Teaching notes Elspeth Pollock

klasa
Macmillan Polska Sp. z o.o.
Al. Jerozolimskie 146A
02-305 Warszawa
A division of Springer Nature Limited
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ISBN 978-83-8152-253-3

Text, design and illustration © Macmillan Polska 2017

Written by Elspeth Pollock
The authors have asserted their right to be identified as the authors of this work in accordance with the Copyright, Designs
and Patents Act 1988.

First published 2017

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of
the publishers.

Original design by Mikołaj Ostaszewski

Design and page make-up by didi-art

Illustrated by Wojciech Górski and Sławomir Kiełbus

Produced in Poland
Contents
Welcome Unit page 4

Unit 1 We are friends! page 6

Unit 2 Who are you? page 15

Units 1–2 Let’s check page 25

Unit 3 Our possessions page 26

Unit 4 What have you got? page 36

Units 3–4 Let’s check page 46

Unit 5 What can you do? page 47

Unit 6 Tasty food page 57

Units 5–6 Let’s check page 67

Unit 7 My week page 68

Unit 8 Is it real? page 78

Units 7–8 Let’s check page 88

Units 1–2 Let’s talk page 89

Units 3–4 Let’s talk page 89

Units 5–6 Let’s talk page 90

Units 7–8 Let’s talk page 90

Christmas page 91

Easter page 92

Student’s Book Audioscript page 93

Student’s Book Answer key page 105

Workbook Audioscript page 119

Workbook Answer key page 123

 Welcome unit Steps 1–2 Warm up your brain!
Step 1. Aims
Vocabulary: colours, everyday objects, animals
(Świat przyrody: zwierzęta)
Speaking: asking about objects, describing
the colour, naming animals
Lead-in
Put a piece of red paper on the board. Ask your
students if they can tell you in English what colour
it is. Ask the students to count how many red objects
they can see in their classroom.
 After exercise  2  Extra practice 1
Do a simple picture dictation with students. Tell them
to draw and colour the following in their notebooks:
a black road, a red box, a yellow house, a brown cake.
 Before exercise 3  Extra practice 2
Agree on a class mime with the students for each
animal in exercise 3 (dog, cat, fish, snake, horse,
bird). Say the name of an animal and the students
do the mime as a class. Divide the class into groups
of 5–6. Student 1 mimes an animal and the others
in the group guess its name. Continue with the next
student miming.
 After exercise 5  Fast finishers
Ask fast finishers to describe in their notebooks all
the colours of the things they can see on the page.
Example:
a black horse
Happy goodbye
Tell your students to choose in secret one colour
from those presented in this lesson. Tell the students
to stand up. Say the names of colours. When
a student hears the colour they have chosen, they sit
on the floor. Continue until all students are sitting on
the floor.
Homework
Workbook, page 4
4
Step 2. Aims
Vocabulary: nouns and adjectives, body parts
(Człowiek: wygląd zewnętrzny)
Grammar: regular and irregular plural forms
Optional material: nine sticky notes per group
of 4–5 students (for Extra practice 2)
Lead-in
Sing the song Heads, shoulders, knees and toes with
your students. Get faster and faster each time you
sing it.
 After exercise 1  Extra practice 1
Ask your students to tell you the names of 6–8
famous people. Write the list on the board. Put the
students into small groups. They should assign one
or two adjectives from exercise 1 to describe each
famous person. Then they present their choices to
the class.
 After exercise 2  Extra practice 2
Put your students in groups of 4–5. Give each group
nine sticky notes. Tell them to write the nine parts
of the body, one on each sticky note. Ask for a
volunteer in each group. The volunteer stands up.
The rest of the group stick the sticky notes onto their
corresponding body parts. Remind the students to
be careful with each other’s eyes!
 After exercise 4  Extra practice 3
Ask each student to choose one of the objects from
exercise 4 and draw it any number of times (1–10) in
their notebook. When finished, students show their
notebooks to two or three classmates, who count the
objects and give the answer using the correct plural
form.
Example:
six women / nine fish
Happy goodbye
Play a spelling game. Say one of the words from this
lesson and name a student to start spelling it by
giving the first letter. Then the other students say
the next letters.
Homework
Workbook, page 5
 Welcome Unit Steps 3–4 Warm up your brain!
Step 3. Aims
Vocabulary: classroom language, days
of the week (Edukacja: uczenie się)
Grammar: imperatives
Speaking: giving orders
Lead-in
Focus on two orders: open and close. Tell your
students to open and close their eyes / arms /
mouths / fingers / toes. If they have difficulty with
the body parts vocabulary, mime it yourself with
them.
 After exercise 1  Extra practice 1
Tell the students to copy the instructions into their
notebooks and make a little stickman drawing to
show what each one means.
 After exercise 2  Extra practice 2
Remember to tell the students to add the negative
imperative to their notebook list from the previous
exercise. If they haven’t written the imperatives,
write them on the board and ask the students to
make them negative.
 Before exercise 4  Extra practice 3
Write the days of the week out of order on the board.
Tell the students to get into pairs and put them in
order. Check as a class.
 After exercise 5  Fast finishers
Tell fast finishers to do a simple stick drawing of their
favourite activity next to each day of the week.
Happy goodbye
Ask the students to tell you their favourite day of the
week. Write it on the board with a big smiley face.
Homework
Workbook, page 6
Step 4. Aims
Vocabulary: learning English
(Edukacja: uczenie się)
Functions: suggesting
Speaking: suggesting and responding
to suggestions
Lead-in
Write four of the verbs from exercise 1 on the board
that you think your students will be familiar with.
Tell each student to put the four verbs in order of
preference, with number 1 as their favourite.
 Before exercise 1  Extra practice 1
Write the first letter of each verb on the board.
The students add the four verbs from the lead-in
activity and try to think of the others. If they find
this difficult, add letters to the verbs until they guess
them. Drill the pronunciation of the verbs as a class.
 Before exercise 2  Extra practice 2
Tell your students to look at the vocabulary in
exercise 2 and make a note in their notebooks of
any words they do not know. Ask your students to
pool their ideas on the vocabulary in small groups
and help each other discover the meaning of all the
words. If they still need help, draw any remaining
vocabulary on the board or use an online dictionary
with the class to find out the meaning together.
 After exercise 3  Extra practice 3
Tell your students to write one dialogue they have
just practised speaking in their notebooks.
Happy goodbye
Put six of the English learning verbs on the board in
a grid. Ask for a volunteer who comes to the front of
the class. Give that student a ball or a rolled up piece
of paper. The student throws the ball at the grid and
tries to hit a word. Whichever verb they hit, they
have to provide the translation in Polish. Change
the word on the grid and continue with a different
volunteer.
Homework
Workbook, page 7
5
 1  We are friends!
UNIT
lesson 1 It’s selfie time!
Aims
Vocabulary: the alphabet, the numbers 1–20
Listening: for detailed information
Speaking: spelling names, saying numbers
Optional materials: coloured cards / crayons for
teacher to hold up (for Extra practice 2)
Lead-in
Introduce your students to the characters Zac, Jeff,
Lisa, and Ruby by writing their names on the board
and asking the students to guess who is who before
reading the text boxes.
 After exercise 2  Extra practice 1
Some of the letters of the alphabet are difficult to
pronounce, so write the letters they might have
problems with (e.g. the vowels E, I, and U – and the
consonants H, J, W, and Y) on the board in a random
order. Say these letters and tell the students to point
at the one you are saying. If the students do not find
this difficult, ask one student to say a letter written
on the board for the other students to point at.
 Before exercise 3  Extra practice 2
Quickly revise the colours used in exercise 3 (yellow,
blue, green, red, brown, purple, grey) using coloured
cards or crayons. Hold each one up in turn and elicit
the names of colours from the students. You can
have them do the same in pairs with coloured pens in
their pencil cases if you want.
Phonics Rap
 1.13 Introduce the idea of a rap by showing
your students a photo of a famous rapper
(Eminem, Kanye West, Jay-Z) or playing a short
rap video. Tell the students to practise the
serious 'attitude' face which rappers seem to
always have in photos. Encourage them to
either dance around (bend their knees, move
their heads, etc.) or just fold their arms like
rappers typically do, while they listen. This
should encourage them to sing / rap along.
6
 After exercise 3  Extra practice 3
If your students are still not confident with the
alphabet, dictate the letters of one of the colours
(yellow, blue, green, red, brown, purple, grey) out
of order to the students (e.g. E, L, U, B). Have them
listen and then write the letters in their notebooks.
Tell them it’s a race for them to sort the letters into
the correct order and then find an object of that
colour somewhere in the classroom. Once they find
it, tell them to touch it with their hands.
 After exercise 7  Skills note: Listening
Put your students into pairs. Student A should say
a name from the table and Student B should look at
the table and find the correct score.
Example:
Student A: Ruby
Student B: 17
Happy goodbye
Practise the alphabet, or the numbers 1–20 again, by
saying it letter by letter, or number by number, round
the class. If a student makes a mistake, the next
student has to start the alphabet / counting again.
Keep going until it is said perfectly. The students will
find this funny as they usually make lots of mistakes.
Dyslexia tip – peer help
Pair your dyslexic students with non-dyslexic
students who enjoy helping. Make sure you do
not always pair the dyslexic student with the
same non-dyslexic student.
Homework
Workbook, page 8
 1 2
UNIT
lesson We’re four friends!

Aims  After exercise 5  Fast finishers

Grammar: personal pronouns, verb be: affirmative:
full form and short form
Reading: for detailed information
Writing: describing friends and pets
Optional materials: photos of a cat, dog and
goldfish (for Lead-in)
Lead-in
Ask your students if they have a pet. Show them
(or draw) a picture of a dog, a cat, and a goldfish. Ask
them which of these three is their favourite pet.
 Before exercise 1  Extra practice 1
The students have only seen Zac, Jeff, Ruby, and Lisa
once in Lesson 1. Say the names of the four friends
and then tell the students to point at the correct
character in the Grammar presentation picture from
exercise 1. If this is very easy, put the students into
groups of four and do it as a race. The first student to
touch / point at the correct character gets 10 points.
Students write at very different speeds. Ask any fast
finishers to illustrate the text in their notebooks with
a drawing of the pet.
Happy goodbye
Write I am, you are, he is, she is, it is, we are, you are,
they are on the board. Tell the students to read the
list together out loud – encourage them to do this
at a quick pace. After the first time they have read it,
rub off I am. The students will still have to remember
it and say it. The second time, rub off you are.
Continue rubbing off the rest until the students can
say the entire list from memory.
Homework
Workbook, page 9

Grammar presentation
Ask your students to tell you what verbs they can
see in the paragraphs in exercise 1. Try and elicit the
different forms of verb be – are, am, is.

G Grammar app
Verb be: affirmative: full form
Tell your students to copy the grammar table
into their notebooks using the green colour to
highlight the verb forms.

VIDEO 1
Workbook page 9

 After exercise 4  Extra practice 2

Put your students into pairs and tell them to whisper
the text from exercise 3 to each other using the
short forms of the verb. This is a fun way to practise
reading aloud.

7
 1 3
UNIT

lesson In the classroom

Aims Happy goodbye

Vocabulary: classroom objects (Edukacja: szkoła, Write the name of one of the objects from exercise 1
przybory szkolne) on a piece of paper and fold it up. The students
Listening: for detailed understanding should raise their hands to try and guess which one
Speaking: spelling names of objects in the it is.
classroom
Optional materials: flashcards 10–20 Dyslexia tip – concentration
Remember that dyslexic students may have
Lead-in difficulty concentrating. Try to teach in short
chunks and change the activities frequently in
Show the students your pencil case (or one of theirs order to keep their attention and to motivate
if you don’t have one) and ask them to tell you what them.
it is. Encourage them to describe its colour too.
Example: Homework
(a) red and blue pencil case
Workbook, page 10
 After exercise 1  Vocabulary flashcards
Hold the flashcards with objects in your hands in front
of the class. Turn them round so the students can’t
see them. Gradually raise one flashcard, slowly
revealing the object. Encourage the students to raise
their hand (not shout) to tell you the name of the
object as soon as they guess what it is.

fact
There are many unusual classrooms around
the world. Try to find and show photos of these
unusual classrooms or learning spaces:
yy treehouse learning space in Feltonfleet school
in Cobham (England)
yy a library in a double-decker bus (Rosendale
primary school, London)
yy a museum learning school (the Langley
Academy, England)
yy Vittra school 'Telefonplan' (Stockholm,
Sweden) where classrooms look like
e.g. a cave, a camp site, or the top of
the mountain.

 After exercise 2  Extra practice

Play Bingo! Tell the students to draw a 3 x 2 grid in
their notebooks and to individually choose six of the
11 objects from exercise 1 and then write the names
of the objects in the grid – one word in each grid
square. Read out the names of the objects in random
order. Have the students listen and then cross off
the object in their grid when they hear it. The first
student to cross off all six objects shouts Bingo! and
wins.

8
 1 4
UNIT
lesson Iggy the Inventor: Episode 1 – My dad is an inventor!
Aims
Grammar: articles (a, an, zero article); nouns with
adjectives
Reading: for general understanding and detailed
information about the story
Listening: for detailed information
Speaking: describing classroom objects
Optional materials: two big cards (A4 format)
– one with a, and the other one with an
(for Grammar app)
Lead-in
In preparation for this lesson, revise the adjectives
used: big and small. Tell the students to stand up and
make themselves as big as possible, then to lie down
and curl up on the floor to be as small as possible.
 After exercise 2  Act it out
Divide the class into two groups. Tell Group A that
they will read the even numbers in the comic strip
boxes (2, 4, 6, 8) and tell Group B that they will read
the odd numbers (1, 3, 5, 7). Read the whole story out
loud together.
Useful!
After your students have written the sentences
and their translations in their notebooks, make
a happy face and stretch out your hand. Encourage
the students to say Nice to meet you. Next, make
a surprised face and try to elicit What a big pencil!
Finally, make a scared face to elicit Be careful! Tell the
students to continue practising this in pairs, making
faces and saying the correct expression.
Joke
What do you call a guy with a rubber toe?
Roberto!
Grammar presentation
Ask your students to look at the cartoon and tell
you what words they can see after a (a teacher, a big
pencil, a crazy pencil, a big rubber, a big orange car,
a very small notebook, a genius, a (very) bad invention)
and what words after an (an inventor, an amazing
pencil case). Try and get them to guess why they
have to use an. When the students have finished, tell
them to group the words into adjectives and nouns.
G Grammar app
Tell your students to close their books. Copy the
two Grammar apps from the lesson onto the
board quickly but without the articles. Prepare
a and an on two cards. Ask the students to tell
you where to place the a and an cards – before
or after the nouns and adjectives.
VIDEO 2
Workbook page 11
Around the world
Option 1 (5 minutes): Ask the students if they know
how to name in English the means of transport they
can see in the photos (school bus, canoe, monorail).
Elicit some more means of transport and write them
on the board. Finally, ask the students how they get to
school every day.
Option 2 (10 minutes): Read the question with the
students and explain to them that they are going to
watch a video about different ways of going to school.
Play the Unit 1 video from Brainy klasa 4 DVD or use
the QR code from Brainy klasa 4 Workbook (page 92).
Tell the students to note down all the means of
transport presented in the video (by bike, on foot, by
train, by canoe, by monorail, on the school bus/by
bus). Finally, ask students how they get to school.
Option 3 (45 minutes): Tell your students to open
their workbooks on page 92. Follow the instruction
in the DVD teaching notes for Unit 1 (staffroom.pl).
Happy goodbye
Use the cards with a and an and stick one on each
side of the classroom. They can be small, as it makes
the students more interested to take a look. Tell
the students to stand up and say the complete
sentences from exercise 3 and then tell the students
to point to the a or an card on the corresponding side
of the classroom. When there is no article (–), tell the
students to sit down on their hands.
Homework
Workbook, page 11
9
 Here are some activities

1 5
UNIT

lesson Train your brain! to get your brain working!

Aims
General aims: revision of vocabulary (the alphabet,
numbers 1–20, classroom objects) and grammar
(personal pronouns, verb be: affirmative: full
form and short form articles: a, an, zero article
nouns with adjectives) from lessons 1–4
Special aims: logical thinking (finding hidden
objects and numbers, following clues in a maze),
spacial thinking (puzzles and maze), noticing
(hidden objects)
Optional materials: small pieces of (scrap) paper
(for Extra practice 2) for each student; three
pieces of paper (for Extra practice 1)
Lead-in
Introduce your students to Freddie and Freda.
Explain that they are the students’ personal trainers
and describe them together as a class. Use Polish
as necessary to explain why they are present in
their Student's Book. Talk about how they are there
to help activate brainpower and help the students
remember English more easily.
 Before exercise 1  Extra practice 1
Write three different letters of the alphabet on three
pieces of paper and hide them partially behind the
board. Choose letters the students found easy when
practising the alphabet to encourage them. Tell the
students to guess which letters they are.
Exercise 1
 After exercise 4  Extra practice 2
Put the students into groups of 6–8. Give each
student a small piece of paper and tell them to draw
an object (similar to those in exercises 3 and 4) and
colour it in secret. Name one student in each group
and tell him/her to hide their picture somewhere in
the classroom while the other students from that
group have to cover their eyes. After the object has
been hidden, the others should open their eyes
and look for the object. In order to win the round of
the game, the student who finds the object has to
describe it correctly in English.
Happy goodbye
Write a series of numbers on the board in a random
circle and ask your students to find and then tell you
which one in the series is missing.
Example:
13, 14, 15, 16, 18 (written randomly on the board –
missing number 17)
Dyslexia tip – preparation time
Give dyslexic students sufficient time to
complete each task, particularly if it’s for a class
activity or game (Extra practice 2) so that they do
not feel discouraged or additionally disrupted by
time pressure.
Homework
Workbook, page 12

Clue: Look for upper case letters as well as lower case

letters.

Exercise 2
Clue: Tell the students they can turn the puzzle
if necessary and use the jigsaw pieces which fit
together to help.

 Before exercise 3  Encouragement note

Tell your students to do exercise 3 in pairs, with each
student writing in their own notebook. Try to pair
students who are not so strong at writing with those
who are.

10
 1 6
UNIT
lesson A new student in the class

Aims Happy goodbye

Vocabulary: the numbers 20–100
Functions: asking for and giving personal
information (name, surname, age, locker number)
Speaking: giving and receiving personal
information in a dialogue
Optional materials: flashcards 1–9, nine cards with
numbers 20–100 in written form
Say a number between 20 and 100 to the students.
Each student has to hold up the correct number of
fingers to represent the number. For example: 85 –
the students first show you eight fingers and then
five.
Homework:
Workbook, page 13

Lead-in
Ask your students where the children are in the
picture in lesson 6. Elicit at school. Ask the students
what they think the children are doing. Elicit meeting
each other for the first time.

 Before exercise 3  Vocabulary flashcards

Make exercise 3 easier by introducing your students
to the numbers 20–100 on the board first. Get the
flashcards twenty, thirty, forty, fifty, sixty, seventy,
eighty, ninety, a hundred and stick them on the
board out of order. Do the same with 20, 30, 40, 50,
60, 70, 80, 90, 100. Ask the students to match the
written number with the number and then to tell you
what order they should go in. Practise saying the
numbers.

 Before exercise 4  Extra practice 2

Tell your students to look at the Look box. Ask
them to tell you what they notice about the written
numbers. Elicit (in Polish) that they are hyphenated.
Tell them to write these numbers in their notebooks:
55, 66, and 77.

 After exercise 4  Extra practice 3

Tell your students that you are thinking of a number
between 20 and 30. Ask them to raise their hands
and guess the number. Put the students into groups
of 4–5. One student should choose a number and the
others should guess in turn. Encourage turn-taking.
Continue with the numbers 30–40, 40–50, etc. If you
have too wide a range of numbers to choose from, it
will be very difficult to guess.

Fast finishers
Tell your students to write the first three questions
from exercise 5 in their notebooks. Tell them they
can pose the questions to someone in their family at
home.

11
 1 7
UNIT

lesson Around the world

Aims
fact
Culture: languages and alphabets
Reading: for detailed information
Writing: describing an unusual language and
its alphabet
Optional materials: photos of Egyptian
hieroglyphics (for Brainy fact)
Lead-in
Make sure that your students have their books
closed. Ask them to stand up and try to make the
vowels A, E, I, O, and U with their bodies.
Show your students the picture of Egyptian
hieroglyphics and ask them if they know what
they are. Ask them: What was the first alphabet
ever created? (Egyptian hieroglyphics).
Between 1850 and 1700 B.C., Egyptian
hieroglyphics were adapted so one symbol
represented one consonant (no vowels as yet),
and this spread to Lebanon and Israel to form
an alphabet known as abjad /ˈæbdʒɑːd/. The
Latin alphabet developed later from the Greek
alphabet.

Cultural note Discover more!

Learning foreign languages is very important for
your students, but try to make them aware of
cultural competence. An understanding of the
relationship between language and culture may help
them use the language more effectively, e.g. when
giving short answers (Yes vs. Yes, I am) or while
asking for something (Make dinner! vs. Make dinner,
please vs. Can you make dinner, please)
Tell your students that they can look for information
online about alphabets. Show them, if you have
a computer in class, the Myanmar alphabet, which
is fascinating as it is made up of circular shapes that
must be drawn clockwise.
Useful search words: alphabets of the world /
world scripts

fact Happy goodbye

Spelling and writing in English is often tricky but Tell your students to get into groups of three and
knowing the ‘magic e’ may be very helpful. Tell form the letters of the word BYE together.
the students that the ‘magic e’ is silent. When
they add it to the end of a one-syllable word in Homework
English, it changes the meaning as well as the Workbook, page 14
pronunciation.
Example:
at ate
mad made
tap tape
hat hate

Life skills: Learning

Ask your students to open their books to
page 16 and guess the meaning of the words in
green in the text in exercise 1. Tell them to look
at the photos to figure out the meaning.

12
 1 8
UNIT
lesson Revision workout

Aims
Revision of lessons 1–6: vocabulary and speaking
in a variety of controlled practice exercises
Lead-in
Put your students into groups of 6–8 with one
notebook / piece of paper for each group. Point at
the various objects in the classroom and tell the
groups to write the words to test whether they
remember them from previous lessons.
Freddie and Freda note
Tell your students to guess what the prize could
be if they do the Revision workout. Then tell
them to go to the Trainer’s Office on page 126
to check their answers.
Star rating
Explain to your students that there are two more
difficult exercises in the Revision workout (exercises
3 and 6) and that’s why they get 2 points for each
correct answer 1–5 (but not for each gap they fill).
Happy goodbye
Tell all the students to stand up. Spell different
colours and any student who is wearing an item of
clothing in the colour you spell has to put their hands
on their head and stand on one leg. Continue spelling
colours until all the students are on one leg with their
hands on their heads.
Dyslexia tip – self-esteem
Some students with dyslexia may have low self-
esteem. Allow them to show you what they can
do such as in games when they have to show off
their physical skills, not just their English skills.
You can apply this for instance to the Happy
goodbye game at the end of this lesson.
Homework
Workbook, page 15

 After exercise 3  Extra practice 1

Tell your students to look at the questions in their
notebooks and try to memorise them. Then tell them
to close their notebooks and ask and answer the
questions. If this is too difficult, ask the students to
say as many as they can recall.

 Before exercise 4  Extra practice 2

Elicit the forms of the verb be onto the board to help
weaker students complete the exercise.

Evaluation
Ask your students to add up their points from all
the tasks. Tell them to go to the Trainer’s Office on
page 126 to collect their prize. Give the students who
got Try to get fit! or See your trainer now! certificates
the opportunity to improve by doing those more
difficult exercises again with the help of a friend,
perhaps a friend who won the You are very, very fit!
certificate.

13
 1
UNIT

Summary Vocabulary summary Grammar summary

Extra practice: A new student in the class Project note

Tell your students to imagine that a new student
You will find that Project 1 always involves some
is coming to their class. Tell them to look at all the
crafts for students whereas Project 2 is more
questions in the A new student in the class box on page
demanding in terms of language use.
18 and then choose three that they think are the most
useful to ask a new student. Put the students into pairs
to practice asking and answering the three questions. Choose your
Are you ready for extra
grammar project!
vocabulary workout?

Project 1 Grammar billboard

Find some pictures of billboards (with advertising
Revision card
written in English if possible) to show the students.
Encourage your students to make a special
Look at the grammar points on page 19 and ask the
bookmark / cover or copy and distribute the
students to choose which one they want to show on
templates available in Brainy klasa 4 Teacher's
the billboard. Remember it should be short. Help the
Resource File. Tell the students that they will be
students write the title for the grammar point before
using it throughout the year while revising the
they add the illustration.
vocabulary in all the revision lessons. Remind
them to keep it in a safe place. Project 2 Our classroom
Provide some old magazines, leaflets, or brochures
Freddie and Freda extra workout: vocabulary for the students to cut up pictures of classroom
objects. The students could write the descriptions
These extra activities have
on sticky notes which can be used as a matching
their own focus and they
activity: students look at their partner’s pictures and
can be done whenever there
then match the correct sticky note with the picture.
is some free time: e.g. after
the Revision workout,
Project work
at the end of the class, or
the beginning of the next class, etc. To motivate weaker students, give two marks
for the project: one for accuracy and one for
Exercise 1 content (layout, ideas, illustrations, etc.).
Ask your students to say the next three letters of Do not correct all their mistakes or cover their
the alphabet. project with red pen. Make light corrections at
A, B, C, … the bottom of the page or on a separate piece
L, M, N, … of paper.
T, U, V, …

Exercise 2
Ask your students to say all the numbers:
yy ending in -teen.
yy ending in -ty.
yy beginning with forty-.
yy beginning with ninety-.

14
UNIT
2  Who are you? lesson 1 What are you like?

Aims
Happy goodbye
Vocabulary: adjectives describing personality Tell your students to make the correct face according
(Człowiek: cechy charakteru) to the adjective you say. Start off as a whole class
Listening: for general understanding activity, then you could do it with small groups /
Speaking: giving an opinion rows / tables of students as a competition.
Optional materials: sticky notes (for the Extra
practice task)
Homework
Workbook, page 18

Lead-in
Tell your students to look at the picture on page 20
and count the total number of red / green / blue
objects they can see.

Phonics Rap
 1.31 Tell your students to stand up and

pose like rappers (arms folded, with attitude)

while they listen to the rap. Encourage them to
move around like rappers and speak along with
the recording but switch the volume off at the
end of each line of the rap so only the students
can be heard. Tell them to be as loud as they can.
Gradually reduce the amount of the recording
you play until they can say it on their own.

fact
A rap fact: The fastest rapper in the world is
Ricky Brown, also known as NoClue, from the
United States. On January 15, 2005, he rapped
723 syllables in 51.27 seconds from his track
(that’s 14.1 syllables per second)!

 After exercise 5  Extra practice 1

Put your students in groups of 6–8. Give each group
sticky notes (one per each student) and tell them
to copy the eight adjectives, one on each note. Tell
the students to open their books at page 21 and
stick the adjective on each person according to their
personality.

 After exercise 6  Skills note: Listening

Tell your students to listen to the recording from
task 6 again and justify their answers.

15
 2 2
UNIT
lesson Student’s blog
Aims
Grammar: verb be: negative – long and short forms
Reading: for detailed information
Speaking: giving personal information
Writing: describing oneself and classmates
Optional materials: pieces of scrap paper to make
true / false cards (for the Extra practice task)
Lead-in
Tell your students to ask each other How old are you?
and answer I’m X. Explain to them that they should
start asking the question at both end of each row
(at the front of the class and at the back) at the same
time. When you say Go, one student at the front
and one at the back of the class pose the question
the student next to them at the same time. The
question and answer dialogue continues along the
rows towards the back and towards the front of the
classroom at the same time. When the crossover
happens towards the middle of the row, tell the
students to continue in the other direction.
 After Quick check  Extra practice 1
Write the adjectives from lesson 1 on the board
(friendly, shy, helpful, quiet, sporty, funny, kind) and
put the students in pairs. Student A tells Student B
Act shy. Student B mimes being shy. The students
should then swap roles and continue.
Grammar in context
Tell your students to find examples of three negative
verbs in the blog.
G Grammar app
Tell your students to use their finger to cover the
verb be in the table and test their partner on the
negative long and short forms of the verb be.
VIDEO 4
Workbook page 19
16
 After exercise 1  Extra practice 2
Give each student two pieces of scrap paper. Tell them
to write TRUE on one and FALSE on the other, using
capital letters. The students should then close their
books. Read the sentences from exercise 1 aloud
again, or invent some extra true / false sentences
yourself based on the blog. The students listen and
hold up their piece of paper with TRUE or FALSE. Put
the class into two big groups, count the number of
correct answers held up after each sentence by each
group to give points.
Dyslexia tip: written work
Involve dyslexic students in oral activities and do
not force them to read out written tasks. Monitor
their work by helping with spelling and reading.
Encourage pair and group work.
 After exercise 5  Fast finishers
If some students finish exercise 5 writing practice
quickly, tell them to continue writing the blog with
one more sentence about someone in the class.
Happy goodbye
Tell all the students to stand up. Say sentences using
the adjectives from lesson 1 (friendly, shy, helpful,
quiet, sporty, funny, kind). Have the students sit
down if the sentence is true about them. Include
some negative sentences to make it more fun and
harder. Continue until all the students have sat
down.
Example:
I’m sporty. / I’m helpful. / I’m not quiet. / I’m not
eleven.
Homework
Workbook, page 19
 2 3
UNIT
lesson How much is the ruler?

Aims
Vocabulary: classroom objects and stationery
(Edukacja: przybory szkolne)
Listening: for detailed information
Speaking: asking for and giving prices
Optional materials: flashcards 21–28
Lead-in
Organise a vocabulary brainstorm: put your students
into groups of three and tell them to write a list of as
many classroom objects as they can see in 1 minute
and 30 seconds. Ask the group with the most words
to read out their list. The others listen and tick off the
objects on their own lists if they are said. Finally, the
other groups can read the words that haven’t been
mentioned yet.
 After exercise 1  Vocabulary flashcards
Stick the eight flashcards with objects round
the classroom while the students are writing the
brainstorm lists of vocabulary for the Lead-in. If
you want, you could slightly hide the flashcards so
not all of the images are able to be seen clearly (e.g.
behind class posters, behind the board, the table, the
door). Then, name one of the flashcards and ask the
students to quickly look round the room and point
to it. The fastest student(s) get a point, if you want.
Continue until you have named all eight, then ask the
students to cover their eyes, change the cards round
and play again. This time tell a student to name the
flashcard for the class.
 After exercise 4  Fast finishers
Tell the student(s) to write a list of all the objects in
his/her pencil case. Encourage them to include the
colour and the correct article.
Example:
a red pen, a blue crayon, a green sharpener
 Before exercise 6  Skills note: Speaking
Before playing the game in exercise 6, elicit a written
example of the dialogue which the students should
then copy into their notebooks.
Example:
Customer: Good morning, what is in your shop?
Shop assistant: A felt-tip pen, a ruler, …
Customer: How much is the felt-tip pen?
Shop assistant: It’s 2 pounds.
Game
Tell your students to create a price list for four of
their school products. Next, have them stand up and
turn to the student behind them to make a pair. Then
have them show the other student their list, but
make sure they cover the prices by folding over the
paper. They should then say the dialogue. Then, have
them turn to the student opposite to make a new
pair and say the dialogue again. Have them repeat
this process with new partners as many times as you
like.
Happy goodbye
Ask your students to sit with their pencil cases open.
Say names of objects with a colour. If the students
have the object in their pencil case, they get 1 point
and then they should take the object out of their
pencil case. The first student to empty their pencil
case wins.
Example:
a black crayon, a blue gel pen, a yellow felt-tip pen
Homework
Workbook, page 20

fact
The world’s longest pencil (2015) is 459.97
metres long!

 After exercise 5  Extra task

Tell your students to draw classroom objects on each
others’ backs instead of in the air and then to guess
the objects.

17
 2 4
UNIT
lesson Iggy the Inventor. Episode 2 – Your inventions are dangerous!
Aims
Grammar: verb be: questions and short answers,
wh-questions (who, what)
Reading: for general understanding and detailed
information about the story
Listening: for detailed information
Speaking: asking and answering questions
Lead-in
Tell your students to look at the whole cartoon in
their student’s books and answer these questions:
How many crayons can you see? (four) How many
sticky tapes can you see? (one) How many rulers can
you see? (zero)
 After exercise 1  Act it out
Divide the class into three groups. Group 1 is Professor
Iggy, Group 2 is Ellie and Group 3 is Eddy. Play the comic
conversation and tell the students to repeat their lines
with their character twice, copying the pronunciation,
and encourage them to add emotion to their voices.
After practising, get the whole class to read their parts
and have the conversation without the audio.
Dyslexia tip – reading aloud
Dyslexic students may be afraid of reading aloud.
Play short fragments of the text, pause after each
line and ask the students to repeat it in groups.
Useful!
Say sentences to the class with It’s time to …
The students should then listen and act out what it’s
time to do.
Example:
It’s time to go! (Students close their books.)
It’s time to read! (Students open their books
and look like they are going to read.)
It’s time to write! (Students get their pens out.)
Joke
When do computers go to the doctors?
When they have a virus.
18
Life skills: Sources of information
What could Professor Iggy do to feel better in
this situation? Suggest these three ideas to the
students and tell them to choose the one they
like best to make Iggy feel better. Encourage
them to add their own ideas if they can.
Idea 1: Iggy should test his inventions more
carefully before using them.
Idea 2: Ellie and Eddy could help Iggy write some
instructions on how to use the inventions.
Grammar in context
Before you start looking at the Grammar app table,
ask your students to count how many questions
they can see in the comic. (Answer: 5). Ask them how
many questions start with what? (Answer: 2).
G Grammar app
Tell your students to copy the grammar table
into their notebooks and to colour-code it.
Example: use a green pencil to copy all the short
answers that start with yes, use a red pencil to
copy all the short answers that start with no.
VIDEO 5
Workbook page 21
 After exercise 5  Extra practice 1
After exercise 5, tell your students to have a similar
conversation in pairs but to also spell their surnames.
Their partner can write it down.
Example:
What’s your surname? Kowalski.
How do you spell it? K-o-w-a-l-s-k-i.
Happy goodbye
Ask the class questions similar to those in exercise 6
(Colourful questions). Tell the students to raise their
left arm if they want to say NO! and to raise their right
if they want to say YES! Tell them to remain silent.
Anyone who shouts out the answer loses a point.
Example:
Is Ana a girl? (Yes – right arms up).
Am I a student? (No – left arms up).
Homework
Workbook, page 21
 Here are some activities

2 5
UNIT to get your brain working!
lesson Train your brain!

Aims
General aims: revision of vocabulary (stationery,
adjectives describing people) and grammar
(verb be – negative and questions, wh-questions)
from lessons 1–4
Special aims: logical thinking (solving a riddle,
reading a hidden code), mathematical thinking
(completion of a shopping list), spacial thinking
(finding the start of game and following the
route round to the finish), noticing (Iggy's task)
Happy goodbye
Tell your students to write a number between 1 and
10 on their hand in secret. Tell the students to stand
up. Start saying random numbers between 1 and 10.
When a student hears the number he/she has on
his/her hand, he/she sits down. Continue until all the
students are sitting down.
Homework
Workbook, page 22

Lead-in
Tell your students to name one item of clothing they
can see on page 26 which is blue (jacket, sweater),
and one which is red (shirt).

Exercise 3
Clue: Letters follow the alphabetical order.

Exercise 4
Clue 1: The bag can be found in Lesson 1.
Clue 2: Use adjectives from the box on page 20 to
describe Jeff, Lisa, Ruby, and Zac.

Exercise 5
Clue 1: Is she sporty? Find an answer with she
(not he).
Clue 2: What are they? Find an answer with they
(not it / she / he).

Encouragement note
Tell your students to work with a partner. Encourage
them to have the same answers and help each other.
Ask (in Polish if necessary): Do you have the same
answers? Can you help your partner?

Joke
Why is six afraid of seven?

Because 7 ATE 9.

19
 2 6
UNIT

lesson In the playground

Where are you from?

Aims I’m from Spain.
Vocabulary: countries (Człowiek: dane personalne) Oh, that’s cool!
Functions: asking for and giving personal
information (name, country), making invitations Fast finishers
giving and receiving personal information in Write the names of some of the countries in exercise 2
a dialogue on the board with the vowels missing. The students
Optional materials: flashcards 29–36 should copy the incomplete words and fill in
the vowels to spell the countries correctly in their
notebooks.
Lead-in
Example:
Ask your students what places they go to a lot in
their free time. Try to elicit park. (Example answers: Frnc, Plnd, Grmny, etc.
school, home, dance class, park, cinema, etc.)

 After exercise 2  Vocabulary flashcards Happy goodbye

Divide the students into two groups. Flash the
flashcard of a flag for one of the countries in
exercise 2 quickly at the students in Group A.
They should raise their hands to tell you the country.
Flash a different flashcard to Group B. And so on.
Give points for naming the country correctly.
Whisper the name of a country from this lesson to
one student at the start of a row. The students pass
the whisper on until everyone in the row has heard
and passed it on. When it gets to the final student,
he/she can write the word in their notebook to show
you or just shout it out.

 Before exercise 3  Extra practice 1 Homework

Make exercise 3 easier by writing the words from the Workbook, page 23
gaps on the board (in a mixed order) for the students
to choose from:

are name’s What’s from cool meet play.

 After exercise 3  Fast finishers

Tell your students to copy the list of countries from
exercise 2 into their notebooks.

 After exercise 4  Extra practice 2

Write the lines from the dialogue with Maria
(picture 1) on the board in a mixed order. Tell the
students to put the lines in order and copy the
dialogue correctly into their notebooks.

Where are you from?

My name’s Maria.
Oh, that’s cool!
Nice to meet you.
Hi. I’m Ana. What’s your name?
I’m from Spain.

Answers:
Hi. I’m Ana. What’s your name?
My name’s Maria.
Nice to meet you.

20
 2 7
UNIT
lesson Around the world
Aims
Culture: presentation of flags of different
countries around the world
Reading: for detailed information
Writing: describing flags
Optional materials: stickers or stars as rewards /
prizes
Lead-in
Ask your students to draw any flag they know in
their notebooks and tell you the country it is from.
Culture note
Why do we have flags? Flags show that we are in
a community, or nation (and that we share beliefs,
goals, rules and regulations). Every country has got
a specific flag as their national symbol. The first flags
to represent countries / nationalities were made in
the 18th century.
Around the world
Option 1 (5 minutes): Ask the students to guess
why the red colour is associated with La Tomatina.
If they can’t guess, explain to them that people
throw a specific food item at each other during the
festival. Write on red pepper, strawberries, red apples,
raspberries, tomatoes, beetroots on the board for
students to guess what food it might be.
Option 2 (10 minutes): Read the box with the
students and explain to them that they are going
to watch a video about different festivals from
around the world. Play the Unit 2 video from Brainy
klasa 4 DVD or use the QR code from Brainy klasa 4
Workbook (page 93). Ask them two questions:
1 Why is red the colour of La Tomatina?
(Because people throw tomatoes)
2 Which is your favourite festival: La Tomatina, Ice
and snow festival in Harbin, or Songkran water
festival?
Option 3 (45 minutes): Tell your students to open
their workbooks on page 93. Follow the instruction
in the DVD teaching notes for Unit 2 (staffroom.pl).
Exercise 5 Discover more!
yy Tell your students they can find lots of information
about flags on the Internet.
Useful search words: world flags for children /
flag colouring pages.
yy Tell the students to finish the sentences when
writing about flags:
The flag of is
(add colours). It has a
(symbol / animal).
yy Remind them to draw the flags you write about
and colour them.
yy Get them to make a poster for the classroom about
flags of the world.
yy Ask students to look at all the flags and remember
to tell them they have done a great job!
fact
How many people live in the USA / the UK /
France / Poland? Write the numbers on the
board and ask students to guess which number
goes with the population of which country.
324,000,000 (the USA)
64,700,000 (the UK)
66,800,000 (France)
38,000,000 (Poland)
Happy goodbye
Put your students into groups of four or five
students. Tell the class the name of a country. Have
the students quickly draw and colour the flag of that
country. The group that finishes the flag correctly
may get a sticker or a star. Repeat with different
countries if there is enough time.
Life skills: Sources of information
Tell the students to discuss the questions in
small groups of two or three. Ask them to make
a list of the different sources of information
they use. Tell them to put the sources into two
groups: 1) reliable information 2) potentially
unreliable information.
Homework
Workbook, page 24
21
 Do our Revision workout. Go to page

2 8
UNIT

lesson Revision workout 126 and see what your prize is!

Put the students in pairs and tell them to practise

Aims
the dialogue from the shop.
Revision of lessons 1–6 in a variety of controlled
practice exercises Example:
Optional materials: sticky notes (about three per How much is the …?
student – you can use cut up pieces of recycling It’s 45 pence.
paper if you prefer)
Evaluation
Ask the students to add up their points from all
Lead-in the tasks. Tell them to go to the Trainer’s office on
page 126 to collect their prize. Give the students who
Tell your students to open their books at page 29.
got a Get Fit Intensive Camp ticket the opportunity
Form your questions as a game to focus their
to improve by doing those more difficult exercises
attention on the content of the exercises:
again with the help of a friend, perhaps a friend who
yy In what exercise can you see the word TEACHER?
won the Gold Gym pass.
(exercise 2)
yy In what exercise can you see a red object? Happy goodbye
(exercise 2 vocabulary – red sticky tape, exercise 1
Ask your students the questions below and tell them
grammar – red T-shirt)
to lean (in their chairs) left if the answer is yes, and
yy In what exercise can you see the name LISA?
lean right if the answer is no.
(exercise 3 grammar)
Am I a teacher? (Yes – all students lean left)
Is … from the USA? (No – all students lean right)
Freddie and Freda note
Is this a red crayon? (No …)
Tell the students to read the note and tell you
what they think the prize might be before Homework
checking on page 126.
Workbook, page 25

Star rating
Explain to your students that there are two more
difficult exercises in the revision workout (exercise 3
and 6) and that’s why they get 2 points for each
correct answer 1–5 (but not for each gap they fill).

 Before exercise 1  Extra practice 1

Put your students into pairs. Student A covers their
eyes or turns away from the board. Student B looks
at the board. Choose and write one personality
adjective on the board: helpful, sporty, clever,
friendly, kind, quiet, shy, funny. Let Student B see
it and rub it off yourself. Student B mimes the
adjective for Student A to guess. Ask students to
change roles and repeat the activity. Continue until
all the adjectives have been recycled.

 After exercise 2  Extra practice 2

Tell your students to choose three objects from their
pencil case and put them out in front of them. Give
out sticky notes to the students (three per student).
Tell the students to imagine the price of each object
and write it on a sticky note next to the object.

22
 2
UNIT
Summary Vocabulary summary
Extra practice 1: In the playground
Look at the table on the Vocabulary summary page
and tell the students to put the words in order
correctly in their notebooks. Ask the students in
what kinds of situations they might use these
phrases:
and Come with play friends my.
cool, that’s Oh!
are Where from you?
Answers:
Come and play with my friends.
Oh, that’s cool!
Where are you from?
Extra practice 2: Memory game
Have the students place six classroom objects on the
table for their partner to remember. Their partner
should then close their eyes while one (or two) object
is removed and then their partner has to say which
one(s) has disappeared.
Revision card
Encourage your students to use the special
bookmark they made in Unit 1. If any of the
students have lost their bookmark, you can
distribute the templates available in Brainy
klasa 4 Teacher's Resource File.
Exercise 1
Tell your students to swap the revision card to cover
the Polish words and then the English ones. Then tell
the students to get into pairs and test each other –
student A says a word from the list in Polish and
student B has to say it in English.
Exercise 2
If the students have difficulty remembering the
vocabulary, tell them to draw the word in the shape
it represents.
Example:
Exercise 3
The What’s missing game is more difficult than
simply testing yourself by covering one of the
columns as in exercise 1. Students must remember
all the words in the category because they haven’t
got a prompt in Polish to remind them. Encourage
the students to practise on their own, with all three
lexical categories. If they feel confident enough, ask
them to play the game in pairs.
Freddie and Freda extra workout: listening
These extra activities have
their own focus and they
can be done whenever there
is some free time: e.g. after
the Revision workout,
at the end of the class, or
the beginning of the next class, etc.
Listening 1
Read this description of Luke to the students
twice, quite slowly. Tell them to write the words
that describe him in their notebooks.
Luke is my friend. He’s isn’t shy. He’s friendly,
but he’s quiet. I’m not quiet, but he’s quiet.
I’m not clever, but he’s very clever. He’s kind,
too, and he’s always helpful.
Answers:
friendly, quiet, (very) clever, kind, helpful
Listening 2
Read the sentences in the affirmative to the
students one by one. At the end of each sentence,
stop and tell the students to write the negative
for sentences 1–4 and the question form for
sentences 5–8.
1 He’s quiet.
2 They’re from London.
3 I’m a teacher.
4 We’re helpful.
5 He’s quiet.
6 It’s a noticeboard.
7 They are rulers.
8 We are helpful.
Answers:
1 He isn’t quiet. 2 They aren’t from London.
3 I’m not a teacher. 4 We aren’t helpful. 5 Is he quiet?
6 Is it a noticeboard? 7 Are they rulers?
8 Are we helpful?
23
 2
UNIT

Summary Grammar summary

Project note Project work

You will find that Project 1 always involves some
crafts for students whereas Project 2 is more
demanding in terms of language use.
Choose your
grammar project!
To motivate weaker students, give two marks
for the project: one for accuracy and another
for content (layout, ideas, illustrations, etc).
Do not correct all their mistakes or cover their
project with red pen. Make light corrections at
the bottom of the page or on a separate piece
of paper.

Project 1 Grammar poster

Look at the four grammar sections on page 31 and
tell your students to choose one of them. Encourage
the students to think about the grammar point they
have chosen by asking them to think about whether
they want to chose the one that is the most difficult
for them, the easiest, or their favourite.
Tell the students they will have to draw pictures to
illustrate the meaning of the grammar or use real
photos, e.g. printed from the Internet. Remind them
to choose carefully, some grammar is not so easy to
illustrate!
Project 1 is an opportunity for the students with
good handwriting skills, drawing skills or design
skills, who are perhaps not as good at English, to
shine in class.

Project 2 Student’s blog

For extra practice, start with a speaking exercise.
Write the questions for each part of the table and
then put the students into pairs to interview each
other. They can interview more than one partner
each. When they have finished speaking, if they find
the writing difficult, write the following sentences
with gaps on the board for them to copy.

This is . He’s years old

and he’s from . He is
and , but he’s not .
He is friends with .

As a class activity, stick the student blogs round the

room with a sticky note covering the name of the
student and tell the students to read the blogs and
guess who they are about.

24

 1–2
UNITS
Let's check
Lesson 1 (ex 1–7). Aims
Revision of grammar and vocabulary from units
1 and 2 through a variety of controlled practice
exercises.
Lead-in
Name some objects that the students might or
might not have in their pencil cases. Have the
students put their hands up if they have the object
or sit on their hands if they don’t.
Example:
a blue felt-tip; a red pencil sharpener; a black crayon,
etc.
 After exercise 2  Extra practice 1
Tell the students to draw their pencil case in their
notebooks with the classroom objects it has in it.
Next, they should label the object.
 After exercise 6  Extra practice 2
Write Yes, it is / No, it isn’t on the board if necessary
to help the students (you can erase it halfway
through this activity). Hold up objects from their
pencil cases for the other students to see. Describe
the first object: It’s a big brown ruler. Have the
students shout Yes, it is or No, it isn’t. After a few
rounds, put them into groups of 5–6 so that they can
continue the same task in groups. Continue until all
the students in each group have had a turn as the
teacher.
Example:
It’s a small red pencil. (Yes, it is).
Student 1: It’s a big red sharpener (No, it isn’t).
Happy goodbye
Ask one student to come to the front of the class.
Whisper a word from this lesson to the student. The
student should then mime the word to the rest of
the class. Whoever guesses the word correctly comes
to the front to mime a different word.
Homework
Workbook, page 26, exercises 1–6
Classroom Escape 1
Workbook page 88
Teaching notes and worksheets:
staffroom.pl
Lesson 2 (ex 8–14). Aims
Revision of grammar, vocabulary and functions
from units 1 and 2 through a variety of exercises and
skills work: listening, reading, writing and speaking.
Lead-in
Start drawing a classroom object from exercise 11 on
the board. The first student to raise their hand to tell
you the correct name of the object wins a point.
 Before exercise 8  Extra practice 1
To help your students remember the question forms
for this exercise, gap fill the questions on the board
with some letters added. Tell the students to work
in small groups to complete the questions. The first
group to finish may write the questions on the board
for the class to correct.
Example:
o   y ?
Answer: How old are you?
 After exercise 9  Extra practice 2
Tell your students to imagine that they are new to
the school. Ask them to draw a big face on a piece of
A4 paper to represent their new identities. Put the
students into pairs and tell them to hold up their face
masks. Student A says the sentences from exercise 9.
Student B answers. Then have them swap roles.
 Before exercise 14  Extra practice 3
Write the adjectives funny, friendly, sporty, shy,
kind, clever, quiet and helpful on pieces of paper. Ask
a volunteer to come to the front of the class and take
a piece of paper and mime the adjective to the rest of
the students.
Happy goodbye
Tell your students to cover their eyes. Write a word
from Units 1–2 Let’s check on the board with the letters
out of order. Tell the students to open their eyes, look
at the board, and then raise their hands to guess the
correct word. Tell them to spell it to you correctly in
order to get points. Repeat.
Example:
NRACYO (crayon)
Homework
Workbook, pages 26–27, exercises 7–13
25
 3  Our possessions
UNIT
lesson 1 Zac’s a star!

Aims
Vocabulary: possessions (Człowiek: rzeczy
osobiste)
Listening: for detailed information
Writing: describing an object
Speaking: guessing objects, spelling names
Lead-in
To help prepare your students for the miming game
in exercise 7, mime for example: using a sharpener,
sticky tape, being helpful, shy, etc. Ask the students
to guess the objects and the adjective you’re miming.
Phonics Rap
Tell your students to stand up and pose like
rappers (arms folded, with attitude) while they
listen to the rap. Encourage them to move
around like rappers. Make cut out microphones
which they can use while rapping. Encourage
them to shout the oh no! from the first line of
the rap loudly and confidently.
Happy goodbye
Put your students into groups of three and tell
each group to choose one possession but keep it
a secret from the other groups in the class. Tell all the
students to stand up. Start to name the 12 objects
from the lesson. When a group hears the object they
have chosen, they have to stand on one leg with
their hands on their head and remain totally still. Do
this until the whole class is standing on one leg with
their hands on their heads.
Dyslexia tip – spelling
Prepare the game in the form of small cards.
Put each letter of each word onto a separate
small card. The students’ task is to rearrange
the cards in the correct order to form the words
one by one.
Homework
Workbook, page 28

 After exercise 3  Extra practice 1

Write up the list of 12 possessions on the board. Put
the vocabulary flashcards on the board in random
order below the list of words. Tell the students to
match the words with the flashcards. Ask them to
write the words in their notebooks.

 After exercise 4  Extra practice 2

Tell your students to draw the missing items from
the list in their notebooks.
Answers:
two hairbrushes, blue comb, green umbrella, charger

Skills note: Writing

Tell your students to check if every sentence they
have written in exercise 6 contains:
yy the subject,
yy the verb be,
yy the adjective from the list.

26
 3 2
UNIT
lesson Whose schoolbag is it?

Tell the fast finishers to swap their notebooks and to

Aims
Grammar: possessive ‘s and possessive adjectives,
questions with whose
Reading: for detailed information
Speaking: asking and answering questions about
possessions, making sentences with possessive
adjectives
Lead-in
Make sure your students have their schoolbags
easily visible. Tell the students to get into pairs and
ask each other: What colour is your schoolbag? They
then answer the question: It’s blue / red / …
 After Quick check  Extra practice 1
Put your students into pairs and tell them to play
Pictionary in their notebooks. One student should
draw an object from lesson 1 while the other guesses.
Then they should swap roles.
circle the correct answers.
 After exercise 4  Extra practice 3
Write the possessive adjectives on the board.
Go round the classroom and pick up different objects
or point to different objects. Tell the students to
answer the question Whose is it / Whose are they?
For example:
Teacher: (pointing to classroom in general)
Whose is it?
Students: It’s our classroom.
Happy goodbye
Put your students into groups of 3–4. Tell the groups
to count the number of schoolbags in the classroom
and group them according to colour. When they
have finished, you can ask: How many blue / green /
brown schoolbags are there in the classroom?
The first group to give the correct number wins.

Exercise 1 Dyslexia tips – confidence

Clue: The owner of the schoolbag is a boy. Build students´ confidence in speaking practice
pairwork by pairing a dyslexic student with one
G Grammar app who is not.

Whose; possessive ‘s
Remind students that it’s refers to it is and is not Homework
a possessive form. Workbook, page 29

VIDEO 6
Workbook page 29

 After exercise 2  Extra practice 2

Point to one schoolbag in the classroom and ask
the students Whose schoolbag is it? Students
answer e.g.: It’s Agnieszka’s schoolbag. Repeat and
encourage the students to ask each other in pairs.

 After exercise 3  Fast finishers

If some students finish exercise 3 writing practice
quickly, tell them to invent three more sentences to
continue the exercise.
Example:
8 He’s Luke. It’s his / her schoolbag.

27
 3 3
UNIT

lesson Our favourite clothes

Aims
fact
Vocabulary: clothes (Człowiek: rzeczy osobiste)
Reading: for detailed information
Speaking: asking and answering questions about
favourite clothes
Writing: describing favourite pieces of clothing
Optional materials: sticky notes / small pieces of
paper (13 for each group of 3–4) and sellotape,
flashcards (37–49)
More than 2 billion T-shirts are sold in the world
each year!
1 Why do we say ‘T-shirt’ and not e.g. ‘P-shirt’?
(Answer: It’s named after the T shape of the
body and sleeves it makes when laid out flat. )
2 Is it correct to write ‘t-shirt’ instead of
'T-shirt'? Why/Why not? (Answer: No, it isn’t
because a T-shirt doesn’t look like the letter ‘t’.)

Lead-in Life skills: Critical thinking

As a quick revision exercise (and to encourage your
Write these explanations on the board and ask
students to start thinking about the target vocabulary
your students to choose the one they like best.
of clothes), say some of the items of clothing in
Hold a class vote.
exercise 1 that you think they might have come
Some people judge other people by their clothes.
across before. The students should listen and then
Some people want to show off.
touch the item if they are wearing it.
Fashionable clothes make people feel better.
 After exercise  1  Vocabulary flashcards
Hold all 13 flashcards in your hands in front of the Happy goodbye
class. Turn them round so the students can’t see Tell your students to stand up. Tell them to sit on
them. Gradually raise one flashcard, slowly revealing their table if they are wearing the clothes you say out
the object. Encourage the students to raise their loud. Continue until they are all sitting on the tables.
hand and tell you the name of the object as soon as
they guess what it is. Example:
Blue shoes. A white T-shirt. Old trousers. A new
 After exercise  1  Extra practice 1 dress.
Put your students into groups of 3–4. Give each Homework
group 13 sticky notes (or pieces of paper with
sellotape). Tell them to copy the vocabulary from Workbook, page 30
exercise 1 onto the sticky notes (one word for one
note). Then tell them to stick the notes onto their
clothes and label themselves. Tell the different
groups to check each others’ labelling.

 After exercise 2  Extra practice 2

Elicit the meaning of the adjectives in exercise 2
(in Polish to help the weaker students).

 After exercise  2  Fast finishers

Tell the students to divide the items of clothing
into the ones which usually take a singular verb
or a plural verb.
Answers:
Singular: shirt, T-shirt, dress, skirt, cap, sweater, jacket;
Plural: trousers, shoes, socks, shorts, trainers, sandals

28
 3 4
UNIT
lesson Iggy the Inventor. Episode 3 – Those clothes are weird!

Aims G Grammar app

Grammar: this, that, these, and those
this/that, these/those: questions
Reading: for detailed information
Tell your students to fold and unfold a page in
Listening: for general understanding and detailed
their notebook in half vertically. Ask them to copy
information (this, that vs. these, those)
the second grammar table into their notebooks in
Speaking: controlled practice dialogue (question
such a way that the questions and answers are on
and answer using this/that and these/those)
different sides of the vertical fold. Ask the students
to test themselves by hiding the answers.

Lead-in
Tell your students to look at the comic strip on
page 38 and point to the items as you say them.
Example:
a green sweater / blue and white shoes / a red and
white T-shirt, etc.
 After exercise 1  Act it out
Tell your students to choose which character they
want to be. If you can, regroup them so all the
students of one character are together. Play the audio
and then encourage students to repeat the dialogue
with their chosen character. Repeat the audio, but
this time turn the volume off halfway through
a phrase. Gradually turn the audio down until the
students are saying the dialogue on their own.
Encourage the students to copy the intonation they
hear.
Useful!
Suggest different actions and tell the students to
react using either: It’s a waste of time! or It’s a waste
of money!
Example:
Teacher: Let’s sleep all day! Let’s play computer
games all day! Let’s watch TV!
Students: It’s a waste of time!
Teacher: Let’s buy an expensive smartphone /
fashionable clothes / a new game!
Students: It’s a waste of money!
Joke
What does a house wear?
Address! (pronounced as ‘a dress’)
Grammar in context
Ask your students to count how many examples of
this/that/these/those they can find in the comic.
(Answers: this – 2, that – 2, these – 2, those – 4)
VIDEO 7
Workbook page 31
 After exercise 4  Fast finishers
Tell your students to draw a picture similar to those in
exercise 4 with the hand: the arrow to reflect distance
if necessary and an item of clothing. They can show
this picture to their partner(s) for them to guess and
say the correct sentence, e.g. That is a T-shirt.
 Before exercise 5  Skills note: Listening
Simplify the listening task by telling the students to
write the names of four items of clothing on pieces
of paper and place the pieces of paper next to each
item. This will help them notice the name of the item
while listening.
 After exercise 5  Skills note: Listening
Tell your students to listen again but this time, when
they hear those or that, to make a gesture looking
into the distance. When they hear these or this, tell
them to point to somewhere near themselves.
Happy goodbye
Say sentences using this / that / these / those about
the objects in the room and point to the object. If the
sentence is true, students make the shape of a T with
their body. If it is false, they make an F. Allow them to
stand up if necessary.
Examples:
Those shoes are red. Point to some
distant blue shoes, ask students
to make an F.
This shirt is new. Point
to someone’s new shirt nearby,
ask students to make a T.
Homework
Workbook, page 31
29
 Here are some activities

3 5
UNIT
to get your brain working!
lesson Train your brain!

Aims
Joke
General aims: revision of vocabulary (clothes,
What race is never run?
possessions) and grammar (possessive ‘s,
possessive adjectives, questions with whose) A swimming race!
from lessons 1–4 through speaking, writing and
listening: controlled practice exercises Happy goodbye
Special aims: logical thinking (solving a puzzle),
spacial thinking (finding a way out of a labyrinth), Write this chain of words on the board. Ask the
noticing (Iggy’s task) students to tell you how many words are in it and
what they are:

Lead-in shortsskirttrouserssocksdresssandalscapjacket
Before opening their coursebooks, ask your students Answer:
what sports they do at school. Try and elicit running. eight (shorts skirt trousers socks dress sandals cap jacket)
Ask the students if they like to run.
Homework
Exercise 2
Workbook, page 32
Clue: To enable the students to do exercise 2
successfully, explain that the hands in the picture are
used to stress the meaning of this, these for nearby
objects and that, those for distant objects.

Exercise 4
Clues: ask two questions to help students find
the right shoes.
1 Are the shoes for a boy or a girl? (a girl)
2 Are the shoes for outside or inside the house?
(inside)
Use mime to explain outside and inside.

Exercise 5
Tell your students to use their finger to help follow
the way through the labyrinth and to work with
a partner to invent sentences.

Dyslexia tip – monitoring

Monitor your students carefully during the
exercises with the labyrinth and if necessary pair
them with another student to help.

Encouragement note
Ask your students if they enjoyed finding their way
through the labyrinth. Remind them that if they
couldn’t find their way out, it doesn’t matter, perhaps
next time they can work in pairs to get out together.

30
 3 6
UNIT
lesson At the shops

Aims
Functions: buying things in shops (asking for
the price, saying thank you, saying goodbye in
a polite way)
Speaking: acting out a dialogue in a shop between
a customer and a shopkeeper
Lead-in
Ask your students what they can see in the picture.
Tell them to think about objects, places and people.
Happy goodbye
Ask for a volunteer to come to the front of the class
and turn his / her back to the board. Write the name
of one of the objects from exercise 6 on the board,
let all the students see except the one student who is
at the board. Tell the class to mouth the word to the
student and ask him / her to read their lips. Change
the students at the board and repeat the game.
Homework
Workbook, page 33

 Before exercise 4  Extra practice 1

Make exercise 4 easier by writing on the board the
prompts with the first letters of the missing words.

1 Here y a . (Here you are)

2 How m a t
shoes? (How much are these shoes?)
3 How m i t shirt?
(How much is this shirt?)
4 Good m . (Good morning.)
5 They’re 15 p . (They’re 15 pounds.)
6 It 10 p . (It’s 10 pounds.)
7 Goodbye. Have a g e .
(Goodbye. Have a good evening.)

 After exercise 6  Extra practice 2

Tell your students to write one of the dialogues they
have just invented into their notebooks.

Fast finishers 1
Tell your students to write a list of all the objects in
exercise 6 in their notebooks, including the colour.
Example:
a yellow umbrella

Fast finishers 2
Tell the students to cover the pictures of the objects
in exercise 6 and name all 8 of them from memory –
include the colour if you want to make it harder.

31
 3 7
UNIT
lesson Around the world
Aims
Culture: presentation of different types of clothes
Reading: for general understanding
Speaking: expressing wishes and opinion
Writing: describing items of interesting clothing
Lead-in
Ask your students what their favourite clothes
are. Encourage them to include colour in their
description.
Example:
My red trousers!
Culture note 1
What is the origin of fancy dress costumes?
Fancy dress costumes originated in the 15th century
in Venice, Italy, and spread around the world,
for example to the United Kingdom. There were
enormous balls (formal parties) where everyone
wore a mask to cover their faces – they were called
masquerades.
Culture note 2
There are two types of beefeaters. The Yeomen of
the Guard (body of the guard) live all over the UK and
come together for special occasions. The Yeomen
Warders live and work in the Tower of London. Both
are commonly called beefeaters. Supposedly they
got their names because they were once paid in beef.
Exercise 5 Discover more!
Tell your students they can look for information
about interesting clothes on the internet by using
these search words: Fun clothing facts for kids,
Fascinating facts about clothes, unusual clothes.
fact
Spray on clothes from a can may be available on
the market in a few years. Different materials
can be sprayed on to make T-shirts and scarves.
But there is still a problem with the strong
solvent smell it produces.
32
Around the world
Option 1 (5 minutes): Write sari and kimono on the
board and ask the students to match the words with
the photos. Than ask them if they know where people
wear sari and kimono (India, Japan).
Option 2 (10 minutes): Read the box with the
students and explain to them that they are going to
watch a video about some traditional outfits. Play the
Unit 3 video from Brainy klasa 4 DVD or use the QR
code from Brainy klasa 4 Workbook (page 94). Then,
ask the students to name the clothes in the photos
from the box (kimono, sari). Additionally, ask them to
tell you if these sentences are true or false:
1 Sari is for women. (True)
2 Men wear kimonos too. (True)
3 Inuit people wear comfortable clothes. (False)
4 The Guards in the UK wear black and yellow
uniforms. (False)
Option 3 (45 minutes): Tell your students to open
their workbooks on page 94. Follow the instruction
in the DVD teaching notes for Unit 3 (staffroom.pl).
Happy goodbye
Tell your students to draw a mask or their ideal
costume for a fancy dress party or a masked ball in
their notebooks.
Dyslexia tips – pace
Your dyslexic students may not manage to read
at a set pace. Get them to predict the gist of the
text by looking at pictures and give them more
time to complete the task.
Homework
Workbook, page 34
 3 8
UNIT
lesson Revision workout

Aims
Revision of lessons 1–6: vocabulary and speaking
in a variety of controlled practice exercises
Lead-in
Ask your students to tell each other what they are
wearing today. Write an example on the board to
help them.
Example:
I’m wearing / I have a red T-shirt, brown shoes and
blue trousers.
Freddie and Freda note
Tell your students to try to remember who won
the prize from the Revision workout in unit 2 and
encourage them all to try to get the highest score
this time.
Star rating
Explain to your students that there are two more
difficult exercises in the Revision workout (exercises 3
and 6) and that’s why they get 2 points for each
correct answer (but not for each gap they fill).
 After exercise 2  Extra practice 1
Tell your students to do a class survey. Copy the table
onto the board and tell the students to copy it into
their notebooks. Fast finishers can also add items 5
and 6. Tell the students to study everyone’s clothes
and write the number for each item of clothing. Then
you can compare the results as a class.
How many … are there Number:
in our classroom?
1 blue trousers
2 white T-shirts
3 black shoes
4 brown jackets
5
6
 After exercise 6  Extra practice 2
Tell the students to write four examples of the
questions and answers about Karol and Maria’s
possessions.
Example:
Whose keys are these? They’re Karol’s.
Evaluation
Ask your students to add up their points from all
the tasks. Tell them to go to the Trainer’s office on
page 126 to collect their prize. Give the students
who got the worst gym equipment the opportunity
to improve by doing those more difficult exercises
again with the help of a friend, perhaps a friend who
won the best gym equipment (the golden bar with
weights and the weight bench with weights).
Extra practice 3
Time permitting, do the extra memory workout.
See the notes on page 34 – Freddie and Freda extra
workout: memory.
Happy goodbye
Put your students into pairs and tell them to stand
opposite their partner. Name items of clothing
from exercise 2 and tell the students to point to the
item on their partner (if their partner is wearing it).
Include colour if you want. The students will have fun
‘poking’ each other.
Example:
black trousers / a blue T-shirt
Homework
Workbook, page 35

33
 3
UNIT

Summary Vocabulary summary

Optional materials: colours for the T-shirt design, Freddie and Freda extra workout: memory
pieces of card for descriptions in project 2 These extra activities have
their own focus and they
can be done whenever there
Extra practice 1: At the shops is some free time: e.g. after
Copy the gap-filled dialogue below onto the board. the Revision workout,
Tell the students to complete the gaps. If they find at the end of the class, or
this difficult, tell them to look at the At the shop the beginning of the next class, etc.
functional language table on page 44 for help.
Memory workout
A: G m ! After your students have completed the Revision
B: H . workout page, give them five minutes to study
A: H much i th shirt? all the answers. Write on the board: names,
B: 10 p . possessions, clothes, prices. Tell them to focus
A: H you a . on these four categories while looking at
B: T you. the answers.
A: G !
B: Bye! After five minutes, tell them to turn over their
books. Ask these questions:
Answers:
A: Good morning! 1 What colour is the umbrella?
B: Hello 2 Has Karol got a cap?
A: How much is this shirt? 3 How much is the blue T-shirt?
B: 10 pounds 4 What colour is Jakub’s comb?
A: Here you are 5 Whose headphones are they?
B: Thank.
A: Goodbye! Check the answers orally. Write the correct
B: Bye! answers on the board.
Answers:
Revision card 1 yellow  2 yes  3 20 pounds  4 blue  5 Maria’s
Encourage your students to use the special
bookmark they made in Unit 1. If any of the
students have lost their bookmark, you can
distribute distribute the templates available
in Brainy klasa 4 Teacher's Resource File.

 After exercise 2  Extra practice 2

Tell your students to completely cover the English
words, or show only one letter (instead of 2) and try
to remember them.

 After exercise 3  Extra practice 3

Put your students into groups of four or five with
one notebook (or piece of paper). Tell them to choose
one student to be the group secretary (this person
changes after each question). Name a category:
possessions or clothes and give students two
minutes to write as many words as they can for that
category. The group with the most words wins.

34
 3
UNIT
Summary Grammar summary

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

Choose your
grammar project!

Project 1 Grammar T-shirt

Draw a T-shirt outline on the board. Discuss different
design possibilities – words in circular patterns,
graffiti-type writing, words in the shape of objects
(flowers, a person) with the students. Tell them to
open their books and choose a grammar point from
Unit 3. Tell them to draw a T-shirt outline in their
notebooks and design it using lots of colour.

Project 2 Friends album

Draw a traditional photo album (like a book with
pictures and text underneath) on the board. First,
put the students in pairs and tell them to write about
their partner in their notebook. Check the students’
work as they write.
When they have finished, the students can now get
in groups of four or five and follow the instructions in
the student’s book.

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

35
 4  What have you got?
UNIT
Aims
Vocabulary: family (Życie prywatne – rodzina)
Reading: for detailed information
Listening: for detailed understanding
Speaking: asking and answering short questions
about who is who in a family, about age and
personality
Optional material: photos of your family to show
to students (for Extra practice 1)
Lead-in
Write the word FAMILY on the board. Ask your
students to tell you what words they can think of
associated with family (try and elicit basic words like
brother, sister, mother, father).
 Before exercise 1  Extra practice 1
Bring some photos of your family to the class.
Write the 11 words of family vocabulary from this
lesson (mother, father, brother, sister, grandfather,
grandmother, great-grandmother, great-
grandfather, aunt, uncle, cousin) on the board or ask
the students to look at the list of words on page 46.
Show the pictures to the students. Ask them to raise
their hands to guess which member of your family is
in each picture.
 After exercise 1  Extra practice 2
Tell your students to listen to you and raise both
their hands in the air when you say a sentence that is
true about their family.
Examples:
I’ve got two brothers / I’ve got six cousins / I’ve got
one great-grandmother / I’ve got three aunts.
You may want to extend this task by putting students
in groups of 6–8. Tell one student in each group to start
by saying a sentence about their family (the same as
the extra task). The others in the group should then
listen and raise their hands if the sentence is also true
for them. Each student in each group should have
a turn saying a sentence with I’ve got…
 Before exercise 2  Extra practice 3
Write the words left and right on the board on the
left and right hand sides of the board. Say the names
of some of the students in the classroom. Ask the
students to shout left! or right! according to where
each student you name is sitting.
36
lesson 1 This is my family.
 After exercise 2  Look
Tell your students that they can remember the
pronunciation of child by thinking that the letter i
in the word is the same as the first person singular
pronoun I. One person = I. Ask the students to say
I’m a child out loud.
Phonics Rap
Practise saying the rap slowly at first with the
students and then gradually tell them to shout / say
the family words extra loudly. This will help them
with their rhythm and the proper word stress.
 After exercise  5  Skills note: Reading
Write these yes/no questions on the board about the
reading text.
1 Is Henry clever? (yes)
2 Is Lionel Tyler’s uncle? (no)
3 Is Jeff’s aunt friendly? (yes)
4 Are Jeff’s cousins 10 years old? (no)
 After exercise 6  Extra practice 4
Put your students into pairs and tell them to make
sentences with the information in the table in
exercise 6 and then say the sentences to each other.
Do the first row with Mary together as a group or on
the board as a reference.
Mary: She is a grandmother. She is 76. She is kind
and helpful.
 After Let’s all sing!  Extra practice 5
When you are playing the song and the students are
singing, turn down the volume suddenly for one or
two words when they are not expecting it so they
can hear themselves sing and get a surprise.
Happy goodbye
Tell one student to tell the rest of the class a family
member vocabulary word from this lesson. The other
students listen and then shout the name of that
family member in their family. Choose a different
student and repeat.
Example:
Student A: Sister! (The students with a sister or
sisters will then shout their names.)
Homework
Workbook, page 38
 4 2
UNIT
lesson Have you got a pet?

Aims
Grammar: verb have got: affirmative, negative
and questions
Reading: for general understanding
Speaking: asking and answering questions about
pets and possessions
Lead-in
In preparation for the vocabulary categories listening
in Quick Check, ask your students to name three
possessions, three family members, and three
animals.
 Before exercise 1  Extra practice 1
Make the task easier: Look at the pictures of
the snake, bear, and kangaroo in the grammar
presentation exercise 1 and elicit the names of
the animals from the students. If they don’t know
these names, tell them. Then get them to point to
each animal's name in the poem.
 Before exercise 2  Extra practice 2
Say phrases with have / haven’t got and tell your
students to listen and then put their thumbs up if
they hear an affirmative phrase; thumbs down if
it’s negative.
Example:
We’ve got a dog. (thumbs up). They haven’t got
a snake. (thumbs down)
Fast finishers
Tell your students to learn the poem in exercise 1 by
heart and if there’s time, say it to either their partner
or to you.
Life skills: Learning outside
school
Try to make your students think about taking
care of domestic animals. Write these tasks/
subjects associated with taking care of animals
on the board and tell the students to put them
in order of importance 1–7:
giving food / cleaning / taking for walks /
playing / taking to the vet / cost.
Happy goodbye
Tell your students to write the word (or draw a quick
picture) bear, kangaroo, fish, cat, or snake in secret –
they shouldn’t let anyone else see. Ask the question:
Have you got a (bear, kangaroo, fish, cat, snake)?
Those students with that word written (or drawn)
have to pack up their bags really quickly and get in
line to leave the classroom.
Dyslexia tips – extra time
Allow the students with dyslexia enough time to
write – make sure you have tasks to keep
the other students busy.

G Grammar apps: affirmative,

Homework
Workbook, page 39
negative, questions
Tell your students to copy the apps into their
notebooks using colour for the different forms
of the verb (green for affirmative, red for
negative, blue for questions) and then to get
into pairs and test each other by covering any
of the columns with their finger and asking their
partner what’s missing.

VIDEO 9
Workbook page 39

37
 4 3
UNIT

lesson They look the same!

Face (nose,
Aims Name of person Hair
eyes, mouths)
Vocabulary: hair Lottie Long, wavy, Long face
Reading: for detailed understanding brown
Listening: for detailed understanding Noah Short, brown Long nose, big
Writing: describing twins and their pets eyes
Optional materials: flashcards 50–58 Max No hair! Big mouth,
round face
Name of dog
Lead-in Oscar Long, wavy, Long face
brown
Write the words identical twins on the board. Ask
Leo Brown Long nose, big
your students if they know what it means without
eyes
translating it into Polish. Ask the students if they
Blake Short, brown Big mouth,
know of any identical twins in their family, among round face
friends, at school, etc.

 Before exercise 1  Vocabulary flashcards Around the world

Tell your students that the lesson is going to be
about hair. Copy the empty table in exercise 1 onto
the board with the number of words that should go
into each column to help the students. Write the
adjectives from exercise 1 underneath the table.
Without looking at their books, the students should
be able to tell you in which column the colours
should go as it is revised vocabulary. Encourage
them to guess the other words, help them by e.g.
miming them. Finish the table and ask the students
to copy it into their notebooks. When the students
have finished, show them the flashcards with this
vocabulary and pick student volunteers to come up
and put the flashcard next to the word in the table.
Option 1 (5 minutes): Ask the students to read and
answer the questions. If they can’t, write some clues
on the board: zebras, giraffes, elephants, flamingos as
well as some distractors: cows, cheetahs, storks etc.
Option 2 (10 minutes): Explain to the students that
they are going to watch a video about African animals.
Play the Unit 4 video from Brainy klasa 4 DVD or use
the QR code from Brainy klasa 4 Workbook (page 95).
Then, ask the students to read the questions from
the box and answer them.
Option 3 (45 minutes): Tell your students to open
their workbooks on page 95. Follow the instruction
in the DVD teaching notes for Unit 4 (staffroom.pl).

length type of hair colour Happy goodbye

(two words) (three words) (four words)
Ask one student to name an animal. The other
students should listen and then imitate the sound
that animal makes (e.g. a horse, a dog, a cat, a lion).
Ask about 5–7 students in total.

Dyslexia tips – reading aloud

short / red / fair / wavy / long / black / curly /
grey / straight
 After exercise 2  Fast finishers
Tell Fast finishers to write about a friend’s hair.
 After exercise 4  Extra practice 1
Tell your students to transfer the information from
the reading in exercise 4 to a table to help them
clarify who is who. Tell them to also add information
by looking at the pictures.
38
Put the students into pairs and tell them to read
the text in exercise 4 aloud to each other. Listen
and pick some tricky words for pronunciation
practice. Divide the class into two groups and
tell each group to read the text aloud to the
other group. This gives dyslexic students the
opportunity to read aloud with the rest of
the class. Repeating the text also gives them
confidence and helps avoid embarrassment.
Homework
Workbook, page 40
 4 4
UNIT
lesson Iggy the Inventor: Episode 4 – A big mistake
Aims
Grammar: presentation and practice of verb
has got: affirmative, negative and questions
Reading: for general understanding and detailed
information about the story
Listening: for detailed understanding
Speaking: questions and answers about the
characters from the comic using has got,
guess the word game
Writing: describing of characters
Lead-in
Tell your students to point to the characters with
black hair (Iggy and his daughter) and the characters
with fair hair (Imogen and his son).
 After exercise 1  Act it out
Tell your students to practise moving round the
classroom like a robot. They can say I am a robot
(in a machine-like monotone) as well. Then put
the students into groups of three and tell them to
choose their roles (mother, father, robot) and act out
the story. Allow them to change roles and repeat
because being the robot is the best one to act out.
Useful!
Give each student a piece of card / paper and ask
each one to choose one of the three phrases in the
Useful! box. The students then make a sign out of
their chosen phrase by writing it using colours, big
graffitti-like writing, etc. Stick the signs up round
the classroom and encourage the students to use
them naturally during future lessons.
Example:
Starting a task: 1, 2, 3, go! Or 3, 2, 1, go!
fact
The biggest number of scarecrows together in
one place is 3,812. This record was set in England
in 2014 in a display organised for the sole
purpose of breaking the previous world record.
Grammar presentation
Ask your students to count how many examples of
the question form Has she got…? they can find in the
comic strip.
Answer: 3
VIDEO 10
Workbook page 41
 After exercise 3  Fast finishers
Tell your students to write one or two sentences
describing their classmate(s)’ hair, eyes, feet, etc.
 After exercise 5  Extra practice 1
Tell your students to write one or two questions
using Has got about their classmates. Tell the
students to ask each other their questions.
Example:
Has Emilia got blue eyes? Yes, she has. / No, she
hasn’t.
 Before exercise 7 
Before you play the game, set it up clearly with the
students. Write the page numbers so the students
can choose words from the board. Write the question
forms Has it got an …? And Is it …? Demonstrate the
game in front of the class with one student volunteer
(choose a strong student).
Happy goodbye
Say some phrases about your students in the class
and then tell the other students to point to the
student they think you are describing.
Example:
She’s got curly hair and a blue T-shirt. (Anna)
Dyslexia tips – extra encouragement
Give your students with dyslexia the opportunity
to be on the winning team in the class game
(exercise 7) by choosing groups carefully and
mixing up the students with differing levels of
ability.
Homework
Workbook, page 41
39
 Here are some activities

4 5
UNIT
to get your brain working!
lesson Train your brain!

Aims My robot’s name is It has got hair and

General aims: revision of vocabulary (family, a body. It has got arms and it hasn’t
hair) and grammar (verb have got and has got: got It has got legs.
affirmative, negative, questions and short
answers) from lessons 1–4 Fast finishers
Special aims: spacial thinking (finding a way out
Tell your students to help others finish their
of a maze, building a robot), logical thinking
descriptions after they have finished their own.
(solving a puzzle and), paying attention
to detail (finding hidden letters), noticing (Iggy's Happy goodbye
task)
Put the students’ pictures of robots up around
the classroom to decorate it.

Lead-in Homework:
Tell your students that during this lesson they will Workbook, page 42
build a robot – after each completed task they will
get one part of the robot. Ask the class to suggest
names for the robot. Choose a name together as
a class.

Exercise 1
Clue: There are six letters to find (C-O-U-S-I-N).

Exercise 2
Clue: First ‘s is a short form of is, whereas the second
‘s is the genitive.

Exercise 3
Clues: Tell your students they can look at the family
picture in unit 4 lesson 1.
Who are the people with fair hair in Lisa’s family? (her
brother, her father, Lisa, the dog)
Who are the people with grey hair in Lisa’s family)?
(her grandfather, her grandmother)

 After exercise 3  Extra practice

Put your students into pairs. Student A secretly
chooses a student in the class and describes their
hair to Student B. Student B guesses who it is.
Change roles and continue.

Exercise 4 Encouragement note

Play the audio two or three times to ensure all the
students get to the next junction.

Exercise 5
Write this template for the robot description on
the board so that the students can complete their
description more easily. Add an arrow under each
gap with adjective or noun to help students decide
which word goes in the gap more easily.

40
 4 6
UNIT
lesson At a friend’s house

Aims
 After exercise 4  Extra practice 2
Functions: welcoming, introducing yourself Tell your students to stand up and repeat exercise 4
and others by pretending they are at the door of their house and
Speaking: welcoming someone and meeting roleplaying the dialogue. Encourage them to shake
them for the first time hands, sit down together, mime eating food, etc.
Optional materials: strips of paper – about They could also use the classroom door to act out
eight for each group of four students the dialogue and make it more authentic.
(for Extra practice 1)
Happy goodbye
Ask for a volunteer to stand in front of the class and
Lead-in mime the action for one of the phrases in this lesson.
Ask your students to look at the picture in lesson 6 Tell the volunteer to mouth the action as well to
and to guess who the people are and what is make it easier.
happening. Example:
Answer: Student mimes Have a seat (motions someone to
They are parents with their children, and they are meeting sit down) / This is my sister (points to a girl) / Help
for the first time. yourself to the pizza (passes a plate), etc.

Exercise 2 Dyslexia tips – building confidence

When your students are listening and checking,
Allow your students with dyslexia (who often
turn the audio volume off just before each gap and
lack motivation and self-esteem) to shine by
encourage the students to shout out the answer.
encouraging them to act out the dialogues and
Turn the audio on again to check.
by making the acting (welcoming face, using
Look mime) as important as the phrases used.

Explain the use of Ms. to students – this is used

when a woman doesn’t want anyone to know Homework
whether she is married or not, or if you don’t know if Workbook, page 43
she is married or not.

 After exercise 2  Extra practice 1

Put your students into groups of four and give each
group eight strips of paper. Tell them to copy each
phrase from the picture dialogue onto one piece
of paper. This means that each student copies two
phrases. Tell the students to organise who copies
what together as a group. When they have finished,
tell the students to close their books and their
notebooks and to put the pieces of paper in the
correct order to make the dialogue. If you have time,
tell the students to act out the dialogue.

 After exercise 3  Fast finishers

Tell your students to choose one of the situations
from the pictures in exercise 3 and copy the picture
into their notebook next to the correct phrase/
phrases.

41
 4 7
UNIT

lesson Around the world

Aims
Culture: robots
Reading: for detailed understanding
Speaking: describing a robot’s body
Writing: describing robots
Lead-in
Write four essential words, one from each paragraph
in the reading in exercise 1, on the board: operations
/ breakfast / factories / space. Elicit the meaning
of the words in Polish. Tell the students to open
their books and match each word with one of the
paragraphs before they read in detail.
Answers:
Paragraph 1: factories
Paragraph 2: operations
Paragraph 3: space
Paragraph 4: breakfast
Culture note
The name ‘robot’ is related to Polish words like
robota, and robotnik. The word ‘robot’ was introduced
to the public by the Czech interwar writer Karel
Čapek in his play R.U.R. (Rossum’s Universal Robots),
published in 1920.
Nowadays, robots play an essential part in our lives.
Tell your students to think about car production,
space and underwater exploration, or medical
procedures. Ask the students if people could do that
without robots?
fact
What is the world’s biggest robot?
It’s the fire-breathing dragon from Germany.
It measures 15.72 m in length, 12.33 m in width,
8.20 m in height. Everyone can see the dragon
in summer at the Spearing the Dragon Festival
in Furth.
Joke
What’s a robot’s favourite type of music?
Heavy metal!
Exercise 5 Discover more!
Tell your students they are going to investigate
robots and to look for information to describe the
robot – write What has it got? on the board to help
them. Encourage the students to bring a picture of
the different robots they have found information
about on the Internet to share with the class.
Happy goodbye
Tell your students to look at their pictures of robots
from lesson 6 and say a sentence to their partner /
group using It’s got … / It hasn’t got. Their partner(s)
should listen and then point to the robot described.
Homework
Workbook, page 44

 Before exercise 4  Extra practice 1

Write It’s got and It hasn’t got on the board and
choose a volunteer student to write the words
from the table underneath each verb. Then, ask the
students to work in pairs and do exercise 4.
Answers:
It’s got: hands, arms, legs, feet, eyes, a head
It hasn’t got: a nose, a mouth, ears, hair

42
 4 8
UNIT
lesson Revision workout

Aims
Happy goodbye
Revision of lessons 1–6: vocabulary and speaking Ask your students to count the number of times they
in a variety of controlled practice exercises can see the word HAIR in English on the Revision
Workout page 55, lesson 8.
Answer: 12
Lead-in
Divide the class into two groups. Tell Group A to Dyslexia tip – visual prompts
cover their eyes. Tell Group B a hair vocabulary word
Help dyslexic students with individual work
secretly. Tell Group A to open their eyes. Group B has
by writing useful words and phrases for them
to mouth (say the word making no sound) the word
on the board, using different colours to help
to Group A who should shout it out as soon as they
differentiate between he and she, for example.
guess it. Swap roles with a different word.

Freddie and Freda note Homework

Remind your students that they can win a prize Workbook, page 45
and encourage them all to try and do a bit better
than they did in unit 3.

Star rating
Explain to your students that there are two more
difficult exercises in the Revision workout (exercises
3 and 6) and that’s why they get 2 points for each
correct answer 1–5 (but not for each gap they fill).

 After exercise 2  Extra practice 1

Tell your students to work in pairs. They should cover
the sentences in exercise 2 and look at the pictures.
Tell student A to point at one of the pictures. Student
B has to describe the person’s hair. Student A listens
and then checks with the book. Then have the
students swap roles.

 After exercise 4  Extra practice 2

Put your students in small groups with one book
open so they can all see the pictures in exercise 4.
Each student takes a turn asking a question to the
others in the group about Thea and Logan using Has
he / she got…? The group listens and answers.

Evaluation
Ask your students to add up their points from all
the tasks. Tell them to go to the Trainer’s office on
page 126 to collect their prize. Give the students who
got an old notebook the opportunity to improve by
rewriting any task they didn’t do particularly well.
Ask those students who got the best scores to help
the others.

43
 4
UNIT

Summary Vocabulary summary

Extra practice 1: At a friend’s house Freddie and Freda extra workout: spelling
Write this dialogue on the board and tell the
These extra activities have
students to fill in the gaps with expressions from
their own focus and they
the At a friend’s house box at page 56.
can be done whenever there
is some free time: e.g. after
A: Hello
the Revision workout,
B: Hello, how you?
at the end of the class, or
A: Fine, thanks. And ?
the beginning of the next class, etc.
B: Fine. Have a and
yourself to some pizza.
Spelling 1
A: Thanks. is my dog, Ozzy.
Say the words and sentences listed below. Ask
B: Hello Ozzy. Good boy!
the students to write them in their notebooks.
Answers:
Read the words and phrases list three times: the
A: Hello
first time, the students listen; the second time,
B: Hello, how are you?
the students write the words and phrases; the
A: Fine, thanks. And you?
third time, the students check their answers.
B: Fine. Have a seat and help yourself to some pizza.
Then call some students to the front of the class
A: Thanks. This is my dog, Ozzy.
to write the words and phrases correctly on the
B: Hello Ozzy. Good boy!
board.

Revision card Dictation list:

Encourage your students to use the special sister
bookmark they made in Unit 1. If any of the aunt
students have lost their bookmark, you can uncle
distribute the templates available in Brainy cousin
Teacher's Resource File. medium-height
beard
long hair
 After exercise 2  Extra practice 2 I haven’t got a jacket.
Put your students into small groups and have them He hasn’t got a charger.
describe the people in their family to each other.
Encourage them to also ask each other questions Spelling 2
with Has he / she got … (curly hair)? Put the students into groups of 4–5. Student A
chooses a word from this lesson and spells it to
 Before exercise 3  Extra practice 3 the others by making the shape of the letters
Divide the class into 4 groups. Give each group one with his/her body. Whoever guesses the word
piece of paper. Group A has CLOTHES at the top of gets to choose the next word and spell the letters
their piece of paper, Group B has FAMILY, Group C by making their shapes with his/her body.
has HAIR, Group D has POSSESSIONS. Tell each
group to name a secretary or person to write. When
you say 1, 2, 3, go!, each group of students should
start saying words for their category to the secretary,
who then writes them down. They mustn’t look at
the list at page 56. They should remember words
from the vocabulary in this unit. Give the students
only about 30 seconds and say Stop! Swap the pieces
of paper round the groups and swap the group
secretary. Say 1, 2, 3, go! Repeat until all four groups
have added their ideas. Then ask the groups to
compare their lists with those on page 56.

44
 4
UNIT
Summary Grammar summary

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

Choose your
grammar project!

Project 1 Grammar flag

Tell your students about this project idea. Look at
the different grammar points in the summary in
Unit 4 and tell the students to choose one. Look
at the picture of the flag in the book and discuss
different possible designs to give the students some
ideas. For example, writing vertically or horizontally
or in wavy lines; using colour for questions,
affirmatives and negatives.
Display the flags around the classroom.

Project 2 Photo album

Elicit a list of famous people from the students and
write them on the board. Tell them to think about
different types of famous people such as sports
personalities, TV and film personalities, famous
politicians, famous people from history. Draw a
traditional photo album (like a book with pictures
and text underneath) on the board. As a class, finish
the description of Agnieszka Radwańska on the
board together. The students should then choose
their own famous person to describe and find
a picture of.

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

45

3–4
UNITS
UNIT
Let's check
Lesson 1 (ex 1–8). Aims
Revision of grammar and vocabulary from units 3
and 4 through a variety of controlled practice
exercises
Lead in
Tell your students to open the book to page 58 and
count the number of times they see the word SOCKS
(Answer: 2)
 After exercise 3  Extra practice 1
Ask the students to write a list of the members of
their family in their notebook with each person’s
name.
 After exercise 5  Extra practice 2
Put your students into groups of 2–3 and tell them
to ask and answer questions about the pictures in
exercise 5 without looking at their notebooks.
 After exercise 7  Fast finishers
Tell the fast finishers to put all the verbs from
exercise 7 into the opposite form: from the negative
into affirmative and the other way round.
Answers:
1 haven’t got  2 has got  3 have got  4 hasn’t got
 After exercise 8  Extra practice 3
Tell your students to get into pairs and write 2–3
questions about other students in the class using
the question forms in exercise 8. When they have
finished, put them into new pairs and get the
students to ask and answer the questions about
their classmates.
Example:
Has Anna got short hair? Yes, she has.
Happy goodbye
Put the students into groups of 4–5. Have the
students choose one item of clothing from this
lesson and mime putting it on to the other students
in the group who then have to guess what it is.
Homework
Workbook, page 46, exercises 1–4
46
Classroom Escape 2
Workbook page 88
Teaching notes and worksheets:
staffroom.pl
Lesson 2 (ex 9–14). Aims
Revision of grammar, vocabulary and functions from
units 3 and 4 through a variety of exercises and skills
work: listening, reading, writing and speaking
Lead-in
Say the names of different possessions and
different family members. When the students hear
a possession, they should find it in the classroom or
point at in the Student’s Book. When they hear the
name of a family member, they should say the name
(e.g. Marta) of their own e.g. grandmother out loud.
 Before exercise 9  Extra practice 1
Ask the students to work in pairs and to write
possible questions to all the reactions a–f.
 Before exercise 12  Extra practice 2
Tell the students to count the number of objects in
the texts and write a list of them in their notebooks
with the price next to each.
Answers:
headphones – 30 pounds, brown umbrellas – 5 pounds,
red purse – 20 pounds, black umbrella – 20 pounds,
memory stick – 5 pounds, brown wallets – 25 pounds,
black wallets – 10 pounds
 Before exercise 13  Extra practice 3
When your students have written their three notes,
tell them to choose one of the three and copy it
onto a small piece of paper and stick it up round the
classroom. Tell the students to stand up and go and
read each other’s notes, then choose one note, and
draw the object mentioned on it below the text.
Happy goodbye
Put your students into groups of 4–5 with one
Student’s Book open for the group. Student A says
a word from Units 3–4 Let’s check. The others race
to find it on the pages. When a student finds the
word, they can only touch it with one finger. The first
student to find and touch the word wins a point. It is
then their turn to say a word.
Homework
Workbook, pages 46–47, exercises 5–10
UNIT
5  What can you do? lesson 1 Slap it!

Aims
Vocabulary: activities 1 (Życie prywatne: spędzanie
czasu wolnego)
Reading: for detailed information
Listening: for detailed information
Speaking: using the activity words in the context
of a game
Optional materials: a flyswatter and ten A4 sheets
of paper per each group of three students (for
exercise 7)
Lead-in
See which group can write the names of all four
children from the big picture on page 60 the
quickest. Put the students in groups of four or five
and then tell them to name the four children in the
picture introduction as quickly as they can. Tell them
to stand up when they finish.
Answers:
Jeff, Zac, Ruby, Lisa
 After exercise 2  Fast finishers
Tell your students to copy the picture of each activity
next to each word in their notebooks.
Phonics Rap
Draw the letter S on the board. Tell your students
to look at the rap and count how many times the
letter S appears (answer: 15). Encourage them to
exaggerate the S when reciting the rap.
Organise a rap battle by dividing the class into
two big groups. Don’t forget to also keep the
pronunciation of the short i correct.
 Before exercise 5 
Make sure your students know the names of each
character before doing the reading and listening
in exercise 5. This will enable everyone to count
the points and say the final score.
 Before exercise 6  Skills note: Listening
Tell your students to look at the picture of the
children playing Slap it! on page 60 and listen to
the audio to exercise 5 again. Tell them to imagine
they are playing with Jeff, Zac and Ruby and to touch
the picture Jeff says.
Exercise 7
Hand out A4 sheets of paper and the flyswatters.
Tell the students to draw simple pictures illustrating
the actions in exercise 1. Set the rules for the game
clearly, otherwise the students may get too excited
and start using the swatters on each other!
If you don’t have enough resources or time to
prepare the swatters and drawings, play a simpler
alternative of the game. Instead of the swatter,
the students may use just one finger to touch the
activity pictures in the big illustration on page 60.
Happy goodbye
Divide the class into two groups. Tell the groups
to face each other across the classroom. Show an
activity from this lesson in written form to group A.
All the group A students should mime the activity to
group B at the same time. Group B students should
shout the answer. Then have them swap roles.
Homework
Workbook, page 48

 Before exercise 3  Extra practice 1

Write the first two letters of an activity on the
board. The students have to guess which activity it
is and raise their hands to tell you. They may put the
other hand over their mouth to prevent them from
shouting out the answer.

 After exercise 4  Extra practice 2

See if your students can copy the noise of each
activity as a class – say an activity and ask the
students to produce a proper sound. Let them make
it as loud as possible!

47
 5 2
UNIT
lesson These birds can dance!
Aims
Grammar: verb can: affirmative and negative,
can with adverbs
Reading: for detailed information
Listening: for detailed information
Writing: describing one’s abilities
Lead-in
Say the names of the four animals in Grammar 1
– monkey, fish, snake, bird. Tell your students to
pretend to be each animal as you say its name.
 Before exercise 1  Extra practice 1
Write the names of these animals on the board:
monkey, fish, snake, bird. Tell your students to find
each of the four animals in the photos in exercise 1.
fact
These are the real names of the animals in the
text in exercise 1:
• howler monkey (in Polish: wyjec)
• mudskipper (in Polish: poskoczek mułowy)
• anaconda (in Polish: anakonda)
• blue-footed booby (in Polish: głuptak
niebieskonogi)
 After exercise 1  Extra practice 1
Write the most surprising facts from the reading text
about these animals on the board. Underline can and
can’t and elicit what these words mean.
G Grammar app
verb can: affirmative and negative
Tell your students to copy the Grammar app into
their notebooks. Tell them to use a different
action for each person.
G Grammar app
verb can with adverbs
Tell your students to extend the Grammar app
in their notebooks by including true sentences
about themselves with these adverbs: well, fast,
quickly, loudly.
48
VIDEO 11
Workbook page 49
 Before exercise 3  Extra practice 2
Write the template for the correct sentences on
the board.
Who? + CAN/CAN’T + action + how?
Then add an example under the template, e.g. I can
speak loudly.
 After exercise 5  Fast finishers
Ask the fast finishers to make some more mixed
sentences for other fast finishers to unjumble. Tell
them to use the sentences from the text in exercise 1.
 Before exercise 4 
Check that your students understand the six
activities that are named in exercise 4 – whisper each
activity to the students and then have them shout
out what it is.
 After exercise 5  Extra practice 3
Put your students into pairs. Student A looks at one
sentence they have written in exercise 5 and mimes
it to Student B who guesses what it is. Then have the
students swap roles.
Happy goodbye
Say sentences from the article in the grammar
presentation (exercise 1) to the students. They should
listen to you and tell you which animal the sentence
is about. Encourage the students to use the real
names of the animals – howler monkey, mudskipper,
anaconda, and blue-footed booby.
Example:
It can dance (bird / booby). It can scream very loudly
(monkey / howler monkey).
Dyslexia tips – writing
Give your students with dyslexia extra help with
writing. If there are any words you see they have
difficulty with, make sure you write them on the
board so they can refer to them when necessary.
Homework
Workbook, page 49
 5 3
UNIT
lesson I can sing, but I can’t whistle.

Aims
Vocabulary: activities 2 (Życie prywatne:
spędzanie czasu wolnego)
Reading: for detailed information
Speaking: describing one’s abilities
Optional material: flashcards 59–68, ten sheets
of paper, each with an activity from exercise 1
Happy goodbye
Practise the rhyme from exercise 2 again but whisper
it. Divide the class into two big groups and have
them repeat a line in turn, whispering. This makes it
fun as they have to strain to listen to each other.
Homework
Workbook, page 50

Lead-in
Write sing, swim, drive a car on the board. Ask the
students if they can do any of these actions. Tell
them to raise their hands if they can.

 After exercise 1  Vocabulary flashcards

Put the ten activity flashcards on the board and
number them 1–10. Put the ten cards with the
names of each activity in random order around
the classroom. Tell the students to work together,
in pairs or groups, to try to match the word with
the number of the picture. After the students have
finished their preparation, ask different groups or
volunteers to take one written card and place it next
to the correct flashcard.

 After exercise 1  Extra practice 1

Decide on a mime for each activity together as
a class. Name each activity in random order and have
the students mime it. Name the activities faster and
faster so the students have to react quicker and
quicker. After this, you can ask one student to be the
teacher and name activities quickly, or do the same
activity in pairs.

 After exercise 2  Fast finishers

Tell the groups who have finished before the others
to learn the rhyme by heart.

 Before exercise 4  Extra practice 2

Tell your students to count the number of times they
see can and the number of times they see can’t in
each text and then as a whole in all four texts.
Answers:
in each text can x 2 and can’t x 2; total: 8 + 8 = 16

 After exercise 5  Skills note: Speaking

Ask one student to say one sentence to the class.
The class should listen and if the sentence is true for
them, they should sit down / sit on their hands / put
their hands on their heads, etc.

49
 5 4
UNIT
lesson Iggy the Inventor. Episode 5 – What a mess!
Aims
Grammar: verb can: questions and short answers;
wh-questions
Reading: for general understanding and detailed
information about the story
Listening: for detailed information
Speaking: asking and answering questions about
one’s abilities
Optional materials: photos of the useful phrases:
I feel awful, Watch out! What a mess! (for the
Useful! task); four or more A4/A3 sheets of paper
(for the Grammar app: wh-questions)
Lead-in
Tell your students to find these words in the comic
strip: pasta and tomatoes. Explain to them in
Polish if necessary or draw them on the board if the
students have difficulty understanding.
 After exercise 1  Act it out
Tell your students to decide which person they want
to be in the comic strip. Check by asking: Who is
Iggy / Imogen / Eddie / Ellie? Read the comic strip as
a class, with every child reading their particular role.
Useful!
Stick the photos to represent each phrase round
the classroom. Read out the phrases in turn, with
exaggerated intonation, and ask the students to
point to the correct photo.
Exercise 2
Remind your students that they have to find factual
mistakes, not grammar or lexis mistakes.
Grammar in context
Tell your students to find questions with can in
episode 5 and to write them down in their notebooks.
Answers:
Dad, what can you cook? Ellie, can you cook?
G Grammar app
verb can: questions and short answers
Tell your students to copy the table into their
notebook using different action verbs instead
of cook.
50
VIDEO 12
Workbook page 51
 Before exercise 3  Extra practice 1
Elicit a list of action verbs from your students and
write them on the board. Example: cook, write,
play chess, whistle (they can be verbs from this
unit or any suggestions from the students). Put the
students into pairs and tell them to ask and answer
questions with Can you… (verb from list). Encourage
them to give the full answer: Yes, I can / No, I can’t.
G Grammar app
verb can: wh-questions
Prepare the grammar flashcards: write one word
from the question What can you cook? on each
piece of paper. Next, choose four students and
give each a piece of paper. Tell the students to
stand in any order in front of the class and hold
their word in front of themselves. The class has to
put the question in the correct order by moving
the students around until it is correct. Regroup the
students, but each time you do the task, substitute
one grammar flashcard (the verb or the pronoun).
Life skills: learning new skills
Take a quick class survey to find which activity
they would all like to learn or which would be
the most popular.
Happy goodbye
Tell your students to draw (with two dots and a line
for a smile) a little face on their index finger with
a pen in order to prepare finger puppets. Put them
into pairs. Tell them to ask Can you …? questions to
each other using their puppets.
Dyslexia tips – teacher’s helper
Give your students with dyslexia the opportunity
to show their different strengths by choosing
them as a teacher’s helper (with flashcards,
cleaning the board, etc.).
Homework:
Workbook, page 51
 Here are some activities

5 5
UNIT to get your brain working!
lesson Train your brain!

Aims
General aims: revision of vocabulary (activities)
and grammar (verb can: affirmative, negative,
questions and short answers) from lessons 1–4
Special aims: spacial thinking (doing a word
search, finding their way through a maze);
logical thinking (solving a puzzle); musical
intelligence (completing a rhyme); peer help
(learning words)
Optional materials: one strip of coloured card /
paper for each student (for Happy goodbye)
Exercise 4
Clue: They can only do the things that are linked to
their names.
Draw a table on the board for the students to copy and
add the titles for the words they will find in the word
puzzle to the table. This will make it easier for them
to write what the children and the goldfish can do.
Child’s name activity
1

2
Lead-in
3
In preparation for exercise 1, write the letters of each
verb out of order on the board and ask the students
to put them back in order. Goldfish’s name activity
Examples:
N S G I (sing), O K C O (cook), A P L Y (play), L I B M C
(climb)
Exercise 5
Exercise 1 Clue: The animals can be found in lesson 2, page 62.
Clue: The children can only do the activities that start
with the same letter as their name. fact
Exercise 2 Tell your students these facts and ask them to
tell you if they are true or false.
Clue: Put a list of words on the blackboard to help
1 Some fish can fly. (False – they can jump out
the students complete the rhyme: sing, paint, swim
of the water)
cook, climb trees. Two words don’t fit the rhyme.
2 Bats are the only mammal that can fly. (True)
 Before exercise 3  3 Some birds can fly for 200 days non-stop.
(True – e.g. swifts flying from Africa to
Give your students some preparation time before
Europe)
they start. Tell them to look at the activities listed in
Vocabulary summary, page 70, for 30 seconds before
playing. Happy goodbye
Encouragement note Tell your students to write a sentence about what
they can do (something they are really proud of)
Tell your students to add up the number of words
on a piece of coloured card and stick it up in the
they remembered in the game and remind them they
classroom.
all did well. While the students are playing the game,
remember to praise those who are helping their Homework
peers and making an effort to try hard.
Workbook, page 52

51
 5 6
UNIT

lesson On a school trip

Aims
Functions: asking for permission (granting
permission, saying thank you, showing
disappointment)
Grammar: verb can for permission
Speaking: asking for permission on a mid-term
trip
Optional material: strips of coloured card / paper
to write dialogues on and put on the board (for
Extra practice 1)
 After exercise 3  Extra practice 3
Tell each row of students in the class that they are on
the bus together. Name one student in each row as
the teacher on the bus. Tell the students to think of
different expressions and practise the dialogues with
them asking for permission. If any students have
trouble with this, make them the bus driver to ensure
they are involved in the activity.
Example:
call my parents / eat a sweet

 After exercise 4  Fast finishers

Lead-in
Tell the students to change partners and practise
Ask your students to guess from the picture what asking for permission again.
the vehicle is (a school bus) and ask them what colour
their school bus is if they have one. Happy goodbye
Say some of the activities from exercise 3 to the
 Before exercise 2  Extra practice 1
students. Ask them to mime it in a funny way.
Write the dialogues from exercise 1 on pieces of
card / paper and put them on the board. Ask for Homework:
volunteers to come to the board to put the dialogues Workbook, page 53
in order.

 After exercise 2  Extra practice 2

Put the students into pairs and tell them to read
the dialogues from their notebooks after they have
finished exercise 2.

52
 5 7
UNIT
lesson Around the world
Aims
Culture: Yosemite National Park
Grammar: verb can for possibility
Reading: for detailed information
Speaking: talking about what you can and cannot
do in Yosemite park
Writing: describing a national park
Optional materials: pictures to put on class poster of
national birds – for example, an emu for Australia;
a vulture for Andorra; a Canadian goose for Canada;
a green pheasant for Japan (for Around the world)
Lead-in
Ask your students what local parks they go to. Talk
about what a ‘national’ park is.
 After exercise 1  Extra practice 1
Write the gapped sentences on the board. Tell the
students to choose from the eight words in green
from the text and put them in plural form to fill
the gaps in the sentences.
1  eat lots of food and can be dangerous.
2 In the park, you can climb lots of high  
3 In the park, you can see many  , for
example an eagle.
4 People can have in the park.
Answers:
1 Bears  2 mountains  3 birds  4 picnics
Cultural note
Tell your students these facts about Yosemite’s
waterfalls and ask them to guess whether they are
true or false.
1 Yosemite park has over 25 waterfalls. (True)
2 Yosemite Falls, which is the tallest waterfall in
North America, is 740 metres tall. (True)
3 Yosemite’s waterfalls dry out in summer. (True)
Look
Tell your students they can now use can / can’t in
three different ways:
1 For ability, e.g.: I can swim.
2 For permission, e.g.: Can I go to the toilet?
3 For possibility, e.g.: You can see lots of animals in
the park.
 After exercise 2  Extra practice 2
Practise reading aloud. First, drill the words from
exercise 2 that you know the students will have
difficulty pronouncing. Next, put the students into
pairs and tell them to read the corrected paragraph
from exercise 2 to their partner, focusing on the
difficult words. Then have them swap roles.
 After exercise 3  Fast finishers
Tell the students to write the answers to exercise 3 in
their notebooks.
Exercise 4 Discover more!
Write a template for how to describe a park for
exercise 4 on the board to help the students.
This is park in Poland. In this park, you
can see and  .
You can  ,  , but you can’t
 ,  , or  . It’s a beautiful park!
Around the world
Option 1 (5 minutes): Ask the students to read and
answer the questions. If they can’t, write these birds
and countries on the board in random order for
students to do the matching: kiwi – New Zealand,
peacock – India, emu – Australia.
.
Option 2 (10 minutes): Explain to the students that
they are going to watch a video about national birds.
Play the Unit 5 video from Brainy klasa 4 DVD or use
the QR code from Brainy klasa 4 Workbook (page 96).
Write these birds and countries in random order for
students to do the matching:
India - peacock,  Sweden - blackbird, 
New Zealand - kiwi,
the USA - bald eagle,  The UK - robin, 
Australia - emu,  Mauritius – dodo.
Option 3 (45 minutes): Tell your students to open
their workbooks on page 96. Follow the instruction
in the DVD teaching notes for Unit 5 (staffroom.pl).
Happy goodbye
Play Simon Says ... with can (for ability) + verbs in this
lesson with the class.
Simon says you:
– can drive a car (students mime driving a car)
– can’t ride a bike (students listen for the negative
and e.g. pretend to fall off their bike)
– you can swim, etc.
Homework
Workbook, page 54
53
 5 8
UNIT

lesson Revision workout

Aims
Evaluation
Revision of lessons 1–6: vocabulary and speaking Ask your students to add up their points from all
in a variety of controlled practice exercises the tasks. Tell them to go to the Trainer’s office on
page 127 to collect their prize. Give the students who
got water instead of a smoothie the opportunity to
Lead-in improve by correcting at least two mistakes they
have made. The stronger students can help the
Write S, the first letter of the verb speak, on the
weaker students find and correct their mistakes.
board. Tell the students it is a verb and tell them to
guess which one. Repeat with T for tell, P for play, D Happy goodbye
for do and C for climb.
Ask your students to choose their favourite activity
Freddie and Freda note from exercise 1 or 2. Have a class vote to find the
Remind your students that they can win a prize most popular activity.
and encourage them all to try and do a bit better
than they did in unit 4. Dyslexia tips – reading
Allow dyslexic students preparation time for
Star rating reading tasks by writing key words from the
text on the board and asking the students to
Explain to your students that there are two
find these words in the text, and focus on their
more difficult exercises in the Revision workout
meaning.
(exercises 3 and 6) and that’s why they get 2 points
for each correct answer (but not for each gap they
fill). Homework
Workbook, page 55
 After exercise 3  Extra practice 1
Write similar instructions to those in the picture in
exercise 3 on the board and tell the students to act
out the dialogue in pairs.
Example:
read a book (✓) order pizza (✗)

 After exercise 6  Extra practice 2

Tell your students to practise the questions and
answers using the dialogue in Student's Book
exercise 3 to help.

Joke
Teacher: Why are you late?

Student: Because of the sign.

Teacher: What sign?

Student: The one that says, ‘School Ahead, Go Slow’.

54
 5
UNIT
Summary Vocabulary summary

Extra practice: On a school trip Freddie and Freda extra workout: error
Write the halves of the phrases from the school trip spotting
vocabulary box on the board and tell the students to
These extra activities have
match a number with a letter to make the complete
their own focus and they
phrases.
can be done whenever there
is some free time: e.g. after
A Can I ..., 1 me.
the Revision workout,
B No, I’m afraid 2 please?
at the end of the class, or
C Excuse 3 course.
the beginning of the next class, etc.
D Thank 4 you can’t.
E Yes, what 5 you.
F Oh, that’s 6 is it?
Activity
G Yes, of 7 a pity. Write the sentences from below on the board.
Make sure you cross them out so that the
Answers: students know they are incorrect.
A2, B4, C1, D5, E6, F7, G3 In pairs, the students should find the mistakes
and write the correct sentences in their
Revision card notebooks. Call the students to the front to
Encourage your students to use the special erase one incorrect sentence each and then write
bookmark they made in Unit 1. If any of the the correct one.
students have lost their bookmark, you can
distribute the templates available in Brainy Can he climb trees? No, he can.
Teacher's Resource File. Are they friendly? No, they isn’t.
She’s get long fair hair.
 Before exercise 1  Extra practice 1 Where is he for? Germany.
Who socks are these? They’re Zac’s.
Give your students plenty of preparation time in
What are this? They’re pencils.
small groups to choose the ten most difficult words
They haven’t not got a pencil sharpener.
from Unit 5. Encourage them to work together
Lisas cap is red.
and help each other with the meaning before they
Who old are you? I’m ten.
exchange the bookmarks with another group to say
Have he got a computer? No, he hasn’t.
the meaning and spell the words.

 After exercise 2  Extra practice 2 Answers:

Can he climb trees? No, he can’t.
When your students have illustrated the sentences
Are they friendly? No, they aren’t.
in their workbooks, tell them to cover the written
She’s got long fair hair.
sentence and show the illustration to a partner.
Where is he from? Germany.
The partner should then try to guess the sentence.
Whose socks are these? They’re Zac’s.
What are these/those? They’re pencils.
They haven’t got a pencil sharpener.
Lisa’s cap is red.
How old are you? I’m ten.
Has he got a computer? No, he hasn’t.

55
 5
UNIT

Summary Grammar summary

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

Choose your
grammar project!

Project 1 Grammar app

Tell your students about this project idea. Ask
them to look at the different grammar points in
the summary in Unit 5 and then tell the students to
choose one. Tell them to make the table they choose
and use different colours to underline / highlight
the grammar in the table they print. If they want to
make a big screen, they could cut out a cardboard
rectangle with a sheet of paper as the screen. Or they
could make individual tablets with A4 size paper and
draw the border round it.

Project 2 Spot the mistake

When your students have prepared their project
sentences, check them and in the next lesson, have
a class competition to see who can spot the most
incorrect sentences. In turn, ask the students to
choose one of their sentences. They can decide
whether it is correct or incorrect, and read it to the
class. The class should listen and then vote Yes or No.
Give points to those who guess correctly.

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

56
UNIT
6  Tasty food lesson 1 It’s party time!

Aims
Vocabulary: food (Żywienie: artykuły spożywcze)
Grammar: countable and uncountable nouns,
quantity: some, a lot of
Reading: for detailed information
Speaking: repeating a shopping list
Lead-in
Ask the students to tell you their favourite food.
 After exercise 7  Fast finishers
Have the students draw the birthday party items
in a trolley in their notebooks. Next, they label the
items.
Joke
Why do the French like to eat snails?
Because they don’t like fast food!

Happy goodbye
Phonics Rap
Read the food vocabulary words aloud and tell the
Practise the rap by getting the students to students to make a happy or sad face according to
shout the last word of each line loudly. Repeat, whether they like the food item or not.
but this time tell them to whisper the last word
instead. Homework
Workbook, page 58
 Before exercise 3  Extra practice 1
Pre-teach ‘trolley’ and ‘shelves.’ Draw a trolley on the
board and point to shelves in the classroom or draw
them on the board too. Write ‘trolley’ and ‘shelves’
on the board and ask the students to match the
word with your picture.

Look
Tell your students to look at the two Look boxes on
the page and to compare the amount of biscuits and
cheese. Try to elicit the meaning of ‘some’ and ‘a lot
of’ in Polish.

 Before exercise 4  Extra practice 2

Tell your students to read the text and count the
number of food words they can see.
Answer:
10

 After exercise 5  Extra practice 3

Put the students into pairs. Tell them to memorise
the five sentences in exercise 5. Student A says one
of the sentences and Student B listens and then
gives the number of the sentence from 1–5. Then
have them swap roles.

 Before exercise 6  Skills note: Reading

Tell your students to look at the pictures 1–6, both
a and b, and then get into pairs and tell each other
what they can see using a, some, or a lot of.
Example:
1 a a cake b some cakes
57
 6 2
UNIT

lesson There’s some ice cream.

Aims biscuits (Answer: 7)

Grammar: there is / there are: affirmative, quantity: cheese (Answer: 4)
some, a lot of ice cream (Answer: 1)
Listening: for detailed information strawberries (Answer: 4)
Speaking: describing the shopping in the trolley cake (Answer: 1)
sausages (Answer: 2)
pasta (Answer: 2)
Lead-in pizza (Answer: 1)
Tell your students to look at the trolleys in exercise 3
and name the food in each. Dyslexia tips – preparation for listening

G Grammar app
here is/There are: affirmative; some, a lot of
Tell your students to copy the app into their
notebooks. They should use different items of
food so that they have to think about countable
/ uncountable nouns.
VIDEO 14
Remind the students that they have to look at
the trolleys to answer the listening questions.
If necessary, give the class time (pair one dyslexic
student with one non-dyslexic student) to say
what they can see in each trolley before listening.
 Before exercise 5 
Give your students time to prepare their true and
false sentences in their notebooks before speaking.

Workbook page 59 Happy goodbye

 After exercise 2  Extra Practice 1
Put your students into pairs. Student A has one
minute to remember the pictures in Grammar practice
exercise 2. Student A should cover his/her book and
then tell Student B what they remember using there is
/ there are. Student B should listen and give one point
for each correct item. Then have them swap roles.
Divide the class into four groups. Assign each group
an item of food. For example: sausage, biscuit,
pizza, cheese. Tell all the students to stand up. Say
sentences using there is / there are and the four food
items. When the students hear a sentence with their
food, they have to sit down as quickly as possible.
Example:
There are a lot of pizzas. There is some cheese.

 After exercise 3  Fast finishers Homework

Workbook, page 59
Tell the students to cover the sentences 1–4 in
exercise 3 and look at the trolleys. Have the students
write in their notebooks what they can see in the
trolleys.

 Before exercise 4  Skills note: Listening

In preparation for the listening, write a list of the
food items from the audioscript on the board. The
students should copy the list and then listen. Then
tell them to add ticks next to each food item when
they hear it in the recording to see how many times
it is mentioned in the audio.

58
 6 3
UNIT
lesson I love smoothies!

Aims
Vocabulary: fruit, vegetables, and others
(Żywienie: artykuły spożywcze)
Reading: for detailed information
Speaking: offering to make smoothies
Optional materials: flashcards 69–88
Exercise 6
Teach the Polish translation of the words from
the box used to describe the smoothies. Write
the translation on the board and leave it there for
the first few minutes while the students are doing
exercise 6.

Lead-in
Ask your students if they know how to say any
names of fruit in English. Write them on the board.
Tell the students to open their books to page 75
and see if there are any pictures of fruit they have
mentioned.
 Before exercise 1  Extra practice 1
Write on the board: meat, vegetables, fruit, other.
Tell the students to look at the pictures of food in
exercise 1 and see who can count the quickest how
many are meat / how many are vegetables / how
many are fruit / how many are other.
Answers:
meat – 4, vegetables – 2, fruit – 4, other – 2
Happy goodbye
Ask one student to describe one item of food
mentioned in lesson 3 without using words, only
miming and pointing to colours. Repeat with the
other students or do it in small groups.
Dyslexia tips – preparing for reading
out loud
To help your students with dyslexia read out
loud, divide the class in half and tell the groups to
read one sentence each together out loud.
Then repeat in pairs.
Homework
Workbook, page 60

Vocabulary flashcards
There are 20 food item flashcards. Shuffle them and
put 15 on the board. Ask the students to tell you
which are missing. Take the cards down, shuffle,
and repeat. This can be done as a team game if you
divide the class into two teams. Each team should
get a chance to tell you which cards are missing for
points.

 After exercise 3  Skills note: Reading

Tell your students to read the text again and put
these words in the order they are mentioned in the
text.

fish chicken blueberry lemon

ham meat recipe

Answers:
blueberry, lemon, recipe, ham, meat, fish, chicken

 After exercise 4  Extra practice 2

Tell your students to put numbers 1–9 next to the
name of each smoothie in the text in exercise 3.
Number 1 is their favourite, number 9 is their least
favourite.

59
 6 4
UNIT

lesson Iggy the Inventor: Episode 4 – It’s a smoothie!

Aims G Grammar app

Grammar: there is / there are: negative, quantity: any
there is/there are: negative; any
Reading: for general understanding and
Give your students a piece of A4 paper and tell
detailed information about the story
them to tear it or cut it into 12 smaller pieces. On
Listening: for detailed information
each piece of paper they should write one of the
Speaking: changing sentences from
words from the three sentences in the grammar
affirmative to negative
app box. Tell them to mix up the pieces of paper
Optional materials: one piece of A4 paper per
and then try and reconstruct the three sentences
student / pair of students (for Grammar app)
without looking at the book. You may ask your
students to do the activity in pairs, so that they
Lead-in learn to share the workload and work quicker.

Tell your students to tell you the colour of the two

smoothies they can see in the comic strip. VIDEO 15
Answers:
Workbook page 61
purple (picture 3) and grey (picture 5)

 After exercise 1  Act it out

Skills note: Listening
Put your students into pairs. There are only two
Before listening, write a list of possible ingredients
speakers in this comic strip, Iggy and his daughter. Tell
for Iggy’s smoothie on the board. Tell the students to
them to choose which character they are in their pair
listen and tell you which ingredient is not mentioned.
and play the comic strip audio again. Tell the students to
read their role and try and keep up with the audio. If you
want, have the students repeat the dialogue without the
ham pineapple grapes strawberries
audio. Encourage them to make the faces that appear in
jam bacon bread
the comic strip to add emotion and make it more fun.
Answer:
Useful! pineapple

Tell your students to copy the useful expressions
into their notebooks and tell them which syllables
and words to underline or write in a different colour
so that they know which parts are stressed.
Answers:
It’s not quite right. / Let’s try again! / No problem! / Yuck!
 After exercise 8  Let’s all sing
Tell the students to stand up with their notebooks
and the lyrics in front of them on their table / desk.
Tell them to clap along to the song and try and sing
the beginning and the end from memory.

fact
Smoothies became popular in the 1920s after the
electric blender was invented by a Polish-American,
Stephen J. Poplawski. What flavour was the first
smoothie? It was an orange smoothie. It was
made in the 1920s by Julius Freed and his friend
Bill Hamlin. They both loved orange juice but
it upset Bill’s stomach, which is why he made
a mixture of orange juice with a few choice
ingredients to make it less acidic.
Happy goodbye
Show your students the food flashcards by slowly
revealing the card, corner by corner, and tell them to
whisper / shout the answers.
Dyslexia tips – singing songs
Students with dyslexia may find it hard to read
and keep up with singing the song at the same
time. Pair them with non-dyslexic students and
tell them to read the song in pairs as preparation.

 After exercise 2  Extra practice 1 Homework

Tell your students to write the incorrect sentences Workbook, page 61
from exercise 2 correctly in their notebooks after
they finish the true / false task.

60
 Here are some activities

6 5
UNIT to get your brain working!
lesson Train your brain!

Aims
Happy goodbye
General aims: revision of vocabulary (food; Play a memory game with what is on one of the lists
vegetables, fruit, and others) and grammar (there of words in exercise 3. Divide the students into four
is/are: affirmative and negative; quantity: some, big groups. The first group to write a list of all the
a lot of, any) from lessons 1–4 items correctly wins.
Special aims: spacial thinking (making sentences
from a diagram maze), logical thinking (solving
Homework
a code), attention to detail (finding differences Workbook, page 62
in two pictures), noticing (Iggy’s task)

Lead-in
Tell your students to look at lesson 5 and tell you
which exercise looks the most interesting. In order to
break the routine, you may decide to start the lesson
with the task that looks the most interesting to the
students.

Exercise 1
Clue: It’s not enough to decode the signs. The
students must add the missing letters. Help them
out by saying that the word:
• in 1 belongs to the category of meat,
• in 2 is neither meat, vegetable, nor fruit,
• in 3 and 4 are vegetables,
• in 5 is a fruit,
• in 6 is something sweet.

Exercise 2
Clue: Tell the students to focus on the aspect of
(un)countability.

Exercise 3
Clue: Tell the students to look at the conveyor belts
and write in their notebooks what food is on each.

Exercise 4
Clue: Once the students discover that the picture
is from Lesson 1, explain to them that they should
describe both what is in the trolley and on the
shelves.

Exercise 5
Clue 1: One word from the grid won’t be used (any in
the first row).
Clue 2: Tell your students that they are trying to
form sentences in the affirmative and the negative.
Remind them that wallets is plural so they need to
use some, and that hairbrush is singular.

61
 6 6
UNIT

lesson At the salad bar

Aims Life skills: Healthy food

Functions: ordering food
Grammar: verb can for requests
Vocabulary: more vegetables (Żywienie: artykuły
spożywcze)
Speaking: acting out a dialogue ordering food
in a take-out shop
Optional materials: flashcards 69–88
Lead-in
Draw a salad bowl on the board and ask the students
to come and draw what they think should go in the
bowl. See how many vegetables they already know.
Vocabulary flashcards
Draw another salad bowl on the board and place
three flashcards inside the drawing. Then ask the
students to name the salad you have just created.
You can ask volunteers to come up to the board and
make their own salads.
 After exercise 2  Extra practice 1
After your students have made sentences to order
salads, put them into pairs. Tell Student A to order
a salad and Student B to choose an answer: I’m sorry
there isn’t any / Yes, of course. Then have them swap
roles.
Look
Tell your students to look at the Look box and write
more prices on the board. Then ask the students to
tell you how they say the price.
Example:
£5.50, £10.50, £78.90
Elicit food items and write them on the board.
Make sure you include some healthy / unhealthy
options. Tell the students to divide the food into
two groups. Discuss why they shouldn’t eat too
much/many of the items on the unhealthy list.
Happy goodbye
Practise a drill to focus on stressed and unstressed
syllables. Tell the students to clap in unison quite
slowly. Start saying the name of the salad in time
with the claps, so the stressed syllable is pronounced
at the same time as the clap. The unstressed syllables
have to fit in around the rhythm of the claps.
Tomato and cucumber salad.
1 2 3 4 56
Red pepper and carrot salad.
1 2 3 4 56
Cabbage and onion salad.
1 2 3 4 56
Bean and beetroot salad.
1 2 3 45
Dyslexia tips – building confidence
In speaking practice, make sure your dyslexic
students have access to their notebooks /
coursebooks for reference when they need extra
help to think of what to say.
Homework
Workbook, page 63

 After exercise 4  Fast finishers 1

Tell your students to sketch the salads they have
invented.

 After exercise 5  Fast finishers 2

Tell your students to write an example dialogue
from the ones they have just completed in spoken
practice.

62
 6 7
UNIT
lesson Around the world
Aims
Culture: popular meals and drinks
Reading: for detailed information
Speaking: talking about food in Poland and
around the world
Writing: describing a popular dish
Lead-in
Before your students open their coursebooks, tell
them you are going to talk about the food and drink
from four different countries. Ask them to guess
which four. Put the first letter of each country on
the board and then add some additional clues, e.g.:
Queen Elizabeth II (for England), Lionel Messi (for
Argentina), hamburgers (for the USA), and green tea
or rice (for Japan).
Cultural note
In England, people eat a lot of curry. They have been
eating it for over 200 years. Although chicken curry
is originally an Indian dish, it is so popular in England
now that it is said to be a national dish (chicken tikka
masala). When the British went to India in the past,
they exported a lot of spices and the recipes to cook
with them too. The spices were more expensive than
gold!
 Before exercise 2  description of a popular dish and if possible, to make
To help your students, write these popular Polish
food items on the board and tell them to match the
food with the translation in English.
pierogi   kotlet schabowy  kotlet mielony
Polish dumplings  pork chops  meat patty
Answers:
Pork chops (kotlet schabowy)
Meat patty (kotlet mielony)
Polish dumplings (pierogi)
Around the world
Option 1 (5 minutes): Ask the students to read the
questions. Try to elicit ‘sushi’. Then ask them if they
know where these dishes come from: Greek salad
(Greece), Lángos bread (Hungary), tacos and nachos
(Mexico).
Option 2 (10 minutes): Explain that the students are
going to watch a video about healthy and unhealthy
dishes. Play the Unit 6 video from Brainy klasa 4 DVD
or use the QR code from Brainy klasa 4 Workbook
(page 97). Write these kinds of food on the board:
fisherman’s soup, Lángos bread, Greek salad, baklava,
sushi, tempura, nopal salad, Tex-Mex. Ask volunteers
to come up to the board and rub off only the unhealthy
dishes.
Option 3 (45 minutes): Tell your students to open
their workbooks on page 97. Follow the instruction
in the DVD teaching notes for Unit 6 (staffroom.pl).
 Before exercise 3 
Write some speaking prompts on the board to help
your students talk about the food in Poland. Add
the expressions I agree / I disagree to encourage
conversation. Add smiley faces to help your students
understand the meaning. Elicit some names of
typical Polish dishes and translate them into English
if possible.
I think is unhealthy / delicious.
I agree. J / I disagree. L
Discover more!
Tell your students to add a drawing to their
a poster of it for the classroom. They could also
investigate what children around the world have for
school lunch.
Give your students some help by writing a template
on the board with gaps to fill with information about
the dish or food they are describing.
This popular dish / school lunch is called  .
It’s got  ,  , and  . It’s famous in
.  People eat on special occasions /
every day.
Happy goodbye
Say some sentences from exercise 3 giving your
opinion about different foods. Encourage the
students to respond with a loud I agree / I disagree
and put their thumbs up / down at the same time.
Homework
Workbook, page 64
63
 6 8
UNIT

lesson Revision workout

Aims
Revision of lessons 1–6: vocabulary and speaking
in a variety of controlled practice exercises
Lead-in
Tell your students to cover their eyes with their
hands (or their notebooks). Hold up one food
flashcard and say one, two, three – Open your eyes!
Quickly hide the flashcard after they have seen it for
a second. Ask them to tell you what food was on the
flashcard. Repeat with two flashcards at the same
time, then with three.
Freddie and Freda note
Tell your students it’s time to try and get a prize
again this lesson. Tell them to look over the
previous lessons’ progress and try to do a bit
better.
Star rating
Evaluation
Ask your students to add up their points from all
the tasks. Tell them to go to the Trainer’s office
on page 127 to collect their prize, a special treat.
Encourage the students to get a better mark by
helping each other. Remember to name the students
who have done particularly well and also name those
who have helped their classmates.
Happy goodbye
Call out some names of food and have the students
shout out healthy / unhealthy to give their opinions.
Write healthy / unhealthy on the board to remind
them, erase the words after doing a few examples.
Dyslexia tips – visual prompts
Help your dyslexic students with individual work
by allowing them access to the class flashcards
as a reminder, for example in exercises 2, 3, and 5.
You could put them on one classroom wall or on
your desk for students to borrow as necessary.

Explain to your students that there are two more

difficult exercises in the Revision workout (exercises 3 Homework:
and 6) and that’s why they get 2 points for each Workbook, page 65
correct answer 1–4 (but not for each gap they fill).

 After exercise 2  Extra practice 1

Tell your students to make their own list with four
food items with one of them as the odd one out. Put
the students into pairs, or in groups of four or five if
you prefer, and get them to guess each others’ odd
one out.
Example:
bread cake cucumber spaghetti

 After exercise 5  Extra practice 2

When your students have written the negative
forms of the sentences, put them into pairs. Student
A should look at his/her notebook and then tell
Student B the positive sentence. Student B should
look at his/her coursebook to check the answer. Then
have them swap roles.

64
 6
UNIT
Summary Vocabulary summary

Extra practice 1: At the salad bar Freddie and Freda extra workout: responding
Tell your students to fill in the missing letters in the These extra activities have
expressions: their own focus and they
can be done whenever there
I´m s _ _ _ y. is some free time: e.g. after
T _ _ _ out? the Revision workout,
Can I h _ _ _ a sa _ _ _ , please? at the end of the class, or
_ _ _ t’s 4.50, please. the beginning of the next class, etc.

Answers:
I´m sorry. Activity
Take out? Say these sentences from Units 1–6 and ask the
Can I have a salad, please? students to react in any suitable way. Give every
That’s 4.50, please. student a chance to respond.

Revision card 1 Eat in or take out?

Encourage your students to use the special 2 I’m sorry, but there isn’t a carrot salad.
bookmark they made in Unit 1. If any of the 3 Here you are.
students have lost their bookmark, you can 4 How much is it?
distribute the templates available in Brainy 5 How many sandwiches have you got?
Teacher's Resource File. 6 What’s your locker number?
7 Nice to meet you.
Exercise 1 8 Where are you from?
9 Help yourself to the salad.
Help your students cut out the window in their 10 How are you?
revision cards. The simplest way is to first fold the 11 Can I use my mobile phone, please?
revision card in half and cut a small square on the 12 How do you spell ‘whistle’?
edge. This is much safer than stabbing a hole with
scissors and then trying to cut it.

 After exercise 1  Extra practice

Put your students into groups of four or five. Tell one
student from the group to say one of the words from
the tables in lesson 6 in Polish. The others should listen
and then, without looking, tell the first student what
they think the word is in English. All of the students
that guess the correct meaning get one point.

Exercise 3
Tell your students to draw their smoothie in a
glass with appropriate colours and write the name
as a design at the top of the page. Display the
smoothies and vote on the healthiest.

65
 6
UNIT

Summary Grammar summary

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

Choose your
grammar project!

Project 1 Grammar stall

Tell your students about this project idea. Tell the
students to quickly draw their stall and then to add
the food on their stall. Pass out sticky notes so the
students can draw pictures of the food and stick
them on their stall. Now they can play a game with
each other by taking the sticky notes off their stall,
swapping their stall with their partner who then
resticks the notes under the correct label.

Project 2 What’s in your fridge?

Make a list of healthy / unhealthy / delicious /
strange / nice foods to help the students think of
the contents of their ideal fridge. When they have
described their fridge, tell them to draw a picture to
accompany the description.

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

66

5–6
UNITS
Let's check
Lesson 1 (ex 1–6). Aims
Revision of grammar and vocabulary from units 5
and 6 through a variety of controlled practice
exercises
Lead-in
Write seven of the eight verbs from exercise 1 on
the board (climb, drive, play, cook, ride, read, and
tell). Don’t use do as it is too general to mime. Put
the students into small groups. Have one student
choose a verb in secret and mime it to the rest of
the group. The group then have to guess what it is.
 After exercise 1  Extra practice 1
Tell the students to get into pairs and ask each other
questions with Can you …? and the activities from
exercise 1. Remind them to use Yes, I can / No, I can’t.
 After exercise 6  Extra practice 2
Tell your students to write two sentences using
there is / are to describe their fridge at home. Put
the students into pairs and tell them to draw one
fridge between the two of them. Student A dictates
their sentences to Student B. Student B draws what
Student A says. Then have the students swap roles.
The students end up with a picture of their fridge
which has their four food items in it.
 After exercise 6  Fast finishers
Tell the fast finishers to draw the food items next to
the sentences in their notebooks.
Happy goodbye
Tell your students you are going to play a game of
true or false. Say a sentence with can about yourself
to the class. They have to guess whether it is true or
false by holding their thumbs up or down. Those who
guess right win a point.
Example:
I can play chess very well. (False)
Homework
Workbook, page 66, exercises 1–5
Classroom Escape 3
Workbook page 89
Teaching notes and worksheets:
staffroom.pl
Lesson 2 (ex 7–13). Aims
Revision of grammar, vocabulary, and functions from
units 5 and 6 through a variety of exercises and skills
work: listening, reading, writing, and speaking
Lead-in
Hold a quick class survey. Ask the students whether
they prefer tomatoes or cucumbers.
 Before exercise 10  Extra practice 1
Tell your students to imagine they are at a camp. In
groups of 3–4, tell them to write two things they can
do and two things they can’t do. Play the audio and
have the students tick any of the activities which
they had on their list and which they hear in the
audio.
 After exercise 11  Fast finishers
Tell the fast finishers to think of a good name for the
camp in the reading comprehension.
 After exercise 12  Extra practice 2
When the students have written the description of
the camp, tell them to make a poster / drawing of it.
Tell them to give the camp a name and display their
posters on the classroom walls.
Happy goodbye
Give your students two small pieces of paper each.
They should write Yes, I can on one and No, I can’t
on the other. Invent some questions with Can you ...
for the students to answer by holding up the correct
piece of paper.
Example:
Can you play chess? No, I can’t.
Happy goodbye
Ask the students to read each other’s descriptions of
camps and say which one they would most like to go
to.
Homework
Workbook, pages 66–67, exercises 6–10
67
 7  My Week
UNIT
lesson 1 Ruby’s busy week
Aims
Vocabulary: free time (Życie prywatne: formy
spędzania czasu wolnego)
Reading: for detailed information
Listening: for detailed information
Speaking: talking about free time activities
Lead-in
Play Hangman with the words FREE TIME.
 After exercise 1  Extra practice 1
Have a class vote to decide the students’ favourite
free time activity. Write them on the board and say
the activities from exercise 1 out loud, one by one.
Ask the students to put their hands up only once for
their favourite activity. Write the number of votes
next to each activity.
 Before exercise 2  Extra practice 2
Revise the days of the week by putting the letters
of each day out of order on the board. Have the
students put them in order and copy them into their
notebooks. If this is too easy, have them put the days
in order too.
YMNDAO (Answer: Monday)
UTSDEAY (Answer: Tuesday)
SDEWNEDAY (Answer: Wednesday)
DHATURSY (Answer: Thursday)
DRIAFY (Answer: Friday)
USYATRDA (Answer: Saturday)
YSDAUN (Answer: Sunday)
Phonics Rap
Invent a mime for each of the activities in the
rap (play a game, make a cake, make a robot,
take a photo) or ask the students to invent their
own distinctive moves. Encourage the students
to stand up and mime while they listen to the
recording and say the rap.
 Before exercise 4  Skills note: Reading
Write two initial reading comprehension questions
on the board before doing the task.
How many activities does Angela do? (Answer: 4)
How many activities does Ryan do? (Answer: 6)
68
Around the world
Option 1 (5 minutes): Ask the students to read the
question and elicit the answer – football. Then ask
them if they know any other national sports in other
countries, e.g. in India (cricket, hockey), Canada (ice
hockey). Try to elicit some famous sports people from
around the world.
Option 2 (10 minutes): Explain to the students that
they are going to watch a video about popular sports.
Play the Unit 7 video from Brainy klasa 4 DVD or use
the QR code from Brainy klasa 4 Workbook (page 98).
Ask the students which sport is popular in two
countries that are mentioned in the video (cricket).
Option 3 (45 minutes): Tell your students to open
their workbooks on page 98. Follow the instruction
in the DVD teaching notes for Unit 7 (staffroom.pl).
 Before exercise 5  Extra practice 3
Write the vocabulary from exercise 5 on the board in
two columns. Tell the students to match the verbs with
the nouns and write the full phrases in their notebooks.
post homework
chat judo
do apps
do on my mobile
download photos
 Before exercise 6  Extra practice 4
Prepare the game in writing first. Tell the students to
individually write five sentences (e.g. three true and
two false) in their notebooks to say to their partner in
the game.
Happy goodbye
Put your students into groups of four or five, and tell
them to choose a free time activity and mime it to
the rest of the class together.
Homework
Workbook, page 68
 7 2
UNIT
lesson Do you go out?
Aims
Grammar: Present simple (I, you, we, they):
affirmative, negative, questions, and short
answers
Reading: for detailed information
Speaking: asking and answering questions about
free time activities
Writing: a conversation with a friend about free
time
Optional materials: sticky notes or small pieces of
paper (for Grammar apps)
Lead-in
Read the activities from exercise 1 in lesson 1
(page 86) for the students to mime as a class.
 After exercise 1  Extra practice 1
Tell your students to get into pairs to write one more
sentence about the dialogue. It may be either true or
false. Have the students change pairs and read their
sentences to each other. The students guess if the
sentences are true or false.
G Grammar app
Present simple: affirmative and negative
Put the students into small groups and have
them copy the Grammar app onto sticky notes
or small pieces of paper (one note / piece
for each column) and then mix them up. The
students should then swap with another group
and put the notes / pieces of paper in the correct
order. Tell the students to keep the pieces of
paper for the second Grammar app activity!
VIDEO 16
Workbook page 69
 After exercise 2  Fast finishers
Put your students into pairs and tell them to mime
the sentences from exercise 2 to each other. Student
A mimes, Student B says the sentence in the
affirmative or negative, depending on the mime.
G Grammar app
Present simple: questions and short answers
Tell your students to find their pieces of paper
from the first Grammar app. Ask them to take
the negative don’t away or put it into the
rubbish bin. Next, give each student an extra
piece of paper where they should write the
auxiliary verb Do. Tell the students to mix up all
their papers and to make questions with all the
verbs. Ask them to get into small groups and ask
each other the questions.
 Before exercise 4 
Write the days of the week in order on the board and
check your students’ pronunciation by repeating
them together as a class. You could also put them
out of order and tell the students to order them.
 After exercise 5  Extra practice 2
Put your students into pairs and tell them to sit
back-to-back. Tell them to pretend to have the
conversation from exercise 5 as a telephone call so
they can practise listening to each other without
being able to see the person they are talking to.
Happy goodbye
Tell your students to sit on their hands. Say the
sentences from exercise 2 to the students in the
affirmative or negative form. The students should
listen and if the sentence is true for them, they
should put their hands on their heads and keep them
there. Stop when all the students have their hands
on their heads.
Dyslexia tips – writing
Give your students with dyslexia extra help with
writing – e.g. make sure the key words they need
are within sight on the board or on the classroom
walls for reference. If that is not possible, check
their writing and allow them to correct it by
looking at the dictionary or the wordlists in the
Student’s Book.
Homework
Workbook, page 69
69
 7 3
UNIT

lesson They write apps!

Aims
Happy goodbye
Vocabulary: daily routine (Życie prywatne: Read the text in exercise 3 to the students. They
czynności życia codziennego) should listen and mime the activities as they hear
Reading: for detailed information them. If the text has a verb in the negative, they
Speaking: talking about school days in the don’t have to mime it.
affirmative and negative
Optional materials: flashcards 89–98
Homework
Workbook, page 70

Lead-in
Mime the verbs in the vocabulary presentation to the
students and try to elicit them. If the students aren’t
sure, tell them not to worry and make sure you give
these words extra attention in the presentation.

 Before exercise 1  Vocabulary flashcards

Put the activity flashcards on the board randomly.
Tell the students to look at them and tell each other
in pairs if they know how to say any of the activities
in English. When they have had a chance to look
and guess with their partner, put a number next to
each flashcard (1–10) and say e.g. in the morning. The
students should look at the board and tell you the
corresponding flashcard numbers. Continue naming
the vocabulary in any order.

 After exercise 1  Extra practice 1

Tell your students to get into pairs and mime the
activities to each other. They should guess which one
their partner is miming. Then have them swap roles.

 Before exercise 3  Extra practice 2

Ask the students to count the activities in the text as
they quickly read it.
Answer: 7

 After exercise 3  Fast finishers

Tell the students to draw two or three pictures next
to the words they didn’t know before this lesson.

 After exercise 5  Extra practice 3

Remind your students of the question form Do
you … from the previous lesson and tell them to ask
each other questions using the vocabulary from this
lesson.
Example:
Do you go to school on Saturday? Do you have
a shower in the afternoon?

70
 7 4
UNIT
lesson Iggy the Inventor. Episode 7 – A brilliant idea!

Aims G Grammar app

Grammar: Present simple (he, she, it): affirmative,
Present simple: questions and short forms
negative, question forms
Tell your students to work in pairs and to
Reading: for general understanding and detailed
substitute ‘make smoothies’ with some
information about the story
other verb phrases, e.g. those from the first
Listening: for detailed information
Grammar app.
Speaking: asking and answering questions about
what family members do

Lead-in
Name the activites from the previous lesson and tell
the students to stand up and mime them as you say
them. Then ask one student to be the teacher and
have them say some activities for the class to mime.
 After exercise 1  Act it out
Tell half the class they are Iggy and the other half
that they are all the other characters in the comic.
Read the text aloud across the class to each other.
Useful!
Write each phrase on a separate piece of card and
stick it round the classroom. Tell the students they
will get ten points if they can use either of the two
phrases during the lesson correctly. Give those
students that manage to do this extra praise e.g.
a sticker.
 Before exercise 2  Extra practice 1
Tell the students to match a sentence with a picture
in the comic.
VIDEO 17
Workbook page 71
 After exercise 5  Extra practice 2
Tell your students to ask each other the questions
from exercise 5. They should try and remember the
correct answers to tell their partner.
Skills note: Listening (exercise 6)
Preparation for listening: Write these words from
the listening on the board. Tell the students to listen
to the interview with Iggy and put the words in the
order they hear them.
machine vegetables fantastic
Saturday questions
Answers:
questions, fantastic, machine, vegetables, Saturday
Happy goodbye
Tell your students to write Yes, he/she does and
No, he/she doesn’t on two different pages in their

G Grammar app
notebooks. Ask the students questions and get them
to hold up their notebooks to show their answers.
Present simple: affirmative and negative
Example:
Tell the students to copy the app into their
Does your mother play computer games? Does your
notebooks and to add the 3rd person negative
father get up late?
forms of the verbs have, go, do, and watch.

Dyslexia tips – understanding grammar

Answers:
doesn’t have, doesn’t go, doesn’t do, doesn’t watch
 After exercise 3  Fast finishers
Tell your students to try and name all the fruits and
vegetables they can see in the comic strip. Tell them
they can use a dictionary if necessary.
Answers:
oranges, carrots, apples, red peppers, pumpkins, beetroots
rules
Give plenty of examples and ask the students
to suggest their own examples of the questions
using Does he/she…? Tell them to check spelling
of DOES carefully. Cut up the letters of DOES and
ask the students to put them in order.
Homework
Workbook, page 71

71
 Here are some activities

7 5
UNIT
to get your brain working!
lesson Train your brain!

Example:
General aims: revision of vocabulary (free time,
Ana goes out on Saturday. Ana doesn’t do karate on
daily routine) and grammar (Present simple) from
Wednesday.
lessons 1–4
Have the students read their sentences to their
Special aims: spacial thinking (drawing shapes),
classmates to check if they are true or false.
logical thinking (reading a text), visual thinking
(a crossword), and noticing (Iggy’s task) Happy goodbye
Ask one student to be the teacher and name some
activities from lesson 5, for example: take photos /
Lead-in do karate. The other students should listen and act
Tell your students to spell the days of the week to out the activity. Choose another student to be the
each other. Remember to help any students with teacher and repeat the activity.
dyslexia by allowing them to see the days in written
form while trying to spell them. Homework
Workbook, page 72
 After exercise 1  Extra practice 1
Tell your students to make a shape for the other
target phrases in this lesson, e.g. a pentagon for:
go to my dance classes.

Exercise 2
Clue: Tell your students to draw a table with the days
of the week with one empty space for each day. Tell
them to fill it in with verbs from the text. Provide
the first letter of each day to help the students and
remind them that activities are repeated on different
days.

Encouragement note
Try to encourage your students who have
successfully solved the puzzle in exercise 2 to help
others by giving them some more clues (not just
the answer!). Tell the class that this time you expect
everybody to work hard on the task, only then will
you consider the task a group success. This will give
your students a chance to enjoy the feeling of team
spirit and team success.

Exercise 3
Clue: Tell your students they are looking for verbs
to add to the crossword. Tell them they can look at
exercise 1 for help with the verbs.

Exercise 4
Clue: Tell the students to look at lesson 3 to find
Daria.

 After exercise 5  Extra practice 2

Tell the students to invent two sentences about
a classmate using 3rd person singular verb forms.

72
 7 6
UNIT
lesson On a mid-term trip

Aims
Happy goodbye
Functions: telling the time; asking what time it is; Tell the students to put the activities from exercise 4
hurrying up in order: 1 is their favourite activity; 6 is their least
Vocabulary: time favourite.
Speaking: asking and answering about time;
acting out a dialogue on a mid-term trip Dyslexia tips – telling the time
Help your dyslexic students tell the time by
preparing some clocks with cardboard hands and
Lead-in
have the students place the hands at the correct
Draw an analogue clock on the board with the hands time. Repeat lots of examples using o’clock and
set to 8 o’clock. Elicit the time from the students and encourage the students to move the hands of
if necessary, play Hangman with the word O’CLOCK the clock to the correct time. Then move on to
to make sure they are familiar with it. half past, quarter past, etc. Alternatively, you
could ask the students to draw a circle in their
 Before exercise 3  Extra practice 1
notebooks for a clock face. Then, they should
Use the clock on the board again. Clearly mark draw in the hands.
o’clock, half past, quarter past, past and to using
arrows on the clock. Tell the students to copy this
into their notebooks.
Homework
Workbook, page 73
fact
There are two types of time standards:
astronomical time (based on the movement
of the Earth around the Sun) and atomic time
(based on the frequency of atomic oscillations).
An astronomical ‘second’ is generally longer
than an atomic ‘second’ as the Earth’s rotation
is uneven and on the whole, is slowing down
gradually. Since 1967, we have all been telling
time based on the atomic second.

 Before exercise 4  Extra practice 2

Tell your students to stand up. Tell them that they
are clocks. Say the times in exercise 3. Have the
students hold up their hands to the correct position
of the hands on the clock to represent the time.

 After exercise 4  Fast finishers 1

Put your students into pairs. Student A says a time
(they can use the times from exercises 3 and 4 if they
want) and Student B listens and writes the time in
their notebook or represents it using their hands (as
in the previous extra exercise).

 After exercise 5  Fast finishers 2

Tell the students to write the times from exercise 4 in
their notebooks.

73
 7 7
UNIT

lesson Around the world

Aims
Culture: dangerous journeys to school
Reading: article about dangerous journeys to
school in different countries
Speaking: asking and answering about their
journeys to school
Writing: a dangerous journey to school
Discover more!
Tell your students to investigate dangerous journeys
to school as homework. You can show them
a YouTube video about a dangerous journey or tell
them to find one by themselves (for homework).
It will be enough for them to type in these search
words in the YouTube search box: most dangerous
journeys to school.

Lead-in Life skills: Learning

Ask your students the question from the text: How
Tell your students to think about these areas
do you get to school? Put a table of the possible
when they answer: Is learning at school
answers on the board:
important for you?:

How do you get to school? Number of students:

walk 11
go by car 3
go by bus 2 Encourage them to tell each other their opinion.
.... ...
 Before exercise 1  Extra practice 1
Draw a ladder, a bridge, and a canoe on the board
and label them. With their books closed, ask the
students to imagine how these could be dangerous
for children on their way to school. You can ask them
to mime falling off a ladder, etc. In this way, they are
predicting what they are going to read and it will be
easier and more interesting for them when they see
the photos and text in exercise 1.
Culture note
– Exploring interests
– Technology and the changing world
– Helping one’s family
– Different cultures and people
Put a model answer on the board:
It’s important to go to school for me because
I want to be… in the future. / I want to learn
about …. / I want to help…
Happy goodbye
Revise the alphabet by telling the students to spell
the countries from this lesson – China, Indonesia,
and Nepal. You could make it into a competition
with four teams of students and extend the spelling
challenge to include other countries from other
lessons.

The literacy rate has been on the constant rise, Homework

however, large inequalities remain, notably between
Workbook, page 74
sub-Saharan Africa and the rest of the world. In
Burkina Faso, Niger, and South Sudan, only around
30% of the population can read.

 After exercise 3  Extra practice 2

Tell your students to choose one student from their
group of four and write a short paragraph with
information about that student. If necessary, give
the students prompts of the necessary verbs.
Example:
Anna walks to school. She goes to school at 8 o´clock
and she goes home at 5 o´clock. She likes the
journey. J

74
 7 8
UNIT
lesson Revision workout

Aims
Revision of lessons 1–6: vocabulary and speaking
in a variety of controlled practice exercises
Lead-in
Tell your students to ask and answer: What time
do you get up? Start the activity with four or
five different students in different places in the
classroom. Tell them to pose the question to the
student next to them and then pass the question
on. In this way you will get the question being asked
multiple times round the room in every direction.
Freddie and Freda note
Remind the students they can win a prize and
encourage them all to try and do a bit better
than in Unit 6.
Evaluation
Ask your students to add up their points from all the
tasks. Tell them to go to the Trainer’s office on page
127 to collect their prize. Give the students who didn’t
get a SPA treatment the opportunity to improve by
working with another student who got a good score
and improve their answers.
Happy goodbye
Tell your students to get into pairs and close their
eyes. Write one of the verbs from this lesson on the
board and say 3, 2, 1, open your eyes! The students
should look at the verb and as quickly as they can,
tell their partner a sentence that is true for them
using that verb. Repeat with different verbs.
Example:
HAVE BREAKFAST (on the board) – I have breakfast
at 8 o´clock. I have breakfast in the morning.

Star rating Dyslexia tips – spelling

Explain to your students that there are two Allow your students with dyslexia to see the
more difficult exercises in the Revision workout written form of the verbs when spelling them.
(exercises 3 and 6) and that’s why they get 2 points
for each correct answer. Homework
Exercise 3 Workbook, page 75
Before your students get into pairs and act out the
dialogues, write them on the board to check then
carefully. Ask volunteers to come up to the board
and write the sentences in the correct order. Divide
the class into two groups and ask them to each read
one role aloud to practise together before acting
in their pairs. Now ask the students to act out the
dialogues in their pairs.

 After exercise 5  Extra practice 1

Tell your students to change the questions in their
notebooks from the 3rd person to the 2nd person
using Do you … Then put the students into groups
of three or four and tell them to ask each other the
questions and answers using Yes, I do / No, I don’t.
Example:
Do you download apps at night? Yes, I do /
No, I don’t.

75
 7
UNIT

Summary Vocabulary summary

Extra practice 1: On a mid-term trip Freddie and Freda extra workout: responding
Draw a bus on the board. Tell the students there are These extra activities have
a teacher, a bus driver, and students on the bus. their own focus and they
Tell the students to look at the phrases from the can be done whenever there
midterm trip vocabulary box and determine who is some free time: e.g. after
says what to whom: the Revision workout,
Example: at the end of the class, or
Am I late? (Answer: a student to the teacher) the beginning of the next class, etc.
Hurry up! (Answer: the teacher to a student)
Take your time. (Answer: the teacher to some Activity 1
students getting on the bus).
Tell the students to work in groups. Put the bingo
It’s time to go! (The bus driver to the teacher
card on the board and ask students to copy it
and the students.)
into their notebooks. Then, they write six free
time activities and daily routine activities in it.
Revision card
Play bingo!
Encourage your students to use the special
bookmark they made in Unit 1. If any of the go out
students have lost their bookmark, you can
distribute the templates available in Brainy
Teacher's Resource File.
Activity 2
 Before exercise 1  Extra practice 2 After the revision activity, give the students five
To help your students remember the expressions minutes to study all the vocabulary in the units.
with go, have, and get, write the first letter of the Then ask them to write five activities for each of
word that goes with the verb on the board. these categories:

go h , go t b , go t s , 1 Five things you do in the morning

have a s , have b , have d , 2 Five things you do in the afternoon
have l , get d , get u 3 Five things you do in the evening.
4 Five things you do every day.
 After exercise 1  Extra practice 3 5 Five things you never do.
6 Five things you can do when you make a lot
Put your students into groups of three or four with of money.
one Student’s Book for the group. One student looks
at the verbs in the Free time and Daily routine tables
and chooses one activity in secret. Then they draw
it for the others. The rest of the group looks at the
drawing and guesses the verb. Then another student
takes the book and does the same thing. Repeat
until all the students have drawn a verb.

 After exercise 2  Extra practice 4

Make the poem into a rap / chant by starting
a rhythm using your hands: bang, bang, clap – bang,
bang, clap (repeat and encourage the students
to join in). Start saying the poem in time with the
rhythm and get the students to join in. They can
make the rhythm loudly and softly with just one
finger if they feel it is better.

76
 7
UNIT
Summary Grammar summary

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

Choose your
grammar project!

Project 1 Grammar hat

Tell the students about this project idea. Show the
students how to fold the paper to make the hat.

Remember to tell them to fold it first to see where

the sides of it are and where the grammar points
should be written. Unfold the hat and decorate it
with the grammar before folding it to finish it.

Project 2 Interview
Prepare the project by putting the students into pairs
to choose a famous person and write questions. If you
want them to make a mask of that person, tell them
either to choose fictional characters only or they could
use photos from magazines. Tell the students to look
at the verbs in the Vocabulary summary and check the
Grammar in the grammar summary as they write the
questions for the interview.

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

77
 8  Is it real?
UNIT
lesson 1 Brainy Park

Aims
Exercise 3
Vocabulary: adventure activities (Życie prywatne: Extend exercise 3 to include other classroom objects
czynności życia codziennego) that the students are familiar with.
Reading: for detailed information
 After exercise 5  Skills note: Reading
Listening: for detailed information
Speaking: talking about activities that they want Practise pronunciation by putting your students into
to do pairs and telling them to read the dialogue aloud.
Listen for and then write down any pronunciation
problems. When the students have finished, write
Lead-in the mispronounced words on the board and drill the
correct pronunciation as a class.
Tell your students to look at the poster advertising
the attractions in the Brainy Park. Ask them to count  Before exercise 7  Extra practice 3
all the animals that are there.
The memory game is much easier if you allow
Answer:
the students to practise in smaller groups first.
7 (1 dinosaur, 2 crocodiles, 2 bats, 1 teddy bear, and 1 rabbit
Demonstrate with one group of 3–4 students in
in the magician’s hat)
front of the class, then divide the class into groups of
 Before exercise 2  Extra practice 1 4–5 and encourage them to play. You can repeat the
game by making the groups bigger and bigger, with
Tell your students to look at the vocabulary list from
the aim of playing with the whole class as one big
exercise 1 in their Student’s Book and give them one
group (be careful; if you choose to do this, it can be
minute to memorise as much of it as they can. Put
a long wait for each student to have their turn).
them into small groups. Have one student say a verb
and then the other students should say what activity Happy goodbye
goes with it as quickly as possible.
Play bingo with the activities from this lesson. Tell
 After exercise 2  Extra practice 2 the students to draw a grid of four squares and to
write the names of four of the eight activities from
Tell the students to put the activities in their order
the lesson in each square. Read out the activities
of preference. Have them compare their list with
randomly and have the students cross off the ones
a partner.
they have written in their squares. The winner is the
first student to cross off all four squares.
Life skills: Real or virtual?
Homework
Tell your students to think about these areas
(translate them from Polish first) when talking Workbook, page 78
about the advantages and disadvantages of
virtual reality:
money / making mistakes / student interest /
addiction.

Phonics Rap
Practise the rap by switching off the audio at
random moments as the students are singing
it and check whether they can continue. When
you have done this a few times, hand over the
control of the audio to a student who should
then do the same.

78
 8 2
UNIT
lesson I’m fighting a dinosaur!

Aims G Grammar app

Grammar: Present continuous: affirmative and
Present continuous: negative
negative
Put a negative sentence on the board out of
Reading: for detailed information
order. Tell the students to tell you the correct
Listening: for detailed information
order. Then ask the students to copy and
Speaking: talking about activities happening now
colour-code one negative sentence from
the Grammar app.
Lead-in
Divide your students into two teams. Tell them the  After exercise 4  Fast finishers
aim is to recall and write the eight activities from
Tell the fast finishers to turn all the positive
lesson 1. Every teammate must write at least one
sentences in the dialogue (exercise 1) into negative
activity. They can’t look at their books, but the
forms.
teammates can help each other by e.g. miming or
giving the first letter of the activity. The first team to  Before exercise 5 
write all eight correctly wins.
Tell your students to look at the sentences in
exercise 5 and translate them into Polish with
G Grammar app a partner to ensure everyone understands what
they are listening for.
Present continuous: affirmative
Tell your students to copy and colour-code the Exercise 6
app into their notebooks. Then tell them to copy
To help your students with this exercise, tell them
the continuous forms of win and dive onto big
to refer back to lesson 1 for a complete list of the
pieces of paper / card to display in the classroom
activities available at Brainy Park.
to help everyone remember them.
Happy goodbye
Test the continuous forms of the verbs from this
Dyslexia tips – positive feedback lesson with a quick written spelling test. Have the
Remember to give positive feedback to your students put smiley faces next to all the correct
students with dyslexia on their copying of the spellings they have.
Grammar apps correctly and/or using colour well.
Homework
Workbook, page 79
VIDEO 19
Workbook page 79

 After exercise 2  Extra practice 1

When you have finished exercise 2, the students can
also add the continuous forms of these verbs to the
display card (learn, ride, sit, take, chat, swim, buy,
find, drive).

 After exercise 3  Extra practice 2

Put your students into pairs. Student A reads
a sentence from exercise 3 to student B (who has their
notebook closed) leaving the gap. Student B listens
and tells student A what the verb in the gap should be.
This is essentially a memory exercise, but it will help the
students recall the verb forms in Present continuous.
79
 8 3
UNIT
lesson Look for Brainyballs!
Aims
Vocabulary: places in a town (Miejsce
zamieszkania: dom i jego okolica)
Reading: for detailed information
Listening: for detailed information
Speaking: describing location and present activities
Optional materials: flashcards (109–118), sticky
notes for students to place on the picture of
the town
Lead-in
Play shark attack with the word supermarket. Write
one gap for each letter of the word on the board
and in turn ask the students to guess a letter in the
word. Draw a shark circling in the water. Each time
a student guesses a letter which isn’t in the word
supermarket, the shark jumps out of the water a bit
further. Give 8–10 wrong guesses before the shark
eats the students!
Example:
_ _ _ _ _ _ _ _ _ _ _ (supermarket)
Vocabulary flashcards
Draw a rough line map of the area where your school
is. Tell the students to add the flashcards of the
various places to the map so that it represents where
they all live.
 After exercise 1  Extra practice 1
Tell your students to copy the places in a town
vocabulary into their notebooks as a list. When they
have finished, say the names of the places. Warn the
students that there is one place you are not going to
say. Have the students listen and tick each place they
hear. When you stop, they have to tell you the place
you haven’t said.
Dyslexia tips – focus on form
Dyslexic students may read too quickly without
paying much attention to the details, so they
may miss out on those little grammar forms such
as the negative. To help your students with the
reading comprehension in exercise 2, make them
aware of the negative don’t. Ask them to tell you
which paragraph has affirmative verbs and which
has negative verbs.
80
 Before exercise 2  Extra practice 2
Tell your students to go through the text quickly and
use their finger to find all the places mentioned in
it. This will help them recognise the new vocabulary
more easily in preparation for reading.
 After exercise 3  Skills note: Listening
Tell your students to listen and then put the places
below in the order they hear them mentioned in the
audio. There is one extra place which is not listed
here but is mentioned in the dialogue.
train station, cinema, car park, shopping centre,
school, supermarket, museum, main square, café,
bus stop
Answers:
main square, car park, cinema, supermarket, museum, train
station, café, shopping centre, bus stop (the extra place is
‘school’)
Exercise 3
Check the answers by giving sticky notes to groups
of 3–4 students and asking them to stick them
on the picture in exercise 1 to show where the
Brainyballs are.
 Before exercise 4  Extra practice 3
Offer some extra help to your students. Leave the
sticky note from the previous exercise on the picture
to help the students produce the sentences orally. If
the students have problems inventing the activities
for the Brainyballs, write some popular activities in
the continuous form on the board, e.g.:
buying …, waiting for the train / bus, sitting in the
car, learning English, having lunch, looking at the
fountain, looking at the paintings, etc.
Happy goodbye
Ask the students to tell you which places from this
lesson they have near where they live.
Homework
Workbook, page 80
 8 4
UNIT
lesson Iggy the Inventor: Episode 8 – Success
Aims
Grammar: Present continuous: questions and
short answers; wh-questions
Reading: for general understanding and detailed
information about the story
Listening: for detailed information
Speaking: asking questions and giving answers
about location and present activities
Optional materials: one piece of cardboard for
every student to make their own mobile phone
(for Extra practice 2)
Lead-in
Tell your students to look through the comic strip
quickly and tell you the name of the machine that
makes smoothies. You may also ask the students to
look through the book to find all the other inventions
Iggy has made.
Answers: amazing pencil case, big pencil, big rubber,
orange car, felt-tip pens with LEDs, computer, weird
clothes, the robot, shopping bag holder.
 After exercise 1  Act it out
Put your students into groups of six and tell them to
choose a role to read. Tell them to start reading aloud
in their group. They can stand up if they want to move
around and act the comic out. While they are reading,
go round and listen. Note down any pronunciation
mistakes and give feedback to the whole class.
Useful!
Ask the students in what situations they would say
Get a move on! and I’m on top of the world! and to
which people they would say these phrases.
Grammar in context
Ask your students to work in pairs to find all the
questions in Episode 8. Tell them to group them into
two types (yes/no questions and wh-questions), but
do not tell them what the types are. Let the students
decide on the division.
G Grammar app
Present continuous: questions and short
answers
Tell your students to fold a page in their
notebooks vertically and copy one of the
questions from the table into their notebooks
in such a way that the pronoun and the auxiliary
be are on the left side of the fold, and the
continuous form is on the right.
Then ask them to add the other continuous
forms of the verbs from the comic strip to –ing
in the second column which is folded over.
(other forms: going, looking for, doing, putting,
giving, texting).
VIDEO 20
Workbook page 81
 Before exercise 3  Extra practice 1
Offer your students some extra help. Tell them to look
at the names of each person in the questions that
they have to write. Ask the students what pronoun
they will have to use in their short answers. This will
make it easier for them to write the correct form.
G
Grammar app
Present continuous: wh-questions
Tell your students to get into pairs. Give the
students about 4–5 pieces of paper each and
tell them to write a wh-question, one word per
piece of paper. They can copy the questions in
the Grammar pratice exercise 3 if they need help.
Then tell each student to shuffle their pieces of
paper and give them to their partner who puts
them in order. Have the students check each
other’s questions.
 Before exercise 6  Extra practice 2
Let your students draw their own mobile phones on
a piece of cardboard and have the conversation using
their new mobiles. They could also use their pencil cases
as pretend mobile phones. In preparation, remind the
students of the prepositions necessary with the place.
 After exercise 7  Let’s all sing
When all the groups have finished inventing their
stanza, ask each group in turn to sing it to the class.
Happy goodbye
Choose the best stanza invented from the song. Get
the whole class to vote and then sing it together.
Homework
Workbook, page 81
81
 Here are some activities

8 5
UNIT
to get your brain working!
lesson Train your brain!

Aims
fact
General aims: revision of vocabulary (adventure
activities, places in a town) and grammar
(Present continuous) lessons 1–4
Special aims: spacial thinking (following clues
in a map, escaping the castle), logical thinking
(solving a crossword, reading clues), noticing
(Iggy’s task)
Bats Quiz – true or false?
1 Bats are the only mammals that can fly. (True)
2 Same bats eat only blood. (True – they are
called vampire bats)
3 Some bats can live for more than 40 years.
(True)
4 Giant bats have wings 1 metre wide. (False –
around 2 metres wide!)

Lead-in
Encouragement note
Ask the students how many bats they can see on this
page. Look at the students’ notebooks with the work
they have done in lessons 1–4 and give stickers for
Answer: 14
particularly neat / tidy / well-produced / correct
Exercise 1 work.

Clue: The route is a shape of the first letter of the Happy goodbye
name.
Tell the students to mime sentences in Present
Exercise 2 continuous from this unit to each other in small
groups of 4–5.
Clue: The students can use each word only once. It’s
better to start with questions (that go diagonally). Example:
Lisa is playing volleyball / Jeff is visiting Spooky
Exercise 3 Castle.
Clue: Write on the board the initials of Jeff, Lisa, Zac,
Homework
and Ruby next to each question and tell the students
to copy it into their notebooks. Workbook, page 82

1 J L Z R
2 J L Z R
3 J L Z R
Then read the text. Each time you see a negative
sentence, cross out the corresponding initials. The
initials that are left are the answers to this puzzle.

Exercise 4
Clue: Tell the students to look back at lesson 3 and
find the fountain as quickly as possible.

Exercise 5
Clue: Tell your students to write any of the questions
and answers (remind them the answers are all short
forms) in their notebooks so they don’t get confused
while trying to find the exit.

82
 8 6
UNIT
lesson In the city

Aims
Functions: asking for and giving directions;
inviting
Listening: for detailed understanding
Speaking: giving directions
Reading: for detailed understanding
Writing: an email with an invitation
 After exercise 5  Fast finishers
Tell the fast finishers to draw a square round
their email and format it to make it look more like
the email from the Student's Book.
Happy goodbye
Tell the students to read their emails from exercise 5
to each other.

Lead-in Dyslexia tips – dysorthography

Tell the students to look at the map in this lesson and Allow your students with dysorthography to use
tell you the names of the places they can see. coloured felt-tip pens or upper-case letters so
that they feel encouraged when writing.
 After exercise 1  Extra practice 1
Tell the students to copy the dialogue into their
Homework
notebooks.
Workbook, page 83
 After exercise 2  Extra practice 2
Tell your students to stand up. Practise directions in
exercise 2 by telling the students to move two steps
in whatever direction you say. When you have done
this a few times, tell one student to be the teacher
and have them tell the others which direction to
move in.

 After exercise 4  Extra practice 3

Write the names of some places from this unit on
card / paper and put them on the classroom walls.
Tell the students to stand up and find a partner.
When they find a partner, ask them to say the
dialogue from exercise 4, asking for directions to one
of the places on the walls of the room.

 After exercise 5  Extra practice 4

Make the students aware of the structure of the
email. Write it on the board for the students to copy.

From: (your email address)

To: (the email address of the person you are
writing to)
Subject: (what the email is about)

Hi (your friend’s name), (don’t forget the comma!)

(content with invitation)
See you soon!
(Your name)

83
 8 7
UNIT

lesson Around the world

Aims Around the world

Culture: popular main squares
Reading: for detailed understanding
Listening: for detailed understanding
Writing: describing a main square
Lead-in
Draw the shape of a square on the board. Ask the
students what it is. When they tell you, ask them
where they can see a square that is not in their math
book. Try and elicit that a square in a town or city is
a place, usually near the centre, where people meet
and there are things to look at and do.
Culture note
A lot of squares were made because the town or city
needed a market to function around. It was where
business was conducted. This is not needed any
more, which is why there are very few squares in
countries like the USA.
Option 1 (5 minutes): Ask the students to read
the question. Check the answers as a class. Help
the students describe the picture in detail by eliciting
a list of useful vocabulary based on what they can see.
Write them on the board, e.g.: horses, people, watch,
ride horses. Encourage them to use the Present
continuous.
Option 2 (10 minutes): Explain to the students that
they are going to watch a video about healthy and
unhealthy dishes. Play the Unit 8 video from Brainy
klasa 4 DVD or use the QR code from Brainy klasa 4
Workbook (page 99). Write the name of these races
on the board: Downmall race, Empire State Building
Run-Up, London Marathon and Palio horse race.
Ask the students to match them with the countries
(Hungary, the USA, the UK, Italy). Ask your students
which race they would like to watch live.
Option 3 (45 minutes): Tell your students to open
their workbooks on page 99. Follow the instruction
in the DVD teaching notes for Unit 8 (staffroom.pl).

fact
Happy goodbye
The largest city square in the world is Xinghai
Put your students in small groups and tell them to
square in the city of Dalian, China. It’s more
share their Discover more! research and read it aloud
than ten times bigger than Trafalgar Square in
to their friends.
London.
Homework
 Before exercise 4  Extra practice Workbook, page 84
Tell your students to choose one of the photos, then
have them close their eyes and try to visualise for
one minute every detail of the photo such as: the
people, buildings, etc.

Discover more!
Tell your students they can do research about
a square for homework using the Internet. They
could ask their family about interesting squares and
then find some pictures on the Internet, print them,
and bring them to class.

84
 8 8
UNIT
lesson Revision workout

Aims
Revision of lessons 1–6: vocabulary and speaking
in a variety of controlled practice exercises
Lead-in
Tell the students to look at all the exercises in this
lesson and tell you which one they want to do first.
Freddie and Freda note
Tell your students it’s time to try and get a prize
again in this lesson. Tell them to check their
answers carefully to improve their mark. Allow
the students to get into pairs and check their
answers as extra help.
Star rating
Explain to your students that there are two
more difficult exercises in the Revision workout
(exercises 3 and 6) and that’s why they get 2 points
for each correct answer.
Happy goodbye
Give one student a piece of paper with a secret
sentence on it in Present continuous. This student
has to mouth the sentence to the rest of the class.
The class try to guess what they are mouthing.
Change students and repeat with a different secret
sentence for them to mouth silently to the class.
Example:
You’re brushing your hair.
Dyslexia tips – word cards
To help your dyslexic students with exercise 6,
write the correct question forms on cards, one
set per each dyslexic student. Cut up the cards
into separate words, mix them, and ask the
students to put the words in the correct order.
Homework
Workbook, page 85

 Before exercise 2  Extra practice 1

Allow the students to look back through Unit 8 to
find the names of the places.

 After exercise 4  Extra practice 2

Put the students in groups of three. Student A
mimes an action from Unit 8. Students B and C say
what Student A is doing.
Example:
She’s watching TV.

Evaluation
Ask your students to add up their points from all
the tasks. Tell them to go to the Trainer’s office on
page 127 to collect their trophy. Give the students
who did not get a trophy the opportunity to improve
by doing the more difficult exercises again with
the help of a friend, perhaps a friend who won the
gold or silver trophy.
Finally, tell the students to look over all eight units of
work and see which they did best / worst.

85
 8
UNIT

Summary Vocabulary summary

Extra practice 1: In the city Freddie and Freda extra workout: memory
Write the phrases on the board with gaps and tell These extra activities have
the students to finish them by adding the missing their own focus and they
letters. can be done whenever there
is some free time: e.g. after
Ex _ _ _ _ me. I’m l _ _ _ _ _ _ for the sh _ _ _ _ _ _ the Revision workout,
centre. at the end of the class, or
Go st _ _ _ _ _ _ on. the beginning of the next class, etc.
L _ _ _ _ g _ to the museum on Friday at 3 o´c _ _ _ _ .
Th _ _ _ you.
Visual memory workout
Th _ _ , tu _ _ l _ _ _ .
Turn ri _ _ _ . Tell your students to work in pairs. Ask them to
You’re we _ _ _ _ _ ! choose one big illustration with Jeff, Zac, Ruby,
and Lisa from any lesson in one of their Student´s
Books. Tell them to look at it for one minute and
Answers:
to try to remember as many details as they can.
Excuse me. I’m looking for the shopping centre.
After one minute, the students should close
Go straight on.
the books and try to describe as many details
Let’s go to the museum on Friday at 3 o’clock.
as possible. Have the students describe the
Thank you.
illustration in turns.
Then, turn left.
Turn right.
You’re welcome!
Auditory memory workout
Tell your students to play False identities.
Revision card Have them invent false names, surnames, as
Encourage your students to use the special well as false ages. Then they should introduce
bookmark they made in Unit 1. If any of the themselves to three different students in the
students have lost their bookmark, you can class. Their task is to remember all three of the
distribute the templates available in Brainy new names and ages of their fellow students.
Teacher's Resource File.

 After exercise 2  Extra practice 2

When your students have finished inventing two
more pictures and writing instructions for them, put
them into pairs and tell Student A to read one set
of instructions to Student B, who should draw the
picture. When Student A has finished reading, they
should compare their pictures and then swap roles.

 Before exercise 3  Extra practice 3

Put the students into groups of four and tell them
to test each other on the spelling of the places in the
table 2 Vocabulary: Places in a town.
Example:
Student A: How do you spell main square?
Student B: M-A-I-N S-Q-U-A-R-E

86
 8
UNIT
Summary Grammar summary

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

Choose your
grammar project!

Project 1 My grammar book

Tell your students about this project idea. Ask the
students to use new thin notebooks or some old
unused sheets of paper to make their grammar
books. Tell the students they can work in pairs or
small groups to help them remember and look for all
the grammar points in the whole book. Each student
has to produce their own booklet to have as a useful
revision tool.

Project 2 Mannequin challenge

You can use a mobile phone to make a video of the
class doing the mannequin challenge to show in
the next lesson. When the students watch it, they
should write a list of what everyone is doing. If you
don’t want to make a video, put the students into
groups (so they can all participate) and get them
to pose with an action (reading a book, chatting on
their mobile, laughing, etc.) and take a photo of each
group which can easily be shown in a presentation.

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

87

7–8
UNITS
Let's check
Lesson 1 (ex 1–5). Aims
Revision of grammar and vocabulary from Units 7
and 8 through a variety of controlled practice
exercises
Lead-in
Put your students into groups of four. Tell them to
decide on a digital time (example 03.30, 12.15). Each
person in the group has to make the shape of one
of the numbers in the chosen time. The rest of the
class should look at the four numbers and guess the
correct time.
 After exercise 2  Fast finishers
Tell the students to make questions with the six
sentences in exercise 2 in their notebooks.
 Before exercise 4  Extra practice 1
Put the students into pairs and tell them to describe
what each student is doing in each of the four
pictures out loud to their partner. Tell them to
describe as many actions as possible.
Happy goodbye
Play Pictionary with the class. Draw a picture of some
action for the students to guess. Remind them to use
Present continuous.
Homework
Workbook, page 86, exercises 1–4
88
Classroom Escape 4
Workbook page 89
Teaching notes and worksheets:
staffroom.pl
Lesson 2 (ex 6–12). Aims
Revision of grammar, vocabulary, and functions from
Units 7 and 8 through a variety of exercises and skills
work: listening, reading, writing and speaking
Lead-in
Put your students into pairs and tell them to ask
each other What time do you go to bed? When they
have finished, ask them to tell you their partner’s
answers and see who goes to bed the latest.
 After exercise 8  Extra practice 1
Tell your students to get into four groups of their
own choice: group 1 representing Czekanie, group
2 representing Pośpieszanie, group 3 representing
Niedowierzanie, and group 4 representing Szczęście.
Then each group remember their respective
sentence from exercise 8 and say it out loud chorally
each time the teacher points at them. The other
groups try to name the categories, e.g. Szczęście.
 Before exercise 9  Extra practice 2
Write the five activities from exercise 9 on the
board and add two extra ones. Play the audio and
tell the students to listen and then tell you which
activities they hear and which are the extra ones.
This will prepare them for exercise 9 where they
have to order the activities.
Example:
take photographs, read a book (extra), have breakfast,
download music, go to the cinema (extra), go to bed,
get up
 Before exercise 11  Extra practice 3
Write two structures for suggesting in the email on
the board to help the students.
Example:
How about –ing…? Do you want to ….?
Happy goodbye
Play the Mannequin challenge in groups of 3–4
students. In turns, have the groups describe what
the other groups are doing.
Homework
Workbook, page 87, exercises 5–10
   1 –2
UNITS
UNITS
Let's talk
Aims
Revision of functional language from
Units 1 and 2
Lead-in
Tell your students to get into groups of 3–4 and
spell their surnames to each other. Next, they should
say their locker numbers. If there are no lockers at
school, tell them to say their lucky numbers to each
other.
 Before exercise 3  Extra practice 1
Tell the students to write a list of the adjectives used
in exercise 3 in their notebooks and write the name
of someone in their family next to each adjective to
reinforce the meaning before doing the activity.
 Before exercise 4  Extra practice 2
Write the first letter of the objects in exercise 4 on
the board and tell the students to guess what they
are. Then have them write a list of them in their
notebooks.
 Before exercise 5  Extra practice 3
Tell your students to write the questions they are
going to ask in the game in their notebooks before
playing, or write them yourself on the board. Tell
them they can refer to them during the game if they
have problems remembering the questions correctly.
Happy goodbye
Put your students into groups of four. Tell them
to decide on a price that they are then going to
represent with their bodies. Ask one group to stand
up and have each student make one of the numbers
with their body. Next, the group gets in a row to
display the chosen price. The other students should
then guess the price. Write on the board: £??.?? to
help the students say the price.
3–4
Let's talk
Aims
Revision of functional language from
Units 3 and 4.
Lead-in
Ask the students to stand up. Say: Everybody with
a green T-shirt, sit down. Any student wearing
a green T-shirt has to sit down. Continue with other
clothes and colours until all the students are sitting
down.
 Before exercise 1  Extra practice 1
Put the students in groups of 3–4 with one notebook
(or piece of paper). Say each of the 12 objects from
exercise 1 and tell the students from each group to
draw them. Then ask them to label their drawings.
 Before exercise 2  Extra practice 2
Copy the dialogue from exercise 2 onto pieces
of paper or onto the board out of order. Tell the
students to look at the dialogue and put it in order,
either by moving the pieces of paper or numbering
the sentences on the board.
 Before exercise 4  Extra practice 3
Revise how to say prices in English. Write the model
answer on the board: £ 15.50 – fifteen pounds fifty
pence.
Exercise 4
Tell your students to draw two columns in their
notebooks. In column 1, they copy How much is this?
In column 2, they copy How much are these? Tell the
students to look at the pictures in exercise 4 and
write the vocabulary in the singular or plural column
in their notebook.
Answers:
Singular: smartphone, memory stick, remote control,
T-shirt, cap, charger
Plural: trousers/jeans, shoes, boots, socks, headphones
Happy goodbye
Tell the students to look at page 114 of the Student’s
Book and find as many objects as they can which
start with the letter T.
Answers:
trousers, T-shirt, trainers
89
 5–6 7–8
UNITS

UNITS
Let's talk Let's talk

Aims Aims
Revision of functional language from Revision of functional language from
Units 5 and 6 Units 7 and 8

Lead-in
Ask each student to tell you their favourite free time
activity.
 Before exercise 1 
Write the letters of the verbs from exercise 1 out of
order on the board. Have the students put them in
order and then mime the verbs to each other.
vdrie, histwle, nsig, payl chses, sbokateard, pkaes
Cehinse, coko, imclb eetrs, isk
Answers:
drive, whistle, sing, play chess, skateboard, speak Chinese,
cook, climb trees, ski
Lead-in
Write go to the museum / go to the cinema / go to
the shopping centre on the board. Ask the students
what they can see in a museum, what film they want
to see at the cinema, and what they want to buy in a
shopping centre.
 Before exercise 1 
Put your students into pairs. Student A turns away
and covers their eyes. Student B looks at the board.
Write a time on the board and then erase it. Student
B looks at the time and draws a clock with that time
on it for Student A. Student A looks at the drawing
and writes the time next to it. Then have them swap
roles.

 Before exercise 3   Before exercise 3 

Write a list of the places in exercise 3 on the board
Write the word SUPERMARKET on the board
with the vowels taken out. Tell the students to
and put the students into groups of 3–4 with
complete the places with the missing vowels.
one notebook and a pen. Tell them they have two
minutes to write as many items as they can think
of that you can buy in a supermarket. Tell them to
b _ s st _ p, c _ r p _ rk, m _ s _ _ m, tr _ _ n st _ t _ _ n,
include fruit, vegetables, drinks, etc. The winning
m _ _ n squ _ r _ , c _ n _ m _ , sch _ _ l,
group is the one with the most items.
sh _ pp _ ng c _ ntr _

 Before exercise 4 
Answers: bus stop, car park, museum, train station, main
Tell the students to write a list of all the food they square, cinema, school, shopping centre
can see in exercise 4 and then have them put the
food items in order of preference. Find the least
Exercise 3
favourite food in the class. Time permitting, ask the students to draw the maps
of their cities in their notebooks.
Happy goodbye
Play a spelling game round the class. Spell CARROT
Happy goodbye
– one student says the first letter, the next student Look at the city centre maps the students produced
says the second letter, the next student says the in exercise 3 and decide which map has the best
third, and so on round the class. Spell different layout and which city the students would most like
vegetables. If a student makes a mistake or to visit.
hesitates, they have to start the word again from the
first letter.

90
 Christmas
Answers:
Aims 1 When do British people eat turkey? (Christmas Day, 25th
Vocabulary: Christmas symbols and traditions in December, for lunch)
the UK and Poland (Kultura: tradycje i zwyczaje) 2 What do Polish people eat during Christmas Eve
Reading: for general understanding and for supper? (beetroot soup, fish, dumplings, cabbage, etc.)
specific information about Christmas traditions 3 What do British people pull? (Christmas crackers)
in Poland and the UK 4 When do Polish people open presents? (Christmas Eve,
Speaking: talking about Christmas traditions at after supper)
one’s home
Optional materials: the words and music to some  After exercise 7  Extra practice 3
Christmas carols for students to sing together Tell your students to draw a Christmas tree in their
(for Happy goodbye) notebooks or on a coloured card and decorate it
with the vocabulary from this unit (baubles, crackers,
candy canes, stockings, stars, angels). Tell them to
Lead-in label the objects on their drawing with the colour.
Play Hangman with the word CHRISTMAS to
Example:
introduce the topic.
a gold star, a red and white stocking
 After exercise 1  Extra practice 1 Happy goodbye
Tell your students to record the vocabulary from
Divide the class into two groups and have a carol
exercise 1 into their notebooks with a drawing next
singing competition. Decide which group sings the
to each of the items.
best!
Culture note
Explain to your students that the British traditions
mentioned in the text are not always strictly
followed. For example, people usually put their tree
up about three weeks before Christmas Eve while
some children get all their presents in a pillow case
on Christmas Eve and don’t wait for Christmas Day to
open them. Point out to the students that in Poland,
traditions are more strictly followed than in Britain at
Christmas.

 After exercise 5  Extra practice 2

Write the questions about British and Polish
Christmas traditions on the board with gaps in some
of the words for the students to complete. Have the
students complete the questions and then get into
pairs to ask each other what the answers are.

1 When d British people eat t ?

2 What do Polish people e during
Christmas Eve s ?
3 What do B people p ?
4 When do Polish people o presents?

91
 Easter

Aims
Vocabulary: Easter symbols and traditions in the
UK and Poland (Kultura: tradycje i zwyczaje)
Reading: for general understanding and for
specific information about Easter traditions
in Poland and the UK
Speaking: talking about Easter traditions at
one’s home
Writing: Easter cards
Optional materials: pieces of paper, plastic bag
or shoe box (for Extra practice 1)
Culture note
Students in Britain usually have a two-week school
break around Easter. They go on egg hunts, eat lots
of chocolate, and sometimes go to church on Easter
Sunday.
Happy goodbye
Tell the students to stick their Easter cards up round
the room to decorate it.

Lead-in
Ask your students if Easter is celebrated on the same
day each year. Explain in Polish that the date changes.
The reason the date changes every year is because
Easter must fall on the first Sunday after the first full
moon in spring (after 21 March).

 After exercise 1  Extra practice 1

Put your students into groups of four. Tell them to
copy the vocabulary from exercise 1 onto pieces of
paper (one piece of paper per word), then fold them
up, and put them in a plastic bag or shoe box. One
student from each group pulls out a piece of paper
and looks at it in secret. They then draw the item of
vocabulary in their notebook for the other students
to guess. The next student then takes out a piece of
paper and continues the game. Repeat until all the
students have had a chance to draw a vocabulary
word.

Exercise 3 Extra practice 2

Put your students into pairs and ask them to choose
their favourite Easter tradition from those in exercise
3. Tell them to write a sentence about their favourite
Easter tradition in their notebook.

 After exercise 4  Extra practice 3

Tell the students to find similarities between Easter
in Poland and the UK. (Tell them they can look at the
answers to exercise 4 to help them if necessary).
Answers:
Easter basket, eggs, bunny, chicks

92
  Student’s Book Audioscript
Welcome unit 2  1.14
Stand up, don’t sit down, open your
one
books, close your books, sit down,
 1.01 two
don’t look at the board, pay attention,
blue three
work in pairs, be quiet, please.
red four
3
green five
Stand up, don’t open your books,
yellow six
look at the board, pay attention,
brown seven
don’t sit down, open your books,
black eight
sit down, close your books, work in
white nine
pairs, be quiet, please.
grey ten
purple  1.08 eleven
pink twelve
Monday
orange thirteen
Tuesday
fourteen
Wednesday
 1.02 fifteen
Thursday
house sixteen
Friday
road seventeen
Saturday
cake eighteen
Sunday
box nineteen
magazine  1.09 twenty
tree read  1.15
write
 1.03 Jeff: Oh, Zac. It’s your turn.
talk
dog; woof, woof Zac: Three … and four … and one.
listen
cat; miaow That’s eight.
draw
fish Jeff: Now it’s Lisa’s turn. Here are the
learn
snake; hiss dice, Lisa.
study
horse; neigh Lisa: One … and six … and five. That’s
go
bird; tweet, tweet twelve.
 1.10 Ruby: Now it’s Jeff’s turn. Here are
 1.04 the dice, Jeff.
1 Jeff: Thank you. Four … and two …
man Girl: Let’s write a story in English. and three. That’s nine.
woman Boy: OK. Ruby: OK – my turn – at last! Six …
boy 2 and five … and six! Oooh! That’s …
girl Boy: Let’s go to English websites. seventeen!
Girl: Good idea.
 1.05
3  1.16
1 ears Girl: Let’s learn English grammar
One, two, [beep, pause] four, five, six,
2 eyes rules.
seven, [beep, pause] nine, ten, [beep,
3 nose Boy: I’m not sure.
pause] twelve, thirteen, fourteen,
4 feet
[beep, pause] sixteen, seventeen,
5 hair Unit 1 [beep, pause] nineteen, [beep, pause]
6 mouth
7 arm  1.17
 1.11
8 hand
9 leg Zac: Hello! I’m Zac. I’m ten. Zac
This is Jeff. Jeff is nine. We are four friends. I am Zac, and I am
 1.06 This is Lisa. Lisa is ten. 10. My friends are Jeff and Ruby. They
Ruby: Hi! I’m Ruby. I’m nine. What’s are 9. Lisa is my friend too. She is 10.
Stand up.
your name? Sunny is my pet goldfish. It is 2.
Sit down.
Lucky is my pet dog. He is 3.
Look at the board.
 1.12 Lucky, you are my friend too!
Open your books.
Close your books. A B C D E F G H I J K L M
 1.18
Be quiet, please. N O P Q R S T U V W X Y
Work in pairs. Z 1 book 2 pencil case 3 rubber 4 pen
Pay attention. 5 schoolbag 6 pencil 7 notebook
 1.13 8 computer 9 desk 10 chair 11 board
 1.07 Listen, hey! A, H, J and K,
 1.19
1 Listen to me! B, C, D, E, G, P, T and V,
Stand up, sit down, open your books, Look! Hi! I and Y, Look, students!
don’t close your books, look at the F, L, M, N, S, X and Z. They’re red! We have pens, pencils, schoolbags
board, pay attention, don’t work in Listen, yo! O, o, o! and rubbers for you!
pairs, be quiet, please. Now you! Q, U and W, Do you want a pencil case,
R, r, I’m a rap star! a notebook or a book?
A desk, a chair, a board or a computer?

93
 1.20
1 three desks and two computers
2 fourteen pencils and three school
bags
3 three school bags and four pencil
cases
4 eighteen pencils and two books
5 one computer and two school bags
 1.21
pencil
pen
chair
desk
board
schoolbag
notebook
book
pencil case
rubber
 1.22
Iggy the Inventor. Episode 1 - My
dad is an inventor!
Ellie and Eddie are new students at
school.
1 
Ellie: Hello. I’m Ellie.
Eddie: I’m Eddie.
Teacher: Nice to meet you, Ellie and
Eddie. I’m Miss Blake. I’m a teacher.
Welcome.
2 Lisa is sporty and kind.
Student: Wow! What a big pencil!
Ellie: My dad is an inventor. Look at
this! It’s a crazy pencil!
3 
Eddie: And a big rubber!
4 Listen now to friendly, sporty, funny,
Student 1: It’s an amazing pencil case!
Student 2: And a very small notebook!
5
Narrator: Now it’s time to go home …
6 numbers. What’s your locker
Student 1: It’s a big orange car!
Student 2: Your dad is a genius! It’s
amazing!
7 Alice, what’s your locker number?
Iggy: Oh no!
Ellie and Eddie: Be careful!
8 Boy: My name’s Toby. I’m ten years
Iggy: It’s a bad invention.
Ellie: Yes, Dad. It’s a very, very bad
invention.
 1.23
1 name’s Jack …
Look at this! It’s a big green rubber!
2 There are no letters in Chinese!
Look at this! It’s a small red notebook.
3 thousand symbols. Look at this
Look at this! It’s a beautiful orange
chair.
4 beautiful, but it’s very difficult to
Look at this! It’s a big purple computer.
5 Hawaiian
Look at this! They are small black Hawaiian has a very short alphabet.
pencil cases. There are only 12 letters: A E I O U
6 H K L M N P and W. The alphabet is
Look at this! They are very big white easy, but the sounds are difficult for
rubbers. language learners.
 1.24
English
Look at the pen! It’s new! The English alphabet has 26 letters.
It’s a pencil and a rubber too! The number of vowels is five: a, e, i, o
Look at the school bags! They’re cool! and u. People use picture alphabets
They are small computers for school! for fun. This is an alphabet with
people.
What an amazing invention!
What a fantastic idea! Unit 2
Make your brain work for you,
And you can make inventions too!  1.29
funny
Look at that chair! It’s fun!
friendly
It’s a very big chair and it can run!
sporty
Look at that big board! It’s nice!
It can say every word you write! kind
clever
quiet
What an amazing invention!
shy
What a fantastic idea!
Make your brain work for you, helpful
And you can make inventions too!  1.30
1.25 Zac
Hello! It’s me, Zac. I’m funny and
Girl: What’s your name?
friendly.
Boy: My name’s James.
My friends are in this photo.
Girl: What’s your surname?
Ruby is shy and helpful.
Boy: My surname’s Winston.
Jeff is quiet and clever!
Girl: How do you spell Winston?
Boy: W – I – N – S – T – O – N.
What are you like?
Girl: How old are you?
Boy: I’m 10.  1.31
1.26 Listen to the sound of y in shy,
In my, buy, fly and why,
twenty  thirty  forty  fifty  sixty 
seventy  eighty  ninety  a hundred
They sound different – yes, that’s
 1.27 funny!
Teacher: OK, let’s check all the  1.32
number, James? 1
Girl: What is 14 + 5 + 30 + 19 + 46?
James: It’s 58.
Teacher: OK, 58 for James. Now, Boy: Hmm, It’s 114.
2
Alice: It’s 92. Girl: Hi! Hello! How are you? It’s great
to see you!
Teacher: Right, that’s Alice – 92. One
more person – Ryan. What’s your 3
locker number?
Ryan: It’s 81. old. I’m a student.
4
Teacher: Thank you – that’s Ryan, 81.
That’s it. Thanks, everyone. Girl: Happy birthday! This is for you!
5
 1.28 Boy: Oh .. …hello … my … er … my
Chinese
6
Boy: I love basketball and tennis.
Chinese people use over four
I run, swim and play sports
everyday!
photo. It’s a school in China. The
7
symbols mean school. Chinese is
Girl: Oh, no, look! My pet cat is in my
bag! Why? Oh no. My cat’s at school!
read.

94
8 6
Boy: Can I help? Can I take your bag?
Oh! It’s very heavy. No, no, that’s OK.
Woman: Oh, thank you. Thank you
so much.
 1.33
1 Be friendly. 2 Look shy. 3 Do
something helpful. 4 Be quiet. 5 Do
something sporty. 6 Do something
funny. 7 Do something kind.
 1.34
Zac
My name’s Zac, and you’re on my new
school blog page. I’m 10 years old. I’m
friendly and funny, but I’m not quiet.
Lisa, Jeff and Ruby are students in
my class. We’re friends. Lisa’s 10.
She’s sporty and kind. Jeff isn’t 10.
He’s 9 and he’s quiet and clever.
Ruby is 9 too. She’s shy and helpful.
Jeff and Ruby aren’t sporty.
 1.35
ruler sharpener crayon sticky tape  
noticeboard felt-tip pen gel pen glue
stick
 1.36
The felt-tip pen is 70 pence.
The ruler is 20 pence.
The crayon is 30 pence.
The sticky tape is 90 pence.
The sharpener is 1 pound.
The notice board is 7 pounds fifty.
The glue stick is 2 pounds.
The gel pen is 3 pounds.
 1.37
a felt-tip pen, a gel pen, a ruler,
sticky tape, a sharpener, a glue stick
 1.38
Iggy the Inventor: Episode 2 – Your
inventions are dangerous!
Professor Iggy is an inventor … but
his inventions are a problem for his
family.
1 3
Iggy: Hello, Ellie. Hello, Eddie.
Ellie, Eddie:  Hi Dad!
2 black thing?
Ellie: Hey, what are they?
Iggy: They’re felt-tip pens with LEDs.
3 Girl: Oh, I see. Yes.
Eddie: Are they rulers?
Iggy: No, they aren’t. They’re crayons.
4 Boy: Oh … what’s the word … they’re
Iggy: Look!
Ellie: Is it a new invention?
Iggy: Yes, it is.
5 Today, desks are a very special price
Eddie: What is it?
Iggy: It’s a computer!
Eddie: Wow! That’s incredible!
2
Iggy: Help! More special prices at English
Ellie: Are you OK? Mart! Boards for the classroom
Iggy: No, I’m not. Open it, please! are 25 pounds, and our very big
Eddie: Yes, Dad. noticeboards are 30 pounds.
7 That’s 25 pounds for a board for
the classroom …. and a very big
Ellie: Dad, your inventions are
noticeboard for 30 pounds.
dangerous. It’s time to make a safe
3
invention.
More fantastic prices at English Mart.
Iggy: Yes, I know. But it’s difficult... Notebooks are a special price today.
 1.39 They are 1 pound 50 pence. Yes,
1 pound 50 pence for a notebook.
Teacher: What’s your name?
English Mart for great prices!
Jeff: I’m Jeff.
Teacher: And what’s your surname?
Jeff: My surname’s Shipton.
Unit 3
Teacher: Who is he?
Jeff: He’s Zac. His surname is Masters.  1.44
Teacher: Thank you. And who is she? hairbrush
Jeff: She’s Ruby Wright. comb
Teacher: Thanks. And the last one – wallet
who’s she? purse
Jeff: She’s Lisa. Her surname’s Green. keys
smartphone
Teacher: Good. That’s all. Thank you.
tissues
1.40 headphones
Girl: Hi. I’m Julia. What’s your name? charger
umbrella
Boy: My name’s David. Nice to meet
memory sticks
you.
remote
Girl: Where are you from?
Boy: I’m from Argentina.  1.45
Girl: Oh, that’s cool! Come and play Oh no! Where’s my comb?
with my friends. Where are my headphones?
Boy: Sure! Where’s my smartphone?
 1.41 I know! They’re at home.
Argentina England France Italy   1.46
Poland Spain Germany the United 1
States of America (the USA) Boy: Is that thing a purse?
 1.42 Girl: No, I don’t think it is a purse.
Boy: Oh, I know. It’s a wallet.
Flags of the world Girl: Oh, yes, that’s right. It’s a wallet.
Red, white and blue are popular 2
colours for flags. The flags of the Boy: What‘s that red thing?
United States of America (the USA), Girl: Er … I think it’s a hairbrush.
the United Kingdom (the UK), and Boy: A hairbrush? But ….
France are all red, white and blue. Girl: Yes … look … you can brush your
Other popular colours are black, hair with it.
yellow and green. The flag of Boy: Oh, yes.
Germany is black, red and yellow. The
Girl: What’s that?
flag of Italy is red, white and green.
Boy: What? The white thing or the
Some flags have symbols. The blue
and white flag of Argentina has a
Girl: The white thing.
yellow sun on it. The red and yellow
Boy: It’s a charger.
flag of Spain has a royal symbol on it.
4
Units 1-2 Let's check Girl: What are they?
 1.43
for the television. You can change
1 the channel...
Special prices today at English Mart. Girl: Ah! Remotes?
Boy: Yes - they’re remotes.
– a desk is 15 pounds. Yes, 15 pounds! Girl: But most remotes are black, not
Chairs are a special price too – chairs white.
are 10 pounds. Fantastic prices! Boy: True, but these are white
remotes.
95
5  1.51 Imogen: No, that T-shirt is 10 pounds.
Boy What are they? That’s a lot of money.
Point to Iggy’s trousers.
Girl I think they’re chargers. Eddie: But …
Boy No, they aren’t chargers. Point to Iggy’s sweater.
Imogen: We can’t buy that T-shirt
Girl I know! They’re memory sticks. Point to Imogen’s dress.
for 10 pounds. We can buy this
Boy Oh, yes, you’re right. Point to Eddie’s shirt.
T-shirt for 2 pounds.
Point to Ellie’s trainers.
Eddie: Aw, Mum ….
 1.47 Point to Imogen’s shoes.
hairbrush hairbrush Point to Eddie’s shorts.  1.54
comb Point to Iggy’s shirt.
Woman 1 Good morning. How much
wallet wallet Point to Ellie’s skirt.
is this shirt?
purse Point to the scissors.
Woman 2 It’s 15 pounds.
keys keys Point to the hairbrush.
Woman 1 Here you are.
schoolbag schoolbag Woman 2 Thank you. Have a good
tissues  1.52
day.
headphones headphones Iggy the Inventor: Episode 3 – Those
Woman 1 Thank you. Goodbye.
charger clothes are weird!
comb comb 1  1.55
umbrella umbrella Ellie: Dad … Those clothes are really
smartphone weird. Customer: Good afternoon. How
tissues tissues Iggy: They’re my latest inventions. much are these trainers?
memory stick  memory stick This is a shirt, that’s a sweater, these Shop assistant: They’re 20 pounds.
remote remote are trousers and those are shoes. Customer: Here you are.
headphones 2 Shop assistant: Thank you. Have
purse purse Ellie: What’s that, dad? a good evening.
schoolbag Iggy: It’s a hairbrush. Customer: Thank you. Goodbye.
3
 1.48
Eddie: What’s this?  1.56

Whose schoolbag is it? Iggy: It’s a comb. Celebrity clothes

Boy: My schoolbag is green. Her Eddie: What are those? This T-shirt has the signature of
schoolbag is red. Their schoolbags Iggy: They’re glasses. a famous footballer Lionel Messi. It’s
are black. Nigel’s schoolbag is big. 4 £374.99 – that’s very expensive!
Girl: Our schoolbags are brown. Ellie: What are these?
Amy’s schoolbag is small. His school Iggy: They’re scissors. Look! Traditional clothes
bag is big. 5 These are the Beefeaters in London.
Imogen: Are those your father’s You can see them at the Tower of
 1.49 crazy inventions? London. Their clothes are traditional
shirt Ellie: Yes, they are. and very old. The jacket is red, black
T-shirt 6 and gold and it’s very uncomfortable.
trousers Iggy: Hello, Imogen. Are my new
shoes inventions good? Funny clothes
dress Imogen: No, they aren’t. It’s a waste These children are at a fancy dress
skirt of time. It’s a waste of money too! party. Their clothes are funny, but
cap 7 they aren’t comfortable.
socks Iggy: Oh dear. Imogen isn’t happy.
sweater
 1.53 Unusual clothes
jacket
You can make clothes with this
shorts Eddie: Hey, Mum – these trousers spray! It’s easy to make a T-shirt
trainers are great!
sandals or some socks. You can also make
Imogen: These blue trousers? They’re trousers or a dress too, but that’s
20 pounds. That’s very expensive. difficult.
 1.50
Eddie: Please, Mum.
Our favourite clothes Imogen: No… those trousers are
a good, have a look!
Unit 4
Tyler: This is my favourite jacket. My Eddie: Those grey trousers? They’re
shorts are very old, but they’re great. horrible, Mum.  2.01
My socks are old too. My trainers are Imogen: Those trousers are mother father brother sister
new and they’re very nice. Tyler 10 pounds. That’s a good price. grandfather grandmother great-
b
Eddie: Aw, Mum. grandmother great-grandfather
Jack: My favourite trousers, an old
Imogen: So, we can’t buy these aunt uncle cousin
shirt and my favourite sweater. Jack
trousers for 20 pounds, but we can
c  2.02
buy those trousers for 10 pounds.
Amy: This is my favourite T-shirt. It’s
really cool. My skirt is nice too, and Eddie: OK ... Lisa
my sandals are very comfortable. My Imogen: Now, you need a T-shirt Hi! This is my great-grandmother’s
cap is old. Amy too. Ah, this yellow T–shirt is good. birthday party. She’s with her family.
d It’s 2 pounds! On the left of the picture is my
Julia: No! It isn’t a comfortable dress! Eddie: It’s horrible! Look, the black brother, my mother and my father.
But my shoes are cool. Julia T-shirt is good. My mother has got a big photo.

96
It’s my sister with her two children.
They’re so cute!
Then it’s my grandmother and my
grandfather. My aunt and uncle are
on the right, with my cousin Liam.
Oh, and there’s our dog too. He’s
lovely!
 2.03
This is my mother,
And that is my father,
These are my brother and my sister
too,
Who’s that on the phone?
Oh, hello – it’s you!
 2.04
Lisa
My grandmother’s name is Mary.
She’s a kind person, and she is
helpful too. She’s 76.
Liam is my cousin. Liam’s 11 and he’s
very funny.
My sister’s name is Poppy. She’s 23
and she’s quiet and clever.
 2.05
How many people are there in your
family?
With your aunts, your uncles and
your cousins too?
Or is your family a little bit small?
Your mother and brother, that’s all?
Families of every size are special,
Big and small and in-between too
And everyone in your family is
special
‘Cos you love them and they love you.
How many people are there in your
family?
With your grandmothers and great-
grandmothers too?
Or is your family very, very small?
You, your father and yes, that’s all?
Families of every size are special,
Big and small and in-between too,
And everyone in your family is
special
‘Cos you love them and they love you.
 2.06
1 Girl: Hello, Mrs James. My name’s
brother  great-grandfather  aunt
2 She’s got short fair hair.
kangaroo snake dog
3 Iggy: No, she hasn’t.
memory stick charger smartphone  3
tissues
4 Iggy: Yes, she has. 1, 2, 3 … go!
bear  horse  fish  cat
5 Robot: This is Imogen, your beautiful
great-grandmother  uncle  cousin  wife. She’s got short, straight fair
sister
 2.07
The Smiths and their pets
My mother and my father have got
a pet.
They’ve got a snake! It’s true!
My aunt and my uncle haven’t got
a snake.
They’ve got a kangaroo.
And they’ve got a bear, too!
 2.08
length: short, long
type of hair: straight, wavy, curly
colour: red, black, fair, grey
 2.09
Let’s look at the two women in
picture 1. They’ve got grey hair, and
it’s long and wavy.
Let’s look at the two women in
picture 1. They’ve got grey hair, and
it’s long and wavy.
OK, let’s look at number 2. They’re
nice girls. They’ve got long hair, and
it’s curly and fair.
OK, let’s look at number 2. They’re
nice girls. They’ve got long hair, and
it’s curly and fair.
Next, the two boys in picture 3. Their
hair is short, it’s straight and black.
Next, the two boys in picture 3. Their
hair is short, it’s straight and black.
Number 4 – the girls. They’ve got very
curly hair, and it’s long and red too.
Number 4 – the girls. They’ve got very
curly hair, and it’s long and red too.
 2.10
long hair  short hair  curly hair  1 She’s got straight black hair.
straight hair  brown hair  red
hair  wavy hair  fair hair  black hair  3G irl: Have you got fair hair?
grey hair
 2.11
Iggy the Inventor: Episode 4 - A big
mistake
1
Iggy: My new robot is very clever.
Imogen: Has he got a brain?
Iggy: No, he hasn’t. He’s got a big
computer in his head.
2 Boy: This is my mother.
Iggy: Robot, I want you to find
Imogen. She’s my beautiful wife.
Robot: Has she got curly hair?
Robot: Has she got straight hair?
4
hair and...
5
Imogen: I’m not a scarecrow! Your
robot hasn’t got a brain, Iggy.
6
Imogen: But now it has got a nice hat!
Robot: Help! What’s happening?
7
Iggy: What a disaster! Imogen isn’t
happy. Robots aren’t a good idea…
 2.12
1
Iggy: This person has got long
straight black hair.
Robot: OK …. OK …. OK … Got it!
Look! Look!
Iggy: No, robot. That’s not right!
You’ve got a pair of black trousers.
2
Iggy: Let’s try again. This person has
got short straight fair hair.
Robot: OK … OK …. OK … Got it! Look!
Iggy: No, robot. That’s wrong. You’ve
got a yellow cap.
3
Iggy: OK, here we go again. This is
an easy one. This person has got
short, straight black hair.
Robot: OK … OK …. er … er … Got it!
Iggy: No, robot. That’s completely
wrong. That’s a black dog.
4
Iggy: OK. Let’s try something
different. This has got short,
straight red hair.
Robot: Different … different …
different … Got it!
Mark: No, robot. That’s wrong!
That’s a red ball. They’re all wrong!
Oh no, what a disaster!
 2.13
2 My friend has got green shorts.
Boy: No, I haven’t.
4G irl: Has your brother got a blue
jacket?
Boy: No, he hasn’t.
5G irl: Has your sister got a purse?
Boy: Yes, she has.
 2.14
Boy: Welcome to my house.
Girl: Thank you.
Alice. How are you?
Woman: I’m fine, thank you, Alice.
And you?
Girl: I’m fine too.
Boy: Have a seat and help yourself
to the sandwiches.
Girl: Thank you.
 2.15
Conrad: Welcome to my flat.
Tymon: Thank you.
97
Conrad: This is my father. Joe: I want to get some headphones Jeff: No, it’s not that, Zac.
Tymon: Hello, Mr James. My name’s too. Let’s go to the shopping centre Ruby: This picture!
Tymon. How are you? tomorrow and look for new ones. Jeff: Yes! One point for Ruby. That’s
Father: I’m fine, thank you, Tymon. Emma: OK. Good idea. three points for Ruby. Ruby, you’re
And you? the winner!
Tymon: I’m fine, too. Unit 5  2.23
Father: Have a seat and help
yourself to the cake. Jeff: Lisa, do you want to play Slap
Tymon: Thank you.  2.19
it! too?
swim Lisa: Oh, yes, thanks. It looks fun.
 2.16 fly Jeff: OK, Lisa, you can play with me.
Factory robots ski And Zac, you can say the words.
There are more than 2 million robots climb trees Zac: Cool! Are you ready?
in factories around the world. These drive a car Jeff: Yes.
robots have got tell jokes Lisa: Yes … I think so.
arms and hands. They make cars, do skateboard tricks Zac: Right. One, two, three, go! Ride
computers and other things. speak English a bicycle.
Medical robots speak Chinese Lisa: That’s it!
Hospitals and doctors have got ride a bicycle Zac: One point for Lisa. Next one, ski.
robots too. Some robots do Jeff: This picture!
complicated medical operations.  2.20 Zac: Well done, Jeff. Next, speak
Some robots give you medicine. Sixty and six is sixty-six. English.
Space robots Let’s do skateboard tricks. Jeff: This picture!
Space robots have got cameras. It’s also fun to swim and ski. Zac: No, Jeff, that picture is speak
They send pictures from the planets. Let’s sing this rap with me. Chinese.
This is the Mars robot Lisa: Ha, I’ve got it! This picture is
Curiosity – and the photo is a selfie!  2.21 speak English!
And in the future … 1 Zac: Yes! One point for Lisa. Next, fly.
It’s six o’clock in the morning. You [sound: speak English] Lisa: That’s it!
are in your bed. Listen! It’s a robot at Zac: One point for Lisa. Lisa is the
2
the door. It’s got your breakfast, and winner!
[sound: skateboard]
your robot car is in the street. Soon, Jeff: Well done, Lisa! It’s my game,
3
you’re at school. Perhaps the teacher but you’re the winner!
[sound: ride a bike]
is a robot too? Lisa: It’s fun, Jeff. Great game!
4
[sound: swim] 
Units 3-4 Let's check 5
2.24

1
[sound: climb trees]
 2.17 [sound: skateboard]
6 [sound: ride a bike]
1 Girl: This is my father. [sound: tell jokes] 2
2 Boy: How much is this T-shirt? 7 [sound: fly]
3 Girl: Have a seat and help yourself [sound: fly] [sound: drive a car]
to the sandwiches. 8 3
4 Boy: How are you? [sound: ski] [sound: ski]
5 Girl: How much are these trainers? 9 [sound: speak English]
6 Man: Have a good day. [sound: drive a car] 4
[sound: swim]
 2.18  2.22
[sound: climb trees]
Joe: Hey, I like your smartphone. Jeff: Hey, this is my new game. [sound: tell jokes]
Emma: Yes, it’s great. It’s new. You’ve It’s called ‘Slap it’. Look at these
got a nice smartphone too. pictures. I say an activity, you find  2.25

Joe: Yes, it’s fine. But I haven’t got
the charger for it.
Emma: Oh no! Where is it?
Joe: I don’t know. I need to get a new
one.
Emma: Oh, Joe, have you got a
memory stick? I want to copy
these photos.
Joe: Sure. It’s in my bag. Here you are.
Emma: Thanks. Oh, no. My
notebook is dirty.
Joe: Do you want a tissue? I’ve got
it on a card, and you slap it with
these fly swatters.
Zac: Hey that’s fun!
Jeff: So let’s start! You slap the card
first, you get a point. Three points
and you win. Are you ready?
Ruby: Yes, we are!
Jeff: OK, listen! Drive a car.
Zac: This picture!
Jeff: One point for Zac! Next, swim.
Ruby: This picture!
Jeff: One point for Ruby. Next, climb
Amazing animals!
This monkey can shout very loudly.
You can hear it from six kilometres!
All fish can swim, but this fish can
walk too. It can’t walk fast.
This snake can swim very well. It’s
a dangerous snake!
These birds can dance. They move
their blue feet at the same time, but
they can’t dance quickly.
 2.26

tissues here. trees. OK, let’s look at the list. Do skateboard

Emma: Thanks, Joe.
Joe: Are these your headphones?
Emma: Yes, they are. But they don’t
work. I need to get some new ones.
98
Ruby: This picture! tricks, swim, ride a bicycle, tell jokes,
Jeff: One point for Ruby. Next, tell climb trees, speak Chinese …. So, my
jokes. number 1 activity is do skateboard
Zac: This picture! tricks. I can do lots of skateboard
tricks, and I can do them very well.
I can swim but I can’t swim fast. I can
ride a bicycle very well. I’m very fast
on a bicycle. I can also tell jokes, and
my friends laugh, so that’s OK. I can’t
climb trees. That’s OK because it’s
dangerous. And I can’t speak Chinese
– not one word, nothing ...
 2.27
1 play chess
2 cook
3 snowboard
4 play the piano
Girl: Right. Can you play games? sausages 3
Zac: Yes, I can play a lot of games. cake 5
Girl: What can you play? cheese 2
Zac: I can play computer games very strawberries 4
well. bread 10
Girl: What about music? Can you jam 7
whistle?
Zac: No, I can’t. It’s very difficult!  2.35
Girl: Can you sing? It’s party time – where’s my cap?
Zac: Yes, I can. I can sing well … and The band is great, let’s rap!
very loudly! Are you hungry? There’s some salad!
Girl: What can you sing? I’m the rapper so it’s not a ballad!
Zac: Pop songs. I want to be a pop
star.  2.36

5 read music Lisa

 2.31
6 rollerblade It’s Ruby’s birthday party today!
7 ice-skate 1 We’ve got two pizzas and we’ve got
8 sing Girl: Excuse me, Miss Edwards. ten sausages.
9 whistle Woman: Yes, what is it? We’ve got some ice cream, some
10 paint Girl: Can we play now, please? cheese, some strawberries and two
Woman: No, I’m afraid you can’t. cakes.
 2.28 Girl: Oh, that’s a pity. Now I can get some biscuits and
rollerblade some pasta. We need some bread
play chess 2
and some jam too.
cook Girl: Excuse me, Miss Edwards.
paint Woman: Yes, what is it?  2.37
Girl: Can I call my parents, please?
play the piano 1
Woman: Yes, of course.
read music Man: Can I help you?
Girl: Thank you.
ice-skate Girl: Yes. Can I have a pizza and some
sing  2.32 pasta, please?
whistle Man: Of course.
Yosemite National Park
snowboard 2
Yosemite is a very big national park
Woman: Do you want something to
 2.29 in California in the United States.
eat?
4 million people visit Yosemite every
Iggy the Inventor. Episode 5 - What Man: Yes, a sausage, please, and
year.
a mess! some cheese.
You can camp, you can play games,
1 3
you can swim and you can have
Imogen: I’m sick. I feel awful. Girl: I want some bread and some
picnics there.
Eddie: I’m hungry. Dad, what can jam, please.
You can drive your car in some parts
you cook? Man: Here you are. Some bread and
of the park, and you can ride bicycles
Iggy: Er, hmm. I can’t cook ... some jam.
too.
2 Girl: Thanks.
You can see beautiful trees and
Eddie: Ellie, can you cook? 4
fantastic waterfalls. You can climb
Ellie: Yes, I can. I can cook a pasta Woman: OK, your turn.
the mountains too. Boy: Some ice cream, please … and
dish, but we haven’t got pasta.
The animals of Yosemite are very a cake … and some biscuits.
Iggy: Let’s get some food at the
special. You can see the bald eagle – Woman: That’s ice cream, a cake and
market – and test my new
that’s the national bird of the United some biscuits.
invention!
States. Boy: Yes, please.
3
The bears are popular animals too.
Iggy and the children are at the
They aren’t afraid of people and they  2.38
market.
can be dangerous. You can’t leave Jeff: Have we got all the food on the
Eddie: Dad, this bag is very heavy.
food on the tables in the camps – list?
I can’t carry it.
the bears come and eat it! Lisa: Yes. Look! There’s a pizza, there
Iggy: Let’s use my invention!
5 are some sausages, there’s some
Eddie: Dad, there’s a problem … Unit 6 cheese.
6 Jeff: Where is the pasta? And where
Ellie: Watch out, Dad!  2.33 are the biscuits?
7 pizza pasta ice cream biscuits  Lisa: In the blue bag … oh … where’s
Iggy: What a disaster! What a mess! sausages cake cheese  the blue bag?
strawberries  bread  jam Zac: Oh no! I think it’s at the
 2.30 supermarket!
Girl: OK, Zac, can you paint well?  2.34
Zac: Yes, I can.  2.39
pizza 6
Girl: What can you paint? pasta 9 1
Zac: Cars. I can paint very good ice cream 1 Woman: Have we got all the food on
pictures of cars. biscuits 8 the list?

99
Boy: I think so, look. There are some  2.42  2.44
biscuits and some cheese.
Iggy the Inventor: Episode 6 - It’s There are some apples in this
Woman: Great!
a smoothie! smoothie.
Boy: And there is a lot of ice-cream,
1 This smoothie is for you.
too.
Iggy: My cooking machine is ready! There isn’t any cream – that’s great.
2
It can cook food. Let’s cook But there aren’t any vegetables.
Man: Have we got all the food on
a meal. We can start with fish. Stop! wait!
the list?
Ellie:  There isn’t any fish. Let’s add cabbage and carrots too!
Girl: Er … yes. There is some cheese.
Iggy:  Oh. OK, let’s cook a sausage.
There are some biscuits too … oh,
Ellie:  There isn’t a sausage. A smoothie with vegetables
and there are some sausages.
2 Is good for you!
Man: What about strawberries? We
Iggy:  A lemon. Any potatoes? It tastes great!
need strawberries too.
Ellie: There aren’t any potatoes. And it’s healthy too!
Girl: Oh, yes. There are some
There’s some meat, there’s
strawberries too.
a pineapple and there are There are some grapes in this
Man: That’s good.
some lemons. smoothie.
3
Iggy:  No problem! This smoothie is for you.
Girl: Have we got all the food on the
3 There isn’t any sugar – that’s great.
list?
Iggy:  Here it is! Oh …. But there aren’t any vegetables.
Boy: Let’s check. There are some
Ellie: Dad, it isn’t a meal. It’s Stop! wait!
strawberries, some biscuits ...
a smoothie. A meat, lemon and Let’s add lettuce and tomatoes too!
Girl: Biscuits?
pineapple smoothie. Yuck!
Boy: Sorry, no biscuits. It’s a cake.
4 A smoothie with vegetables
And there are some sausages, too.
Iggy: Let’s try again. Let’s make Is good for you!
Girl: That’s everything! Let’s go
a tasty smoothie. There’s It tastes great!
home.
some lettuce ... And it’s healthy too!
4
Ellie: And some grapes.
Man: Have we got all the food on  2.45
5
the list?
Iggy: This is a grape and lettuce Woman: Can I have a tomato and
Girl: There’s some pasta. I can make
smoothie! cucumber salad, please?
a pasta dish. And there are some
6 Man: I’m sorry, there isn’t any
pizzas.
Ellie: Dad … it’s good… but it’s not tomato and cucumber salad.
Man: What about cheese and
quite right … Woman: Oh. Can I have a red pepper
biscuits for mum?
Iggy: I think I know how to make the and carrot salad?
Girl: Yes, there is some tasty cheese
perfect smoothie! Man: Yes, of course. Eat in or take
and some biscuits too.
out?
 2.43
Woman: Take out, please.
 2.40
Ellie: Let’s make another smoothie. Man: Here you are. That’s £4.50,
ham
Eddie: Look, there’s some ham! please.
bacon
Iggy: No, ham isn’t a good idea for Woman: Thank you.
meat
a smoothie. Is there any bread?
chicken  2.46
Ellie: Bread? No, there isn’t any
pineapple
bread. tomato
lemon
Iggy: Oh. No problem. Is there any cucumber
blueberries
jam? red pepper
grapes
Ellie: Yes, there is. carrot
potato
Iggy: Great! Let’s put some jam in. cabbage
lettuce
Are there any strawberries? onion
mushroom
Ellie: Yes, there are. bean
rice
Iggy: Let’s put the strawberries in beetroot
 2.41 too. And grapes, are there any
grapes?  2.47
pizza
Ellie: No, there aren’t any. England
strawberry
Eddie: Dad, there’s some bacon here. In England, one of the favourite
fish
Iggy: No, we don’t want bacon in the foods is curry from India! Tea is the
sausages
smoothie. favourite drink, and that’s from India
pasta
Eddie: Oh, please, let’s try bacon … too. In England, people drink tea
bread
Iggy: Well, OK … let’s put it in the with milk.
ham
machine…
pineapple
Iggy: … and start it … Argentina
lemon
Iggy: and here’s the smoothie. In Argentina, people eat a lot of
grapes
Eddie: I want some! Please! beef. Mate tea is a favourite drink in
lettuce
Ellie: Yes, me too, please. Argentina. Mate tea is from a south
meat mushroom
Iggy: OK, let’s try it. American plant called yerba mate.
rice
Iggy: Oh dear. What a disaster. People drink a lot of coffee too.
potatoes,

100
The USA Make a robot, now!  3.08
Hamburgers, pizzas, chips and soft Take a photo, wow!
have lunch
drinks are popular in the USA and all
 3.04 get up
over the world. But there’s a problem
have a shower
because this food isn’t healthy. Jeff: I take photos every day.
go to bed
Lisa: Every day? That’s a lot of
Japan get dressed
photos!
In Japan the food is very healthy. have dinner
Jeff: Yes, and I post them all on my
Fish, salad and rice are all favourites. brush your teeth
website.
Green tea is a favourite drink. have breakfast
Lisa: I chat on my mobile every day.
go to school
I chat with Zac and Ruby. We talk
Units 5-6 Let's check about films and books.  3.09
Jeff: Another thing, I do judo on
Wednesday and Friday. Iggy the Inventor: Episode 7 -
 2.48
A  brilliant idea!
Lisa: I do karate, on Tuesday. What
Listen to me, please. There are rules about your computer? 1
at the camp. Jeff: I download apps on Saturday Eddie: That’s my Dad. He’s an
In the morning, you can rollerblade and Sunday. I love apps! And, of inventor. He doesn’t work in
and do skateboard tricks, but please course, I do homework every day – an office. He works at home.
be careful. You can’t climb the trees on my computer. Simon: Does he work in the evening?
because it’s dangerous. Lisa: Yes, me too, I do homework Eddie: Yes, he does.
In the afternoon it’s time for sports. every day. Too much homework! 2
You can play volleyball, you can do Simon: Does he make good
karate and you can do judo, but you  3.05 inventions?
can’t swim. So please don’t go to the Eddie: No, he doesn’t. His inventions
play ...
area of the swimming pool. are ...
download ...
In the evening, please try to be quiet. Iggy: Boys, come and see my new
hang out …
There’s a piano in the camp house invention!
post ...
but you can’t play it. But you can read 3
do ...
and you can play chess if you like. Iggy: This is The SmoothieMax!
go to ...
So, those are the rules. They’re very Eddie: Wow! Does it make smoothies?
clear, I think, but perhaps you’ve got go …
chat .… Iggy: Yes, it does. Look! I put the
some questions. So, are there any vegetables and fruit in here, then
questions? … watch …
take … I start the machine …
5
Unit 7  3.06 Iggy: Oh no! Sorry! Oh, what
Boy 1: Hi there! How are you? a disaster …
 3.01
Boy 2: Hi, I’m fine thanks but I’ve got Eddie: This is for you.
go to my dance class a lot of homework. Simon: But I don’t like fruit. I don’t
play volleyball Boy 1: Oh, homework. I do like vegetables.
go out homework every day, even on 6
do exercise Sunday. Simon: Wait a minute! I like this
chat on my mobile Boy 2: Yes, I do homework on smoothie!
watch TV Sunday too …but it’s Saturday. Eddie: I love it!
hang out with my friends Boy 1: Do you go out on Saturday? Iggy: Imogen! Ellie! Come here! They
post comments Boy 2: Yes, I do. I hang out with my like my new invention! Eddie likes
download music friends. Do you go out with your the smoothie! Simon likes the
take photos friends on Saturday too? smoothie too!
Boy 1: Yes, I do. We go to free English 7
 3.02 Imogen: It’s delicious. And it’s
classes. Look at this photo!
Ruby Boy 2: Wow! healthy!
On Monday, I do exercise. Tuesday, Simon: I can’t believe that I love
is a sports day - I play volleyball. On  3.07 vegetables!
Wednesday, I go to my dance class. get up Ellie: Dad, you’re a genius!
On Thursday, I post comments on have a shower
the Internet. On Friday, I download  3.10
get dressed
music. On Saturday, I hang out with brush your teeth Reporter: Hello. My name’s Robby
my friends. Then, on Sunday, I’m at go to school Green from Brainy News. Can I ask
home. I watch TV with my family in go to bed you some questions?
the evening. Of course, I take photos go home Iggy: Yes, but ask the questions
every day. It’s my hobby! have breakfast quickly, please. I’ve got a lot of work.
have lunch Reporter: No problem. Mr Iggy,
 3.03 children say your smoothies are
have dinner
What’s your name? in the morning fantastic.
Let’s play a game. in the afternoon Iggy: They are my children’s friends.
Can you make in the evening They come to our house. They like
a tasty cake? at night my smoothies.

101
Reporter: And this machine … this
is The SmoothieMax … it’s an
incredible machine.
Iggy: Thank you.
Reporter: Do you make a lot of
inventions?
Iggy: Yes, I do, but they aren’t good.
The SmoothieMax is different! It’s
a good invention!
Reporter: Does it make fruit
smoothies?
Iggy: Yes, of course. And it makes
smoothies with vegetables too.
Reporter: And do your children like
your smoothies?
Iggy: Yes, they do! And my wife likes
them.
Reporter: Can I have a smoothie?
Iggy: No, not now. I’m sorry. But you
can have a smoothie on Saturday.
Reporter: On Saturday?
Iggy: Yes! Come and see The
SmoothieMax in the Main Square.
I want everyone to come! I want
everyone to have my smoothies!
Saturday is smoothie day!
 3.11
a prizes!
Girl 1: What time is it?
Girl 2: It’s eight o’clock. It’s time to
get up!
Girl 1: Am I late?
Girl 2: Yes, you are. Hurry up!
b
Girl: Excuse me, what time is it?
Woman: It’s one o’clock. It’s time to
have lunch.
Girl: Are we late?
Woman: No, you aren’t. Take your
time.
 3.12
1 It’s ten o’clock.
2 It’s quarter past ten.
3 It’s twenty past ten.
4 It’s half past ten.
5 It’s twenty to eleven.
6 It’s quarter to eleven.
 3.13
Dangerous journeys to school
How do you get to school? Do you
walk, go by car, or by bus? You’re
lucky!
China
Children at this school in China go
up and down these ladders. The first
time it is very scary, but soon they
are good at it.
Indonesia
This bridge in Indonesia isn’t for
people. It’s a bridge for water
called an aqueduct. It’s old and it’s
dangerous. Children ride their bikes
on it when they go to school.
102
Nepal
Perhaps going to school on the river
sounds nice. Not for these students
at a school in Nepal.
There are twenty students in a little
canoe.
Unit 8
 3.14
buy tickets  win prizes  fight
a dinosaur  dive into a crocodile
lake  find treasure  look for
brainyballs  visit spooky castle  learn
magic tricks
 3.15
Welcome to Brainy Park! Please buy
tickets first. Then you can choose
where to go. You can dive into
a crocodile lake, or you can fight
a dinosaur! Do you like puzzles? You
can find King Arthur’s treasure or
you can look for brainyballs. You can
also visit Spooky Castle. But it’s not
all virtual reality here. You can learn
magic tricks … and you can win real
 3.16
What’s the time? I don’t know.
Let’s fight a dinosaur! Let’s go!
Find the treasure, ride and fly.
Climb and dive, but don’t be shy!
 3.17
Dad: OK, we’re here at last. So, Jeff,
what do you want to do?
Jeff: Wow! There’s so much to do,
look! You can fight a dinosaur. Oh
yes, I want to do that!
Dad: It isn’t a real dinosaur. It’s
a virtual dinosaur.
Jeff: Yes, I know! But I want to do it.
Dad: OK. And …? What about this,
you can dive into a crocodile lake?
Jeff: No way! I hate crocodiles!
Dad: OK. So … look, you can find
treasure. You like puzzles …
Jeff: Yes, that sounds great.
Dad: Look at this one too. You can
visit Spooky Castle. I think that’s
fun.
Jeff: Not really, Dad. What other
ones are there?
Dad: Let’s see … You can look for
brainyballs … and you can win
prizes!
Jeff: Great! Let’s do that!
Dad: OK. Is that everything?
Jeff: No, look, this is perfect. You can
learn magic tricks. That’s exactly
what I want to do!
Dad: OK, that’s a lot of things to do.
Jeff: Great. I want to go and buy the
tickets! Let’s go!
 3.18
1
Boy: I want to fight a dinosaur.
Girl: No, I don’t want to fight
a dinosaur. I want to look for
brainyballs.
2
Girl: I want to find treasure!
Boy: Me too! I want to find treasure
too!
3
Boy: Magic tricks! Wow. I want to
learn magic tricks.
Girl: I hate magic tricks! I want to
dive into a crocodile lake.
4
Girl: Look at those games! And look
at the prizes! I want to win prizes!
Boy: I don’t want to win prizes.
I want to visit Spooky castle.
 3.19
Ruby: Hi Mum! Brainy Park is great!
Zac’s fighting a dinosaur now, Jeff
and Lisa are visiting
Spooky Castle, and I’m ... guess!
Mum: You’re looking for brainyballs!
Ruby: No, Mum. I’m not looking for
brainyballs now. I’m learning magic
tricks. Bye!
 3.20
1
Boy: Two tickets for Spooky Castle,
please. For me and my sister. Thank
you. How much are they? Oh, ok …
here you are. Thank you.
2
Girl: Look! This is a little toy dinosaur.
I’m putting this little dinosaur into
the box. It’s in the box. … I’m closing
it, abracadabra, and now I’m opening
the box. Where’s the dinosaur?
3
Girl 1: Come on… be careful! Don’t
walk into the lake. There are
crocodiles. Look! I can see it!
Girl 2: Yes, that’s right! This is it!
Girl 1: Let’s open it!
Girl 2: Oh, wow!
4
Boy: Oh, there’s one. I can touch it! …
Yes, that’s one more point! They’re
flying fast, but I’m getting a lot of
points. That’s eight points! And
that means – oh, there’s another ….
one more point!
5
Girl: Aaagh! … It’s really scary! Oh,
no …. There’s a spider … Are you
scared? … No? Oh… a ghost … more
spiders … Aaagh!
 3.21
main square cinema supermarket 
museum  car park  train station 
café school shopping centre 
bus stop
 3.22
Girl: I’m standing in the main square.
There’s a car park, I can see the
cinema.
Boy: The cinema’s a good place for
brainyballs.
Girl: OK, I’m walking to the cinema …
oh, there’s a brainyball … it’s
watching the film! I’m touching it.
That’s one point!
Boy: Try the supermarket next.
Girl: OK … now I’m in the supermarket
… there are two brainyballs! They’re
fighting … no, they’re playing. Three
points! What’s next? I can see the
museum… I’m walking into the
museum … oh, there’s a brainyball!
It’s sitting on a chair! Four points!
Boy: The car park is next. Don’t go
there.
Girl: OK. I can see a train station.
Boy: No, don’t go there. Try the café.
Girl: OK … No, there’s nothing in the
café.
Boy: Try the school. Hurry up! We
haven’t got a lot of time.
Girl: OK, I’m in the school. Oh, yes,
there are two brainyballs here! Oh,
look … they’re learning English.
How cute! Six points!
Boy: The shopping centre’s next.
That’s a good place.
Girl: OK, I’m running into the
shopping centre … it isn’t big …
ah, there’s a brainyball here! It’s
jumping. Seven points.
Boy: Great! The bus stop’s next.
Don’t go there.
Girl: The bus stop … you’re right,
there aren’t any brainyballs here …
no, wait, there’s one … it’s driving
a bus! Eight points!
Boy: Brilliant!
Girl: Oh… I’m back at the cinema
again. OK, I’m leaving the main
square now … what’s next?
 3.23
1 I’m buying vegetables and meat.
2 I’m running for the train!
3 I’m buying some new trousers.
4 I’m watching a film.
5 I’m looking for a bus to London.
6 I’m walking to my car.
7 I’m drinking coffee.
8 I’m looking at very old things … this
picture is 400 years old.
9 I ’m learning Polish! The teacher is
very good. I love this class.
10 I ’m walking in a big open place.
There are big buildings and trees.
 3.24
Iggy the Inventor: Episode 8 –
Success!
Free Smoothies in the main square
on Saturday!
1 Are you diving?
Iggy: Get a move on, you two! Are you doing anything?
Ellie: Where are we going? Yes, I am. I’m writing songs.
Iggy: We’re going to the main square. Songs to change everything.
2 Use your brain, use it well
Eddie: Are you looking for your Train your brain, (and) keep fit.
tablet? Be brainy on your own,
Iggy: No, I’m not. Be brainy with your friends.
Ellie: Are you looking for your
phone?  3.27
Iggy: Yes, I am. Hello, my name is Nick … or Mike
Ellie: I’ve got your phone. … Listen carefully and you can find
3 the first letter of my name on the
Imogen: Look at all the people! They map. Let’s start at the café. Now,
all want your smoothies! I’m walking to the car park. Now I’m
4 walking again. I’m at the shopping
Man: What is he doing? centre. I’m looking at the cinema, but
Woman: He’s putting vegetables in I’m not going there. I’m going to the
the SmoothieMax. The children are train station. I’m at the train station.
giving smoothies to everyone. Now I’m walking to the bus stop.
6 Can you guess my name? Am I Nick
Iggy: Can we buy a SmoothieMax for or Mike?
our café?
We want 50 SmoothieMax  3.28
machines for our supermarkets! Boy: Excuse me. I’m looking for the
Our school needs a SmoothieMax! shopping centre.
People are texting me! Man: Go straight on, then turn left,
7 then turn right.
Imogen: Your smoothies are a big Boy: Thank you.
success, Iggy! Man: You’re welcome.
Eddie: The SmoothieMax is a great
invention!  3.29
Ellie: And you are a great inventor! Turn left, go straight on, turn right.
Iggy: Thank you, everyone! I’m on Turn left, turn right, turn left, turn
top of the world! right, go straight on.
Turn left, left, left, turn right, right,
 3.25
right, go straight on, turn left, left,
1 right, right, right, and left!
Ellie: Hi Mum! I’m buying tickets for
a film this afternoon.  3.30
Imogen: OK! 1
2 Girl: Excuse me. I’m looking for the
Imogen: Ellie, what are you doing cinema.
now? Man: Go straight on, then turn right.
Ellie: I’m having lunch with my Girl: Thank you.
friends. Man: You’re welcome.
3 2
Imogen: Ellie, are you walking home Boy: Excuse me. I’m looking for the
now? bus stop.
Ellie: No, I’m waiting for the bus. Woman: Go straight on, then turn
4 right, then turn left.
Imogen: Ellie, where are you? Are Boy: Thank you.
you waiting for the bus? Woman: You’re welcome.
Ellie: No, I’m not. I’m at the door.
 3.31
 3.26
Popular squares
Is she reading?
Is she sleeping? Federation Square, Melbourne,
Is she doing anything? Australia
Yes, she is. She’s writing stories. We’re in a new square. This is
Stories to change everything. Federation Square in Melbourne,
Use your brain, use it well Australia. It’s about twenty years old.
Train your brain, (and) keep fit. There are restaurants and cafés, and
Be brainy on your own, there’s a theatre too.
Be brainy with your friends. Tourists like the green glass on a lot
Are you swimming? of the buildings.
103
Trafalgar Square, London, England
This is Trafalgar Square in London,
England. There is Nelson’s column
in the middle. Can you guess what’s
on the top? There is a big fountain in
the square and there’s the National
Gallery too. There are a lot of beautiful
pictures in the National Gallery.
Times Square, New York, the USA
We’re in Times Square in New York,
in the USA. People are walking in
the square because there aren’t any
cars. They’re going to the cinemas,
theatres, or they’re having dinner in
cafés and restaurants.
 3.32
1 1 Santa puts presents under Christmas
I can’t choose. The theatre, or the
cinema, or a restaurant … Maybe the
cinema? I can see lots of cinemas -
let’s check the films.
2 3 Every Christmas, Santa’s reindeers
Oh look at that building – I really
want to go there. They’ve got some
very famous paintings. Can we go
now?
3 5 A typical Christmas cracker is about
These new buildings are beautiful. I
love this green glass – let’s sit down
and have a coffee. Then we can get
the train at 3 o’clock.
4 On Christmas Eve, we decorate
You want to take a photo of me?
Here, with the fountain? Or with the
column? No, there are people sitting
there … so, in front of the fountain.
Units 7-8 Let's check
 3.33
1 Look at that boat, it's fantastic!
It's flying to the tree. Where's my
camera? Ah, here it is. Look, it's
flying to the house now. Hey, look
at these, they're brilliant!
2 I love that song! How much is it?
One pound? That's good. All his
songs are here, fantastic! Let's buy
the whole album. Hey, the Internet
is really fast here. 1, 2, 3, 4, 5...
And I've got all the songs on my
computer now!
3 What? What are you saying? What?
What time is it? Nine o'clock?! Oh
no, I'm late! Where are my school
clothes, and my schoolbag? I
haven't got time for breakfast, I've
got to get a move on!
4 Good morning everyone, can I
have some bread and jam? I'm so
hungry. Thanks! Are you making
tea? That's good, I like tea in the
morning. Can I have some tea,
please? Thank you!
104
5 I'm really tired. I can't watch 4 hot cross bun: H-O-T  C-R-O-S-S 
television at night. Look, its half B-U-N
past eleven! It's very late. I'm going 5 lamb: L-A-M-B
to my room. Goodnight! 6 Easter bunny: B-U-N-N-Y
7 catkins: C-A-T-K-I-N-S
Christmas 8 Easter eggs: E-G-G-S
 3.38
 3.34
1
1 Christmas stocking: S-T-O-C-K-I-N-G My favourite Easter tradition is the
2 Sleigh: S-L-E-I-G-H Easter egg hunt. We look for Easter
3 Candy cane: C-A-N-D-Y C-A-N-E eggs in the garden or the house.
4 Reindeer: R-E-I-N-D-E-E-R I always find more eggs than my
5 Christmas cracker: C-R-A-C-K-E-R sister!
6 Christmas tree: T-R-E-E 2
My favourite Easter tradition is egg
 3.35
rolling. It’s a game where we take
Santa funny facts eggs to the top of a hill and then roll
them down the hill. The first egg to
trees and in Christmas stockings in get down the hill is the winner.
about 254 million houses. 3
2 Santa’s sleigh full of very small My favourite Easter tradition is
presents weighs 500, 000 tons. going to church with an Easter
basket. Lots of people bring their
travel for 36 hours. own decorated baskets to get them
4 Santa eats 33,000 tons of sugar blessed by the priest.
in candy canes hanging on the 4
Christmas trees. My favourite Easter tradition is
preparing my Easter basket with
20 centimetres long. Easter eggs, sausage, salt and
pepper and a chocolate bunny or
 3.36
sugar lamb.
1 5
My favourite Easter tradition is Wet
the Christmas tree with Christmas Monday when we pour water on
baubles, angels and candy canes. We each other! Everybody in my family
also put Christmas stockings full of gets wet. Hope that this year it’s
small presents over the fireplace. The warm and sunny!
children then open all their presents
on Christmas Day morning. At
Christmas dinner, we eat Christmas
pudding and turkey. We also pull
Christmas crackers and have lots of
fun!
2
In my house, we decorate the
Christmas tree with Christmas
baubles and angels. The children
wait for the first star to shine in
the sky on Christmas Eve and then
they run to open their presents.
During our Christmas Eve supper,
we don’t eat any meat - we eat fish
and other things. We leave an empty
chair at the table for an unexpected
guest. We share a wafer and wish
everybody ‘Merry Christmas’!
Easter
 3.37
1 chick: C-H-I-C-K
2 salt and pepper: S-A-L-T and P-E-
P-P-E-R
3 Easter basket: B-A-S-K-E-T
  Student’s Book Answer key
Welcome unit Unit 1 ex 3
two desks, two pencils, one rubber,
one pencil case, one computer, seven
p4 p8
books, three chairs, one board, four
ex 1 ex 1
schoolbags
Students’ own answers Students’ own answers ex 4
ex 2 ex 2 1 d, 2 b, 3 f, 4 a, 5 e;
Students’ own answers Students’ own answers picture C is not described
ex 3 ex 3 ex 5
Students’ own answers yellow - /eɪ/, blue - /i:/, green - /aɪ/, Students’ own answers
ex 4 red - /e/, brown - /əʊ/, purple - /juː/,
Students’ own answers p12
grey – /aː/
ex 5 Useful!
Students’ own answers p9 1 Uważaj/Ostrożnie
ex 4 2 – Cię poznać
p5 3 Witaj/Witajcie
Students’ own answers
ex 1 4 duży ołówek
ex 5
man – a ex 1
1 six, three, eight, two, eighteen
woman – c Because they are new students and
2 twelve, nine, seven, nineteen,
boy – d brought interesting items to school.
fifteen
girl – b ex 2
3 fourteen, sixteen, twenty, five, one
ex 2 4 eleven, seventeen, four, ten, thirteen 1 False 2 True 3 False
1 ears 2 eyes 3 nose 4 feet 5 hair 6
ex 6
mouth 7 arm 8 hand 9 leg p13
1 three and four and six is thirteen
ex 3 2 two and three and five is ten ex 3
Students’ own answers 1 an 2 - 3 a 4 a, an 5 a, a, -
ex 7
ex 4 Zac: eight, ex 4
1 box 2 man 3 woman 4 feet 5 fish Lisa: twelve, 1 It’s a big orange chair.
Jeff: nine, 2 She’s a very good teacher.
p6 3 It’s an amazing red pencil case.
Ruby: seventeen
ex 1 The winner is Ruby. 4 It’s a very big pencil.
Students’ own answers ex 5
ex 8
ex 2 Students’ own answers 1 big, green 2 small, red 3 beautiful,
Students’ own answers orange 4 big, purple 5 small, black
ex 3 p10 6 very big, white
Students’ own answers Quick check ex 6
ex 4 three, eight, eleven, fifteen, eighteen, Students’ own answers
Students’ own answers twenty Around the world
ex 5 ex 1 Students’ own answers (monorail
Students’ own answers 1 False 2 False 3 False 4 True 5 True train, canoe, bus)
6 True ex 7
p7 ex 2 1 a 2 a 3 – 4 an 5 a 6 – 7 a 8 an
ex 1 Students’ own answers 9a
Students’ own answers ex 3
ex 2 1 am 2 is 3 is 4 are 5 are 6 is 7 is p14
1 read a magazine 8 are ex 1
2 write a story ex 4 B C I L O P S U V W
3 talk to a friend I’m Ruby and I’m nine. Jeff’s nine too. ex 2
4 listen to a song He’s my friend. Zac and Lisa are my nineteen
5 study grammar rules friends too. They’re ten. thirteen
6 draw a picture Kitty’s my pet cat. She’s three. Kitty, sixteen
7 learn new words you’re my friend too! ex 3
8 go to a website ex 5 It’s a blue book. It’s an orange pencil.
ex 3 Students’ own answers They are pink rubbers. They are
Students’ own answers black and yellow schoolbags.
ex 4 p11 ex 4
Students’ own answers ex 1 1 board 2 computer / laptop
ex 5 1 book 2 pencil case 3 rubber 4 pen 3 notebook 4 pencil
Students’ own answers 5 schoolbag 6 pencil 7 notebook ex 5
8 computer 9 desk 10 chair 11 board Start Go to a desk. It’s green. Go to
ex 2 a pencil case. It’s blue. Go to a chair.
1 pens 2 pencils 3 schoolbags It’s red. Go to a board. It’s white.
4 rubbers 5 pencil case 6 notebook Go to a notebook. It’s pink. Finish
7 book 8 desk 9 chair 10 board
11 computer

105
p15 ex 5 ex 2
ex 1 1 - 2 an 3 an 4 a big chair 5 small 1 70p, 2 20p, 3 30p 4 90p 5 £1
Students’ own answers red pens 6 £7.50 7 £2 8 £3
ex 2 ex 6 ex 3
1 What’s your name? 2 What’s 1 They are/’re 2 It is/’s 3 You are/’re Students’ own answers
your surname? 3 How do you spell 4 I am/’m 5 We are /’re ex 4
Winston? 4 How old are you? 1 d, 2 b, 3 f, 4 a, 5 e; nie pasuje
ex 3 p18 zestaw c
sixty-seven, fifty-five ex 1 ex 5
ex 4 Students’ own answers Students’ own answers
1a 2c 3b ex 2 ex 6
ex 5 Students’ own answers Students’ own answers
Students’ own answers
p19 p24
p16 ex 1 Useful:
ex 1 Students’ own answers It’s time to … – używamy, gdy
Chinese ex 2 jesteśmy zniecierpliwieni i chcemy,
ex 2 Students’ own answers aby ktoś coś w końcu zrobił.
1 False 2 True 3 False 4 True That’s incredible! – używamy, gdy
5 False Unit 2 jesteśmy czymś zachwyceni i chcemy
to komuś powiedzieć.
ex 3
2 p20 ex 1
Life skills: learning ex 1 No.
Na kartce jest tort i balon. Na tej Students’ own answers ex 2
podstawie możemy domyślić się, ex 2 1 True 2 False 3 True 4 False
że to kartka urodzinowa i że napis Zac is funny and friendly. Ruby is shy Life skills: Criticism and failure
oznacza ‘Wszystkiego najlepszego and helpful. Jeff is quiet and clever. By poczuć się lepiej, Iggy może
z okazji urodzin’ (Happy Birthday). Lisa is sporty and kind. spróbować zrozumieć, że nie można
To oznacza, że do odgadnięcia ex 3 ciągle odnosić sukcesów, popełnianie
znaczenia słów lub całego tekstu Students’ own answers błędów jest nieodłącznym
możemy wykorzystać kontekst: elementem procesu uczenia się;
fragment tekstu lub zdjęcie/obrazek. p21 może zastanowić się, co zrobił źle
ex 4 ex 4 i jak może ten błąd naprawić.
1 shy, sporty 2 helpful 3 funny,
English Polish p25
friendly, sporty, shy 4 clever, quiet
number of 26 32
ex 3
ex 5
letters 1 Yes, he is. 2 No, they aren’t. 3 Yes,
Students’ own answers
they are. 4 No, you aren’t. 5 Yes,
number of 5 8 ex 6 you are. 6 No, I’m not. 7 Yes, I am.
vowels 1 clever 2 friendly 3 quiet 4 kind
ex 4
5 shy 6 sporty 7 funny 8 helpful
Is it difficult Students’ Students’ 1 is; Is Lisa a student? Yes, she is.
to learn? own own ex 7 2 aren’t; Are Eddie and Ellie teachers?
answers answers Students’ own answers No, they aren’t.
ex 8 3 are; Are you a student? Yes, I am.
ex 5 Students’ own answers 4 isn’t; Is it a noticeboard? No, it isn’t.
Students’ own answers 5 are; Are they sticky tapes? Yes, they
p22 are.
p17 ex 1 ex 5
Vocabulary & Speaking 1 True 2 False 3 True 4 True Jeff Shipton, Zac Masters, Ruby
ex 1 5 False 6 True Wright, Lisa Green
1 desk 2 chair 3 board 4 schoolbag ex 2 ex 6
5 notebook 6 pencil case 1 am 2 am not 3 are 4 are not Students’ own answers
ex 2 5 are 6 are not 7 is 8 is not
1 eighteen red pens 2 forty-two ex 3 p26
yellow books 3 thirty black schoolbags 1’m 2 ‘m not 3 ‘re 4 aren’t 5 ‘re ex 1
4 a hundred pink rubbers 6 aren’t 7 ‘s 8 isn’t Joe, 12
ex 3 ex 4 Ex 2
1 What’s your name? 2 What’s Students’ own answers 1 sticky tape £2
your surname? 3 How do you spell ex 5 2 glue stick 70p
Edwards? 4 How old are you? Students’ own answers 3 ruler 20p
5 What is your locker number? Ex 3
Grammar p23 r u l r (letter e is missing)
ex 4 ex 1
1 am/’m 2 are 3 is/’s 4 are/’re 1 felt-tip pen 2 ruler 3 crayon
5 are/’re 4 sticky tape 5 sharpener
6 noticeboard 7 glue stick 8 gel pen

106
ex 4 ex 3 Units 1-2 Let’s check
(page 20) Zac and Lisa are 10. Jeff Students’ own answers
and Ruby are 9. Zac is friendly and ex 4 ex 1
funny. Ruby is shy and helpful. Jeff 1 white, red 2 red, white, green 1 case 2 pen 3 stick 4 tape
is clever and quiet. Lisa is sporty and 3 white, blue 4 blue, red, white
ex 2
kind. They are friends. ex 5 1 sharpener 2 noticeboard 3 crayon
ex 5 Students’ own answers 4 ruler 5 desk
START >>>>> Is she sporty? Life skills: Sources of information ex 3
Yes, she is. >>>>> Who is he? Students’ own answers. eighteen, forty-nine, fifty-one,
He’s Jeff. >>>>> What is it? Nie każda informacja jest prawdziwa seventy-six, a/one hundred
It’s a sharpener. >>>>> How much is (zwłaszcza informacje znalezione
ex 4
the sticky tape? w Internecie: Wikipedia, Facebook 1 kind
It’s one pound fifty pence. >>>>> Is etc.; mogą okazać się fałszywe). 2 helpful
he friendly?
3 friendly
No, he isn’t. >>>>> What are they? p29
4 clever
They’re felt-tip pens. >>>>> How Vocabulary & Speaking 5 funny
much are the noticeboards? ex 1 ex 5
They’re twenty pounds. >>>>> Who 1 helpful 2 sporty 3 clever 4 shy Argentina, the USA, Italy, Poland,
is she? 5 funny France.
She’s Ruby. >>>> FINISH ex 2 ex 6
2 Where is this sharpener from? It’s 1 It’s a big pink computer.
p27 from Spain. 3 Where is this gel pen 2 It’s an orange chair.
ex 1 from? It’s from Germany. 4 Where 3 It’s a red board.
Students’ own answers is this ruler from? It’s from France. 4 They’re white noticeboards.
ex 2 5 Where is this noticeboard from? 5 They’re big green crayons.
Argentina, England, France, Poland, It’s from Italy. 6 Where is this sticky ex 7
the USA tape from? It’s from the United 1 Are they students? Yes, they are.
ex 3 States. 2 Is she 13? No, she isn’t.
1 What’s 2 name’s 3 meet 4 are ex 3 3 Is he a teacher? No, he isn’t.
5 from 6 cool 7 play 1 Where are you from? 2 Are you ten? 4 Are they shy? No, they aren’t.
ex 4 3 What is it? 4 Is Jeff clever? 5 Where is the desk from? It’s from
Students’ own answers 5 How much is the ruler? Poland.
Grammar 6 How much is the desk?
p28 ex 4 It’s 65 pounds.
ex 1 1 He is Rob. 2 She isn’t Kate. 3 They ex 8
aren’t eleven. 4 They are Rob and 1 How old are you?
country colour: 2 What’s your surname?
Amy. 5 It is a gel pen.
the United States red, white and ex 5 3 How do you spell ‘Jones’?
of America/the blue 1 she, isn’t 2 Are, are 3 How, It’s 4 What’s your locker number?
USA: 4 Where, from 5 Are, am ex 9
ex 6 1 Where are you from?
the United red, white and 2 That’s cool!
1 How; It 2 Is, isn’t 3 a, is 4 Are, a,
Kingdom / the UK: blue 3 Come and play with my friends.
5 Are, I’m
France: red, white and ex 10
blue p30 1 time 2 careful 3 What 4 incredible
Vocabulary summary ex 11
Germany: black, red, ex 1 1 15 pounds, 10 pounds
yellow Students’ own answers 2 25 pounds, 30 pounds
ex 2 3 1 pound 50 pence
Italy: red, white,
Students’ own answers ex 12
green
ex 3 1 He’s from France.
Argentina: blue, white Students’ own answers 2 (His surname is) Martin.
and yellow 3 No, he isn’t.
p31 4 He’s 11.
Spain red and yellow 5 Yes, she is.
Grammar summary
ex 1 ex 13
Around the world: 1 Elena Summer / Mark Jones
La Tomatina to święto, podczas Students’ own answers
2 USA
którego uczestnicy obrzucają się ex 2
3 helpful
pomidorami. Bitwa na pomidory Students’ own answers 4 shy
odbywa się w ostatnią środę 5 Lina
sierpnia. 6 10
ex 2 7 11
1 Germany 2 Argentina 3 France 8 sporty
4 Italy 5 Poland 6 the USA 7 Spain 9 quiet
10 clever

107
Unit 3 ex 3 ex 4
1 his 2 their 3 her 4 our 5 your 1 These are sandals.
6 my 7 their 2 That is a shirt.
p34
ex 4 3 Those are trousers.
ex 1
Students’ own answers 4 These are socks.
1 wallet
5 Those are jackets.
2 headphones
p37 6 This is a dress.
3 memory sticks
ex 1 7 That is a skirt.
4 remote
5 purse 1 jacket ex 5
6 keys 2 shorts 1 – 20 pounds
7 hairbrush 3 socks 2 – 2 pounds
8 comb 4 trainers 3 – 10 pounds
9 smartphone 5 trousers 4 – 10 pounds
10 tissues 6 shirt ex 6
11 umbrella 7 sweater Students’ own answers
12 charger 8 T-shirt
ex 2 9 skirt p40
hairbrush – szczotka do włosów 10 sandals ex 1
comb – grzebień 11 cap 1 Toby’s 2 Ellen’s 3 Fleur’s
wallet – portfel 12 dress 4 Steven’s
purse – portmonetka 13 shoes ex 2
keys – klucze ex 2 These are Toby’s memory sticks.
smartphone – smartfon favourite: Tyler’s jacket, Jack’s These are Toby’s headphones.
tissues – chusteczki papierowe trousers, Jack’s sweater, Amy’s T-shirt This is Olive’s remote. This is Olive’s
headphones – słuchawki old: Tyler’s shorts, Tyler’s socks, hairbrush. These are Olive’s tissues.
charger – ładowarka Jack’s shirt, Amy’s cap This is Trixie’s smartphone. This is
umbrella – parasol new: Tyler’s trainers, Trixie’s charger.
memory sticks – pamięć przenośna nice: Tyler’s trainers, Amy’s skirt That is Ellen’s comb.
remote – pilot, np. do telewizora comfortable: Amy’s sandals That is Elliot’s umbrella. Those are
ex 3 not comfortable: Julia’s dress Elliot’s headphones.
Students’ own answers cool: Julia’s shoes, Amy’s T-shirt ex 3
ex 3 Olive: dress, jacket, sandals, cap
p35 Students’ own answers Trixie: skirt, shirt, socks, shoes
ex 4 ex 4 Elliot: sweater, trousers, shoes
two hairbrushes, blue comb, green Students’ own answers ex 4
umbrella, charger Life skills They are Imogen’s shoes. Iggy: shirt,
ex 5 Niektórzy zapominają, że wygląd sweater, trousers, socks, trainers;
1f 2d 3a 4i 5g zewnętrzny nie jest ważny. Ważna Imogen: dress, socks, shoes.
ex 6 jest osobowość, zachowanie, bycie ex 5
Students’ own answers dobrym, życzliwym i pomocnym Students’ own answers
ex 7 człowiekiem.
Students’ own answers p41
p38 ex 1
p36 Useful! a shirt
Quick check 1 It’s a waste of money – To strata
ex 2
hairbrush pieniędzy.
Customer: Good afternoon. How
wallet 2 It’s a waste of time – To strata
much are these trainers?
keys czasu.
Shop assistant: They’re 20 pounds.
schoolbag ex 1 Customer: Here you are.
headphones 4 Shop assistant: Thank you. Have
comb ex 2 a good evening.
umbrella 1 A hairbrush 2 Scissors 3 No 4 No Customer: Thank you. Goodbye.
tissues
memory stick ex 3
p39
remote Students’ own answers.
ex 3
purse ex 4
Dad, those clothes are really weird.
ex 1 1 Here you are.
This is a shirt, that’s a sweater, these
It’s Luke’s school bag. 2 How much are these shoes?
are trousers and those are shoes.
3 How much is this shirt?
ex 2 What’s that, dad?
4 Good morning.
1 It’s Luke’s. What’s this?
5 These sandals are 15 pounds.
2 It’s Joe’s. What are those?
6 This sweater is 10 pounds.
3 It’s Ana’s. What are these?
7 Goodbye. Have a good evening.
4 It’s Amy’s. Are those your father’s crazy
5 It’s Natalie’s. ex 5
inventions?!
6 It’s Nigel’s. Students’ own answers
7 It’s Nathan’s.

108
ex 6 ex 4 ex 2
Students’ own answers. Students’ own answers 1 I have not got a new schoolbag.
I haven’t got a new schoolbag.
p42 p45 2 My brother and I have got
ex 1 Grammar summary headphones.
Students’ own answers ex 1 3 We have not got new computers.
ex 2 Students’ own answers We haven’t got new computers.
1c 2a 3b ex 2 4 My mother and father have got
ex 3 Students’ own answers memory sticks.
1 funny clothes 5 They have not got green umbrellas.
2 traditional clothes Unit 4 They haven’t got green umbrellas.
3 celebrity clothes W zdaniach 2 i 4 nie można użyć
4 unusual clothes p46 form skróconych, ponieważ form
ex 4 skróconych używa się tylko po
ex 1
Students’ own answers zaimkach osobowych. W zdaniach,
1 brother 2 sister 3 mother
w których na początku wymienione
ex 5 4 father 5 grandmother
są dwie osoby lub więcej, nie
Students’ own answers 6 grandfather 7 great-grandmother
używamy form skróconych.
8 great-grandfather 9 cousin
p43 10 aunt 11 uncle ex 3
Vocabulary and Speaking Students’ own answers
ex 2
ex 1 Her great-grandfather. ex 4
2 What is this? It’s a charger. Students’ own answers
3 What is this? It’s a smartphone. p47 Life skills: Learning outside school
4 What is this? It’s a wallet. ex 3 Dzięki opiece nad zwierzętami
5 What are these? They’re Students’ own answers domowymi możemy nauczyć się
headphones. odpowiedzialności, opiekuńczości,
ex 4
6 What is this? It’s an umbrella. systematyczności. Uczymy się
1 True 2 False 3 False 4 False
ex 2 o zwierzętach i ich zwyczajach,
5 True 6 True
1 jacket o tym, co lubią, a czego nie lubią.
ex 5 Dowiadujemy się, że zwierzęta
2 trousers 1 His aunt isn’t 36. She is 35.
3 trainers domowe są zależne od opieki
2 His uncle isn’t 35. He is 36. człowieka.
4 shorts 3 His uncle’s name isn’t Harry.
5 shoes p 49
It’s Henry.
6 cap ex 1
4 His cousins aren’t shy. They’re
7 skirt Picture 1: short, wavy, grey
friendly.
8 T-shirt Picture 2: long, straight, fair
ex 6 Picture 3: short, straight, black
9 sweater
ex 3 Mary grandmother 76 kind, Picture 4: long, curly, red
1 of money 2 you are helpful ex 2
3 good day / evening 2 They’ve got long, straight, fair hair.
Liam cousin 11 very 3 They’ve got short, straight, black
Grammar
funny hair.
ex 4
1 Her 2 His 3 your 4 My 5 their 4 They’ve got long, curly, red hair.
ex 5 Poppy sister 23 quiet ex 3
1 is 2 are 3 It 4 Whose 5 They and 1 False 2 False 3 True 4 True
ex 6 clever ex 4
2 Whose keys are these? They’re a Noah and Leo b Max and Blake
Karol’s keys. c Lottie and Oscar
3 Whose memory sticks are those? ex 7 Around the world
They’re Maria’s memory sticks. Students’ own answers giraffe, zebra, flamingo
4 Whose purse is this? It’s Maria’s ex 8 ex 5
purse. 1 cousins 2 brother Daniel and Yoda and
5 Whose umbrella is that? It’s Karol’s 3 grandmothers 4 father David Soda
umbrella.
6 Whose headphones are those? p48
They’re Maria’s headphones. Quick check hair length short long
1 family 2 animals 3 possessions
p44 4 animals 5 family
Vocabulary summary hair type straight straight
ex 1
ex 1 The Smiths have got three pets.
Students’ own answers hair colour black brown
ex 2 and black
Students’ own answers
other big eyes, short legs
ex 3
happy
Students’ own answers

109
ex 6 ex 3 Units 3–4 Let’s check
Students’ own answers 1 Hello, Mr White. My name’s Tom.
p 50 How are you? 2 I’m fine, thank you.
p58
Useful! And you? I’m fine too. 3 This is my
Vocabulary
3,2,1 start! sister, Amy. 4 Have a seat and help
ex 1
Co za katastrofa! yourself to the pizza.
1 jacket 2 sweater 3 dress
Co się dzieje? ex 4
4 shorts 5 socks 6 purse 7 tissues
Quick check Students’ own answers
8 charger 9 umbrella 10 wallet
short hair straight hair fair hair p 54
ex 2
ex 1 ex 1
1 She’s got long, wavy, fair hair.
1 Imogen is angry because the robot Students’ own answers
2 She’s got long, straight, black hair.
has mistaken her for a scarecrow. ex 2 3 He’s got short, curly, red hair.
1b 2a 3c
p51 ex 3
ex 3 1 brother (male)
ex 2 1 medical robot 2 space robot
Students’ own answers 2 cousin (not the closest family)
3 robot from the future 4 factory 3 great-grandmother (older
ex 3 robot generation) / grandfather (male)
1 Iggy hasn’t got short brown hair. ex 4 4 aunt (female)
2 Imogen has got big eyes. It’s got legs. It’s got feet. It’s got Grammar
3 Ellie hasn’t got curly hair. eyes. It hasn’t got a nose. It hasn’t
4 Eddie has got fair hair. ex 4
got a mouth. It’s got a head. It’s Students’ own answers
5 The robot has got big feet. hasn’t got ears. It’s hasn’t got hair.
ex 4 ex 5
ex 5 2 Sara’s 3 Whose, are, Sara’s (socks)
Students’ own answers Students’ own answers 4 Whose, is, Jim’s (cap)
ex 5 p55
1 Has Imogen got black hair? ex 6
Vocabulary & Speaking
No, she hasn’t. 1 your 2 His 3 Her 4 Their 5 My
ex 1 6 Our
2 Has Eddie got a yellow T-shirt? 1 sister 2 aunt
No, he hasn’t. ex 7
3 great-grandmother 4 cousin
3 Has Ellie got blue trainers? 1 have got 2 hasn’t got 3 haven’t
5 grandfather
Yes, she has. got 4 has got
ex 2
4 Has the robot got glasses? ex 8
1 grey 2 long 3 red 4 curly 5 fair
No, it hasn’t. 1 Has Sara got wavy hair? No, she
ex 3 hasn’t. 2 Have Jim and Sara got
5 Has the robot got eyes?
1 Thank brown hair? Yes, they have. 3 Have
Yes, it has.
2 are Jim and Sara got fair hair? No, they
ex 6
3 you haven’t. 4 Has Sara got long hair?
1a 2d 3e 4f
4 fine Yes, she has.
ex 7 5 help
Students’ own answers ex 9
Grammar
p 52 1d 2b 3e 4c 5a 6f
ex 4
ex 1 ex 10
1 has got 2 hasn’t got 3 hasn’t got
1 cousin 1 go = 3,2,1, start!
4 hasn’t got 5 has got 6 haven’t got
ex 2 2 happening = Co się dzieje?
7 have got 8 haven’t got
1 grandmother 2 uncle 3 cousin 3 waste = To strata czasu.
ex 5 4 disaster = Co za katastrofa!
4 great-grandfather 5 aunt 1c 2a 3e 4f 5d 6b 5 money = To strata pieniędzy.
ex 3 ex 6
a Lisa’s father has got short, straight, ex 11
Students’ own answers 1 3 4
fair hair.
b Lisa’s dog has got long, straight, ex 12
p56
fair hair. 1 a black wallet (e) 2 a brown
Vocabulary summary
c Lisa’s great-grandmother has got umbrella (b) 3 a memory stick (d)
ex 1
long, straight, grey hair. 4 headphones (a)
Students’ own answers
ex 4 ex 13
ex 2
1b 2b 3a 4b 5a Example answer
Students’ own answers
ex 5 Is it your great-grandmother’s
ex 3 birthday? We’ve got nice sweaters
Students’ own answers Students’ own answers
p 53 (£15).
ex 1 ex 14
p57
Students’ own answers Students’ own answers
Grammar summary
ex 2 ex 1
1 flat 2 father 3 Mr James 4 fine Students’ own answers
5 fine 6 cake ex 2
Students’ own answers

110
Unit 5 ex 4 ex 5
1 do skateboard tricks ✓✓
paint ✓ cars, very
2 swim ✓
p60 good
3 ride a bicycle ✓✓
ex 1 pictures
4 tell jokes ✓
Students’ own answers
5 climb trees ✗ play games ✓ computer
ex 2 6 speak Chinese ✗ games,
1 drive a car
ex 5 very well
2 ride a bicycle
Students’ own answers
3 speak Chinese whistle ✗ very
4 swim p63 difficult
5 fly
ex 1 sing ✓ well, very
6 speak English
Students’ own answers loudly, pop
7 climb trees
ex 2 songs
8 do skateboard tricks
Students’ own answers
9 tell jokes
10 ski ex 3 ex 6
sport Students’ own answers
ex 3
play chess Life skills: Learning new skills
Students’ own answers
snowboard Students’ own answers
p61 rollerblade Warto uczyć się nowych rzeczy,
ice-skate ponieważ uczenie się utrzymuje
ex 4
music nasz mózg w dobrej kondycji.
1 speak English
play the piano Ponadto zdobywanie nowych
2 do skateboard tricks
read music umiejętności rozwija nas, pozwala
3 ride a bicycle
sing poznać nowe osoby i lepiej
4 swim
whistle wykorzystywać czas wolny. Dzięki
5 climb trees
other nowym umiejętnościom można
6 tell jokes
cook sobie poradzić w różnych,często
7 fly
paint niespodziewanych sytuacjach.
8 ski
9 drive a car ex 4
1 Two p66
ex 5
2 Three ex 1
Ruby – 3 points
3 Two 4 Yes, he can.
Zac – 1 point
4 Three 5 No, he can’t.
ex 6
ex 5 6 He can whistle.
a, d, e, f
Students’ own answers ex 2
ex 7
1 cook
Students’ own answers p64 2 climb trees
Quick check 3 sing
p62
Students’ own answers ex 3
Quick check
Useful! Students’ own answers
1 do skateboard tricks, ride a bicycle
1 feel
2 fly, drive a car ex 4
2 Watch
3 ski, speak English Jeff can ice-skate. Ruby can draw.
3 mess
4 swim, climb trees, tell jokes Zac can paint. Sunny can swim.
ex 1
ex 1 Q T B P X S N Y J
No.
Students’ own answers
ex 2 p65 I C E - S K A T E
1 can, can’t ex 2 S U N N Y K W Z F
2 can, can’t Imogen can’t cook because she is
3 can, can’t sick. Ellie can cook a pasta dish. Ellie, W L M C D R A W F
4 can’t, can Eddie and Iggy go to the market to I I D N M U S D T
ex 3 buy some pasta. They’ve got food
1 Ruby can ride a bicycle well. in a big bag. The bag is very heavy. M S I N G B Q Z X
2 Jeff can’t run very fast. Eddie can’t carry it. What a disaster!
3 Zac can’t do skateboard tricks very N A H Z T Y M K W
Iggy’s invention isn’t very helpful.
well. ex 3 M L P A I N T V N
4 Ruby’s cat can climb trees very 1 Can Ruby and Lisa ice-skate?
quickly. Yes, they can. C B Y C X S P T M
5 Zac can sing loudly. 2 Can Zac cook? No, he can’t.
3 Can Zac and you play chess? ex 5
Yes, we can. Page 62, lesson 2:
4 Can you whistle well? No, I can’t. a This fish can swim and walk. It can’t
5 Can Ruby sing well? No, she can’t. walk fast.
ex 4 b These birds can dance. They can’t
1e 2 c 3d 4a 5b dance quickly.

111
ex 6 ex 3 Unit 6
1 Can elephants jump? No, they can’t. 1 You can camp, play games, swim,
2 Can dogs swim? Yes, they can. have picnics, drive a car, climb
p72
3 Can cats fly? No, they can’t. the mountains and ride a bicycle.
ex 1
4 Can bears swim? Yes, they can. 2 You can see beautiful trees,
Students’ own answers
5 Can snakes fly? No, they can’t. fantastic waterfalls and special
animals. ex 2
p67 3 Yes, you can. pizza 6
ex 1 4 Yes, you can. pasta 9
b ice cream 1
ex 4
biscuits 8
ex 2 Students’ own answers
sausages 3
1 Around the world
cake 5
A: Excuse me, Mr Green. Symbolem narodowym Polski jest
cheese 2
Br: Yes, what is it? orzeł bielik; symbole innych krajów
strawberries 4
A: Can we swim here, please? to np.: Nowa Zelandia – kiwi,
bread 10
B: No, I’m afraid you can’t. Wenezuela – Kacyk plamoskrzydły,
jam 7
A: Oh, that’s a pity. Gwatemala – kwezal herbowy;
2 Australia – emu. ex 3
A: Excuse me, Mr Green. in the trolley: pizza, strawberries, ice
B: Yes, what is it? p69 cream, sausages, cake, cheese
A: Can I use my mobile phone, Vocabulary and Speaking on the shelves: biscuits, pasta, bread,
please? ex 1 jam
B: Yes, you can. 1b 2d 3e 4a 5c
p73
A: Thank you. ex 2
ex 4
ex 3 1 read music 2 speak English
Students’ own answers 3 drive a car 4 ride a bicycle we can count we can’t count
ex 4 5 cook spaghetti
Students’ own answers ex 3 pizzas, sausages, ice cream,
1 Excuse me strawberries, cheese, pasta,
p68 2 what is cakes, biscuits bread, jam
ex 1 3 Can I
park – park 4 can’t play ex 5
camp – biwakować 5 Thank you 1 a pizza
picnics – pikniki Grammar 2 some pizzas
waterfalls – wodospady ex 4 3 a lot of pizzas
mountains – góry 1 My brother can’t swim very well. 4 some pasta
bird – ptak 2 My friend can ride a bicycle fast. 5 a lot of pasta
bears – niedźwiedzie 3 I can cook very well. ex 6
leave – zostawiać 4 She can’t sing loudly. 1 a, 2 b, 3 a, 4 b, 5 b, 6 a
Znaczenie słów można odgadnąć na 5 My uncle can paint very quickly. ex 7
podstawie: 6 They can’t do skateboard tricks Students’ own answers
a) podobieństwa do języka very well.
polskiego (park – park, picnics – ex 5 p74
pikniki) 1 Can 2 can’t 3 well 4 very 5 she Quick check
b) załączonych zdjęć (camp – 6 What 1 a pizza, some pasta
biwakować, waterfalls – wodospady, ex 3 2 a sausage, some cheese
mountains – góry, bird – ptak, bears 1 Can he ice-skate? Yes, he can. 3 some bread, some jam
– niedźwiedzie) 2 Can he rollerblade? No, he can’t. 4 some ice cream, a cake, some
ex 2 3 Can he ski? Yes, he can. biscuits
Yosemite National Park is in the 3 What can he cook? He can cook ex 1
United States. 4 million people spaghetti. pasta, biscuits; They are in
visit it every year. You can drive a blue bag. The blue bag is at the
a car in Yosemite, and you can ride p70 supermarket.
a bicycle. The trees and waterfalls ex 1
are beautiful there. Students’ own answers
You can see the bald eagle in the ex 2
park. It’s the national bird of the Students’ own answers
United States. You can see bears
ex 3
too. They aren’t afraid of people.
Students’ own answers

p71
ex 1
Students’ own answers
ex 2
Students’ own answers

112
 ex 2 No problem! Gdy widzisz rozwiązanie ‘There’, then follow the red line to
2 There are some biscuits. problemu i nie martwisz się ‘aren’t’
3 There is a cake. przeciwnościami. Sentence 4
4 There are a lot of pizzas. Yuck! Gdy zjesz coś niesmacznego. There aren’t any wallets
5 There is some bread. ex 1
6 There are some sausages. No, it can’t cook. p79
ex 3 ex 1
1 Lucy’s trolley 2 Rosa’s trolley p77 Students’ own answers
3 Troy’s trolley 4 Luke’s trolley ex 2 ex 2
ex 4 1 True 2 False 3 False 4 True Students’ own answers
1 Luke’s trolley 2 Lucy’s trolley ex 3 ex 3
3 Troy’s trolley 4 Rosa’s trolley 1 are 2 is 3 isn’t 4 aren’t 5 is Example answers
ex 5 6 isn’t 1 tomato and cucumber
Students’ own answers ex 4 2 tomato and cucumber
Example answers 3 bean and beetroot
p75 There is some cake. 4 Eat in
ex 1 There is a lemon. 5 Eat in
There isn’t any meat. 6 £4.75
meat vegetable There are some grapes. ex 4
ham potato, lettuce There isn’t a pizza. Students’ own answers
bacon There aren’t any sausages. ex 5
meat There are some strawberries. Students’ own answers
chicken ex 5 Life skills: Healthy food
jam, strawberries, bacon Sałatki są zdrowe, chociaż
fruit other ex 6 niektóre składniki sałatek mogą
Example answers być szkodliwe w nadmiarze (sól,
pineapple, mushroom, rice There aren’t any grapes in his majonez).
lemon, smoothie. Na co dzień nie powinno się jeść
blueberries, There isn’t any ham in his smoothie. słodyczy (ciastek, lodów, tortów)
grapes There are some strawberries in his i śmieciowego jedzenia (pizza,
smoothie. hamburgery, chipsy).
ex 2 There is some bacon in his smoothie.
We can count pineapples, chickens, There is some jam in his smoothie. p80
potatoes, lemons, blueberries, ex 7 ex 1
grapes, mushrooms, lettuces. Students’ own answers Students’ own answers
We can’t count ham, bacon, meat, rice. ex 8 ex 2
ex 3 1 are 2 isn’t 3 aren’t 4 are 5 isn’t
Students’ own answers popular food popular
6 aren’t
ex 4 drink(s)
p78 England curry tea with
very not strange
ex 1 milk
popular popular smoothies
1 sausages 2 pasta 3 potato
4 lettuce 5 strawberry 6 biscuits Argentina beef mate tea,
strawberry lemon ham
coffee
smoothies smoothies smoothies ex 2
banana bacon 1 meat the USA hamburgers, soft
smoothies smoothies 2 cheese pizzas, chips drinks
blueberry meat 3 a grape
smoothies smoothies ex 3 Japan fish, salad, green tea
fish There isn’t any bacon. There aren’t rice
smoothies any sausages. There are some Poland Students’ Students’
chicken grapes. There is some ice cream. own own
smoothies There are some biscuits. answers answers
ex 4
ex 5 pizza, strawberries, ice cream, Around the world
Students’ own answers sausages, cake, cheese Sushi
ex 6 ex 5 Students’ own answers
Students’ own answers Sentence 1 ex 3
There is a hairbrush. / There isn’t Students’ own answers
p76 a hairbrush. - Go back to ‘START ‘ via ex 4
Useful! blue line, don’t go right. Students’ own answers
It’s not quite right. Gdy coś wymaga Sentence 2
nieznacznych poprawek. There isn’t a hairbrush. / There is a p81
Let’s try again! Gdy chcesz ponownie hairbrush. - Go right to ‘There’ Vocabulary & Speaking
spróbować zrobić coś, co nie udało Sentence 3 ex 1
się za pierwszym razem. There are some wallets. - Go left to 1c 2e 3f 4d 5g 6a 7b

113
ex 2 ex 6 ex 3
1 lemon (not meat) 2 bread (not 1 There is some rice. 2 There are Students’ own answers
a vegetable) 3 lettuce (not a fruit) some sausages. 3 There isn’t any ex 4
4 carrot (only vegetable) 5 fish (not lettuce. 4 There aren’t any biscuits. Students’ own answers
a vegetable) Around the world
ex 3 p85 Germany – football
1 isn’t any ex 7 England – cricket
2 cabbage and onion 1 Excuse me. 2 Can I ride a bike ex 5
3 Take out (here)? 3 Oh, that’s a pity. a post photos - J
4 £3.25 ex 8 b chat on my mobile - L
Grammar 1 sorry c do judo - J
ex 4 2 salads d do karate - L
1f 2c 3e 4a 5b 6d 3 take out e download apps - J
ex 5 4 salad f do homework - J,L
1 There isn’t a pizza. 2 There aren’t 5 carrot ex 6
any sausages. 3 There isn’t any 6 £4.50 Students’ own answers
cheese. 4 There aren’t any cakes. a2 b7 c4 d1 e3 f6 g5
5 There isn’t any salad. 6 There isn’t ex 9 p88
a cake. 1b 2e 3d 4f 5a 6c Quick check
Suggested answers
ex 6 ex 10
play volleyball
1 There is a sausage. 2 There aren’t They can’t climb the trees, swim, play
download music
any sausages. 3 There is a lot of the piano.
hang out with my friends
cheese. 4 There isn’t any cheese. ex 11 post comments / photos
1 Yes, they can. do homework / judo / karate / exercise
p82 2 Yes, there is. go to dance class / school
ex 1 3 No, she can’t. go out
Students’ own answers 4 She/They can’t rollerblade. chat on my mobile
ex 2 ex 12 watch TV
Example answers Students’ own answers take photos
sausage, strawberry ex 13 ex 1
pizza, pineapple, potato Students’ own answers 1 True 2 False 3 True
ex 3 ex 2
Students’ own answers Unit 7 Students’ own answers.
ex 3
p83 p86 1 Do you go out on Monday? Yes,
ex 1 ex 1 I do./ No, I don’t.
Students’ own answers 1 play volleyball 2 Do you chat on your mobile? Yes,
ex 2 2 hang out with my friends I do. / No, I don’t.
Students’ own answers 3 do exercise 3 Do you download music every day?
4 chat on my mobile Yes, I do. / No, I don’t.
Units 5–6 Let’s check 5 go out 4 Do you do homework on Sunday?
6 watch TV Yes, I do. / No, I don’t.
p84 7 post comments 5 Do you take photos on Saturday?
Vocabulary 8 download music Yes, I do. / No, I don’t.
ex 1 9 go to my dance class ex 4
1c 2d 3b 4a 5g 6h 7e 8f 10 take photos Students’ own answers.
ex 2 ex 2 ex 5
1 pizza, biscuit(s), sausage(s), grape(s) Students’ own answers.
Mon. do exercise, take photos
2 bacon, lemon(s), cheese, lettuce
p89
3 bread, cake, ham, meat Tue. play volleyball, take
4 chicken, rice, mushroom, jam ex 1
photos
5 cabbage, bean, onion, carrot 1 get up - wstawać
Wed. go to my dance class, take 2 have a shower - brać prysznic
ex 3
photos 3 get dressed - ubierać się
1 can’t
4 brush your teeth - myć zęby
2 can Thurs. post comments, take 5 go to school - iść do szkoły
3 can’t photos 6 go to bed - iść spać
4 can, very well 7 go home - iść do domu
5 can Fri. download music, take
8 have breakfast - jeść śniadanie
ex 4 photos
9 have lunch - jeść lunch
1 Can she ride a bicycle? Yes, she can. Sat. hang out with my friends, 10 have dinner - jeść obiad/
2 Can they read music? Yes, they can. take photos obiadokolację
3 Can they whistle? No, they can’t. in the morning - rano
ex 5 Sun. watch TV, take photos in the afternoon - po południu
1 a lot of 2 some 3 a 4 any 5 any in the evening - wieczorem
at night - w nocy

114
ex 2
Students’ own answers.
ex 3
Students’ own answers.
ex 4
1 Yes, they do. 2 No, they don’t.
3 No, they don’t. 4 Yes, they do.
ex 5
Students’ own answers
p90
Useful
I can’t believe that … Gdy chcesz
wyrazić swoje zdziwienie.
Wait a minute! Gdy prosisz kogoś,
aby dał ci więcej czasu na wykonanie
jakiejś czynności.
Quick check
Suggested answers
have lunch - in the afternoon
get up - in the morning
have a shower - in the morning/ in
the evening
go to bed - in the evening/at night
get dressed - in the morning
have dinner - in the evening
brush your teeth - in the morning/
in the evening
have breakfast - in the morning
go to school- in the morning
ex 1
Yes, it is.
p91
ex 2
e, c, g, a, f, b, d
ex 3
1 gets 2 has 3 plays 4 loves
5 does 6 watches 7 goes
ex 4
1 Eddie doesn’t work all night.
2 Iggy doesn’t go to office.
3 Iggy works at home.
4 Imogen doesn’t have a lot of
problems.
5 Ellie goes to school by bus.
ex 5
1 Does Ellie get up late? No, she
doesn’t.
2 Does Iggy put fruit in the
SmoothieMax? Yes, he does.
3 Does Eddie brush his teeth at
night? Yes, he does.
4 Does Iggy go to bed early? No, he
doesn’t.
5 Does Ellie have breakfast every
day? Yes, she does.
ex 6
1 Yes, he does. 2 No, he doesn’t.
3 Yes, it does. 4 No, it isn’t.
ex 7
Students’ own answers
p92 p95
ex 1 Vocabulary & Speaking
chat on my mobile, go to judo ex 1
classes, post photos, post 1 have a shower 2 brush your teeth
comments, download music, 3 get dressed 4 go to bed
download apps 5 go home 6 have breakfast
ex 2 7 go to school 8 get up
She goes to her dance class on ex 2
Wednesday. 1 on 2 afternoon 3 in 4 at
ex 3 ex 3
Dialog 1
4
A: Excuse me, what time is it?
G 5 B: It’s half past one. It’s time to have
2
3
P O S T lunch.
A: [brakujące zdanie] Am I late?
D L A
B: Yes, you are. Hurry up!
1
D O W N L O A D K Dialog 2
Y E A: Excuse me, what time is it?
B: It’s twenty to four. It’s time to play
ex 4
volleyball.
Daria Martinez is in Lesson 3,
A: Am I late?
exercise 3.
B: [brakujące zdanie] No, you aren’t.
She gets up early, she has a shower,
Take your time.
she gets dressed, she brushes her
Grammar
teeth, she has breakfast, goes to
ex 4
school. She goes home and she
1 takes 2 take 3 hangs out
writes apps (with her brother).
4 hang out 5 watch 6 watches
ex 5
7 go 8 goes
5
ex 5
1 Does he download films at
p93
night? 2 Do they write apps in the
ex 1
evening? 3 Does she work at home
Students’ own answers
ex 2 on Monday? 4 Does he go to bed
late on Saturday? 5 Does she have
1b 2a 3a 4b
breakfast in the morning? 6 Do you
ex 3
play volleyball on Tuesday?
1b 2f 3d 4e 5a 6c
ex 6
ex 4
1 Do you hang out with your friends in
Students’ own answers
the afternoon? Yes, I do. / No, I don’t.
ex 5 2 Does your best friend play
1 half past seven 2 get up 3 Yes, volleyball on Saturday? Yes, he/she
you are. 4 quarter past eight does. / No, he/she doesn’t.
5 have breakfast 6 No, you aren’t. 3 Does your cousin go to school at
ex 6 night? Yes, he/she does. / No, he/she
Students’ own answers doesn’t.
p94 p96
ex 1 ex 1
1 In China. 2 No, it isn’t. 3 No, they Students’ own answers
don’t. 4 Yes, it is. 5 In Nepal. 6 20. ex 2
ex 2 1 past three, 2 to four, 3 to four,
Example answers 1 d, e, f 2 a, b, c 4 o’clock
3 d, e, f
ex 3 p97
Students’ own answers ex 1
ex 4 Students’ own answers
Students’ own answers ex 2
Life skills: Learning Students’ own answers
Dzieci potrzebują wykształcenia, aby
mogły dostać pracę. Nauka pomoże
im dowiedzieć się więcej o świecie,
zdobyć pracę, zarobić pieniądze.
Dzieci lubią swoją szkołę.
115
Unit 8
p98
ex 1
1 buy tickets 2 visit Spooky Castle
3 dive into a crocodile lake 4 fight
a dinosaur 5 find treasure 6 look
for Brainyballs 7 learn magic tricks
8 win prizes
ex 2
buy tickets
dive into a crocodile lake
fight a dinosaur
find treasure
look for Brainyballs
visit Spooky Castle
learn magic tricks
win prizes
Life skills: Real or virtual?
Wirtualna rzeczywistość to obraz
sztucznego świata stworzony
przy wykorzystaniu technologii
informatycznej. Czynności, które
można naprawdę wykonać w Brainy
Park to: buy tickets, win prizes and
learn magic tricks. Czynności, które
należą do wirtualnej rzeczywistości
to: fight a dinosaur, dive into
a crocodile lake, find treasure, look
for Brainyballs, visit Spooky Castle.
Zalety grania w gry wykorzystujące
wirtualną rzeczywistość:
• Dobra zabawa
• Robienie rzeczy, których nie można
naprawdę zrobić (latanie, spotkanie
dinozaura)
Wady grania w gry wykorzystujące
wirtualną rzeczywistość:
• Oderwanie od rzeczywistego świata
• Uzależnienie od gier
ex 3
Students’ own answers
ex 4
1 a T-shirt, a salad, a game, a memory
stick
2 a swimming pool, the sea
3 a T-shirt, a salad, a game,
a memory stick
4 your grandmother, a swimming
pool
5 a swimming pool, a T-shirt, a salad,
a game, your schoolbag, your
grandmother, your trainers, the sea,
a memory stick,
6 a swimming pool, a T-shirt, a salad,
a game, your schoolbag, your
grandmother, your trainers, the sea,
a memory stick,
ex 5
Brainyballs – it’s the favourite of
three people (Jeff’s uncle, aunt,
cousin).
ex 6
b, c, e, f
116
ex 7
Students’ own answers
p100
Quick check
1 different 2 same 3 different
4 different
ex 1
1 Ruby
2 Zac
3 Jeff and Lisa
ex 2
learning, riding, sitting, taking,
chatting, swimming, buying, finding,
driving
ex 3
1 are/’re looking for, am/’m winning
2 is/’s learning, are taking
3 are chatting, is/’s buying
ex 4
1 We aren’t looking for Brainyballs
now. I’m not winning prizes!
2 Now, my sister isn’t learning magic
tricks. My mum and dad aren’t
taking photos.
3 Now, my aunt and uncle aren’t
chatting on their mobiles. My father
isn’t buying more tickets!
ex 5
1 is 2 isn’t 3 aren’t 4 isn’t 5 is
ex 6
Students’ own answers
p101
ex 1
1 shopping centre 2 bus stop
3 cinema 4 supermarket 5 museum
6 car park 7 train station 8 café
9 school 10 main square
ex 2
They like: main square, cinema,
school, museum, supermarket
They don’t like: car park, train
station, bus stop
ex 3
cinema, supermarket, museum,
school, shopping centre, bus stop
ex 4
Students’ own answers
p102
Quick check
1 supermarket 2 train station
3 shopping centre 4 cinema
5 bus stop 6 car park 7 café
8 museum 9 school 10 main
square
Useful!
1 Get a move on! Gdy chcesz, żeby
ktoś się pospieszył 2 I’m on top of
the world. Gdy jesteś szczęśliwy/
szczęśliwa. .
ex 1
He can make more SmoothieMax
machines and sell them.
ex 2
1 In the main square. 2 They want
to buy the SmoothieMax (machines).
3 Because his invention is a success. /
Because he is a great inventor.
ex 3
1 Is Iggy driving the green car?
Yes, he is.
2 Is Iggy wearing a blue sweater?
No, he isn’t.
3 Is Imogen wearing a white skirt?
Yes, she is.
4 Are Iggy and Imogen drinking
smoothies? No, they aren’t.
5 Is Iggy reading the texts? Yes, he is.
ex 4
1 What are you buying? 2 Where
are you buying the T-shirts? 3 What
are Zac and Jeff doing? 4 Where are
they sitting?
ex 5
1c 2a 3b 4d
ex 6
Students’ own answers
ex 7
Students’ own answers
p104
ex 1
Mike
ex 2
1 Is 2 No 3 isn’t. 4 having 5 Are
6 Yes, 7 playing
ex 3
1 Zac and Ruby 2 Lisa 3 Jeff
ex 4
There is a shopping centre, a bus
stop, a cinema, a supermarket,
a museum, a car park, a train station,
a café, a school.
ex 5
What is Jeff doing? – He is learning
magic tricks. – What is Ruby doing?
– She’s
having lunch. – Is Zac doing
homework? – No, he isn’t. – Is Lisa
playing volleyball? – Yes, / she is. Exit
p105
ex 1
The shopping centre is number 1.
ex 2
Turn left, go straight on, turn right.
Turn left, turn right, turn left, turn
right, go straight on.
Turn left, left, left, turn right, right,
right, go straight on, turn left, left,
right, right, right, and left!
ex 3
cinema 3, bus stop 4
ex 4
Students’ own answers
ex 5
museum
ex 6
Students’ own answers
p106 p109 ex 3
ex 1 Grammar summary Liam – funny
restaurants – restauracje ex 1 Lily – helpful
fountain – fontanna Students’ own answers Hannah – kind
Gallery – galeria ex 2 ex 4
theatres – teatry Students’ own answers 2 £2.60
ex 2 4 £1.20
1 It’s about twenty years old. 7-8 Let’s check 6 £3.20
2 Federation Square in Melbourne, 8 90p
Australia. 3 In the National Gallery Felt-tip pens £3.20 + 1 ruler 90p +
p110
in Trafalgar Square. 4 Yes, you can. two glue sticks 2x40p = £4.90
Vocabulary
ex 3 ex 1
1c 2b 3a 4b p113
Students’ own answers
ex 4 ex 1
Grammar 1 What’s your name?
Students’ own answers
ex 2 3 How do you spell that?
ex 5 1 go 2 don’t go 3 goes 5 Where are you from?
Students’ own answers 4 doesn’t go 5 go 6 don’t go
Around the world ex 3
ex 3 Maya – shy
b
1 Do Mike and Tina go home at Matt – sporty
4 o’clock? No, they don’t. 2 Does Jason – clever
p107
Jane go home at 5 o’clock? No, she ex 4
ex 1 doesn’t. 3 Does Lynda go to bed at
1 visit 2 learn 3 win 4 fight 5 buy 1 £ 3.20
10 o’clock? Yes, she does.
6 find 3 £4.40
ex 4 5 40p
ex 2 1 Archie is reading a book. 2 Archie
1 bus stop 2 car park 3 museum 7 £2.50
isn’t listening to music. 3 Lola isn’t Felt-tip pens £3.20 + 1 ruler 90p +
4 shopping centre 5 train station running. 4 Lola’s listening to music.
6 cinema two glue sticks 2x40p = £4.90
5 Max and Sara aren’t reading
ex 3 a book. 6 Max and Sara are running.
A: Excuse me. I’m looking for the ex 5
Units 3–4 Let’s talk
school. 1 Are Max and Sara listening to music?
B: Go straight on, turn left, then turn No, they aren’t. 2 Are Max and Sara p114
right. running? Yes, they are. 3 Is Amy ex 1
A: Thank you. reading a book? No, she isn’t. 4 Is a hairbrush, a skirt, a charger,
B: You’re welcome. Amy using a computer? Yes, she is. a purse
ex 4 ex 6 ex 4
1 They’re going home. b, a, d, c smartphone £50.20
2 They aren’t watching TV. ex 7 headphones £8.50
3 You’re taking photos. 1 for 2 straight 3 turn 4 then memory stick  £12
4 You aren’t playing volleyball. 5 welcome remote £10.99
5 I’m doing homework. ex 8 charger £18.20
6 I’m not cooking. 1 can’t c 2 on b 3 world d 4 minute
ex 5 a p115
1 taking 2 Yes, is 3 Are, doing ex 9 ex 1
4 Yes, am 5 Are, watching 1c 2e 3d 4a 5b a smartphone, keys, a cap,
6 No, aren’t. headphones
ex 10
ex 6 Joe pisze do Charliego, aby wyjaśnić, ex 4
1 Where are they buying clothes? dlaczego nie może iść do kina we cap £13.50
2 What is he watching? wtorek i zaproponować inny dzień. trousers £20.99
3 What is she buying? 1 False 2 True 3 False T-shirt  £4
4 Where are you going? ex 11 trainers £15.20
Students’ own answers shoes £30.50
p108 socks £3.30
ex 12
Vocabulary summary Students’ own answers
ex 1 Units 5–6 Let’s talk
Students’ own answers Units 1–2 Let’s talk
ex 2 p116
Go straight on, turn right, then turn ex 1
p112
left, then go straight on. Sally – speak Chinese
ex 1
Students’ own answers. Liam – cook
2 What’s your surname?
ex 3 Jason – play chess
4 How old are you?
Students’ own answers ex 3
6 What’s your locker number?
rice, strawberries, lemon

117
ex 4 ex 7 Let’s all sing
pizza £2.50 the first star PL
cheese £1.20 share a wafer PL p124
sausage £3.00 Christmas cracker GB ex 7
lemons £1.40 presents PL + GB 1a
potatoes 90p empty chair PL 2a
candy cane GB 3–
p117 angel PL + GB 4 an
ex 1 bauble PL + GB 5a
Luke – drive Christmas pudding GB 6–
Lily – whistle fish PL 7a
Laura – sing turkey GB 8 an
Christmas stocking GB 9a
ex 3
mushrooms, potatoes ex 8
ex 4
Easter 1 cousins
biscuits £1.80 2 brother
bread 90p p122 3 grandmothers
cake £2.50 ex 1 4 father
ice-cream  £1.20 1 chick
jam  £3.00 2 salt and pepper p125
3 Easter basket ex 8
Christmas 4 hot cross bun 1 are
5 lamb 2 isn’t
6 Easter bunny 3 aren’t
p120
7 catkins 4 are
ex 1
8 Easter eggs 5 isn’t
1 (Christmas) stocking
ex 3 6 aren’t
2 sleigh
1 c – GB
3 candy cane
2 e – GB
4 reindeer
3 b – PL
5 (Christmas) cracker
4 a – PL
6 (Christmas) tree
5 d – PL
ex 2
1 Christmas trees, stockings p123
2 sleigh
ex 4
3 reindeers
Easter in Poland
4 candy canes
1 Easter basket
5 Christmas cracker
2 Easter eggs
ex 3 3 salt and pepper
1 baubles 4 lamb
2 star 5 chick
3 fish 6 Easter bunny
4 angel
7 Easter basket
5 wafer
8 catkins
6 presents
9 church
7 Christmas pudding
10 Wet Monday
8 turkey
Easter in Britain
ex 4
1 hot cross buns
1 Christmas in the UK
2 Easter eggs
2 Christmas in Poland
3 Easter basket
p121 4 Easter Egg hunt
5 Easter bunny
ex 5
6 Easter eggs
1 Christmas Day
7 chicks
2 Christmas stockings
8 Wet Monday
3 Christmas pudding; turkey
4 Christmas crackers 9 Egg rolling
5 star 10 Easter egg
6 Christmas Eve
7 wafer
8 fish
9 chair

118
  Workbook Audioscript
Welcome unit 4 My name’s Felicity. I’m ten years 5 My name is Angus. My country’s
old. flag is blue and white.
5 Hey, listen to this! 6 My name is Nadia. My country’s
 01
6 Are you OK? Let me help you. flag is blue and white. It has a
1 It is a brown horse. Alright? yellow sun on it.
2 It is a grey dog. 7 Girl: Here’s a book for you.
3 It is a black cat. Boy: Thank you! Units 1–2 Let's check
4 It is a purple fish. 8 Hi, um, I’m a new student here,
5 It is a pink snake. um, and I’m called Sophie. 11
6 It is an orange bird.
 07 Shop assistant: Hello. Welcome to
 02
shy my shop!
1 Sit down! funny Boy: Thank you. What are they?
2 Don’t open your books! cry Shop assistant: They’re gel pens.
3 Work in pairs! friendly Boy: How much are they?
4 Stand up! sunny Shop assistant: The small gel pens
5 Don’t look at the board! why are £1.20. The big gel pens are £1.80.
6 Don’t close your book! sporty Boy: OK, and how much are the
my sharpeners?
 03
fly Shop assistant: They’re 80 pence.
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, slowly Boy: OK. So, two small gel pens, one
P, Q, R, S, T, U, V, W, X, Y, Z big gel pen and three sharpeners,
 08 please.
Unit 1 Shop assistant: Sure!
Shop assistant: Hello.
Girl: Hi. Oh, how much is the blue
 04 crayon, please? Unit 3
Shop assistant: The crayon? It’s
1 Gavin: My name is Gavin.
50 pence.  12
That’s G-A-V-I-N.
Girl: Fifty pence. OK. And the pens? Boy: What colour is your purse?
I’m fourteen years old.
How much are the pens? Girl: It’s blue.
2 Alexandra: I’m Alexandra.
Shop assistant: The felt-tip pen is Boy: What colour are your
That’s A-L-E-X-A-N-D-R-A.
80 pence and the gel pen is £1.20. headphones?
I’m nineteen years old.
Girl: £1.20 for the gel pen and Girl: My headphones? They’re black.
3 Matthew: My name’s Matthew.
80 pence for the felt-tip pen. Boy: What colour is your hairbrush?
That’s M-A-T-T-H-E-W.
Shop assistant: That’s right. Girl: My hairbrush is pink.
I’m eleven years old.
Girl: OK, and I need sticky tape and Boy: What colour is your charger?
4 Suzy: I’m Suzy.
a sharpener. How much are they? Girl: It’s orange.
That’s S-U-Z-Y.
Shop assistant: The sticky tape is Boy: What colour is your comb?
I’m seven years old.
90 pence. And the sharpener is Girl: My comb is white.
5 Jack: My name’s Jack.
35 pence. Boy: What colour are your keys?
That’s J-A-C-K.
Girl: Thank you. Girl: My keys? They’re yellow.
I’m sixteen years old.
6 Dominique: My name is Dominique. Boy: What colour is your memory
 09
That’s D-O-M-I-N-I-Q-U-E. stick?
Boy: Hi! I’m Bob. What’s your name? Girl: It’s grey.
I’m thirteen years old.
Girl: My name’s Ella. Nice to meet
 05 you.  13
Boy: Where are you from? comb
Girl: Hi! What’s your name?
Girl: I’m from France. colour
Boy: My name’s Tim.
Boy: That’s cool! I’m from Spain. headphones
Girl: What’s your surname?
Come and play with my friends. smartphone
Boy: My surname’s Palmer.
Girl: Sure. memory
Girl: How do you spell that?
Boy: P-A-L-M-E-R. no
 10
Girl: How old are you? crayon
1 My name is Raquel. My country’s remote
Boy: I’m eleven.
flag is blue, white and red. But my orange
Girl: What’s your locker number?
country isn’t
Boy: It’s eighty-six.
the United Kingdom and it isn’t  14
the United States. Daughter: Those black trainers are
Unit 2 2 My name is Tom. My country’s flag cool, Mum.
is green, white and red. But my Mother: No, they aren’t. They’re
 06 country isn’t Italy. horrible. But these blue trainers
1 Hey, let’s play football and then go 3 My name is Grete. My country’s are nice.
swimming. flag is yellow, black and red. Daughter:That grey shirt is nice.
2 Well done, Marta. 100% in your 4 My name is Paul. My country’s flag Mother: No, it isn’t! It’s expensive.
test. That’s excellent! is red and white. But my country But this pink shirt is great!
3 Hi, everyone! Hi, Bob! Hello, Sam! isn’t England.

119
Daughter: This green skirt is great. Boy: My uncle Dan? He’s over there. do skateboard tricks
Mother: It’s OK. But that yellow skirt Look! His hair is grey. It’s short and drive a car
is cheap! straight. speak English
Girl: Oh, yes, I see him. ski
 15
climb trees
Boy: Good afternoon. How much are  19
speak Chinese
these trousers? Ben: Hi, Jeff!
Shop assistant: They’re£18. Jeff: Hi, Ben!  23

Boy: And how much is this T-shirt?
Shop assistant: It’s £7.50.
Boy: Here you are.
Shop assistant: Thank you! Have
a good day.
Boy: Thank you! Goodbye.
Unit 4
 16
Girl: Hey, Billy, is that a picture of
your family?
Boy: Yes, it is. That’s my sister, Grace,
on the left, with my mother and
father. Grace’s fourteen.
Girl: What’s she like?
Boy: She’s clever!
Girl: And who are those children on
the right?
Boy: They’re my cousins, Eva and
Sam. They’re ten years old. Eva’s
really sporty and Sam’s very funny.
Girl: Who are the people with Eva
and Sam?
Boy: That’s my uncle, Andrew, and
my aunt, Jane.
Girl: And who’s this?
Boy: She’s my grandmother, Betty.
And she’s with my grandfather,
Ben: Welcome to my house.
Jeff: Thank you.
Ben: This is my aunt Josephine.
Jeff: Hello, Josephine. My name’s Jeff.
How are you?
Josephine: I’m fine, thank you, Jeff.
And you?
Jeff: I’m fine too.
Josephine: Have a seat and help
yourself to the biscuits.
Jeff: Thank you.
Units 3–4 Let's check
 20
Boy: What have you got in your
schoolbag, Marie?
Girl: Um … let’s see. I’ve got two
books, a purse and a hairbrush.
Boy: Have you got a smartphone?
Girl: Yes, I have. But I haven’t got
a charger. That’s at home. How
about you, Dave? What’s in your
bag?
Boy: I’ve got some headphones, my
keys and a smartphone – look!
Girl: Dave, that isn’t a smartphone.
That’s a remote.
Boy: What? Oh no! It is a remote.
Cheetahs can run very fast, but they
can’t climb trees very well. They can
swim, but they can’t swim quickly.
Bears are amazing animals. They can
climb trees very well, they can swim
fast and they can run quickly, but of
course, they can’t fly!
Penguins are birds, but they can’t
fly. They can swim very well and they
can run, but they can’t run very fast.
 24
Student: Excuse me, Miss Smith.
Teacher: Yes, Andrew, what is it?
Student: Can we climb trees in the
park?
Teacher: No, I’m afraid you can’t.
Student: That’s a pity. Can we
rollerblade here?
Teacher: Yes, you can. You can
rollerblade here, but you can’t do
skateboard tricks here.
Student: OK, thank you. And can we
play football here?
Teacher: Yes, you can.
Unit 6
 25

Frank. So my remote’s in my bag. But Boy: Have we got the food for the
Girl: How old is Betty? where’s my smartphone? party tonight?
Boy: She’s 75 and Frank’s 73. Girl: Ha ha! Your smartphone’s at Girl: Yes, I think so. We’ve got some
Girl: What are they like? home. biscuits and we’ve got a lot of ice
Boy: My grandmother’s really kind Boy: What a disaster! cream.
and my grandfather’s very quiet Boy: What about bread and cheese?
and shy. Unit 5 Girl: We’ve got a lot of cheese and a
Girl: It’s a great picture. You’ve got lot of bread.
a lovely family.  21 Boy: Great. And the cake?
swim Girl: We’ve got some cakes. And
 17
we’ve got a big pizza and some
trick
1 that, the, three drive sausages.
2 mother, thin, their ride Boy: Good, thanks. Oh, and what
3 thirteen, father, this in about strawberries?
4 grandfather, these, thank you six Girl: Yes, we’ve got some
sister strawberries.
 18
bird
Boy: Who’s that boy? The boy with  26
girl
the short, curly, red hair. fish rap
Girl: Oh, that’s my cousin Steve. white black
Boy: You’re right! And who’s the girl pink cake
with the long, wavy, fair hair? kind cat
Girl: That’s Sophie. She’s my best listen wallet
friend. And that’s her sister, Gemma. jacket
Boy: That’s funny. Sophie’s hair is  22 jam
fair and Gemma’s hair is black. ride a bicycle hand
Girl: Yes. And Gemma’s hair is short, fly draw
wavy and black. Where’s your tell jokes car
uncle? swim man

120
 27
Rachel: Hi, Bill?
Bill: Hi, Rachel. Are you OK?
Rachel: Yes, I’m fine. I’m in the
supermarket, but I haven’t got my
shopping list.
Bill: Ah, it’s here, on the table.
Rachel: Can you read it to me, please?
Bill: OK, so there are three pineapples
on the list and some grapes.
Rachel: Right, good.
Bill: Then, there are ten lemons and
some rice. And a lot of meat.
Rachel: OK, thanks.
Bill: And then there are six potatoes.
Rachel: Great, thanks Bill!
 28
Boy: Can I have two bean and lettuce
salads, please?
Shop assistant: I’m sorry, there isn’t
any bean and lettuce salad.
Boy: Oh. Can I have one beetroot
and mushroom salad, please, and
one carrot and tomato salad.
Shop assistant: Yes, of course. Eat
in or take out?
Boy: Eat in, please.
Shop assistant: Here you are. That’s
£9.75, please.
Boy: Thank you.
Units 5–6 Let's check
 29
Boy: It’s time to have lunch, but
I can’t cook. Can you cook, Lisa?
Girl: No, I can’t. But I can make
a smoothie. My smoothies are
delicious!
Boy: Can I have a smoothie, please?
Girl: Yes, of course. I can make
a pineapple and grape smoothie.
Boy: Oh no! There aren’t any grapes.
Girl: Have we got a pineapple?
Boy: Yes, we have. There’s
a pineapple and there are some
blueberries.
Girl: I don’t like blueberries. Have we
got some lemons?
Boy: No, we haven’t. But there are
some strawberries.
Girl: OK, let’s make a pineapple and
strawberry smoothie. Here you
are!
Boy: Yum! It’s delicious! Thank you,
Lisa.
Unit 7
 30
1 name, cake, orange
2 pencil case, draw, snake
3 wavy, black, crayon
4 skateboard, car, sticky tape
 31
My name is Lucy and my favourite
day of the week is Saturday! On
Saturday, I have breakfast in bed.
Then, I get up and brush my teeth.
I don’t have a shower in the morning.
I get dressed and I do exercise.
I don’t do homework on Saturday!
Then, I have lunch at one o’clock and
I go to my friend’s house. We take
photos and download music. I have
dinner at six o’clock at my friend’s
house and then I go home and watch
TV. At half past nine I have a shower
and then I go to bed late at night!
I love Saturdays!
 32
1 I am! In today’s show, I’m talking to
Mum: Daniel! Daniel!
Son: Oh no! What time is it?
Mum: It’s half past ten.
Son: Half past ten. Am I late?
Mum: Yes, you are! It’s time to go to
the judo class.
Son: OK!
Mum: Hurry up!
2 Mike: Hi, there. Yes, I’m Mike and
Son: What time is it, Mum?
Mum: It’s … um, it’s quarter to seven.
It’s time to have dinner.
Son: Am I late?
Mum: No, you aren’t. Take your time.
 33
1
Come on! Get onto the tire. It’s time
for school.
2 DJ: Shh!
Boy 1: Let’s cross the river.
Boy 2: My horse doesn’t like
the water.
Boy 1: Oh, look. Now we can see
the trees.
3
Boy: Are you ready? Go!
Girl: It’s so fast!
Boy: But it’s fun!
Unit 8
 34
Girl: Here we are! The Brainy Park!
Let’s buy some tickets. What do
you want to do?
Boy: I want to learn magic tricks and
then I want to dive into the lake
of crocodiles. After that, I want to
visit Spooky Castle and look for
treasure. What about you? What
do you want to do?
Girl: I want to fight the dinosaurs
and then find the Brainyballs. Oh,
and I want to win prizes. I want to
win a lot of prizes!
 35
time
fight
write
fish
drive
kind
pink
rice
white
sister
night
ice cream
swim
pineapple
 36
DJ: Hi and welcome to Guess where
four people. But where are they?
Can you guess? Let’s listen to person
number 1. It’s Bella! Hello, Bella!
Bella: Hello! I’m looking at some very
old pictures.
DJ: OK, so Bella’s looking at some
old pictures. What about person
number 2 – Mike!
I’m buying some bread and some
cheese.
DJ: Great! I think I know where you
are, Mike. OK, let’s talk to Emily
now. Hello, Emily!
Emily: Hello. I’m walking and I’m
looking at a lot of cars.
DJ: Hmmm. That’s interesting. Finally,
person number 4, that’s James.
James: Hi! I’m watching a film.
James: Oops, sorry!
DJ: Right, so now over to you. Can
you guess where Bella, Mike,
Emily, and James are?
 37
Girl: Excuse me, I’m looking for the …
Boy: Oh sure, it’s easy to find. Go
straight on and then turn right.
Then turn left.
Girl: Thank you!
Boy: You’re welcome.
Units 7–8 Let's check
 38
Girl: Hi, Jade. What are you doing?
Boy: Hi, Alison. Oh, I’m having
breakfast at the café.
Girl: You’re having breakfast? But it’s
half past twelve in the afternoon!
Boy: Yes, I know! It’s a late breakfast.
What are you doing?
Girl: I’m at the adventure park with
my family. My sister and I are
looking for treasure, and my mum’s
buying some food for lunch.
121
Boy: What about your dad? Is he
looking for treasure with you?
Girl: No, he isn’t. He isn’t at the
adventure park, he’s watching
a film in the cinema.
Boy: And what’s your brother doing?
Girl: He’s riding his bike in the park.

122
  Workbook Answer key
Welcome Unit Body: hand, leg p9
Learning: write, read 1
p4 Colours: purple, blue 1 are/‘re  2 is/‘s  3 are/‘re  4 am/‘m 
1 3 5 are/‘re
1 red  2 green  3 blue  4 purple  Possible answers: 2
5 brown  6 yellow  7 pink Days of the week: Monday, Tuesday, 1 I am  2 She is  3 We are 
2 Friday, Sunday 4 They are  5 He is
1 yellow 2 white 3 blue 4 black Animals: cat, snake, bird 3
3 Body: foot, arm, mouth, nose, eye, 1 are  2 am  3 are  4 are  5 is  6 is
1 tree  2 magazine  3 house  4 box  hair 4
5 cake Learning: talk, draw, learn, study, go 1 She is ten.
4 Colours: green, yellow, brown, black, 2 I am eight.
1 c brown horse  2 e grey dog  white, grey, pink, orange 3 You are Anna.
3 b black cat  4 d purple fish  4 4 It is a dog.
5 a pink snake  6 f orange bird 1 d  2 a  3 e  4 b  5 c 5 They are goldfish.
5 5
p5 Possible answers: 1 ’m/am  2 are  3 ‘s/is  4 ‘s/is  5 are 
1 Let’s draw a house. 6 ‘re/are
1 b  2 a  3 a  4 b  5 a Let’s talk to friends. 6
2 Let’s read books. Students’ own answers
1 leg  2 hair  3 feet  4 eyes  5 hand  Let’s study English grammar.
6 mouth  7 arm  8 ears  9 nose Let’s listen to English songs. p10
The mystery message is: a grey 1
horse. Unit 1 1 rubber  2 computer  3 pencil case 
3 4 board  5 chair  6 pencil  7 desk 
p8
1 one fish, two fish 8 book  9 schoolbag  10 pen 
1
2 one woman, two women 11 notebook
1 nine  2 ten  3 nine 
3 one man, two men 2
4 Students’ own answers
4 one box, two boxes 1 eighteen pencils
5 one foot, two feet 2
2 five schoolbags
1 Lucy is six.
4 3 eight computers
2 Seb is five.
1 two noses 4 seventeen chairs
3 Jack is eight.
2 two hands 3
4 Eva is eighteen.
3 one leg 1 b  2 d  3 a  4 c
5 Jon is twenty.
4 two arms 4
5 two feet Students’ own answers
Phonics
5
Students’ own answers two three seven eight nine
p11
U C L H Y 1
p6 W D M J 1 an  2 a  3 –  4 a  5 –
1 2
1 up  2 books  3 Look  4 Pay  E N K
1 an  2 a  3 an  4 an  5 a  6 a
5 down  6 quiet  7 pairs  8 Close G S
3
2 P X 1 an  2 –  3 a  4 an  5 a  6 –
a8 b4 c6 d7 e2 f5 g1 4
T Z
3 1 It is a small red desk.
1 a  2 b  3 a  4 a  5 b  6 b V
2 It is a beautiful white notebook.
4 Niepasujące litery to: O oraz R 3 They are very small pencils.
a Wednesday b Sunday c Thursday 3 4 It is an amazing big computer.
d Friday  e Tuesday  f Saturday 1N ame: Gavin 5 They are very big desks.
5 Age: 14
1 Friday, Sunday 2 Name: Alexandra Useful!
2 Sunday, Tuesday Age: 19 1 Nice to meet you!
3 Thursday, Saturday 3 Name: Matthew 2 What a small notebook!
4 Monday, Wednesday Age: 11 3 Be careful!
5 Saturday, Monday 4 Name: Suzy
Age: 7 p12
p7 5N  ame: Jack 1
1 Age: 16 2 two
1 draw  2 go  3 read  4 study  5 talk  6N  ame: Dominique 3 three
6 learn  7 listen Age: 13 4 four
2 4 7 seven
Days of the week: Saturday, Students’ own answers 15 fifteen
Wednesday 13 thirteen
Animals: fish, horse 5 five

123
20 twenty p15 Unit 2
11 eleven 1
6 six 1 thirty-two × two = sixty-four p18
The hidden message is: We are 2 four + fifty-three = fifty-seven 1
friends. 3 a hundred – sixty = forty 1 helpful  2 sporty  3 clever  4 quiet 
2 4 seventy-four + eight = eighty-two 5 funny  6 kind  7 shy
1 one, nine, thirteen, seventeen, 5 eleven × two = twenty-two 2
nineteen 2 1 sporty  2 clever  3 friendly  4 quiet 
2 seventeen, sixteen, fourteen, 5 funny  6 helpful  7 kind  8 shy
C S L A S O B J
twelve Phonics
3 eight, fourteen, seventeen E C H A I R A T shy: cry, why, my, fly
3 C H L C R L P E funny: friendly, sunny, sporty, slowly
1 Tom is eight. 3
C O M P U T E R
2 My dog is three. Students’ own answers
3 Greg and Daisy are twelve. N O T E B O O K
4 My friend and I are eleven. T L I N B E T A p19
5 Students’ own answers 1
4 S B C D E S K C
1 isn’t / is not / ‘s not  2 ‘m not / am not 
1 a They’re very small chairs. P A N A R S O H 3 aren’t / are not / ‘re not 
2 a It’s an amazing computer. E G B O A R D P 4 isn’t / is not / ‘s not 
3 b It’s a black notebook. 5 aren’t / are not / ‘re not
4 a They’re beautiful desks. 1 desk  2 board  3 schoolbag 2
4 pen  5 rubber  6 notebook 1 Alex  2 Jack  3 Jack and Alex 
p13 7 computer  8 chair 4 Alex  5 Alex  6 Alex  7 Jack and Alex
1 3 3
1 c  2 e  3 a  4 f  5 d  6 b 1 What’s your  2 Alfie  3 your surname  1 ’m 2 isn’t, ’s 3 ’s 4 are 5 isn’t 
2 4 Mansfield  5 do you spell that  6 aren’t  7 ’m not  8 ’re
1 ninety-one  2 a hundred  6 What’s your  7 seventy-two 4
3 twenty-six  4 sixty-three  4 1 isn’t  2 isn’t, ’s  3 isn’t, ’s  4 ’s , isn’t 
5 fifty-five  6 thirty-nine 1 –  2 a  3 –  4 an  5 an 5 aren’t, ’re  6 aren’t, ’re
3 5 5
1 What  2 spell  3 old  4 twelve 1 It’s an orange notebook. Students’ own answers
4 2 They’re beautiful green schoolbags.
Name and surname: Tim Palmer 3 I’m Bella. p20
Age: 11 4 You’re my friend. 1
Locker number: 86 5 My dog’s ten. 1 gel pen  2 felt-tip pen  3 ruler 
5 6 Joe and I are students. 4 sharpener  5 sticky tape 
1 What’s your surname 7 It’s a very small desk. 6 noticeboard  7 crayon
2 Stewart The mystery word is: glue stick.
3 do you spell that p16
4 How old are you 1 2
5 I’m 1 robotics club  2 pottery class  1 50p  2 80p  3 £1.20  4 90p  5 35p
6 What’s 3 roller hockey club  4 rugby club  3
7 It’s seventy-four 5 dance class  6 drum class 1 forty-five pounds
2 2 two pounds twenty-five (pence)
p14 B 3 one pound seventy-two (pence)
1 3 4 five pounds forty (pence)
1 H  2 C  3 E  4 C  5 H 1 F 2 T 3 F 4 F 5 T 4
2 4 Students’ own answers
1 Picture c Students’ own answers
2 Picture a 5 p21
3 Picture b Students’ own answers 1
3 1 Are you  2 Is she  3 Are you  4 Am I 
1 E  2 B  3 E  4 K  5 B p17 5 Is he
Life skills 1 2
Possible answers: 1 A 2 A 3 B 4 A 5 B Students’ own answers
copying out the alphabet 2 Useful!
putting up posters on your wall 4, 1, 5, 3, 2 1 That’s incredible!
making up stories about each letter 3 2 It’s time to make
drawing outlines 1 C  2 A  3 D  4 B 3
making a dot-to-dot picture of each 4 1 Who is Professor Iggy?
letter 1 F  2 T  3 F  4 F 2 Are they students?
5 3 What are they?
Students’ own answers 4 Is it a good invention?
5 Are they felt-tip pens?

124
4 3 Units 1-2 Let’s check
1 Is Hal nine years old? Yes, he is.
2 Who are Rick and Ben? They are p26
students. / They are Hal’s/his friends. 1
3 Are Rick and Ben funny? Yes, they
n o t e b o o k s
are.
4 Are Rick and Ben quiet? No, they s b o a r d d t h
aren’t. 4 c o m p u t e r a

p22 r o i e c k s y r
1 a k t n a p k e p
1 The rulers aren’t blue. y p e c h a i r e
2 I am eleven.
3 Her name is Gemma. o n v i l c s u n
4 Piotr isn’t a teacher. 5 n g e l p e n l e
2
d r c r u b b e r
a ruler 60p
b gel pens £2.25 d o h b l a g r o
c noticeboard £15.00
d sharpeners £1.00 2
e sticky tape £1.20 1 clever  2 sporty  3 funny  4 helpful
f £21.05 3
2
3a 1 thirty-four – eighteen = sixteen
1 Austria / Russia
1 funny  2 clever  3 sporty  2 sixty-eight ÷ two = thirty-four
2 Russia / Austria
4 friendly  5 shy 3 twenty-four + seventy-six = a hundred
3 Japan 
3b 4
4 Portugal
1 Julie  2 Joe  3 Nathan  4 Amy 1 you 2 she 3 you 4 it 5 they 6 I 
Around the world
4 7 he  8 we
b
1 Yes, I am.  2 He’s Ben. 5
3
3 Yes, they are.  4 They’re 75p. 1 They’re big brown desks.
1 France  2 Wales  3 Germany 
5 No, he isn’t. 2 It’s an orange notebook.
4 Poland  5 Scotland  6 Argentina
3 They aren’t big schoolbags.
Life skills 4 It isn’t a blue gel pen.
p23
✓ an encyclopaedia
1 6
✓ a book from your school library
1 c Spain 1 She’s a teacher.
2 e France 2 We aren’t students.
p25
3 g the United States of America 3 Is he shy?
1
4 f Poland 4 I’m not an inventor.
Countries: Poland, Italy, Germany,
5 d Germany 5 You’re clever.
Scotland
6 b Italy 6 Are they from Spain?
Classroom objects: sticky tape, ruler,
7 a England 7
crayon, gel pen
2 1 name  2 name’s Emily  3 surname 
Adjectives: shy, funny, helpful, kind.
e1 a2 c3 b4 f5 d6 4 Bennett  5 How do you spell
2
3 6 are you  7 12/twelve
Students’ own answers
1 Bob  2 Ella  3 France
3 p27
4 1 name, Nice  2 play, Sure  3 from, from
Students’ own answers 8
4 [4] Dhruv: I’m from India.
1 are, ’m/am  2 Is, is  3 Are, aren’t  [6] Dhruv: Sure!
p24
4 is, ’s/is [3] Rita: Where are you from?
1
5 [1] Rita: H
 i, I’m Rita. What’s your
1
1 He isn’t a student. He’s an inventor. name?
2 They aren’t from Scotland. They’re [5] Rita: O
 h, that’s cool! Come and
from Wales. play with my friends.
3 I’m not nine. I’m ten. [2] Dhruv: My name’s Dhruv.
4 You aren’t quiet. You’re noisy. Nice to meet you.
5 It isn’t a crayon. It’s a gel pen. 9
6 1 What 2 Be 3 It’s time 4 That’s
2
Possible answers: 10
Her name is Marta. She’s eleven 1 £1.20  2 £1.80  3 80p  4 1  5 3
years old. She’s from Italy. 6 £2.40  7 £1.80  8 £2.40  9 £6.60
She’s funny and friendly. 11
She isn’t shy. She isn’t sporty. 1 T 2 F 3 F 4 T 5 F 6 T
12
Students’ own answers

125
13 p31 3
Students’ own answers 1 Traditional clothes Text 1
1 that 2 This 3 these 4 This 5 That Funny clothes Text 4
Unit 3 2 Unusual clothes Text 2
1 Those  2 That  3 These Around the world
p28 Students’ own answers
3
1
1 grey  2 pink  3 yellow  4 green 
1 smartphone  2 comb  3 purse  p35
5 black  6 blue
4 remote  5 memory sticks  1
6 charger  7 keys  8 wallet 4
1 What is that? It is a sweater. 1 trousers, shorts, skirt
9 hairbrush  10 umbrella  11 tissues 2 trainers, shoes, sandals
2 What are these? They are glasses.
2 3 sweater, T-shirt, jacket
3 What are those? They are shorts.
1 purse c  2 charger e  2
4 What are those? They are sandals.
3 memory stick d  4 keys f  1 memory stick  2 hairbrush 
5 What is this? It is a hairbrush.
5 comb a  6 headphones g  3 charger  4 purse  5 keys  6 wallet 
7 hairbrush b Useful!
1 time  2 money 7 smartphone  8 comb 
Phonics 9 headphones  10 tissues
headphones, smartphone, no, p32 3
remote [4] B: Thank you. Have a good day.
1
3 sandals [1] A: Good morning. How much is
Students’ own answers memory stick this T-shirt?
hairbrush [5] A: Thank you. Goodbye.
p29 [3] A: Here you are.
T-shirt
1 smartphone [2] B: It’s £7.50.
1 his 2 Whose 3 their 4 Emma’s  umbrella 4
5 my jacket 1 my 2 their 3 our 4 your 
2 trainers 5 Martin’s  6 her
1 her 2 our 3 his 4 their 5 your 2 5
3 1 T-shirt  2 trainers  3 glasses  1 What is this? It is a dress.
1 twoje  2 jego  3 jej  4 nasze  4 sweater 2 What are those? They are trousers.
5 wasze  6 ich 3 3 What is this? It is a smartphone.
4 Gemma’s 4 What is that? It is a hairbrush.
1 his 2 your 3 her 4 their 5 my 4 5 What are these? They are sandals.
5 This is Oliver’s remote. 6 What are those? They are socks.
1 Whose comb is it? It’s Jan’s comb. That is Helen’s schoolbag. 6
2 Whose umbrella is it? It’s Joy’s That is Tabitha’s wallet. Students’ own answers
umbrella. These are Lucy’s shoes.
3 Whose memory stick is it? These are Henry’s keys. p36
It’s Ava’s memory stick. This is Alice’s purse. 1
4 Whose headphones are they? 1 C  2 E  3 B  4 A  5 F  6 D
They’re Dan’s headphones. p33 2
5 Whose tissues are they? They’re 1 T
Uma’s tissues. 1C 3
2C 1 happy  2 garden  3 boy’s 
p30 3 SA 4 dinner  5 is
1 2 4
I L D S A N D A L S 1 Good morning  2 It’s  3 are  Jestem spokojną/cichą i pomocną
O T R O U S E R S H 4 good day  5 Goodbye dziewczyną. Uważam, że podlewanie
3 roślin i robienie obiadu to dobra
V E E W E H A S R I 1 £18  2 T-shirt  3 £7.50  4 £25.50 zabawa, więc pomagam tacie
H R S E S O C K S R 4 w ogrodzie i mamie w kuchni.
Students’ own answers W moim pokoju jest bałagan, ale
W S S N I R A I I T
i tak bardzo go lubię.
J A C K E T P R N G p34 5
E S H O E S A T R T 1 Students’ own answers
1 not comfortable
2a 2 gold p37
1 b  2 d  3 a  4 c 3 funny 1
2b 4 T-shirt 1 B  2 E  3 C  4 A  5 D
1 T 2 F 3 T 4 F 5 F 6 T 5 expensive 2
3 2 1 E  2 A  3 B  4 C  5 G  6 D  7 F
Students’ own answers 1 B  2 D  3 C  4 A 3
Life skills 1 but  2 and
Students’ own answers

126
4 2 4
1 OFC  2 and  3 and  4 but  5 LOL  1 have got  2 have got  3 have got  Possible answers:
6 BRB  7 CU  8 CU 4 ‘ve got  5 ‘ve got 1 She’s got short straight black hair.
5 3 She’s got a skirt and a jacket.
Possible answers: 1 haven’t got  2 haven’t got  She hasn’t got long hair. She hasn’t
A 3 ‘ve got  4 Students’ own answers  got a dress.
How’s your new English teacher? 5 Students’ own answers 2 He’s got short straight fair hair.
She’s friendly and funny. I like her 4 He’s got shorts and a T-shirt.
a lot! 1H ave Jodie and Harry got a snake? He hasn’t got trousers.
B No, they haven’t. 3 He’s got short straight black hair.
I’m in the school football team!!! 2 Have Tim and Hannah got a dog? He’s got a sweater and trousers.
I’m happy 4U! No, they haven’t. He hasn’t got fair hair.
C 3 Have Tim and Hannah got a snake?
Yes, they have. p42
Is school over?
4 Have I got a dog? Students’ own 1
Yes, it is but I want to talk with my
Maths teacher. answers s t r a i g h t f m o u
Are you hungry? 5H  ave I got a snake? Students’ own
t h g r e p r w a v y b
OFC. answers
5 s g r a n d m o t h e r
OK. Dinner is in the kitchen.
THX! You’re great, mum. Students’ own answers i c u r l y r l h v b o
D Life skills m o t h e r e a e f l t
Have a nice day. food, water, place to sleep, love,
l u n c l e d u r a a h
U2. regular exercise, company
E o s h o r t a n p i c e
CU tomorrow. p40 n i e r s i s t e r k r
CU, bye! 1 Students’ own answers
g n f a l a n m i r d y
2
Unit 4 1 e  2 d  3 a  4 c  5 b 2
3 1 Max hasn’t got black hair.
p38 1 Steve - short curly red hair 2 Tommy’s got curly hair.
1 2 Sophie - long wavy fair hair 3 Lewis hasn’t got short hair.
1 cousin  2 great-grandfather  3 Gemma - short wavy black hair 4 Millie hasn’t got long hair.
3 mother  4 sister 4 Uncle Dan - short straight grey hair 5 Lucy has got wavy hair.
2 4 6 Christine hasn’t got fair hair.
1 d  2 e  3 a  4 b  5 c 1 I’ve got short curly red hair. a Lucy b Tommy c Millie d Max e
3 2 I’ve got short wavy black hair. Christine f Lewis
1 F 2 T 3 F 4 F 5 T 6 F 3 I’ve got long wavy fair hair. 3
Phonics 4 I’ve got short straight grey hair. They haven’t got a computer.
1 three  2 thin  3 thirteen  5 She’s my aunt.
4 thank you Possible answers: Has Sarah got a brother?
4 They’ve got small grey eyes and small My sister’s got long red hair.
Julia is my sister. She’s eleven years mouths. They haven’t got big eyes Have you got a smartphone?
old. / Mike is my brother. He’s nine or mouths. They’ve got thin faces. 4
years old. They’ve got long, wavy, fair hair. Possible answers:
Bob is my father. He’s forty-one They haven’t got short, curly hair. Jake has got a big house/a red jacket.
years old. They haven’t got straight, black hair. We haven’t got a big house/a red
Sally is my mother. She’s thirty-six jacket.
years old. p41 Have you got a pet dog/grey hair?
Beth is my aunt. She’s forty-four 1 Has your uncle got a pet dog/grey
years old. 1 has not  2 Has your pet  hair?
Isaac is my uncle. He’s fifty years old. 3 Both correct  4 hasn’t  5 She has
Noah is my cousin. He’s sixteen 2 p43
years old. 1 hasn’t got a wallet. 1
Ted is my grandfather. He’s sixty- 2 hasn’t got a cap. 1 to  2 This  3 How  4 fine  5 seat 
nine years old. 3 ‘s got a smartphone. 6 help
Emma is my grandmother. She’s 4 ‘s got a schoolbag. 2
sixty-five years old. 5 hasn’t got a computer. 1 Help yourself
Useful! 2 How (are) you
p39 1 ‘s happening 3 Welcome to
1 2 a disaster 4 Have (a) seat
1 We have not got any pets.  3 5 This (is my) mother/father
2 I have got a dog at home.  1 Has he got a nose? No, he hasn’t. 3
3 Have your grandparents got any 2 Has he got small feet? No, he hasn’t. 1 a  2 b  3 b
animals at home?  3 Has he got big hands? Yes, he has.
4 They have got a hamster.  4
4 Has he got long hair? No, he hasn’t. Students’ own answers
5 Have you got a cat? 5 Has he got two legs? Yes, he has.
127
p44 3 3
1 1 Whose key is this? It’s Paul’s key. 1 A monkey can climb trees.
1 Space  2 Medical  3 Space  2 Whose umbrella is that? It’s Mark’s 2 A fish can swim.
4 Factory  5 Medical  6 Factory umbrella. 3 A bird can fly.
2 3 Whose trainers are these? They’re 4 The child can ride a bicycle.
1 eyes  2 floor  3 music  4 easy Jodie’s trainers. 5 The robot can speak Chinese.
3 4 Whose comb is that? It’s Astrid’s 4
1 therapy robot  2 companion comb. Students’ own answers
robot  3 cleaning robot  4 robot pet 5 Whose sandals are those? They’re
Lauren’s sandals. p49
4
Students’ own answers 4 1
1 My  2 ‘ve  3 haven’t  4 ‘ve  5 My  1 ride  2 play  3 do  4 climb  5 play
p45 6 ‘s  7 hasn’t  8 ‘s  9 ‘ve  10 Our  2
1 11 his  12 Our  13 ‘ve  14 Their  1 can’t swim  2 can’t do  3 can ski 
1 great-grandfather  15 Have  16 Have 4 can drive  5 can’t speak
2 great-grandmother  5 3
3 grandmother  A: Good morning. How much are 1 can  2 can’t  3 can’t  4 can  5 can 
4 father  5 mother  6 aunt  these trousers? 6 can  7 can’t  8 can  9 can’t
7 uncle  8 brother  9 cousin B: They’re £17.50. 4
2 A: Thank you. And how much is this 1 can’t ride
hair length: short, long T-shirt? 2 can climb trees very well
hair type: wavy, curly, straight B: It’s £8.75. 3 can’t swim fast
hair colour: grey, red, fair, black A: Here you are. 4 can ride a bicycle very well
B: Thank you. Have a good day. 5 can climb trees
3
A: Thank you. Goodbye. 5
[1] Welcome to my house.
[6] I’m fine too. Students’ own answers
p47
[8] Thank you. I love pizza!
6 p50
[3] This is my mother.
[4] Hello, Mr Price. My name’s Will. 1
[2] Thank you.
How are you? 1 snowboard  2 play chess  3 sing 
[5] I’m fine, thank you, Leila.
[6] I’m fine too. 4 ice-skate  5 paint  6 rollerblade 
And you?
[8] Thank you. 7 read music
[4] Hello, Mrs Benson. My name’s
[5] I’m fine, thank you, Will. And you? The mystery activity is: whistle
Leila. How are you?
[1] Welcome to my house.
[7] Have a seat and help yourself to 2
[2] Thank you.
the pizza. 1 Sam  2 Sam  3 Sam, Bonnie  4 – 
[3] This is my father.
4 5 Sam, Bonnie, Sam’s father
[7] Have a seat and help yourself to
1 Has, hasn’t  2 Have, have  3
the cake.
3 Has, has  4 Have, haven’t  1 can cook  2 can ice-skate 
7
5 Have, have  6 Have, haven’t 3 can’t play chess  4 can’t snowboard 
1 waste of money
5 5 can rollerblade  6 can’t ice-skate 
2 waste of time
2 Kath and Tom have got a new car. 7 can’t rollerblade  8 can swim
3 a disaster
3 Billy’s got short red hair. 4
4 go
4 I haven’t got five cats. Students’ own answers
5 happening
5 My cousins have got a big house.
8 p51
6 You haven’t got a new teacher.
1 T 2 F 3 F 4 F 5 T 6 T
6 1
9 1 she can  2 they can’t  3 he can 
Julia has got long straight fair hair.
1 Jack, Ada  2 Jack  3 Ada, Ed  4 Ada  4 I/we can’t  5 we/you can
James has got short curly black hair.
5 Ed
Julia has got headphones. James 2
has got a schoolbag. Julia and James 10 1 Can he play the piano? No, he can’t.
have got a small black dog. James Students’ own answers 2 Can you/we cook? No, we can’t.
has got a grey cat. 3 Can they snowboard? Yes, they can.
Unit 5 4 Can I/you drive a car? No, I can’t.
Units 3-4 Let’s check p48 Life skills
1 Students’ own answers
p46
1 trees  2 skateboard tricks  3 jokes  3
1 1 Can you paint
1 short 4 English  5 a bicycle  6 a car
2 2 No, I can’t.
2 straight, wavy 3 Can your brother rollerblade?
3 fair, grey, red 1 tell jokes  2 climb trees  3 ski 
4 drive a car  5 do skateboard tricks  4 Yes, he can.
4 cousin, great-grandmother 5 Can your cousins ice-skate?
5 charger, hairbrush, key, purse 6 fly  7 speak English  8 swim 
9 ride a bicycle 6 No, they can’t.
6 dress, skirt, sock, trainers
2 Phonics
1 aunt  2 short  3 grey  4 straight  trick, in, six, sister, fish, pink, listen
5 jacket  6 trousers  7 smartphone
128
4 3 p56
1 What can Iggy drive? 1 20,000 years old. 1
2 What can they speak? 2 No, you can’t. 1 C  2 D  3 E  4 A  5 F  6 B
3 What can I paint? 3 More than 250. 2
4 What can Imogen play? 4 Kangaroos and crocodiles. B, C
5 What can Ellie cook? 5 Students should mention two of 3
Useful! the following activities: camp, look 1 D  2 F  3 A  4 C  5 B  6 E
1 What a mess! at the rock art, walk, watch the
4
2 I feel awful. birds, see tall trees and amazing
1 deserach  2 owoców 
3 Watch out! waterfalls, ride a bike, drive a car,
3 jabłka/jabłek  4 arbuzach
go in a boat, see kangaroos
5
p52 Around the world
Students’ own answers
1 a kangaroo, an emu, but also: a black
ACROSS  2 sing  4 jokes  5 trees  swan, a lion and a bird called shrike p57
6 snowboard  7 fly (dzierzba)
1
DOWN 1 whistle 3 rollerblade 6 ski
1 B  2 D  3 E  4 A  5 C
2 p55
2
1 ice-skate. 1
1 No, he hasn’t.  2 France. 
2 You can read music. P U F D R P S I N R I 3 No, they can’t.  4 in 80 days.  5 b
3 You can play the piano.
O T I A R S K I O M E 3
4 can fly.
1 C  2 A  3 B  4 D
5 You can drive a car. G I C E S K A T E I Y
6 You can cook. 4
E A W H I S T L E E L Students’ own answers
7 We can speak English.
3 P C T E Z Y E F P B I
1 Monkeys can climb trees very well. R O L L E R B L A D E
Unit 6
2 Dogs can’t whistle. p58
S O K A S Y O Y I I A
3 Fish can’t ride a bicycle. 1
4 Cheetahs can run fast. I K S W I M A E N D L
1 b  2 g  3 h  4 a  5 d  6 j  7 f  8 e  9 c
5 Hippopotami can’t jump. D H A G N S R I T C S 2
4 1 a  2 b  3 a  4 b  5 a  6 b  7 a  8 b
Can she cook? No, she can’t. T M S C G R D H N N C
3
Can she ride a bicycle? No, she can’t.
2 1 some bread  2 a sausage 
Can she play chess? Yes, she can.
1 skateboard  2 films  3 the USA  3 some pasta  4 a lot of cakes 
Can she paint? Yes, she can.
4 jokes  5 pictures 5 a biscuit  6 some jam 
Can she swim? Yes, she can.
3 7 a strawberry
p53 [3] Can I do skateboard tricks in Phonics
1 the park? black, cat, jacket, jam, hand, man
[2] Yes, what is it? [1] Excuse me, Mrs Price. 4
[4] Yes, of course. [5] Oh, that’s a pity. Can I rollerblade? Students’ own answers
[3] Can I read my book, please? [7] Thank you!
[5] Thank you. [4] No, you can’t. p59
[1] Excuse me, Mr Carter. [6] Yes, you can. 1
[2] Yes, what is it? 1 is  2 are  3 are  4 is  5 are
2
He can rollerblade and he can play 4 2
football in the park. 1 Can your sister run fast? 1 are  2 is  3 is  4 are  5 are  6 are
He can’t climb trees and he can’t do 2 I can’t swim very quickly. 3
skateboard tricks. 3 Our teacher can sing very loudly. 1 There is a lot of bread.
4 You can’t speak Chinese. 2 There are some strawberries.
3
5 What can they climb? 3 There is a sausage.
1 is it
6 What can you paint? 4 There is some cheese.
2 Can I/we ride a
3 No, I’m afraid you can’t. 5 5 There are some cakes.
4 that’s a 1 Can your sister rollerblade? 4
5 Can I/we play Yes, she can. There is a pizza.
6 you can 2 Can your sister dance? There is a lot of bread.
No, she can’t. There is some jam.
4
3 Can your brother run fast? There is some ice cream.
Students’ own answers
No, he can’t. There are some biscuits.
p54 4 Can your brother ice-skate?
Yes, he can. p60
1
5 Can your brother ski? 1
1 eagles 2 picnics 3 food 4 year 
Yes, he can. 1 pineapple a  2 chicken g 
5 waterfalls, mountains  6 dangerous
2 3 blueberry e  4 lettuce b 
1 Australia  2 old  3 swim  4 can  5 mushroom f  6 bacon c  7 lemon d
5 birds
129
2 3 Eat in 2
1 rice  2 grapes  3 pineapple  4 ham  4 £9.75 1 do skateboard tricks  2 fly 
5 potato  6 chicken 4 3 swim  4 climb trees  5 tell jokes 
3 Students’ own answers 6 read music  7 play chess  8 paint
1 pineapples  2 grapes  3 lemons  Life skills 3
4 rice  5 a lot of  6 six potatoes b 1 Amy can sing.
4 2 Can you snowboard?
Students’ own answers p64 3 We can drive.
1 4 Can he speak Chinese?
p61 1 F 2 T 3 F 4 F 5 T 6 T 5 I can’t cook.
1 2 6 My sister can play the piano very
1 isn’t  2 aren’t  3 isn’t  4 isn’t  5 aren’t A Canada  B Germany  C India  well.
2 D Australia 4
1 b  2 a  3 c  4 b  5 c 3 1 There are some sausages is a
3 1 coffee sausage.
1 c  2 a 2 a sausage in a curry sauce 2 There is a cake are some cakes.
4 3 Canadians 3 There is a lot of some pasta.
1 There is some/a lot of lettuce. 4 poutine 4 There is a blueberry are a lot of
2 There are some/a lot of pineapples. 5 meat, chicken and fish blueberries.
3 There aren’t any blueberries. 6 spicy tea with sugar and milk 5 There is some isn’t any rice.
4 There is a strawberry. Around the World 5
5 There isn’t any bread. 1 d  2 a  3 b  4 c There is some ham.
Useful! There isn’t any bacon.
1 Yuck! p65 There are some biscuits.
2 it’s not quite right. 1 There is a lot of cheese.
3 Let’s try again. 1 biscuit  2 sausage  3 grape  There is some jam.
4 No problem! 4 potato  5 bread  6 ice cream  There is a pizza.
7 jam  8 cheese 6
p62 2 [B] Here you are.
1 1 strawberry  2 lemon  3 chicken  [T] No, I’m afraid you can’t.
biscuits, chicken, lettuce, pineapple, 4 pasta  5 mushroom  6 bacon/beef  [T] Can I play football, please?
bacon, ice cream, potato, bread, jam, 7 lettuce  8 blueberry  9 rice [B] Eat in or take out?
pizza, sausages, pasta 3 [B] That’s £6.25, please.
2 1 of 2 to 3 it 4 you 5 there 6 I
p67
1 a  2 b  3 b  4 a  5 b  6 a  7 a  8 b 4
Ice cream. 7
1 There are  2 There isn’t  3 There is 
1 Yuck!
3 4 There aren’t  5 There is / There isn’t 
2 feel awful
1 There is a pineapple. 6 There is
3 try again
2 There is some pasta. 5
4 Watch out!
3 There isn’t any rice. Possible answers:
5 What a mess!
4 There are some biscuits. There is some bread.
5 There aren’t any cakes. 8
There isn’t any bread.
6 There is a potato. 1 can’t  2 can  3 aren’t any  4 is 
There is a lot of bread.
7 There isn’t any ham. 5 are some  6 delicious
There is a sausage.
4 There isn’t a sausage. 9
Possible answers: There is some chicken. Rita: can sing, can’t read music
There is a biscuit. There isn’t any There is a lot of chicken. Tom: can tell funny jokes, can’t sing
bread. There is a cake. There are There isn’t any chicken. Caitlin: can paint beautiful pictures,
some grapes. There isn’t any jam. There are some blueberries. can’t play the piano
There isn’t a lemon/There aren’t any There are a lot of blueberries. 10
lemons. There is a potato. There are There aren’t any blueberries. Students’ own answers
some sausages. There aren’t any 6
strawberries. Possible answers: Unit 7
There are a lot of cakes. There is p68
p63 a lot of bread. There is some cheese.
1 1
There is a lot of jam. There aren’t any
1 beetroot  2 tomato  3 carrot  1 photos  2 volleyball 
strawberries. There isn’t any ham.
4 cabbage  5 onion  6 cucumber  3 with my friends  4 out 
5 comments  6 my dance class 
7 red pepper  8 bean Units 5-6 Let’s check 7 music  8 TV  9 exercise
2
1 Can  2 sorry  3 have  4 course  p66 2
5 in  6 please  7 are  8 Thank 1 1 do exercise, watch TV, take photos
1 lemon  2 grapes  3 sausages  2 hang out with my friends, chat on
3
4 pizza  5 rice  6 bread  7 lettuce  my mobile, post comments
1 beetroot and mushroom
2 carrot and tomato 8 biscuit  9 mushroom 
10 strawberries
130
3 3 p73
1 Cindy morning: have breakfast in bed, 1
2 Kuba get up, brush her teeth, get dressed, 1 It’s half past two.
3 Cindy and Kuba do exercise 2 It’s twenty past eleven.
4 Cindy afternoon: have lunch, go to 3 It’s ten to eight.
5 Cindy and Kuba her friend’s house, take photos, 4 It’s quarter past nine.
6 Cindy and Kuba download music 5 It’s quarter to nine.
7 Cindy evening: have dinner at her friend’s 2
Phonics house, go home, watch TV 1 Excuse me,
1 orange  2 draw  3 black  4 car night: have a shower, go to bed 2 It’s time to have lunch.
4 4 3 Take your time.
Students’ own answers Students’ own answers 4 What time is it?
5 It’s time to go out.
p69 p71 6 Hurry up!
1 1 3
1 We don’t go to rock concerts.  1 play  2 talks  3 cleans  4 plays  Rozmowa 1.
2 Do you watch TV a lot? Yes, I do.  5 clean half past ten
3 What do you want to do in the park?  2 go to the judo class
4 Do Jack and Ryan download music I watch like do have go is
on their phones? No, they don’t. He/She watches likes does has goes Rozmowa 2.
2 3 quarter to seven
1 don’t hang  2 do  3 play  4 don’t go 1 doesn’t have, has have dinner
3 2 doesn’t do, plays isn’t
1 Do I/you hang out with my/your 3 doesn’t drive, rides 4
friends at the weekend? No, I don’t. 4 doesn’t go, goes Students’ own answers
2 Do my/your cousins do their Useful!
homework on Saturday morning? 1 minute  2 can’t believe p74
Yes, they do. 4 1
3 Do you play volleyball after school 1 Does he do; No, he doesn’t. 1 Nepal  2 old  3 ladders  4 water 
on Thursday? Yes, you do. 2 Does he play; Yes, he does. 5 isn’t
4 Do the students go to their art 3 Does he hang out; No, he doesn’t. 2
class on Sunday? No, they don’t. 4 Does he take; No, he doesn’t. 1 horses  2 boat  3 fast
4 5 3
1 watch 2 don’t watch 3 go 4 take  1 doesn’t work  2 works  3 puts  1 The Philippines  2 Indonesia 
5 do  6 play  7 hang out  8 Do you do  4 makes  5 Does it make  6 doesn’t  3 Colombia
9 do  10 play  11 don’t play  12 play  7 Does he drink  8 doesn’t 4
13 do 9 doesn’t drink  10 Does she like  Students’ own answers
Sadie Frank 11 does
p75
Saturday do homework, play p72 1
watch TV football, 1 1 hang 2 watch 3 post 4 take 
hang
1 chat  2 watch  3 breakfast  4 get  5 brush  6 chat  7 have  8 get  9 go
out with
5 post  6 hang  7 go  8 teeth  2
friends
9 shower  10 music 1 shower  2 exercise  3 dressed 
Sunday go to do homework Mystery activity: take photos 4 photos  5 a dance class
music The best present for Freda is a camera.
lesson, 3
2 1 late
take
photos do judo play take ski 2 What time is it?
volleyball photos 3 Hurry up!
Monday play play
4 It’s time to (have) breakfast.
basketball chess Trixie Jodie Trixie Natalie 5 Take (your) time
Tuesday play do skateboard Natalie Bella Jodie Bella 4
basketball tricks 1 Do, do  2 Does, doesn’t  3 Do, don’t 
3
4 Do, do  5 Does, does  6 Do, don’t
p70 1 I watch TV at night.
2 Do you have a shower in the 5
1
morning every day? 1 doesn’t play football every day
1 dressed b  2 teeth d  3 dinner i 
3 Iggy’s robot doesn’t have dinner. 2 don’t go to school on Sunday
4 bed h  5 school c  6 up g  7 lunch e 
4 Gerry chats on his mobile in the 3 watch TV after school
8 home f  9 shower a
evening. 4 likes sausages
2 5 don’t get up early on Saturday
1 have dinner  2 get up  3 get 5 The students don’t take photos in
the classroom. 6
dressed  4 go to school
6 Does your sister download music 1 Do you get up
in the afternoon? 2 do
4 3 get up
Students’ own answers 4 don’t have

131
5 go 2 Useful!
6 Does he go a8 b4 c3 d7 e5 f1 g2 h6 on top of the world!
7 doesn’t Phonics Get a move on!
8 doesn’t get up time, fight, write, drive, kind, rice, 3
9 has white, night, ice cream, pineapple 1 are you reading?
10 hangs out Life skills 2 is she looking for?
11 Do your mum and dad get up a pilot 3 are they fighting?
12 do 3 4 is he going?
13 don’t go Students’ own answers 4
14 don’t hang out 1 What is the SmoothieMax making?
15 play p79 A lot of delicious smoothies.
1 2 Where is the SmoothieMax making
p76 smoothies?
1 isn’t / is not cooking 
1 2 ‘re / are having  At the supermarket.
1E (✗)  2B (✓)  3C (✓)  4D (✓)  5A (✗)  3 ’s / is swimming  3 What are they giving to people?
6F (✓) 4 ’m / am not going  The smoothies.
2 5 ’re / are waiting 4 What is Professor Iggy doing?
(about/only) once a week 2 Taking photos.
3 1 F 2 T 3 F 4 T 5 T 6 F 5 Is Eddie taking photos? No, he isn’t.
1 lots 2 fun 3 fantastic 4 sugar  3 6 Is Ellie chatting on her mobile? Yes,
5 do  6 three 1 I’m cooking pasta. she is.
4 2 My cousins aren’t playing
Hi Grace, p82
volleyball.
I want to tell you about my friend from 3 Steph is having lunch. 1
Poland – Kamil. He is a very friendly 4 Tarek isn’t buying a new jacket. 1 Mary is reading in the cinema.
boy and his life is very healthy. He 5 We’re doing skateboard tricks. 2 Ted is eating cake in the café.
often makes a fruit salad because he 6 I’m not hanging out with my 3 Amy is whistling at the bus stop.
likes fruit. He also likes vegetables friends. 2
and water. He never cooks a healthy 4 fight a dinosaur
dinner for his family. He likes playing 1 ‘s/is driving find treasure
outside, too. He plays basketball three 2 ‘s/is swimming buy tickets
times a week with his friends. After 3 ‘s/is visiting dive into a crocodile lake
school, he often rides a bike. 4 ‘m not/am not doing win prizes
Kamil wants to visit me in England, 5 ‘m/am writing learn magic tricks
and I think it’s a fantastic idea. visit Spooky Castle
5
Bye for now, 3
Students’ own answers
Daniel 1 f Ben
5 p80 2 g Victor
Students’ own answers 1 3 e Helena
1 d  2 f  3 b  4 e  5 a  6 c 4 a Joe
p77 5 b Fiona
2
1 6 c Jim
1 supermarket  2 bus stop  3 school 
1 C  2 E  3 A  4 B  5 D 7 d Gloria
4 museum  5 cinema  6 train station 
2 Joe’s winning prizes at the museum.
7 shopping centre
1 A 2 B 3 A 4 B 4
3
3 Are they fighting a robot?
1 is looking at some very old pictures
B Is your aunt buying tickets?
2 a museum
4 I’m looking for my friend.
3 is buying some bread and cheese
Possible answers: What are you playing?
4 a supermarket
1 it is good for your teeth. / it is Where is she going?
5 is walking and looking at a lot of
healthy. cars
2 I can’t cook dinner for you today. p83
6 a car park.
3 she tells jokes all the time. 1
7 is watching a film
4 I/we have an important project 1 museum  2 café  3 cinema
8 a cinema
to do. 2
4
5 1 Excuse me  2 straight on 
Students’ own answers
1 and  2 but  3 because  4 and 3 turn left  4 turn right  5 Thank you 
p81 6 You’re welcome
Unit 8 1
1 Is she  2 Are they  3 Are you / Am I 
p78
4 Is he  5 Are you/we
1
2
1 a lake  2 your grandmother 
1 Is, learning c  2 Are, visiting e  3 Are,
3 your smartphone  4 a robot 
eating a/d  4 Is, watching f  5 Are,
5 a new computer  6 English 
taking d/a
7 treasure  8 £100

132
3 2
cinema Possible answers:
It is a notebook.
castle It is a (very) small notebook.
clothes shop train station cinema
It is an amazing notebook.
They are pens.
They are (very) small pens.
school café car park museum They are amazing pens.

START
HERE
Unit 2
4 3
1
1–3 Students’ own answers 1 Do you get up  2 I do  3 get up 
tree
4 Go straight on and turn left. Then 4 have  5 Does your father get up 
turn right. 6 doesn’t  7 doesn’t get up  8 works  2
9 Do you do  10 I don’t  11 play  Who is he?
p84 Am I a teacher?
12 goes  13 has  14 Do your mother
What is it?
1 and father have  15 do  16 gets up 
Are you a student?
1 Times Square  2 Federation Square  17 have  18 go  19 hang out
3 Trafalgar Square  4 Trafalgar Square 4
2 1 Rob and Steve are swimming in the
Unit 3
1 snakes and monkeys  2 at night  lake. They aren’t visiting the castle. 1
3 at the Polish Art Gallery in the Main Are they riding a bike? No, they 1 Whose glasses are they?
Square in Krakow  4 The Sukiennice aren’t. 2 Whose magic wand is it?
3 2 I’m finding treasure. I’m not 3 Harry Potter’s
1 climbing  2 tower  3 Main Square  winning prizes. Am I/Are you 2
4 people  5 shopping  6 pictures learning magic tricks? No, I’m not. 1 an umbrella  2 keys 
Around the world 3 Paul’s buying tickets. He isn’t 3 Students’ own answers
b fighting a dinosaur. Is he finding
treasure? No, he isn’t. Unit 4
p85
1 p87 1
5 All 12 months have got 28 days.
1 café  2 supermarket  3 museum 
4 car park  5 cinema  6 bus stop  1 Excuse, what time  2 quarter to  2
7 train station  8 shopping centre 3 lunch  4 late  5 you are  6 Hurry It’s a snake.
2 6
[4] You’re welcome.
75 p91
1 visit  2 look for  3 fight  4 buy 
5 find  6 dive into  7 learn  8 win [2] Go straight on, then turn right.
3 Then turn left. Unit 5
Ted: Excuse me. I’m looking for the  [1] Excuse me. I’m looking for the 1
café. cinema. It’s a human/person.
You: Go straight on and turn left. [3] Thank you.
2
Then turn left. 7 Can she read music?
Ted: Thank you. 1 B  2 D  3 A  4 C No, she can’t.
You: You’re welcome. 8 What can you play?
4 1 e  2 c  3 d  4 b  5 a I can play chess.
1 ‘m watching  2 Are you doing  9
3 I’m not  4 ‘m playing  5 ‘m winning  1 F  2 T  3 F  4 F Unit 6
6 isn’t winning  7 Is your dad playing  10
8 he is  9 ‘re singing  10 are your aunt Students’ own answers 1
and uncle doing  11 aren’t singing  Possible answers:
p90 There are some children. There is a
12 ‘re making  13 ‘s buying
teacher/man. There are some chairs.
5 There are some desks. There are
Students’ own answers Unit 1 some notebooks. There are some
1 school bags. There is a board.
Units 7-8 Let’s check 2
p86 START A mushroom
1
activities: have a shower, do exercise,
I is am They are friend. am Unit 7
play volleyball, find treasure, buy 1
tickets, download music am eight. a dog. my are not
1 whistle
places: café, museum, cinema, 2 watch TV
shopping centre, supermarket, are It is dogs.friends. You eleven. 3 don’t ride my bicycle
bus stop 4 don’t download music
2 FINISH (She only does things that start with
1 f  2 d  3 e  4 a  5 b  6 c the same letter as the day)

133
2 3 3
Does your brother like sausages? 1 b  2 c  3 b  4 b 1 calories
She doesn’t brush her teeth at night. 4 2 black olives
He gets up late. 1 fantastic  3 sugar
2 comfortable / expensive  4 seaweed
Unit 8 3 thick / warm  4 animal 5 oil
5 6 cactus
1 7 fat
A the UK
I am diving into a crocodile lake. 4
B the Arctic
The hidden word is: brainy 1 healthy  2 delicious  3 full 
C India
2 4 traditional  5 unhealthy
6
Possible answers: 5
Students’ own answers
What is your cat watching/playing/ 1 Lángos  2 sushi  3 nachos 
eating? p95 4 Greek salad
What are the students watching/ 6
1
playing/eating? Healthy: 3, 5, 8
1 Giraffes  2 Zebras  3 Cheetahs 
What am I watching/playing/eating? Unhealthy: 1, 2, 4, 6, 7
4 Elephants  5 Flamingos  6 Crocodiles
2
Around the world 1 zebras  2 giraffes  3 flamingos 
p98
1
p92 4 cheetahs  5 elephants  6 crocodiles
1 stadium
1 3 2 footballers
1 on the school bus 1 c  2 b  3 e  4 d  5 a  6 f 3 competition
2 by monorail 4 4 ice hockey
3 by bike 1 long  2 trunks  3 birds  4 dangerous  5 traditional
4 by train 5 leaves 2
5 on a canoe 5 1 C  2 C, A  3 A, D  4 B
6 on foot There are many beautiful animals 3
2 in Africa. Giraffes have very long 1 T 2 T 3 T 4 F 5 F
The USA: a, b, c, f necks and they can be 10 5 metres 4
Russia: e high. Flamingos are pink and white 1 win
Nigeria: d birds, and their legs are white pink. 2 lasts
3 Cheetahs are a type of dog cat. They 3 change
1 buses 2 monorails 3 fast 4 fun look cute, but they are dangerous. 4 national
4 Elephants are big animals, and 5 play
1 helmet  2 exercise  3 tracks  4 city they can live for 100 70 years. They
5
5 can pick up food with their necks
A India
A by bike  B on a canoe  C by train  trunks. Crocodiles have got more
B the UK
D on foot than 60 teeth. They aren’t are very
C Canada
frightening.
6 6
Students’ own answers 6
Students’ own answers
Students’ own answers
p93 p99
p96
1 1
1 throw 2 throw 3 make 4 grow  1
1 bicycle race
5 have 1 peacock  2 bald eagle  3 kiwi 
2 marathon
4 dodo  5 blackbird  6 robin  7 emu
2 3 Running
1 b  2 c  3 a 2 4 runners
1 g  2 e  3 a  4 b  5 c  6 d  7 f 5 horse races
3
1 F 2 T 3 F 4 F 5 T 6 T 3 2
1 feathers  2 fly  3 online vote  1 C  2 B  3 A
4
4 high  5 extinct
1 messy  2 huge  3 wet  4 beautiful  3
5 famous 4 1 incorrect: up – correct: down
1 fly  2 high  3 vote  4 feathers  2 incorrect: 5 – correct: 10
5
5 extinct 3 incorrect: lake – correct: river
1 Ice and Snow Festival in Harbin
2 La Tomatina 5 4 incorrect: a new – correct: an old
Australia 4
6
Students’ own answers 6 1 long
1 national  2 feathers  3 fly  4 high 2 exciting
p94 3 dangerous
p97 4 fit
1
1 kimono  2 sari  3 uniform  1 5 bottom
4 clothes from animal skin Healthy: 2, 3, 4, 5, 7, 8 5
Unhealthy: 1, 6 downmall races
2
1 b  2 d  3 e  4 a, c 2 6
Healthy: 1, 3, 5, 7 Students’ own answers
134
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