity 2. Make sure
INSTRUCTIONS
they understand the words in the box. Tell students to
read the blog entry and complete it with the verbs in • Review making affirmative and negative Present
the box. Remind them that there are three verbs that perfect sentences with for, since, yet and already with
do not match any gap. You may draw their attention the students. You may ask them to say or write example
to the fact that the verbs in the box are already in sentences.
the correct form.
 Teaching notes and key

• Hand out the copies of the worksheet. Ask students to INSTRUCTIONS

complete the sentences with for, since, yet and already. • Divide the class into pairs. Tell students to think about
• When students have finished, ask them to compare their partner’s school week and write two sentences
their answers in pairs. Then check the answers with about him/her with already and two sentences with yet.
the whole class. Make sure students understand that they should use
the Present perfect.
KEY • Ask students to check their answers in pairs. One
1 yet 2 since 3 already 4 since 5 for 6 yet student reads the sentences and the other says if
7 already the sentences are true or false. When they finish, tell
students to change roles.
• Ask a few students to tell the class what they have
2 learnt about their partners.

KEY
Type of activity: Gap fill.
Students’ own answers.
Organisation: Individual work.
Time: 6–8 minutes.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 1 above.
To use: After lesson 6 (Grammar 2).
Unit 3
Lesson 8
INSTRUCTIONS
• Ask students to tell you the difference between Writing
the usage of the Past simple and the Present perfect.
They may say or write example sentences to illustrate 1
the difference. Make sure that they understand when
auxiliary verbs are used in these tenses.
Type of activity: Gap fill.
• Focus students’ attention on Activity 2. Explain that
Organisation: Individual work.
their task is to complete each sentence with have/
Time: 5–7 minutes.
haven’t, has/hasn’t, did/didn’t or – (if the gap can be left
Preparation: Copy one worksheet per student.
empty).
To use: After lesson 8 (Writing).
• When students have finished, ask them to compare
their answers in pairs. Then check the answers with
the whole class. INSTRUCTIONS
• Hand out the copies of the worksheet. Ask students
KEY
to read the blog entry and complete it with the correct
1 hasn’t 2 – 3 have 4 has 5 haven’t 6 Have
words by circling a, b or c.
7 – 8 didn’t 9 Did
• When students have finished, they compare their
answers in pairs. Then check the answers with
3 the whole class. You may let volunteers read the text
(or parts of the text) out loud.

Type of activity: Writing sentences KEY

and a discussion. 1b 2c 3b 4a 5c 6a 7a 8b 9 c 10 a 11 b
Organisation: Pair work.
Time: 7–10 minutes.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 2 above.
To use: After lesson 6 (Grammar 2).
 Teaching notes and key

2 Unit 3
Type of activity: Translation.
Organisation: Individual work.
Time: 5–7 minutes.
Preparation: Copy one worksheet per student –
use the same worksheet as in Activity 1 above.
To use: After lesson 8 (Writing).
INSTRUCTIONS
• Focus students’ attention on Activity 2. Ask them to
read the text in Activity 1 again and cover it.
• Tell students to complete the sentences with the
translations of the fragments in brackets. Ask students
to do this exercise from memory and then check their
answers with the text in Activity 1. Check the answers
with the whole class.
KEY
1 I’m sharing a room
2 by train to Cracow
3 since we arrived
4 We’ve already seen
5 We’re leaving
3 face for things they need to revise.
Lesson 9
Revision workout
1
Type of activity: Revision.
Organisation: Individual work and pair work.
Time: 30 minutes.
Preparation: Copy one worksheet per student.
To use: After lesson 9 (Revision workout).
INSTRUCTIONS
• Hand out the copies of the worksheet. Go through
the rubric to Activity 1, explaining anything that is
unclear. Give the students enough time to complete
the task. Then ask them to compare their answers in
pairs before you check the answers with the whole class.
• Repeat the procedure for Activities 2–3.
• Explain that Activity 4 is a self-assessment task and that
students do not need to show their responses to anyone.
It does not affect their grade. Explain that students
should tick the right face, depending on how well they
can perform each task, e.g. they can tick the smiling face
for perfect, the neutral face for average and the sad

KEY
Type of activity: Writing. 1
Organisation: Individual work. 1B 2A 3C
Time: 20 minutes. 2
Preparation: Copy one worksheet per student – Suggested answers:
use the same worksheet as in Activity 2 above. 1 time’s the next
To use: After lesson 8 (Writing). 2 does it leave
3 I buy a ticket here
3
INSTRUCTIONS 1 haven’t sunbathed
• Focus students’ attention on Activity 3. Ask them 2 took off
to read the task and write a blog entry about their 3 didn’t come
school trip to the seaside. Tell them to describe 4
the accommodation, transport and sights. Students’ own answers.
• Students can use the text in Activity 1 to help them.
Walk around the classroom and provide help where
necessary. You may collect particularly good and bad
language for later feedback.
• Extension: In small groups, students take turns to read
their blog entries and discuss their work or vote for
the best place to visit.

KEY
Students’ own answers.