Książka Nauczyciela

Welcome
a SPEAKING: Routines and Speaking

habits p.4 Exercise 6
• In pairs, Ss discuss the questions. Ask some pairs to share
Materials what they discussed with the class.
Classroom Presentation Tool, p.4
INCLUSIVE CLASSROOM
Class CD 1, tracks 01–02
More confident groups think of two more questions to ask
about school life. They share their questions and choose two
Warmer: YOUR WORLD more that they want to discuss.
• Tell Ss about your best friend, e.g. My best friend is outgoing Less confident groups discuss the questions in same level
and funny. She loves fashion. We are similar because we both pairs and then change partners and discuss the questions
love shopping and comedy movies. again.
Welcome back Exercise 7

• Tell Ss to find a new partner and report to them about
Exercise 1 e 1•01 their previous partner’s answers in exercise 6.
• Tell Ss to look at the photos and say what the people are ANSWERS
doing. Introduce them to the characters: Robyn, Lottie,
Exercise 1
Oscar and Joey. (Robyn and Lottie are chatting in school; a
Robyn
friend – Oscar – arrives; Robyn and Lottie are in a science
class.) Tell Ss these characters will be in all the units, and Exercise 2
they will also meet some other people, for example Mr 1 first 2 know 3 music 4 plan 5 Oscar 6 late
Curtis, their science teacher. Exercises 3, 4, 6, and 7
Student’s own answers.
Comprehension Exercise 5
Joey
Exercise 2
• Listening for detailed information: Ask Ss to see how many
of the questions they can answer before they watch and
listen again.
Exercise 3
• Practise the skill of mediation: Divide Ss into pairs. Play
the video again, pausing after each of the expressions.
Ask Ss to discuss with their partner what they think the
expressions mean and how they would say them in their
own language. Ask them to explain why Robyn, Lottie,
Oscar, Joey and Mr Curtis said them.
Exercise 4
• Language practice: Divide Ss into groups and ask them to
choose which characters they’d like to be.
• Ss practise the role play and act out the story to the class.
• Ss listen and decide which group is the closest to the
original story.
Exercise 5 e 1•02
• Once Ss have discussed the questions with their partner
ask them to share their answers with the class.
• Play the audio for Ss to see if their ideas were correct.
Welcome Link dla Klasy VII PHOTOCOPIABLE © Oxford University Press 1

b VOCABULARY AND GRAMMAR: ONLINE LINK
• Answer the questions for you, e.g. On my first day back at
Present simple and present school I always feel happy to see everyone again. The best
continuous p.5 thing about being back is meeting friends. The worst thing is
getting up in the morning!
Materials • Ss can use the Online Practice discussion forum to answer
Classroom Presentation Tool, p.5 one of the questions.
Class CD 1, track 03 TEACHING WITH DIGITAL Tell Ss to write their discussion
Workbook, pp.2–3 comment first and check their spelling and grammar before
they post it. Tell them to make sure they only post relevant
comments and don’t go off topic.
Warmer: REACTIVATE!
• Ask Ss if they can remember the names of the characters ANSWERS
from the story. Exercise 1
Robyn = cheerful, confident, friendly
Vocabulary presentation Oscar = shy
Joey = lazy, easy-going
Exercise 1 e 1•03 Exercise 2
• Write the three names on the board: Robyn, Oscar, Joey. 1 funny 2 lazy 3 sporty 4 cheerful 5 confident
• Tell Ss to put the adjectives under each name and then 6 friendly 7 easy-going 8 shy
compare their ideas with a partner. Exercises 3, 6 and 7
Vocabulary practice Exercise 4
1 present continuous 2 present simple
Exercise 2 3 present simple 4 present simple
• In pairs, Ss tell each other about a person they know who 5 present continuous 6 present continuous
has each of the qualities, e.g. Ivan is funny. He makes me 7 present continuous 8 present simple
laugh. Exercise 5
1 usually goes / ’s walking today 2 mostly listen / ’m
Exercise 3
listening to rap music 3 don’t usually go / ’re watching a
• Fast finisher exercise: Ask Ss to say which adjectives they DVD 4 often plays / ’s playing 5 don’t usually eat / ’re
think are positive and negative and which adjectives having burgers
depend on the situation.
Grammar presentation
Exercise 4
• Ask Ss if they know when to use the present simple and
continuous. Tell Ss to read the grammar box to check.
Grammar practice
Exercise 5
• Ask Ss why they chose the verb forms.
Exercise 6
• Personalization: Write one of the verbs on the board and
elicit a couple of questions, e.g. How are you feeling now?
How do you feel when you get home after school?
Exercise 7
• Freer speaking practice: Monitor and correct, making sure
they are using the correct present form.
• Feedback by getting some pairs to do the task for the
class.

c READING AND VOCABULARY: ANSWERS
Exercise 1
Affixes to make opposites p.6 Student’s own answers.
Exercise 2
Materials
careful–careless, friendly–unfriendly, helpful–unhelpful,
Classroom Presentation Tool, p.6 honest–dishonest, kind–unkind, organized–disorganized,
Class CD 1, tracks 04–05 patient–impatient, polite–impolite, popular–unpopular,
Workbook, p.2 practical–impractical, sociable–unsociable, thoughtful–
thoughtless
Exercise 3
Warmer: YOUR WORLD
1 friendly 2 unpopular 3 impatient 4 organized
• Give a personal example, e.g. My favourite teacher was Mrs 5 unkind 6 careless
Green. She was my maths teacher. She was very kind and very
Exercise 4
patient.
c
Vocabulary presentation Exercise 5
1 His new classmates are unfriendly and shy, Mr Reid was
Exercise 1 popular and patient.
• To check their understanding ask them for the Polish 2 The class was sociable and they did lots of things
translation of each one. together.
3 He fell over in the caves and broke his arm, he walked
Exercise 2 e 1•04 into a glass door and broke his nose.
• On the board write suffixes and prefixes and ask Ss if they
know any.
• Write friendly on the board and elicit the opposite
(unfriendly).
• Play the audio for Ss to repeat. Ask Ss if they can identify
where the stress is on the adjectives with the prefixes: (1st
syllable – unfriendly, unhelpful, dishonest, unkind; 2nd
syllable – disorganized, impatient, unpopular, impractical,
unsociable; 3rd syllable – impolite.)
Vocabulary practice
Exercise 3
• Vocabulary practice: Focus Ss attention on the photos and
ask them how the people feel.
Comprehension
Exercise 4 e 1•05
• Focus Ss attention on the text and ask what text type it is
(phone messages).
• Read each option one by one and ask Ss what they would
write in a text for each one, e.g. a: I can’t do my chemistry
homework. Can you? Can you help me?
Exercise 5
• Reading for detailed information: Divide the class into
pairs and ask Who can be first to tell me the adjectives to
describe Mr Reid and Sam?
• Ask Ss to see if they can answer questions 2 and 3 without
reading the text again.
ASSESSMENT FOR LEARNING Ask Ss to write one test
question for themselves based on the lesson, e.g. What’s the
opposite of careful? What does practical mean? You could ask
Ss to do this for every lesson. Keep the questions safe so they
can test themselves at the end of the unit. The assessment
happens in writing the question, not answering it!

d GRAMMAR: Past simple and ANSWERS
Exercise 1
past continuous p.7 Past simple
I found my Grade 6 year book.
Materials … his papers caught fire.
Classroom Presentation Tool, p.7 I really enjoyed that year, our class was really sociable …
Workbook, p.3 we did lots of stuff together.
… we went on the geography trip
I fell and broke my arm …
Warmer: REACTIVATE! I walked into a glass door.
• Say a personality adjective for Ss to say the opposite, e.g. The teacher took me to hospital because I broke my nose.
organized – disorganized. Past continuous
… he was doing an experiment …
Grammar presentation … we were walking through the wet caves.
… we were shopping …
Exercise 1
Exercise 2
• Ask Ss if they can tell you when we use the past simple 1 started 2 weren’t 3 was doing / caught
and past continuous. 4 fell / broke / were walking 5 were shopping / walked
Exercise 2 Exercise 3
• Elicit answers and write them on the board. 1 started = ps 2 weren’t = ps 3 was doing = pc /
caught = ps 4 fell = ps / broke = ps / were walking = pc
Exercise 3 5 were shopping = pc / walked = ps
• Controlled grammar practice: Draw a time line to Exercise 4
demonstrate. 1 happened 2 was sleeping 3 broke 4 were waiting
5 ran 6 was chasing 7 fell 8 cut 9 arrived
Grammar practice 10 slept
Exercises 5, 6, and 7
Exercise 4 Student’s own answers.
• Elicit why Ss chose the tenses.
Exercise 5
• Grammar focus: Ask Ss if they know when we use while
and when.
• Write I was walking. A ball hit my head. I saw her. I was
talking to my teacher. Ask a volunteer to come to the board
and join the sentences with when or while.
Exercise 6
• Personalized response: Ask different pairs to say their
questions and answers in front of the class.
Exercise 7
• Controlled writing practice: Ss write the sentences in class
or for homework.
ONLINE LINK
• Ask Ss who they admire and why. Ask them to predict
how they think the person felt about school and why.
TEACHING WITH DIGITAL Tell Ss that when they are doing
research, they have to think carefully about the question
they are going to write in the search engine. Tell them to
write the question first for you to check before they start
their research.

1 Ups and downs
1a VOCABULARY: Experiences p.8 INCLUSIVE CLASSROOM Put Ss into groups and allocate 4–5
collocations for each group.
Materials More confident groups mime the collocations for another
Classroom Presentation Tool, p.8 group to guess. Encourage Ss to ask and answer questions
Class CD 1, tracks 06–09 to guess the answer. The person miming could give one hint,
being careful not to say the answer.
Workbook, p.4
Less confident groups mime collocations in pairs for each
Student’s Online Practice, Unit 1 vocabulary
other to guess.
ANSWERS
Warmer: YOUR WORLD Exercise 1
• Ss think of activities that are exciting, e.g. a ride in a hot air 1 fly in a glider 2 run a marathon 3 go zip-lining
balloon, going windsurfing. 4 ride a camel 5 sleep in an ice hotel 6 go snorkelling
• They write a list of the exciting / unusual / special things 7 do a parachute jump 8 watch the sunrise
they have done. Ask What is the most exciting thing that Exercise 2
they have done? What other exciting things would you like 1 f 2 d 3 a 4 h 5 g 6 j 7 i 8 c 9 e 10 b
to do? Exercise 3
2 climb a mountain 3 do a parachute jump
Vocabulary presentation 4 ride a camel
a 4 b – c 2 d 1 e 3
• Ss look at the pictures and decide where each of the
activities are taking place, e.g. in a plane, on the beach. Exercise 5
1 Liz, d: at a concert / Peter, the singer in her favourite
• Quickly check Ss know the past forms of the verbs and band / photos on her phone
can spell and pronounce them correctly: travel – travelled
2 Aarav, c: in Australia / saw colourful fish and a shark /
/ˈtrævld/; fly – flew /fluː/; ride – rode /rəʊd/; win – won
was a little afraid of the shark
/wʌn/; climb – climbed /klaɪmd/; act – acted /æktɪd/.
3 Rosie, e: three days in Pamplona / drove to San
Exercise 2 e 1•07 Sebastian / two years ago when she was 12 / had
surfing lessons on the beach
• Tell Ss to cover the vocabulary box in exercise 1 and
4 Leo, a: make a YouTube video / film about climbing
match the collocations.
in the Tatra mountains with his dad / 1,000 people
Exercise 3 watched it
• Collocations in context: Ss read the situations and choose
the correct experience from exercise 1.
Vocabulary practice
Exercise 4 e 1•08
• Play the audio twice for the exam task.
• Pause after each speaker for Ss to write their answers.
Remind Ss that there is one extra sentence that doesn’t
match a speaker.
Exercise 5 e 1•08
• Tell Ss to listen again and write extra information each
person says about their experience.
MEMORIZE! e 1•09
• Ss complete the exercise using the collocations from the
lesson.
• After the exercise, Ss take turns saying the collocations,
clapping the stressed words.
Unit 1 Ups and downs Link dla Klasy VII PHOTOCOPIABLE © Oxford University Press 5
1b READING: Experiences of ANSWERS
Exercise 1
a lifetime p.9 ride a camel, climb a mountain
Exercise 2
Materials
1 foreign 2 morning 3 Natalia 4 frightening / scary
Classroom Presentation Tool, p.9 5 brave / adventurous / confident 6 Marcin
Class CD 1, track 10 Exercises 3 and 4
Workbook, p.5 Student’s own answers.
Student’s Online Practice, Unit 1 discussion
Warmer: YOUR WORLD

• Ask Ss what they think unrealistic means. Check their
understanding by asking Do I think I can climb a mountain?
(No). Why not? (Because you’re not fit enough).
• Tell Ss to work with a partner and discuss which of the
experiences are unrealistic for them and why.
Comprehension
Exercise 1 e 1•10
• Focus Ss attention on the photos and ask what the
activities are.
• Tell Ss to read the reviews and ask which photos match
which review (Marcin – dolphins. Natalia – Barrier reef.
Oliwia – surfing)
• Ss discuss the question in pairs.
Exercise 2
• Ask Ss which experience in the reviews sounds the best.
• Tell Ss to write the names and then re-read the reviews to
check their answers.
Exercise 3
• Focus Ss attention on the Glossary. Tell them to read
the phrases and ask them what all the phrases have in
common (body parts).
• Ask Ss to find and underline the phrases in the text.
• Give Ss time to number the bullet list experiences
individually.
• Divide Ss into pairs to compare their answers.
Exercise 4
• Fast finisher exercise: In pairs, Ss compare their lists. Check
they are using the expressions correctly. Ask Ss what three
things they have agreed they both want to do.
ONLINE LINK
• If you have time, discuss the first question in class. Answer
the question for yourself, e.g. I would try a new activity
because I think it’s important to do things you are afraid of as
it makes you stronger and builds confidence.
• Ss can then use the Online Practice discussion forum to
answer the second question and post their list of other
experiences.
TEACHING WITH DIGITAL Encourage Ss to engage with
others in the discussion forum. They should comment on at
least two other lists. Encourage them to be positive and to
ask questions about each other’s lists.
1c GRAMMAR: Present perfect ANSWERS
Exercise 1
and past simple p.10 travel to a foreign country, do a parachute jump, be on
TV, win a competition, take a selfie with a celebrity
Materials
Exercise 2
Classroom Presentation Tool, p.10 1 He has travelled to India and has done a parachute
Class CD 1, tracks 11–12 jump. 2 he hasn’t done a parachute jump 3 won a
Workbook, p.6 competition, been on TV, taken a selfie with a celebrity
Student’s Online Practice, Unit 1 grammar Exercise 3
Past simple I went to India … / It was great. / I did it for
charity … when we got back from India. / That was hair-
Warmer: REACTIVATE! raising! / I won a writing competition.
• Tell Ss to describe an experience for their partner to guess. Present perfect I haven’t seen you … / Have you
Give an example, e.g. I took surfing lessons. It was very done … ? / I’ve travelled to a foreign country. / Have you
difficult at first. I fell off every time. Then I stood up for one ever been there? / I’ve also done a parachute jump. /
minute and by the end of the day I was very proud. I’ve always wanted to do that. / … something I’ve done
and you’ve haven’t ever done! / I have been on TV. / I’ve
Grammar presentation also taken a selfie with a celebrity. / I’ve never heard of her.
Exercise 4
Exercise 1 e 1•11
1 a 2 b 3 a 4 a 5 b 6 b
• Ask what the experience in the photo is (taking a selfie
Exercise 5
with a celebrity).
1 A Have you ever visited the USA?
Exercise 2 B No, I haven’t. But I have been to Canada.
• Reading and listening for specific information: Ask Ss A Really? When did you go there?
to cover the dialogue and answer the questions, then B I went there last year.
uncover and check. 2 A Have they ever been snorkelling?
B Yes, they have. They went last summer when they
Exercise 3 were in Greece.
• Highlight the form of the past simple and present perfect A Did they enjoy it?
in the sentences on the board. B Yes, they loved it!
Exercises 6 and 7
Grammar practice Student’s own answers.
Exercise 4
• Tell Ss to first cross out the options they know are
incorrect.
Speaking
Exercise 5
• Remind Ss that go has two past participle forms and their
use depends on the situation.
Exercise 6 e 1•12
• Speaking practice: Ss repeat the dialogue before they
practice in pairs.
Exercise 7
• Monitor and support Ss to use the tenses correctly.
INCLUSIVE CLASSROOM
More confident groups change pairs and tell their new
partner about their previous partner’s experiences in
exercise 7.
Less confident groups choose one experience and write
the question and three follow-up questions first to prepare
them for the speaking activity.
1d LISTENING AND VOCABULARY: Vocabulary practice
Quiz about how you spend your Exercise 6
time p.11 • Ss may want to write down the short dialogues. Give
them time to do so.
Materials
Classroom Presentation Tool, p.11 Speaking
Exercise 7
Workbook, p.7
• Personalized practice: Ss write their responses first.
Teacher’s Resource Centre, Unit 1 five minute test;
Unit 1 speaking ONLINE LINK
Student’s Online Practice, Unit 1 listening • Ask Ss to form groups with at least one computer or
smartphone between three.
• Find out after the research if any of the information
Warmer: YOUR WORLD surprised them.
• Set a time limit and tell Ss to write a list of things that
make them happy. ASSESSMENT FOR LEARNING At the end of a lesson learners
• Ask them to discuss the questions in pairs. Elicit how share with their partner: Three new things they have
many are shy vs outgoing. learned; What they found easy; What they found difficult.
Ask different pairs to share their assessment and discuss the
areas Ss found difficult and why.
Comprehension
ANSWERS
• Each group compares their questions with another group. 1 How many new things have you done recently?
• Ask Which group had the most correct questions? 2 How often do you do sport?
3 When did you last go to a party?
INCLUSIVE CLASSROOM
4 Where do you want to travel to?
More confident groups write three possible questions for 5 What do you get excited about?
exercise 1. 6 Who do you prefer to spend time with?
Less confident groups match a list of possible questions on Exercises 2, 3, 4, 6, and 7
the board to the answers. Student’s own answers.
• Tell Ss to listen again and write Mel’s answers. Ask Does she bad, good at, afraid, scared of, keen on, fascinated by,
score mainly As, Bs or Cs? crazy, nervous, stressed out, excited, worried about,
interested in (about is used most often)
Exercise 3 e 1•14
• Ask Ss if they think the key is right about them. Why /
Why not?
Exercise 4
• Fast finisher exercise: Personalized response. Put Ss in
small groups to compare their answers to the quiz.
• Ask each group to report back who has mostly A, B or C
answers.
Vocabulary presentation
Exercise 5 e 1•15
• Ask Ss to have a section for ‘words that go together’ or
‘collocations’. Get them to put them together where it
makes sense for remembering, e.g. good at / bad at; or
where a number of adjectives take the same preposition,
e.g. crazy / nervous / stressed out. When new adjectives
with prepositions come up, remind Ss to put them in the
‘words that go together’ section.
1e GRAMMAR: Question forms p.12 ANSWERS
Exercise 1
Materials 1 How many news things have you done recently?
Classroom Presentation Tool, p.12 2 How often do you do sport?
3 When did you last go to a party?
Workbook, p.8
4 What are you afraid of?
Teacher’s Resource Centre, Unit 1 vocabulary and 5 What are you waiting for?
grammar worksheet; Unit 1 extra writing worksheet
Exercise 2
Student’s Online Practice, Unit 1 grammar 1 How 2 Who 3 When 4 What 5 How long
6 Where 7 How many 8 Why
Warmer: REACTIVATE! Exercise 3
• Ss work with a partner. They take turns choosing six Who are you waiting for? What are you waiting for?
adjectives with prepositions from the previous lesson Where are you going to? What are you going for? Who
and saying them one at a time for their partner to make are you going with?
a sentence. What / Who are you looking at?
Where are you travelling to / from? Who are you
Grammar presentation travelling with?
Who are you talking to? What are you talking about?
• Go through the grammar box and the example as a class. 1 How often do you go on holiday?
• Ask different Ss to write a question on the board to check 2 How do you like to travel?
answers as a class. 3 What do you like doing on holiday?
4 Who do you go with?
INCLUSIVE CLASSROOM 5 Where was your last holiday to? Where did you go on
More confident groups can do the task in exercise 1 your last holiday?
without looking back at the quiz first, then check by reading 6 When did you go?
the questions in the quiz. 7 Where did you stay?
Less confident groups can be given the first word for each 8 How many (foreign) countries have you been to?
question to guide them. 9 Where would you like to travel to? Which country is top
of your list?
• Explain to Ss that they have two minutes to write as many Student’s own answers.
questions as they can.
• Ask Ss to swap their questions with a partner to check and
award points.
Grammar practice
Exercise 3
• Grammar focus: Say one of the Wh-question words and
elicit a question.
Writing
Exercise 4
• Tell Ss to think of suitable question forms for the quiz
answers and write the questions.
INCLUSIVE CLASSROOM
More confident groups write a tenth question to add to
the survey in exercise 4.
Less confident groups can be given the Wh-question
words for each answer before completing the questions.
Exercise 5
• Ss work with a partner to take turns to do the survey.
• Tell Ss to report back at least one interesting fact they
discovered, e.g. Tom and Jack travelled to France last
summer.
1f EVERYDAY ENGLISH: Speaking
Suggestions p.13 Exercise 6
• Elicit one example on the board, and get two Ss to say it in
Materials front of the class, e.g.: A Why don’t we go running?
Classroom presentation tool, p.13 B I’m not sure about that. I think it’s going to rain.
Class CD 1, tracks 16–18 • Give Ss time to make and practise their suggestions and
Workbook, p.9 rejections.
Teacher’s Resource Centre, Unit 1 Everyday English ANSWERS
worksheet; Unit 1 five minute test; Unit 1 video
Exercise 1
Student’s Online Practice, Unit 1 Everyday English His orchestra is going on a trip to Bratislava.
Exercise 2
Warmer: YOUR WORLD 1 T
• Ask Ss to choose three cities and write two things they like 2 T
about each city and one thing they don’t like. 3 F – Robyn has never been to Bratislava before.
4 F – Oscar wants to go on the trip with his friends.
• Elicit ideas and write useful vocabulary on the board.
5 F – The four friends have never been on holiday
Exercise 1 e 1•16 together before.
• Check Ss understand the dialogues by asking questions, Exercises 3, 4, and 6
e.g. Why has Joey been on time this week? (His dad Student’s own answers.
bought him an alarm clock.) Exercise 5
How about going there this summer?
Comprehension I’m not sure about that.
Why don’t we all go somewhere different this holiday?
Exercise 2 That sounds great.
• Listening for detailed information: Give Ss time to You could visit the city.
complete the task, then elicit answers. Let’s talk about it tomorrow, okay?
Shall we call Joey and persuade him?
INCLUSIVE CLASSROOM
Good idea!
More confident groups see how many of the true / false How about it?
sentences in exercise 2 they can do before they listen again. It sounds great.
Less confident groups choose four true / false questions Let’s talk about it at lunch.
to answer.
Exercise 3
• Check answers as a class. Mark the stress and intonation
on the expressions.
Pronunciation (Workbook p.9):

• Choose words with silent and pronounced r from the
word list on page 19 lessons a to f.
• Say each word and tell Ss to put their hand up if they hear
the pronounced r.
Exercise 4 e 1•17
• Give Ss time to discuss the question, then elicit ideas.
• Play the audio for Ss to listen and check their ideas. Were
they right?
Exercise 5 e 1•18
• Focus Ss attention on the box. Ask Ss to think of and note
down any of the useful phrases they can remember from
the dialogue.
• Play the audio for Ss to listen and check. Then play the
audio again so Ss can copy the intonation in the useful
phrases.
1g READING AND VOCABULARY: ONLINE LINK
• Ask Ss to form groups with at least one computer or
Fears and phobias p.14 smartphone between three.
Materials • Once the groups have completed their research, ask Ss
if the results are similar to the most common phobias in
their class.
Workbook, p.10 TEACHING WITH DIGITAL Encourage Ss to check their
research by cross referencing their answers with a few
Teacher’s Resource Centre, Unit 1 extra vocabulary
different websites. Ask Ss if they can tell you any reliable
worksheet
websites they know that would be useful for cross
Student’s Online Practice, Unit 1 reading referencing and any tips they have for validating information.
ANSWERS
• Put Ss in small groups to discuss the questions. 1 spiders 2 the dentist 3 heights 4 snakes
• Ask Ss to tell you what most people in their group are 5 flying 6 dogs
afraid of and if they act in a similar way. Exercise 2
1 spiders 2 snakes 3 flying 4 dogs 5 the dentist
Vocabulary presentation 6 heights 7 the dark 8 enclosed spaces
9 open spaces 10 birds
• Tell Ss to match the words and photos. Check answers. spiders, enclosed spaces, the dentist, dogs, flying
• Ask Ss if they are scared of any of these things or if they Exercise 4
know anyone with strange fears. Write any new words on 1 phobia 2 therapy 3 instinct 4 reaction 5 panic
the board. Exercise 5
1 It helps us stay away from danger.
Vocabulary practice 2 A phobia is stronger than a fear and can last longer.
3 He showed her pictures and made her touch a spider.
Exercise 2 e 1•19
4 She bought a pet spider.
• Go through each of the fears and phobias in the box and 5 homework phobia
ask Ss why they think people are afraid of the different
things and how they think people feel.
• Ss compare their answers in pairs.
• Play the audio to check answers.
Comprehension
Exercise 3 e 1•20
• Reading for gist: Tell Ss to scan the forum quickly to
answer the question.
• Ask a few additional questions, e.g. Who has a phobia?
(Laughing Lil). Whose aunt has a phobia? (Top Tim).
Exercise 4
• Tell Ss to work with a partner and discuss what they think
the bolded words mean before they look at the given
definitions.
INCLUSIVE CLASSROOM
More confident groups choose three bolded words in the
text and write sentences using the words from exercise 4.
Less confident groups use a bilingual dictionary to check
the meaning of the bolded words before they match them
to the definitions.
Exercise 5
• Tell Ss to see if they can answer any of the questions
before they read the forum again.
1h WRITING: A discussion forum ANSWERS
Exercise 1
exchange p.15 two
Exercise 2
Materials
1 A therapist shows a photo, then you look at videos, then
Classroom presentation tool, p.15 you look at real animals, then you touch them.
Workbook, p.11 2 a few weeks
Student’s Online Practice, Unit 1 writing tutor 3 snakes
4 Remember that she is bigger than a spider and it is
more afraid of her.
Warmer: YOUR WORLD
Exercise 3
• Ask Ss why they think we were afraid of different things 1 so 2 but 3 whereas 4 or
when we were children.
Exercise 4
Writing preparation
Exercise 1
• Read out the discussion forum question and ask Ss if they
can give any advice.
• Tell Ss to read the forum discussion quickly to answer the
question.
Exercise 2
• Fast finisher exercise: Extracting key information from a
text. Ask Ss to see if they can answer the questions before
they read the text again.
Exercise 3
• Ask if they can give you any examples of conjunctions
(but, because, so)
• Ask Ss to read the Improve your writing box.
• Ss complete the exercises.
Writing task
Exercise 4
• Have Ss look at each of the task stages highlighted in
orange and discuss in pairs.
• Elicit some ideas for the Choose stage and write them
on the board. Decide as a class who will write about the
phobias.
• Divide the class into pairs to do the research and make
notes.
• Elicit possible questions Ss could ask in the forum: How
can I … ? What can I do to … ? Who can tell me about … ?
What do you think about … ?
• Remind Ss to check their grammar and spelling, especially
as it’s going to be seen by the rest of the class.
ONLINE LINK
• Ss can use the Online Practice discussion forum to answer
each other’s questions.
TEACHING WITH DIGITAL Ask Ss if they have ever
participated on and online forum and what it looks like.
Show a few examples and point out the names, the initial
question / statement, the options (reply, like), the comment
box and post sign. Make sure Ss know it’s important to be
polite and post serious, useful responses when participating
in an online discussion forum.
1i REVISION p.16 ANSWERS
Exercise 1
Materials 1 ice hotel 2 parachute jump 3 competition
Classroom Presentation Tool, p.16 4 TV 5 mountain 6 snorkelling 7 glider
Class CD 1, track 21 Exercise 2
1 in 2 of 3 at 4 about 5 on 6 about
Workbook, p.12
7 of 8 at
Teacher’s Resource Centre, Unit 1 test
Exercise 3
Student’s Online Practice, Unit 1 check your progress 1 dentist 2 height 3 phobia 4 therapy
5 psychologist 6 panic
Vocabulary Exercise 4
1 ’ve never visited 2 did you do 3 have gone
Exercise 1 4 has ridden 5 had 6 Have you ever been
• Go through the words in the box to check understanding. 7 did you see 8 finished
Exercise 5
Exercise 2 1 does Lucas come from 2 is Mary looking for
• Write the prepositions in of at about on and ask Ss to tell 3 do you play football 4 do they finish school
you the adjectives that go with them. 5 do you go to the swimming pool 6 bike is that / it
1 Why don’t we go / Shall we go / Do you want to go
• Ss cover the words and try to remember the words for the 2 ’m not sure 3 let’s 4 ’d prefer to go / want to go / ’d
definitions.
like to go
Exercise 7
Grammar a – b 1 c 4 d 2 e 3
Exercise 4
• Ss read the grammar box on page 10 to review the
present perfect.
Exercise 5
• Write a few question words on the board and ask Ss to
make questions.
Everyday English: Suggestions

Exercise 6
• Ask a confident pair to read the dialogue.
Exercise 7 e 1•21
• Ask Ss to look at the responses and elicit the possible
scenarios.
ENGLISH IN THE REAL WORLD

• Remind Ss they need to be prepared to communicate
in English with non-Polish speakers and help them with
information they don’t understand.
ASSESSMENT FOR LEARNING Focus Ss attention on
the Self-assessment in Workbook p.14. Go through the
learning outcomes and ask for an example of each, e.g.
climb a mountain. Tell Ss be honest about their scores –
the results let the teacher know what to teach next. Ss
complete it individually, looking back through the Unit in
the Student’s Book and Workbook. Monitor as they work
and ask questions, e.g. Why do you feel this is 5 / 2? Ss do
Unit test 1 from the teaching resources. Set Test yourself for
homework from Online Practice Unit 1.The online gradebook
allows teachers to assess Ss individually as they provide a
personalized pathway for each St and can help identify areas
where there are gaps in learning.
1j REPETYTORIUM p.17 ANSWERS
Exercise 1
Materials 1 a 2 b 3 b
Classroom Presentation Tool, p.17 Exercise 2
Class CD 1, track 22 1 a 2 c 3 e
Workbook, p.13 Exercise 3
1 b 2 c
Teacher’s Resource Centre, Unit 1 extra exam practice
Exercise 4
1 c 2 a 3 c 4 b
Rozumienie ze słuchu Exercise 5
Exercise 1 e 1•22
• Look at each sentence and option together. Ask Ss what
information they are listening for in each one, e.g. 1 when
Mark’s trip was, 2 where, 3 the main idea of the conversation.
Rozumienie tekstów pisanych

Exercise 2
• Focus Ss attention on the blog post and ask what it’s
about.
• Explain to the students that there are three sentences
missing from the text and they have to match the
sentences to the gaps.
• Tell them to read the blog and think about what
information is missing. Tell them to look at the sentences
before and after the gaps.
• Ask Ss to explain why the sentences don’t match.
Znajomość funkcji językowych

Exercise 3
• Ask Ss NOT to look at the exercise.
• Read out the situations and elicit possible responses.
Znajomość środków językowych

Exercise 4
• Tell Ss to cover the options and read the text. Tell them to
think about what possible words are missing, for example
are they verbs, nouns, adjectives.
• Ss uncover the options and check their ideas and choose
the correct option.
Tworzenie wypowiedzi pisemnej

Exercise 5
• Ask Ss to think about an experience and make notes
under the prompts.
• Remind Ss they only have to write 50–120 words but
they should try to use a range of vocabulary and focus on
accuracy.
ASSESSMENT FOR LEARNING Once Ss have completed all
the exercises ask them to look through the tasks and write
one or two points that are not clear to them. Ask Ss to work
in small groups to discuss their points and see if they can
help each other. Choose a couple of points that most Ss
have highlighted as unclear and work together as a class to
clarify them.
1 GRAMMAR REFERENCE
ANSWERS
Present perfect i past simple
Exercise 1
1 Have you ever been to America?
2 Have you ever seen her?
3 We’ve never seen that film.
4 Have you ever met a celebrity?
Exercise 2
1 a 2 a 3 b 4 b
Exercise 3
1 been (irregular) 2 worked 3 said (irregular)
4 done (irregular) 5 had (irregular) 6 studied
7 seen (irregular) 8 played 9 travelled 10 been
Formy pytające
Exercise 1
1 Who did you go with?
2 What are you thinking of?
3 Where does he come from?
4 Who does this belong to?
5 What were you talking about?
Exercise 2
CULTURE LINK 1: Adventures pp.20–21 TEACHING WITH DIGITAL Ask Ss to work in pairs. Tell them to
A student exchange program offers students from sit back-to-back so one St is facing the screen. The St facing
secondary school or university the opportunity to study the screen describes what they can see to their partner.
abroad. High school and university students can apply for Change the roles after a couple of minutes.
the programmes through various government or non-
governmental organizations. A short-term exchange lasts Vocabulary booster
from one week to three months.
Exercise 1
Materials • Choose a phobia that you don’t think Ss will know,
Classroom Presentation Tool, pp.20–21 e.g. Coulrophobia. Say one true and two false definitions,
e.g. It’s the fear of cows. It’s the fear of clowns. It’s the fear of
Class CD 1, track 23
colours. Ask Ss which is the true definition.
Workbook, p.14
Teacher’s Resource Centre, project 1; Culture Link 1 video Exercise 2
• Remind Ss that the words are from the glossary in lesson 1b
and they can check the word list to review the meanings.
Warmer: YOUR WORLD
• Answer the question yourself, e.g. I would love to study in Project
France because I love the language and the food.
Exercise 3
Exercise 1
• Give the pairs time to look at both projects and
• Ss read the leaflet quickly to get the answer. choose one.
Exercise 2 e 1•23 • Project 1:
• Ask Ss which programme they find the most interesting • Before the class find a video clip about an exchange
and why. programme like Erasmus and show it to the group.
• Exercise 1 Tell the group their video should be about 2–3
Exercise 3 minutes so they should choose 2–3 activities.
• Explain to Ss that in pairs they are going to answer • Exercise 2 Tell Ss to discuss the questions in their groups
different questions about the text and then share their and write a plan. Tell them to also think about the
information. following questions: What is going to happen in the video?
• Divide Ss into pairs and assign them A and B. What props do you need?
• Put all the A Ss and B Ss into groups. Tell them to read • Exercise 3 Tell Ss to create a storyboard to illustrate the
and discuss the questions and then read the article again stages of the video.
more carefully to check and answer any questions they • Exercise 4 Using their plan and story board, Ss complete
couldn’t do before. and practise the script.
Exercise 4 • Exercise 5 You could ask the class to vote on the
exchange programme they would most like to go on.
• Divide Ss into AB pairs.
• Project 2
• Tell the A Ss to close their books. Tell the B students to ask
St A questions for their partner to answer without looking • Exercise 1 Find some examples of leaflets for
at their notes. programmes or afterschool clubs to show Ss.
• Then B Ss close their books and their partner asks the B • Exercise 2 Remind Ss that the name needs to reflect
questions. the programme and the logo needs to be short and
interesting.
• Ask the pairs how many questions their partner could
answer without looking. • Exercise 3 Give Ss time to do the first three stages and
then ask them to show you their notes and explain their
Exercise 5 ideas to you.
• Fast finisher exercise: Ask Ss to find out about one • Exercise 4 Show Ss an example of a leaflet again. Ask the
programme in their city and report back in the next questions about the leaflet.
lesson. • Exercise 5 Make sure they have access to photos they can
print from the Internet or magazines they can cut up.
Culture Video • Exercise 6 Ask Ss to upload their leaflet and share the link
• As an extension to the Culture topic, watch a short film with the rest of the class.
about the Tall Ships Race and discuss the questions. For
further practice, refer to the Workbook page for activities ASSESSMENT FOR LEARNING Tell the different groups to
and the video link. think about their project and choose one thing in their work
they are proud of. Give them an example, We are proud of the
ONLINE LINK way we worked together as a team and everyone was involved.
• Support Ss by asking them What makes a city popular? Give them a minute or so to think about their answer. The
How do we know it’s popular? groups take turns to tell the class what they are proud of. The
class give their feedback too, e.g. You should be proud of your
illustrations / English speaking in the video.
ANSWERS: CULTURE LINK
Exercise 1
A
Exercises 2–6
Exercise 3
A 1 A European Union student exchange programme.
2 17 to 70 3 3 to 12 months 4 courses
5 three of: friendly people, interesting cities, beautiful
countryside, rich culture, lots of courses
B 1 help local teens practise their English 2 13 to 19
3 They want to study abroad. 4 people who like travel
and have new experiences 5 learn about Polish culture,
make new friends
ANSWERS: VOCABULARY BOOSTER
Exercises 1–3
2 This is me
2a VOCABULARY: Life events p.22 ANSWERS
Exercise 1
Materials 1 live in 2 pass your driving test 3 start school
Classroom Presentation Tool, p.22 4 get married 5 move to 6 be born 7 meet your
future partner 8 graduate
Exercise 2
Workbook, p.16
usually:
Student’s Online Practice, Unit 2 vocabulary 1 grow up 2 leave school 3 go to university
4 get a job 5 have children 6 retire 7 die
• Ask Ss what question they ask to find out when someone’s get a job = 8, die = 2, go to university = 5, start school = 1,
birthday is. grow up = 4, have children = 7, graduate = 3, retire = 6
• Tell Ss to stand up and ask and answer the questions and Exercise 4
line up in the order of their birthdays. 1 lived in 2 moved to 3 left school 4 go to
5 got a job 6 met 7 got married 8 was born
Vocabulary presentation 9 retired 10 died
Exercises 5 and 6
Exercise 1 e 1•24 Student’s own answers.
• Tell Ss to look at the pictures. Ask them to predict what life
event is taking place in each.
Exercise 2 e 1•25
• Ask Ss to work in pairs to identify the events and
order them.
Vocabulary practice
Exercise 3 e 1•26
• Tell Ss to mark the stress on the life events, e.g. get a job.
Play the audio again if necessary for them to check.
Exercise 4
INCLUSIVE CLASSROOM
Less confident groups tell you the past tense forms of the
verbs in exercise 3 before they do the exercise.
More confident groups take turns to say a number for their
partner to say the missing event.
Exercise 5
• Personalization: In pairs, Ss compare their questionnaires.
• Ask Ss to share the reasons for their answers, e.g. question
3 I want to move to Spain because the weather is nice.
Exercise 6
• Speaking extension: Tell Ss to work with a different partner
to ask and answer the questions.
• Monitor and check they are using the vocabulary
correctly. Ask Ss to give feedback about their partners.
MEMORIZE!
• Ask Ss to try the memorize exercise, using the life events
from the lesson.
• Ask Ss to take turns to describe the picture they visualized
for their partner to guess the event.
Unit 2 This is me Link dla Klasy VII PHOTOCOPIABLE © Oxford University Press 18
2b READING: Life-changing ANSWERS
Exercise 1
events p.23 1 driving instructor and pupil having a lesson
2 two people cycling, one has fallen off his bike, one
Materials checking the other isn’t hurt 3 hotel maid making a bed
Classroom Presentation Tool, p.23 4 older couple posing for camera
Workbook, p.17 1 b 2 a 3 d 4 c
Student’s Online Practice, Unit 2 discussion Exercise 3
1 d 2 a 3 b 4 c 5 d
Exercise 4
Warmer: YOUR WORLD
• Ask Ss to recall life events from the previous lesson.
• Tell Ss about a life event that changed your life,
e.g. I passed my driving test and it changed my life because
I had freedom to visit friends and go out on my own.
Comprehension
Exercise 1
• Ask what life events Ss think the photos represent.
Exercise 2
• In pairs, Ss look at each photo in exercise 1 and make a list
of a few key vocabulary items they would expect to find in
a text about them.
• Make sure Ss know they don’t have to read the text
in detail but look for the key words and phrases they
predicted they would find.
Exercise 3 e 1•27
• Reading for general information: Before doing the
exercise, Ss discuss the main idea in each text.
• Ss compare their summaries to the ones in exercise 2. Ask:
How similar were your summaries?
• Ask Ss to look at the glossary and cover the meanings.
• Tell them to find the phrases in the text and discuss
with their partner what they think they mean. Then they
uncover the definitions to check.
Exercise 4
• Personalized response to the text: Ask Ss if they know any
similar stories. Ask how their parents, grandparents met.
ONLINE LINK
• Ask Ss to think about their answer to the question they
want to discuss in a forum. Tell them to make notes and
write two follow up questions they could ask e.g. What
choice have you made recently that was good for you?
TEACHING WITH DIGITAL If Ss do the class discussion forum
for homework, ask them to screen shot the discussion
to bring into the next class. Photocopy the screen shots
and give a copy to each group. Alternatively, share them
electronically. Ss use the forum to discuss the answers and
see if they agree or disagree.
2c GRAMMAR: Present perfect ANSWERS
Exercise 1
with already and yet p.24 a (wedding anniversary) party; they are cousins
Exercise 2
Materials
1 booked the hall, ordered the food
Classroom Presentation Tool, p.24 2 send the invitations, organize the music
Class CD 1, track 28 3 ask another cousin who’s in a band, help with
Workbook, p.18 invitations
Yes, we’ve already sorted that out.
I’ve already contacted a few people …
Warmer: REACTIVATE! Have you sent the invitations yet?
• Set a time limit of 30 seconds for each Ss to say the life No, I haven’t sent any yet.
events. I’ve already made a list.
• Ask Who did it correctly in 30 seconds? Exercise 4
1 They’ve already bought a wedding present.
Grammar presentation 2 You haven’t written him a thank you note yet.
3 We’ve already been to that restaurant.
Exercise 1 e 1•28 4 You haven’t met Sophia’s cousin yet.
• Ask: Who the girl is in the first photo? (Robyn). 5 I’ve already passed my English test.
6 They haven’t seen that movie yet.
Exercise 2
Exercise 5
• Reading and listening for key information: Ask Ss to 1 Have they bought a wedding present yet?
answer the questions before they read the dialogue again.
2 Have you written him a thank you note yet?
Exercise 3 3 Have we been to that restaurant yet?
4 Have you met Sophia’s cousin yet?
• Before Ss read the grammar box write already and yet on
5 Have you passed your English exam yet?
the board. Ask When do we use each one?
6 Have they seen that movie yet?
Exercises 6–8
Grammar practice
Exercise 4
• Give Ss time to compare their answers with a partner.
Exercise 5
• Grammar focus: Elicit where yet goes in the example
question (at the end).
Speaking
Exercise 6
• Personalisation: Ask Ss to add three more activities,
e.g. email cousins.
Exercise 7
• Speaking practice: Elicit what questions Ss need to ask for
each thing on the To do list.
Exercise 8
• Extended speaking practice: Ask pairs to tell the class what
each speaker did and any extra information they heard.
INCLUSIVE CLASSROOM
Less confident groups write questions and practise saying
them to themselves, with and without their notes, before
they ask and answer with their partner.
More confident groups can write their own “to do” list with
at least six items. Divide them into pairs and tell them to
swap lists. They take turns to ask and answer.
2d LISTENING AND VOCABULARY: ONLINE LINK
• Discuss different types of websites that are useful for
Feelings about moving house p.25 research. Give Ss these tips: Government sites ending
in .gov and educational sites ending in .edu are usually
Materials
reliable sites. Check to see if commercial websites ending
Classroom Presentation Tool, p.25 in .com have advertising. If yes, they may be biased
Class CD 1, tracks 29–30 because they’re selling a product. Blogs and social
Workbook, p.19 media sites are more likely to give personal opinions
Teacher’s Resource Centre, Unit 2 five-minute test; Unit 2 rather than facts.
speaking ANSWERS
Student’s Online Practice, Unit 2 listening Exercise 1
positive brave, confident, enthusiastic, excited, happy,
proud, relaxed, relieved
Warmer: YOUR WORLD
negative angry, anxious, depressed, disappointed,
• Tell Ss about when you moved house, e.g. I moved from my embarrassed, fed-up, jealous, lonely, nervous, sad, scared,
parent’s house to a new flat. I missed my mum’s cooking and unhappy, upset, worried
the big garden.
Exercise 2
1 worried 2 happy 3 brave 4 sad
Vocabulary presentation 5 nervous, 6 lonely 7 depressed 8 relaxed
Exercise 1 e 1•29 9 confident 10 proud
• On the board write Positive and Negative and ask Ss to tell Exercise 4
you some adjectives for each category. Lily
Exercise 5
Exercise 2 1 Rosie 2 Lily 3 David
• Ask Ss to read the text quickly and answer the questions: Exercise 6
How did the boy feel when his parents said they were 1 c 2 b 3 b 4 a 5 c 6 a
moving? How does he feel now? Exercises 3, 7, and Online Link
Exercise 3
• Vocabulary extension: Describe a situation and ask Ss to
guess the adjective.
Comprehension
Exercise 4 e 1•30
• Focus Ss attention on the photo and ask what they can
see. Ask Did the girl in the photo have a positive or negative
experience of moving home?
Exercise 5
• Ask Ss to recall and share the part of the audio that gave
them each answer.
Exercise 6 e 1•30
• Tell Ss to read the questions and options carefully and
choose the answers they are sure of before listening again.
Speaking
Exercise 7
• Extended speaking practice: Find out which pair guessed
both people correctly first.
ASSESSMENT FOR LEARNING Give Ss red, yellow and
green cards. Ask them to look back at the listening exercise
and choose a card and put it on their desk to show how
much they understand (red = don’t understand, yellow =
understand 50 / 50, green = fully understand).
2e GRAMMAR: Present perfect • Ask Ss which time expression takes for and which
takes since.
with for and since p.26 • Tell Ss to use a variety of time expressions in their writing.
Materials ASSESSMENT FOR LEARNING Tell Ss they are going to write
Classroom Presentation Tool, p.26 a Twitter feed to summarize what they learned in the lesson
Workbook, p.20 using 140 characters. Tell them to write their tweets on small
pieces of paper and stick them on the wall for others to
Teacher’s Resource Centre, Unit 2 vocabulary and
comment on or post them digitally.
Student’s Online Practice, Unit 2 grammar ANSWERS
Exercise 1
… since I was born.
Warmer: REACTIVATE! … for nearly three years now.
• Ask Ss to feedback how many mimes they managed to do … since April.
in 30 seconds. … for three months now …
… since we moved.
Grammar presentation Exercise 2
1 for eight months 2 since September
Exercise 1 3 since November 4 once 5 since September
• Write for and since on the board and ask Ss if they can tell Exercise 3
you when to use them. 1 We’ve been here for four hours.
2 We haven’t seen Peter since Thursday.
Grammar practice Exercises 4–7
• Write How long.? on the board and ask Ss to complete the
question.
• Ask a few Ss the questions and write their answers on the
board. At this point don’t correct the answers.
• Ask Ss to read the LOOK! box and check the answers on
the board and correct them if necessary.
Exercise 3
• Ask Ss to look at the gaps and tell you which past
participles they need to use (1 been 2 seen).
Exercise 4
• Personalized grammar focus: On the board write the
verbs live, speak, study, know and see and elicit the past
participles.
• Complete the sentences so they are true for you, e.g.
I have lived in this town for 25 years.
Exercise 5
• Personalization: Divide Ss into mixed level pairs to take
turns to say one of their sentences for their partner to
respond Me too or I haven’t. I’ve …
• Tell the class about one of the Ss as a model, e.g. I learned
that Maria has lived in this town for 10 years.
Writing
Exercise 6
• Ask Ss to ask you the questions as an example.
Exercise 7
• Ask Ss what the purpose of the email is (to inform and
entertain).
• On the board write last weekend, three days, my birthday,
school started, a long time.
2f EVERYDAY ENGLISH: Keeping a Exercise 7
• Extended speaking: Divide Ss into groups of three.
conversation going p.27 Ask two Ss to demonstrate the activity with you. Ask a
question to one, e.g. Where did you go for your last holiday?
Materials
Encourage them to give a full answer e.g. I went to France.
Classroom Presentation Tool, p.27 Encourage the second St to react and ask for more
Class CD 1, tracks 31–33 information.
Workbook, p.21 • In their groups, Ss take turns to ask, answer and react.
Teacher’s Resource Centre, Unit 2 Everyday English
worksheet; Unit 2 five minute test; Unit 2 video Pronunciation (Workbook p.21):
Student’s Online Practice, Unit 2 Everyday English • Explain that falling intonation describes how the voice
falls on the final stressed syllable and is common in
Wh-questions. Rising intonation describes how the voice
Warmer: YOUR WORLD rises at the end of a sentence and is common in yes-no
• Answer for you, e.g. I don’t think I talk a lot but I enjoy questions.
chatting to my friends. ANSWERS
Robyn
• Focus Ss attention on the video stills. Ask Who are the
characters? (Robyn, Lottie and Oscar). What are they doing? Exercise 2
(Looking at photos and talking about holidays). 1 Robyn / Lottie 2 Robyn 3 Lottie 4 Robyn
5 Lottie / her mum 6 Lottie’s dad 7 Oscar / Joey
• Check Ss understand the dialogues by asking questions,
8 Joey
e.g. Who had an exciting time fishing? (Lottie) How long did
Lottie wait? (Two hours) Why did people complain about Exercise 5
Oscar? (Because he was playing the violin). That sounds fun.
I bet.
Comprehension How boring!
What do you mean?
Exercise 2 What did you do?
• Listening for specific details: Ask Ss to write the names and What about you?
then listen again and check. Exercises 3, 4, 6, and 7
Exercise 3
• Interpretation: Ss discuss what they think the phrases
mean and how they say them in Polish.
• Check answers as a class. Write the phrases on the board
and mark the stress on awesome, believe and ask and the
falling intonation.
Exercise 4 e 1•32
• Ask Ss for their predictions about Joey’s holiday and what
they think he did.
Exercise 5 e 1•33
• Focus Ss attention on the box. Ask Ss to note down any of
the useful phrases they can remember from the dialogue.
Speaking
Exercise 6
• Drill the dialogue chorally and individually paying
attention to connected speech for example didyou,
Whatelse and the falling / rising intonation of How boring!
INCLUSIVE CLASSROOM
Less confident groups repeat the dialogue in exercise 6
after you, paying attention to the intonation, then practise
in pairs.
More confident groups work in pairs. They substitute the
country and activities with their own ideas and practise their
new dialogue.
2g READING AND VOCABULARY: ANSWERS
Exercise 1
Biography of a teenage skiing to the North Pole, the South Pole and across the
adventurer p.28 Greenland ice-cap
Exercise 2
Materials 1 She climbed her first mountain.
Classroom Presentation Tool, p.28 2 She became the youngest person in history to ski
Class CD 1, tracks 34–35 to the North Pole. 3 bad weather conditions
4 27 days 5 She was the youngest person to ski to the
Workbook, p.22
South Pole and the first woman to ski the new route.
Teacher’s Resource Centre, Unit 2 extra vocabulary 6 37 days
worksheet
Exercise 3
Student’s Online Practice, Unit 2 reading Student’s own answers.
as a child, a year later, thirteen months later, on the first
Warmer: YOUR WORLD day, after 27 days, finally, the day before, last year, at the
age of 16
• Ask Ss to tell you some adventurous activities and make a
list on the board. Exercise 5
1 last 2 later 3 so far 4 recently, ago 5 during
Comprehension 6 until 7 following 8 As 9 age 10 yesterday
Exercise 1 e 1•34
• Focus Ss attention on the photo and title and ask What do
you think Jade’s challenge was?
Exercise 2
• Ask Ss to underline the key information in the questions,
for example six years old, April 2016.
Exercise 3
• Interpreting a text: Ask Ss what training sports people
generally do.
Exercise 4 e 1•35
• Elicit time expressions and make a list on the board.
• Ask Ss to check if any they came up with are in the box.
Vocabulary practice
Exercise 5
• Refer Ss to the LOOK! box.
• Ask Ss to write sentences with the two extra words before
and soon.
ONLINE LINK
• Ask Ss to choose a question. Divide them into two
groups corresponding to their question. Ask them to
choose a class discussion or discussion forum. Divide the
groups again corresponding to the medium they chose.
Ss complete the task in their groups.
TEACHING WITH DIGITAL Remind Ss to be nice and treat
people online as they do in real life. Tell them not to post
anything online that they wouldn’t want people in real life to
see. You could have a class discussion about cyber bullying
and rudeness. Ask Ss if they have ever had anyone be nasty
to them online and how they felt. Ask them what they
should do if they feel bullied online (Speak to a parent or
teacher, report the comment, block the person).
2h WRITING: A mini-bio of a ANSWERS
Exercise 1
famous person p.29 1 He was born in Krakow in 1984. 2 He has won one
Grand Prix and 12 podium positions. 3 He is competing
Materials in Formula 1.
Workbook, p.23 five of: by the age of ten, in the following year, two years
Student’s Online Practice, Unit 2 writing tutor later, in the same year, after a year, finally
Exercise 3
1 was born 2 Polish champion 3 Canadian Grand Prix
Warmer: YOUR WORLD
4 nearly died in an accident 5 returned to Formula 1
• Ss make a list individually then show their partner their
Exercise 4
lists at the same time. Ask Were any the same?
Writing preparation
Exercise 1
• Focus Ss attention on the photo. Ask What’s his job?
Exercise 2
• Language focus: Ss look back at the language box in 2g
and circle the expressions in the text.
• Ask different Ss to read a sentence with one of the
time expressions, e.g. He has won one Grand Prix
and 12 podium positions in his career so far.
Exercise 3
• Have a class discussion about organizing and planning
writing. Ask Ss if they plan their writing, how they do it
and why it’s useful.
• Go through the Improve your writing box and ask Ss if they
think a timeline is a useful way to organize their ideas
and why.
Writing task
Exercise 4
different people.
• Draw a timeline but don’t add dates or information.
• Elicit information about the famous people they chose
in the warmer. Complete as much information on the
timeline as you can as class, e.g. date of birth, awards,
education, etc.
• Check Ss aren’t just copying from the Internet but making
notes for their timeline.
• Ss write a first draft and swap drafts with a partner. Tell
them to check for time expressions, past tense forms and
spelling.
ONLINE LINK
• Ask Ss to suggest some responsible websites that they
use to find out information and share them with the class.
Double check them yourself before writing them on the
board.
TEACHING WITH DIGITAL Tell Ss they can remove any
unwanted search results by adding a minus symbol so for
this research they could write Polish sport’s personality-
present-international. Tell them to avoid common words like
a and the as they aren’t useful or necessary.
Exercise 1
Materials 1 lived 2 started school 3 moved to 4 left school
Classroom Presentation Tool, p.30 5 went to university 6 graduated 7 got a job
8 I met 9 got married 10 retire
Exercise 2
Workbook, p.24
1 jealous 2 proud 3 angry 4 disappointed
Teacher’s Resource Centre, Unit 2 test 5 relieved
Student’s Online Practice, Unit 2 check your progress Exercise 3
1 recently 2 during 3 later, 4 ago 5 last
1 yet 2 already 3 yet 4 already 5 yet 6 already
Exercise 1 7 already
• Ask Ss what order people usually do the things in the box Exercise 5
before they complete the text. 1 Marek has not been to London since 2018.
2 She has played the guitar since she was 13.
Exercise 2 3 My dad has been home from work for 20 minutes.
• Review the adjectives in bold with the class. 4 They have played tennis since twelve o’clock.
5 My big brother has learned Japanese for two years.
Exercise 3
6 My grandma has kept a diary since she was a little girl.
• Ask Ss to tell you some past time expressions before they Exercise 6
do the exercise.
1 What did you do? 2 What else did you do? / Did you
do anything else? 3 That sounds scary 4 What did you
Grammar do then?
• Ss practise the dialogue then write one more dialogue a 4 b 3 c 2 d – e 1
using the other two as a model.
Exercise 5
• Tell Ss to look back at the Grammar boxes for the present
perfect with already, yet (p.24) and for, since (p.26) before
they do the exercise.
Everyday English: Keeping the

conversation going
Exercise 6
• Ss look back at lesson 2f for support.
Exercise 7 e 1•36
• Ask Ss to look at the responses one by one and elicit the
possible scenarios.

• Ask Ss which English-speaking bands they like. Ask what
words or phrases they have learnt from songs. Make sure
Ss don’t translate the song word for word but give a short
summary, highlighting any adjectives.
ASSESSMENT FOR LEARNING Have Ss do Unit test 2 from
the teaching resources and set Test yourself for homework
from Online Practice Unit 2. Ask Ss what the importance
of the Progress check is (to give everyone an idea of what
needs to be reviewed from the unit). Explain that you
wouldn’t expect a lot of 5s as learning is a process that is
never complete. Once Ss have completed the check, tell
them to look back at their Unit 1 check for comparison.
Ask Are your rankings the same of different? What does this
tell you about the areas you have difficulty with? They can use
the Self-assessment table in Workbook p.26 to record this
self-evaluation feedback.
Exercise 1
Materials 1 2008 2 to compete in skateboarding competitions
Classroom Presentation Tool, p.31 3 children who have no clean water and no education
1 tell them a story every evening
Workbook, p.25
2 became a doctor
Teacher’s Resource Centre, Unit 2 extra exam practice 3 nobody came to see him
Exercise 3
Rozumienie ze słuchu 1 since I was 2 left school yet 3 can help when
Exercise 4
Exercise 1 e 1•37 1 b 2 c
• Play the audio twice for the exam task. Exercise 5
• Tell Ss to read the tip, then read the questions and think Student’s own answers.
about the information they are listening for in each
question.

Exercise 2
• Focus Ss attention on the text and ask what kind of text
it is (Book cover description). Ask Who is it about? What
books did he write?
• Explain to Ss that they have to answer the questions by
completing the sentences correctly.
• Tell them to read the questions and sentence starters and
underline the relevant information in the text.

Exercise 3
• Tell Ss that they have to complete the sentences using
one to three words only.

Exercise 4
• Ask Ss to suggest in what situations they would use the
expressions and questions.
• Once Ss have completed the exercise, divide them into
pairs and ask them to write, in English, situation where
they would use the other expressions and questions.

Exercise 5
• Focus Ss attention on the note and ask what kind of text
it is.
• Ask When are they meeting? (Saturday). When can the writer
meet? (After 1pm). Where does she suggest meeting? (In a
café). What does she want to do? (Ask friends).
• Ask the class what information they need to include in
their note and make a plan on the board, e.g. Say how you
feel about meeting. Give a time and suggest a place. Agree or
disagree about inviting Ivan and Katrina and give a reason.
• Ss use the plan to write their reply.
• Ss swap their notes with a partner for correction.
ASSESSMENT FOR LEARNING While Ss are writing, monitor
them and write down any words they misspell. Write the
words on the board correctly. Once they have finished, they
look at the board and correct their mistakes.
2 GRAMMAR REFERENCE
ANSWERS
Present perfect z already i yet
Exercise 1
1 already 2 yet 3 already 4 already 5 yet
Exercise 2
1 I haven’t done my homework yet.
2 I’ve already bought a present for my friend.
3 I’ve already had a snack.
4 I haven’t prepared my school bag yet.
5 I’ve already called my cousin.
6 I haven’t been to the park yet.
Exercise 3
1 c 2 d 3 a 4 b
Present perfect z for i since
Exercise 1
1 e 2 a 3 c 4 b 5 d
Exercise 2
1 since 2 for 3 since 4 since 5 for 6 for
Exercise 3
1 I’ve been here for six hours.
2 I’ve been here since December.
3 I haven’t seen my cousin since last year.
4 I’ve known my friends for ages / for a long time.
5 They’ve been married for six years.
Cumulative Review 1–2
1–2 REPETYTORIUM pp.126–127 to pair up with a St who has graded the same exercise
three stars. The three-star Ss give tips on how to tackle the
Materials exercise.
Class CD 3, tracks 44–45 Znajomość funkcji językowych
Exercise 7
Warmer • Task: keep a conversation going.
• Explain that all the exercises are egzaminu ósmoklasisty • Focus Ss attention on the photos and ask what they
exam tasks and review the language from Units 1 to 2. can see.
• Ss think about how they would respond.
Rozumienie ze słuchu
Exercise 8
Exercise 1 e 3•44
• Task: make and choose appropriate responses to
• Task: identify specific information in a listening text. suggestions.
• Look at each sentence and option together. Ask Ss what • Ask Ss to suggest what situations they would use the
information they are listening for, e.g. 1 why Peter is in expressions and questions.
Gdansk, 2 why he likes it and 3 the purpose of Peter’s talk.
• Divide Ss into pairs and ask them to write, in English,
Exercise 2 e 3•45 situations where they would use the other expressions
• Task: identify the purpose of a presentation. and questions.
• Ask Ss what vocabulary they would expect to hear in a
presentation about phobias. Make a list on the board. Tworzenie wypowiedzi pisemnej
Exercise 9
Rozumienie tekstów pisanych • Task: create a short, simple, cohesive email about
Exercise 3 experiences.
• Task: finding specific information in a reading text. • Divide Ss into pairs and ask them to make notes under
these headings: feelings, good things about the school, an
• Focus Ss attention on the leaflet and ask what it’s about interesting event.
and what activities they can do there.
• Tell Ss to choose some of the information from their notes
• Tell Ss to read the sentences and discuss, in pairs, what
to write a first draft.
kind of words are missing, e.g. verb, place, noun, number,
adjective. • Divide the class into groups of four and ask them to swap
emails and check each other’s work.
Znajomość środków językowych Exercise 10
Exercise 4 • Task: create a short, simple, cohesive personal message.
• Task: transforming text. • Divide the class into pairs to discuss possible ideas for
each stage.
• Explain that the email contains information from the text
in exercise 3. • Ask What kind of text do you have to write? (A note). Who to?
(Dad). Is it formal or informal? (Informal).
Exercise 5 • Ss choose which ideas they want to include in their note.
• Task: use question forms. • Ask How many things have you organized? (Three). How
• Tell Ss not to read the dialogue but see if they can many things haven’t you done? (Two). How many things do
complete the gaps before looking at the options. you ask for help with? (One).
• Tell Ss they must include the number of things stated in
Exercise 6 the task.
• Task: convey Polish information in English. • Ss write a first draft. Monitor them as they are working.
• Ask Ss to work with a partner and translate the Polish Without interrupting make notes about some of the
phrases into English. common mistakes, especially with spelling, present the
• Take all the suggestions and write them on the board. perfect and the language for requesting help.
• Ss choose the translation they like best to complete • Once they have completed draft 1, write the errors on the
the gaps. board.
ASSESSMENT FOR LEARNING On the board write this key: • As a class, correct the errors.
one star = very difficult two stars = OK three stars = easy. Ask Ss • Ss then correct their own work and write a final draft.
to grade the last six exercises they did. Divide Ss into groups
to compare their grading. Ask Ss with any one star gradings
Cumulative Review 1–2 Link dla Klasy VII PHOTOCOPIABLE © Oxford University Press 29
ASSESSMENT FOR LEARNING The aim of self-assessment is
to close the gap between Ss’ current learning outcomes and
their future learning and achievements. The feedback allows
you to plan tasks to support Ss in their progress. Tell Ss to
read through the I can statements in the Self-assessment,
then look back at the relevant lessons and tick or cross the
statements depending on how confident they felt about
the lesson. Write the following key on the board. One tick
= I need more practise. Two ticks = I’m doing OK. Three ticks =
I’m good with this. Ask Ss to do the self-assessment using
the key. Divide them into groups of four to compare their
answers. Find out as a class which three exercises Ss found
difficult and review them as a class. You can compare Ss self-
assessment with the online gradebook for the Unit. Give Ss
some feedback and tell them the areas you have identified
for review.
ANSWERS
Exercise 1
1 c 2 b 3 a
Exercise 2
b
Exercises 3
1 suitable / perfect 2 Devon 3 skills 4 six
Exercise 4
1 children 2 adults 3 weekend
Exercise 5
1 b 2 a 3 a 4 c
Exercise 6
1 since last summer 2 yet
Exercise 7
1 Really? That sounds awesome / fantastic / fun.
2 Let’s / We could / I’d prefer to
Exercise 8
1 b 2 c
Exercises 9 and 10
3 On the road
3a VOCABULARY: Holidays and MEMORIZE!
• Ask Ss to do this for each of the compound nouns from
packing p.34 the lesson.
Materials • Ask Ss to close their books and make a list of the
compound nouns they remember.
• Ask How well did the technique work?
Workbook, p.26 ANSWERS
Student’s Online Practice, Unit 3 vocabulary Exercise 1
1 carry-on luggage 2 backpack 3 suitcase
4 passport 5 sunscreen 6 sunglasses
Warmer: YOUR WORLD 7 insect repellent 8 phone charger
• Give an example, e.g. I went to Brazil last Christmas. The 9 travel-sickness pills
best think about the holiday was doing a sunset tour on Exercise 2
the Amazon. 1 day trip 2 summer camp 3 low-cost flight
4 city break 5 package holiday 6 sightseeing tour
Vocabulary presentation 7 train journey
Exercise 3
Exercise 1 e 1•38 1 a 2 b 3 b
• Tell Ss to look at the pictures and say what they can see. Exercises 4 and 5
Try to feed in useful vocabulary, e.g. pills, backpack. Student’s own answers.
Exercise 2 e 1•39
• Ask Ss what types of holiday they know and make a list on
the board.
INCLUSIVE CLASSROOM
Less confident groups can read through the sentences in
exercise 2 and match the words they know first.
More confident groups can cover the types of holiday
words, read the sentences and see if they know any of the
words.
Then divide them into mixed level pairs to compare their
answers.
Vocabulary practice
Exercise 3 e 1•40
• Tell Ss to read the questions and options and ask which
vocabulary category each dialogue refers to (1 types of
holiday; 2 holiday packing; 3 holiday packing).
• Tell Ss to read the options carefully. Explain they are
unlikely to hear the same words in the audio so they need
to think about different ways of saying the same thing.
Exercise 4
• If possible, bring in a map of the world and ask Ss to
decide what sort of city break they might like to have. You
could help Ss by giving prompts for different continents,
e.g. Europe, South America.
Exercise 5
• Speaking extension: Monitor and encourage Ss to use the
compound nouns in their speaking.
Unit 3 On the road Link dla Klasy VII PHOTOCOPIABLE © Oxford University Press 31
3b READING: Holidays of the ANSWERS
Exercise 1
future p.35 b
Exercise 2
Materials
Virtual Reality holidays, undersea holidays, day trips to
Classroom Presentation Tool, p.35 space
Workbook, p.27 1 pilots 2 to test holidays 3 cheaper package holidays
Student’s Online Practice, Unit 3 discussion 4 after / not until 2100 / probably after 2100 5 day trips
into space
Exercise 4
Warmer: YOUR WORLD
• Ss think about their dream holiday. Ask Where will you go?
What activities will you do?
• Tell Ss to write six questions about a dream holiday to ask
their partner.
Comprehension
Exercise 1
• Tell Ss to look at the title, headings and the pictures before
discussing the options.
INCLUSIVE CLASSROOM Before Ss read the article, ask them
to read the GLOSSARY definitions.
More confident groups can work in pairs to find the words
in the article. You could set a time limit and say that the first
pair to get all the words are the winners.
Less confident groups can be told which paragraph the
words are in: hidden gem (introduction), jet lag (para 2),
tourist trap (2), holiday of a lifetime (2), get away from it all
(3), hordes of tourists (4), off the beaten track (4).
Exercise 2 e 1•41
• Play the audio for Ss to read and listen.
Exercise 3
• Tell Ss to discuss the questions in mixed level pairs.
• Elicit where in the article they found their answers.
Exercise 4
• Personalized response: Divide the class into four mixed
ability groups: A, B, C and D.
• Give each group one of the holidays from the text to ‘sell’
to the rest of the class. Give Ss time to think of the selling
points of each holiday, e.g. it’s cheap, you’ll see new things.
Tell them to add information about accommodation,
price, etc. to make the holiday attractive.
• Regroup so there is at least one person from A, B, C and D
in the new groups. Ss sell their holiday to the group.
ONLINE LINK
• Answer the questions for you, e.g. (1) I would prefer to stay
under the ocean because I love snorkelling and watching fish.
(2) I think tourists will love VR holidays in the future because
they will be cheaper.
• If you have time, divide the class into same level pairs
to discuss both the questions. They choose one of the
questions to carry on discussing in a class discussion
forum.
3c GRAMMAR: will, may and ANSWERS
Exercise 1
might p.36 whether there will be flying cars in 50 years
Exercise 2
Materials
1 because they like the sun 2 the way we travel
Classroom Presentation Tool, p.36 3 harder to find places off the beaten track
Workbook, p.28 I don’t think many people will want …
Student’s Online Practice, Unit 3 grammar … the way we travel will change …
… travel in cities will change …
… there will be fewer cars …
Warmer: REACTIVATE! … there will be less traffic …
• Tell Ss to stand in a circle. Say a compound noun from … the cars won’t use petrol …
lesson 3a, e.g. backpack. The St to your right repeats your … people may have flying cars …
compound noun and says another, and the process … it won’t be in the next 50 years!
continues. … there will be sky trains …
… aeroplanes will be faster …
Grammar presentation … people will want to travel …
… travel might become so easy …
Exercise 1 e 1•42 … it will be harder …
• Ask Ss if they think cities in the future will look like the one It won’t be as much fun …
in the photo. Exercise 4
Exercise 2 1 will 2 may not 3 might 4 won’t 5 may
6 won’t, ’ll
• Listening and reading for specific information: Ss
underline the answers in the text. Exercise 5
1 won’t go 2 will have 3 will change 4 will work
Exercise 3 5 won’t drive 6 won’t be 7 will do 8 won’t need
• Ask Ss When do we use will, won’t, may and might? Allow Exercise 6
answers in L1. Student’s own answers.
• Ss read the grammar box to check.
• Ask Ss if they know any adverbs of probability and write
them on the board.
• Say a couple of true sentences about the future using
adverbs of probability and ask Ss to tell you if you are very
sure or not so sure, e.g. People will certainly go on more
holidays. (Very sure); Maybe people will visit the moon. (Not
so sure)
Grammar practice
Exercise 4
• Ss complete the sentences in mixed level pairs.
Exercise 5
• Ask Ss to read out sentences in the text during feedback.
Speaking
Exercise 6
• Personalization: Make sure Ss have time to prepare their
answers.
INCLUSIVE CLASSROOM
Less confident groups For exercise 6, give Ss headings to
make their notes under e.g. Classrooms, Teachers, Teaching
resources, Break time activities, Transport, subjects.
More confident groups Ask Ss to change pairs after their
discussion and share their first partner’s ideas and whether
they agree or not.
• Ask Ss to look at the photo and share their predictions.
Festivals p.37 • Explain to Ss it’s a photo of the Hindu festival in India
Materials which is a celebration of love and colour and people
throw paint over each other.
Class CD 1, tracks 43–45 TEACHING WITH DIGITAL Ask Ss to suggest websites that
Workbook, p.29 they use to find out facts about countries. Ask them if they
use English websites and how accessible they are in terms of
Teacher’s Resource Centre, Unit 3 five minute test;
understanding.
Unit 3 speaking
Student’s Online Practice, Unit 3 listening ANSWERS
Exercise 1
1 costume, torch, parade 2 dancer, costume
Warmer: YOUR WORLD 3 mask, costume, decoration
• Elicit names of festivals and ask Ss to explain what they Exercise 2
celebrate. 1 masks 2 costumes 3 decoration 4 floats
5 dancers 6 bands 7 flags 8 Acrobats 9 jugglers
Vocabulary presentation 10 crowd 11 parades 12 torches 13 bonfire
14 firework
Exercise 1 e 1•43
Exercise 3
• Ss use each word in a sentence, e.g. I love fireworks. They 1 c 2 b 3 a
make me feel excited.
Exercise 4
1 taking part in the parade 2 green costume
Vocabulary practice 3 Monday afternoon 4 come with her
• Ask Ss which words from exercise 1 they can’t see in the yes
photos, e.g. acrobat, band, bonfire, firework, flag, float, Exercise 6
juggler. 1 6.15 p.m. at the station 2 10.45 a.m.
3 green costume, raincoat 4 show with dancers and
Exercise 3 acrobats, firework display, play at the theatre
• Reading for general meaning: Ss scan each paragraph to Exercise 7 and 8
find vocabulary that relates to the photos. Student’s own answers.
Comprehension
Exercise 4 e 1•44
• Ss answer as many questions as they can before you play
the audio again.
Exercise 5 e 1•44
• Ask Ss What does Sam need to do before he can agree to go
to the festival? (ask his parents). Ask them to predict what
his parents will say.
Exercise 6 e 1•45
• Exam task practice: Ask Ss what information they are
listening for (times, place, things, activities).
Speaking
Exercise 7 e 1•45
• Personalized response: Ask Ss what festivals they know in
Poland and make a list on the board.
Exercise 8
• Extended speaking practice: Ask Ss to suggest questions
they could ask, e.g. What do people wear / eat? What’s the
best thing about the festival?
3e GRAMMAR: Different ways to Exercise 6
• Tell Ss to choose four of the topics from exercise 5 and
express the future p.38 decide how they are going to organize their notes.
Materials • Remind them to write an introduction sentence, e.g. I
Classroom Presentation Tool, p.38 think my life will be very different in 20 years time because
I won’t be at school.
Workbook, p.30
• Remind Ss to give examples to illustrate their opinions,
e.g. I imagine I’ll be an accountant because this is my
ambition.
Student’s Online Practice, Unit 3 grammar
ANSWERS
Exercise 1
Warmer: REACTIVATE! 1 present continuous = future 2 present simple = future
• Pair yourself up with a St. Say Spell parade. If the answer is 3 will = future
correct, they can ask you to spell a word. Exercise 2
1 present continuous 2 present continuous
Grammar presentation 3 present simple 4 present continuous
5 future with will 6 present simple
Exercise 1 7 future with will 8 present continuous
• Write I get up at 6.30 a.m. on the board. Elicit the tense Exercise 3
(present simple for habit) and ask if they can change the 1 ’ll meet 2 ’m looking 3 leaves 4 ’re having,
sentence to talk about the future (I’m getting up at 6.30 ’ll bring 5 ’m going, Are you flying, leaves
a.m. tomorrow. I’ll get up at 6.30 a.m.)
Exercises 4–6
• Ask Ss to identify the different future tenses in the
sentences.
Grammar practice
Exercise 3
• Ss check the grammar reference p.44 before completing
the exercise.
Exercise 4
• Controlled writing practice: On the board write: go / town
and ask Ss to suggest a sentence with will, present simple
and continuous I’ll go to town with you. I’m going to town
later. The bus goes to town every half hour.
INCLUSIVE CLASSROOM
Less confident groups Give Ss a list of verbs and tell
them to choose three to use in their sentences in exercise 4,
e.g. arrive call learn help speak play.
More confident groups can swap sentences with each
other and highlight any grammatical or spelling areas. They
return the sentences for their partner to correct.
Writing
Exercise 5
• On the board write the phrases from the Improve your
writing box.
• Ask a few questions about the topics to generate ideas,
e.g. How do you think your family will be different? What are
your friends planning to study at university? Encourage Ss to
answer using the phrases on the board.
• Ss copy the spidergram, add the other topics and
complete it with their notes.
3f EVERYDAY ENGLISH: Talking Pronunciation (Workbook p.31):
• On the board, write studying. Say the word and ask Ss
about the future p.39 what they notice about the ng sound.
Materials • Explain that the back of the tongue touches the top back
of the mouth and the front part of the tongue lightly
touches the back of the bottom front teeth.
• Say a few other examples for Ss to repeat, e.g. wrong,
Workbook, p.31 bring, playing.
ANSWERS
Student’s Online Practice, Unit 3 Everyday English Exercise 1
£100
Exercise 2
Warmer: YOUR WORLD 1 Oscar’s orchestra 2 she’s going to sell books
• Monitor and help with unknown vocabulary, e.g. 3 everyone had to go to the dentist 4 do a cycle ride
sponsorship, fairs, crowdfunding. Exercises 3, 4, 6, 7, and 8
Exercise 1 e 1•46
Exercise 5
• Ask Ss if they think money raising idea is good and why / I don’t think it’ll rain.
why not. I hope it won’t.
I hope we’ll make at least two hundred pounds for the
Comprehension orchestra.
Oscar is playing the violin for the crowd.
Exercise 2
What do you think you’ll do?
• Listening for detailed information: Ask Ss to answer any I’m going to sell some old toys.
questions they can with their partner before they listen And I’m going to sell books.
again. Mum is going to bake some brownies.
I think I’ll get some strawberries and raspberries to go
Exercise 3
with them.
• Translation practice: If Ss have different Polish translations, I am making scones.
replay the video to agree on a translation. I think we’ll make about a hundred pounds.
Exercise 4 e 1•47 I’ll do a cycle ride.
I think Mum will do a cake sale at her work for you.
• Ask Ss how the first part of the video finished and who
said what.
• Write notes for what they think happens next on the
board.
Exercise 5 e 1•48
• Ask Ss to copy the intonation as closely as possible.
Speaking
Exercise 6 e 1•49
• Write one of the questions on the board and mark the
stress. (Do you think you’ll live in another country?)
Exercise 7
• Remind Ss to use the phrases from exercise 3.
ASSESSMENT FOR LEARNING Monitor as Ss do exercise 7.
Note any errors and write the correct version on a slip of
paper and put it on their desk without disturbing them. They
can choose to look and make an immediate correction or
look later and reflect on it for exercise 8.
Exercise 8
• Extended speaking practice. Divide Ss into mixed-level
pairs to report what their first partner said.
• Answer the questions yourself as an example. (1) I prefer
Choosing accommodation p.40 staying in a hotel because I get scared and worry about
insects when I’m camping. (2) The best place I’ve ever stayed
Materials
is in a ski chalet in Switzerland with amazing views of the
Classroom Presentation Tool, p.40 mountains.
ANSWERS
Workbook, p.32
Exercise 1
a 4 b 1 c 3 d 2
worksheet
Exercise 2
Student’s Online Practice, Unit 3 reading
1 youth hostel 2 cottage 3 villa 4 chalet
Student’s Online Practice, Unit 3 discussion 5 homestay 6 caravan
Exercises 3 and 4
Warmer: YOUR WORLD Student’s own answers.
• Give an example, e.g. I stayed in a guest house in Barcelona. Exercise 5
I would recommend it because the views were amazing. 1 yurt 2 campsite 3 hotel 4 resort 5 apartment
6 B&B 7 homestay 8 youth hostels 9 cottage
Comprehension
Exercise 1 e 1•50
• Focus Ss attention on the photos and ask what they can
see. Focus on the title and ask Ss how their family chooses
where to stay on holiday.
• Ss look at the headings and make notes of the vocabulary
they would expect to see for each, e.g. Get away from it
all – quiet, beach.
Exercise 2
• Tell Ss to work with a partner and see how many of the
questions they can answer before they read again.
INCLUSIVE CLASSROOM
The less confident groups choose four of the questions
from exercise 2 to answer.
The more confident groups work with a partner and
discuss which family members or friends would like the
different types of accommodation and why.
Exercise 3
• Personalization: Give Ss time to plan their answers. Tell
them to list the facilities, the cost, the experience and the
activities they’d like.
Exercise 4 e 1•51
• Pronunciation focus. Ask Ss to look at the words in the box
and see if they know any of the types of accommodation.
Vocabulary practice
Exercise 5
• Tell Ss to look at the sentences and highlight key words
that will help them identify the words, e.g. 1 Asia; 2 tent;
3 luxury; 4 swimming pools and restaurants; 5 city; 6
breakfast.
• Once Ss have completed the exercise tell them to find the
vocabulary in the text and check their answers in context.
3h WRITING: An ad for a holiday TEACHING WITH DIGITAL Discuss digital footprints with the
class. Remind Ss that anything they upload, search for or
destination p.41 message could stay around forever online. Make sure they
understand they should only do things online that they
Materials wouldn’t mind family, friends and teachers seeing. Tell them
Classroom Presentation Tool, p.41 to make sure they maintain a positive digital footprint.
Student’s Online Practice, Unit 3 writing tutor Exercise 1
The Polish lakes
• Tell Ss where you recommend tourists go in your city, 1 hotel restaurants
e.g. In my city the botanical gardens are beautiful. You can 2 a B&B
learn about local trees and plants. 3 a campsite
Exercises 3 and 4
Writing preparation Student’s own answers.
Exercise 1
• Elicit what information is included in the ads, what their
purpose is and where they are likely to see them.
• Tell Ss to scan the text quickly to find out what area it’s for.
Exercise 2
• Reading for detailed information: Ask Ss what information
they are looking for to answer each question, e.g. 1 types
of food 2 activities for children 3 luxury accommodation.
Exercise 3
• Write 1 Stay in beautiful bays, and 2 Enjoy exciting
experiences on the board. Ask Ss what they notice about
each sentence and explain the meaning of assonance and
alliteration (Assonance is the repetition of vowel sounds in
nearby words and sets the mood and reinforces meaning.
Alliteration is the repetition of initial consonant sounds in
neighbouring words with emphasis on the first letters).
Tell them to be creative as there’s no wrong or right
answer.
Writing task
Exercise 4
• Decide as a class who will do an ad for each place.
• Check Ss aren’t just copying the online facts.
• Ss write their first draft. Remind them to use persuasive
language.
• Give Ss some plain paper to write and illustrate their ad.
• Put the ads on the wall and ask Ss to choose where they
would like to go and why.
ONLINE LINK
• Elicit ideas and make notes.
• Ss do the research and check their predictions.
3i REVISION p.42 check and make a note of the most common elements that
Ss grade 1 and 2. Write the outcomes on the board and tell
Materials Ss that these areas need to be reviewed. Ask Ss which points
Classroom Presentation Tool, p.42 they would like to focus on first so you can prepare a review
lesson and give them options for further online practice for
homework. Check the gradebook in the online Practice to
Workbook, p.34 check if these show the same gaps in learning.
ANSWERS
Student’s Online Practice, Unit 3 check your progress
Exercise 1
1 city break 2 package holiday 3 sightseeing tour
Vocabulary 4 day trips 5 carry-on 6 train journey
Exercise 2
Exercise 1 1 firework display 2 dancer 3 costume 4 float
• Elicit compound nouns from 3a. 5 band 6 mask
Exercise 3
Exercise 2
1 chalet 2 youth hostel 3 caravan 4 villa 5 B&B
• Focus Ss attention on the photos and ask them what they
Exercise 4
can see.
1 won’t 2 will 3 might not 4 might 5 ’ll
• On the board write accommodation. Ask different Ss to 1 are you doing 2 ’m meeting 3 arrives
come to the board and write a type of accommodation 4 Is she staying 5 is playing 6 ’m going 7 ’ll ask
and explain what it is. 8 starts 9 ’ll meet 10 ’m having 11 finishes
12 ’ll text
Grammar Exercise 6
1 think will win 2 expect it’ll be 3 don’t think she’ll
Exercise 4 win 4 ’m going to cheer / ’ll cheer
• Ss look at the Grammar reference on page 44 to support Exercise 7
them. a – b 3 c 1 d 4 e 2
Exercise 5
• Ask Ss what the different future forms are and when we
use them.
Everyday English: Talking about the

future
Exercise 6
• Divide the class into mixed level pairs to complete the
dialogue.
• Tell Ss to look at the sentences and think about the
meaning of each, e.g. is it at the moment of speaking,
a prediction, talking about probability. Then they think
which future form is needed and how to make the form
with the verb given.
Exercise 7 e 1•52
• Tell Ss to look at the responses and think about possible
questions to prepare for the listening.

• Ask Ss what websites would be useful for the research. Tell
them to choose one type of accommodation that they
think their classmates would like and make notes. In a
future lesson, Ss present the accommodation and say why
they think their classmates would like it.
ASSESSMENT FOR LEARNING Have Ss do Unit test 3
from the teaching resources and set Test yourself for
homework from Online Practice Unit 3. They can use
the Self-assessment table in Workbook to record this
self-evaluation feedback. Monitor Ss as they complete the
Exercise 1
Materials 1 Paris 2 one day 3 speaks French
Class CD 1, track 53 1 a 2 b 3 b 4 a 5 b
1 Let’s meet / I’ll meet you 2 I’ll bring
3 I’ll look / I need to look
Exercise 4
Rozumienie tekstów pisanych b
Exercise 5
Exercise 1
• Focus Ss attention on the text and ask what kind of text
it is (A postcard). Ask Who is it to / from? ( To Sandra from
Mary) What is the purpose of a postcard? (To tell someone
about a trip)
• Explain to Ss that the sentences paraphrase the text so
they might not find the exact information.

Exercise 2
• Tell Ss to read the tip, then read the questions without
looking at the options. Then they discuss the meaning
of the bolded phrases with a partner and come up with
alternative ways of saying them.

Exercise 3
• Remind Ss they can’t change the form of the word in
brackets and there may be more than one correct answer.
• Go through the possible options for each gap.
Exercise 4 e 1•53
• Focus Ss’ attention on the photos and ask what they see,
which transport they prefer and why.
• Ask Ss what vocabulary they expect to hear in a
conversation about travel arrangements.

Exercise 5
• Ask the class what information they need to include in
their blog and make a plan on the board for example the
purpose of the festival, where it takes place, what activities
there are and why they like it.
• Ss use the plan to write their blog, then swap blogs with a
partner to check they have included all the information.
ASSESSMENT FOR LEARNING Tell Ss they are going to do
mini presentations about what they have learned in Unit 3.
Ask the class what grammar points and vocabulary were in
the unit and make a list on the board: holiday packing and
types of holiday, will, may, might, festivals, ways to express
the future, accommodation. Divide the class into five groups
and negotiate with the class which group is going to present
on which vocabulary or grammar. Give Ss five minutes
to prepare.
GRAMMAR REFERENCE 3
ANSWERS
Przewidywanie przyszłości za pomocą will i may / might
Exercise 1
1 perhaps 2 possibly 3 probably 4 definitely
Exercise 2
1 People won’t need cars.
2 Students will fly to school.
3 Will children study at home?
4 Robots will cook and clean.
5 People may / might watch 3D TV.
Exercise 3
Różne sposoby określania przyszłości
Exercise 1
1 leaves 2 ’m seeing 3 gets 4 ’ll come 5 ’ll need
Exercise 2
1 What time does the game start?
2 The lesson finishes in an hour.
3 I probably won’t come to the party.
4 The teacher won’t be happy if you keep talking.
5 She’s going to have a baby next year.
Exercise 3
1 ’ll have fish / chicken 2 does the flight / plane arrive
3 ’m going to 4 ’ll crash 5 ’ll come
CULTURE LINK 2: Festivals pp.46–47 ANSWERS: CULTURE LINK
During the 1960s and 1970s, several big music festivals Exercise 1
were set up in the UK, e.g. Glastonbury. Here are three other music festival
famous festivals in England. Exercise 2
The Isle of Wight Festival is held in late June for three A: 1 175,000 2 1970 3 1,300 4 £1, 5 £2,000,000
days. There are lots of stages with music, comedy, theatre B: 1 900 2 5 days 3 1,000 4 2.5km 5 £250
and films. Exercise 3
Parklife is held in early June in Manchester. It takes place on a 1 175,000 2 900, 3 5 days 4 1970 5 900 6 £1
huge site, and is famous for having fantastic street food. 7 2.5km 8 1,300 9 £2,000,000 10 £250
British Summer Time takes place in Hyde Park in London in Exercise 4
July. It features the best in popular music. Student’s own answers.
Materials Vocabulary booster

Classroom Presentation Tool, p.46–47
Exercise 1
• Divide the class into mixed-level pairs to play the first
Workbook, p.36
round, then change the same level pairs to repeat the
Teacher’s Resource Centre, project 2; Culture Link 2 video activity.
Exercise 2
Warmer: YOUR WORLD • Divide the class into same-level pairs to make their
• Give an example, e.g. I went to a food festival in Rome. sentences.
Exercise 1 e 1•54 • Join a pair of less confident Ss and more confident Ss
• Ask Ss what the photos show. Check they know stage, together to make a group of four.
crowds and venues. Ask them to guess the type of festival. • Tell them to compare their sentences and encourage
more confident Ss to make corrections or give
Exercise 2 explanations where necessary.
• Assign A and B and put Ss into groups. Tell them to read
and discuss the questions and then read the article again Project
to check.
Exercise 3
Exercise 3 • Give the pairs time to look at both projects and
• Divide Ss into AB pairs. choose one.
• Tell the A Ss to close their books. Tell the B students to ask • Project 1:
St A questions for their partner to answer without looking • Exercise 1 Ask Ss to answer the questions for Glastonbury.
at their notes. • Exercise 2 Tell Ss to choose three of the ideas in exercise 2
• Then B Ss close their books and their partner asks the B and use them as headings to make their notes.
questions. • Monitor and ask questions, e.g. How many stages are
• Ask the pairs how many questions their partner could there? Where can I buy food?
answer without looking. • Exercise 3 Tell Ss to create a table with event, where, time,
• Explain they now have all the information necessary to description and complete it for their programme. Remind
complete the text. them to use persuasive language to describe the events.
Exercise 4 • Exercise 4 Give Ss the link for an online web page
template or upload one to the class web.
• Show the class some online photos of different festivals in
Poland to generate ideas.
• Exercise 5 Ss look at each other’s web page links and
comment on the festival they would most like to go to.
Culture Video • Project 2
• As an extension, watch a film about The Edinburgh • Exercise 1 Ask what information Ss need to include on
Festival. For further practice, refer to the Workbook page their maps.
for activities and the video link.
TEACHING WITH DIGITAL Divide Ss into pairs and ask them
to write five questions that they would like to know about
The Edinburgh Festival. Play the video for Ss to check if their
questions are answered.
• You could give out map templates for Ss to complete.
• Give Ss time to do the first two stages and then ask them
to share their notes and explain their ideas to you.
• Exercise 2 Give Ss a large piece of paper to draw
their map.
• Exercise 3 On the board write the ideas from exercise 1
and ask Ss to come and draw icons to represent a few of
them.
• Exercise 4 Explain to Ss they can use these icons of their
own ideas.
• Ask Ss to use the language in the speech bubbles to
discuss where to put the places on the map.
• Exercise 5 Remind Ss to use persuasive language.
• Exercise 6 Stick the maps on the wall and Ss to choose
their favourite.
Exercises 1–3
4 What I want
4a VOCABULARY: Free-time ANSWERS
Exercise 1
activities p.48 1 text my friends 2 do yoga 3 go running
4 hang out with my friends 5 play video games
Materials 6 read comics 7 take photos 8 take the dog for a walk
Class CD 2, tracks 01–03 1 watch videos online 2 use social media 3 surf the
Workbook, p.38 Internet 4 download music
Student’s Online Practice, Unit 4 vocabulary Exercise 3
1 do yoga, download music, go running, play video
games, read comics, surfs the Internet, take the dog for
Warmer: YOUR WORLD a walk, take photos, watch videos online
• Give an example, e.g. I spend most of my free time reading. 2 hang out with my friends, text my friends
3 download music, play video games, surf the Internet,
Vocabulary presentation text my friends, use social media, watch videos online
Exercise 4
Exercise 1 e 2•01
download music, read comics
• Ask what Ss can see in the photos.
Exercise 5
Exercise 2 e 2•02 1 yoga 2 running, hanging out with friends
• Ask Ss which four collocations are not illustrated in the 3 because he’s not good at them 4 films
photos (watch videos online, use social media, surf the 5 taking photos and sharing them on social media
internet, download music). 6 take the dog for a walk and take photos
Exercise 6
• Extended vocabulary practice: Draw a table with the
headings Alone / With someone / Digital for Ss to copy.
Vocabulary practice
Exercise 4 e 2•03
• Tell Ss to tick the activities they hear then compare which
two aren’t mentioned with a partner.
INCLUSIVE CLASSROOM
More confident groups can make notes about what the
speakers say about their free-time activities in exercise 4,
e.g. It’s the first time Angela has done yoga. Thomas isn’t good
at board games.
Less confident groups can look at the audio script. Ask
them to underline the activities as they listen.
Exercise 5 e 2•03
• Ss read the sentences and think about the information
they need to listen for.
Exercise 6
• Personalization: Review the language for talking about
likes and dislikes, e.g. I love / hate / can’t stand / enjoy.
• Monitor and correct vocabulary and pronunciation if
necessary.
MEMORIZE!
• Ask Ss to make up a story using as many of the free time
activities as they can.
• Divide the class into pairs to share their stories. Ask Who
included the most activities?
Unit 4 What I want Link dla Klasy VII PHOTOCOPIABLE © Oxford University Press 44
4b READING: Teen tribes p.49 More confident groups can work pairs to write a short
description of a teen tribe, real or imaginary, based on the
Materials descriptions in the article, e.g. Pop princesses: They wear pink,
Classroom presentation tool, p.49 silver and baby blue. They often send photos of their clothes and
make-up to each other on Instagram or Snapchat. They like
listening to pop music.
Workbook, p.39
ANSWERS
Exercises 1 and 5
• Ask Ss what clothes words they know and make a list on 1 geeks 2 emos 3 sporty types 4 hipsters
the board. Discuss the question and elicit ideas. Exercise 3
Emilia = hipster, Ada = geek, Michael = emo, Igor = sporty
Comprehension type
Exercise 4
Exercise 1
1 Michael 2 Ada 3 Igor 4 Igor 5 Emilia
• Setting the scene: Ss look at the pictures and discuss the 6 Michael 7 Emilia 8 Ada
question.
Exercise 2 e 2•04
• Pre-teach hang out, hairstyles, vintage, mix, can’t stand,
obsessed.
• Check by asking Ss to complete the following:
1 If you can only think about one special thing you are …
(obsessed)
2 The way you have your hair is your … (hairstyle)
3 Things that are old but people like to collect, for example
cars, clothes, are described as … (vintage)
4 When I spend time with my friends, I … with them.
(hang out)
5 If I really don’t like something, I … it. (can’t stand)
6 If I put things together that are different, I … things.(mix)
Exercise 3 e 2•05
• Tell Ss to say which words gave them the answers,
e.g. Emilia – not the same clothes as my classmates,
unusual bands.
Exercise 4
• Ask Ss to do the matching exercise before they read the
text again.
Exercise 5
• Personalization: Focus Ss attention on the Glossary. Tell
them to read the phrases and ask them what all the
phrases have in common (styles / tribes).
• Ask Ss to find and underline the phrases in the text, and
include them in their discussion.
ONLINE LINK
• Ask Ss to do some research online about what style says
about people. Tell them to choose one interesting fact
or opinion and make notes. They should include this
information in the discussion e.g. Did you know that some
psychologists say people wear black to look powerful and
intelligent?
INCLUSIVE CLASSROOM
Less confident groups can write sentences for exercise 5
to describe their tribe and clothes and then swap their
sentences with a partner and find out how similar or
different they are.
4c GRAMMAR: Verb Exercise 8
• Personalization: As an extension, give each student a
(+ preposition) + -ing form p.50 question to ask the other members of the class, e.g. Do
you like playing chess? Conduct a class mingle and ask Ss to
Materials
report back, e.g. Only four people in the class enjoy playing
Classroom Presentation Tool, p.50 chess. / Most people prefer playing video games.
ANSWERS
Workbook, p.40
Exercise 1
Oscar =geek / emo, Lottie = hipster, Joey = sporty type
Exercise 2
Warmer: REACTIVATE! 1 reading comics and playing games online, hanging out
• Choose a free-time activity, e.g. sleeping and mime it to with friends 2 reading fashion blogs 3 he only wears
the class for them to guess. sports clothes
Exercise 3
Grammar presentation like reading, playing games online, enjoy hanging out
with my friends and listening, love doing yoga and
Exercise 1 e 2•06 reading, can’t stand listening to, like using social media,
• Ask Ss based on the information they know about the prefer hanging out, wouldn’t mind having, loves doing
characters what tribes they think they are in. sport, downloading, playing football games
Exercise 4
Exercise 2 1 wearing 2 texting 3 being
• Listening and reading for detailed information: Ask Ss to Exercise 5
discuss the questions and then read to check. 1 c 2 d 3 a 4 b 5 e
1 going, playing 2 being 3 learning 4 listening
• On the board write I love doing yoga. I’m interested in
5 driving, taking 6 shopping
learning how to swim. Ask Ss to come up with a rule for
the form in the bolded sections. Exercises 7 and 8
Grammar practice
Exercise 4
• Ss re-read the Grammar box and decide which verbs they
need to use.
Exercise 5
• Grammar focus: Make sure Ss use the correct prepositions
and gerund form.
Exercise 6
• Tell Ss to re-read the Grammar box about the gerund
before they complete the sentences.
INCLUSIVE CLASSROOM
Less confident groups For exercise 6, write the following
prepositions in columns on the board: ‘for’ / ‘about’ / ‘with’ /
‘of’ / ‘to’. Dictate the following ten verbs at random and tell
them to put them in the correct column: for: thank, apologize
about: talk, think with: cope, agree of: take care, dream
More confident groups Give Ss the following verbs:
thank, talk agree take care hang out. Ask them to write true
sentences about themselves.
Speaking
Exercise 7
• Give Ss time to think of ideas and make brief notes for
each.
• Once Ss have done their research, divide them into
Dreams and ambitions p.51 groups to share their results. Ask if their dreams are the
same as any of the celebrities.
Materials
Classroom Presentation Tool, p.51 TEACHING WITH DIGITAL Tell Ss that some online
Class CD 2, tracks 07–09 neighbourhoods aren’t safe. Cybercriminals work by
tempting people to click on fake links, so they should only
Workbook, p.41
click on content they are sure about and not external links
Teacher’s Resource Centre, Unit 4 five minute test; Unit 4 or ads.
speaking
ANSWERS
Student’s Online Practice, Unit 4 listening
Exercise 1
1 d 2 b 3 f 4 a
• Give an example, e.g. If I could do anything, I’d learn how to 1 travel to Australia 2 save money to go to the Alps and
fly a plane! have skiing lessons 3 do a sailing course 4 visit NASA,
work hard at school and go to university
to be an artist / have an exhibition
Exercise 1 e 2•07
Exercises 4 and 8
• Ask What are the dreams in the photos? Student’s own answers.
• Tell Ss to write a heading for each dream, e.g. Visit NASA. difficulty
Learn to sail. Exercise 6
adventure–adventurous; brain–brainy, challenge–
Exercise 3 e 2•08 challenging; expense–expensive, optimism–optimistic,
• Ask Ss what they think Lucas’s ambition could be. privacy–private, talent–talented, thought–thoughtful
Exercise 7
Exercise 4 1 She’s adventurous. 2 He’s passionate (about football).
• Personalized response to text: Help Ss with ideas on how 3 He’s determined (to reach his goal). 4 She’s talented.
they can make their ambition come true, e.g. I want to 5 I’m competitive. 6 He’s brainy.
be an engineer. I have to pass exams and go to university. I’ll
have to work as a trainee in an engineer’s office.
Exercise 5 e 2•09
• Write nouns and adjectives on the board, e.g. ambition,
passionate. Give the definitions and ask Ss which word it is
and give an example sentence, e.g. something you want
to do very much – ambition (One of my ambitions is to
visit Brazil.)
• Ask Ss to pay attention to the changing stress, e.g.
competition / competitive, determination / determined,
enthusiasm / enthusiastic
Vocabulary practice
Exercise 6
• Ask Ss to note the stress on the nouns and adjectives.
Exercise 7
• Say the nouns for each sentence and elicit the adjectives.
Speaking
Exercise 8
• Personalization: Check answers by asking Ss to say their
descriptions for the class to guess who the person is.
4e GRAMMAR: Verb + to + TEACHING WITH DIGITAL Ss put their photo on their social
media profile and post them to the classroom forum so that
infinitive p.52 everyone can read them. Ss then write interview questions
to ask and answer online about each others’ profiles.
Materials
ANSWERS
Exercise 1
Class CD 2, track 7
1 to hold 2 to travel 3 to go 4 to do 5 to visit
Workbook, p.42 6 to get
Teacher’s Resource Centre, Unit 4 vocabulary and Exercise 2
grammar worksheet; Unit 4 extra writing worksheet 1 to do 2 to travel 3 to visit 4 to canoe 5 to go
Student’s Online Practice, Unit 4 grammar 6 to be 7 to have 8 to study
Exercise 3
Warmer: REACTIVATE! 1 a 2 c 3 c 4 b 5 c 6 a
• Ask Ss if they can tell you any personality adjectives Exercises 4–7
beginning with a, e.g. angry, adventurous. Student’s own answers.
Exercise 1 e 2•07
• On the board write I chose to go to London university.
• Ask Ss to tell you a rule for the bolded section then read
the grammar box to check.
Grammar practice
Exercise 2
• Ask Ss to read the profile quickly and say what Jamie
wants to be (a chef).
• Tell Ss to look at the verb before each gap and tell
you what form the following verb should be in (Verb +
infinitive).
Exercise 3
• Grammar focus: Tell Ss to look at the words before the
gaps and decide what form the following verb should
take. Ss then look at the options and see if that form is
given.
Exercise 4
• Personalization: Remind Ss about useful verbs that they
can use to write about their ambitions: want to, would like
to, decide to, learn to, need to, be determined to, hope to.
Writing
Exercise 5
• Ask a few Ss to complete the sentences for the class
before they write their sentences.
Exercise 6
• Give Ss time to think about how to complete the
sentences.
• Monitor and encourage Ss to self-correct as they write.
Exercise 7
• Tell Ss to look at Jamie’s profile again and underline the
phrases he uses.
• Ask Ss to swap profiles and check for the correct form
and use of verbs and prepositions and -ing and verbs plus
infinitive.
• Ss give back the profile and write a second draft with the
corrections.
4f EVERYDAY ENGLISH: Pronunciation (Workbook p.43):
• Explain to Ss that in linking words we often omit letters,
Requests p.53 especially when a /t/ or /d/ is between two other
consonant sounds (but not the first sound of a word).
Materials
• Play the video / audio from lesson 3f, pausing after certain
sentences for Ss to identify the silent words, e.g. I don’t
Class CD 2, tracks 10–12 think it’ll rain. You aren’t going to raise two hundred pounds
Workbook, p.43 in one afternoon.
ANSWERS
Exercise 1
Student’s Online Practice, Unit 4 Everyday English
the lost property office
Exercise 2
Warmer: YOUR WORLD 1 on the bus 2 her phone and her purse
• Ask Ss to share their strategies for finding things, e.g. 3 call the lost property office of the bus company
retrace my footsteps (go to all the places I went to since 4 doctor 5 by bus 6 blue
I last had it). Exercises 3, 4, and 7
• Ask Ss to look at the video stills and elicit what they think Could you lend me your phone, please?
has happened. Sure.
Here you are.
Comprehension I need some help, please.
Can you give me a lift to the lost property office, please?
Exercise 2 I’m afraid I can’t.
• Listening for detailed information: Ss compare answers in Can you help me?
pairs. OK.
Can you describe the bag?
Exercise 3 Yes, of course.
• Translation practice: Tell Ss to read the expressions and Would you mind not doing that?
tell you what they mean: 1 What’s wrong? = What’s the Sorry.
problem? 2 Don’t panic. = Stay calm. 3 … think carefully. = Can you sign here?
Try to remember. 4 That’s a surprise! = That’s not a surprise. Can we meet?
(This is sarcastic – Ss can tell by the intonation.) 5 Here you Exercise 6
are. = Take this. 6 You’ll be fine. = Don’t worry, it’ll be OK. 1 b 2 a
Exercise 4 e 2•11
• Elicit ideas then play the audio.
Exercise 5 e 2•12
• Ss note down any of the phrases they remember from the
dialogue.
Speaking
Exercise 6
• Read out the first situation and ask Ss what they
would say.
• Ss check if any of the options match their suggestions.
Exercise 7
• Speaking extension: Monitor and help with grammar and
pronunciation
INCLUSIVE CLASSROOM
Less confident groups Ss write three different requests
for exercise 7. Give prompts to support them, e.g. clothes,
homework, door, suitcase, money. Then divide them into pairs
to take turns to ask and respond.
More confident groups Play the Lost Property Office game.
In groups, Ss collect items they have lost. One of them is the
assistant and the others describe their item. They can only
get it back if they describe it in as much detail as possible.
• Ask Ss which discussion medium they chose in lesson 4b.
Applying for a summer course p.54 Tell them this time they do the other one. Divide the class
into two groups depending on the discussion medium.
Materials
Classroom Presentation Tool, p.54 ASSESSMENT FOR LEARNING As Ss leave the room at the
Class CD 2, tracks 13–14 end of the class, tell them they have to tell you one thing
they learned in the lesson today. It can be a new word, fact,
Workbook, p.44
something the learned about their partner or something
Teacher’s Resource Centre, Unit 4 extra vocabulary they need to work on.
worksheet
ANSWERS
Exercise 1
adjectives certain, committed, conscientious, creative,
dedicated, flexible, motivated, punctual, qualified,
Warmer: YOUR WORLD organized, reliable, rewarding, varied
• Ask why Ss think some people pretend to be better / adverbs absolutely, completely, extremely, fully, highly,
worse. incredibly, totally
Exercise 2
Vocabulary presentation 1 certain 2 flexible (motivated) 3 dedicated
(committed, motivated) 4 varied (rewarding)
Exercise 1 e 2•13 5 creative (motivated, organized) 6 committed
• On the board write Positive and Negative. Elicit a few (dedicated) 7 reliable (conscientious)
adjectives for each category. Exercises 3, 4 and 6
• Tell Ss to write two headings in their notebook Adjectives Student’s own answers.
and Adverbs and write the words from the box in the Exercise 5
correct column. 1 dressing up and doing fashion shows 2 a skirt and
shirt from an old dress 3 help and advise customers
Exercise 2 4 It’s rewarding. 5 hipster 6 to become a fashion
• Tell Ss to cover the positive language box and see how designer
many of the sentences they can complete first.
Exercise 3
• Explain to Ss that the pairs of adverbs and adjectives
collocate, e.g. we say absolutely certain but not absolutely
conscientious. There is no rule but Ss have to learn the
collocations.
Comprehension
Exercise 4 e 2•14
• Ask Ss what the purpose of a personal statement
is (information about yourself for a job or a course
application) and what type of information they expect to
see in it (personal qualities, skills, experience).
• Ask if Lena included all the information they expected
to see.
Exercise 5
• Tell Ss to answer as many questions as they can before
reading again.
Exercise 6
• Personalized response to text: Ask Ss to think about
their male and female friends. Ask Who is generally more
positive?
4h Writing: A personal ANSWERS
Exercise 1
statement p.55 music
Exercise 2
Materials
1 all kinds 2 once a week 3 determined, thoughtful,
Classroom Presentation Tool, p.55 committed, creative 4 to be a singer-songwriter
Student’s Online Practice, Unit 4 writing tutor his ambition = 7, his free-time activities = 4, his
experience = 2, his plans = 5, why he’s interested = 1, his
achievements = 3, his characteristics = 6
Warmer: YOUR WORLD
Exercise 4
• Ask Ss what course Lena wrote her personal statement
for (A design course) and why (Because her dream is to be a
fashion designer).
Writing preparation
Exercise 1
• Focus Ss attention on the photo and ask what Jan is
interested in (music / playing the piano).
• Tell Ss to read the statement quickly to answer the
question.
Exercise 2
• Reading for specific information: Ask Ss to see how many
of the questions they can answer before they read the
text again.
Exercise 3
• On the board write A personal statement. Tenses? Adverbs
and adjectives. Organization?
• Ask Ss to look back at Jan’s statement and tell you what
tenses he uses, which adjectives and adverbs and how the
statement is organized.
• Ask Ss why it’s important to use the positive adjectives
and adverbs (to be persuasive and sell themselves).
Writing task
Exercise 4
• You could suggest Ss do a mind map with About me in
the middle and then the topics in the bubbles e.g. the
course, interest started and how, achievement, hobbies,
work experience, skills, ambitions with notes under each
heading.
• Tell Ss to look at the order in exercise 3 and plan their
paragraphs then write a first draft.
• Write a check list on the board: Adverbs and adjectives, use
of tenses, logical order. One thing I can improve.
• Ss use the checklist to write a second draft then upload
their statements with a photo.
ONLINE LINK
• Ask Ss to read each other’s statements. When they are
researching the summer courses find a course, they can
recommend to someone in the class.
TEACHING WITH DIGITAL Tell Ss they should make sure the
privacy settings are always up to date and set at the highest
level when they are on social media or using search engines.
If they are not sure how to do this, do a demonstration and
encourage them to check their setting when they do the
online research.
4i REVISION p.56 ENGLISH IN THE REAL WORLD
• Ask Ss where they can find adverts for jobs in English
Materials (English language newspapers, online newspapers, the
Classroom Presentation Tool, p.56 library).
Workbook, p.46 ASSESSMENT FOR LEARNING Have Ss do Unit test 4 from
Teacher’s Resource Centre, Unit 4 test the teaching resources and set Test yourself for homework
Student’s Online Practice, Unit 4 check your progress from Online Practice Unit 4. Ask Ss to work in pairs and look
back through the unit to identify the learning outcomes for
each lesson and how well they felt they achieved them. Ask
Vocabulary Which learning points do you think might need extra practice?
Which points are you confident about? Ss then complete the
Exercise 1 Self-assessment table in the Workbook.
• Say one of the words in the box for Ss to say the verb it
collocates with. ANSWERS
Exercise 1
Exercise 2 1 comic 2 friends 3 yoga 4 surfs 5 video games
• Ss look at 1–6 and discuss which are adjectives and which 6 photo
are nouns. Exercise 2
• They work out which part of speech is missing and 1 b 2 a 3 a 4 b 5 a 6 b
choose the correct option for each gap. Exercise 3
1 absolutely 2 fully 3 completely 4 highly
Exercise 3 5 incredibly 6 totally
• Tell Ss to look back at the table in lesson 4g ex 3 to review Exercise 4
adverb and adjective collocations. 1 We love watching videos online.
2 Do you enjoy playing chess?
Grammar 3 Joe can’t stand eating salad.
4 She doesn’t mind walking to school.
Exercise 4 5 I like visiting new places.
• Review sentence order subject + verb + gerund +object 6 I hate reading fashion magazines.
1 to visit 2 to win 3 to work 4 to do 5 to play
• Write would like, hope, need, forget, want and decide on the
6 to move
board.
Exercise 6
• Ask Which verb form follows these verbs? (Infinitive + to).
1 Can / Could you lend me 2 I’m afraid I can’t / I’m afraid
not 3 Would you mind lending 4 Not at all
Everyday English: Requests
Exercise 7
Exercise 6 a – b 3 c 1 d 4 e 2
• Ask what the function is of each exchange (request and
responding to a request).
• Tell Ss that in this exam task there is often more than one
correct answer.
Exercise 7 e 2•15
• Tell Ss that before they listen they should look at
the responses and think about the expressions and
vocabulary they will likely hear.
Exercise 1
Materials a 2 b 3 c 1 d 1
Class CD 2, track 16 1 a 2 b 3 b
1 c 2 a 3 b 4 c 5 b
Exercise 4
1 a 2 b 3 c
Rozumienie tekstów pisanych Exercise 5
Exercise 1
Tell Ss to look at the sentences and discuss with a partner
what vocabulary and grammar they’d expect to see in the
paragraph, e.g. a not decided, unsure b my own, manage
c computer, IT d help.
Exercise 2 e 2•16
• Focus Ss attention on the photo and ask what they can
see. Ask what kind of things they think the photographer
will talk about in the interview (His job, his ambitions, how
he became a photographer).

Exercise 3
• First, ask Ss to cover the options and read the text. Tell
them to think about what possible parts of speech are
missing, e.g. verbs, nouns, adjectives, and see if they can
work out which word is missing.

Exercise 4
• Read out the situations one at a time and elicit possible
responses.
• Elicit why the other responses aren’t correct.

Exercise 5
• Ask What type of text do you need to write? (An email). Is
it formal or informal? (Informal). What information do you
need to include? (Free-time, an interesting event what you
like best).
• Ask what tenses they will use (present simple, past
simple). Remind them to use verb + ing and verb +
infinitive to describe their free time.
ASSESSMENT FOR LEARNING Make sure Ss have time in
class to make corrections or improvements to their writing.
This allows them to focus on the feedback and self-correct.
In class, they have a supportive environment and can use
their resources, peers or you to help them.
GRAMMAR REFERENCE 4
ANSWERS
Czasownik (+ przyimek) + -ing
Exercise 1
1 I’m looking forward to relaxing at the weekend.
2 We enjoy playing football with our friends.
3 I’m going to stop reading late at night.
4 I’ll start doing my homework later.
5 My sister doesn’t mind waking up early.
6 My best friend hasn’t coped well with revising for
exams.
Exercise 2
1 doing 2 playing 3 going out 4 studying
5 meeting
Czasownik + bezokolicznik z to
Exercise 1
1 to go 2 to study 3 to take 4 to learn 5 to teach
6 to do 7 to stay 8 to come out 9 to rest 10 to be
Exercise 2
1 They love going to the beach in the holidays.
2 I hate spending the evening alone.
3 They like to make cakes and biscuits.
4 We prefer cooking spaghetti.
5 He started to hang out with the hipsters.
1–4 REPETYTORIUM pp.128–129 TEACHING WITH DIGITAL Give Ss the links to some online
Matura task practice they can do for homework or for fast
Materials finishers.
Classroom Presentation Tool, pp.128–129
Exercise 6
• Task: respond appropriately in a variety of situations.
• Ask Ss to suggest what situations they would hear these
Warmer dialogues, e.g. 1 offering help, personal information,
• Explain that all the exercises are egzaminu ósmoklasisty suggestions.
exam tasks and review the language from Units 1 to 4. • Remind Ss that more than one answer may be possible.
Rozumienie tekstów pisanych Rozumienie ze słuchu

Exercise 1 Exercise 7 e 3•47
• Task: paraphrase a text. • Task: identify the main idea of a listening text.
• Tell Ss to read the tip. Ask What should look for in the text? • Tell Ss to look at the options and with their partner make
(synonyms or paraphrases). a note of vocabulary and phrases they would expect to
• Focus Ss attention on the first email and ask What’s hear, e.g. family, hobbies, goals.
the purpose of the email? (To give advice and
recommendations for a festival). Focus Ss attention on Exercise 8 e 3•47
the web page and ask what information is give (train • Task: complete detailed information from a listening text.
information) • Focus Ss attention on the note and ask them what
• Focus Ss attention on the second email and ask what the information they need to listen for, e.g. a number, name of
purpose is (to pass on advice and website information). a song.
Exercise 2
• Task: identify a text type.
• Tell Ss to look at the text, think about the text type, the Exercise 9
language, the vocabulary and information included. • Task: create a short, simple, opinion blog.
• Look at the options and elicit what they would expect • Divide Ss into pairs and ask them to discuss the questions
each of the text types to look like. and make notes under the headings: Following fashion
Personal style. They look back at Lesson 4b to review styles
Znajomość środków językowych and for inspiration.
• Ss use their notes to write a first draft.
Exercise 3
• Divide the class into groups of four and ask them to swap
• Task: identify and use different tenses and verb patterns. blogs and check each other’s work.
• Tell Ss to read the instructions and check understanding • Tell them to check for spelling, punctuation, word count
by asking Can you change the order of the words in brackets? and grammar.
(No) Can you add words? (Yes)
• Ss return the blogs and then write a second draft.
Exercise 4
Exercise 10
• Task: understand a text about style and ambition.
• Task: create a short, simple invitation.
• Tell Ss to read the text through quickly to get the general
idea. Ask What’s it about? (A visit to London).
• Ask What kind of text do you have to write? (An invitation).
What information do you need to include? (Name, date,
• Tell Ss to look at the words before and after the gap and place, reason, attractions)
work out what type of word is missing and what it might
be and make a note.
• Monitor Ss as they are working on their 1st draft and make
notes on common mistakes with spelling, present perfect
and the language for requesting help.
• Write the errors on the board and discuss as a class.
Exercise 5 e 3•46 • Ss correct their own work and write a final draft.
• Task: respond appropriately to comments. ASSESSMENT FOR LEARNING Assessment for learning
• Tell Ss to look at the reactions and discuss with their encourages Ss to become more active in their learning as
partner what was said before. they begin to rely less on the teacher and evaluate and
identify their own learning needs and progress. It allows Ss
to think more actively about where they are now, where
they are going and how to get there. Make sure Ss have a
green, yellow and red pencil, pen or coloured pieces of card.
Tell them red means I can’t, yellow means It’s Ok and green is
I can. Read out the I can statements, one by one, and ask Ss
to show the colour according to how they feel about each
statement. Keep a tally on the board of the results. Discuss
the results and ask: Which tasks do we need to review? How
would you like to do this? (e.g. online, homework, as a class).
ANSWERS
Exercise 1
1 faster / quicker 2 20 minutes 3 buses
Exercise 2
1 a 2 c
Exercises 3
1 has never won 2 has she been 3 might travel to
4 decided to take
Exercise 4
1 recently 2 anything 3 talented
Exercise 5
a 3 b 4 c 1 d 2 e –
Exercise 6
1 Would you mind
2 How long have you lived / been living
3 Shall we / Why don’t we
Exercise 7
b
Exercise 8
1 10 2 Stay Cool 3 lucky 4 to play at Glastonbury
(festival)
Exercise 9 and 10
Students’ own answers.
5 Give and take
5a VOCABULARY: Personal MEMORIZE!
• Tell Ss to write the headings body, friends, free time, online
freedom p.60 in their notebooks, then write the personal freedom
phrases in the correct category.
Materials
Classroom Presentation Tool, p.60 ANSWERS
Class CD 2, tracks 17–19 Exercise 1
Workbook, p.48 1 play loud music 2 dye your hair 3 stay out late
4 have friends round 5 have parties 6 lie in at the
weekend 7 watch what you like 8 get your ears
pierced
• Ask Ss what they can and can’t do at home. 1 get a tattoo 2 spend a lot of time online
3 wear what you like 4 go to bed late
Vocabulary presentation 5 post photos online
Exercises 3 and 6
• Ask Ss to mark the stressed syllables, e.g. wear what you Exercise 4
like. Chloe
INCLUSIVE CLASSROOM Exercise 5
a 4 b – c 2 d 1 e 3
Less confident groups can be given the first word of each
phrase. Ask them for the rest of the phrase in exercise 1,
e.g. dye – your hair, then repeat the full phrase: dye your hair.
More confident groups can write a sentence for three of
the phrases. They can then read out their sentences to the
class.
Exercise 2 e 2•18
• Ask Ss which five phrases are not illustrated in the photos
(get a tattoo, go to bed late, have parties, play loud music,
post photos online).
Exercise 3
• Personalization: Ss compare their lists and justify their
answers in pairs.
Vocabulary practice
Exercise 4 e 2•19
• Ask If one person is not a teenager, who do you think they are
and what are they talking about?
Exercise 5 e 2•19
• Ask Ss to underline the key vocabulary or phrases.
Exercise 6
• Personalized response: Ask Ss why they think some rules
are fair / unfair.
• In small groups, Ss write a list of rules for home (for
parents and children) and for school (for teachers and
students) from different perspectives.
• Each pair reads out their rules and the class picks five rules
for home and five for school.
Unit 5 Give and take Link dla Klasy VII PHOTOCOPIABLE © Oxford University Press 57
5b READING: Making house ANSWERS
Exercise 1
rules p.61 parents
Exercises 2, 4 and 5
Materials
Exercise 3
Class CD 2, track 20 1 annoyed 2 to go out, use other people’s things
Workbook, p.49 3 so you can learn about their life 4 because they know
Student’s Online Practice, Unit 5 discussion the consequences are worse 5 dye their hair, get tattoos
Warmer: YOUR WORLD

• Tell Ss about rules in your home, e.g. I make the rules in my
house! Nobody is allowed to play loud music.
Comprehension
Exercise 1 e 2•20
• Ask Ss what kind of advice they think they will read about.
• Explain to Ss that they need to think about the purpose of
the article and read it quickly to get the general meaning.
Exercise 2
• Ask Ss how the rules in their home have changed as
they’ve got older. Ask What rules did you have when you
were five years old and ten years old that you don’t have now?
• Ask groups to report what they discussed.
Exercise 3
• Ask Ss to see if they can answer the questions before they
read again.
Exercise 4
• Fast finisher exercise: Elicit Laura’s four rules and write
them on the board. (Teens mustn’t lie. They mustn’t spend
too much time online. Help around the house. They must
dress smartly for school).
• Ask the pairs to discuss their list and agree on a ranking.
Exercise 5
• Extended speaking practice: Tell Ss one result you think
there would be with no rules, e.g. My house would be very
untidy.
• Give Ss time to prepare what they want to say. Tell them to
think about interaction with family members, household
chores, respect for each other, dangers, opinions of non-
family members.
ONLINE LINK
• Ask Ss which question they would like to discuss in the
class. Tell Ss you are going to post the other question
for homework. They prepare their answers and post
comments the next day.
TEACHING WITH DIGITAL Remind Ss that they need to
be careful when they are using discussion forums on the
Internet. Tell them they should only participate in chat
rooms or forums that have been recommended, like the
Online Practice forum, or they have checked with their
parents.
5c GRAMMAR: Permission and ANSWERS
Exercise 1
prohibition p.62 Joey
Exercise 2
Materials
1 Robyn 2 because his grandparents are coming for the
Classroom Presentation Tool, p.62 weekend 3 because he can see them during the day
Class CD 2, track 21 on Saturday and Sunday 4 no later than nine o’clock
Workbook, p.50 5 talk to his parents again 6 stay out late and go out
Student’s Online Practice, Unit 5 grammar without permission
Exercise 3
mustn’t I musn’t be home later than nine o’clock, (I)
Warmer: REACTIVATE! mustn’t go out without permission
• Review the vocabulary in 5a by saying the first word of can’t Why can’t you go?, I can’t stay out late
each phrase for Ss to complete. not be allowed to I’m not allowed to go
I can’t wait is NOT about permission
1 mustn’t 2 can’t 3 aren’t allowed to
Exercise 1 e 2•21
4 are allowed to 5 can
• Play the audio and ask Ss What’s wrong with Joey? (He’s had
Exercise 5
an argument).
1 can 2 aren’t allowed to 3 mustn’t
Exercise 2 4 aren’t allowed to 5 are allowed to 6 mustn’t
• Listening and reading for detailed information: Ask Ss Exercise 6
what information they need to listen for, e.g. a person’s Student’s own answers.
name, a reason, a time, some advice, two chores /
activities.
Exercise 3
• Grammar focus: On the board write Peter’s allowed to
watch what he likes on TV. He mustn’t play loud music. He’s
not allowed to get his ears pierced. He can’t stay out late.
Grammar practice
Exercise 4
• Ask Ss to complete the sentences first and then look back
at the article.
Exercise 5
• Extended grammar focus: Tell Ss to complete the task
then check answers with a partner.
• Ask Ss to think of rules that haven’t been mentioned so
far in the lesson, e.g. I’m not allowed to skateboard indoors.
I mustn’t be rude to my parents.
Speaking
Exercise 6
• Personalization: Focus Ss’ attention on the example rules
and ask them to suggests a couple more rules they
would have for their parents, e.g. They can’t come into my
bedroom. They are allowed to cook me dinner! They mustn’t
wear embarrassing clothes!
• Give Ss time to think about the rules. Tell them they can
be creative and silly.
TEACHING WITH DIGITAL Ask Ss to make a list of the house
rules they discussed in exercise 6 for their parents. They share
their list on the online discussion forum. Encourage students
to ask questions and give reasons why they think their rules
are important.
5d LISTENING AND VOCABULARY: Speaking
Household chores p.63 Exercise 8
• Personalization: Once Ss have compared their lists, ask
Materials Do you think boys or girls do more chores? Why? Do they do
Classroom Presentation Tool, p.63 different chores? Which ones?
Workbook, p.51 ONLINE LINK
Teacher’s Resource Centre, Unit 5 five minute test; Unit 5 • Tell Ss to choose two other countries and research them.
speaking Tell them to summarize their findings about Poland and
the other two countries, e.g. I was surprised to learn that
Polish people spend (two hours) but English people spend …
ANSWERS
• Elicit household chores, e.g. washing up, tidying bedrooms. 1 do the laundry 2 mow the lawn 3 load / unload the
dishwasher
1 put your clothes away 2 load the dishwasher
Exercise 1 e 2•22
3 washes the dishes, dries the dishes 4 lay the table
• Ss repeat the words, paying attention to the blends cl, fl, 5 make my bed 6 empty the bin 7 clear the table
dr, sw and digraphs sh, th. 8 tidy your room
Exercise 3
Vocabulary practice 1 vacuum 2 make your bed, tidy your room, put
Exercise 2 your clothes away 3 load the dishwasher, unload the
dishwasher, wash the dishes, dry the dishes, empty the
• Say the chores one by one for Ss to mime the action. bin, sweep the floor 4 lay the table, clear the table
Exercise 3 5 clean the bathroom 6 do the laundry, do the ironing
Outside mow the lawn, empty the bin
• Vocabulary focus: Elicit which rooms the photos are.
Exercise 4
Comprehension tidy their room
Exercise 5
Exercise 4 e 2•23 1 because she wants to go to a friend’s birthday next
• Tell Ss to copy the list of chores from exercise 1 and write weekend 2 going to the park to hang out 3 Emily
B next to the chores both Emily and Kate do. Exercises 6 and 8
• Listening for detailed information: Ask Ss to answer the yes
questions before listening again.
INCLUSIVE CLASSROOM
Less confident groups can have the audio script to help
them answer the questions in exercise 5. Tell them to
answer an additional question, What’s Emily’s agreement with
her mum?
More confident groups write a short dialogue between
two people about chores. Tell them the dialogue starts Are
you coming to the party on Saturday night? and finishes OK
good luck. They must include the phrase That’s not fair.
Exercise 6
• Personalized response to the text: Elicit what the
agreement is and if Ss have similar agreements with their
family.
Exercise 7 e 2•24
• Ask Ss what they would do if they were Emily / her mum.
5e GRAMMAR: Obligation p.64 Writing
Exercise 5
Learning outcomes
• Focus Ss attention on the Improve your writing box.
Materials • Write the following sentences, without the bracketed
Classroom Presentation Tool, p.64 phrases, from Olivia’s post on the board: (As a rule) I get the
Workbook, p.52 bus so I have to get up early. (overall) At home I’m the lucky
one. (basically) I can meet my school friends because I’m
older. (all in all) I think that’s fair.
• Ask Ss to suggest which generalizing phrases to add to
the comment.
• Leave the text on the board as a model.
Warmer: REACTIVATE! • If there are any Ss who don’t have a brother or sister, tell
• Mime a household chore, e.g. vacuuming, for Ss to guess. them to compare a friend.

• Tell Ss to use the model sentences on the board to
Exercise 1 support them.
• Ask Ss to look at the three sentences. Ask Which sentence ANSWERS
does the person need to do something because it’s their Exercise 1
chore? (a) Which sentence can the person choose to do 1 a b 2 c
the chore or not? (c) Which sentence is the person’s own
Exercise 2
obligation? (b).
1 I don’t have to help around the house.
Exercise 2 2 I must walk the dog.
• Elicit when we use have to, must and don’t have to. 3 I have to load and unload the dishwasher.
• Ss read the grammar box to check. Exercise 3
1 have to 2 have to 3 can 4 doesn’t have to 5 can
• Ask if mustn’t and don’t have to have the same meaning 6 don’t have to 7 isn’t allowed to 8 can’t 9 have to
and why not?
10 mustn’t
Grammar practice Student’s own answers.
Exercise 3
• Tell Ss to read the post quickly and answer the following
question What things is it necessary for Olivia to do?
(get up early, leave at 7.25 a.m., wear a uniform, go to bed
at 10 p.m.)
Exercise 4
• Personalized grammar focus: Tell Ss to look back at
the personal freedom (5a) and household chores (5d)
vocabulary to help them.
INCLUSIVE CLASSROOM
Less confident groups add some of the generalizing
phrases to their sentences in exercise 4. Give them prompts
to connect their writing. Tell them to choose four of their
sentences from exercise 4 to write their comment.
More confident groups pass their comments to another St
who reads it and writes a reply comment.
5f EVERYDAY ENGLISH: Offering Pronunciation (Workbook p.53):
• On the board write a few questions from the video in
help p.65 lesson 4f, e.g. What’s wrong? Where did you last have it?
What’s this number? Could you lend me your phone, please?
Materials
Can I help you? And can you describe the bag?
• Ask Ss if they think the intonation goes up or down at
Class CD 2, tracks 25–27 the end.
Workbook, p.53 • Play the video/audio for Ss to check and then repeat.
ANSWERS
a box
Exercise 2
Warmer: YOUR WORLD 1 = correct 2 The friends collect litter from the park.
• Ask Ss what they understand by community project and 3 They are all wearing gloves. 4 They have already
elicit different kinds of community projects, e.g. collecting collected 34 plastic bags of rubbish. 5 Oscar says he can
litter; ‘greening’ a city; charities for children. write an article for the school website.
• Ask Ss what they can see in the photos and what they Exercise 5
think has happened. Would you like some help?
Yes, that would be brilliant.
Comprehension Thank you.
Would you like us to help you here?
Exercise 2
Don’t worry. We’ll do this street.
• Reading and listening for specific details: Give Ss time to If you want, I can write about this.
complete the task then elicit answers. Thanks, that would be great!
Exercise 3
• Translation practice: Tell Ss to read the expressions and
tell you what they mean and when they would say
them, e.g. Let’s do it. = Do something now. Agreeing to a
suggestion.
Exercise 4 e 2•26
• Tell Ss to describe the boxes and who they might belong
to and why.
• Ask them which box they think Robyn found.
Exercise 5 e 2•27
• Give Ss time to complete the task, then elicit other
examples I’ll help, Do you need a hand? I’ll let you know.
• Tell Ss to listen and mark the rising and falling intonation,
e.g. Look what I’ve found .
Speaking
Exercise 6
• Ask Ss to discuss what people would say in each of the
situations, e.g. A What’s wrong? You look upset. Can I do
anything? B I’ve lost my cat. Can you help me look for her?
INCLUSIVE CLASSROOM
Less confident groups can use the dialogue from video
still 1 as a model for exercise 6. Ask Ss to complete the
dialogue and practise with a partner.
More confident groups can choose one of the situations in
exercise 6 and write a dialogue using the phrases.
5g READING AND VOCABULARY: TEACHING WITH DIGITAL Tell Ss that online chat rooms, if
used responsibly, are good place to discuss issues with other
Teenage problem page p.66 teens but if they have a problem it’s better to seek face to
face advice. Tell them to reach out to their parents, friends or
Materials teachers for help and not rely solely on social media.
Class CD 2, tracks 28–29 ONLINE LINK
Workbook, p.54 • Ask Ss which discussion medium they chose in lesson 5b.
Tell them this time they do the other one. Divide the class
into two groups depending on the discussion medium
worksheet
they have to do.
ANSWERS
Exercise 1
verbs appreciate, argue, communicate, disagree, get into
Warmer: YOUR WORLD trouble
• Ask Ss what problems teenagers often have, e.g. exam nouns generation, misunderstanding, punishment,
stress, friendships. reward
adjectives fed up, immature, intolerant, rebellious, strict,
Vocabulary presentation unfair
Exercise 2
Exercise 1 e 2•28 1 appreciate 2 argue 3 disagree (don’t agree)
• Ask Ss if they know the meaning of any of the words 4 ’ll get into trouble 5 communicate
before they find them in the text. Exercise 3
1 fed up 2 reward 3 immature 4 punishment
Vocabulary practice 5 generation 6 rebellious 7 unfair
8 misunderstanding 9 strict 10 intolerant
Exercise 2
Exercise 4
• Tell Ss to read the sentences for general meaning. Remind His parents won’t let him see his friends.
them that the translation may not be exact.
Exercise 5
Exercise 3 1 his parents think he’ll get into trouble because
• Extended vocabulary focus: Tell Ss to look at the sentences he’s immature 2 good 3 they are from different
and work out which part of speech is missing. Then they generations 4 the rules 5 make a list of new rules
look in the table in exercise 1 for the corresponding word. and sign it 6 calmly
Exercise 6
Comprehension Student’s own answers.
Exercise 4
• Reading for general information: Tell Ss to look for
vocabulary or phrases related to Jan’s problem (strict,
won’t let me hang out, immature, unfair, fed up).
Exercise 5 e 2•29
• Tell Ss to look at the questions and underline the key
vocabulary that they need to find in the text.
INCLUSIVE CLASSROOM
Less confident groups choose four of the questions to
answer in exercise 5. They find a partner that answered
different questions and discuss and share their answers.
More confident groups discuss whether or not they agree
with Paulina’s advice and if it would work for them. Ask them
to discuss what they would do if they were in Jan’s situation.
Exercise 6
• Personalized response to the text: Ask Ss if they ever feel
their parents are too strict and ask for examples.
• Ask Ss if they ever discuss their problems online and if
they find these kinds of advice pages useful.
5h WRITING: An informal email to ANSWERS
Exercise 1
a teenager p.67 He’s her grandpa.
Exercise 2
Materials
1 because the love and worry about their children
Classroom Presentation Tool, p.67 2 the city was safer and they didn’t have the Internet
Workbook, p.55 3 work hard at school 4 talk to her parents
Best wishes, Dear sir, I hope you are well, Yours faithfully,
Yours sincerely, Yours truly
Warmer: YOUR WORLD
Exercise 4
• Tell Ss about yourself and who you speak to, e.g. When I
have a problem I talk to my grandmother because she is a
good listener.
Writing preparation
Exercise 1
• Focus attention on the photo and ask how the girl is
feeling.
• Tell Ss to look at the email and ask Who is it to? Who is it
from?
Exercise 2
• Reading for detailed information: Ask Ss how different the
rules for their parents were in comparison to them.
Exercise 3
• Tell Ss to look at Kasia’s email and ask what the format of
an informal email is.
• Read the Improve your writing box. Elicit a few examples
of informal language in the email (How are you doing? Let’s
have a chat. Love. Hi!).
• Once Ss have identified the formal phrases from the box,
ask when they would use them, e.g. writing to a company
for information, applying for a job.
Writing task
Exercise 4
• Write the headings on the board Kasia’s unfair rule What
her parents think How she feels Other teenage rules The
advice she wants.
• Ss copy the headings and make notes under each one.
• Tell Ss to look at the format of the email in exercise 3 and
plan their paragraphs.
• Write a check list on the board: Email format. Informal
language. Phrases asking for advice.
• Ss use the checklist to check their statement and write a
second draft.
ONLINE LINK
• Make a list of ideas on the board. Elicit questions they
could ask to help them search, e.g. Top teenage problems.
The ten most common teen problems.
TEACHING WITH DIGITAL Ask Ss if they have parental locks
on the Internet and devices at home. Ask what the purpose
of the lock is and if they agree or disagree with it and why.
5i REVISION p.68 e.g. Can you use words for personal freedom? If the answer is
Yes, I can, they ask How well can you use it? and make a notes
Materials of their partner’s answers. Ss use their answers to complete
Classroom Presentation Tool, p.68 the check.
Class CD 2, track 30 ANSWERS
Teacher’s Resource Centre, Unit 5 test 1 c 2 a 3 b 4 f 5 d 6 e
Student’s Online Practice, Unit 5 test yourself Exercise 2
1 vacuum the carpet 2 do the laundry
3 do the ironing 4 unload the dishwasher
Vocabulary 5 mow the lawn 6 make his bed
Exercise 3
Exercise 1 1 immature 2 fed up 3 rebellious 4 intolerant
• Tell Ss to cover a to f and see if they can complete the 5 strict
sentences.
Exercise 4
Exercise 2 1 not allowed to 2 can’t 3 mustn’t 4 can
5 ’ll be allowed to
• Focus Ss attention on the photos and ask what they
can see. Exercise 5
1 have to 2 don’t have to 3 have to 4 must
Exercise 3 5 must 6 have to 7 must 8 don’t have to
• Tell Ss to close their books. Dictate the sentences 1 to 5 Exercise 6
one by one while Ss discuss and write the word. 1 Can I do anything to help / Can I help you / Would you
like some help / Do you need some help / Would you
Grammar like me to help 2 If you want 3 Would you like me
4 That would be great
• Tell Ss to read the text carefully and answer the questions a 2 b 3 c 4 d 1 e –
What things does Albert not have permission to do? (Stay at
home alone, hang out with friends, lie in) What does he
have permission to do? ( Go to a festival)
Exercise 5
• Tell Ss to look back at lesson 5c and 5e to remind them
about permission and obligation.
Everyday English: Offering help

Exercise 6
• Ask Ss what the function is of each exchange (offer and
response).
INCLUSIVE CLASSROOM
Less confident groups can be given the missing phrases,
e.g. Can I, If you, Would you, That but in a different order from
the dialogue.
More confident groups write a new dialogue with four
exchanges about helping around the house.
Exercise 7 e 2•30
• Ask Ss to look at the responses and elicit the possible
scenarios.

• Elicit song ideas, e.g Young by Hollywood Undead.
• Tell Ss to imagine they have to tweet the meaning of the
song, so they have 280 characters to summarize it.
ASSESSMENT FOR LEARNING Write the learning statements
on spare large pieces of card. Divide the class into same level
pairs. Tell them you are going to show them a learning point
and they have to ask each other a question with Can you …?,
Exercise 1
Materials 1 b 2 c 3 a 4 c
Class CD 2, track 31 1 Can I help you? / Would you like me to help you? / Can I
do anything?
Workbook, p.57
2 I / we can do it
Teacher’s Resource Centre, Unit 5 extra exam practice 3 Yes, please / That would be brilliant / great
Exercise 3
Rozumienie tekstów pisanych 1 brown 2 angry / upset / fed up 3 arguing / having
an argument
• Ask Ss if they can tell you different ways to say each a 3 b 4 c – d 1 e 2
sentence, e.g 1 not allowed to, mustn’t. Exercise 5
• Tell Ss to think about how they would paraphrase the Student’s own answers.
sentences, and what alternative language and synonyms
they could use to say the same thing.

Exercise 2
• Ask Ss what the context of the dialogues is (1 Offering
help 2 Refusing help 3 Asking someone about their
obligations).

Exercise 3
• Ask Ss to cover the text and describe the photo. Ask How
does she feel? What do you think has happened?
• Tell Ss to look at the words before and after the gaps to
work out which part of speech is missing.
Exercise 4 e 2•31
• Play the audio and tell Ss to make notes about the general
meaning of each text.
• Tell them to highlight key vocabulary in the sentences.

Exercise 5
• Tell Ss to read the task and ask What type of text do
you need to write? (A blog post). Is it formal or informal?
(Informal). What information do you need to include?
(Where you work, the job, duties, likes and dislikes).
• Ask what tenses they will use (present simple, obligation
and permission for duties).
ASSESSMENT FOR LEARNING To avoid Ss being
embarrassed when they don’t understand something,
you could introduce hand signals to rate or indicate their
understanding of tasks. Students show five fingers to signal
they fully understand to one finger to signal they don’t
understand at all. After each of the exercises ask Ss to signal
their understanding. If you get a lot of Ss showing 1–3
fingers for any of the tasks, go over the tasks again at the end
of the class.
GRAMMAR REFERENCE 5
ANSWERS
Wyrażanie pozwolenia i zakazu
Exercise 1
1 can 2 mustn’t 3 May 4 couldn’t / wasn’t allowed
to 5 Were you allowed to / Could you
Exercise 2
1 ’m not allowed 2 Can you 3 couldn’t / wasn’t
allowed to 4 mustn’t 5 isn’t allowed
Wyrażanie powinności
Exercise 1
1 don’t have to 2 has to 3 had 4 mustn’t 5 have
Exercise 2
1 has to 2 have to 3 had to 4 has to
5 didn’t have to / don’t have to 6 have to
Exercise 3
CULTURE LINK 3: Charity shops pp.72–73 Exercise 3
Student A
Materials 1 over 9,000 2 1942 3 to help people in Greece in
Classroom Presentation Tool, pp.72–73 WWII 4 Oxford 5 one of: low prices, helping the cause,
Class CD 2, track 32 environmental benefits, unique items, vintage items
6 second-hand goods
Workbook, p.58
Student B
Teacher’s Resource Centre, project 3; Culture Link 3 video 1 16,000 2 1948 3 because it received so many goods
4 730 5 87% 6 cards and gifts
CULTURE NOTES Charity shops sell second-hand clothes,
books, toys, etc. donated by people. Charity shops raise more
than £270 million (€300 million) a year for medical, social,
environmental and animal welfare causes. UK charity shops
include: British Heart Foundation, Oxfam Cancer Research
Vocabulary booster
UK, Barnardo’s (children’s charity), Sue Ryder, Salvation Army, Exercise 1
Age UK, British Red Cross, Scope, Marie Curie.
• Write clean the lawn on the board and ask Ss what it
should be (mow the lawn).
Warmer: YOUR WORLD
• Ask Ss what they have bought that was second-hand. Ask Exercise 2
What are the advantages and disadvantages of shopping at • Show some example images ask Ss to say which styles
charity shops? they are.
Exercise 1
• Encourage Ss to come up with other occassions for each
style.
• Ask Ss what their impression of the shop in the photo is.
Exercise 2 e 2•32 Project
• Ask Ss what they know about charity shops in Poland. Ask Exercise 3
Where do the clothes come from? Where does the money go?
• Ss choose a project then find a partner who wants to do
Who works there?
the same project.
• Tell the Ss to read the text and see if charity shops in the
Project 1:
UK are similar to Poland.
• Show a video clip of teens discussing or presenting a
Exercise 3 topic and ask Ss about it, e.g. the most important details.
• Divide Ss into pairs and assign them A and B. • 1 On the board write the headings clothes, going out,
• The groups discuss the questions and then read the article communication, free-time. Tell the pairs to make their notes
again more carefully to check and answer any questions under each heading. Tell the group their video should be
they couldn’t do before. 2–3 minutes long so they need to be short, concise and
interesting.
Exercise 4 • 2 Tell Ss to discuss the questions in their groups and
• Ss complete the activity without referring to their notes. write a plan. Tell them to think about the following: Is it a
presentation, interview or panel discussion? What props do
Exercise 5 you need?
• Give Ss time to prepare their answers. • 3 Tell Ss to create a storyboard to illustrate the stages of
the video then complete the script.
Culture Video
• 4 Tell Ss to practise and make any necessary changes to
• As an extension to the Culture topic, watch a short film the script.
about the charity shop Traid. For further practice, refer to
the Workbook page for activities and the video link. • 5 Ss upload the video and share the link for the class to
watch.
TEACHING WITH DIGITAL Once the class have watched Project 2
the video divide them into two groups – Interviewers and
• Show examples of flyers and ask what information is
Interviewees. The interviewers write five questions to ask
included. These can be used as models for the groups
someone who works in a charity shop. The interviewees
own leaflets.
discuss and make notes about the charity shop they work in.
• 1 Ask Ss what they would buy from a charity shop and
Pair up the interviewers and interviewees to conduct the
if they would choose a shop based on who / what it
interview.
supports.
ONLINE LINK • 2 Tell Ss to use the phrases in the speech bubbles.
• Help Ss to find reliable websites comparing charities. Ask • 3 Ss plan the layout in their notebooks and write short
Ss what other types of problems charities are involved in sentences to add.
(environmental, animal protection, etc). • 4 Make sure Ss have access to photos they can print from
ANSWERS: CULTURE LINK the Internet or magazines they can cut up.
Exercise 1 • 5 Ask Ss to upload their leaflets and take a class vote.
a charity shop (Ss might guess clothes shop.)
ASSESSMENT FOR LEARNING Divide the class into groups of
six and give each group a dice. On the board write:
1 I want to remember … 2 Something I learned today 3 One
word to summarize what I learned 4 Something I already knew
5 I’m still confused about … 6 Something that surprised me.
Ss take turns to roll the dice and complete the sentence
corresponding to the numer on the dice.
INCLUSIVE CLASSROOM Make sure Ss are in mixed-ability
pairs and allow them to discuss their ideas in L1 to make the
weaker Ss feel they can contribute and have ideas to share.
The stronger Ss can help reformulate their ideas in English.
Exercise 1
clean the bathroom, do the laundry, lie in at the weekend,
unload the dishwasher, get into trouble, dye your hair,
mow the lawn, vacuum the carpet
Exercises 2–3
6 Going Out
6a VOCABULARY: Strong MEMORIZE!
• Tell Ss that adding a physical action can help memorize
adjectives p.74 words because it creates a connection in the brain. Tell
Ss to try the tip. Ask How many strong adjectives did you
Materials
remember?
Classroom Presentation Tool, p74
ANSWERS
1 packed 2 amazing 3 tiny 4 freezing 5 furious
6 hilarious 7 boiling 8 huge
Exercise 2
Warmer: YOUR WORLD 1 awful 2 fantastic 3 starving 4 fascinating
• Tell Ss about something funny that happened to you, e.g. 5 ancient 6 miserable 7 weird 8 delicious
I couldn’t find my glasses and then my friend said ‘They’re on Exercise 3
your head!’ positive amazing, delicious, fantastic, fascinating,
hilarious
Vocabulary presentation negative awful, furious, miserable, starving
neither ancient, boiling, freezing, huge, packed, tiny,
Exercise 1 e 2•33 weird
• Model and drill word stress in the strong adjectives. Exercise 4
INCLUSIVE CLASSROOM
1 awful 2 huge 3 miserable 4 freezing 5 hilarious
6 amazing 7 delicious 8 tiny
Less confident groups For exercise 1, elicit or write on
Exercise 5
the board base adjectives for describing the photos, e.g.
1 Was the restaurant big? No, it was tiny.
hot, interesting, small, funny, and elicit the strong adjectives
2 Was the bus full? Yes, it was packed.
for each.
3 Was the TV show funny? Yes, it was hilarious.
More confident groups can find or think of opposite 4 Was the food tasty? Yes, it was delicious.
adjectives, e.g. empty, boring, huge, boiling, calm. 5 Was the film strange? Yes, it was weird.
Exercise 2 e 2•34 6 Was the room warm? No, it was freezing.
• Tell Ss to read the LOOK! box. Elicit an example of a strong Exercise 6
adjective with absolutely, e.g. absolutely fascinating. Student’s own answers.
Exercise 3
• Vocabulary focus: Say a strong adjective, e.g. amazing
and ask if it’s positive or negative (positive), and why
(it describes something good).
Vocabulary practice
Exercise 4 e 2•35
• Ask Ss to predict which adjective might be used for each
thing.
Exercise 5
• Write prompts on the board e.g. cake, outdoors, and ask
Ss to write sentences or questions with strong adjectives.
Then read the sentences to their partner, but don’t say
the strong adjectives. They could clap the stress for the
missing word.
Exercise 6
• Personlization: Ask some pairs to share their answers with
the class.
Unit 6 Going Out Link dla Klasy VII PHOTOCOPIABLE © Oxford University Press 70
6b READING: Unusual ANSWERS
Exercise 3
restaurants p.75 1 Dining in the Dark 2 Dinner in the Sky
3 The Ice House
Materials
Exercise 4
Classroom Presentation Tool, p.75 1 your other senses are stronger 2 so that you don’t fall
Class CD 2, track 36 3 9 p.m.
Student’s Online Practice, Unit 6 discussion Review 1 packed, noisy = the restaurant; exhausting =
trying to have a conversation
Review 2 miserable = evening; awful = food; starving =
Warmer: YOUR WORLD how they felt at the end of the evening
• Ask Ss to describe their favourite restaurant. Ask Where is Review 3 tiny = the restaurant
it? What type of food does it serve? Exercise 6
Comprehension
Exercise 1
• Prediction: Focus Ss attention on the photo and ask Why
are they wearing big coats?
Exercise 2
• Ask Ss to look at the title and ask what they think it means.
Elicit information they expect to read about in a restaurant
review, e.g. the food, the atmosphere, the cost.
Exercise 3 e 2•36
• Tell Ss to read the review and underline key vocabulary,
e.g. eat in the dark, scared of heights.
Exercise 4
• Ss work in pairs to discuss their answers then read the
reviews again.
Exercise 5
• Vocabulary focus: Ask Ss to make a list of negative words
in each review and compare their list with a partner.
Exercise 6
• Personalized response to the text: Give Ss time to prepare
their answers.
• Elicit reasons why they chose the restaurant.
INCLUSIVE CLASSROOM Tell Ss to imagine they are going
to have a very special meal and need to decide: 1 who they
want to invite 2 where they are going to have it 3 how many
courses they will have and what they will eat/drink.
Less confident groups can join three pairs together to
present their meal to the group. You could ask the groups to
choose the most exciting / special meal and report back to
the whole class.
More confident groups imagine they have had the dinner
and write an email to a friend to describe the experience.
ONLINE LINK
• Discuss the first question in class. Ask Ss where it was and
if they would eat it again.
• Ss then use the Online Practice discussion forum to
answer the second question and post an idea for a new
restaurant. Ss should comment on at least two other ideas
in the forum.
6c GRAMMAR: Indefinite ANSWERS
Exercise 1
pronouns p.76 no
Exercise 2
Materials
1 feed them 2 cuddle them 3 a person who likes
Classroom Presentation Tool, p.76 dogs
Workbook, p.62 Student’s own answers.
anything, somewhere, anywhere, everywhere, anything,
nothing, something, everybody, someone
Warmer: REACTIVATE!
Exercise 5
• Elicit the highest number of adjectives and winner from
1 a 2 c 3 b 4 b 5 c
each pair.
Exercise 6
Grammar presentation Possible answers:
2 Mum does (everything) in our house.
Exercise 1 e 2•37 3 You can go (anywhere) on your bike.
• Ask Ss what is unusual about the café in the photo. 4 I put (something) in my bag.
5 Did he go (somewhere) in Spain?
• Ask How did Lottie feel about her experience? (She loved it. It
6 Is she inviting (everyone) to her party?
was fantastic.)
Exercise 7
Exercise 2 Students’ own answers.
• Reading for detailed information: Elicit the sections of
dialogue for each correct answer, e.g. 1 ‘…you mustn’t give
them anything to eat.’
Exercise 3
• Personalized response to the text: Ask Would you prefer the
Central Bark Café or the Cat café? Why?
Exercise 4
• Grammar focus: On the board write There’s someone
in the library. Everyone is in the library. Is anyone in the
library? There’s no one in the library.
• Ask Ss if they can tell you a rule for the highlighted
pronouns. Ask which other pronoun can replace the
highlighted ones (_body).
Grammar practice
Exercise 5
• Tell Ss to look at each sentence and say whether it’s a
place or a person, affirmative, negative or a question.
Exercise 6
• Grammar focus: Write the sentence starters 1 to 6 on the
board and ask Ss to suggest how to finish them using
different pronouns.
Speaking
Exercise 7
• Divide Ss into pairs to take turns saying the full sentences.
ASSESSMENT FOR LEARNING Divide the class into two
groups and assign each group pronouns or strong
adjectives. In their groups, Ss write a summary of the
learning point and a short exercise to practise the language.
Divide each groups into pairs and then join a pair from each
group together. Tell them to take turns to ‘teach’ their point
and complete each other’s exercise. Allow Ss to use some L1
if they are struggling with the use and form.
6d LISTENING AND VOCABULARY: Exercise 8
• Tell Ss to extend the conversation with questions like How
Spending habits p.77 much did it cost? Why did you choose that comic?
Materials ONLINE LINK
Classroom Presentation Tool, p.77 • Make sure there is at least one computer or one
Class CD 2, tracks 38–41 smartphone between three Ss. If Ss already know the
Workbook, p.63 answers for Poland, assign each group a different English
Teacher’s Resource Centre, Unit 6 five minute test; Unit 6 speaking country.
speaking TEACHING WITH DIGITAL Check that all Ss know how to
Student’s Online Practice, Unit 6 listening have multiple tabs open for searching on desktops or laptop
computers. Show them how to right click on a link to open
in a new tab so they don’t have to keep going back to the
Warmer: YOUR WORLD search results page.
• Tell Ss to think about the previous week. Ask: What did you
buy? How much did you spend? ANSWERS
• Elicit or pre-teach words and phrases about shopping, Exercise 1

e.g. cheap, expensive, a reasonable price, careful, extravagant, Students’ own answers.
cost, look for a bargain, shop in the sales, to have my size, Exercise 2
can / can’t afford something. 1 buying 2 spend 3 borrow 4 pay her 5 owe
6 waste
• Ask Ss to say which money verbs can be opposites: 1 because her sister is generous 2 keep away from
borrow / lend; buy / sell; save / waste; owe / pay back. clothes shops, save some money for unexpected expenses
• Tell Ss to read the definitions for borrow and lend and think 3 that she wastes a lot of money 4 sell some online
of situations where they use these verbs. 5 because they both work hard 6 earn her own money
7 she keeps away from shops 8 not spend all her
Vocabulary practice pocket money
Exercise 5
Exercise 2 a 3 b 4 c – d 1 e 2
• Ask Ss what advice they would give Jewel about her Exercises 6, 7 and 8
money problems. Student’s own answers.
Comprehension
Exercise 3 e 2•39
• Ask follow up questions, e.g. What does Jewel spend all her
pocket money on? (Clothes). Who does she borrow from?
(Her sister).
Exercise 4 e 2•40
• Give Ss time to read the questions and underline key
information.
Exercise 5 e 2•41
• Ss make notes of the key words and vocabulary for each
speaker.
Exercise 6 e 2•41
• Personalized response to the listening: Ask Ss to use their
notes from exercise 5 to give reasons for their answers.
Speaking
Exercise 7
• Speaking preparation: Monitor and help with spelling and
vocabulary.
6e GRAMMAR: Adverbs ASSESSMENT FOR LEARNING Have Ss complete the five
minute test at the end of this lesson or beginning of 6F.
of degree p.78 Have Ss assess their own scores and tell you which grammar
they need to practice more. Give the appropriate grammar
Learning outcomes worksheet or assign a relevant online practice activity.
ANSWERS
Materials
really (huge), very (angry), extremely (lucky), very
Workbook, p.64
(generous), quite (rich), really (bad), so (hard), very (rich),
Teacher’s Resource Centre, Unit 6 vocabulary and really (hard), a bit (surprised)
Exercise 2
Student’s Online Practice, Unit 6 grammar 1 The shops were extremely packed.
2 There are some really good books.
3 The supermarket was quite busy yesterday.
Warmer: REACTIVATE!
4 The new cinema is so big.
• Elicit money verbs Ss can remember from the previous 5 The clothes in that shop were a bit disappointing.
lesson. 6 I bought a very cheap watch.
7 That phone is too expensive for me.
Exercise 1 1 The shops were so packed.
2 There are some very good books there.
• On the board write Adverbs of degree and ask Ss to suggest
3 The supermarket was a bit busy yesterday.
some.
4 The new cinema is extremely big.
5 The clothes in that shop were quite disappointing.
Grammar practice 6 I bought a really cheap watch.
Exercise 2 Exercises 4, 5 and 6
• Ask Ss where the adverb of degree comes in each Student’s own answers.
sentence (after the verb and before the adjective).
Exercise 3
• Grammar focus: Model and drill the use of stress with
adverbs of degree, showing Ss that generally they are
stressed.
• Tell Ss to make dialogues using the sentences in
exercise 2, stressing the adverbs of degree, e.g. A Did
you enjoy shopping in London? B Yes, but the shops were
extremely packed.
Exercise 4
• Personalization: Ask Ss to say the first part of the sentences
for their partner to guess how they finished it.
Writing
Exercise 5
• Tell Ss to read the Improve your writing box.
• Help Ss prepare by revising / eliciting the vocabulary for
each question, using a person you know as an example,
e.g.: 1 fun and kind; 2 blue eyes / tall; 3 painting and
basketball; 4 good at English / bad at cooking.
Exercise 6
• Ask Ss how the paragraph is organized e.g. introduction,
personality, a positive attribute, physical description.
• Tell Ss to use the paragraph as a model.
• If they are writing about Ss in the class, you could ask
them to read out their descriptions, without the name, for
the class to guess who it is.
6f EVERYDAY ENGLISH: More confident groups think of a situation of their own
where they have to apologize, e.g. in school, at home. They
Apologizing p.79 write a dialogue with their partner then perform it to
another pair.
Materials
Classroom Presentation Tool, p.79 Pronunciation (Workbook p.65):
Class CD 2, tracks 42–44 • Tell Ss to listen to the sentences and clap the rhythm,
Workbook, p.65 clapping louder for the stressed words.
Teacher’s Resource Centre, Unit 6 Everyday English • When Ss repeat the sentences they clap at the same time
worksheet; Unit 6 five minute test; Unit 6 video to keep the rhythm.
Student’s Online Practice, Unit 6 Everyday English ANSWERS
Exercise 1
waitressing
Warmer: YOUR WORLD
Exercise 2
• Ask if anyone has a part-time job and why they decided 1 pay for the holiday to Bratislava 2 saved up
to have one. Ask Ss to describe their perfect part-time job.
3 can help out in the kitchen
Exercise 1 e 2•42 Exercise 3 and 6
• Focus Ss attention on the speech bubbles. Ask What do Student’s own answers.
you think Robyn wants money for? Exercise 4
yes
I’m afraid we can’t pay for your holiday.
Exercise 2 Sorry, you’re right.
• Listening for key information: Ask Ss to complete the I’m so sorry.
sentences before they listen / watch again. I don’t know how it happened.
I’m really sorry.
Exercise 3 I didn’t mean to.
• Translation practice: Pause after each of the phrases and I apologize about that.
ask Ss to mark which words are stressed. It’s all right.
• Dictate or write on the board one-word prompts, e.g. Never mind.
1 afford; 2 bad; 3 difficult; 4 look; 5 deal.
• Ss take turns to say the prompt for their partner to say the
phrase.
Exercise 4 e 2•43
• Ask Ss to summarize what happened in the first part of
the video.
• Ss discuss their ideas with a partner before completing
the task.
Exercise 5 e 2•44
• Write the headings from the phrase box on the board and
ask Ss to suggest expressions for each one.
• Ask Ss which situations they often have to apologize in,
e.g. when you’re late, if you break something, if you have
an argument. Ask how they feel when people apologize /
don’t apologize.
Speaking
Exercise 6
• Divide the class into pairs to prepare their mini dialogues.
• Tell Ss to change pairs and take turns to start a dialogue
for their partner to respond.
INCLUSIVE CLASSROOM
Less confident groups work in pairs for exercise 6. Give
each pair a set of prompts, e.g. It wasn’t my fault. It won’t
happen again. Ask them to discuss what the situation might
be and write down another sentence for each prompt.
6g READING AND VOCABULARY: TEACHING WITH DIGITAL Explain to Ss that when they are
participating in an online forum, it’s a good idea to mention
A choice of shopping the name of the person you are responding to as the thread
experiences p.80 can get very long. Tell them to address the person’s post and
make a positive comment, e.g. Max, I like your idea and
Materials I would like to say …
Workbook, p.66 a Camden Market b Oxford Street c Camden Market
Teacher’s Resource Centre, Unit 6 extra vocabulary d Oxford Street e Camden Market
worksheet Exercise 2
Student’s Online Practice, Unit 6 reading 1 a 2 b 3 b
Student’s Online Practice, Unit 6 discussion Exercises 3, 4 and 6
Exercise 5
Warmer: YOUR WORLD 1 window shopping 2 discount stores 3 designer
• Write the shops Ss mention on the board. Ask Where are labels 4 market stalls 5 department store 6 sales
the shops? What is special about them? 7 bargain 8 brand 9 shopping centre 10 boutique
Comprehension
Exercise 1 e 2•45
• Focus Ss attention on the photo and ask what they see
and where they think it is.
• Bring in or show a map of central London and show
Ss where the places are: Harrods is in Knightsbridge;
Camden Market is in Camden, not far from Primrose Hill
and London Zoo; Covent Garden is near Leicester Square;
Oxford Street runs from Marble Arch to Tottenham Court
Road; Forbidden Planet is on Shaftesbury Avenue.
Exercise 2
• Tell Ss to scan the guide and make a note of where
restaurants, shops, music are mentioned.
Exercise 3
• Personalization: Circulate during the discussions and
encourage Ss to use language and examples from the
shopper’s guide.
Exercise 4 e 2•46
• Elicit the meaning for a few of the words. Ask Ss which
parts of the text they used to work out the meaning.
Exercise 5
• Divide Ss into pairs and tell them to take turns to say
one of the shops and shopping words for their partner to
say a true sentence about themselves with the word, e.g.
A bargain B I don’t have much money so I love bargains.
ONLINE LINK
• If you have time, discuss the second question in class. Ss
then use the Online Practice discussion forum to answer
the first question and post their two shopping places.
• Encourage Ss to say why the shopping places are good for
teenagers in their city.
6h WRITING: A blog about More confident groups swap blogs in small groups. They
read each other’s, make a comment about the comment,
shopping p.81 not corrections, and pass it to the next person to comment.
When the blogs get back to the original writer, they read the
Materials comments and then discuss them as a groups.
ANSWERS
Workbook, p.67
Exercise 1
Student’s Online Practice, Unit 6 writing tutor supermarket, famous brands, designer labels, discount
stores, cafés, restaurants
• Ask Ss if the shops are Polish or International, why they are 1 by train, bus or car 2 every day 3 near the fountain
famous, and what you can buy there. 4 the gaming area
Exercises 3 and 4
Writing preparation Student’s own answers.
Exercise 1
• Ask Ss if they know or have been to Blue City. Ask what it’s
like and what shops they think are there.
Exercise 2
• Reading for key information: Elicit examples of adverbs of
degree and strong adjectives.
• Ask Ss which paragraph they would most likely be used in
(the descriptive paragraph) and why.
• Ask Ss if they would like to go to Blue city and what would
be the main attraction for them.
Exercise 3
• Ask Ss to read the IMPROVE YOUR WRITING box.
• Ask What information goes in the first paragraph? (Facts
about the place, the location, size, opening hours
etc). What information goes in the second paragraph?
(Description of the types of shops, thigs to buy etc.)
Writing task
Exercise 4
different shopping areas.
• Tell Ss they can post their blog to the online discussion
forum.
ONLINE LINK
• Ask Ss to predict which city in the world they think
attracts the most visitors. Elicit some ideas from the class
and ask them to justify their answers.
TEACHING WITH DIGITAL As an extension activity, ask
students if they know of any good Polish shopping blogs.
Ask Ss to find a good example and compare it to their own
English blog.
INCLUSIVE CLASSROOM
Less confident groups can be helped to prepare for the
writing task in exercise 4 with questions about their chosen
location, e.g. What’s the name of your shopping centre? Where
is it? How many shops are there? What other places are in your
shopping centre? When does it open / close? How can you get to
the shopping centre?
6i REVISION p.82 Tell them to make a note of what ranking they would give
their partner for the Self-assessment check. Ss share and
Materials discuss the ranking. Ask How well did you partner evaluate
Classroom Presentation Tool, p.82 you? What do you agree / disagree with?
Teacher’s Resource Centre, Unit 6 test Exercise 1
Student’s Online Practice, Unit 6 check your progress 1 hilarious 2 delicious 3 packed 4 tiny 5 freezing
6 weird
Exercise 2
Vocabulary 1 borrow 2 spend 3 afford 4 lend 5 waste
6 earn 7 pay 8 save
Exercise 1
Exercise 3
• Tell Ss to close their books. Say one of the strong 1 department store 2 sales 3 shopping centre
adjectives for Ss to say a synonym.
4 bargain 5 window shopping 6 discount store
• Say the following money verbs: borrow, buy, save and ask 1 Every 2 any 3 no 4 any 5 some 6 Some
Ss for the opposites. 7 no 8 every
Exercise 5
Exercise 3 1 This book is a bit / quite boring.
• Elicit other examples of shopping vocabulary and what 2 It’s extremely / so cold outside.
they mean. 3 They can play tennis really / very well.
4 The shops are really / very busy today.
Grammar 5 I’m extremely / so interested in street dance.
6 This film is a bit / quite scary.
• Ask Ss to read the Grammar reference on page 84 then tell 1 It wasn’t my fault 2 Don’t worry 3 I didn’t mean to
you all the indefinite pronouns and the rules. 4 Don’t let it happen again
Exercise 7
Exercise 5
a 2 b 4 c – d 3 e 1
• Write the headings weak, moderate and strong on the
board. Ask Ss to suggest adverbs of degree for each
category.
Everyday English: Apologizing

Exercise 6
• Ask Ss to read the dialogue and ignore the gaps. Ask what
the function is of each exchange (apologizing).
• Tell Ss that in this exam task there is often more than one
correct answer.
Exercise 7 e 2•47
• Tell Ss to look at the responses and think about the
possible scenarios to prepare themselves for the listening.

• Ask Ss where they can find English words and phrases
outside the classroom, e.g. posters, signs, household
products, brand names.
• Ask Ss if there are any English words used in Polish.
from Online Practice Unit 6. If you have a class that know
each other well and have built up trust, you could ask them
to assess each other. This gives them the opportunity to
reflect on and learn from their peers’ work and develop
skills in critical evaluation. Tell Ss to swap note books and
Workbooks and look through each other’s work for the unit.
6j REPETYTORIUM p.83 Tworzenie wypowiedzi pisemnej
Materials Exercise 5
Classroom Presentation Tool, p.83 • Ask Ss what information they need to include in the
advert (type of work, experience, availability).
Workbook, p.69
• Ask Ss to think of a type of work and make notes for their
advertisement using the three points.
• Remind Ss to organize their writing into two sections: a
factual paragraph and a descriptive paragraph.
Rozumienie tekstów pisanych ASSESSMENT FOR LEARNING Elicit examples of information
Exercise 1 which may be found in a factual paragraph. Then ask
for examples of information which may be found in a
• Tell Ss to read the message. Ask What’s the purpose of the descriptive paragraph. Ask which paragraph should come
message? (To apologize).
first and why.
• Ask Ss what clues helped them to order the sentences,
e.g. conjunctions, opening, closing. ANSWERS
Exercise 1
Znajomość środków językowych b
Exercise 2
Exercise 2 1 absolutely hilarious 2 nobody 3 bargain
• Ask Ss to read the sentences without the Polish and think 4 Could you lend 5 boiling 6 Nowhere 7 too
about the missing words and whether they are adjectives, 8 brand
pronouns, nouns. Exercise 3
• Ask Ss which word is a close cognate in Polish and English a 3 b 4 c 1 d 2 e –
(absolutnie / absolutely) Exercise 4
c
Znajomość funkcji językowych Exercise 5
Exercise 3 e 2•48
• Divide the class into pairs and tell them to look at the
responses and think about the questions.
• Remind Ss that there are four questions and five
responses.
Exercise 4 e 2•49
• Ask Ss to look at the three pictures and predict what
vocabulary they expect to hear.
• Encourage Ss to say why the other options are incorrect.
INCLUSIVE CLASSROOM
Less confident groups work in pairs and create a list of
phrases which could be used in a description of one of the
pictures in exercise 4. They then join with another pair and
compare their list of phrases.
More confident groups work in small groups and think of
phrases that could be used for dialogues about the other
two pictures (a and b) or their own idea for a place. They
choose one picture and create a dialogue. Then they join
another group, and act out their dialogue for the other pair
to guess where they are.
GRAMMAR REFERENCE 6
ANSWERS
Zaimki nieokreślone z przedrostkami some-, every-,
any- i no-
Exercise 1
1 There wasn’t anybody in the swimming pool.
2 There’s nothing to do.
3 The cafeteria is packed. There isn’t anywhere to sit.
4 I can find no one to ask.
Exercise 2
1 somewhere 2 Nobody 3 someone 4 anywhere
5 anything 6 anyone 7 something 8 nothing
Przysłówki stopnia
Exercise 1
1 quite 2 very 3 extremely
Exercise 2
1 It isn’t very easy to know where to go.
2 This market is quite popular with tourists.
3 The beach is extremely busy at weekends.
4 This is a popular shopping centre with lots of very
unusual shops.
5 That café is an extremely great place to hang out.
6 It’s really / absolutely freezing outside today.
7 Oxford Street is always so busy.
1–6 REPETYTORIUM pp.130–131 Znajomość funkcji językowych
Classroom Presentation Tool, p.130–131 • Task: respond appropriately in a variety of situations.
Class CD 3, tracks 48–49 • Ask Ss to read the dialogue ignoring the gaps Ask What’s
the function of the missing information? (Asking for /
Matura Exam practice offering help, rejecting help).
• Explain that all the exercises are Matura exam tasks and • Tell Ss to discuss with their partner how they would
review the language from Units 1 to 6. complete the dialogue.
• Remind Ss that more than one answer may be possible.
Exercise 1 • Task: respond appropriately in a variety of situations.
• Task: identify the text type and main message, read for • Tell Ss to read the two situations.
detailed information, order a text. • Divide Ss into pairs to discuss what they would say for
• Tell Ss to read the messages and elicit what they are about each one.
(first message = hopping, second message = opening a
bank account). Rozumienie ze słuchu
• Ss re-read the texts to identify what they both mention.
Exercise 6 e 3•48
(Saving money)
• Tell Ss to look at the second text and think about the text
• Task: identify the main idea of a listening text.
type, the language, the vocabulary and what information • Focus Ss on the photos and ask what they can see.
is included. • In pairs, Ss make a note of vocabulary and phrases they
• Remind Ss that with both these tasks they have to read would expect to hear, e.g. family, kitchen, café, types of
the options carefully as two of them are distractors, i.e. food, friends.
they have vocabulary that may be related to the texts
Exercise 7 e 3•49
but are not the correct answer. Focus Ss attention on the
third text and ask them to cross out the false options first. • Task: listen to match information.
Focus Ss attention on the fourth text and ask what the • Ask Ss to discuss what words and phrases they would
text type is. expect to hear.
• Tell them to order the sentences then compare with a • Pause the audio after each speaker for Ss to identify the
partner and agree on the order. option.
Znajomość środków językowych Tworzenie wypowiedzi pisemnej

• Task: use visual information to complete a text. • Task: write an invitation.
• Divide Ss into pairs to brainstorm vocabulary and phrases • Monitor Ss as they are working on their first draft and
they might need to describe the photo. make notes on mistakes with spelling, present perfect and
• Tell Ss to look at the gaps and the words before and after the language for requesting help.
for clues as to the type of word that’s missing. • Write errors on the board and discuss as a class.
INCLUSIVE CLASSROOM
• Ss correct their own work and write a final draft.
Less confident groups To provide support with exercise 2, Exercise 9

show Ss some interesting photos with people in. Ask them • Task: write an advert.
to write a short description of the photo. • Tell Ss to review lesson 3h on persuasive language and
More confident groups choose a photo from their how to write an advert.
Student’s Book and describe it to their partner, who listens • Tell Ss to make notes of adjectives to use and examples of
and finds the photo. assonance and alliteration.
Exercise 3 • Ss comment on each other’s adverts then write a final
• Task: translate key information. draft.
• Tell Ss to read the sentences, ignoring the gaps then
discuss in pairs how they would complete them.
• They look at the Polish translation to see if it matches their
ideas.
ASSESSMENT FOR LEARNING Peer assessment can be less
daunting than self-assessment and increase confidence,
but it needs to be guided and sensitive. It’s important to
encourage Ss to be positive in their feedback. Tell Ss to swap
books to assess their partner’s work. On the board write the
following sentence starters in speech bubbles: To improve
your work, you could focus on … It would be useful for you to
review … I can help you with… Here is a tip I find useful …
Ss look through their partner’s tasks and complete each of
the sentences, e.g. It would be useful for you to review parts of
speech. Ss exchange assessments and then use the feedback
to help them complete the progress check.
ANSWERS
Exercise 1
1 c 2 a 3 b 4 b
Exercise 2
1 packed, crowded 2 front 3 uniform
4 very, extremely, really
Exercises 3
1 spend 2 window shopping 3 I’m not allowed
4 everywhere
Exercise 4
1 Can / Could you help 2 Would you like to practise /
Why don’t you practise 3 I’m going to meet
Exercise 5
1 b 2 c
Exercise 6
b
Exercise 7
a 4 b 3 c 1 e 2 (d is not needed)
Exercises 8 and 9
7 Protect our planet
7a VOCABULARY: The Exercise 6
• Personalized response to the listening: Elicit
environment p.86 environmental problems, e.g. global warming and what
effects they have, e.g. weather changes.
Materials
Class CD 2, tracks 50–52 • Personalization: Ask Ss if they will do more after listening
Workbook, p.70 to Mr Kowalczyk.
MEMORIZE!
• Make sure Ss have access to a phone or computer and tell
Warmer: YOUR WORLD them to record themselves saying the words. Tell them to
• Ss discuss the questions in pairs. Ask Do you ever think play the words back, pausing after each one to see if they
about how much rubbish you create? can remember the next word.
ANSWERS
1 recycling bank 2 climate change 3 fossil fuel
Exercise 1 e 2•50
4 carbon dioxide 5 pollution 6 rubbish
• Ask Ss to identify the stress, e.g. alternative, dioxide, 7 global warming 8 packaging
emissions, pollution, recycling (2nd syllable)
Exercise 2
environmentally (4th syllable).
1 environmentally friendly 2 alternative energy
INCLUSIVE CLASSROOM For exercise 1, draw a mind map 3 power 4 energy 5 emissions 6 acid rain
with rubbish in the middle. In five circles write the following, 7 ozone layer 8 toxic waste
without the examples in brackets, 1 noun + rubbish (garden Exercise 3
rubbish, household rubbish) 2 noun + of rubbish (a bag environmentally friendly = adjective
of rubbish, a pile of rubbish) 3 rubbish + noun (rubbish Exercise 4
bag, rubbish bin, rubbish tip) 4 verb + rubbish (put out the Reduce, Reuse, Recycle
rubbish, collect the rubbish) 5 rubbish + verb (rubbish rots,
Exercise 5
rubbish decays). Tell Ss to research examples for each circle.
1 b 2 b 3 b 4 c 5 a
Less confident groups can be given the examples in
Exercises 6 and 7
brackets for them to write in the circles.
More confident groups write a sentence for each circle to
show an example of how to use them in a sentence.
Exercise 2 e 2•51
• Ask Ss which eight words are not illustrated in the
pictures.
Exercise 3
• Vocabulary focus: Elicit how Ss know which definitions
in exercise 2 are nouns. Ask which definition gives a
description of a noun (1).
Vocabulary practice
Exercise 4 e 2•52
• Ask Ss what they think the graphics mean.
Exercise 5 e 2•52
• Tell Ss to read the questions and cross out any they know
are not correct.
Unit 7 Protect our planet Link dla Klasy VII PHOTOCOPIABLE © Oxford University Press 83
7b READING: A young activist p.87 ANSWERS
Materials Student’s own answers.
Class CD 2, track 53 a 2 b 4 c – d 3 e 1
1 They want governments to do something about climate
change; they didn’t go to school.
2 because she learned about the effects of climate
Warmer: YOUR WORLD change and knew there was a big problem
• Ask Ss about current environmental news, e.g. climate 3 They don’t think they will have a future if global
change and how they feel about it. warming continues.
4 world leaders
Comprehension 5 a house on fire
Exercise 1 e 2•53
• On the board write Greta Thunberg. Elicit questions about
her, e.g. Where’s she from? What does she do?
• Focus Ss attention on the photo and ask what Fridays for
Future is.
• Say a few adjectives and ask Ss if they describe Greta, e.g.
passionate, mature, rebellious.
Exercise 2
• Tell Ss to read the headings and underline key words, e.g.
start, voice, strikes back, questions, take action.
• Tell them to scan the article to find words or phrases that
match the key words.
INCLUSIVE CLASSROOM
Less confident groups can be given sentences for
exercise 2, e.g. Greta’s generation is asking difficult questions.
Greta now speaks at international conferences … When she
was eight years old, Greta turned off lights to save energy and
recycled packaging. They match these to the headings, then
find the sentences in the text to complete the exercise.
More confident groups write a short summary of the text
for each heading, e.g. Greta’s campaign started when she was
eight and sat outside parliament.
Exercise 3
• Tell Ss to read the questions and ask what information
they are looking for, e.g. Why – reason What – ideas /
thoughts Who – people.
Exercise 4
• Personalized response to the text: Think of a couple of
example slogans as a class, e.g. Our future matters. Teens for
change.
Exercise 5
• Personalization: Ask Ss what the advantages and
disadvantages are of Fridays for future and if they think
these kind of campaigns work.
ONLINE LINK
• Ask Ss to do some research on other world and
national campaigns, and find something they’d like to
campaign for.
• Ask Ss to think of a follow question for both the discussion
questions, e.g. What are world leaders doing now?
7c GRAMMAR: Zero conditional ANSWERS
Exercise 1
and first conditional p.88 Joey: turn off taps, Robyn: turn off the light
Exercise 2
Materials
1 power a TV for three hours 2 because they think they
Classroom Presentation Tool, p.88 won’t make a difference 3 take the bus or ride his bike
Class CD 2, track 54 to school
Student’s Online Practice, Unit 7 grammar Student’s own answers.
Exercise 4
Zero If you take rubbish to the recycling bank, it doesn’t
Warmer: REACTIVATE!
end up on the street.
• Say pollution and ask if it’s a positive or negative word, But if you do just a few things, it makes a difference.
and why. If you recycle one drink can, you save enough energy to
power a TV for three hours.
Grammar presentation If you turn off your laptop, you save a lot of electricity too.
First You’ll also help the planet if you don’t travel by car.
Exercise 1 e 2•54
So, if I take the bus, I’ll be an environmentally friendly
• Elicit where they are in the photo. teen?
Exercise 2 Result clause comes first = You’ll also help the planet if you
don’t travel by car.
• Listening and reading for key information: Ask if Ss can
answer the questions before they read the dialogue again. Exercise 5
1 If I read in a bad light, I get a headache.
Exercise 3 2 Ice melts if you heat it.
• Personalization: Elicit what Joey and Robyn do and make a 3 If we have short showers, we save water.
list on the board. 4 I don’t walk to school if I get up late.
5 If we turn off the light, we save electricity.
Exercise 4 6 If you don’t revise, you don’t get good grades.
• Grammar focus: On the board write If you put rubbish in Exercise 6
the bin, people don’t have to clean up the park. The park 1 If ice cream gets hot, it melts.
will look lovely if we all pick up rubbish. 2 If you don’t leave now, you’ll miss the train.
• Ask which sentence is talking about a fact and habit (1) a 3 If you don’t water plants, they die.
possible future effect (2). Exercise 7
• Highlight the form in the grammar box sentences and Student’s own answers.
point out the position of the comma.
Grammar practice
Exercise 5
• Say the first half of the sentence and Ss finish it.
Exercise 6
• Grammar focus: Elicit which situations are about a fact and
habit (1, 3) a possible future effect (2).
Speaking
Exercise 7
• Fast finisher exercise: Join three pairs together to share
their ideas and vote on the one that should win the
T-shirt.
ASSEESSMENT FOR LEARNING Assign each corner of the
room to a statement, e.g. I strongly agree. I strongly disagree.
I don’t understand. I’m not sure. Make true and false sentences
about the lesson, e.g. We use the first conditional to talk about
possible future effects. Tell Ss to move to the correct corner of
the classroom.
• Ask Ss to choose one animal from their research and find
Animals in danger p.89 out more about the animal – its habitat, what it eats, why
it was endangered.
Materials
Classroom Presentation Tool, p.89 TEACHING WITH DIGITAL Discuss copyright and plagiarism
Class CD 3, tracks 01–03 issues. Explain that web pages are a resource but they can’t
steal online any more than they can offline. You could show
Workbook, p.73
Ss how to credit their sources to become respectful digital
Teacher’s Resource Centre, Unit 7 five minute test; citizens.
Unit 7 speaking
ANSWERS
Exercise 1
Animals in danger
Warmer: YOUR WORLD endangered species, extinction, hunting, risk, threatened
• Once Ss have discussed the questions, ask some follow up Help from humans
questions, e.g. Where did you see the animals? conservation, environmentalist, national park, rescue
Back to natural state
Vocabulary presentation balance, ecosystem, habitat, native, wildlife
Exercise 2
Exercise 1 e 3•01 1 national parks 2 conservation 3 wildlife
• Draw a graphic organizer on the board with the headings 4 threatened 5 habitat 6 hunt 7 endangered
extinct, living. Ask which category the animals from the species
warm up go into. Exercise 3
hunting and loss of / damage to habitat
1 because of hunting 2 national parks and wild areas
Exercise 2
3 12,000 4 22 countries 5 recreate ancient animals
• Tell Ss to read the post quickly and ask: Why are national 6 positive (because wolves and bears are no longer at risk)
parks important? 7 How would you feel if you saw a wolf? What would you
do if you met a bear in the forest? Where would you go
Comprehension if you wanted to see wild bears? What animal would you
recreate if you were a scientist?
Exercise 3 e 3•02
Exercise 5
• Ask Ss to compare their answers. a 2 b 1 c 4 d 1 e 3
• Ask Ss to answer the questions before they listen again. a Artur b Karolina
Exercise 7
Exercise 5 1 A 2 A 3 A 4 Kv 5 K
• Grammar focus: Ss check their questions by looking back Exercise 8
at number 7 in exercise 4. Student’s own answers.
Exercise 6 e 3•03
• Ask Ss what they would do if they saw either of the
animals.
Exercise 7 e 3•03
• Ask if Ss can match the statements before they listen
again.
Speaking
Exercise 8
• Fast finisher exercise: Divide Ss into pairs to discuss their
preferences.
• Tell Ss to find a different partner and report to them what
they discussed with their first partner.
7e GRAMMAR: Second Exercise 7
• On the board write the example dialogue. Ask Are there
conditional p.90 examples of first person? (Yes) Are the questions direct? (Yes)
How does the speaker show interest / show agreement?
Learning outcomes (Good idea / I agree).
Materials • Ask Ss to extend the dialogue on the board.
Workbook, p.74 • Extended speaking: You could video the role plays for Ss
Teacher’s Resource Centre, Unit 7 vocabulary and to review and decide what they could improve.
ANSWERS
Exercise 1
1 protected, would grow 2 would they live, recreated
Warmer: REACTIVATE! 3 ’d be, saw 4 ’d run away, met 5 ran away, would
• Choose a conservation word and clap the syllables, chase 6 wanted, ’d go
making sure you do a louder clap for the stressed syllable. Exercise 2
1 I’d feel very sad if tigers became extinct.
Grammar presentation 2 You’d see wild kangaroos if you visited Australia.
3 If I had a cat, I’d call it Tiger.
Exercise 1 4 If I won the lottery, I’d go on safari in Africa.
• On the board write If I saw a bear, I would run away very 5 If people didn’t kill wild animals, they wouldn’t
fast. Ask Did I see a bear? (No). Do I think it’s a possibility? disappear.
(Not really). Is it unreal future situation? (Yes). 6 She’d scream if she found a spider in the bath.
• Tell Ss it’s the second conditional. Exercise 3
• Explain that it is now common to use if I was. Although 1 If Antek lived in the UK, he’d speak good English.
if I were is absolutely correct grammatically, it is now 2 The air would be cleaner if there weren’t so many cars.
beginning to sound a bit old-fashioned and is falling out 3 Where would you go on holiday if you had lots of
of use. money?
4 I would write to Jane if she answered my emails.
5 Would they tell us if they knew the answer?
Grammar practice
Exercises 4–8
• Grammar focus: Refer Ss to the example from exercise 1
and highlight the second conditional.
Exercise 3
• Do the first sentence as an example.
Exercise 4
• Personalization: Write prompts on the board be a colour /
live anywhere in the world and ask Ss to write questions.
• Ss choose two of the questions to ask each other.
Exercise 5
• Extended speaking practice: Ask Ss to vote on the most
surprising answer.
ASSESSMENT FOR LEARNING Write any incorrect sentences
you noted in exercise 4 and 5 on the board. Divide Ss into
mixed-ability pairs to find and correct the mistakes in the
sentences.
Writing
Exercise 6
• Give Ss time to think of answers, and if necessary make
some notes.
7f EVERYDAY ENGLISH: Advice p.91 • Give Ss the audio script for the audio in lesson 7f. Tell them
to mark which words they think are stressed in the first
Materials part. Play the audio for them to check.
Classroom Presentation Tool, p.91 • Ss practice the dialogue in pairs. Tell them to emphasize
Class CD 3, tracks 04–06 the stressed words.
Teacher’s Resource Centre, Unit 7 Everyday English Exercise 1
worksheet; Unit 7 five minute test; Unit 7 video in the front pocket of her bag
1 F – Oscar has texted Lottie 2 T 3 F – Lottie promises
to ring Robyn and Joey 4 F – he is in London 5 T
Warmer: YOUR WORLD 6 F – Oscar advises Lottie to take a guide book
• Ask Ss to compare and explain their lists. Exercises 3, 6 and 7
Exercise 1 e 3•04
Exercise 4
• Focus Ss attention on the speech bubbles and ask Who It’s on the back seat.
keeps texting Lottie? (Joey).
Exercise 5
I think you should definitely pack sunblock.
Comprehension It might be a good idea to ring Robyn.
Exercise 2 I think you should take a guide book.
What do you suggest I do?
• Listening for key information: Ask Ss to answer the
If I were you, I’d look in my bag.
questions before they listen again.
Why don’t you look in the front pocket of your bag?
Exercise 3 I think we should leave soon.
• Translation practice: Check as a class to see if they have You’re right.
the same Polish translations. If they don’t, replay the video Do you think I should take a coat?
and come up with agreed translations. If I were you, I’d take a rain jacket.
Yes, I’ll do that.
Exercise 4 e 3•05 You might want to have your passport and ticket handy.
• Ask Ss how the first part of the video finished and who Right.
said what. You might want to be more careful with your things …
Exercise 5 e 3•06
• Although we often use was in if clauses (e.g. if I was a
scientist), when we give advice we use the fixed phrase if I
were you.
Exercise 6
• Ask Ss what they like doing when they go on a city break.
INCLUSIVE CLASSROOM
Less confident groups make a list of places for tourists to
visit in their town to help with exercise 6. Prompt them, e.g.
What traditional dish would you recommend? What are the
oldest, the biggest, the most modern buildings? They discuss
which places they think a tourist would enjoy.
More confident groups write a three-day itinerary for an
English friend. Tell them to include a culture activity, a food
experience, a night time activity.
Exercise 7
• Ask Ss to substitute the question and answers in the
speech bubbles with different phrases, e.g. What do you
suggest I do on the first day?
Pronunciation (Workbook p.75):

• Explain to Ss that English is stress-timed and that stress
occurs regularly and the time it takes to say a sentence
depends on stressed syllables, not the number of
syllables itself.
7g READING AND VOCABULARY: ANSWERS
Exercise 1
A teenage fundraiser p.92 nouns appeal, charity, fundraising, gap year, international
aid organization, non-profit organization, raffle ticket,
Materials volunteer
Classroom Presentation Tool, p.92 verbs donate, support, raise money, take part in
Class CD 3, tracks 07–08 adjectives sponsored, urgent
Teacher’s Resource Centre, Unit 7 extra vocabulary 1 gap year 2 international aid organizations 3 raffle
worksheet ticket 4 raises money 5 donate 6 charity
Student’s Online Practice, Unit 7 reading 7 fundraising
1 b 2 c 3 a 4 c 5 b 6 a 7 a
Exercise 4
Warmer: YOUR WORLD no matter what age you are, everyone can do something
• Ask Ss what charities there are in Poland. Exercise 5
1 Kraków half marathon 2 exhausted but thrilled
Vocabulary presentation 3 tells them how they can get involved in fundraising for
charity 4 local shops 5 Student’s own answers.
Exercise 1 e 3•07
Exercises 6
• Focus Ss attention on the photo and ask where they think Student’s own answers.
she is.
• Draw a table with the headings Noun Verb and Adjective
for Ss to copy and complete with the words from the box.
Vocabulary practice
Exercise 2
• Tell Ss to look at the sentences and work out which part of
speech is missing.
Exercise 3
• Vocabulary focus: Read out each sentence, saying beep for
the gap. Ask Ss to suggest words to complete the gap.
Comprehension
Exercise 4
• Ask Ss if they think children can do charity work, and if yes
what things they can do.
Exercise 5 e 3•08
• Ss answer the questions before reading the blog again.
Exercise 6
• Personalized response to text: Elicit the three charity
events (garage sale at home, bake sale in school, a
sponsored event), and the advantages and disadvantages
are of each one, e.g. garage sale: collecting things to sell
can be difficult, but it’s a good way to recycle things.
ONLINE LINK
• Ask Ss to choose a question and divide them into two
groups corresponding to their question.
TEACHING WITH DIGITAL Ask Ss if they know how to do
fundraising online. Suggest a few sites for them to have a
look at. Explain that as they are digital citizens, they know
how to organize their friends and community for a cause
they support. Discuss how social media, used responsibly,
can be a great way to publicize an event and get everyone
involved.
7h WRITING: A formal ANSWERS
Exercise 1
email asking for help with c
fundraising p.93 Exercise 2
1 working for a charity 2 a storm has damaged the roof
Materials 3 money for materials to mend the roof 4 if Children of
Classroom Presentation Tool, p.93 the World will donate money, how to apply for funds
Student’s Online Practice, Unit 7 writing tutor 1 Dear Sir / Madam 2 in regard to 3 currently
4 I would like to 5 consider 6 Could you
7 I look forward to hearing from you 8 Yours faithfully
• Ask Ss if they have ever been asked for money for a charity Student’s own answers.
and which charity it was.
Writing preparation
Exercise 1
• Focus Ss attention on the email. Ask Is it formal or informal?
How do you know?
Exercise 2
• Reading for key information: Ask Ss to answer the
questions before they read again.
Exercise 3
• Ask Ss to underline the formal phrases in the email, e.g.
Sir / Madam, in regard, would consider, would like to know,
Could you, Yours faithfully.
• Read through the Improve your writing box. Ask. If I start a
letter Dear Mrs Brown, how do I finish the letter?
Writing task
Exercise 4
• Ask Ss what Polish charities they know and which ones
they would support. Make a list on the board.
• Focus Ss attention on the model email again. Ask What’s
the purpose of each paragraph? Write the answers as
headings on the board 1 Reason for writing 2 Personal
information 3 An event 4 Request 5 Request for further
information.
• Tell Ss to write the first draft of their email using the
headings and their notes.
• Ss exchange email drafts then write a final draft.
• Remind Ss to add their email to their writing portfolio.
ONLINE LINK
• Tell Ss to find out what fund raising activities the
organizations do. You could suggest, that as a class,
they choose a charity and write an email to find out
how the class can get involved. Remind them about the
fundraising ideas they discussed in the last lesson.
TEACHING WITH DIGITAL Tell Ss that taking the time to
be accurate and appropriate in an email is very important.
When emailing a boss, teacher, charity or organization, it’s
important to take a few minutes to make sure the email is
accurate and appropriate in tone before sending it.
Exercise 1
Materials 1 packaging 2 rubbish 3 recycling bank 4 fossil fuel
Classroom Presentation Tool, p.94 5 global warming 6 pollution
1 endangered 2 habitat 3 national 4 native
Workbook, p.78
5 extinction 6 hunting
Exercise 3
Student’s Online Practice, Unit 7 check your progress 1 charity 2 volunteers 3 fundraising 4 sponsored
5 raffle tickets 6 donate 7 take part in 8 appeals
1 use, ’ll reduce 2 take, go 3 wears, goes 4 use, ’ll
Exercise 1 reduce 5 works, ’ll get 6 gets, will be 7 don’t come,
• Ask what environmental words the photos illustrate. won’t go 8 won’t come, rains
Exercise 5
Exercise 2 1 ’d take 2 lived 3 ate 4 won 5 wouldn’t
• Divide the class into two teams. 6 would you
• Say one of the conservation words from the box. The first Exercise 6
team to give you a definition or an example sentence 1 What should I do / What do you think I should do
wins a point. 2 I think you should work / If I were you, I’d work / It might
be a good idea to work / You might want to work 3 Do
Exercise 3
you think I should 4 I think you should speak / If I were
• Tell Ss to read the text and work out what part of speech you, I’d speak / It might be a good idea to speak / You
is missing. might want to speak
Exercise 7
Grammar a 4 b – c 2 d 1 e 3
Exercise 4
• Tell Ss to look back at 9c and the grammar reference (p.96)
to support them.
Exercise 5
• Ask Ss to look at the sentences and elicit the conditional
for each.
Everyday English: Advice

Exercise 6
• Ask Ss to read the dialogue and ignore the gaps. Ask what
the function is of each exchange (asking for and giving
advice).
• Tell Ss that there is often more than one correct answer.
Exercise 7 e 3•09
• Tell Ss to look at the responses and think about the
possible scenarios.

• Tell Ss to research teen activists like Greta Thurnberg,
Autumn Peltier, Lilly Platt and what events they organize.
Ask them to summarize a blog or tweet to give the main
details of the event.
from Online Practice Unit 7. While Ss are doing the revision
unit, call them up to see you one at a time. Ask them to rank
the Self-assessment check asking them questions, e.g. Why
do you think that? Can you show me examples in your work
where this is true? Go through their Gradebook pathway
to identify where their check is similar or different to what
shows in their progress and online scores.
7j REPETYTORIUM p.95 types, go over the tasks again as a class and suggest further
practice.
Materials ANSWERS
Class CD 3, tracks 10–11 1 b 2 a
Teacher’s Resource Centre, Unit 7 extra exam practice 1 Protect the Polish Wolves 2 sponsored silence
3 12 hours 4 Saturday 29 March 5 online
fundraising page
Exercise 1 1 control 2 destroyed 3 extinct
• Tell Ss to read text 1 and 2. Ask What’s the main idea? Exercise 4
(1 Offering to make a poster for an event. 2 Asking for a 1 b 4 c 3 d – e 2
confirmation about an event) Exercise 5
Exercise 2 e 3•10
• Ask: What are Ewa and her mum talking about?
• Go through each option and ask Ss what information
they need to listen for, e.g. name, type of event, how long
(days, months, hours), date, instructions.

Exercise 3
• Review the meaning of the words in the box: Ask What do
they relate to? (Conservation).
• Ask Ss to look at the photo and elicit what they think the
text is about.

Exercise 4 e 3•11
• Remind Ss that there are four questions and five
responses.
• Tell them to cover the responses.
• Play the audio, pausing after each one and ask for
suggestions about how to respond.

Exercise 5
• Ask Ss what text they have to write and if it’s formal or
informal.
• Ask Ss what information they need to include in the
email (the reason for writing, request the use of the town
square, reason, details of dates, times and the event.
• Tell them to look back at lesson 7h to review formal
emails.
ASSESSMENT FOR LEARNING On the board write Two stars
and a wish. Tell Ss that the stars represent two tasks that they
feel they did well and the wish represents a task they could
do better. Tell Ss to look back at the exam tasks and allocate
their stars and wish. Divide the class into pairs to discuss
their self-assessment. Ask the pairs to share their wishes. If
most of the class are having difficulty with the same task
GRAMMAR REFERENCE 7
ANSWERS
Zerowy i pierwszy tryb warunkowy
Exercise 1
1 don’t, will 2 gets, sets 3 ’ll buy, stops 4 feel, get
5 rains, won’t
Exercise 2
1 don’t do 2 will create 3 use 4 needs
5 won’t be 6 don’t have 7 don’t change
8 won’t have
Drugi tryb warunkowy
Exercise 1
1 What would you do if you won the lottery?
2 If you found a million dollars, what would you do?
3 Which country would you visit if you had a private jet?
4 If you didn’t have to go to school for the rest of the year,
what would you do?
CULTURE LINK 4: Conservation pp.98–99 Culture Video
• As an extension, watch a film about the Bureo
Materials Skateboards. For further practice, refer to the Workbook
Classroom Presentation Tool, pp.98–99 page for activities and the video link.
ONLINE LINK
Workbook, p.80
• Encourage Ss to share ideas about what materials can
Teacher’s Resource Centre, project 4; Culture Link 4 video
be recycled and what they can be used for. Help them to
form a useful question for the search engine.
CULTURE NOTES Friends of the Earth is an international
network of environmental organizations in 75 countries ANSWERS: CULTURE LINK
which was founded in 1969. Young Friends of the Exercise 1
Earth Europe, is a network of young people and youth tiger, activists protesting about climate change
organizations raising awareness among through networking, Exercises 2, 4 and 5
educational activities and direct action. Climate Action Student’s own answers.
Network is an umbrella group of non-governmental Exercise 3
organizations active on issues of climate change. Earthwatch 1 1961 2 150 3 wildlife 4 China 5 national parks
is one of the largest organizations supporting scientific 6 non-violent 7 Canada 8 nuclear 9 companies
research in archaeology, palaeontology, marine life, 10 Eiffel Tower
biodiversity, ecosystems and wildlife.
Vocabulary booster
Warmer: YOUR WORLD
• Ask Ss if they do any volunteering to help the Exercise 1
environment. • Tell Ss to look back at Lessons a, d and g and list the words
from the vocabulary boxes in alphabetic order.
Exercise 1
• Elicit what Ss know about WWF and Greenpeace, e.g. Exercise 2
What do they do in Poland? (WWF Coastal bird protection • Choose a word and say it silently, making sure you over-
Greenpeace – wolf conservation). exaggerate your mouth movements. Repeat it a couple of
times for Ss to guess.
Exercise 2 e 3•12
• Tell Ss to read the texts quickly and not to worry about Exercise 3
unknown words. • Ask Ss what strategies they have for remembering list
of things, e.g. alphabetic order, dividing the words into
Exercise 3 e 3•12 categories.
• Review or pre-teach founded, destruction, protest, publicity,
practices, spectacular. Project
INCLUSIVE CLASSROOM
Exercise 4
Less confident groups Divide the missing information for
exercise 3 into two groups: WWF and Greenpeace.
• Ask Ss to choose an infographic or a poster. Divide the
class into two groups depending on which they choose.
More confident groups Once Ss have completed the
exercise, they cover the texts and take turns to say one of the
• Project 1:
pieces of information from the box for their partner to say • Exercise 1 Ask Ss what wild animals they know and make
what it refers to. a list on the board.
• Exercise 2 Tell Ss to make notes then look at the table and
Exercise 4 make a list of questions for their research.
• Divide the class into two groups, those who like WWF • Exercise 3 Show Ss a selection of infographic templates
and those who like Greenpeace. Tell them to discuss and ask them to discuss which template works for their
why they like them and try to persuade each other why animal.
the one they chose is best, e.g. WWF take volunteers but • Exercise 4 Tell them to summarize their information from
Greenpeace is more about publicity. the table.
Exercise 5 • Exercise 5 For homework Ss look at each other’s
infographics and comment on them.
• Put Ss in small groups to discuss an organization they
would like to create to help the environment. Ask What • Project 2
do you want to protect or conserve? What sort of campaigns, • Exercise 1 Tell Ss they could do a poster for the
activities and events will you organize? organization that they created in the previous lesson.
• Groups present their organization to the class. • Monitor as they work and ask questions about their poster,
e.g. What’s the campaign? Why do you recommend
people get involved?
• Exercise 2 Tell Ss to plan the layout of the poster in their
notebook.
• Exercise 3 Ss refer to their notes from exercise 1 and their
layout to complete the notes.
• Exercise 4 Give Ss a piece of poster paper to create their
poster.
• Exercise 5 Display the posters for Ss to choose a
campaign.
INCLUSIVE CLASSROOM Allow Ss to discuss their projects
in L1 if necessary. The use of L1 can energize and involve
learners of different abilities. You could put a card on each
pair’s desk. One side says English and one side says Polish. If
you see that more confident Ss are dominating, turn the card
over to show Polish. Ss can then continue their discussion in
Polish.
Exercises 1–4
8 What’s new?
8a VOCABULARY: Materials p.100 More confident groups Ss come up with the sentences on
their own.
Materials Less confident Ss work in pairs to remember the previous
Classroom Presentation Tool, p.100 sentences, with one student out of the pair speaking.
Class CD 3, tracks 13–14 ANSWERS
Student’s Online Practice, Unit 8 vocabulary 1 ring 2 pot / pan 3 wall 4 T-shirt 5 toothbrush
6 bottle 7 tyre 8 ruler 9 belt 10 cup 11 jumper
12 box 13 scarf 14 block 15 bracelet
• Give an example, e.g. I use my handbag and my car every 1 a gold ring 2 a steel pan 3 a stone wall
day. I couldn’t live without my handbag because it has 4 a cotton T-shirt 5 a plastic toothbrush
everything I need in it. 6 a glass bottle 7 a rubber tyre 8 a wooden ruler
9 a leather belt 10 a paper cup 11 a woollen jumper
Vocabulary presentation 12 a cardboard box 13 a silk scarf 14 a concrete block
15 a silver bracelet
Exercise 1
Exercise 3
• Vocabulary focus: Tell Ss that all the words are countable 1 concrete, glass, steel, stone, wood
so we say a ring, a bottle, etc. 2 cardboard, cotton, paper, rubber, wood
3 leather, silk, wool
Exercise 2 e 3•13
4 gold, silver, steel
• Ask Ss to suggest other objects made from the different
Exercise 4
materials.
1 pan 2 belt 3 bottle 4 tyre
• Ask Ss which materials change their form to become an
Exercise 5
adjective.
1 toothbrush 2 cup 3 jumper 4 ring
• Vocabulary focus: Tell Ss to work in pairs and make a list of Student’s own answers.
three objects and what they’re made of for each room in
their house, e.g. kitchen: bread knife / steel.
Vocabulary practice
Exercise 4 e 3•14
• Point to a few of the pictures and ask Ss to describe them,
e.g. (11) It’s made of wool. You wear it in the winter.
Exercise 5
• Tell Ss to close their books.
• Dictate the descriptions and tell Ss to write the object.
Exercise 6
• Choose an object in the classroom and describe it for Ss
to guess.
MEMORIZE!
• Tell Ss to close their eyes. Say each of the materials for Ss
to visualize.
• Tell them to close their books and make a list of the
materials.
INCLUSIVE CLASSROOM Tell Ss to stand in a circle. Say I
bought a woollen jumper. Tell the St next to you to repeat
your sentence and add a another object, e.g. I bought
a woollen jumper and a silver bracelet, and the process
continues.
Unit 8 What’s new? Link dla Klasy VII PHOTOCOPIABLE © Oxford University Press 96
8b READING: Two innovations p.101 ANSWERS
Exercise 1
Materials 1 cyclists who are not wearing helmets
Classroom Presentation Tool, p.101 2 a lot of (food / orange) waste
1 a helmet that is easy to carry around
Workbook, p.83
2 a way of using / recycling the waste orange skins
Exercise 3
1 She noticed that many bike share users didn’t wear
Warmer: YOUR WORLD helmets.
• Ask Ss to name recycled materials they can see in the 2 because they don’t want to carry them around all day
classroom, e.g. paper, plastic bottles. 3 They are lightweight, strong and fold flat.
4 Italy and Spain
Comprehension 5 because they recycle waste products
6 They are used to make clothes.
• Pre-reading task: Ask Ss What are some environmental cellulose extraction = 2, cloth = 4, clothes = 6, colour = 5,
problems? (e.g. pollution, traffic, waste). orange waste = 1, thread = 3
Exercises 5 and 6
• Ask Ss to suggest solutions for the problems in exercise 1.
Exercise 3
• Tell Ss to underline key words in the questions to help
them find the answers in the texts, e.g 1 Isis Shiffer; 2 a
reason for not wearing helmets; 3 three features; 4 two
countries; 5 reason for sustainability; 6 fabrics.
INCLUSIVE CLASSROOM
Less confident groups choose which text they would like
to answer the comprehension questions for, e.g. EcoHelmet,
questions 1–3 and Orange Fibre, 3–6.
More confident groups Show Ss some photos of other
innovations and ask them to discuss what they think they
are for and how useful they are.
Exercise 4
• To help visual learners, draw a flow chart on the board
with six numbered boxes going from left to right with
arrows between the boxes.
• Ask Ss to copy and complete the flow chart before they
read again.
Exercise 5
• Paraphrasing: Tell Ss to close their books.
• Divide them into pairs and tell them to use the sequences
they identified in exercise 4 to explain the process.
Exercise 6
• Personalized response to text: Tell Ss they have to award
first prize for the best innovation. In small groups they
discuss which innovation should win the prize and why.
ONLINE LINK
• Ask Ss to think about their answer to the question they
want to discuss in a forum. Tell them to make notes and
write two follow up questions, e.g. If you could design
something useful for the school what would it be? What
characteristics do you think an innovator needs?
8c GRAMMAR: Present simple ANSWERS
Exercise 1
passive p.102 he spills food on his clothes
Exercise 2
Materials
1 bacteria 2 nanotechnology 3 it kills bacteria 4 no
Classroom Presentation Tool, p.102 5 online 6 they cost more
Class CD 3, tracks 16 Exercise 3
Workbook, p.84 socks are sold
Student’s Online Practice, Unit 8 grammar is used
is caused
are killed
Warmer: REACTIVATE! are covered
• Say: a backpack, a light bulb, a tablet. Elicit what they are clothes are made
made of. are designed
the fabric is treated
Grammar presentation it is used to make clothes
clothes are only sold online
Exercise 1 e 3•16
Exercise 4
• On the board write smelly feet and stains on T-shirts. Ask Ss 1 P 2 A 3 P 4 A 5 P 6 P
what they think Joey and Oscar are talking about.
Exercise 5
Exercise 2 1 is sold 2 are invented 3 are not made 4 is located
• Reading and listening for key information: Ss try to answer 5 is designed 6 is wasted
the questions before they read the dialogue again. Exercise 6
1 Where is cotton grown?
Exercise 3 2 What are mobile phones made of?
• Grammar focus: On the board, write Socks are sold that 3 Is your T-shirt made of silk?
never smell bad. Ask Who makes these socks? (Don’t know). 4 Do people in Poland drink a lot of coffee? = A
Is it important who sells them? (No). Ask Ss if they can 5 Where are mobile phones produced?
re- write the sentence so it has the same meaning, 6 Where is Kraków located?
e.g. Shops sell socks that never smell bad. Ask Which 7 What is cellulose used for?
sentence is active / passive? 8 Who are EcoHelmets designed for?
• Ask Ss to look at the highlighted form in both sentences. Exercise 7
Ask How do we form the present simple passive? (to be + Student’s own answers.
past participle).
Grammar practice
Exercise 4
• Ss underline the verb forms in each sentence, e.g. 1 are
produced.
Exercise 5
• Say a list of verbs and ask Ss to shout out the past
participle, e.g. make / made, take / taken.
Exercise 6
• Grammar focus: Tell Ss to read the Grammar Reference on
page 110.
Speaking
Exercise 7
• Extended speaking practice: Assign Ss A and B. Tell A to
close their books. B asks questions 1–4 for A to answer.
Swap roles and repeat the activity with A asking B
questions 5–8.
TEACHING WITH DIGITAL Ask Ss to choose a material, a food,
an object or piece of clothing and write three questions,
e.g. Where / How is it made? When was it invented? Ss do
online research and find an online flowchart or infographic
template to illustrate their answers.
8d LISTENING AND VOCABULARY: Exercise 9
• Extended speaking practice: Ask Ss to do a mini
Building design p.103 presentation of their ideal building using slides and
pictures. They then upload their presentation to the class
Materials
forum for other Ss to comment on.
Class CD 3, tracks 17–19 ONLINE LINK
Workbook, p.85 • Focus Ss attention on the photo. Elicit a few search terms,
Teacher’s Resource Centre, Unit 8 five minute test; Unit 8 e.g. Where do people live in caves? (Answer: The house is in
speaking Tunisia on the Mediterranean coast of Northwest Africa.)
Student’s Online Practice, Unit 8 listening TEACHING WITH DIGITAL To help Ss, tell them to change
the search to images so they can look through the photos to
identify the house. They then click on the website link to find
Warmer: YOUR WORLD out more information.
• Ask What are traditional Polish houses like? What are they
made of? ANSWERS
Exercise 1
Vocabulary presentation build and construct
Exercise 2
Exercise 1 build, building, built
• Ss write a list of words they associate with building then construct, construction, constructed
check the list in the box. cover, cover / covering, covered
create, creation, created
Exercise 2 e 3•17 decorate, decoration, decorated
• Elicit examples of suffixes that make nouns (-tion, -ing, design, design, designed
-ance, -al) and what the regular past participle ending is develop, development, developed
(-ed). protect, protection, protected
resist, resistance, resisted
Vocabulary practice shelter, shelter, sheltered
Exercise 3
Exercise 3 1 cover 2 design 3 adapt 4 constructions
• Ss justify why the incorrect option is wrong, e.g. 1 shelter 5 resistance 6 protect
means to go somewhere for protection. Exercises 4, 8 and 9
Exercise 4 1 D – to show that it could be anywhere
2 because they have different local building materials and
• Vocabulary focus: Ask What makes these buildings special? different weather conditions
Exercise 5 e 3•18 3 using natural materials and clever designs
• On the board write designs of traditional houses / Exercise 6
traditional houses in the past. stilt house = 3, turf house = 2, yurt = 1
• Ss listen and decide what the main topic is (traditional Exercise 7
houses in the past). Yurt Mongolia; wood, wool & animal skins; cold windy
weather
Exercise 6 e 3•19 Turf house Iceland; stone, wood, turf, earth and grass;
• Ask Ss what vocabulary they would expect to hear, e.g. cold wind and snow
wooden, grass, earth. Stilt house Thailand; wood; hot, wet weather, floods and
earthquakes
Exercise 7 e 3•19
• Tell Ss to write concise notes or single words.
Speaking
Exercise 8
• Personalization: Allow less confident students to answer
the questions in L1. Encourage more confident students
to support them with key vocabulary and phrases and
reformulating their answers from Polish into English.
8e GRAMMAR: Past simple Exercise 6
• Speaking practice: Choose one of the buildings in exercise
passive p.104 5 and encourage Ss to ask you the questions.
Learning outcomes Exercise 7

• Tell Ss to think about whether they want to focus on the
Materials doer or the action in their writing and choose passive or
Classroom Presentation Tool, p.104 active voice accordingly.
Teacher’s Resource Centre, Unit 8 vocabulary and Exercise 1
grammar worksheet; Unit 8 extra writing worksheet Icelandic houses are mainly built …
Student’s Online Practice, Unit 8 grammar … turf roofs are still found everywhere.
Exercise 2
Warmer: REACTIVATE! Turf houses were the traditional home
The floor was made
• Say adapt. Ask Ss for the noun and the past participle.
The walls were constructed
It was found everywhere
Exercise 3
Exercise 1 1 were adapted 2 were built 3 were made
• Grammar review: Ask Ss how they know the sentences 4 were dried 5 was made 6 was protected
are in the present simple passive and why (talking about 7 was used 8 were used
nowadays). Exercise 4
1 The flood was caused by heavy rain.
Exercise 2 2 The American flag was designed by a teenager.
• Ask Ss when we use the past passive and how it is formed. 3 Superman was created by two teenagers.
4 The helmets were made of plastic.
Grammar practice 5 The orange skins were used to make fabric.
6 The Globe Theatre was located in London.
Exercise 3 Exercises 5, 6 and 7
• On the board write adapt, build, make, dry, protect, use and Student’s own answers.
elicit the past participles.
Exercise 4
• Check understanding of the task, e.g. What tense do you
use? (past passive). Do you have to use the words in
brackets? (Yes).
Writing
Exercise 5
• Show some photos of famous buildings in Poland and
ask Ss if they know what they are and what information
they know about them. Ask Ss to suggest a few more and
make a list on the board.
• Ss choose a building from the list or their idea. If time, Ss
can do some research about the building.
INCLUSIVE CLASSROOM
Less confident groups answer the questions in exercise
5, in full, for the Colosseum. They use their answers to write
their paragraph. Give them some guidance for linking the
sentences into a cohesive paragraph, e.g. This building …
People … Traditionally…
More confident groups choose a building in exercise 5 and
write a paragraph without mentioning the name. Ss swap
paragraphs and write the name of the building they think it’s
a description of.
8f EVERYDAY ENGLISH: Disbelief INCLUSIVE CLASSROOM
Less confident groups choose only one of the situations in
and relief p.105 exercise 8 rather than all three. Alternatively, you could make
a gap fill exchange for them to complete and then practice.
Materials
More confident groups Tell Ss to include at least two
different phrases from the phrases box in each dialogue.
Workbook, p.87 Pronunciation (Workbook p.87):
Teacher’s Resource Centre, Unit 8 Everyday English • On the board write /ɪ/ and /aɪ/ and say the sounds.
worksheet; Unit 8 five minute test; Unit 8 video • Tell Ss to copy the headings and then find five words from
Student’s Online Practice, Unit 8 Everyday English the word list for each category.
ANSWERS
• Describe an airport you flew from in Poland and where have breakfast
you went. Exercise 2
1 late 2 the airport 3 some crisps, fizzy drink
Exercise 1 e 3•20 Exercises 3, 6, 7 and 8
• Check Ss understand by asking questions, e.g. What time Student’s own answers.
did Lottie arrange to meet Joey? (8.30 a.m.) What happened Exercise 4
when Robyn called Lottie? (It went to voice mail) she left her phone on the kitchen table
Exercise 5
Comprehension You can’t be serious!
You must be kidding!
Exercise 2
I can’t believe we’re going without her.
• Listening for key information: Ask Ss to complete the I don’t believe it!
sentences first and then listen / watch again to check. Thank goodness for that.
What a relief!
Exercise 3
All’s well that ends well.
• Translation practice: Once they have discussed all the
phrases, check as a class to see if they have the same
Polish translations. Replay the video and come up with an
agreed translation.
Exercise 4 e 3•21
• Ask Ss for suggestions as to why Lottie didn’t call, e.g. her
phone battery was dead, she over slept.
• Check comprehension, e.g. Why was Lottie late? (She fell
asleep again). Who helped her? (Her dad).
Exercise 5 e 3•22
• Give Ss time to think of the phrases from the story.
• Tell Ss to over exaggerate the stress on can’t, don’t, must.
Exercise 6
• Write the dialogue on the board and mark the sentence
stress and intonation.
Exercise 7
• Extended speaking practice: Ask Ss for suggestions for
substitute words and write them in the dialogue on the
board, e.g. train; to school; Mum; 20 minutes.
Exercise 8
• Extended speaking practice: Create a dialogue for the first
situation as an example.
• Tell Ss to choose one of their dialogues and act it out for
the class.
• Ask Ss to choose a question and divide them into two
Amber from Gdańsk p.106 groups corresponding to their question. Ask them to
choose a class discussion or discussion forum. Divide the
Materials
groups again corresponding to the medium they chose.
Classroom Presentation Tool, p.106 In their groups they complete the task.
TEACHING WITH DIGITAL Explain to Ss that although we
Workbook, p.88
all live in a digital era, it’s important for them to have a
Teacher’s Resource Centre, Unit 8 extra vocabulary balance between being connected and being unplugged.
worksheet Part of digital citizenship is knowing when and how to
Student’s Online Practice, Unit 8 reading contribute to the online community while still maintaining
Student’s Online Practice, Unit 8 discussion these communities offline. Make sure Ss have balanced their
online forums and classroom discussion throughout the
course.
Warmer: YOUR WORLD
ANSWERS
• Ask Ss if they know what stone often used in jewellery is
found in Poland. (Amber). Exercise 1
1 c 2 f 3 e 4 not needed 5 d 6 b 7 a
1 sea 2 resin 3 Yellow, orange 4 diamond, glass
Exercise 1 e 3•23 5 Animals, plants 6 extinct 7 5,200 8 the Baltic
• Tell Ss to look at the headings and think about the 9 piece of amber
information and vocabulary they would expect to see Exercise 3
for each. Student’s own answers.
Exercise 4
Exercise 2 golden, greenish, hard, opaque, polished, reddish, silky,
• Ask Ss to look at each gap and note down the missing sticky, transparent
part of speech for each, e.g. a place, a material.
Exercise 5
Exercise 3 Appearance bright, dark, dull, golden, greenish, opaque,
pale, reddish, shiny, transparent
• Personalized response to the text: Ask Ss what other
Texture hard, rough, silky, smooth, soft, sticky
products, objects or materials Poland is famous for and
make a list on the board. Exercise 6
1 pale, dark 2 reddish 3 hard 4 soft 5 sticky
• Ss choose one and then discuss and compare their choice
6 transparent
with a partner.
Exercise 4
• Check in L1 that Ss know the meaning of appearance and
texture.
• Ask Ss to find something in the classroom and describe its
appearance and texture. Help with unknown vocabulary.
Exercise 5 e 3•24
• Vocabulary focus: Say an adjective from the box for Ss to
say appearance or texture.
• Elicit items that the adjectives in exercise 4 describe,
e.g. shiny – silver ring, bright – the sun.
Vocabulary practice
Exercise 6
• Tell Ss to close their books.
• Dictate each sentence, saying only the first letter of the
missing word for Ss to complete.
8h WRITING: A presentation TEACHING WITH DIGITAL Ss can create slides to go with
their presentation. Show them an example and give them
about a new product p.107 a few tips, e.g. Keep it simple, limit bullet points to three of
four per slide, limit text to key words or short phrases, use
Materials the same font, add a few good photographs, limit of 4–5
Classroom Presentation Tool, p.107 slides.
1 you can have your own design on the underside
Warmer: YOUR WORLD 2 This picture shows 3 To sum up
• Ask if any of Ss have skateboards, scooters or hoverboards Exercises 2, 3 and 4
and where they ride them. Student’s own answers.
Writing preparation
Exercise 1
• Ask Ss to look at the photos and elicit what information
they think will be in the presentation, e.g. design
information, cost.
Exercise 2
• As an example, on the board, write Introducing the topic
and elicit the key words (awesome skateboard).
Exercise 3
• Presentation preparation: Ask a volunteer to make a
sentence with the first bullet point for Photo 1 using a
phrase in the box, e.g. I’d like to present my skateboard.
• Once Ss have made the sentences, tell them to cover the
phrases in the Improve your writing box and take turns to
present the skateboard to each other.
Writing task
Exercise 4
• Show Ss a few photos of different products, e.g. games
consuls, mini speakers, trainers, skates, scooter.
• Ask Ss what they think of each product and elicit the
function, materials, shape / size, colour and advantages
and make notes on the board.
• Divide the class into pairs to plan their presentation.
• Before giving the class presentation, Ss practise making
sure they use a variety of the presentation phrases.
• Circulate, monitor and help with pronunciation and
delivery.
• Elicit ideas on how to engage an audience when giving
a presentation, e.g. make eye contact, gesture to the
visuals, look enthusiastic, explain unfamiliar words, ask for
questions.
• Remind Ss of the importance of active listening. Tell
them to think of a question to ask at the end of the
presentations.
ONLINE LINK
• Ask Ss What information do you need to research? (The
numbers of the products sold). Ask how Ss are going to
approach the task, e.g. search by brand names, search
blogs about the products, human powered vehicles sales.
Tell Ss to illustrate their findings with a bar chart or graph.
Exercise 1
Materials 1 cotton 2 gold 3 concrete, steel 4 leather, plastic
Classroom Presentation Tool, p.108 5 silk 6 wool
1 design 2 protect 3 construction 4 build
Workbook, p.90
5 decorations 6 buildings
Exercise 3
Student’s Online Practice, Unit 8 check your progress 1 d 2 e 3 a 4 c 5 b
Exercise 4
Vocabulary 1 is known 2 is located 3 is surrounded 4 is covered
5 are designed 6 are made 7 are lit up
• Draw a spidergram with materials in the middle circle and 1 Mercedes cars are made in Germany.
ask Ss to write a material and an item made of it. 2 Spanish is spoken in Argentina.
3 This bike is sold on the Internet.
Exercise 2 4 Cotton is used to make jeans.
• Ss close their books. Play a game of hangman with the 5 Mobile phones are produced in Korea.
words in the box. 6 The Eiffel Tower is lit up at night.
7 The house is surrounded by trees.
Exercise 3
Exercise 6
• Point to an object and ask Ss to describe the texture, e.g. a 1 don’t believe it 2 can’t be serious 3 Are you sure
window – it’s smooth / transparent.
4 That’s a / What a relief
Exercise 7
Grammar a 2 b 3 c – d 1 e 4
Exercise 4
• Ss review the passive form on page 110.
Exercise 5
• Ask Ss the past participle of each of the verbs is, e.g.
spoken, sold, used, produced, lit, surrounded.
Everyday English: Expressing disbelief

and relief
Exercise 6
• Ss look at Lesson 8f, choose different phrases and write a
short dialogue.
Exercise 7 e 3•25
• Ask Ss to look at the responses and elicit possible
scenarios.

• Ask for suggestions for film websites. Remind Ss not to
copy but to make concise notes.
from Online Practice Unit 8. Ask Ss to write a tweet to
summarize their assessment, e.g. I am confident in my use of
the unit vocabulary but I feel I need more practise in the passive.
I would like to have extra practise in the past simple and its uses.
Ss send you their summaries so you can collate the main
learning gaps.
8j REPETYTORIUM p.109 ASSESSMENT FOR LEARNING To give Ss the chance to see
errors as opportunities for learning, follow these stages for
Materials feedback on the tasks: 1 Ss do the exercises individually. 2
Classroom Presentation Tool, p.109 Tick the correct answers and leave the wrong ones. 3 Ss
try to self-correct using any resources they have, e.g. the
Student’s Book, notes, dictionaries and each other. If they
Workbook, p.91 help each other, explain they can’t copy answers but have to
Teacher’s Resource Centre, Unit 8 extra exam practice explain to each other why the answers are correct / wrong.
4 Check their answers again and review the language /
vocabulary for any repeated errors.
ANSWERS
• Focus Ss attention on the title. Ask What do you think a full 1 wynaleziony 2 plastiku 3 przezroczysty
body umbrella is? Exercise 2
• Tell Ss to compare with their partner what words they 1 is sold 2 are enjoyed by
think, in Polish, are missing. Exercise 3
1 b 2 c
Znajomość środków językowych Exercise 4
1 in 1924 2 because of mobile phones / because of
Exercise 2
the Internet 3 cafés, libraries, showers, shops, site for a
• Ask Ss to look at both sentences. Ask What tense are defibrillator
they? (Past and present simple). Are they active or passive?
Exercise 5
(Passive). How can you complete the second sentence to
make it the same meaning? (Passive voice).

Exercise 3
• Tell Ss to read the situation and ask how they would
respond in Polish.
• Tell them to check if any of the English responses match
their Polish suggestions.
Exercise 4 e 3•26
• Focus Ss attention on the photo and ask what it is and
where you see these boxes (British public telephone
boxes).

Exercise 5
• Tell Ss to find the writing task they did in lesson 8e in their
portfolio.
• Tell Ss they can use it as model for their email but they
can’t copy it.
• Tell them to look back at lesson 5h to remind them of the
layout and useful phrases to use in their email.
• Ask What information do you have to include? (The kind of
building, location, a description, events are taking place
there.)
GRAMMAR REFERENCE 8
ANSWERS
Strona bierna w present simple
Exercise 1
1 e 2 a 3 c 4 b 5 d
Exercise 2
1 are 2 are made 3 comes 4 is spelled 5 are sold
6 are worn 7 are considered
Strona bierna w past simple
Exercise 1
1 was 2 invented 3 created 4 built 5 were
Exercise 2
1 The Colosseum was built by the Romans.
2 Wood was found locally.
3 Notre Dame Cathedral was damaged by a fire in 2019.
4 Hamlet was written by Shakespeare.
5 I was told to arrive early.
6 It was sold online.
Exercise 3
1 We were stopped by the police. 2 We were told where
to go by the secretary. 3 My books were found under
the desk. 4 The letters were sent yesterday. 5 Who
was Big Ben built by?
Exercise 4
9 Balance
9a VOCABULARY: Balanced MEMORIZE!
• As a class, make up some actions to go with the lifestyle
lifestyle p.112 vocabulary, e.g. unfit – huffing and puffing, energy –
jumping up and down. Tell Ss to close their book and
Materials
make a list of the lifestyle vocabulary, doing the actions to
Classroom Presentation Tool, p.112 help them.
ANSWERS
Workbook, p.92
Exercise 1
1 hydration 2 workout 3 screen-time 4 sleep,
5 exercise 6 social life 7 yoga 8 meditation
• Ask Ss to tell you as many different types of exercise as 1 fit / unfit 2 Breathing 3 energy 4 fresh air
they can, e.g. running, karate, yoga. 5 health 6 downtime 7 stress 8 diet
Exercise 3
Vocabulary presentation energy = 5, stress = 4, sleep = 2, yoga = 6, workout = 1,
screen-time = 3
Exercise 1 e 3•27 Exercises 4 and 5
• Ask Ss if they do any of the things in the photo. Student’s own answers.
INCLUSIVE CLASSROOM Play a mime game. Divide the class
into two teams and give each team a different lifestyle word.
Tell the team they have to do a short skit to illustrate the
word. They discuss what to do and then nominate Ss to do
the skit. The teams take turns to do their skit for the other
team to guess.
Less confident groups mime the activity rather than doing
a skit.
More confident groups have to make a full sentence, e.g.
You are doing your first yoga class.
Exercise 2 e 3•28
• Write the missing words on the board.
• Ask Ss if they can give you a definition or an example
sentence for each one.
Vocabulary practice
Exercise 3 e 3•29
• Ss work in pairs and choose three of the words to include
in a short dialogue.
• Ss act out their dialogue to the class or in small groups
and the listeners note the lifestyle words they heard.
Exercise 4
• Personalization: Ask Ss. What do you think a balanced
lifestyle looks like? What should it include?
• Tell Ss to compare their answers to the questionnaire.
Exercise 5
• Vocabulary focus: Ask Ss to look at the questionnaire. Ask
Which question word is used more often? (How..?)
• Elicit a few other question types and list them on the
board, e.g. When do you..? What do you..? Why do you..?
Are you..?
Unit 9 Balance Link dla Klasy VII PHOTOCOPIABLE © Oxford University Press 107
9b READING: Advice on lifestyle More confident Ss work alone to create their text, then take
turns telling another St their problem and asking for advice.
problems p.113 Less confident Ss work in pairs to create a dialogue of their
problem. They then discuss ideas about what advice to give.
Materials
1 playing the piano 2 training for a race
Workbook, p.93
Exercise 2
1 Zoe 2 Beth
Exercise 3
Warmer: YOUR WORLD b
• On the board write healthy lifestyle and unhealthy lifestyle. Exercise 4
Elicit a few habits for both and make a list on the board, 1 his bike 2 alone 3 do yoga 4 in the evening
e.g. exercise, eating junk food. 5 do a workout 6 breathing 7 get more fresh air
Exercises 5 and 6
Comprehension Student’s own answers.
Exercise 1
• Reading preparation: Ask Which photo represents your
lifestyle best? Why? What photo would you take of yourself
to show your lifestyle?, e.g. watching TV, hanging out with
friends.
Exercise 2
• Ask Ss what information they need to look, e.g. play / learn
an instruments, jogging, exercise.
Exercise 3 e 3•30
• Ask Ss what information would be included for each
option, e.g. a list of bad habits and why they are bad.
Exercise 4
• Explain both options are mentioned but they must
choose the best answer.
Exercise 5
• Elicit the key problem for each person, e.g. lazy, gets
nervous, needs to get fit for a marathon, trouble sleeping.
Exercise 6
• Critical thinking: Divide Ss into three groups and give each
group a problem. Tell them to discuss the problem and
make notes on the advice.
• Assign each St in a group a number. Tell all Ss with the
same number to make a group of three so there’s one St
in each group with the advice for a different problem.
• Ss choose a problem they didn’t discuss and ask their
group for advice.
ONLINE LINK
• Tell Ss that if they are discussing question 1 in a discussion
forum they mustn’t say the name or give any personal
details about the person. Explain that it’s important to
protect people’s privacy.
INCLUSIVE CLASSROOM Ss choose two of the words in the
Glossary and make up a problem. Tell them to write their
problem using the text as a model.
9c GRAMMAR: Be going to ANSWERS
Exercise 1
and will p.114 plans for the day / Robyn’s training plan
Exercise 2
Materials
1 a triathlon 2 it will get her moving 3 rain 4 go
Classroom Presentation Tool, p.114 swimming
Workbook, p.94 What are you going to do …
Student’s Online Practice, Unit 9 grammar I’m going to finish my homework …
I’m going to do a workout …
I’m going to take part in a triathlon …
Warmer: REACTIVATE! You’ll need to be really fit …
• Say a lifestyle word, e.g. social life and ask Ss to tell you It won’t be easy …
what words they associate with it, e.g. friends, fun. … you’ll need stamina.
We’re going to play tennis.
Grammar presentation … it’ll get you moving.
… it’s going to rain.
Exercise 1 e 3•31 … we’ll go swimming instead.
• Focus Ss attention on the photo and ask who they are. I’ll come with you.
I’ll meet you there.
Exercise 2
Exercise 4
• Reading and listening for key information: Ask Ss to try 1 are going to 2 are you going to 3 will probably
answering the questions before they re-read.
4 ’ll 5 ’ll 6 will
• On the board write the sentences I’m going to do more 1 ’ll come 2 ’ll borrow 3 won’t mind 4 are going to
exercise. I’m worried I ’ll do badly. Ask Which sentence is a play 5 ’m going to have 6 ’re going to see 7 ’ll meet
future prediction / a plan? Exercise 6
• Ask Ss how we form both tenses (be going to + base verb Student’s own answers.
will + base verb)
Grammar practice
Exercise 4
• In pairs, Ss use the dialogue as a model to create
their own.
Exercise 5
• Grammar focus: As Ss sometimes find the position of
adverbs confusing, explain that in future forms, adverbs
they come after will and before won’t, and after be and
before not be in be going to sentences.
Speaking
Exercise 6
• Personalization: Encourage Ss to ask questions to find out
more about their partner’s weekend plans
• You might want to write some prompts on the board:
Where? Who with? How long?, etc. Encourage Ss to use
will / be going to / definitely / probably.
INCLUSIVE CLASSROOM To inspire Ss for exercise 6, show
them some photos of different activities, e.g. sports, hobbies,
shopping, fairgrounds, theatre, museums.
Less confident groups name the activities and which ones
they enjoy doing.
More confident groups take turns to ask and answer
questions, e.g. Do you like going to museums?
9d LISTENING AND VOCABULARY: Speaking
The connection between nutrition Exercise 8
and sports performance p.115 • Fast finisher exercise: On the board draw a table with the
headings Healthy and Unhealthy. Ss make their lists in
Materials the table.
ONLINE LINK
• Ask Ss to suggest search terms they could use to find the
Workbook, p.95 information, e.g. What’s the most popular food for teenagers
Teacher’s Resource Centre, Unit 9 five minute test; Unit 9 in Europe?
speaking
TEACHING WITH DIGITAL Before Ss do the research, divide
them into groups to predict what information they will
learn. Ask questions to prompt them, e.g. Why do teens like
Warmer: YOUR WORLD junk food?
• Elicit different snacks, e.g. sweets, crisps, chocolate bars, ANSWERS
nuts, fruit. Exercise 1
• Tell Ss when you eat snacks and which ones are your 1 carbohydrates, fat, minerals, protein, vitamins
favourites. 2 bones, muscles 3 junk food, fizzy drinks 4 calcium
Exercise 2
Vocabulary presentation 1 sweeteners 2 dairy 3 snack 4 junk food 5 nuts
6 nutrients 7 weight 8 carbohydrates 9 bones
Exercise 1 e 3•32 10 obesity
• Write different foods on the board, e.g. apples, bread, cake, Exercise 3
cheese. 1 protein 2 fats 3 carbohydrates 4 calories
• Ask Which ones are good for you? Why? Which ones give you 5 vitamins 6 minerals 7 Calcium 8 bones 9 junk
energy? 10 fizzy 11 obesity
Exercise 4
Vocabulary practice to take part in the Junior Swimming Championships in
July
Exercise 2
Exercise 5
• Check the meaning of the words in the box by asking Ss 1 He doesn’t need to go on a diet because he isn’t
how they would say them in Polish.
overweight 2 his eating habits 3 junk food and fizzy
drinks 4 fruit and nuts
Exercise 3 1 goes running (for half an hour) 2 giving up chocolate
• Ask Ss to read the text quickly and answer the questions: 3 a special training centre 4 swimmers 5 very tired
How many different nutrients are there? (Three) What gives 6 improving
you energy? (Carbohydrates) Exercises 7 and 8
Exercise 4 e 3•33
• Ask a few comprehension questions Why was Zak shocked?
(because he couldn’t breathe when he swam) How long
has he got to get fit? (Two months)
Exercise 5 e 3•34
• Ask What do you think Zak’s coach Mr Pierce advises him?
• Ss listen and check their predictions.
Exercise 6 e 3•35
• Listening for key information: Ask Ss what information
they need to listen for in each sentence, e.g. something he
does every day, something difficult.
Exercise 7
• Personalized response to the listening: Ask Ss to
summarize Zak’s routine e.g. five hours training, gym
workouts, running, swimming, tiredness, early nights,
eating healthily.
9e GRAMMAR: Modals of Writing
ability p.116 Exercise 5
• Ask Ss what an action plan is and when they might use
Learning outcomes one (It’s like a ‘to do’ list to help you achieve a goal).
Classroom Presentation Tool, p.116 • Ask Ss for some suggestions for an action plan that would
Workbook, p.96 be useful for them, e.g. getting fit, improving exam grades,
Teacher’s Resource Centre, Unit 9 vocabulary and more English speaking practice, a new skill.
grammar worksheet; Unit 9 extra writing worksheet ANSWERS
I could ride a bike when I was four years old. = past
… this morning I couldn’t cycle up the hill. = past
Warmer: REACTIVATE! Last year, I was able to cycle all day … = past
• Say a food item for Ss to say the category, e.g. eggs – I can’t cycle very fast yet … = present
protein. … I can cycle uphill now! = present
I’m sure I’ll be able to take part in the race. = future
1 can’t 2 couldn’t 3 ’ll be able to 4 was able to
Exercise 1
5 can 6 Was she able to 7 are able to 8 could
• Write can / can’t; could / couldn’t; be able to / not be able to
on the board. Ask Ss when we use each modal.
• Explain that in the past we use could to express general
Exercises 5
ability. We use able to to talk about ability on one
c
occasion, e.g. I wasn’t able to finish the race yesterday.
• In the future we use can if we have the ability now, and
will be able to talk about future abilities, e.g. I’ll be able to
pass the exam when I finish this course.
Grammar practice
Exercise 2
• Ask Ss to identify the tense of each sentence then tell
them to cross out the modal verb they know to be
incorrect.
Exercise 3
• Write the gapped sentence on the board When I was __
I could / couldn’t ___ but now I can / can’t. Now I can / can’t
____ but when I was ___ I could / couldn’t.
• Ask different Ss to complete the sentences so they are
true for them.
Exercise 4
• Personalization: Ask some pairs to perform their
conversation in front of the class.
• Ss write four other activities and ask their partner if they
can do it now or could do it when they were eight.
ASSESSMENT FOR LEARNING Ask Ss to use a drawing
instead of words to express the modals of ability. Do an
example yourself on the board. Draw a time line: on the left
hand side draw a bike on the floor and a stick child crying.
On the right draw a picture of an adult riding a bike. Ss swap
pictures for their partner to make a sentence.
9f EVERYDAY ENGLISH: Pronunciation (Workbook p.97):
• On the board write the phonetic symbols /ɒ/ and /əʊ/.
Speculating p.117 • Tell Ss, in pairs, to choose five words from the wordlists
Materials which contain these sounds.
Workbook, p.97 in the guide book
Teacher’s Resource Centre, Unit 9 Everyday English Exercise 2
worksheet; Unit 9 five minute test; Unit 9 video 1 29 2 afternoon 3 bus 4 at the campsite office
Student’s Online Practice, Unit 9 Everyday English 5 isn’t 6 map
Exercises 3 and 7
• Ask Who has been to Warsaw? What did you do? he overslept and missed the photo
Exercise 5
Exercise 1 e 3•36
Devin Castle looks amazing.
• Focus St attention on the video stills and elicit the It doesn’t look far.
characters and what they are doing. (Robyn, Lottie and Maybe we can get a bus.
Joey, going for a walk). That sounds quite easy.
I bet there are boat trips from Devin Castle.
Comprehension I imagine he’ll be rehearsing.
It looks as if it’s going to rain.
Exercise 2
I’m sure it’ll be fine.
• Listening for key information: Ask Ss to choose the options It must be somewhere on this road.
and then watch / listen again to check. They’re sure to know.
It looks like they’ve got a map.
Exercise 3
They must be here somewhere …
• Translation: Write the Polish translations on the board in They might be there.
random order and ask Ss to match them to the English.
Exercise 6
Exercise 4 e 3•37 1 I imagine 2 Maybe we can
• Ask What did Robyn, Lottie and Joey do yesterday? ( Went to
the centre of Bratislava, a castle, and on a boat trip). How
do you think Oscar felt?
Exercise 5 e 3•38
• Ask Ss to note down any of the useful phrases they can
remember from the dialogue.
Speaking
Exercise 6
• Exam focus: Remind Ss to check their answers to make
sure the sentences are cohesive and grammatically
correct.
Exercise 7
• To support Ss, write dialogue prompts on the board
A: ____ looks ___. B: Maybe we can ______ Let’s _________.
A: I imagine ___ B: You’re right …That sound …
A: It looks as if ____. B: I’m sure ____
A: It must be ____ B: We’ll ____.
• Tell Ss to use the skeleton dialogue for the first situation
and then for the other two they can use their own ideas.
TEACHING WITH DIGITAL Play the first part of the video with
no sound. In pairs, Ss make notes about what they think the
characters are saying. Tell them to write a short dialogue to
go with the video. Play the video with sound. Ask How similar
were your dialogues?
• Tell Ss to give examples to support their answers, e.g.
Reasons people change their about the health effects. If there’s time, they could do
diet p.118 some research before the discussion to find out facts and
figures about different diets and meat consumption to
Materials use in their discussion.
Workbook, p.98 1 Vegans 2 Vegetarians 3 Flexitarians
Teacher’s Resource Centre, Unit 9 extra vocabulary Exercise 2
worksheet 1 one-third 2 health 3 she’s worried about the planet
Student’s Online Practice, Unit 9 reading 4 ethical reasons 5 cheese and milk 6 flexitarianism
Student’s Online Practice, Unit 9 discussion 7 vegan 8 it was too hard
Exercise 3
• Ask Ss What’s your diet like? What foods do you eat most give up, cut down on, take off, cut out, take up, set out, do
often? without, keep up
Exercise 5
Comprehension 1 We have given up red meat.
2 I can’t get used to a plant-based diet.
Exercise 1 e 3•39
3 I’ve taken up yoga.
• Ask What kind of article is it? Who do you think it’s for? 4 There are no buses, so they can’t do without a car.
Exercise 2 5 She set out to lose 5 kilos.
6 He couldn’t keep up his diet. It was too hard.
• Ask Ss to underline the key information in the questions, 7 She has cut down on the amount of meat she eats.
e.g. proportion British people, biggest reason, Jessica –
8 Millions of people have turned into couch potatoes
vegan.
because of television.
Exercise 3 9 She has cut out all animal-based food.
10 Healthier eating has taken off.
• Personalized response to the text: Elicit the reasons and
list them on the board (influenced by sports stars, save the
planet, health, ethical).
Exercise 4 e 3•40
• On the board write the verbs cut, get, give, keep, set,
take, turn.
• Ask Ss if they can make any phrasal verbs with these verbs
and the meaning of them.
Vocabulary practice
Exercise 5
• Ask Ss to suggest synonyms for each phrasal verb, e.g. cut
down – eat / do less cut out.
INCLUSIVE CLASSROOM
Less confident groups for exercise 5, write the verbs from
the sentences and the phrasal verbs in random order. Ask Ss
to match the verbs and the phrasal verbs, e.g. cut down; give
up – stop doing something; reduce.
More confident groups can write about their diet using the
phrasal verbs, e.g. I couldn’t give up meat. It took me a long
time to get used to eating healthy snacks.
9h WRITING: A diary entry about ANSWERS
Exercise 1
a goal p.119 because she was upset by a TV programme about factory
farming
Materials
Exercise 2
Classroom Presentation Tool, p.119 1 on 8 July 2 she’ll try to help 3 because there’s
Workbook, p.99 always a vegetarian option 4 she ate a burger
Feelings: I feel good / I feel really bad / I’m angry
Plans: give up meat / become a vegetarian / eat at the
Warmer: YOUR WORLD
school canteen / not give up / eat before going out
• Ask Ss if they keep a diary and what kinds of things they Something she was able to do: didn’t eat meat for dinner
write in it and if they hide it. Something she wasn’t able to do: resist eating a burger
• Ask how they would feel if their parents read their diary. Exercise 4
Writing preparation
Exercise 1
• Focus Ss attention on the photo. Ask What animal is it?
How does the photo make you feel?
Exercise 2
• Reading for key information: Ask Ss if they have had a
similar experience to Angie when they set a goal and felt
bad because they didn’t achieve it.
Exercise 3
• Ask Ss to look at Angie’s diary again. Ask Is there a date?
Does she write about her goals? Does she describe how she
feels? Does she describe something she was able and not able
to do? What photo has she added?
Writing task
Exercise 4
• Elicit more ideas for the Choose stage and write them on
the board, e.g. study harder, make new friends.
• Ask Ss which phrasal verbs they remember from lesson 9g
and make a list on the board.
• Remind Ss to write their entries in the first person.
• Ss write a first draft using their notes and the model text.
They swap drafts with a partner to check. Tell them to
check for the use of phrasal verbs, past tense, future forms
and modals.
• Tell Ss to design their notebook like two days from a diary
or download some diary templates for Ss to choose from.
ONLINE LINK
• Ask Ss for reliable websites that they use to find out
information about Poland. Double check them yourself
before you make a list of them on the board.
TEACHING WITH DIGITAL Ss work together to discuss the
question first. Sharing their own ideas and opinions to help
build the confidence to take risks and believe that they have
something to say. They can speculate and guess based on
their own personal life before they resort to the Internet.
9i REVISION p.120 Exercise 2
1 obesity 2 junk food 3 fat 4 weight 5 calories
Materials 6 nutrients 7 carbohydrates 8 protein 9 sweeteners
Class CD 3, track 41 1 give up 2 keep up 3 do without 4 turning into
5 took up
Workbook, p.100
Exercise 4
1 ’m going to 2 Will 3 Are you going to 4 ’ll 5 ’ll
Student’s Online Practice, Unit 9 check your progress 6 are you going to 7 ’s going to 8 are you going to
Exercise 5
Vocabulary 1 couldn’t 2 can 3 won’t be able to
4 will be able to 5 can’t
• Ask Ss if they can give you definitions for each of the 1 It looks like 2 It can’t be 3 It’s probably
words. 4 it must be
Exercise 7
Exercise 2 a 3 b 4 c 2 d 1 e –
• Tell Ss to cover the box and try to complete the text
without looking.
Exercise 3
• Dictate the sentences without the phrasal verbs. Tell Ss to
listen and only write the missing phrasal verb.
Grammar
Exercise 4
• Ss practise the dialogue with their partner once they have
completed it.
Exercise 5
• Ask Ss to think of three things their grandchildren will be
able to do that they can’t do now, e.g. My grandchildren
will be able to travel to Mars.
Everyday English: Speculating

Exercise 6
• Ss look back at lesson 9f to support them.
Exercise 7 e 3•41
• Ask Ss to look at the responses one by one and elicit the
possible scenarios.

• Ask Ss what information is usually on food packets, e.g.
the weight, ingredients, dietary information, the name, sell
by date, instructions for use.
from Online Practice Unit 9. Ask Ss to create a tally chart of
all the 1–3 rankings in their Self-assessments. Ask them if
they can see a pattern, e.g. I usually have problems with the
vocabulary. Ask Ss to write a goal for the next course, e.g. I
am going to organize my vocabulary notebooks. Make a note
of one area that each St could improve on according to the
online Gradebook and ask them to add that to their goal.
ANSWERS
Exercise 1
1 c 2 a 3 d 4 h 5 e 6 g 7 b 8 f
9j REPETYTORIUM p.121 ASSESSMENT FOR LEARNING Ss write a diary entry reflecting
on the unit, e.g. what they learned, what caused them
Materials difficulty, strategies they found helpful, a plan or intention
Classroom Presentation Tool, p.121 they have for their studies next week. Ask Ss if they are
happy for you to read the diary entries. Explain that by
reading them you can identify class and individual needs.
Workbook, p.101
ANSWERS
Exercise 1
1 w tygodniu
Rozumienie tekstów pisanych 2 ograniczyć
3 mięśnie
• Tell Ss to read the email individually and make a note of 1 a 2 c 3 a
the words, in Polish, they think are missing.
Exercise 3
• In pairs, Ss compare their answers and discuss how they 1 was able to 2 going to be
would say them in English.
Exercise 4
• Ss scan the poster to find the equivalent words / phrases 1 looks as if / like 2 Yes
in English to see if their ideas were correct.
Exercise 5
Exercise 2 e 3•42
• Remind Ss that the statements are not direct quotes from
the audio. In order to prepare for the listening they need
to think about different ways of saying the statements,
e.g. the machine didn’t work, she didn’t know how to use the
machine, she’s never run on a machine.

Exercise 3
• Ask Ss what tense both the full sentences are in (1 past, 2
future).
• Tell Ss that they have to complete the sentences using
one to three words only.

Exercise 4
• Ask Ss what the function of each dialogue is (speculating).
• Tell them to check the words either side of their answers
to make sure the dialogue is grammatically correct and
cohesive.

Exercise 5
• Ask Ss what kind of text they have to write (A blog), what
it’s about (how you take care of yourself ), what they have
to include (information about exercise they do, their diet
and their health plans and goals.)
• Tell them to find the writing task from Lesson 9h in their
portfolio to use as a guide.
GRAMMAR REFERENCE 9
be going to i will
Exercise 1
1 are you going to do 2 ’m going to do 3 are going to
stay 4 are going to see 5 will be 6 is going to take
7 won’t be 8 won’t have 9 is going to see
10 won’t go
Exercise 2 (possible answers)
1 ’ll carry them for 2 will lose 3 I’ll get / buy some
more 4 I’m going to have a party
can, could i be able to
Exercise 1
1 b 2 a 3 b 4 c 5 a
Exercise 2
1 couldn’t 2 won’t be able to 3 was able to 4 can’t
5 Could
Exercise 3
1–9 REPETYTORIUM 132–133 Exercise 6
• Task: respond appropriately in a variety of situations.
Materials • Divide Ss into pairs to discuss the function of the missing
Classroom Presentation Tool, p.132–133 information (disbelief, asking for help, offering).
Warmer
Exercise 7 e 3•50
• Explain that all the exercises are Matura exam tasks and
review the language from Units 1 to 9. • Task: answer questions about a recording.
• Ss discuss in pairs the vocabulary and phrases they would
Rozumienie tekstów pisanych expect to hear, e.g. types of clothes, styles.
• Play the audio twice.
Exercise 1
• Task: identify different text types and key information. Exercise 8 e 3•51
• Focus Ss attention on both texts and ask what text type • Task: identify the gist of a recording.
they are (1 job advert, 2 personal statement). • Explain to Ss that they will hear three different recordings
• Tell them to scan the advert quickly to find out what the and they have to listen for the main idea.
job is. • Divide Ss into pairs and ask them to discuss what words
• Ask what kind of information they would expect to read and phrases they would expect to hear in each recording.
in the personal statement (experience, achievements, • Play the audio twice.
personality type, hobbies).
Exercise 2
• Task: paraphrase information. Exercise 9
• Focus Ss attention on both texts and ask what text type • Task: write a note.
they are (an email and a biography). • Ask What kind of text do you have to write? (A note). What
• Explain to Ss that they need information from both these information do you need to include? (apologize and give a
texts in order to complete the note. reason, suggest another day to meet).
• Elicit phrases they can use for apologizing, e.g. I apologize
Znajomość środków językowych for / about ... I’m afraid ... I’m (really / so) sorry. And for
making suggestions Why don’t we... How / What about..?
Exercise 3 Let’s ... Shall we..?
• Task: use the correct grammatical form of given words. • Divide Ss into pairs to discuss what they are going to write
• Tell Ss to read the sentences without worrying about the and make notes and then write the first draft together.
gaps and work out the tenses.
Exercise 10
• In mixed ability pairs, the students compare their ideas
and then work out the form. • Task: write an essay.
• On the board write How important is it to protect animals?
Exercise 4 Why? and What can we do? Divide Ss into mixed ability
• Task: translate key information. groups and ask them discuss the questions and make
• Ss discuss in pairs how they would complete the notes.
sentences. • On the board write a skeleton text to support Ss, e.g.
• Then they look at the Polish translation to see if it matches Introduction: I think it’s important to protect animals
their ideas. because … Other points of view: Some people believe …
and …. My opinion: However, in my opinion we should …
Znajomość funkcji językowych My suggestions: To help we can …
TEACHING WITH DIGITAL Ask Ss do some research online
Exercise 5 about the Matura exam and find one tip they think is useful
• Task: respond appropriately in a variety of situations. to share with the class.
• Ask Ss to read the dialogues ignoring the gaps Ask What’s ASSESSMENT FOR LEARNING Divide the class into small
the function of the missing information? (Asking for / advice,
groups to work together to complete the tasks. Tell them
speculating)
when they have finished you will be asking them to provide
• Remind Ss that more than one answer may be possible. group feedback on each other. While Ss are completing the
tasks, speak to each one and share with them the progress
from the online gradebook and areas you think they need to
focus on for the next step of their learning.
On the board write, …was engaged in the group and
with the group. … provided direction for group activity.
(e.g. approaching tasks) … was involved in discussing and
completing the task supported others. … suggested solutions.
Individually Ss complete the statements with the names of
people in the group who showed these qualities. Then the
group compare and discuss their ideas.
ANSWERS
Exercise 1
1 c 2 a 3 c
Exercise 2
1 wife 2 railway stations 3 a book (about him / his
constructions)
Exercises 3
1 were written by 2 would help you 3 could run
4 apologizes for being
Exercise 4
1 get used to 2 support 3 is visiting 4 How long
Exercise 5
1 do you suggest we visit / see / do
2 looks like / looks as if
Exercise 6
1 I don’t believe it 2 Could you help me 3 I’ll come
Exercise 7
1 by wearing some jewellery 2 a leather bag
3 they look like clothes from a 1970s fancy dress party
Exercise 8
1 b 2 c 3 b
Exercises 9 and 10
CULTURE LINK 5: Screen use pp.124–125 Exercise 2
1 b 2 a 3 e 4 c 5 d
Classroom Presentation Tool, pp.124–125 A: 1 98% 2 TV 3 play games and watch videos
Class CD 3, track 43 4 more boys play video games; more girls do social
Workbook, pp.103–104 networking 5 phoning, texting, listening to music
6 TV and video on demand, online shopping and
Teacher’s Resource Centre, project 5; Culture Link 5 video
banking, education and Internet use in schools
B: 1 75% 2 listening to music, social networking,
CULTURE NOTES Recent studies in the UK show that the messaging friends and family and doing their homework
average time spent online for all British children, aged five 3 they use it more for music and communication
to 15, is 2hrs 54 mins a day at the weekend, and 1hr 54mins 4 over two hours a day 5 over 6 million people
during the week. In the UK, more than 150,000 teenagers 6 new uses will appear
spend over eight hours a day online at weekends. These are Exercises 4, 5 and 6
classified as extreme users. Student’s own answers.
Warmer: YOUR WORLD Vocabulary booster

• Read out the culture notes and ask Ss if they think the
statistics for Polish teenagers would be the same. Exercise 1
• Focus Ss attention on the photos and ask Which one looks
Exercise 1 fitter / happier?
• Focus Ss attention on the photos and ask if they are • Ask Ss which words in the box are positive / negative.
learning or playing.
Exercise 2
Exercise 2 e 3•43 • Start a story yourself as an example, e.g. I did so badly in
• In pairs Ss look at the headings and make notes about what my exams. I couldn’t concentrate because … then elicit
they would expect to read about under each heading. suggestions for continuing the story.
Exercise 3 Project
• Divide Ss into pairs and assign them A and B.
• Put all the A Ss and B Ss into groups. Tell them to read and Exercise 3
discuss the questions. • Show Ss an example of different types of online
questionnaires and surveys. What different styles are
Exercise 4 there? (Yes / no questions, tick box answers, multiple choice).
• Divide Ss into AB pairs. Ask Ss which they would prefer to do – a survey or a
• Tell the A Ss to close their books. Tell the B students to ask poster and presentation. Divide the class into two groups
St A questions for their partner to answer without looking depending on which they choose.
at their notes. • Within the two groups St work with a partner to do their
• Then B Ss close their books and their partner asks the B chosen project.
questions. • Project 1:
Exercise 5
• Exercise 1 Ask Ss to add their own ideas to the list, e.g.
blogging working, research, finding directions.
• Ss write the questions in a table then stand up for a class
mingle, asking and answering the questions.
• Exercise 2 Tell Ss to choose six to eight of the ideas
in exercise 1 and use them as headings to write their
INCLUSIVE CLASSROOM questions. Tell them if they choose open questions they
Less confident groups write a sentence to summarize their can have multiple choice answers.
findings. • Tell Ss to look back at Lesson 1e to review question forms.
More confident groups create a bar chart or graph to • Exercise 3 Give Ss some links to survey templates to
present their findings to the class. choose one they like and words with their type of survey.
• Exercise 4 For homework, Ss do each other surveys. Then
Culture Video collect all the results and either create a bar chart or graph
• Watch a short film about Video game technology and to illustrate their findings.
discuss the questions.
• Project 2
• For further practice, see the Workbook activities.
• Exercise 1 Ask which ideas they think are pros and cons.
ONLINE LINK • Exercise 2 For exercise 2 and 3 you could ask the pairs
• Ask Ss to predict what these might be, before conducting to discuss what they are going to do and then divide the
their research to find out. Ask if their ideas were correct. tasks between them according to their skills. Tell Ss to look
back at lesson 8h to review how to write bullet points for
ANSWERS: CULTURE LINK a presentation.
Exercise 1
1 texting 2 watching a video
• Exercise 3 Give Ss a large piece of paper for their poster.
Ask them what kind of information should go on the
poster (key points, photos to illustrate their points).
• Exercise 4 Tell Ss to record a practice presentation or ask
someone at home to be the audience and give them
feedback.
• Exercise 5 Tell the class to think of a question to ask at the
end of each presentation.
Exercise 1
1 fitness fanatic 2 habits 3 in shape / strong
4 stamina 5 concentrate
Exercises 2 and 3

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Welcome

a SPEAKING: Routines and Speaking

Welcome back Exercise 7

Welcome Link dla Klasy VII PHOTOCOPIABLE © Oxford University Press 1

Welcome Link dla Klasy VII PHOTOCOPIABLE © Oxford University Press 2

Welcome Link dla Klasy VII PHOTOCOPIABLE © Oxford University Press 3

Welcome Link dla Klasy VII PHOTOCOPIABLE © Oxford University Press 4

Warmer: YOUR WORLD

Pronunciation (Workbook p.9):

Everyday English: Suggestions

ENGLISH IN THE REAL WORLD

Rozumienie tekstów pisanych

Znajomość funkcji językowych

Znajomość środków językowych

Tworzenie wypowiedzi pisemnej

Everyday English: Keeping the

ENGLISH IN THE REAL WORLD

Rozumienie tekstów pisanych

Znajomość środków językowych

Znajomość funkcji językowych

Tworzenie wypowiedzi pisemnej

Everyday English: Talking about the

ENGLISH IN THE REAL WORLD

Znajomość środków językowych

Znajomość funkcji językowych

Tworzenie wypowiedzi pisemnej

Materials Vocabulary booster

Znajomość środków językowych

Znajomość funkcji językowych

Tworzenie wypowiedzi pisemnej

Rozumienie tekstów pisanych Rozumienie ze słuchu

Warmer: YOUR WORLD

Grammar presentation Exercise 6

Everyday English: Offering help

ENGLISH IN THE REAL WORLD

Znajomość funkcji językowych

Znajomość środków językowych

Tworzenie wypowiedzi pisemnej

• Elicit or pre-teach words and phrases about shopping, Exercise 1

Everyday English: Apologizing

ENGLISH IN THE REAL WORLD

Znajomość środków językowych Tworzenie wypowiedzi pisemnej

Less confident groups To provide support with exercise 2, Exercise 9

Pronunciation (Workbook p.75):

Everyday English: Advice

ENGLISH IN THE REAL WORLD

Znajomość środków językowych

Znajomość funkcji językowych

Tworzenie wypowiedzi pisemnej

Learning outcomes Exercise 7

Everyday English: Expressing disbelief

ENGLISH IN THE REAL WORLD

Znajomość funkcji językowych

Tworzenie wypowiedzi pisemnej

Everyday English: Speculating

ENGLISH IN THE REAL WORLD

Znajomość środków językowych

Znajomość funkcji językowych

Tworzenie wypowiedzi pisemnej

Warmer: YOUR WORLD Vocabulary booster

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