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Barbara Sciborowska
Susana Garcia Cahuzac

klasa

Teaching notes
 Aims
Students will:
• spell their names,
Vocabulary
The alphabet
• ask others to say and spell their names, Functional language
• introduce themselves. Hello / Hi!
Grammar Welcome to ...
Present Simple with be (full and How are you? I’m fine.
contracted forms of is) Nice to meet you.
Questions – What, How How do you spell ...?
Warm-up
Show students that we use many English words in
everyday life by providing a few examples: film, DJ (disc
jockey), game, start, stop, end (as found in computer
games). Introduce a game. Divide the class into groups
of 3–4 students, and ask them to write down as many
English words they have come up with as they can
within two minutes. Congratulate the winners.
Development
1.1
• Invite students to look through the book and
describe in Polish the setting of the lessons (a TV
entertainment programme), and the protagonists
(the host, contestants and audience) involved.
• Draw students’ attention to Unit 1, Lesson 1 in their
books. Ask them to find the name of the TV game
show in the text (Evolution).
• Introduce yourself by saying: Hi! My name is … Tell
students to introduce themselves by modelling you:
Hi! My name is Paweł. Hi! My name is Kasia.
• Tell students that they are going to listen to the
alphabet. Play track 1.1. Say the letters in clusters
and invite students to repeat them chorally, then
individually (some of them might know the ‘Alphabet
Song’), eg A-B-C-D E-F-G H-I-J-K L-M-N-O-P
Q-R-S  T-U-V W-X-Y-Z.
• Tell students that you want to have their names in
your notebook, so you will ask for their names one by
one: What’s your name?
• Invite students to move around, introducing themselves
to one another. Allow them a few minutes to do this.
1.2
• Ask students to look at the picture and say in Polish what
they think the boy and host are saying. Make them read
the dialogue while they are listening, and check if their
predictions were right. Play track 1.2 twice.
UNIT 1
LESSON 1
Extra materials
Grammar flashcards 1.1
(for Evo’s grammar)
• Tell students to make their own name cards. Let
them write their names in their notebooks (or on
spare sheets of paper) using capital letters on the
whole page.
• Pick out one of the students and say: Hello! My name
is ... Nice to meet you. What’s your name? Encourage
students to answer, showing their name cards at the
same time: My name is ... Nice to meet you. Prompt
them to act out short dialogues in pairs.
Background information
Tell students that people in England and the USA
shake hands during formal introductions.
A ‘kissing-type’ hello is not commonplace either in
formal or informal introductions. Young people just
smile and say Hello or Hi.
• Speak to the whole class, saying: Hello, everyone. My
name is ... How do you spell ...? Students spell your
name. Then model a similar dialogue with several
students:
A What’s your name?
B My name is (Ania).
A How do you spell it?
B (A-N-I-A)
A How are you?
B I’m fine.
• Make the class act out the dialogues from Exercise 2 in
pairs, using their real names.
Easy English
Draw students’ attention to the Easy English box in
their books. Explain that they can go back there to
revise the phrases they have practised during class.
Ask if they can think of the corresponding phrases
in Polish.
1

Evo’s g r a m m a r
• Point out to students that Evo the octopus is here
to help them learn the rules of English grammar. His
tentacles will show them how specific words behave
in sentences.
• Ask students to read the question and answer out
loud. Elicit from them that the sentences are used
when two people introduce themselves.
• Focus the students’ attention on the contracted forms,
what’s and name’s, and ask them explain how we can
contract the verb is.
• Ask students to close their books. Spread all the
grammar flashcards from set 1.1 on your desk.
• Ask four students to come to the front of the class
and stand in a row facing the others. Give out the
following flashcards (one to each student): ‘S NAME
YOUR WHAT . Tell them to hold the cards up so
everybody can see them.
• Ask the students to move in order to form the
question What’s your name? Invite the student holding
‘S to come as close as possible to the student with
WHAT . Ask the last student in the row to pick up the
correct punctuation mark.
• Ask the class to change the question so that it
contains the full form of the verb. Elicit from students
that ‘s should be replaced by is. Ask another student
to pick up the flashcard IS and replace ‘S . Write the
question on the board.
• Invite other students to come forward and form the
answer My name’s Evo. Let them choose the cards
themselves this time.
• Get two pairs of students to hold up WHAT ’S and
WHAT IS next to each other. Ask the class what
mark should be placed between them (the equals
sign). Get the student who answers correctly to hold
it up, and stand between the other students in the
correct place.
• Follow the same procedure to show that My name’s =
My name is.
Ask students to write down the missing words using
Evo’s grammar section. Check their understanding.
Answer Key
1 name, name’s 2 your name, name’s 3 What’s your,
My name’s
UNIT 1
LESSON 1
Have a talk!
• Put students into pairs. Ask them to write down
two names out of the letters provided (preferably in
English, eg Carla, Susana, Daniel, Martha, Maria, Rita,
Andrea, Brian, Ana, etc.) and spell them out to their
partner.
• Ask them to act out the dialogues using the names
they have written. You may invite the class to say out
loud the names they have used and decide which are
the most common.
Touchdown
Invite students to hold a spelling competition.
Divide the class into two groups. Decide on
a scoring point system before they start, eg one
point per letter, or one point per word. Each
group then chooses five difficult names and
sends a representative to the board. In turn, each
group spells out one of these names, and the
representative of the other group writes it on the
board with the help of his / her teammates. Then
decide on the score.
Homework
Workbook, Exercises 1–5, page 4
Optional task: Workbook, Exercise 6*, page 4
(for those who wish to get a reward, eg a special
stamp and / or a plus mark)
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Answer Key
Extra 1
1 how 2 Darren 3 spell 4 you 5 do
Question: How do you spell ‘Darren’?
Extra 2
1 How are you? c 2 What’s your name? a 3 How do you
spell your name? b
Extra 3
1 Hi 2 to meet you 3 What’s 4 My
2
 UNIT 1
Aims
Students will:
Vocabulary
Numbers 1–10
LESSON 2
• provide personal information, Functional language
• learn numbers 1–10. How old are you? I’m ...
Grammar Count with me! Extra materials
Present Simple with be – I, you (full What about you? Grammar flashcards 1.2
and contracted forms in affirmative Hello, everyone! (for Evo’s grammar)
sentences) Let’s count up to ten!

Warm-up
• Revise personal introductions by asking students to Note on intonation
invent a new name and personality and to introduce
Make a point that the stress falls on old when asked
themselves to the others.
for the first time, and on you when the listener asks
A Hi! My name is ... Nice to meet you.
the same question:
B Nice to meet you.
A How old are you?
A What’s your name?
B I’m ten. And how old are you?
B My name is ...

Development
1.4
• Play track 1.4. Students listen and count up to ten.
• Ask students to repeat the numbers after you chorally,
then individually. Write numbers 1–10 on the board in
random order and ask students to read them out loud.
Invite them to count backwards from 10 to 1.
Optional activity 1
In pairs, students exchange their telephone
numbers. Introduce ‘0’, explain it is pronounced
/əʊ/, like in go. One student dictates his/her
telephone number, and the other one writes
it down. Let them check if they got the correct
numbers, then ask them to change roles.
1.5
Easy English
Ask students how they would greet a group of
people (Hello, everyone!), ask about somebody’s age
(How old are you?) and give their own age (I’m ten).
Draw students’ attention to the Easy English box in
their books. Explain that they can go back there to
revise the phrases they have practised in class.
1.6/1.7  Rap
• Ask students to read the rap in silence before they
listen to it.
• Play track 1.6 twice. Tell them to circle the correct
words while they listen to the track. Correct orally.
• Invite students to repeat the rap chorally with you.
You may use the karaoke version (track 1.7) for them
to rap in groups.

• Play track 1.5 once. Students listen and read. Answer Key
• Ask students to compare the way Darren introduces 1 name 2 four 3 fine 4 How old are you?
himself in Lesson 1: My name is Darren, with how Carla
introduces herself in this lesson: I’m Carla. Explain that
they can choose the option they want. Optional activity 2
• Ask students how the host asks Darren to spell his Put students into small groups. Ask them to
name in Lesson 1: How do you spell ‘Darren’? Ask them change the numbers in the rap. Ask each group to
how he is asking for the same information now: Is that rap their new versions, eg:
K-A-R-L-A? Count with me! Two, three.
• Draw their attention to the last two sentences in the What’s your name? What about you?
dialogue: How old are you? I’m ten. Try to elicit the Count with me! Four, five, six.
notion of ‘age’, or explain it to students once the How are you? I’m fine.
structure has been introduced. One, seven, eight, nine, ten.
How old are you? Let’s count again!
• Make them repeat the structures after you: How old
are you? I’m 9. Introduce I’m 9 years old as well.

• Play track 1.5 again. Students read as they listen. Then

ask them to act out the dialogue in pairs.

3

Evo’s g r a m m a r
• Ask students to read the sentences out loud. Elicit
from them which verb is used to give your age in
English (forms of the verb be: am, are, is), and contrast
it with Polish.
• Ask students about the difference between the
sentences linked together with the equals sign. Get
them to realise that ‘m is the short form of am and ’re
is short for are, just as ‘s is short for is.
• Ask students to close their books. Spread all the
grammar flashcards from set 1.2 on your desk.
• Ask three students to come to the front of the class,
and to stand in a row facing the others. Give out the
following flashcards (one to each student): I ‘M   TEN ,
and ask them to form the sentence I’m ten. Tell them
to hold the cards up so everybody can see them.
This time ask another student to pick up the correct
punctuation mark and stand in the row too.
• Get another group of students to remake the
sentence using the full form of the verb. Let them pick
up (or give them) the flashcard AM to make I am ten.
• Get one pair of students to hold I ’M and another
one I AM . Ask the class about what sign they need
to put between them (the equals sign). Get the
student who answers this correctly to hold the equals
sign up and then stand between the other students in
the correct place.
• Invite other students to repeat the procedure with
other cards to show:
You’re = You are
He’s = He is
She’s = She is
It’s = It is
• Ask students to complete the sentences using Evo’s
grammar section. Check orally.
Answer Key
1 I am nine. 2 You are six. 3 He is Paweł. 4 She’s Patrycja.
5 It’s game number 1. 6 You’re seven.
Have a talk!
• Play a chain game in which each student needs to
remember what the previous players have said.
Arrange students in one or two circles (depending on
the size of your class). Elicit from the first player I’m
(Ewa). I’m (ten). The next student must give the same
information about himself / herself, then repeat the
information about the previous players.
UNIT 1
LESSON 2
• Option: to make the task more challenging, ask
students to make up their own names and ages (1–10).
Acting out small children could be really good fun.
Touchdown
Invite students to play ‘Bingo’. Tell them to draw
a table with three columns and two rows. They
then choose five numbers out of ten and write
them in every square, leaving one blank. After this,
you say out loud numbers from 1 to10 at random,
and ask students to cross out the numbers they
have as you shout them out. The first student to
cross out all five numbers shouts out Bingo!
Reflecting upon values
At this point in the unit, it would be advisable to
discuss with students the importance of enjoying
a game regardless of whether we win or lose.
Students are eager to win and find it difficult to accept
failure. It is important, therefore, to focus on the game
in itself as a source of pleasure.
Homework
Workbook, Exercises 1–5, page 5
Optional task: Workbook, Exercise 6*, page 5
(for those who wish to get a reward, eg a special
stamp and / or a plus mark)
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Answer Key
Extra 1
b3 c4 d6 e2
Missing numbers: 3, 4, 6, 2 Name: KATIE
Extra 2
Students’ own answers.
Extra 3
1 Kevin. 2 How are you? 3 How do you spell your name?
4 I’m nine.
4

Aims
Students will:
• talk about different occupations,
• practise asking general questions.
Grammar
Present Simple with be – I, you (affirmative and
negative sentences, questions and short answers)
Warm-up
• Write the following pairs of names on the board:
CORI – CORY, CATHY – KATHY, JON – JOHN,
ANN – ANNE
Students choose a name, and then act out short
dialogues with you.
A Hi! What’s your name?
B Cori.
A Is that C-O-R-Y?
B No, it’s C-O-R-I.
A How old are you Cori?
B I’m (eight).
• Ask students to get into pairs and act out the dialogue
from Lesson 2, Exercise 2 using the names they have
already chosen.
Development
1.8
• Tell students that they will hear different occupations.
Make them look at the words and write them down
together with the corresponding numbers. Play
track 1.8. Check orally.
Audioscript 1.8 Answer Key
1 student 5 shop assistant
2 painter 6 doctor
3 musician 7 teacher
4  trainer 8  police officer
• Play track 1.8 again for students to check their answers.
• Point at yourself and say: I’m a teacher. Show the
corresponding job card (i.e. a card containing
a blackboard), and elicit the name of the job related
to the picture. Indicate that the board symbolises the
teacher’s profession, not the profession itself.
• Show the remaining cards, giving students time to
come up with the correct answers before you name
the job yourself: a stethoscope (a doctor), a brush
(a painter), handcuffs (a police officer), weights
(a trainer), a violin (a musician), a cash register (a shop
assistant), a notebook (a student).
1.9
• Ask students to look at the pictures in Exercise 2 and
discuss the situation (in Polish if necessary): Who is the
woman in the pictures? A reporter. What is she doing?
Asking questions. Is Joe Clipart a good painter? We don’t
know!
UNIT 1
LESSON 3
Vocabulary
Numbers 1–10
Functional language Extra materials
I’m a brilliant painter! Grammar flashcards 1.3 (for Evo’s grammar)
TRF, Extra teaching resources Unit 1, Lesson 3
(one copy per class, for Exercise 1 and 4)
• Point to the two sentences taken out of the comic
strip and invite students to write down the missing
sentences. Do not answer any questions at this point,
let students do the task without any help. Wait until
they finish before you offer any explanations or
translation.
• Play track 1.9 and ask students to check their answers.
Play it again and make them repeat the dialogue
chorally, then individually.
• In pairs, students practise the dialogue. Ask three or
four pairs to act it out in front of the rest of the class.
Encourage them to use gestures and to modulate
their voices during the performances. Suggest that
they can use simple props or job cards if possible.
Answer Key
1 Are you a painter? 2 I’m a brilliant painter.
Evo’s g r a m m a r
• Ask students to read the sentences out loud. Point out
that a lot of English grammar involves words ‘moving
around’ within a sentence. Ask them if they can see
any words ‘switching’ places. Ask What colour are they?
(Yellow and red). Elicit from them how Evo moves the
words to form a question (puts are in front of you).
• Draw students’ attention to short answers. Make
them aware that in English, it is usually not enough to
say the word Yes. Also ask them how No answers are
formed (not is added to the last word).
• Ask students to close their books. Spread all the
grammar flashcards from set 1.3 on your desk.
• Encourage four students to come to the front of the
class, and to stand in a row facing the others. Give out
the following flashcards (one to each student): YOU
ARE A DOCTOR , and ask them to form
the sentence You are a doctor. Tell them to hold the
cards up so everybody can see them. Ask another
student to pick up the correct punctuation mark and
stand in the row too.
• Ask the class how they can turn this sentence into
a question. Encourage one student to come forward,
and reposition the students with YOU and ARE to
show the inversion. Then ask the additional student
to pick up the question mark and stand at the end of
the row of students holding the cards.
5

• Ask other students to come forward and form the
short answer Yes, I am. Then ask them to pick up the
correct flashcards themselves. Make them aware
which words they need and which become redundant
in short answers. Follow the same procedure with
No, I’m not. Remind students to use a comma
whenever necessary.
• Bring in the equals sign, and ask students to come up
with two options for forming negative sentences (I’m
not. = I am not.).
Note on language
Point out that I am in negative short answers
takes the contracted form No, I’m not, but in the
affirmative this is not possible: Yes, I am (Yes, I’m).
• Ask students to choose the correct phrases. Remind
them to look at the sequence: pronoun (I, you) – verb
(am, are), and remind them again about the subject
– verb inversion. Check orally.
Answer Key
1 I am 2 I am not 3 You are 4 Are you 5 I am 6 I’m not
Have a talk!
• Invite the class to play a guessing game. Invite some
students to come up to the front of the class in turns
to receive a job symbol card. Each student at the front
picks a card and mimes the profession indicated by
the symbol. The others ask questions, trying to guess
the occupation, eg Are you a trainer? No, I’m not. Are
you a musician? Yes, I am.
• Ask students to choose one of the occupations from
Activity 1 and work in pairs, trying to guess which job
their partner has chosen.
UNIT 1
LESSON 3
Touchdown
Tell students that they are going to play ‘Skeleton’.
Divide the class into two groups, A and B. One
student from group A comes up to the front of
the class and writes the first letter of their chosen
words and a dash for each missing letter. Students
from group B say out loud letters until they guess
the word correctly. For every wrong guess, one
part of the body (head, two arms, body, two legs)
is drawn on the blackboard. A team scores a point
for guessing the word before the skeleton is
completed.
Homework
Workbook, Exercises 1–5, page 6
Optional task: Workbook, Exercise 6*, page 6
(for those who wish to get a reward, eg a special
stamp and / or a plus mark)
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Answer Key
Extra 1
1 doctor 2 student 3 shop assistant 4 police officer
5 painter 6 musician 7 trainer 8 teacher
Extra 2
1 your 2 My 3 you 4 not 5 a 6 am
6

Aims Vocabulary
Students will: friend
• introduce themselves and their friends. Pronunciation
Functional language Pronouncing /t/ sound
This is my ...
Warm-up
Write +, –, = on the board, and give students their
English equivalents: plus, minus, equals. Give students
some sums to do out loud, eg Two plus five equals ...
Four minus one plus six equals ... The first student to give
the correct answer scores a point.
Development
1.10
• Elicit from students two common phrases for
introducing themselves (I’m ... and My name’s ...).
• Tell students that they are going to listen to different
children introducing themselves and their friends,
and giving their ages. Play the beginning of track 1.10
(only for Sam and Joe) and point to the example in
the book to show what students should focus on
when listening (name, age) to the task. Play the rest of
track 1.10. Ask students to complete the missing ages.
Audioscript 1.10
Sam Hi. My name’s Sam. I’m 8. This is my friend Joe.
Joe Hello. I’m Joe. I’m 10.
Ana Hello! I’m Ana. I’m 10. This is my friend Sofia.
Sofia Hi. I’m Sofia. I’m 9.
Karen Hi. My name’s Karen. I’m 10. This is my friend Matt.
Matt Hello! I’m Matt. I’m 9.
Answer Key
Ana 10 Sofia 9 Karen 10 Matt 9
Optional activity 1
Encourage students to reconstruct the original
lines said by the children, using the example in the
book. Students practise in pairs, then present their
dialogues in front of the rest of the class.
1.11
• Ask students to listen and write down the missing
words. Remind them to follow the pattern from
Exercise 1. To check the answers, play track 1.11. Then
ask a couple of students to read their dialogue out loud.
Audioscript 1.11
Girl Hi. My name’s Emma. I’m 10. This is my friend Alex.
Boy Hello. I’m Alex. I’m 9.
Answer Key
1 Emma 2 ten 3 Alex 4 nine
UNIT 1
LESSON 4
• Get students to work in pairs. Explain that they are
going to introduce themselves and their friends to
other students. Give them some time to practise
their lines. Then ask the pairs to get into groups and
introduce their friends to one another.
Optional activity 2
Encourage students to think of a celebrity that their
partner could impersonate. Instead of giving their
age, they could provide some other information (eg
I’m from Hollywood, I’m a star, I’m cool). Give students
some preparation time and allow them to use props
if they want to. Provide them with all the vocabulary
they need, but stress the importance of keeping it
simple (2–3 sentences).
1.12 Sounds right!
• Tell students to pay attention to the pronunciation of
the underlined letters. Play track 1.12. Play the track
again. Students repeat each word carefully.
Note on pronunciation
Draw students’ attention to the pronunciation of
English /t/. Point out the plosive quality of the sound.
Show them the amount of air that is expelled as we
pronounce it by placing a sheet of paper in front of
your lips. As you say /t/, the sheet will vibrate.
1.13
• Ask students to read the sentences in pairs. Play track
1.13 twice. Then ask them to practise reading the
sentences again and discuss with their partners if they
feel they have made any progress. Monitor their work.
Invite the class to repeat the sentences chorally out loud.
Touchdown
• Get students into small groups and ask them to write
a rap with the words from Exercise 5. They can add
other words from previous lessons if they want to.
Invite them to rap their texts out loud.
• Alternatively, they can swap their texts and rap a text
that another group has created. If the class is the
competitive type, you might even organise a rap
competition.
Homework
Workbook, Exercises 1–4, page 7
Optional task: Workbook, Exercise 5*, page 7
(for those who wish to get a reward, eg a special
stamp and / or a plus mark)
7
 Aims
UNIT 1
Students will:
• practise receptive and productive
Writing
Writing a short text about
LESSON 5
language skills.
yourself
Listening
Listening for specific information Speaking Extra materials
Asking and answering TRF, Extra teaching resources Unit 1, Lesson 3
Reading
simple questions about (for Warm-up)
Reading for specific information to
personal details Extra sheets of paper (one per student, for Exercise 3)
complete the text

Warm-up Background information

• Divide the class into two groups. Use picture cards
from Lesson 3. Ask students to be very careful: you will
flash them a picture, and the first student to name the
profession connected with the picture scores a point
for his / her team.
• Try to show the pictures as fast as possible, holding
them in two hands, and turning them round quickly
so that students can only see what is on them for
a fraction of a second. Watch how students react and
adjust to the speed accordingly.
Development
1.14
• Ask students to look at the pictures. Encourage them
to make guesses. Is she Sue or Julie? Is she a doctor or
a musician? Ask: What makes you think so? Students may
mark down their guesses in their books with a pencil.
• Play track 1.14 twice. Students choose the correct names
and jobs. Check orally. Then ask whose guesses were right.
In the UK and USA, children’s birthday parties are
often a great celebration with elaborate invitations,
decorations, food, banners, costumes and party gifts.
Very often there is a special theme to the party, eg jobs,
cartoon characters etc.
• Ask students how they would dress up if they were
invited to a birthday party with a ‘job theme’. Ask what
accessories they would need.
• Hand out paper (one sheet per person) and invite
students to sketch the costume they would wear. Walk
around the classroom, encouraging students to come
up with different designs.
• After completing the picture, students write in the
name of the profession they have chosen. Provide any
necessary words they may need.
Answer Key
Students’ own answers.

Answer Key
1 Sue 2 musician 3 Paul 4 police officer
Audioscript 1.14
a Man 1 Hello. What’s your name?
Woman 1 My name’s Sue.
Man 1 Are you a doctor?
Woman 1 No, I’m not. I’m a musician.
b Woman 2 Hi. What’s your name?
Man 2 I’m Paul.
Woman 2 Are you a painter?
Man 2 No, I’m not.
Woman 2 Are you a police officer?
Man 2 Yes, I am.
• Ask students to read the text carefully to themselves.
Make sure that they realise that the boy in the picture
is Tom. Get them to also realise that at this birthday
party the children are dressed up as adults, wearing
outfits of different professions.
• Draw students’ attention to Tom’s short answers and
check if they notice the difference between the positive
and negative forms. Students write down the missing
words. Check the answers out loud, asking individual
students to read out Tom’s text.
Reflecting upon values
Some students will refuse or be reluctant to get
involved in any art-type activities. They will try to
hide their pictures from others claiming that, for
example, they can’t draw, or are afraid of being
ridiculed. It is important to build up their confidence,
praising their every attempt and pointing out the
interesting elements of their drawings to other
students. Invite students to join you in the ‘Praising
Parade’ after completing a drawing activity. Everyone
should compliment each other’s pieces of work.
• Ask students to write a few sentences about
themselves. Remind them to use the answer model
from Exercise 2. Check the answers by asking a few
students to read their texts out loud.
• Invite students to put their texts alongside the pictures
they have drawn and make a display in the classroom.
• Ask students to reorder the words to make coherent
questions. Students write down the questions and read
them out loud to be checked.
• Put students in pairs to ask and answer the questions.
Ask them to use short answers with general questions.
Walk around, helping out if necessary.

Answer Key Answer Key

1 Tom 2 ‘m not 3 am 4 I’m 5 eight 1 Are you a teacher? 2 Are you ten? 3 Are you a student?
4 How old are you? 5 How do you spell your name?

8
 teammates. Each of the teams will have two chances
Touchdown to give a correct answer in order to score a point.
• Divide the class into teams of four. Invite the first
group to come up to you. Ask one of the students to Homework
come up to you and stand facing their team.
Workbook, Exercises 1–3, page 8
• Show the student one of the job cards. They will have
30 seconds to mime this profession to the rest of the

UNIT 1
Aims
Students will: Functional language
LESSON 6
• revise the spelling of words, Come and sing this song.
• practise speaking and Come and sing and play Vocabulary
listening skills. with me. Recycling vocabulary already taught

Warm-up
• Divide the class into small groups and start a dialogue • Ask the whole class to write down the missing letters
competition. Students must put the dialogue in order and share their results with partners.
and write it in their notebooks. The group that finishes • Divide the class into two groups or more. Invite one
first, wins the game. Write the following dialogue on group to spell painter. Each group will score one point
the board: for every letter properly spelt out. After this, invite
1 How old are you? another group to spell out the next word. Add up
2 Hello! What’s your name? each group’s points. The group with the highest score
wins the game.
3 Nice to meet you.
4 I’m nine. Answer Key
5 John Brown. 1 painter 2 teacher 3 nice 4 eight 5 Thomas 6 five
(Correct order: 2, 5, 3, 1, 4) 7 goodbye 8 officer 9 musician 10 Carla

Optional activity
• Ask students to say the alphabet out loud chorally.
You can ask the groups to put the dialogue in Then invite them to play the ‘Alphabet’ game. Divide
order and rehearse it (or even learn it by heart). the class into two groups. Group A says a letter,
Then they can act it out, and the whole class can eg F, and Group B then says the next three letters that
choose the best performance. follow it in the alphabet: G, H, I.

Development
1.15/1.16
• Play track 1.15. Tell students to listen to the song and
read the lyrics as they listen. Explain what the song is
about. Introduce any new vocabulary.
• Play the track again, and make students write down
the missing words. Ask one student to write the lyrics
on the board for correction.
• Make them read out the lyrics both chorally and
individually. Invite them to sing the song out loud.
You may use the karaoke version (track 1.16) for extra
practice and fun.
1.17
• Invite students to play ‘Dictospelling’. Explain that they
are going to listen to words which all have a missing
letter at the end.
• Play track 1.17. Make students write down the words
they hear and work out the missing letter. Ask them to
check their answers in pairs first, and then focus on
any corrections on the board.
Answer Key
1 four 2 trainer 3 ten 4 three 5 Tania 6 old
Audioscript 1.17

1 F-O-U 3 T-E 5 T-A-N-I

Answer Key 2 T-R-A-I-N-E 4 T-H-R-E 6 O-L
1 What 2 name 3 goodbye

9

• Ask students to circle the missing letters in Exercise 4
and work out the mystery word by putting them in the
correct order. If they have no idea, suggest that it might
be a name.
Answer Key
Darren
Aims
Students will: Vocabulary
• learn the names of school subjects, School subjects
• talk about school subjects, Functional language
• read school website entries, My favourite subject is …
• write a website entry about their school. … is easy / difficult / interesting.
Warm-up
• Ask students to get into pairs. Explain to them that
they are going to be ‘live boards’, writing on each
other’s back with their fingers. Student A stands in
front of Student B, who draws a letter on his / her
back. Student A then makes a guess about what
letter it is. Let them try doing this three or four times,
changing positions after each round.
• When the students have grasped the idea, encourage
them to ‘write’ whole words (numbers, names etc.).
1.18
• Draw students’ attention to the photos in Exercise 1.
Check if they recognise the school subjects.
• Play track 1.18 and make students follow the words
in the book. Play the recording again, and pause after
each name for students to repeat out loud.
• Introduce the phrase school subject. Use picture cards
containing symbols of school subjects to elicit the
correct names from students. Show a maths card
and ask: What subject is this? Maths or PE? Repeat the
process with different cards. Then start again, but this
time let students name the subject associated with
a given picture.
1.19
• Ask students to look back at their book, at the pictures
in Activity 2. Play track 1.19 and ask them to repeat the
words out loud. Elicit the Polish equivalent of each word.
• Ask for a volunteer to stand up and mime the new
adjectives. Let other students guess what they are.
• Invite students to think about the subjects they learn
in terms of their level of difficulty and interest. Ask
them to mark each subject with one or two letters (E for
Touchdown
• Invite students to sing the song in Exercise 1 at
different tempos, eg slow, very slow, quick, very quick.
Homework
Workbook, Exercises 1–6, page 9
Optional task: Cartoon Story – The Time Machine
(www.staffroom.pl), Episode 1, Exercises 1–2
UNIT 1
LESSON 7
Extra materials
TRF, Extra teaching resources Unit 1, Lesson 7
(one copy, for Exercise 1 and Touchdown)
easy, D for difficult, I for interesting). Remind them that
subjects may be interesting even though they seem
difficult, and the other way round!
• Ask the class what they think about their school
subjects, referring to the notes they have made,
eg Science, is it easy or difficult? Make students reply in
full sentences, eg Science is difficult. No, science is easy!
Then ask students if Polish is interesting etc.
Note on interaction
Try to involve all students in the discussion,
particularly those who tend to sit back and remain
quiet throughout speaking activities. Get them to sit
in the front rows so you can maintain more frequent
eye contact with them. Think of any personalised
questions which would match their interests. Smile
at them, and give positive feedback to their every
attempt at answering.
1.20
• Start talking about websites. Ask students to give you
examples of the websites they use most often. Ask if
students have access to their own school website and
if they ever post on it.
• Ask students to listen and read the three entries from
Barsham Primary School’s website. Play track 1.20.
Answer Key
1 Ruby 2 Lorna 3 10 4 10 5 9 6 computers 7 science
8 English
Note on language
Draw students’ attention to the phrases I’m a student
at …, I’m at …, My school is … Point out that these are
different ways of saying which school you attend.
10
• Tell students to fill in the chart for all the three
students. Remind them what to write in the age
column. Check that they understand the task by
writing the same chart on the board and asking
individual students to fill in the blanks.
• Ask students to write a short internet entry about
themselves. Let them make some notes and then
ask them to write full sentences. To make it more
interesting, suggest that they could attach posters or
drawings of themselves.
• Ask students to model their texts on the paragraphs
about Barsham Primary School. If your school has
a website where students post their own texts, make
them do this. If not, make a class display of the texts.
Answer Key
Students’ own answers.
Aims
Students will: Vocabulary
• revise the language structures Revising vocabulary already
and vocabulary from Unit 1. taught
Functional language
Grammar
Revising functions already
Revising grammar and notions
taught
already taught
Warm-up
• Play ‘Skeleton’ on the board. Draw eight small lines,
each one representing a letter for the word REVISION.
Students say letters, which you write on the right lines if
they are correct. For each ‘wrong’ letter, draw one part of
the ‘skeleton’ – (head, 2 arms, 2 hands, body, 2 legs, and
2 feet). If students manage to guess the word correctly,
they win the game, and can name their prize (eg doing
a game that they enjoy). If you win, you can give them
one extra homework task.
Development
• Ask students to count to ten, then from ten to one,
only even numbers, only odd numbers, etc.
• Point to Exercise 1 and explain that it is an extension
task to reinforce what they have just practised out loud.
Students may work in pairs to complete the numerical
sequences. Check orally.
Answer Key
a eight, nine b eight, ten c seven, nine d six, five e four, two
Touchdown
• Use the picture cards containing school symbols to
play ‘Board Race’. Divide the class into two groups and
ask them to stand in two rows opposite the board.
Draw a line down the middle of the board and provide
chalk / marker pens for both teams.
• Show the first card. A student from each team runs to
the board and writes down the name of the subject
on their half of the board. Explain to them that only
a word spelt correctly scores a point. No shouting is
allowed during the game. If the students at the board
don’t know the answer, they may run back to their
teams for help. The student who gets the word right
first wins a point for his / her team.
• For each picture card, a new pair of contestants
participate at the board.
Homework
Workbook, Exercises 1–2, page 10
Optional task: Workbook, Exercise 3*, page 10 (for
those who wish to get additional professor’s points)
UNIT 1
LESSON 8
Extra materials
Soft or paper ball (for Exercise 7)
• Tell students that the incomplete words all have
something in common, and help them to realise that
they are all occupations.
• Students work individually, writing in the missing
letters and then compare their answers in pairs. Ask
individual students to write their words on the board.
Answer Key
1 police officer 2 doctor 3 musician 4 shop assistant
5 trainer 6 teacher 7 student 8 painter
• Ask students to search for some school subjects in the
word snake. Remind them that in English the names
of languages start with capital letters.
• Ask students to make their own word snakes, then to
give them to their partners to find the words.
Students check each other’s answers.
Answer Key
maths, art, English, Polish, music, history
11

• Tell students that they are going to edit an interview
with Angela by matching the answers to the questions.
• Students match the sentences. Check the answers by
asking a pair of students to read their dialogue
out loud.
Answer Key
1 c 2 d 3 b 4 a/e 5 a/e
English to go
• Give students one minute to complete the sentences,
using words from the box. Then ask the class to divide
into eight groups. In their groups students compare
their answers.
• Give a ball to one of the groups to say the first phrase.
They then pass (or throw) the ball to another group,
who must say the second phrase correctly etc. Each
of the groups must have a go at one of the phrases.
If they make a mistake, the rest of the class correct
them, and they do not score a point.

• Point out to students that they have already come Answer Key
across Joe Clipart in Lesson 3. Ask them what his job is 1 I’m 2 to 3 Let’s 4 This 5 everyone 6 What’s 7 you
(a painter). Tell them to write down Joe’s answers to the 8 old
questions, modelling them, if necessary, on those from
Exercise 4. Touchdown
• Ask different pairs of students to read the sentences out • Invite students to sing the rap from Lesson 2.
loud, acting out the roles of the interviewer and Joe Encourage them to clap their hands or to tap on the
Clipart. desks with their fingers. Increase the volume of the
song with each line.
Answer Key
1 My name’s Joe. 2 I’m fine. 3 No, I’m not. 4 Yes, I am.
Homework
5 J-O-E Workbook, Exercises 1–6, page 11

• Elicit from students what the word order for questions

is in English. If necessary, use the grammar flashcards
(sets 1.1 – 1.3), or refer them to Evo’s grammar
sections in Lessons 1–3.
• Ask students to model their questions and answers on
Exercises 4 and 5.
• Get students into pairs. Tell them to ask each other
questions and give true answers. Walk around the
classroom, helping and correcting if necessary.

Answer Key
1 What’s your name? 2 How are you? 3 Are you
a teacher? 4 Are you a student? 5 How old are you?
6 How do you spell your name?

12
 Aims
Students will:
• learn numbers 11–20,
Vocabulary
Numbers 11–20
• ask about people’s age. Functional language
Grammar How old is he / she?
Present Simple with be – he / she He’s / She’s …
(affirmative and negative sentences, Look at …
questions and short answers) Right!
Questions – How Good, Carla.
Warm-up
• Put students into a circle. Explain that they are going
to sing a rap out loud. Teach them the lyrics:
Shoo-be-doo, how old are you?
Sammy-same, what’s your name?
• Give students the ball, and explain that they will be
throwing or passing it around to one another, asking
one of the two questions. It is important not to break
the rhythm. Show how the task should be performed,
and stress that each student may decide which of the
two questions to ask.
Teacher (throws the ball to Student A) Shoo-be-
doo, how old are you?
Student A (catches the ball) I’m ten (throws the ball
to Student B): Sammy-same, what’s your
name?
Student B I’m (Kasia) . . . etc.
Development
1.21
• Ask students to look at the pictures and guess what
the numbers stand for (age).
• Play track 1.21. Have students repeat the numbers
while they are reading from the book.
• Write numbers 11 to 20 on the board. Use digits only.
Choose the numbers at random, and ask students
to read them out. Make sure they pronounce the
ending -teen correctly. You may want to mention the
word teenager and compare it to the Polish word
nastolatek.
• Read out the names of the people at random and ask
students to give you their age. Then ask them to do
the same in pairs.
UNIT 2
LESSON 1
Extra materials
Soft or paper ball (for Warm-up)
Grammar flashcards 2.1 (for Evo’s
grammar)
Optional activity
Ask students to do sums orally. Choose simple
sums, not exceeding 20 (eg five plus seven, eight
plus nine minus two etc.).
1.22
• Ask students to look at the picture and describe in
Polish what the game might be about (the contestants
guess the boys’ and girls’ ages).
• Play track 1.22. Ask students to listen to the dialogue
and underline the How old …? questions.
• Ask students: Who are we asking questions about?
(About Nick, Lucy, Ben and Sue.) Play the track again,
and make them find the words in the text that refer to
Nick and Ben (he), then Lucy and Sue (she). Ask them
to compare How old is he/she? with How old are you?
Lead them to conclude that we use are with you and is
with he and she.
• Ask students to act out the following dialogue in pairs,
using the people’s names and ages from the board
game:
A Look at Nick! How old is he?
B He’s twelve.
Easy English
Draw students’ attention to the Easy English
box in their books. Remind them that they can
go back there to revise the phrases they have
practised in class. Ask if they can think of the
corresponding phrases in Polish.
13

Evo’s g r a m m a r
• Ask students to read the questions and answers out
loud, using both pronouns.
• Let them explain why Evo ‘moves’ the words (to form
a question).
• Ask students to look at the short answers and work
out which words follow Yes (he or she and is) and No
(he or she and isn’t). Encourage them to work out the
full form of isn’t (is not).
• Ask students to close their books. Spread all the
grammar flashcards from set 2.1 on your desk.
• Invite three students to come to the front of the
class. Ask them to form the sentence He is ten, and
encourage them to pick up the cards from your desk
( HE IS TEN ). Tell them to stand in a row facing
the others and hold the cards up so everybody can
see them. Ask another student to pick up the right
punctuation mark and stand in the row too.
• Encourage the students to change the order of the
cards to make the question Is he ten? Keep reminding
them about the punctuation marks.
• Get three new students to build short answers, first
using YES , then NO and ISN’T . Encourage them
to explain which word becomes redundant in short
answers (ten).
• Follow the procedure to practise other sentences:
How old is she?
She is ten.
Is she ten? Yes, she is. No, she isn’t.
isn’t = is not
• Ask students to write down the missing words by
using Evo’s grammar section if necessary. Check
orally.
Answer Key
1 is, is 2 isn’t 3 Is, is 4 is, is 5 Is, isn’t
Note on intonation
Draw students’ attention to the rising intonation
pattern for Yes / No questions, and the falling
intonation for Wh- questions.
Have a talk!
• Ask one or two pairs of students to read out the dialogue.
Correct their pronunciation and intonation if necessary.
• Invite the class to ask questions about the people in
Exercise 1.
UNIT 2
LESSON 1
Optional activity
Ask students to draw on a piece of paper a picture
of a boy or girl from 5 to 20 years of age and
give him / her a name. Collect the drawings and
mix them up. Give the pictures out to different
students. Each student looks at the drawing you
gave him / her, and asks Is Susan fifteen? The
student who has drawn the picture answers Yes,
she is. / No, she isn’t. Encourage other students to
ask How old is she / he? when appropriate.
Note on interaction
This activity will enable students to disagree in
English. They can object by saying No, she isn’t
seventeen. She is twenty.
Touchdown
• Invite the class to hold a ‘Dictospelling’ competition
in pairs. Student A spells out a number from 11 to 20.
Student B writes down the word and identifies the
number. Student A checks the spelling, and then they
change roles. The pair that has spelt out the most
numbers correctly in five minutes wins the game.
Homework
Workbook, Exercises 1–5, page 12
Optional task: Workbook, Exercise 6*, page 12
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Answer Key
Extra 1
fourteen 14, twenty 20, eleven 11, nineteen 19,
twelve 12, eighteen 18, sixteen 16, thirteen 13,
seventeen 17, The missing number is fifteen (15).
Extra 2
1 is 2 old 3 He’s 4 She 5 Is 6 isn’t 7 ‘s
Extra 3
A Is she Mary? B No, she isn’t. She is Anne. A Is she ten?
B No, she isn’t. She is nine. A Is he Tom? B No, he isn’t.
He is Kevin. A Is he nine? B No, he isn’t. He is eight.
14

Aims
Students will:
• talk about people’s identity, Vocabulary
• talk about occupations, Occupations: astronaut, artist
• revise the spelling of words.
Functional language
Grammar
How do you spell his/her
Present Simple with be –
surname?
he / she (affirmative sentences)
Questions – Who
Articles – a / an
Warm-up
• Play a miming game. Divide the class into two teams.
Ask a student from the first team to come up to the front.
Show him / her a picture card representing a profession,
and explain that his / her team will have 30 seconds to
guess what profession he / she is miming. The teams score
a point for a correct guess within the time limit.
Development
1.23
• Ask students to look at the game board to find out
what they are going to learn now (the names of more
occupations).
• Play track 1.23. Tell students to listen to the recording
and repeat the new words.
• Play track 1.23 again, and encourage students to
mime the occupations, and then guess them in pairs.
1.24
• Show students how to say My name is … And my
surname is … Then ask different students What’s your
name? What’s your surname? Students give their answers.
• Encourage students to spell out their surnames: How
do you spell your surname?
• Repeat: My surname is … and your surname is … Make
students work out which word we use to talk about
a man’s surname (his) and a woman’s surname (her).
• Point to the astronaut and ask: What is she?
An astronaut, a football player or a doctor? Get students
to reply: An astronaut. Then ask them: How do we ask
about a man’s identity? (Who is he?)
• Ask students to look at the pictures of the celebrities
in the book. Ask them if they recognise any of them
Look at number 1. Who is he? / Who is she? (They are:
1. Christiano Ronaldo, 2. Harry Styles, 3. Zac Efron,
4. Selena Gomez, 5. Sunita Williams, 6. David
Copperfield, 7. Picasso, 8. J. K. Rowling.)
• Play track 1.24. Ask students to listen to and read the text.
• Invite students to choose other people from the game
board in activity 1 and to act out the dialogue in pairs.
Background information
• Cristiano Ronaldo dos Santos Aveiro, born 1985,
is one of the most popular and best footballers that
Portugal has ever produced.
• Harry Edward Styles, born 1994, is a British singer,
songwriter and actor. He is a member of One Direction.
UNIT 2
LESSON 2
Extra materials
TRF, Extra teaching resources Unit 1, Lesson 3
(one copy per class, for Warm-up)
Grammar flashcards 2.2 (for Evo’s grammar)
12 pictures of Polish or international
celebrities (for Touchdown)
• Zachary David Alexander  ‘Zac’ Efron, born 1987,
is an American actor, best known for his role in the
High School Musical (2006).
• Selena Marie Gomez, born 1992, is an American
actress, singer, and businesswoman, best known for
her roles in the television series Wizards of Waverly
Place or Walt Disney’s Another Cinderella Story.
• David Copperfield, born 1956 as David Seth
Kotkin, is an American illusionist, and the most
commercially successful magician in history.
• Sunita Williams, born 1965, is a US naval officer
and NASA astronaut. She holds the record for the
longest space flight (195 days) for a female astronaut.
• Pablo Ruiz Picasso, known as Picasso, (1881–1973)
was a Spanish painter and sculptor. He is regarded as
one of the greatest and most influential artists of the
20th century.
• Joanne “Jo” Rowling, born 1965, better known
as J. K. Rowling, is a British writer, most famous for
the Harry Potter fantasy series she produced.
Note on intonation
Make students notice the difference in the main stress
between the question Who is he / she? and Who’s he /
she? Emphasise the fact that in English pronouns are
never stressed unless we contrast or emphasise them.
Easy English
Draw students’ attention to the Easy English box in
their books. Remind them that they can go back
there to revise the phrases they have practised in
class. Ask if they can think of the corresponding
phrases in Polish.
1.25/1.26 Rap
• Play track 1.25 twice. Encourage students to read the
rap while they are listening to it. Then ask them to
write down the missing words.
• Ask the class to repeat the rap chorally and slowly and
softly at first, and then more (and more) quickly and
loudly as they gain momentum. You may use the
karaoke version (track 1.26) to make students rap in
groups, one asking the questions, and the other
rapping the answers.
Answer Key
1 spell 2 old 3 ten
15

Evo’s g r a m m a r
• Ask students to read the questions and answers out
loud, using both pronouns (he and she).
• Point to the words in the blue boxes (a, an). Make
students aware that they are ‘little words’ which stand
in front of common nouns, and that they cannot
be translated into Polish. Avoid giving detailed
explanation at this stage.
• Encourage students to work out the difference in
use between a and an. Refer to Exercise 1 for more
examples, and prompt them to formulate a rule
(a goes before a consonant, an before a vowel).
Stress that it’s the pronunciation, and not the spelling,
that determines the use of the article.
• Ask students to close their books. Spread all the
grammar flashcards from set 2.2 on your desk.
• Say Harry Styles. Ask four students to come to your
desk, and encourage them to pick up the cards
necessary for describing Harry Styles ( HE IS A
SINGER ). Emphasise the importance of picking the
correct ‘little word’ (a). Tell them to stand in a row
facing the others and hold the cards up so everybody
can see them. Ask another student to pick up the right
punctuation mark and stand in the row too.
• Invite three more students to the front of the class.
Give them the WHO card, and ask them to choose
cards to make a question about Harry Styles. (Who’s
he?) Keep reminding them about the punctuation
marks.
• Encourage other students to follow the same
procedure for Sunita Williams, using the cards AN
ASTRONAUT :
Who’s she?
She is an astronaut.
• Get two pairs of students to hold up the cards WHO
IS and WHO ‘S . Ask another student to take the
equals sign and put it in the correct place.
Optional activity
Invite students to play ‘The Statue’ game. Divide
the class into two groups. In turn, ask individual
students from the different groups to choose an
occupation and adopt a pose that characterises it.
The students from the other group guess the
statues’ occupations, eg
A Who is he / she?
B He’s / She’s a singer / a football player.
UNIT 2
LESSON 2
• Ask students to write down the missing words, using
Evo’s grammar section. Check orally.
Answer Key
1 an 2 a 3 an 4 a 5 a 6 an 7 a 8 an
Have a talk!
• Divide students into pairs. Ask them to look again
at the pictures in Exercise 1. Students point to the
different pictures, asking their partner Who’s he /
she? and their partners respond accordingly.
Touchdown
• Divide students into four teams, appoint group
leaders, and distribute pictures of celebrities (three
for each team). Give the teams some time to identify
the people in the pictures and their professions.
Advise them to conceal their pictures from the other
teams. Walk around, helping out if necessary.
• The teams reveal their pictures, asking Who’s he /
she? The other teams make guesses. They can
speak out only after their leaders have raised their
hands. They score one point for a correct name,
and another one for a profession.
Homework
Workbook, Exercises 1–4, page 13
Optional task: Workbook, Exercise 5*, page 13
Attention
• You can use the exercises from the Extra section with
fast finishers or give them as additional homework.
Answer Key
Extra 1
1 astronaut 2 artist 3 football player 4 singer
5 illusionist 6 actor 7 actress 8 writer
Extra 2
1 Who is he? d 2 Is he an actor? a 3 Is he a singer? c
4 How old is she? e 5 Is she an actress? b
6 Is she an illusionist? f
Extra 3
1 Is Angela a police officer? 2 Is Tom an actor? 3 Is Lucy
fourteen?
16

Aims
Students will:
Vocabulary
• identify objects.
Personal possessions
Grammar
Functional language
Present Simple be – it (affirmative and
It’s a ...
negative sentences, questions and short
answers) Testing spot
Questions – What Language structures
Warm-up
• Get students to sing the rap song from Lesson 2.
Divide them into two teams, one should sing the
questions (How do you spell his surname? Now tell me.
How old is he?), while the other sings the answers
(M-A-C-P-E-N-N, Darren is ten).
• Encourage students to get into pairs or groups
of three to change the rhyming words in the rap
(Macpenn, ten). Brainstorm the class for options, or
suggest your own (eg Macline – nine, Macticks – six,
Macboo – two, Maclee – three etc.)
Development
1.27
• Ask students to look at the pictures and ask if they can
name any of the objects.
• Make students look at the words and write them down
together with the corresponding numbers. Play track
1.27. Check orally.
Audioscript 1.27 Answer Key
1 wallet 5 watch
2 key ring 6 computer
3 skateboard 7 Frisbee
4 MP3 player 8 mobile phone
• Play track 1.27 again for students to check their
answers.
• Ask students to close their books. Give out the
photocopies, and ask them to cut them up into cards.
• Ask them to shuffle the cards and then match the
words with the picture cards.
• Give students the following instruction Show me
a wallet. Prompt them to raise the corresponding
picture. Repeat the instruction with other possessions.
• Tell students to keep the cards for using later on.
1.28
• Tell students to look at the pictures and ask them
what the journalist is asking Joe Clipart about (his
possessions).
• Ask students to look at the dialogue and write down
the missing sentences.
• Play track 1.28. Students listen and check their answers.
• Encourage students to act out the dialogue in pairs.
Ask a couple of pairs to perform their dialogues in
front of the rest of the class. Encourage them to use
real objects and / or props.
UNIT 2
LESSON 3
Extra materials
Grammar flashcards 2.3 (for Evo’s grammar)
TRF, Extra teaching resources Unit 2, Lesson 3 (1 set per
student, for Exercise 1, Optional activity, and Touchdown)
Answer Key
1 It’s a key ring. 2 Look! A Frisbee! 3 It’s a CD!
Evo’s g r a m m a r
• Ask students to read the sentences out loud. Ask
them what it is used for (to identify an object).
Remind the students of other pronouns by drawing
the faces of a boy and girl on the board, and writing:
she and he. Draw a Frisbee and elicit the word it.
• Remind students how they formed questions in
Lesson 1. Point to Evo’s tentacles which move is in
front of it in the question form. Ask: What happens in
a short answer? (The words go back to the noun-verb
order.) What happens when we start a question with
‘what’? (What goes in front of is.)
• Draw students’ attention to the last box. Encourage
them to get a general understanding of the word
order and verb forms in the affirmative, negative and
interrogative sentences. Make them aware of the
regular patterns.
• Ask students to close their books. Spread all the
grammar flashcards from set 2.3 on your desk.
• Invite four students to come to the front of the class.
Ask them to form a sentence (It is a Frisbee), and to pick
up the necessary cards IT IS A FRISBEE . Tell them to
stand in a row facing the others and hold the cards up so
everybody can see them. Ask another student to pick up
the right punctuation mark and stand in the row too.
• Encourage the students to change the order of the
cards to make a question (Is it a Frisbee?). Ask them
to change the punctuation mark too and write the
question on the board.
• Get other students to practise:
Yes, it is. No, it isn’t.
What is it? It’s a Frisbee.
It’s = It is
Note on intonation
Focus on the question What is it? Remind students
to stress the verb, not the pronoun. Demonstrate the
falling intonation in the question, and get students
to repeat it after you.
17
• Ask students to write the answers to the questions
(1–3), and then the questions to the answers (4–6),
which are all related to the pictures provided. Check
orally.
Answer Key
1 No, it isn’t.  2 Yes, it is. 3 It’s a mobile phone. 4 Is it
5 Is it 6 What is it?
Have a talk!
• Ask students to work in pairs. Student A chooses one
of the pictures in Exercise 1. Student B tries to guess
which of the pictures his / her partner has chosen,
asking Is it a ... ? If the answer is No, it isn’t, then he /
she asks the next question: What is it?, and Student B
answers It is a ...
• You may turn this activity into a game, inviting
students to award each other one point for every
• out face down on their desks (preferably putting them
neatly in lines for better recollection of their position).
Student A turns over one picture card and one word
card. If the picture matches the word, the student takes
both cards. If it does not, he / she puts them back in
place. The student who gets the most cards by the end
of the game wins. Finally, collect the cards from students.
Homework
Workbook, Exercises 1–3, page 14
Optional task: Workbook, Exercise 4*, page 14
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Audioscript 1.29

correct guess. 1 Thomas Look! This is my new watch. It’s fantastic.

Optional activity 2 Boy What is it? Is it a watch?

Sue No, it isn’t. It’s a new mobile phone. It’s nice. Isn’t it?
Tell students to take out the set of picture cards
from Exercise 1, and encourage them to play the 3 Gloria This is my new skateboard. It’s yellow and blue.
‘What is it?’ game. In groups of four, they place 4 Girl Is it a small computer?
their cards on the desk, the pictures face down.
Henry Yes, it is. It’s my new computer. Do you like it?
Student A picks a card, looks at it secretly, and
the other students, in turn, try to guess what it
is, asking: Is it a ...? If a student guesses correctly, Answer Key
he / she gets one point. If all three students guess Extra 1
wrongly, they ask: What is it? and the point goes 1 watch 2 mobile phone 3 skateboard 4 computer
to Student A. The game continues with Student B, Extra 2
then Student C etc. picking up a card. 1C 2B 3C
Extra 3
Touchdown 1 Isn’t 2 24 3 isn’t 4 a
• Invite students to play ‘Memo’ in pairs, with one full set
of cards from Exercise 1. They spread all the cards

Aims Pronunciation
UNIT 2
Pronouncing /ǝ/ sound
Students will:
• practise talking about people. Extra materials
LESSON 4
Functional language A toy or real objects: a mobile phone, watch,
Who’s he / she? key ring, old wallet, Frisbee (for Warm-up) Testing spot
Is he / she a student at this school? Old newspapers (for Warm-up)
I think he / she’s a … Language functions
Dance music and a scarf (for Optional activity)
I don’t know.

Warm-up • The students go back to their groups with their

• Invite students to play a guessing game. Divide the parcels. The other members of the group feel the
class into five groups. Ask one member from each parcel and try to guess what it contains:
group to come up to you at the front of the class. Show A Is it a wallet? B No, it isn’t.
them an object, and then wrap it up in newspaper. C Is it a CD? B No, it isn’t.
D What is it? B It’s a …

18
Development
1.30
• Ask students to look at the pictures and identify
the place (school). Encourage them to guess what
the children are talking about (other kids). Ask if the
children in the pictures know each other (some of
them do, some don’t).
• Have students read and write down the missing
words. Play track 1.30 for them to check their answers.
• Get three pairs of students to read out the mini-
dialogues in Exercise 1. Correct any pronunciation and
intonation mistakes if necessary.
Answer Key
1 Alex 2 old, nine 3 he
Testing spot
• Refer students to the instruction. Explain that they
are going to read four short descriptions of different
situations in Polish (1–4) and choose the correct
reaction for each of them (options A–E). Make sure
students understand that there is one extra option.
• You can encourage students to cover options A–E and
ask them to think of possible reactions to the four
situations. When students read the options, their task
is to confirm their predictions.
• Give students 2–3 minutes to do the exercise. Then
ask them to compare their answers in pairs. Finally,
check as a class and provide feedback if necessary.
Answer Key
1C 2E 3A 4D
• Ask students to work in pairs, encouraging them to
talk about other children in the classroom: Who’s she?
She’s Kasia.
Optional activity
Ask all students to stand in a circle. Invite one of
them to stand inside the circle and cover his / her
eyes with a scarf. Explain to students in the circle
that they will start moving around the moment
you start the music and will stop walking when
the music stops.
When you stop playing the music, the student
who is standing right behind the one with covered
eyes must ask him / her Who’s this? The student
inside the circle tries to guess who is standing
behind him / her from the sound of the voice eg
It’s Maciek. If the guess is correct, they swap places,
and the other student covers his / her eyes. If not,
the person inside the circle remains there for the
next round of music.
1.31 Sounds right!
• Brainstorm students to explain the differences
between the Polish and English alphabet. Elicit that
English does not have the letter Ł.
• Get students to name a few words in English
beginning with the letter W. Ask them to write them
on the board. Point to W, explaining that it stands for
the Polish Ł, pronounced /ə/.
• Tell students to pay attention to the pronunciation
of the underlined letters. Play track 1.31. Play the
track again. Students repeat what they hear.
1.32
• Play track 1.32. Tell students to listen to and repeat
the sentences both chorally and individually. Then
ask them to read the sentences out loud individually
or in pairs. Correct any pronunciation and intonation
mistakes.
Touchdown
Encourage the students to have a word-building
competition. Draw a 4 x 4 chart on the board, and write
in the letters:
A E I O
T H P N
W L Y R
S M G C
Give students three minutes to write down as many
words as they can, using only the letters from the chart.
Ask the student who claims to have the most words to
write them on the board for others to compare. Reward
the winner with a small prize.
Homework
Workbook, Exercises 1–3, page 15
Optional task: Workbook, Exercise 4*, page 15
19

Aims
Students will: Speaking
practise receptive and productive Asking and answering simple
language skills. questions about people
Listening Reading
Listening for specific details Reading for specific information
Warm-up
• Encourage students to play the ‘Spell and Guess’
game. Divide the class into two groups: A and B. Each
group prepares a card with the name, surname and
age of an imaginary person.
• Explain that group A is the guessing group and they
ask group B, the information group, for details about
their imaginary person (sex, name, age).
• Point out that group B can spell out the answers.
Group A decodes the answers and writes the
information on the board. Group B checks the result
and gives points (two points for a correct answer, one
point for an answer with a small spelling mistake, no
points if an answer contains more than one mistake).
• Model the dialogue for the game:
Group A He or she?
Group B H - E.
Group A How do you spell his name?
Group B T-H-O-M-A-S.
Group A How old is he?
Group B N-I-N-E-T-E-E-N.
Development
1.33
• Explain to students that they are going to hear four
people talking about their age and possessions.
Stress the fact that they do not need to understand
every word to be able to complete the activity.
• Play track 1.33 for students to get familiar with the
whole recording. Play it again, stopping after each
speaker, and giving students some time to match the
name to the correct age and possession. Check the
answers out loud.
Audioscript 1.33
Fred Hello, everybody! My name is Fred. I’m nineteen.
Today is my birthday. Look! This is my new
mobile phone.
Sylvia Hi, there! I’m Sylvia. I’m not sixteen. I’m seventeen.
Look! This is my MP3 player. Have you got one?
Ted Hello! My name is Ted. I’m twenty. I’m a trainer.
My birthday? Yes, it is today. Look! This is my
new wallet. Do you like it?
Tony Hi, friends! I’m Tony Grunt. That’s G-R-U-N-T,
Grunt. I’m fourteen years old. My brother is
fourteen too. We are twins. Look, this is my new
Frisbee. It’s cool, isn’t it?
Answer Key
Fred, 19, mobile phone; Sylvia, 17, MP3 player; Ted, 20,
wallet; Tony, 14, Frisbee
UNIT 2
LESSON 5
Writing
Writing a short description of a person
containing basic information
• Ask students to cover the text, look at the picture and
guess the answers to your questions: How old is the
girl? Is she a student? Is the boy a student too? Is he an
actor or musician?
• Tell students to read the text and the sentences.
Explain that they need to categorise each sentence
as true or false by putting a tick in the correct place in
the grid.
• Check their answers by asking individual students to
read out each statement. If it is false, ask for the true
answer.
Answer Key
1 False 2 False 3 True 4 False 5 True 6 False
• Point to the picture of Clare Donovan, and encourage
the students to imagine that she is their elder sister
or friend. Ask them to look at the box, and ask: Is Clare
eighteen? (No, she isn’t.) How old is she? (20.) Is she an
artist? etc.
• Ask students to write a short paragraph about Clare.
Tell them to use all the information from the box,
modelling their writing on the excerpt about Mike
from the text in Exercise 2.
• Give them five minutes to write their descriptions in
their notebooks, then ask them to swap notebooks
with their partners and to check each other’s
compositions.
• Ask 2–3 students to read their corrected texts to the
rest of the class.
Answer Key
It’s Clare Donovan. She isn’t eighteen years old. She’s
twenty. She isn’t an artist. She’s a trainer.
• Get students into pairs. Make them work out the
jumbled up names, and do the calculations to find out
how old the children are. Check orally.
• Encourage students to talk with their partners about
the children in the photos, using the information
given. Remind them to use the correct pronouns
when referring to a boy (he) and girl (she).
Answer Key
Lucy 2; Tom 13; Sam 8; Kate 5; Mary 17
20
Touchdown
• Get students into groups of three or four, and
encourage them to create a rhyming dialogue. Ask
them to think of a name that rhymes with an age and
then complete the text:
Who’s she? She’s Kate.
How old is she? She’s eight etc.
Encourage each group to say their dialogues out loud.
Aims
Students will:
• revise numbers 1–20
Functional language
Count with me from … to …
• practise spelling
Say …
Vocabulary Now let’s start again.
Recycling vocabulary already taught
Warm-up
• Encourage students to play the ‘One More – One Less’
game. Pre-teach more and less. Write a number on the
board, then say: One more! and write +1. Ask students
to do the sum. Write another number, saying One less!
and write –1.
• Demonstrate the procedure. Call out one of the
names from the class, a number, and then add
a command: One more or One less. The student has
to give the number increased or lowered by 1:
A Ten. One more!
B Eleven!
If the student gives the right answer, he / she can
call out another person to do a sum with a random
number from 1 to 20.
• Encourage students to vary the commands.
Development
1.34/1.35
• Tell students that they are going to sing a song. Get
them to read the lines. Introduce the new vocabulary:
count from … to, say …, shout it out, let’s start again.
Try to mime the phrases for students to guess their
meanings.
• Encourage the class to guess the missing words,
but don’t comment on the accuracy of their
guesses.
• Ask students to listen and check if their guesses were
correct or not. Play track 1.34. Students write down
the missing lines. Play the track again, and encourage
students to sing along. You may use the karaoke
version (track 1.35) for extra practice.
Answer Key
1 Seven, eight, nine. 2 Ten, eleven, twelve. 3 Thirteen,
fourteen, fifteen. 4 Sixteen, seventeen, eighteen.
• Encourage students to come up with their own
rhyming words or to use the ones you write for them
on the board, eg Lou, Sue – two; Bree, Lee – three; Clive –
five; Kate – eight; Caroline – nine; Ken, Ben – ten.
Homework
Workbook, Exercises 1–3, page 16
UNIT 2
LESSON 6
Optional activity
Divide the class into groups. Encourage students
to change the numerals in the song. Point out
that the second number should be bigger by
two, eg From seven to nine.
Each group encourages the rest of the class to
sing their version of the song.
1.36
• Explain to students that they are going to hear
sequences of numbers with one number missing. Ask
them to listen and write down the missing numbers.
Play track 1.36. Correct orally.
Audioscript 1.36
1 one, two, three, ..., five, six
2 five, six, ..., eight, nine, ten
3 nine, ..., eleven, twelve, thirteen
4 ten, eleven, twelve, ..., fourteen
5 fifteen, sixteen, ..., eighteen, nineteen
6 sixteen, seventeen, ..., nineteen, twenty
Answer Key
1 four 2 seven 3 ten 4 thirteen 5 seventeen 6 eighteen
• Ask students to do the sums in order to get the
necessary letters and then decode the words. Check
the answers out loud.
• Tell them to make two sentences with these words
and write them on the board.
Answer Key
18 (a)  14 (r); 8 (u)  17 (c); 7 (m)  6 (n); 10 (d)  2 (s); 9 (i)
a is musician Sandra Sandra is a musician
21
Touchdown
• Encourage students to sing the song in Exercise 1 and
gradually increase the volume.
Vocabulary
Aims
Students will:
Mathematical instruments
Adjectives: old, modern
• talk about mathematical
instruments. Functional language
This is a …
We use … in …
Warm-up
• Hold a singing competition. Divide the class into
groups. Encourage them to sing an adaptation of the
song from The Evolution Magazine, page 24. Play the
karaoke version (track 1.35).
• Explain that students can change eg the tempo of
the song or use words such as tick-tick or coo-coo for
onomatopoeic effect.
• Have students mime as they sing along. The class will
decide which group wins the competition.
Development
1.37
• Introduce the topic by speaking about the importance
of a calculator in everyday life. Show students the
oldest mathematical calculating tool, the abacus. Say
out loud: This calculator is old. Mime old for students
to better understand the concept, and ask if they have
ever used one or have any idea how to use it. Perform
some simple sums.
Background information
The abacus is a calculating tool used in arithmetic,
made out of a wooden frame with beads sliding on
wires. Originally, they were beans or stones which
moved in grooves in sand, or on tablets of wood,
stone, or metal. The abacus was in use centuries
before the modern number system, and is still
sometimes used by merchants, traders and clerks in
Asia, Africa and other parts of the world. It is also used
in preschool set-ups and elementary schools as an aid
for teaching the number system and basic maths.
• Show them a modern calculator, or use the picture in
the book as a reference. Say out loud: This calculator is
not old. It is modern. Look!
• Point to the different parts of the calculator: the
screen, numbers on the screen, and keys.
• Ask students if they bring a calculator to school.
Encourage them to take out their calculators and
point to the parts that you name. Tell students to
Homework
Workbook, Exercises 1–6, page 17
Optional task: Cartoon Story – The Time Machine
(www.staffroom.pl), Episode 2, Exercises 1–2
UNIT 2
LESSON 7
Extra materials
Real objects: abacus and calculator (for Exercise 1)
read the text, and draw the numbers as shown in the
example.
• Play track 1.37 for students to listen.
• Check for any mistakes by asking students to write the
numbers on the board, using the ‘calculator font’.
Answer Key
1, 9, 2, 7, 6, 3, 5
• Ask students to look at the photos and make them
aware of any new vocabulary.
• Get students to read the sentences. Comment on the
use of this as a demonstrative pronoun. Give clear
examples so students can understand its use.
• Make them match the objects with the sentences. Ask
them what they use each of the school objects for.
Answer Key
1b 2d 3e 4a5c
PROJECT!
• Ask students to imagine what a future counting
machine might look like. Encourage them to think
of the design, size, and possible functions. Invite
students to draw the machine and label the parts,
eg the screen, keys/buttons, cables, etc.
• Circulate around the classroom, providing any
vocabulary when needed. Encourage students to
write a short manual to explain how the machine they
have invented works.
• Encourage students to show their work to the rest
of the class and talk about their counting machines.
Make a class display of the machines. Students decide
which one is the most imaginative.
Touchdown
• Encourage students to play the ‘Number Mime’ game
with you. Explain to them that in pairs or groups of
three, they are going to mime the numbers you call
out with their bodies.
22
• Ask one pair to come to the front of the class, and help Homework
them to model number 11 (standing straight next to
each other, with right arms slightly raised). Workbook, Exercises 1–2, page 18
• Ask the rest of the students to join in the activity. Optional task: Workbook, Exercise 3*, page 18
Encourage students to use their bodies to do the
shapes of the numbers you give. If possible, take
pictures to show the best acts.

Aims Vocabulary
UNIT 2
Students will:
• r evise the structures and vocabulary
Revising vocabulary already taught LESSON 8
Functional language
from Unit 2. Revising functions already taught
Grammar Extra materials
Revising structures and notions TRF, Extra teaching resources Unit 2, Lesson 3
already taught (one set for each group of four, for Warm-up)

Warm-up
• Encourage students to play the ‘True or False’ game. Woman No, it isn’t.
Divide them into groups of four. Place the cards from Man What is it?
Lesson 3 face down on your desk. Pick up a card, Woman It’s a key ring.
keeping the picture to yourself. 8 Woman What is it?
• Say to students: It’s a key ring. True or false? Students say: Boy It’s a skateboard. It’s my son’s skateboard.
True or False. Show the picture. The groups that have
guessed correctly score two points. If the answer was Answer Key
False, ask for the correct name of the object and give one 1c 2b 3g 4d 5a 6e 7h 8f
point if the group can name it, or zero if they cannnot.
Development • Ask students to complete the words for the numbers and
1.38 occupations. Explain that a different number of letters
• Ask students to look at the photos and identify the is missing from each word. When students get all the
objects. Ask them to name them out loud. words, tell them to put them into the correct categories.
• Play track 1.38. Ask students to listen and write down the
corresponding numbers of the dialogues. Answer Key
Liczby: fifteen, sixteen, nineteen, twelve
• Move around and monitor their work. Check the
answers out loud: What is number 1? It’s a wallet. Zawody: artist, singer, painter, astronaut, illusionist

Audioscript 1.38

1 Man Look at my birthday present! • Ask students to identify and label the four objects in
Woman What is it? the pictures. Explain that these words are from the
Man It’s a wallet. CLIL lesson on maths.
2 Woman What is it?
Man It’s a Frisbee. Answer Key
Woman Wow! It’s fantastic! 1 compass 2 abacus 3 protractor 4 calculator
3 Man Is it an MP3 player?
Woman Yes, it is. It’s new. Do you like it?
4 Woman What is it? • Ask students to read through the sentences carefully,
Man It’s a computer. It’s my new computer. checking for the use of the verb is, articles a / an and
5 Man Is it a key ring? question words what, how or who.
Woman No, it isn’t.
• Give students a couple of minutes to work on the
Man What is it?
exercise, then ask them to check their answers with
Woman It’s a mobile phone. a partner, and then the whole class.
6 Woman Is it your watch?
Man Yes, it is. It’s my new watch. Answer Key
7 Man Is it an MP3 player? 1 Who 2 an 3 Who (is) she? 4 a 5 isn’t 6 What 7 isn’t

23

• Ask students to put the words in the correct order
to make questions. Refer them to Evo’s grammar
sections, and the Easy English boxes.
• When the questions have been constructed, ask
students to match them with the answers. Remind them
to pay attention to the 3rd person singular pronouns
(he, she, it).
• Check orally by asking one student to read out
a question, and another one to answer it.
Answer Key
1 How old is she? c 2 Is he eleven? d 3 Is it a mobile
phone? b 4 Who is she? a 5 How do you spell her name?
e 6 Is she an actress? f
English to go
• Go through the words in the box and ask students for
their meanings.
• Ask students to complete the sentences, referring
to the Easy English boxes and the dialogues from
Lessons 1–4 if necessary.
• Ask students to try to make their own sentences with
the words from the box. Advise them to change the
nouns, pronouns and numbers.
Answer Key
1 at 2 - 3 first 4 surname 5 spell 6 think 7 know
Reflecting upon values
Encourage students to think about what makes
a student successful at school. Try to make them
recognise the importance of discipline, responsibility
and hard work.
Touchdown
• Play the ‘Alphabet’ game. Ask students to say a word
starting with the letter of the alphabet you give them.
There is a time limit of five seconds, after which the
students lose the opportunity to answer, and the
letter goes to the next player.
• Walk around the classroom, giving students
consecutive letters of the alphabet. Start like this:
Teacher Kasia, A.
Kasia Astronaut. (Teacher gives Kasia a small prize,
eg a crayon)
Teacher Michał, B.
Michał Blue.
Homework
Workbook, Exercises 1–6, page 19
24

Aims
Students will:
• revise the language structures and vocabulary from Units 1 and 2,
• practise reading and writing skills.
Testing spot
Reading
Warm-up
• Invite students to play Charades with you. Write on
the board: My favourite thing is … and My favourite
school subject is … . Explain that you are going to
mime some actions to suggest the word you have
in mind (eg pretend you are phoning someone to
mime My favourite thing is a mobile phone). Mime one
more example pointing to one of the sentence frames
on the board, and then ask one student to take over.
Continue for 4–5 minutes, asking different students
to come to the front of the class.
Development
• Write one more sentence frame on the board: My
favourite musician is … .
• Ask students to read the instructions, and make sure
they know what to do. Provide examples which are
true for you.
• Give students 2–3 minutes to complete the sentences.
Then ask them to compare their ideas in pairs.
• Finally, ask selected students to report to the class
on their partner’s choices (eg Marta’s favourite thing
is her key ring. Her favourite school subject is maths.
Her  favourite singer is Bruno Mars.).
• Finally, elicit the sentences from selected students.
• Ask students to read the words in the green box
silently. Make sure that they understand them.
• Explain that students should choose two words
from the box to complete the four category boxes:
maths lesson, rock concert, school, doing sports. Also,
ask students to provide one more word related to
each category. Set a time limit of 3–4 minutes for the
activity.
• When the students have finished filling in the category
boxes, elicit and check their answers, but don’t ask
them to give their own words yet.
• Ask students to work in groups of four. Students share
their words with the rest of their group and come up
with 2–3 more words they think are connected with
a given category. Monitor the activity.
• Finally, elicit the groups’ word proposals and write the
most interesting ideas on the board.
Answer Key
maths lesson: numbers, ruler rock concert: music, singer
school: teacher, computer doing sports: skateboard,
trainer
Skills plus Units 1–2
LESSON 1
Testing spot
• Ask students to read the instructions carefully. Focus
the students’ attention on the fact that there is one
extra option provided which does not go with any
of the texts.
• Refer students to the tip. Before students read the
texts, ask them to look at the answer options and
note down 3–4 associations for the options. Then ask
students to compare their ideas in pairs.
• Students read the texts and do the task. Set a time
limit of about seven minutes for the task.
• When students have finished, ask them to compare
their answers in pairs and then check as a class.
Answer Key
1B 2C 3A
Reflecting upon values
Talk to students about the importance of being
tolerant. Explain that a person’s worth is not
determined by their possessions. Also, when you
are discussing different kinds of music with your
students, make sure they don’t laugh at each other’s
choices and preferences.
• Tell students that they are going to write short emails
or text messages to a friend about their favourite
singer or their favourite belonging.
• Explain that students should use the texts in the
Testing spot as models.
• Give students 4–5 minutes to write their messages.
Then ask selected students to read them out to the class.
Touchdown
• Follow up on the message writing in Exercise 4. Tell
students to exchange their messages in pairs and
write responses. If you feel that the activity may be
difficult for your learners, provide the following text
on the board (written in response to text 3 in the
Testing spot):
I don’t like rock music, sorry! But I like Kamil Bednarek.
He’s a great singer. See you! Kate
• Give students 4–5 minutes to write the responses.
Encourage them to use their own names.
• When they have finished, ask selected students
to read out the messages.
• The activity may be easily turned into project work.
Encourage students to work in pairs, draw the email
or text message frames and write in their texts.
Display the ready projects on the classroom walls.
25

Aims
Students will:
• revise the language structures and vocabulary from Units 1 and 2,
• practise listening and speaking skills.
Testing spot
Listening
Warm-up
• Practise the language which is going to be used in
the lesson in a simple question-and-answer activity.
Prepare a number of questions, eg How do you spell
your name? Is this an mp3 player (showing a mobile
phone)? What’s your favourite school subject? What
do you think about maths? How old are you?
• Walk around the class nominating individual students
to answer your questions.
• Ask students to read the instruction. Tell students that
they are going to read the texts and write down the
missing words. After 3–4 minutes allow students to
compare their answers in pairs.
• Check answers as a whole class.
Answer Key
1 singer, music 2 student, maths, easy 3 old, mobile
phone 4 surname, spell, science
• Make sure students know the names of professions
from the green box.
• Ask students to read the instruction and write down
the names of people.
• Check the answers. Provide feedback if necessary.
Answer Key
1 student 2 musician 3 shop assistant 4 teacher 5 actor
Testing spot
• Explain that in this activity students don’t have to
focus on the details, but on the general message
of the texts they listen to. Ask students to read the
instructions and make sure they understand the task.
• Remind students that they are going to hear the texts
twice.
• Play track 1.39. Students listen and choose the correct
answer.
• Ask students briefly if they got the answers. Don’t
discuss them at this point. Play track 1.39 again.
Students decide on the final answers.
• Allow students to compare their answers in pairs.
• Check answers as a class.
Answer Key
1 Nie 2 Nie 3 Tak
Skills plus Units 1–2
LESSON 2
Audioscript 1.39
1 Hi everyone, my name is Ross. I’m new in this school
but I like it a lot! The lessons and the teachers are cool.
My favourite subject is geography. I think it’s easy and
interesting.
2 Hello, my name is Frank and I’m twenty. I’m in a music
band ‘The Easy Boys’. My favourite artist is Bruno Mars.
His last CD is so cool!
3 Good morning everyone! My name is Ms Smith. For
this lesson we need a compass, a protractor and a ruler.
Open your books on page 12.
Testing spot
• Ask students to read the tip. Allow them to work in
pairs for 3–4 minutes and come up with 2–3 words
related to the places in Exercise 4 and 1–2 professions
of people who can be there. Elicit ideas from the class,
accepting all  reasonable suggestions.
• Ask students to read the instruction. Make sure they
understand that their task is to listen and match the
dialogues to the places.
• After the listening, allow students to compare their
answers in pairs. Finally, check the answers as a class
and provide the necessary feedback.
Audioscript 1.40
1 A Hi, I’m Mollie. Are you a new student?
B Yes, I am. I’m Josh. Nice to meet you! Who’s our teacher?
A Ms Jackson. Look, this is our teacher. Let’s go
to the classroom.
2 A Hello, how are you? 3 A What’s your name, boy?
B I’m fine, thanks. B I’m Kevin Caine, officer.
It’s a cool party! A How old are you, Kevin?
A How old is Kasia? B I’m ten.
B She’s twelve.
Answer Key
1B 2D 3A
• Tell students that they are going to play a guessing
game. Explain that they should work in pairs, pretend
they are someone else (eg a famous person), and the
other person must guess who they are.
• Allow students to work on the exercise for 3–4
minutes, exchanging roles and pretending to be
different people each time.
• Ask selected pairs to report to the class who they
pretended to be.
Touchdown
Ask students to write 2–3 sentences about their
favourite artist or a student from class. They may
use the information from Exercise 5.
26

Aims
Students will: Vocabulary
• talk about school objects, School objects
• ask about possessions.
Functional language
Grammar That’s right / correct / wrong.
Possessive‘s
Questions – Whose
Warm-up
• Get students into groups for a word competition.
Ask them to write down as many names of personal
possessions as they can recall. Write the words on the
board. Give each group a point for each word. The
group with the highest score wins the game.
Development
1.41
• Pre-teach the names of the following objects: glue
stick, pen, rubber, pencil, school bag, marker, pencil
case, and ruler. Use some real objects which you can
borrow from your students for a few moments.
• Play track 1.41. Ask students to number the objects as
they listen and then repeat each word.
Audioscript 1.41 Answer Key
1 pencil 5 pencil case
2 pen 6 school bag
3 ruler 7 glue stick
4 rubber 8 marker
• Ask students to point to various school objects as you
name them. Say: Show me a pen. Show me a pencil case
etc.
• Change roles – ask students to work in pairs, to point
towards objects in the classroom, and to get their
partners to name them.
• Draw students’ attention to the flags. Tell them that
English is spoken in both countries, but that it differs in
pronunciation and sometimes in vocabulary. Explain that
they will come across more differences in the future.
Answer Key
1 pencil 2 pen 3 ruler 4 rubber 5 pencil case 6 school
bag 7 glue stick 8 marker
UNIT 3
LESSON 1
Extra materials
Grammar flashcards 3.1 (for Evo’s grammar)
1.42
• Play track 1.42. Tell students to listen to and read the
dialogue. Then ask them to circle the school objects
mentioned in the dialogue.
• Play the track again. Ask students to underline the
questions: What is it? Whose ruler is it?
• Discuss the meaning of What is it? (used for identifying
objects) and Whose ruler is it? (used for asking about
the owner of the object). Give an example of each
usage, and elicit the Polish equivalents from students.
• Get students to read the conversation in pairs or
groups of three.
Note on grammar
Draw students’ attention to the object ellipsis It’s
Joe’s instead of It’s Joe’s ruler. The aim is to avoid
repetition, since the object has already been
mentioned in the question: Whose ruler is it? Make
them realise the difference between the possessive
‘s and the short form of is.
Easy English
Draw students’ attention to the Easy English box
in their books. Explain that these phrases are
also used to comment on somebody’s guesses.
Practise the pronunciation of these phrases
if necessary. Ask if students can think of the
corresponding phrases in Polish.
27

Evo’s g r a m m a r
• Ask students to read the affirmative sentence out
loud. Draw their attention to ‘s in the blue box, and
ask if they have any idea what it means. Guide them
towards noticing that this ‘s is not the same as the
contracted verb is in It’s.
• Make sure that all students understand that this
blue ‘s is not the short form of is and that it is used
to show who the owner of a given thing is. Point to
the name of this section (Evo’s grammar) and check
understanding. Ask students where the possessive ‘s
is positioned (after the owner’s name).
• Let students read the question and the short answer
now. Elicit from them that the question word, when
asking about the ‘owner’, is Whose. Ask them about
the word order in the questions (Whose – object – is
it?).
• Draw students’ attention to the remaining sentences
in the grey boxes. Have them compare the word order
in English and Polish, eg Joe’s computer and Komputer
Joe’ego. Then ask them where to put the possessive ‘s
if there are two ‘owners’ (next to the last owner’s name).
• Ask students to close their books. Spread all the
grammar flashcards from set 3.1 on your desk.
• Invite four students to come to the front of the class
and stand in a row facing the others. Give out the
following cards (one to each student): IT EVO PEN
’S ’S . Tell them to hold the cards up so everybody
can see them.
• Ask the students to move in order to form a sentence
It’s Evo’s pen. Tell the students holding ‘S to come
as close as possible to their friends on the right. Ask
the last student in the row to pick up the correct
punctuation mark.
• Invite other students to come forward and pick up the
cards needed to form a question about the ownership
of objects. Encourage the rest of the class to help to
get the correct word order if necessary. (Whose pen is
it?) This time get another student to pick up the correct
punctuation mark and join the row, too.
• Encourage other students to practise the ellipsis, and
the genitive form with more than one person:
It’s Evo’s.
It’s Joe’s computer. It’s Joe and Lucy’s computer.
• Ask students to read the sentences and choose the
correct options. Refer them to Evo’s grammar section
if necessary. Check the answers out loud.
UNIT 3
LESSON 1
• Collect some school objects from your students once
more. Choose one object, and ask students: Whose
pen is it? Encourage students to identify the owner
using possessive ‘s forms eg It’s Kasia’s (pen). Ask the
person whose name is mentioned to confirm that the
object is theirs (That’s right! / That’s correct!) or deny it
(That’s wrong!).
Answer Key
1 Lucy’s 2 Joe’s 3 Joe and Lucy’s 4 Whose 5 It’s 6 it
Have a talk!
• Ask students to work in pairs. Students point to
different objects in Exercise 2 and ask each other
questions about who the objects belong to.
• Draw their attention to the objects that belong
to both Joe and Lucy. Remind students to use the
possessive ‘s in the correct place.
Touchdown
• Divide the class into groups and encourage them to
play ‘The Storm ’ game. A student from each group
collects some school objects and puts them on your
desk. Explain that there has been a storm at sea and
all their belongings have got mixed up. ‘Sailors’ from
each group come to the front of the class to help
people recover their belongings. Encourage students
to practise the following dialogue:
A Whose pencil box is it?
B It’s Tom’s.
Homework
Workbook, Exercises 1–3, page 20
Optional task: Workbook, Exercise 4*, page 20
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Answer Key
Extra 1
pen, marker, pencil, glue stick, school bag, pencil case,
rubber, ruler
Extra 2
2 isn’t 3 glue stick 4 Julia’s 5 it 6 it 7 Whose 8 Ted’s 9 Is
10 it isn’t 11 pencil case 12 Julia’s
28
 UNIT 3
Aims Vocabulary
Students will: Adjectives describing LESSON 2
• talk about possession, objects
• describe school objects.
Functional language
Grammar Find something big / small. Extra materials
Possessive adjectives: Well done! Grammar flashcards 3.2 (for Evo’s grammar)
my, your, his, her

Warm-up • Play the track again. Guide students to become

• Get students into groups to play the ‘I Can See’
game. A student chooses an object which is within
everybody’s sight and says I can see a pencil. The rest
of the students have two guesses to find the owner:
A I can see a pencil.
B Is it Maria’s pencil?
A No, it isn’t.
C Is it Arek’s?
A No, it isn’t.
B Whose pencil is it?
A It’s ...
Development
1.43
• Ask students to look at the pictures and infer what
the new words refer to: Do they refer to objects? (Yes)
Do they describe qualities? (Yes) Use some gestures
to convey the meaning of some of the new words. Use
translation, if need be.
• Play track 1.43 and make students listen and repeat
the words both chorally and individually.
• Make students work in pairs. One student calls out an
adjective, then his / her partner gives the opposite
adjective.
Audioscript 1.43
1 big 3 old 5 short 7 cheap
2 small 4 new 6 long 8 expensive
1.44
• Tell students to listen to and read the dialogue. Play
track 1.44.
• Call out to the class: Find something big. Ask one
person to point to something big in the classroom,
eg a bookcase. Encourage the same student to give
another instruction, using a different adjective.
Continue the procedure until you have used all the
adjectives.
• Copy the following grid on the board. Then invite
students to underline the correct option.
aware that her refers to Lucy and his to Joe. Ask them
what other words they already know that express
possession (my and your).
• Divide the class into groups of three. Ask them to read
the dialogue aloud, and then invite one group to act
it out.
Optional activity
Show the students’ school objects, but tell them
that you may make some mistakes because
you have a bad memory. Say Tom’s ruler is short
showing another student’s longer ruler. Use
gestures to convey that you have made a mistake.
Students provide the correct answer: His ruler isn’t
short. His ruler is long.
Easy English
Draw students’ attention to the Easy English
box in their books. Remind them that they can
go back there to revise the phrases they have
encountered in class. Ask if they can think of the
corresponding phrases in Polish.
1.45/1.46 Rap
• Ask students to read the rap in pairs and complete
it before listening to it.
• Play track 1.45 for them to check their answers. Play
the track again, so they can repeat it chorally. You may
use the karaoke version for extra practice (track 1.46).
• Divide the class into groups. Encourage students
to change the words in the rap, eg the names of
people. Invite the groups to act out their version of
the rap.
• Get students to vote for the best rap performance.
Answer Key
1 This is his rap! 2 It’s her rap too.

Object Lucy Joe

rubber big / small big / small
ruler long / short long / short
school bag new / old new / old

29

Evo’s g r a m m a r
• Ask students to read the sentences out loud. Help
them to become aware of what the first two sentences
refer to (the baby octopuses on Evo’s tentacles).
• Make sure students understand all the possessive
adjectives, including its.
• Ask students to close their books. Spread all the
grammar flashcards from set 3.2 on your desk.
• Ask five students to come to the front of the class
and stand in a row facing the others. Give out the
following flashcards (one to each student): ‘S JOE
RULER IS SHORT . Tell them to hold the cards up
so everybody can see them.
• Ask the students to move in order to form the
sentence Joe’s ruler is short. Ask another student to
pick up the correct punctuation mark and stand the
row, too.
• Ask the class what can Joe’s be replaced, and elicit
from them that His is the answer. Get the student who
has answered correctly to pick up the HIS card and
replace the student holding up JOE’S .
• Encourage other students to repeat the procedure
with other cards to show:
Lucy’s ruler is long.
Her ruler is long.
Optional activity
• Ask students to make some additional flashcards
of their own. Let them create cards for more
names and nouns (eg other school objects from
Lesson 1), adjectives (new, old, big, small) and
possessive adjectives (my, your, its).
• Encourage them to play around with all the
flashcards to build new sentences, eg My pencil
case is old. Ask groups of students to come
forward and present their sentences in front of
the rest of the class.
• Explain to students that they will have to find out
which of the objects belong to Alice and which to
Peter. Explain that in the first three sentences, the
children talk to each other, while the next three relate
to them, but are said by somebody else.
Ask students to choose the correct possessive
adjectives, referring to Evo’s Grammar section if
necessary. Check orally.
Answer Key
1 my 2 your 3 my 4 her 5 his 6 her
UNIT 3
LESSON 2
Have a talk!
• Get students to work in pairs. Ask them to look again
at the game board in Exercise 1. Students point to
different objects, talking about them to their partner
His / Her … is … Their partners may agree or disagree
with their descriptions. Encourage students to use
the expressions: That’s right. That’s correct. That’s
wrong wherever necessary.
Touchdown
• Play a chain game with your students. Ask them to form
one big circle (or two smaller ones if the class is big).
• Start the game by saying My pen is new. Make the
student on your left continue the chain by saying:
Your pen is new. My (ruler) is (long). The next student
should then say: Her pen is new, your ruler is long and
my (schoolbag) is (old) etc.
• Students may help each other by miming the objects
or adjectives. Point out that students may not repeat
the same objects.
Homework
Workbook, Exercises 1–3, page 21
Optional task: Workbook, Exercise 4*, page 21
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Answer Key
Extra 1
1 old 2 expensive 3 cheap 4 long 5 short 6 big 7 new
8 small
Extra 2
2 Her pencil is short. 3 His rubber is small. 4 Her rubber is
big. 5 His pen is expensive. 6 Her pen is cheap.
30

Aims Functional language
Students will: It’s horrible!
• talk and ask about colours. Can you help me?
• describe objects. This machine is crazy!
Grammar What’s your favourite colour?
Articles: a / an It’s my favourite colour.
Testing spot
Vocabulary
Colours Language structures
Warm-up
• Invite students to sing the rap song from Lesson 2,
Exercise 3 (track 1.45) chorally and then in groups.
Development
1.47
• Put five sheets of paper on the board. Show students
your coloured pens. Ask them if they can name
any of the colours. The students who can come to
the board and draw a shape on one of the sheets
(preferably something funny), using a respective
colour. Repeat the same procedure using all the
coloured pens.
• Tell students to look at the words and write them
together with the corresponding numbers. Play
track 1.47. Then ask them to name the colours of the
ink blots.
• Practise colour recognition: ask individual students to
point to the colour you name. Students may stand up
and walk around if necessary.
• Practise naming the colours. Get students to name the
colours that you point towards.
Audioscript 1.47 Answer Key
1 black 4 green 7 orange 10 grey
2 blue 5 red 8 white 11 purple
3 brown 6 yellow 9 pink
1.48
• Get students to look at the pictures. Tell them to
guess what the episode is about.
• Point to the phrases in the green boxes. One is
a question, the other an exclamation which should
both be placed in the comic strip. Explain their
meanings through mime or Polish translations if
necessary.
• Ask students to read the story and write down the
missing phrases. Play track 1.48 for students to listen
to and check their answers.
• Play the track again. Students listen and repeat. Ask
the questions to check student understanding (mime
or use Polish equivalents wherever necessary): What
colour is Brenda’s paint? (Green) Does Joe like it? (No)
What is crazy? (The machine) Is Joe happy at the end?
(Yes) Is Brenda happy? (No)
• Students read the episode in pairs. Move around
monitoring their work. Correct their pronunciation
and intonation whenever necessary.
UNIT 3
LESSON 3
Extra materials
Five marker pens of different colour, and
five A4 sheets of paper (for Exercise 1)
Grammar flashcards 3.3 (for Evo’s grammar)
Dice (for Touchdown)
• Encourage pairs of students to act out the story in
front of the rest of the class. Ask them to imitate the
actions and emotions involved in the story.
Answer Key
1 Can you help me? 2 This machine is crazy!
Evo’s g r a m m a r
• Make students read the sentences. Ask them to have
a close look at the words in the blue boxes, and ask
them if they remember the rule from the previous unit
(a goes before nouns starting with consonants, an
before vowels).
• Ask students to compare the noun phrases blue
pen and orange pen and get them to guess what
happens as far as the use of a / an goes if the nouns
are preceded by adjectives (the rule does not change).
Elicit correct answers.
• Make students read the question and ask them to
explain the inverted verb rule in the question (is goes
in front of it).
• Ask students to close their books. Spread all the
grammar flashcards from set 3.3 on your desk.
• Ask five students to come to the front of the class
and stand in a row facing the others. Give out the
following cards (one to each student): IT ’S A BLUE
PEN . Tell them to hold the cards up so everybody can
see them.
• Ask them to move in order to form the sentence It’s
a blue pen. Ask another student to pick up the correct
punctuation mark and join the row.
• Give another student the ORANGE card and ask
him / her to replace the BLUE one. Ask the class what
other changes this replacement requires (a needs
to be replaced by an). Let the student who answers
correctly come forward and do the necessary change.
• Encourage other students to repeat the procedure
with other cards to show:
What colour is it?
It’s blue / orange.
• Ask students to name the objects in the pictures.
Tell them to read the adjectives in the green box and
decide how they relate to the pictures.
31
• Make students write sentences about the objects as in
the example. Refer them to Evo’s grammar section if
necessary. Check the answers out loud.
Answer Key
2 It’s a cheap pencil case. 3 It’s an orange pencil. 4 It’s
a new Frisbee. 5 It’s an expensive pen. 6 It’s a pink rubber.
Have a talk!
• Invite students to go through their personal items
and prepare a set of six.
• Ask them to work in pairs. Students show their
possessions to their partners, asking What is it? Their
partners then identify the object and its colour eg It’s
an orange marker.
Optional activity
Ask students to get into pairs. Student A closes his /
her eyes for a moment and Student B chooses one
of the items from Exercise 4. Then Student A tries to
guess what object the other student has chosen:
A Is it yellow?
B No, it isn’t.
A Is it black?
B Yes, it is.
A Is it a calculator? etc.
Touchdown
• Write the set of questions and answers below on the
board.
• Divide the class into two groups. Students from each
group take turns to come up to the front of the class,
and throw the dice twice: first for a question and
Aims Pronunciation
Students will:
• practise describing things.
Pronouncing the /ǝ/ sound
Extra materials
Functional language TRF, Extra teaching resources Unit 3, Lesson 4
It’s very … (one copy per class for Warm-up)
Vocabulary Soft ball (for Optional activity
Adjectives describing objects and Touchdown)
Warm-up
• Cut up the cards and put them face down on your desk.
Divide students into two teams and hold a competition.
• Tell students from both teams to pick up one of the cards
from your desk in turn. Then they have 30 seconds
to present the adjective to their team through either
miming or drawing (but not speaking!) on the board.
• Give the teams one point for every correct guess they
make within the time limit. When all the cards have
been used, count the points up, and announce who
the winners are.
then for an answer. To score points, the answer has
to match the question. For example, if students get
a four from the question set (What’s your favourite
letter?), they should get a three (S) from the answer set
to get a maximum of five points. If they get an answer
that does not match the question, they have a chance
to give their own answer. If they do this, they get three
points instead of five, if not, they get nothing. Let
them play a few rounds of the game. The group with
the highest score wins the game.
Questions Answers
1 What’s your surname? 1 Eleven.
2 How are you? 2 Brown.
3 What’s your favourite number? 3 S.
4 What’s your favourite letter? 4 Alex.
5 What’s your favourite colour? 5 I’m fine.
6 What’s your name? 6 Robinson.
Homework
Workbook, Exercises 1–4, page 22
Optional task: Workbook, Exercise 5*, page 22
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Answer Key
Extra 1
1 orange, red 2 green, blue 3 white 4 brown, yellow
5 pink, grey, purple
Extra 2
1E2A3C
UNIT 3
LESSON 4
Development
• Ask students to look at the pictures and compare the
pairs of objects. Say out loud: Look at the pencil cases.
One is beautiful, one is ugly. Use facial expressions or
mime actions to make the meanings clear. Continue
this procedure with the other pictures.
• Students write down the missing opposites.
Answer Key
1 light 2 beautiful 3 dirty
32
 1.49
• Direct students’ attention to picture 1. Elicit short
answers by saying: Look at this watch. Is it new? (Yes, it
is.) Is it beautiful? (Yes, it is.) Is it cheap? (No, it isn’t.)
• Make students write down the correct adjectives.
Check their answers out loud, and ask them to
complete the descriptions for pictures 2–4.
• Walk around the class to check student progress, and
help out if necessary.
• Play track 1.49 for students to check their answers.
Answer Key
1 beautiful, cheap 2 new, heavy 3 clean, cheap 4 dirty,
light
• Take a book in your hand and ask students what
adjectives they can use to describe it (eg green, new,
big, heavy, ugly etc.).
• Pick up another object (eg a pencil), and this time ask for
three adjectives which do not apply to it (eg not heavy,
not expensive, not dirty).
• Ask students to look at the example in the book. Get
students to revise the possessive ‘s by naming the objects
you point at (eg Kasia’s pen, Bartek’s school bag etc).
• Get students to work in pairs to describe several things
that can be seen in the classroom.
Optional activity
Take out the soft ball and name one of the students’
belongings (eg Janek’s pencil case.). Then throw the ball
to one of the students, who must describe it by using the
phrases: It is / It isn’t with correct adjectives. The student
who has described the object names another object in
the classroom and throws the ball to the next student.
• Ask students to choose three of the objects they have
described in Exercise 3 and write about them in their
notebooks.
• Ask a few students to read their descriptions out
aloud. Ask the other students if they think the
descriptions were accurate enough.
Reflection upon values
Kids at this age may sometimes get quite ruthless
when they start to compare each other’s possessions.
Make sure that nobody in the class gets offended or
hurt by other students’ opinions.
1.50
Sounds right!
• Ask students to read the words to themselves. Ask
them if they have any sound in common (It’s the
/ə/). Play track 1.50 and elicit answers.
• Play track 1.50 again and encourage students to
listen to the model and repeat the words.
• Point out that r is not pronounced in -er or -our
endings in British English. Show them how to
produce the /ə/ sound at the end of the word.
1.51
• Ask students to look at the sentences and decide
where to make the /ə/ sound. Tell them to underline
it in each of the words. Play track 1.51 to check their
answers.
• Play track 1.51 again, and ask students to repeat the
sentences after the recording.
• Ask for more words ending with -er and practise
saying them.
Touchdown
• Play the ‘Opposites’ game. Ask students to stand in
two teams facing one another. Start the game by
naming an adjective and throwing the soft ball to one
of the players. He / She needs to give the opposite
and then say another adjective, throwing the ball to
a member of the opposing team.
• Stop the game when all the adjectives have been
called out.
Homework
Workbook, Exercises 1–3, page 23
Optional task: Workbook, Exercise 4*, page 23
33

Aims Reading
Students will: Reading for specific information to
• practise receptive and productive find answers to questions
language skills. Writing
Listening Writing a short text containing basic
Listening for specific information personal information
Speaking
Asking and answering simple questions
Warm-up
• Tell students that they are going to listen to a story.
Write the following sentences on the board:
1 Susan’s school bag is green.
2 Peter’s pencil case isn’t yellow.
3 Luke’s pen is new.
• Get students to copy the sentences into their
notebooks. Then tell them to listen carefully to the
text you read because the sentences on the board
contain some factual mistakes.
• Read the text below out loud for students to listen
to, and ask them to correct the sentences in their
notebooks. Check orally.
Hi, friends! My name is Zac. I’m at school now. Look at
my friends’ school objects! Susan’s school bag is big. It
is red. Peter’s pencil case is new. It is yellow. Wow! Luke’s
pen is old, but I like it! It is green. What colour is your pen?
Answers
1 Susan’s school bag is red.
2 Peter’s pencil case is yellow.
3 Luke’s pen is old.
Development
1.52
• Ask students to look at the objects in the pictures.
Tell them that they belong either to Laura or Lee. Ask
them to guess who owns what: Whose mobile phone is
blue? Whose schoolbag is red?
• Play track 1.52. Students listen and match the objects
to the people. Play track 1.52 again for students to
check their answers.
• Check orally. Ask students how many good guesses
they made.
Audioscript 1.52
Lee and Laura are my schoolmates. Lee’s favourite colour
is blue. His watch is blue and his mobile phone is blue and
black. His school bag is green. Laura’s favourite colour is
green. Her mobile phone is green but her school bag is red
and her watch is yellow. What colour is your watch?
Answer Key
Lee: blue watch, blue mobile phone, green school bag
Laura: green mobile phone, red school bag, yellow watch
• Ask students to read the conversation carefully. Get
them to identify the topic (colours) and the items
UNIT 3
LESSON 5
Extra materials
Empty sheets of paper
(for Optional activity)
discussed in the dialogue (Frisbees, computer, and
mobile phone).
• Tell students to look through the text under the
dialogue and decide what sort of words are missing
(colours). Ask students to write them down, referring
to the conversation whenever necessary. Check orally.
Answer Key
1 red 2 watch 3 yellow 4 black 5 white
• Ask students to look at the grid and decide what
information is needed (colours again).
• Invite individual students to come to the board
and write the questions they need to ask to get the
necessary details (What’s your favourite colour? What
colour is your ruler? What colour is your school bag?
What colour is your pencil case?)
• Tell students to work in pairs and ask each other
the correct questions to complete the grid. Then
encourage them to write a short paragraph about
themselves and their friend, modelling it on the text
from the previous activity.
Optional activity
• Invite students to invent a character and his / her
possessions.
• Give out sheets of paper. Invite students to draw
their character and his / her / its objects. Give them
a time limit, and then ask them to write about the
character. Write an example beginning on the
board: Her name’s Venometta. Her watch is pink and
very expensive. Go around the class monitoring
students’ work. Help out if necessary.
• Tell students to work in groups of four. Ask them to
take a close look at their friends’ belongings. Say out
loud: Find something big and model the answer: Kuba’s
bag is big. Then ask: Whose bag is small? and elicit the
answer Magda’s bag is small.
• Ask students to sit facing each other and repeat the
procedure. They should take it in turns to give orders,
ask questions and provide answers. Suggest to them
that they ask the questions in a clockwise direction.
Touchdown
• Invite students to solve riddles that describe school
objects belonging to them. Say out loud:
34
 It’s long, red and white. What is it? (It’s Piotrek’s ruler.)
It’s small, new and white. What is it? (It’s Kasia’s rubber.)
• Encourage students to make up their own riddles and
share them with the class.
Aims
Students will:
• revise colours and adjectives,
Vocabulary
Recycling vocabulary already
• ask and answer questions about taught
people’s possessions.
Warm-up
• Invite students to play the ‘Guess the Object’ game.
Think of a school object you can see at the moment,
and start giving details about it for students to guess
what it might be. Say out loud eg It’s the same colour
as Michał’s pen. Get students to give the colour of
Michał’s pen, and / or guess the object eg A green
school bag.
• Tell the student who gives the correct answer to take
your place, and continue the same procedure with
another object.
Development
1.53/1.54
• Draw students’ attention to the lyrics of the song.
Explain any new words or expressions. Ask questions
about any vocabulary they may already know, eg
Show me something red etc.
• Explain that they have to match the screens with the
corresponding lines of the song.
• Play track 1.53. Ask students to listen to the song
and write the correct letters in the boxes. Correct any
mistakes out loud.
• Play the track 1.53 again for students to sing along to.
You may use the karaoke version for extra practice
(track 1.54).
Answer Key
1 d 2 b 3 e/a 4 a/e 5 f 6 c
Optional activity 1
Invite students to make an adaptation of the
song. Ask them to find words which rhyme in the
song (screen – green, blue – too), and try to find a
good replacement for them. Likewise, get them
to underline all the other colour names in the text
and replace them with other colours. Encourage
them to sing their new versions of the song to the
karaoke version.
Homework
Workbook, Exercises 1–3, page 24
UNIT 3
LESSON 6
• Tell students to decide who the school bags belong
to. They should read the sentences and write down
the children’s names. Ask students to draw Daniel’s
school bag.
Answer Key
a Zak’s b Joanna’s c Donna’s d Matt’s e Emma’s
• In pairs, students talk about the children from
Exercise 2, modelling their dialogues on the example.
• Students take it in turns to ask and answer questions
pointing to specific bags.
• Move around the class, monitoring students’ work.
Optional activity 2
• Give students a picture dictation task. Ask them
to draw the object you describe: This pen is
long. It’s blue and yellow. It isn’t old, it’s new. Let
them compare their drawings and look for any
significant differences.
• Invite students to give each other a picture
dictation. Monitor the activity, listening to the
descriptions and observing the pictures as they
progress.
Touchdown
• Get students into pairs and play the ‘Find something
new / old / red’ game. Tell them to use the colours and
adjectives that they know.
A Find something new.
B My pencil is new. / Her pen is new.
A Very good.
Reflecting upon values
• In this unit, students have talked about their
possessions. This is an appropriate time to
discuss why friendship may be the most precious
‘possession’. Ask students how many new and old
friends they have and how old they are.
35
 • Talk with students about what it takes to become Homework
good friends. Ask them for examples of old friends
from among the people they know (or in film or Workbook, Exercises 1–4, page 25
literature). Optional task: Cartoon Story – The Time Machine
• Write the following proverb on the board Make new (www.staffroom.pl), Episode 3, Exercises 1–2
friends but keep the old. These are silver, those are
gold. Lead students to reflect upon the meaning,
Why are new friends silver and old ones gold? Gold is
more valuable than silver and so an old friendship is
more precious than a new friend.
• Invite students to make lists of their old and new
friends in their notebooks.

Aims
UNIT 3
Vocabulary
Students will:
• talk about the
Geography: country, flag, capital, city, population LESSON 7
Extra materials
United Kingdom,
• practise reading skills. Wall maps of Europe and the UK (for Exercise 1)

Warm-up • Ask them to read through the questions and answer

• Invite students to play the ‘British Associations’ game.
Divide them into four teams. Give them two minutes
to think of as many names connected with the UK
as they can. They can name towns and cities (eg
London, Manchester, Liverpool etc.), famous places
(eg the Houses of Parliament, Buckingham Palace,
Loch Ness, etc.), famous brands of things (eg Marks &
Spencer, Rolls-Royce etc.), famous people (the royal
family, actors, pop stars, etc.), and fictional characters
(eg Robin Hood, Peter Pan, Harry Potter, etc.).
• Taking it in turns, the teams list the names they have
written down. Write them on the board. The team
which has the most names wins the game.
• Talk about the names on the board. Pronounce them
clearly, making students repeat them after you. Elicit
from them (in Polish if necessary) what they refer to.
Give extra information whenever it’s beneficial to
student understanding.
Development
1.55
• Show students a map of Europe and ask them to point
out Poland and the British Isles. Help out if necessary.
• Ask students to look at the pictures in the Student’s
Book, and ask them if they know what the illustrations
represent (a telephone box, underground station,
the Houses of Parliament and Big Ben, Tower Bridge).
Tell them that these are some of the most famous
symbols of the United Kingdom.
• Explain the vocabulary, giving examples with
reference to Poland. Then play track 1.55 and ask
students to read the text.
them. Check orally.
Answer Key
1 Yes, it is. 2 No, it isn’t. 3 No, it isn’t. It’s red, white and
blue. 4 It’s London. 5 No, it isn’t. It’s a big city.
• Ask students to look at the map of the British Isles and
point to the four countries which make up the United
Kingdom. Show the Republic of Ireland, and explain
that people use English there but that this country is
not part of the UK.
• Ask students to read the information about the flags
and match the sentences to the flags.
Answer Key
1 English flag 2 Scottish flag 3 Welsh flag 4 British flag
Culture note
Northern Ireland has its own flag, called the Ulster
Banner. However, in 1973 it ceased to be official. The
official flag of Northern Ireland is the Union Jack –
the flag of the United Kingdom.
• Ask them to look at the colours of the countries and
ask What colour is England? (Orange) etc.
• Invite students to play the ‘Secret Country’ game in
pairs. Students describe the flags from Exercise 2 to
each other. Encourage them to make the task more
challenging by giving some negative sentences.

36
 • Complete the column about Poland. Then tell
students to look at the text in Exercise 1 and discuss
• Ask students if they know what their country is how they would change the phrases to make them
called in English (Poland). Make them repeat the true about Poland.
pronunciation after you, stressing the diphtong /əʊ/.
• Ask students to write information about Poland
• Copy the grid below onto the board (do not include modelling it on the text from Exercise 1. Invite them
the answers). Encourage students to fill it in with facts to draw the Polish flag and illustrate it with pictures or
about the UK. Then get them to look at the text from photos of famous Polish landmarks at home. Display
Exercise 1 again to check the answers. the students’ work in the classroom.
The UK Poland Touchdown
In Europe In Europe • Ask students to close their books. Use the text from
Not big Quite big Exercise 1. Read it out loud to students, changing
Flag: red, white and Flag: white and red some of the facts. Tell them to stand up and shout
blue out ‘Wrong!’ whenever they hear the wrong word or
phrase.
Capital: London Capital: Warsaw
Population of capital: Population of capital: Homework
about 8 million about 2 million
Workbook, Exercises 1–3, page 26
Optional task: Workbook, Exercise 4*, page 26

UNIT 3
Aims
Students will:
Grammar
Revising structures and notions
LESSON 8
• revise the language structures already taught
and vocabulary from Unit 3. Vocabulary Functional language
Revising vocabulary already taught Revising functions already taught

Warm-up
• Invite students to play the ‘Colour Mix’ quiz. Divide
them into four groups and explain that you will give
them the names of two colours, and that they should
try to name a third colour that we get when we mix
these two colours.
• Ask students to write their answers on a piece of
paper and to show it when you give a signal.
• Start by saying: Blue and yellow make … Check the
answer after about 10 seconds. Then continue with
the next pairs of colours: red and white (pink), black
and white (grey), red and blue (purple), yellow and red
(orange), red and black (brown), pink and black (purple).
Development
• Write the jumbled word on the board: e-b-r-u-b-r. Ask
students to change the order of letters to form a word
(rubber).
• Tell students to look at the example in the book.
Explain that the jumbled phrase is always an adjective
plus a school object. Ask students to write the correct
answers on the board for the rest of the class to check
the spelling.
Answer Key
2 a cheap pencil case 3 an expensive bag 4 a small
rubber 5 a big glue stick 6 a new marker
• Ask students to write down phrases describing the
objects in the pictures. Remind them to use a or an
before the adjective that precedes the noun.
Answer Key
Jack: a green wallet, a cheap school bag, a blue watch,
a grey mobile phone, an orange skateboard
Angela: a new school bag, a purple mobile phone, a pink
wallet, a red MP3 player
Optional activity 1
Ask students to work in pairs and compare the
belongings of Jack and Angela out loud. Jack’s
watch is blue etc.

37

• Ask students to name any words they remember from
Lesson 7, and to write them on the board.
• Make them find five geographical words in the word
snake. Then, ask them to write short sentences with
these words to illustrate their meaning. Check the
answers out loud.
Answer Key
capital, flag, country, city, population
• Ask students to look at the objects from Exercise 2
again. Explain that the questions refer to these
objects. Advise them to read the answers carefully
before they match them to the questions. Ask them
how the answers to Yes / No questions begin.
• Check out loud by asking one student to read
a question and another to answer it.
Answer Key
1b 2c 3e 4d 5f 6a
Touchdown
• Play the ‘Alphabet’ game. Ask students to say a word
starting with the letter of alphabet you give them.
There is a time limit of five seconds, after which the
students lose the chance to come up with a word, and
the letter goes to the next player.
• Walk around the classroom, giving students
consecutive letters of the alphabet:
Teacher Kasia, A.
Kasia Astronaut.
Teacher Michał, B.
Michał Blue. etc.
• Students score one point for each correct word said
in time. You may give them small prizes, eg crayons,
slips of paper, beads, etc. for every correct answer. The
student who has collected the most prizes at the end
wins the game.
Homework
Workbook, Exercises 1–6, page 27

• Ask students to refer to the objects in Exercise 2 to
decide which possessive adjective to use: his or her.
Get students to write down the sentences, then check
them out loud.

Answer Key
2 Her MP3 player is red. 3 His mobile phone is grey.
4 Her mobile phone is purple. 5 His skateboard is orange.
6 Her school bag is new.

English to go
• Ask students to complete the sentences, referring to
the Easy English boxes and dialogues from Lessons
1–3 if necessary.
• Ask students about the situations where they might
use these phrases.

Answer Key
1 That’s 2 wrong 3 something 4 done 5 very

Optional activity 2
• Encourage students to create mini-scenes using
the phrases from Exercise 6. Ask them to think
about the circumstances and mime a scene
which ends with a chosen phrase (eg a boy
scores a goal, and another shouts out Well done,
Michał!).
• Students work in pairs or groups of three. Give
them two minutes to prepare their mini-scenes.
Invite them to perform their work in front of
other students.
• Have a vote to decide on the best performance.

38
 Aims
Students will:
• talk about furniture,
Functional language
Well done!
• identify locations. Fantastic!
Grammar Brilliant!
Great!
Prepositions of place:
in, on, under Testing spot
Vocabulary Language structures
Furniture (1)
Warm-up
• Invite students to have a game of ‘Noughts & Crosses’.
Draw a grid (3 x 3) on the board. Divide the students
into two teams: one group of noughts and another
group of crosses. Explain that they can only draw ✕ or
O in the grid if they answer a question (that you give
them) correctly.
Example questions (all of them relate to the Student’s
Book):
1 Who is Joe Clipart? (A painter)
2 How old is Sam (page10)? (Eight)
3 Can you spell the word ‘teacher’?
4 Can you name five school subjects? (Polish, English,
maths, science, history, geography, music,
computers, PE, and art)
5 What’s the name of Alex’s primary school (page 13)?
(Barsham Primary School)
6 What colour is the Frisbee on page 20? (Blue)
7 Can you do the following sum: thirteen plus four,
minus eight. (Nine)
8 What is ‘rubber’ in American English? (Eraser)
9 Can you name five school objects? (pencil, rubber,
notebook, ruler, pen)
Development
1.56
• Introduce the new topic: furniture. Show students the
pictures of furniture that you have brought. Present
the vocabulary by naming the objects. Stick the
pictures on the board, then make students point to
the pictures that you name.
• Ask students to look at the picture of the room in
their books. Play track 1.56 and make them listen and
repeat the words. Then ask them to read the words
out loud.
• Point to a furniture item in the book, and say out loud:
It’s a ... Get students into pairs, to point at and name
the furniture in this way.
1.57
• Put your pen on your desk and say out loud: My pen is
on my desk. Then put it in the pencil case, and say out
loud: It isn’t on my desk now. Look, it’s in the pencil case.
• Pretend that it has dropped out of the pencil case
and say out loud: Oh, my pen’s under the desk now. Use
gestures to convey the meaning(s).
• Play track 1.57. Tell students to listen, read and underline
the words in the text that refer to places: on, in, under.
UNIT 4
LESSON 1
Extra materials
Pictures of furniture: wardrobe, shelf, bed,
chair, desk (for Exercise 1 and Touchdown)
Grammar flashcards 4.1 (for Evo’s grammar)
• Show personal possessions in different positions to
elicit the correct prepositions from students. Praise
the correct responses with the following expressions:
Well done! Great! Fantastic! Brilliant!
• Ask students to read the dialogue again. Encourage
them to get into groups of three and act it out. Move
around the classroom monitoring their work.
Easy English
Draw students’ attention to the Easy English box
in their books. Make sure that they know how to
use the expressions to give praise to other people
in everyday conversation(s). Ask if they can think of
the corresponding phrases in Polish. Remind them
that they can come back here to revise the phrases.
Evo’s g r a m m a r
• Ask students to look at the picture of Evo’s wardrobe
and read the prepositions that Evo is pointing at (on,
in, under).
• Make them read out the sentence in three different
versions, i.e. using a different preposition each time.
• Get them to show the different prepositional positions
with their hands: in (put one hand inside the other),
on (place one hand on top of the other), under (move
one hand beneath the other).
• Ask students what It’s in the first box stands for. Elicit
from them that it means it is and that the pronoun it
may stand for any object. Avoid explaining the use of
the before wardrobe at this stage of proceedings.
• Ask students to close their books. Spread all the
grammar flashcards from set 4.1 on your desk.
• Ask four students to come to the front of the class,
and stand in a row facing the others. Give out the
following flashcards (one student can take only one
flashcard): IT IN THE ’S WARDROBE , and get
them to form the sentence It’s in the wardrobe. Tell
them to hold the cards up so everybody can see them,
and make the student holding ‘S to come as close as
possible to the student with IT .
• Invite another student to pick up the correct punctuation
mark and end the sentence by joining the row.
• Using Polish, tell the rest of the class that you want
to change the sentence and describe the position of
a pen that is under the table. Let volunteers come and
pick up the necessary cards to form It’s under the table.
39
• Encourage other students to repeat the procedure • The teams score a point for each correct guess made
with other cards to form the following sentences: before the time limit. The team with the higher score
It’s on the wardrobe / table / bed. wins the game.
The pen is in / on / under the wardrobe / table / bed.
The mobile phone is in / on / under the wardrobe / table /
Homework
bed. Workbook, Exercises 1–4, page 30
Optional task: Workbook, Exercise 5*, page 30
Optional activity
Add the pictures of furniture from Exercise 1 (chair, Attention
shelf, desk etc.) to create more sentences. Try to
• You can use the exercises from the Extra section
activate as many students as possible. For example,
with fast finishers or give them as additional
you can ask students who are not holding up any
homework.
cards to move the objects to a given location.
Answer Key
Note on language Extra 1
The is used extensively in this activity. Briefly explain D H P O S T E R W
to students that it stands in front of a noun instead
of a to indicate that the speaker is referring to a R F K L V W A L L
particular thing and not any other. Avoid giving any
grammar rules at this point. A L G W U B Q Z T

W A R D R O B E Y

• Ask students to look at the picture. Tell them to find E M W E S H E L F

the mobile phone. Ask What colour is it? (Red) Where is
it? (On the shelf ) R P N S K Q D P X
• Get them to look at the example and write sentences
Y E V K C H A I R
about the other objects. Check the answers out loud.

Answer Key Extra 2

2 The yellow pencil is in the drawer. 3 The green ruler is 1C 2A 3B 4A
under the desk. 4 The yellow lamp is on the chair. 5 The
blue school bag is in the wardrobe.

Have a talk!
• Ask students to look at the game board in Exercise 1
again. Ask them questions like Is the lamp under the
bed? Write the model question on the board. Elicit
student answers No, it isn’t. It’s on the desk.
• Get students into pairs and tell them to ask and
answer questions about the objects on the game
board, modelling them on the dialogue provided.

Touchdown
• Use the picture cards containing furniture from
Exercise 1 and the preposition flashcards IN ON
UNDER to play a miming game called ‘Location
Mime’.
• Put the cards into two separate piles (furniture and
prepositions) face down on your desk.
• Divide students into two teams. Ask a student from
Team A to come forward, pick one card from each set,
and mime the position (eg under the bed). His / her
team have 30 seconds to guess the piece of furniture
and its position correctly.

40

Aims
Vocabulary
Students will:
Furniture (2)
• talk about furniture,
• a sk and answer questions about Functional language
location. Thanks.
Thank you.
Grammar
Thank you very much.
Questions – Where (singular)
Warm-up
• Give out the pictures of the bedroom.
• Tell students to draw any personal possessions that
they can remember from Unit 2 and 3 (eg pencil case,
computer, Frisbee etc.). Encourage them to place the
objects wherever they like to make the bedroom look
untidy (the messier, the better).
• Get students to swap pictures and to talk in pairs:
A Find the calculator.
B It’s under the table.
Development
1.58
• Ask students to look at the pictures. Play the first
part of track 1.58. Students listen and repeat the
words while looking at the written forms. Pause the
recording.
• Say the new words at random and make students
point at them, then repeat what they hear after you.
• Ask students to listen to the second part of the
recording. Explain that they are now going to hear
the names of different furniture items listed in groups
of three words. Their task is to decide whether the
furniture mentioned in the groups is the same or
different. Demonstrate the procedure first:
table – TV set – cupboard ... table – TV set – cupboard:
SAME
table – sofa – bookcase ... table – sofa – chair:
DIFFERENT
Audioscript 1.58
1 armchair 3 cupboard 5 table 7 floor
2 bookcase 4 sofa 6 TV set 8 carpet
1 table, armchair, bookcase – table, armchair, bookcase
2 sofa, cupboard, armchair – sofa, cupboard, floor
3 table, armchair, carpet – table, armchair, carpet
4 cupboard, floor, TV set – cupboard, floor, sofa
5 floor, armchair, carpet – floor, armchair, bookcase
6 table, TV set, cupboard – table, TV set, bookcase
Answer Key
1 takie same 2 różne 3 takie same 4 różne 5 różne
6 różne
UNIT 4
LESSON 2
Extra materials
TRF, Extra teaching resources Unit 4, Lesson 2
(one copy per pair, for Warm-up)
Grammar flashcards 4.2 (for Evo’s grammar)
1.59
• Ask students to look at the picture and describe the
furniture and objects they can see. Introduce beanie
by pointing to Darren’s head. Say This is Darren’s
beanie.
• Play track 1.59. Tell students to listen to and read the
dialogue.
• Elicit the meaning of where from students and tell
them to circle any uses of it in the text.
• Play the track again. Encourage students to get into
pairs and act out the dialogue.
• Move around the classroom monitoring their work.
Optional activity
Get students to change some words in the
dialogue (preferably objects and prepositions).
Invite a couple of pairs of students to act out their
dialogues in front of the rest of the class.
1.60/1.61 Rap
• Tell students that they are going to listen to a rap
song. Explain that the lines in the lyrics have been
jumbled up, and their task is to listen to and number
the lines in their correct order. Play track 1.60 twice.
• Ask individual students to read the rap to the rest of
the class to check the order of lines.
• Play the karaoke version (track 1.61) and invite
students to rap along.
Answer Key
1 Where’s my school bag? 2 It isn’t on my desk. 3 Look!
It’s on the table! 4 Yes! Yes! Yes!
Easy English
Draw the students’ attention to the Easy English
box in their books. Remind them that here they
can find phrases they have encountered in class,
as well as some additional phrases at times.
Explain the difference in meaning between the
phrases in the box, and ask if students can think
of the corresponding phrases in Polish.
41

Evo’s g r a m m a r
• Ask students to read the question and three possible
answers out loud. Ask them to mime each of the
sentences.
• Point to Where being the opening word in the
question. Elicit from students the word order of the
question (Where + is + object).
• Draw their attention to the boxes below, reminding
them that ‘s is the short form of is.
• Ask students to close their books. Spread all the
grammar flashcards from set 4.2 on your desk.
• Ask four students to come to the front of the class,
and stand in a row facing the others. Give out the
following flashcards (one to each student): IS MY
MOBILE PHONE WHERE . Tell them to hold the cards
up so everybody can see them.
• Ask the students to move around to form the question
Where is my mobile phone? Ask the last student in
the row to pick up the correct punctuation mark.
Write the question on the board.
• Take out your mobile phone and put it in your bag.
Invite five other students to come forward to answer
the question on the board. Get them to choose the
correct cards to form It’s in the bag. Invite the student
holding ‘S to come as close as possible to the student
with IT .
• Change the positions of your mobile phone, and
repeat the procedure with other students to show the
meaning of It’s on the bag. It’s under the bag.
• Ask another group to show that Where is = Where’s .
• Make students read the comment. If necessary,
explain the difference between the and a / an, giving
more examples of your own. Ask the students to find
other examples of the used during this lesson.
• Ask students to read the questions. Get them to make
reasonable guesses before they match the answers to
the questions. Check their answers out loud.
Answer Key
1c 2a 3b 4d
Have a talk!
• Ask students to work in pairs. Give an example
exchange by asking a student: Where is (Ewa’s) school
bag? Elicit a true answer (eg It’s on the table).
UNIT 4
LESSON 2
Note on language
Get students to recall which words replace boys’ and
girls’ names (i.e. her and his).
Make students carry on asking questions and giving
answers about the locations of their classmates’
belongings, using the objects from the box.
Touchdown
• Invite students to play the ‘Find the Object’ game.
Divide the class into two groups, A and B. Ask three
students from group B to go to the front of the class,
and to turn around so they cannot see where three
objects are hidden. Students from group A hide three
objects in the classroom.
• The three students from group B try to find the
objects by guessing their locations. Each student can
have three guesses. The group scores a point for each
object they guess correctly.
• Repeat the procedure several times, changing the
students, objects and hiding places around.
• The game follows the procedure set out below:
Group A Where is Zosia’s pen?
Group B It’s in the drawer. (The student can look in
the drawer to check whether his / her guess
is correct or not)
Group A No, it isn’t.
Group B It’s under the table.
Group A No, it isn’t.
Group B It’s in her schoolbag?
Group A No, it isn’t.
Group B Where is it?
Group A It’s under the chair.
Homework
Workbook, Exercises 1–4, page 31
Optional task: Workbook, Exercise 5*, page 31
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Answer Key
Extra 1
1 sofa 2 television 3 bookcase 4 table 5 cupboard
6 armchair 7 carpet 8 floor
Extra 2
1 is, on, TV set 2 Where is, It’s under 3 Where is, It’s on
4 Where is, school bag, It’s, the 5 Where is the, It’s under
the TV set.
42

Aims Vocabulary
Students will: Actions (1): come, go, take, put,
• give and follow orders and open, close, drop, catch
instructions. Functional language
Grammar Come here.
Imperatives Take this ...
Open the door, please.
Warm-up
• Cut up the sentences, fold up each slip of paper and
then put them in a box. Place the box on your desk.
• Divide the class into two groups. Tell them that
members from each group will rush to the box, take
a slip of paper out of it and read the sentence to their
group. The group must draw the described situation
on a sheet of paper (or in their notebooks).
• Students cannot take another slip out of the box until
they have finished drawing the first description. The
group that draws all the descriptions correctly first
wins the game, provided that the group members can
also describe their own drawings.
Development
1.62
• Ask students to look at the list of words. Make them
look at the words and write them down together with
the corresponding numbers. Play track 1.62.
• Play the track again for students to check the word
order. Check their answers out loud.
• Ask students to name the activities shown in the
pictures. Get individual students to say the words
out loud.
• Say the actions in jumbled order for students to
perform.
• Make students perform the simple commands: Open
your book. Drop your pen. etc.
Audioscript 1.62 Answer Key
1 come 3 take 5 open 7 drop
2 go 4 put 6 close 8 catch
1.63
• Get students to look at the pictures and tell you
what happens to Joe and his painting. Ask them
whose fault it was (Joe’s). Revise and pre-teach the
vocabulary if necessary.
• Tell students to write down the missing sentences.
Play track 1.63 for them to listen to, read and check
their answers.
• Draw students’ attention to the difference between
positive and negative commands (Open the door!
versus Don’t close the door!). Reinforce the meaning by
drawing a simple road sign, eg a no entry sign or any
other sign showing the meaning of don’t.
UNIT 4
LESSON 3
Extra materials
TRF, Extra teaching resources Unit 4, Lesson 3
(one copy per class, for Warm-up)
Grammar flashcards 4.3 (for Evo’s grammar)
• Divide students into groups of three. Play the track
again and encourage them to read the text as they
listen to the recording.
• Invite one group to act out the story in front of the
rest of the class. Motivate the students to use some
body movements during their performance.
Answer Key
1 Put the picture on the wall in the gallery. 2 Oh no!
Optional activity
Tell students that you want to tidy the classroom
and need their help. Say out loud: Peter, come here!
Put the book on the shelf. Use gestures to convey
the meanings. Continue the procedure with other
students, using both affirmative and negative
commands.
Evo’s g r a m m a r
• Ask students to look at Evo and the small octopuses.
Focus their attention on the commands and ask them
to read them out loud. Ask if the kids are doing as
they are told to (Yes, they are).
• Draw students’ attention to the use of don’t in negative
instructions. Explain that don’t is the contraction of do not,
and that in this use do is a word without any meaning that
simply helps to form the negative structure.
• Ask students to close their books. Spread all the
grammar flashcards from set 4.3 on your desk.
• Ask two students to come to the front of the class,
and stand in a row facing the others. Give out
STAND UP to one student and ask the second one to
choose the correct punctuation mark (exclamation
mark), and to stand in the right position. Tell them
both to hold their cards up so everybody can see
them.
• Ask the class what they need to do if they do not want
another person to stand up (Don’t stand up). Invite the
student who answers correctly to come forward, pick
up the correct card or cards (either DON’T or DO
and NOT ) and join the students at the front.
• Encourage other students to repeat the procedure
with other cards to show:
Don’t = Do not
43
 Take the pen! / Don’t take the pen! Homework
Open the wardrobe! / Don’t open the wardrobe!
Workbook, Exercises 1–4, page 32
Close the wardrobe! / Don’t close the wardrobe!
Put the pen on/under the bed! / Don’t put the pen on/ Optional task: Workbook, Exercise 5*, page 32
under the bed!
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
• Ask students to read out the two commands from homework.
the box. Explain that if there is any movement
involved, they need to use the little word to after the Audioscript 1.64
verb, just like in Polish Podejdź do stołu / do drzwi.
1 Don’t go!
2 Open your school bag.
3 Take the blue school bag.
• Get students to look at the pictures and to decide if
they are positive or negative commands. Ask them to 4 Close the green school bag.
write the sentences in their notebooks. Check their 5 Put the red bag on the table.
answers out loud. 6 Don’t open her school bag.

Answer Key Answer Key

1 Don’t go to the door. 2 Come to my desk. 3 Don’t take Extra 1
your bag. 4 Don’t open my pencil case. 5 Catch this ball.
6 Don’t drop the watch. drop, go, take, open, come, close, put, catch
Extra 2
1e 2a 3c 4b 5d 6f
Have a talk! Extra 3
• Ask students to work in pairs. Tell them to come up with 1 Catch the Frisbee. 2 Open the book. 3 Drop the school
bag. 4 Put the book in the school bag.
a list of six commands (both positive and negative).
5 Close the book.
In turn, students give these instructions to their
partners.

Optional activity
• Ask students to pretend to be ‘robots’ following the
instructions of their ‘masters’. Tell them to thank and
praise the robot for performing their orders well.
• Encourage them to present their robots to the rest
of the class: Look! This is Robby, a Super Robot. Robby,
open my school bag! Fantastic! Thank you, Robby.

Touchdown
• Invite students to play the ‘Treasure Hunt’ game.
Divide the class into two groups, A and B. Each group
discreetly hides three objects and writes simple
instructions for the other group to follow, eg: Go to
Peter’s desk. Open the drawer. Offer help if necessary.
• Students from both groups exchange instructions and
look for the corresponding objects.
• The group that finds the most objects (or all the
treasure) in the time limit given wins the game.

44

Aims
Students will:
• practise thanking people,
You’re welcome. No problem.
Don’t mention it.
• practise responding to thanks. Pronunciation
Functional language Pronouncing the /e/ sound
Thanks. Thank you. Testing spot
Thank you very much. Language functions
Warm-up
• Encourage students to play the ‘Yes, please’ game. Explain
that you are going to give instructions, but they should
not move unless you say please after the instruction.
Development
1.65
• Explain to students that they are going to have a lesson
on good manners. Say out loud Open your books,
please. Thank you. Zuzia, give me your pen, please. (Mime
the action of reaching for the pen). Thank you very
much. etc. Ask students how they can reply to receiving
a Thank you. Accept all their suggestions at this stage.
• Tell students to listen to three conversations and follow
them in their books. Explain that the three pictures on
the right (a, b and c) correspond to the conversations
(1–3), and ask students to match them. Play track 1.65.
• Check their answers by asking them to give the clue
details that helped them do the matching task.
• Ask students to find three ways of saying thank you
and three phrases used to respond to being thanked.
Let students guess their meaning, or provide
translations if necessary. Play track 1.65 again. Make
students repeat the phrases several times.
Answer Key
1b 2c 3a
1.66
• Tell students that they will hear three conversations.
Explain that in each of them, there will be a phrase
describing the location of an object, a thank you
phrase, and a reply.
• Play track 1.66 twice. Students listen to the recording,
and write down the phrases they hear.
• Check the answers by asking students to reconstruct
the conversations using the written phrases.
Audioscript 1.66
1 Girl Where’s my wallet?
Boy It’s in the drawer.
Girl Thank you.
Boy Don’t mention it.
2 Girl Where’s my school bag?
Boy It’s on the carpet.
Girl Thank you very much.
Boy You’re welcome.
Answer Key
1 in the drawer, Thank you, Don’t mention it 2 on the
carpet, Thank you very much, You’re welcome
UNIT 4
LESSON 4
Extra materials
TRF, Extra teaching resources Unit 4, Lesson 4
(one set per pair, Exercise 3)
Testing spot
• Refer students to the instruction. Explain that they are
going to read three utterances (1–3) and decide which
of the three options provided (A, B, C) best completes
the conversations.
• Give students 2–3 minutes to read the utterances and
choose the correct options. Alternatively, you can ask
students to read stems 1, 2 and 3 only, cover the options
and think of possible responses on their own. Then they
should uncover the options and check whether any of
them are similar to the ones they have come up with.
• Ask students to compare their answers in pairs. Then
check as a class and provide feedback if necessary.
Answer Key
1A 2B 3C
1.67
Sounds right!
• Invite students to practise one of the most common
English sounds – the /e/ sound. Play track 1.67. Tell
students to listen to and repeat the underlined
sound. Introduce the word dentist if necessary.
Note on pronunciation
The sound /e/ is a clear vowel produced with wide
open lips, not quite the same as the one in Polish eg
in the name Ela.
1.68
• Play track 1.68 for students to repeat the sentences.
• Play track 1.68 again, and encourage students to
repeat them with the recording, then at a faster pace.
At the end they may be able to say it from memory.
Background note
A tongue twister is a group of words that are difficult
to articulate when said quickly, usually because of
a succession of similar consonant sounds, eg
She sells sea shells on / by the seashore.
Peter Piper picked a peck of pickled peppers.
How much wood would a woodchuck chuck if
a woodchuck could chuck wood?
Double bubble gum bubbles double.
Compare the above with these Polish tongue twisters:
Szedł Sasza suchą szosą, a szosa się suszyła.
Jola lojalna, Jola nielojalna.
Homework
Workbook, Exercises 1–4, page 33
Optional task: Workbook, Exercise 5*, page 33
45

Aims Reading
Students will: Reading for specific information
• practise receptive and productive to find answers to questions
language skills.
Writing
Listening Writing a short description of
Listening for specific information a place
Warm-up
• Hold a ‘Picture Dictation’ contest. Ask students to prepare
a set of crayons and open their notebooks. Dictate
the whole text from below, and make students draw
a picture from your description. First, read the whole
text at normal speed, then read the sentences slowly,
repeating each one twice. Finally, read the whole
text again for students to check the accuracy of their
drawings. Go around the class admiring the drawings.
Draw a big red table. On the table, there is a green
pencil case. In the pencil case, there are three crayons:
yellow, pink and blue. Under the table, there is a blue
skateboard. And … yes, that’s right! Evo is on the
skateboard too! It’s a very strange picture …
Development
1.69
• Ask students to look at the pictures and ask random
questions to revise the vocabulary eg Which picture is
a Frisbee? What is in picture ‘f’?
• Play track 1.69 .Tell students to listen to a description
of a girl’s bedroom, which is a bit messy. Explain the
meaning of messy if necessary.
• Play track 1.69 again. Ask students to listen to the
recording and match the objects to the correct places.
• Check their answers by asking where the objects are:
Where is the MP3 player? (It’s on the desk.)
Audioscript 1.69
Sue’s bedroom is a bit messy. Where is her wallet? Look!
It’s on the desk. Her key ring is under the desk.
Where is the computer? Look! It isn’t on the desk. It is in
the box. Her Frisbee is in the box too.
Where is her pencil? Look! It’s under the pink chair. And
the MP3 player is on the pink chair.
Answer Key
a on the desk b under the desk c in the box d on the
pink chair e in the box f under the pink chair
• Explain the meaning of tidy and ask students if their
rooms are tidy. Point to the photo of Davina and say out
loud: Davina is a very tidy girl, and her room is very tidy.
• Ask students to read the text and questions. Draw
their attention to the fact that the questions refer to
the objects in a different order to that in which they
appear in the text. Tell students that it is, therefore,
better to look for the names of the objects in the
questions first, and then in the text.
UNIT 4
LESSON 5
Speaking
Asking and answering simple questions
• Check their answers by making them ask the
questions and give answers to one another. Then ask
a  student to read out all the sentences. Correct any
factual mistakes.
Answer Key
1 It’s on the shelf. 2 The school bag. 3 No, it isn’t. It’s
under the desk. 4 It’s in the drawer. 5 The key ring.
6 No, it isn’t. It’s on the desk.
• Point to Nathan and say Nathan isn’t tidy. He’s messy.
And his room isn’t tidy. It’s messy, too. Brainstorm
students for ideas about where Nathan’s belongings
might be in his bedroom. Accept all their ideas and
write them on the board.
• Make students write a description of Nathan’s messy
room in their notebooks. Encourage them to think
of the most improbable places where Nathan may
keep his things. Ask them to leave half of the page
empty.
• Set a time limit. After students finish writing, ask them
to draw Nathan’s room according to the description
they have written. Walk around the classroom, and
choose the messiest room from the drawings.
• Give students one minute to look at the two pictures
to find the differences between Zoe’s and Sarah’s
rooms.
• Get students into pairs, and invite them to play the
‘Whose Room’ game. Explain that they have to identify
the room when their partner tells them the location of
the object they are asking about. They score one point
for each correct guess.
• Monitor the exercise, helping out if necessary.
Touchdown
• Divide the class into two groups or more. Students
mime an action for the other group(s) to guess the
instruction, eg Open your book. Close the door. Put the
pen on the desk.
Homework
Workbook, Exercises 1–4, page 34
46
 Functional language
UNIT 4
Aims
Students will:
Find it, please! LESSON 6
• revise prepositions of place, Extra materials
• ask and talk about the location. TRF, Extra teaching resources Unit 4, Lesson 6
– Secret Message
Vocabulary
(one grid per student, for Warm-up)
Recycling vocabulary already
TRF, Extra teaching resources Unit 4, Lesson 6
taught
– Dice (one copy per class, for Touchdown)

Warm-up • Invite some confident students to write their answers

• Tell students that you are a detective and you have
received a secret message from another detective.
You are going to recruit new detectives. In order to
become one, students must decode the message, and
follow the instructions. Copy the code chart below
onto the board:
on the board. Correct any mistakes if necessary.
Answer Key
The Frisbee is under the pink chair. The computer is on
the desk. The key ring is in the school bag. The lamp is in
the box. The skateboard is under the bed.

A B C D E F G H I J K L M • Ask students to memorise the location of the objects

1 2 3 4 5 6 7 8 9 10 11 12 13
N O P Q R S T U V W X Y
14 15 16 17 18 19 20 21 22 23 24 25 26
• Cut up the grids with the coded message and give
each student one copy. Allow them five minutes to
decode it using the code chart on the board.
• Tell students to show that they have completed
the task by performing the action described in the
message (PUT YOUR MOBILE PHONE UNDER THE
DESK). If they don’t carry a mobile phone around, tell
them to perform the action using a substitute object
eg a pencil case.
Development
1.70/1.71
• Ask students to look at the pictures and elicit the
names of the furniture. Get students to point at
different places by saying: under the bed, on the table,
in the drawer etc.
• Play track 1.70 once. Ask students to cover the text,
then listen to and write down the places mentioned
in the song.
• Play track 1.70 again. This time students compare their
answers with the text.
• Check the answers out loud. Invite students to sing
along with the song.
• Divide the class into two groups, and run a singing
contest. You may use the karaoke version for extra
practice (track 1.71).
Answer Key
1a 2b 3b 4a
• Ask students to name all the objects in the picture,
first the furniture, then the personal belongings.
• Tell them to find where each object is by following the
lines. Then invite them to share the results of their search
by saying full sentences like those in the example.
from Exercise 2. Clear the board.
Z • Make students get into pairs and cover the photos in
Exercise 2. They ask each other questions about the
picture, and answer them, as in the example.
Optional activity
Get students to work in pairs. One of them arranges
six objects in different positions (eg in a school bag,
on the desk, in a pencil case, etc.). The other student
has 15 seconds to memorise the arrangement and
then turns round and says where the objects are
from memory. Then students change roles.
Touchdown
• Cut out the cube maps and prepare three card dice
(one with prepositions, another with places, and one
with names and objects). You may want to glue the
maps on the cardboard first so the dice are better
quality. (If you lack time, or find it difficult to make
the dice, cut up the cube maps and use the words
separately. Put them face down in three different piles.)
• Divide the class into two teams, and invite them to
hold a ‘Make a Sentence’ competition. Three students
from both teams come up to you and throw the three
dice in turn. Then they go back to their groups to tell
the rest of their teammates what words they have
gathered on each dice.
• Make students write a sentence with the words they
have gathered. For example, if group A has on, Peter, and
the chair, they can write the sentence: Peter is on the chair.
• When a group has finished writing their sentence,
they can come up to you to roll the dice again to
receive a new set of words.
• Set a time limit. The group with the most sentences at
the end of the game wins the competition. Accept any
grammatically correct sentences, even if they sound
meaningless.
Homework
Workbook, Exercises 1–4, page 35
Optional task: Cartoon Story – The Time Machine
(www.staffroom.pl), Episode 4, Exercises 1–2
47
 Aims
Extra materials
Students will:
• practise reading and writing skills.
TRF, Extra teaching resources,
Unit 4, Lesson 7 (one copy per class,
Vocabulary for Warm-up)
Recycling: glass, paper, metal, plastic, Photos related to ecology (for
food waste, recycled products Exercise 4)
Warm-up
• Prepare a big circle as shown in the model below.
Connect the arrow with a brass fastener. Make sure
the card arrow moves smoothly. Cut up the word
cards and put them in a pile face down.
• Divide the class into two groups. Invite them in
turns to spin the arrow and select a card from the
pile. If the word on the card completes the question
in a grammatical and logical way, the group score
a point. They score another one if they can also
provide a correct answer.
• If the card does not complete the question, the group
has to wait for the next turn.
Development
1.72
• Introduce the topic of ecology by asking students
how we can help save the planet. They will probably
answer in Polish by saying that we can help by eg
not leaving the tap running, not throwing waste in
the streets etc. Guide them towards the concept of
recycling things.
• Introduce new vocabulary by pointing to the pictures.
Ask students if they can name any of the materials.
Play track 1.72 and ask students to match the words
with the pictures. Play track 1.72 again, and make
students repeat the words.
• Encourage students to list things that are made from
paper (eg notebooks, books, magazines, etc.), plastic
(pens, bottles, etc.), metal (cans, mobile phones, cars,
etc.), glass (bottles, jars, window panes, etc.). Ask them
to use the English names for these objects whenever
possible.
Answer Key
1 glass 2 plastic 3 food waste 4 paper 5 metal
• Draw students’ attention to the two sets of pictures:
objects for recycling (1–5), and different bins used for
recyclable products on the right (a–e).
• Ask students to read the sentences and match the
objects with the bins. Correct any mistakes out loud.
• Ask students: Why is it important to put waste into
different bins? Have you seen the bins for collecting
UNIT 4
LESSON 7
different waste materials in the streets? What do you
know about recycling? Make students talk about the
benefits of recycling things in Polish.
Answer Key
1c 2d 3a 4b 5e
Background note
Recycling is a process in which used materials are
transformed into new products. This is good for the
planet because it prevents air and water pollution
and reduces the consumption of raw materials, eg
by recycling paper we do not need to cut down so
many trees. We can recycle paper, glass, metal, textile
materials, plastic, and electronic equipment.
• Ask students to study the pictures carefully and name
the materials on the left (paper, glass, plastic). Elicit
the names of the recycled products (bag, bottle, cup).
Provide any more necessary words.
• Get students into pairs to discuss what we get from
each of the materials. Then ask them to circle the
correct product in each line. Check their answers
orally.
Answer Key
1b 2a 3a
Reflecting upon values
At some point of this lesson, try to make students
discuss the issue of the responsibility each of us has to
help save our planet. Point out that an active interest
in problems of global ecology and small steps taken
by millions of individual beings can help this process.
PROJECT!
• Get students into 4–5 groups. Brainstorm them for
slogans about recycling. Help out with vocabulary but
only encourage students to produce simple structures
eg Go Green! Write all the ideas on the board, and
make each group choose one slogan for themselves.
• Give out the photos. Ask students to add details to
their posters. Invite the groups to display and talk
about their posters. Put the posters on the walls
around the classroom.
Touchdown
• Encourage students to turn the message from their
posters into a rap song. Tell them to add some extra
words and phrases (eg Yeah, That’s right, Great, Do it
now!), and to use appropriate repetition.
48
• Invite each group to present their rap song to the rest
of the class. Try to get the students to beat the rhythm
of their songs by clapping their hands or stomping
their feet.
Aims
Students will: Vocabulary
• revise the language structures Revising vocabulary already
and vocabulary from Unit 4. taught
Grammar Functional language
Revising structures and notions Revising functions already
already taught taught
Warm-up
• If you have not made the dice yet, cut out two cube
maps (one containing prepositions, the other places),
and prepare two card dice. You may want to glue the
maps on cardboard first, so the dice are better quality.
(If you lack time or find it difficult to make the dice, cut
up the cube maps and use the words separately. Put
them face down in two different piles.)
• Divide students into groups of four. In turns, the
groups throw the dice, and have 30 seconds to come
up with a sentence following this procedure: if the
dice show under and bed, they should form a sentence
eg My wallet is under the bed.
• Warn the groups that their sentences cannot be
repeated. Give points for each grammatically correct
sentence produced within the 30-second time limit.
• Set a time limit for the game, eg five minutes.
Development
• Ask students to name any words to do with rooms
they remember, and to write them on the board.
• Tell students to guess which word group the words
belong to (Furniture and decorations). Ask them to
complete the words.
• Check the answers by asking individual students to
say and spell the words out loud.
Answer Key
1 -robe 2 -board 3 -chair 4 -case 5 -ble 6 -fa 7 -er 8 -air
9 -ster 10 -pet
• Ask students to give you the opposites for some of the
adjectives they learnt in Unit 3 (eg small, long etc.).
• Get students to match the opposite verbs. Check their
answers by asking them to say verbs 1–4, and mime
opposites a–d.
Answer Key
1b 2d 3a 4c
Homework
Workbook, Exercises 1–2, page 36
Optional task: Workbook, Exercise 3*, page 36
UNIT 4
LESSON 8
Extra materials
TRF, Extra teaching resources Unit 4 Lesson 8 –
Dice (one copy per class, for Warm-up)
• Show students items made from different materials
and ask them: What’s this material?
• Ask students to look at the photos in the book and
write down the materials (not objects). Check orally.
• Encourage them to look around and try to find things
which could be recycled instead of thrown into the
waste bin. Ask them what type of material the things
are made from.
Answer Key
1 metal 2 glass 3 paper 4 food waste 5 plastic
• Ask students to locate six objects in the picture. Tell
them to ask questions about their location and then
answer them in written form.
• Check for accuracy by asking students to read their
questions and answers out loud.
Answer Key
2 Where is the Frisbee? It’s under the bed. 3 Where is the
mobile phone? It’s on the desk. 4 Where is the key ring?
It’s on the floor. 5 Where is the skateboard? It’s in the
wardrobe. 6 Where is the poster? It’s on the wall.
• Revise imperatives, giving students positive and
negative commands: Stand up! Open your bag! Take
a pencil! Put it on the desk! Don’t drop it! etc.
• Remind students that a crossed picture or word will
denote negation. Ask them to look at the example
and write the other commands.
Answer Key
2 Close the drawer. 3 Don’t drop the computer. 4 Catch
the Frisbee. 5 Put the pencil on the shelf.
49

Optional activity 1
• Ask students to choose one of the commands
from Exercise 5, or to make up their own.
• Invite them to draw a sign illustrating their
command. Tell them to write the written form
underneath.
• Fold up the part of the drawing to hide the
writing. Display the pictures on the walls, and
run a contest, asking students to guess what the
commands are about.
English to go
• Go through the words in the box. Ask students to
write down the phrases, referring to the Easy English
boxes and dialogues from Lessons 1–4 if necessary.
• Ask students about the situations where they might
use these phrases.
Touchdown
• Play the ‘Alphabet’ game. Ask students to say a word
starting with the letter of alphabet that you give
them. Set the time limit of five seconds after which
the students lose the opportunity to answer, and the
letter goes to the next player.
• Walk around the classroom, giving students
consecutive letters of the alphabet:
Teacher Kasia, A.
Kasia Armchair. (The teacher gives Kasia a small
prize eg a crayon)
Teacher Michał, B.
Michał Bookcase. etc.
Homework
Workbook, Exercises 1–5, page 37

Answer Key
1 Great! 2 You’re welcome! 3 Thanks. 4 Brilliant! 5 No
problem. 6 Thank you very much.

Optional activity 2
Encourage students to create mini-scenes using
the phrases from Exercise 6. Ask them to think of
the circumstances involved and mime a scene
ending with a chosen phrase.

50

Aims
Students will:
Testing spot
• revise the language structures and
Reading
vocabulary from Units 3 and 4,
• practise reading and speaking skills.
Warm-up
• Prepare a number of school objects and personal
possessions (eg a mobile phone, a ruler, a bag). Show
them one by one to students, either holding them in
your hand or putting them in different places in the
classroom. Each time you point to an object, assign a
student to make a true sentence about it, eg It’s a blue
rubber. It’s Jasiek’s rubber. The rubber is on the teacher’s
desk. The rubber is small. Ask additional questions if
you want to elicit some specific information.
• Then ask students to work in groups of four. Each
student has to make as many correct sentences
as they can about an object they can see in their
surroundings. The winner is the student who can
make the most correct sentences.
Development
• Ask students to read the instruction. Give students
2–3 minutes to provide names of objects which
they associate with the short descriptions provided.
Encourage students to come up with more than one
word for each description.
• After the students have written down their words,
allow them to compare their ideas in pairs.
• Finally, ask the pairs to report their words to the class.
Write the most popular (or the most unusual) ones on
the board.
• Ask students to look carefully at the picture. Allow
them to name a few objects they can see in it (a table,
a cupboard, a Frisbee, a lamp, a key ring, a bottle).
• Ask students to read the instruction and write the sen-
tences using the examples and the prompts provided.
• After 4–5 minutes ask students to compare their
answers in pairs and then check as a class.
Answer Key
3 The lamp is on the cupboard. 4 The cupboard is white.
5 The glass bottle is on the table. 6 It’s Kate’s watch.
Optional activity
Ask students to look at the picture in Exercise 2 for
10–15 seconds and then close their books. At this
point you can ask students to recall as many details
as they can and write them in their notebooks in
the following form: small red lamp – on the cupboard
or give students a set of questions and ask them to
answer them in either spoken or written form. You
can ask, eg What colour is the Frisbee? What colour is
the floor? Where’s the bottle? Where’s the lamp?
Skills plus Units 3–4
LESSON 1
Testing spot
• Advise students to read the sentences first so that they
know what kind of information they should look for in
the letter. Give students 5–6 minutes to read the text,
and decide if the sentences are true or false.
• After the students have done the task, refer students
to the tip and allow them to read it silently. Then
ask them to look at their answers again and check
their answers. Explain that such a strategy may help
students verify the correctness of their answers.
• Finally, check the answers as a class.
Answer Key
1 Nie 2 Nie 3 Tak 4 Tak
• Tell students that they are going to play a guessing
game about the objects in the classroom. Refer them
to the instruction and the model dialogues.
• In pairs one student thinks of an object and the other
asks questions to guess what it is.
• To introduce more variety to the exercise, set a time
limit of two minutes for each pair to play the guessing
game, and ask students to work with a different
partner for another two minutes.
• Make sure students are using English.
Note on interaction
Pair work is a popular form of work in young learner
classrooms. If you allow students to choose their
partner freely for each activity, they are likely to
always work with the same people which may boost
their confidence, but may slightly limit their progress
in terms of communicative skills. Encouraging
students to choose different partners for pair work
may instil tolerance towards other people, their
language ability and opinions, as well as make
exercises more interesting and their results less
predictable.
Touchdown
• Ask students to write a very short (3–4 sentences)
description of their room. They can use the text in
Exercise 3 as a model. Encourage them to write about
different objects, describing what they look like and
where they are.
51

Aims
Students will:
Testing spot
• revise the language structures and
Listening
vocabulary from Units 3 and 4,
• practise speaking and listening skills.
Warm-up
• Revise vocabulary with your students in a guessing
activity. Write the following categories on the board:
FURNITURE, ACTIONS, SCHOOL OBJECTS, ADJECTIVES.
Choose one category and think of a word which belongs
to it, and give students the number of letters in the word.
Say: category: furniture, 3 letters. Choose a student to
guess the word. If there is more than one possible
option, you can give students an extra hint, eg a colour.
• Play ‘Evo says’ with students. Ask students to stand up
and say: Evo says … drop your pen/come to the board etc
(use the action verbs from Unit 4). Students should only
react to your commands if they start with ‘Evo says’.
If you call out a command without this introductory
phrase, but students perform the action they should sit
on their chair. Continue the activity with the rest of the
students until you have one winner.
Development
• Explain that the students’ task is to guess the words
from the prompts and write down the missing letters.
Allow students to work on that for about two minutes.
• Allow students to compare their answers in pairs, then
check as a class.
Answer Key
1 brilliant 2 drawer 3 favourite 4 school 5 table
• Ask students to read the instruction. Explain that
after matching the lines of the dialogues they should
decide who is speaking.
• After about two minutes ask students to compare
their answers and ideas in pairs, and then elicit the
answers from selected students.
• Accept all reasonable suggestions.
Answer Key
1 Where’s my green bag? – It’s in the wardrobe.
2 I think maths is difficult. – Really? It’s my favourite subject.
3 Whose wallet is it? – I think it’s Jake’s.
4 Can you help me? – Yes, no problem.
 Testing spot
• Refer students to the tip. Remind them that the
objects or places which are illustrated in the options
will probably appear in the recording, but only one
of them is the correct answer to the question. Suggest
that students think carefully about the reasons why
the option they choose is correct.
• Play track 1.73 for students to listen and choose the
correct answers.
Skills plus Units 3–4
LESSON 2
• Ask if they think the texts were easy/difficult, if there
are any details they missed etc.
• Play track 1.73 again. Students decide on their final
answers.
• Allow students to compare their answers before
checking as a class.
Audioscript 1.73
1 Ellie Oh, where is it? I need it for my maths class.
Tony Is it blue?
Ellie No, it’s red, and it’s very long.
Tony Hey, isn’t it in your desk drawer?
Ellie Yes, it is! Thanks!
2 Tess I don’t like PE, it’s boring.
Julie I think sports are OK.
Tess Not at school, Julie! Let’s do something interesting.
Julie OK. It’s a beautiful day – let’s play Frisbee outside!
Tess Great idea, Julie!
3 Mum Andy!
Andy Yes, mum?
Mum Andy, come here, please. Put these metal cans
in the bin.
Andy OK.
Mum Now open the cupboard, take the glass bottles
and put them on the table. Don’t drop them!
Andy No problem.
4 It’s Mark’s birthday today. We’ve got a fantastic present
for him. It’s big and heavy. He can watch films on it.
Answer Key
1C 2A 3C 4C
• Ask students to read the instruction and the examples
carefully. Make sure students understand that they have
to make the dialogues in such a way that they don’t
reveal who’s talking (eg they shouldn’t say things like
Dear teacher).
• Ask students to work in pairs on their dialogues for about
four minutes. Monitor the activity and help with the
language if necessary.
• Ask selected pairs (or all the pairs, if there’s enough time)
to present their dialogues to the class. The class try to
guess who is talking.
Touchdown
• Prepare a set of 8–10 untrue sentences about
students’ possessions, eg Kasia’s pencil case is blue
and green (in fact, it’s black and white). Read them out
slowly to the class one by one, twice and ask students
to write down the mistakes and the corrected
versions. Finally, ask the class to provide the true
sentences about their classmates’ possessions.
52
 Aims
Students will:
• talk about clothes,
Vocabulary
• ask and answer questions about location.
Clothes (1)
Grammar
Functional language
Plural nouns
Remember!
Present Simple with be – they (affirmative
Don’t forget!
sentences)
Pay attention!
Questions – Where (plural)
Warm-up
• Write on the board the beginnings of questions which
students have already studied:
What is …? Are you …? How old …? Who …?
Whose …? Where …?
• Divide students into groups of six, and invite them
to play a ‘Question’ game. Explain that each group has
to write six meaningful questions for another group
to answer. After they have written the questions, they
come up to you to check their correctness. Give one
point for each correct question, keep the question sets.
• Give out the question sets to the groups, making sure
that each one gets another group’s set, and ask them
to write true answers. Check the answers giving one
point for each grammatically correct response. Add up
the points, and announce the winners.
Development
1.74
• Present the topic of the lesson to students. Show
them the pictures of clothes that you have brought.
Present the vocabulary by naming the objects, then
make students point to their own clothes.
• Ask students to look at the picture. Play track 1.74 and
tell them to listen and repeat what they hear. Then ask
them to read the words out loud.
• Ask students to work in pairs. Tell student A to name
a colour, and get Student B to name any clothes they can
see of that colour in Exercise 1. Then they swap roles.
• Draw students’ attention to the box. Point out that just
like in the Polish language, some nouns take a plural
form even though we are talking about one item (eg
trousers, jeans). Ask students if they can think of other
examples like these in Polish (eg scissors).
1.75
• Play track 1.75. Tell students to listen and read, then
ask some comprehension questions to check their
understanding: What is under the table? (Shoes) What
is in the box? (T-shirts)
• Focus the students’ attention on the plural nouns
in the conversation. Get them to recognise that the
conversation refers to multiple things and that each
of the plural nouns ends in -s. Leave any grammatical
explanation(s) for later on.
• Play track 1.75 again, and ask students to read the
dialogue in groups of three.
UNIT 5
LESSON 1
Extra materials
Photos of clothes: shoes, trousers, shirt, T-shirt, skirt,
dress, jeans, trainers, cap, jacket (for Exercise 1)
Grammar flashcards 5.1 (for Evo’s grammar)
• Invite a group to act out the dialogue in front of the
other students.
Optional activity
Encourage students to change the objects in
the dialogue. For example, instead of clothes let
them talk about school objects or their personal
possessions.
Easy English
Draw students’ attention to the Easy English box.
Make sure they know how to use the expressions
in everyday conversation (to draw attention to
something, and make others remember things).
Ask if they can think of the corresponding phrases
in Polish. Remind them that they can go back
here to revise the phrases.
Evo’s g r a m m a r
• Ask students to read the affirmative sentences out
loud. Point to the nouns, and ask if they are singular
or plural. Ask for singular forms. Get students to
recognise that plurals take the ending -s or -es. Tell
them that we use -es if a noun ends in s, z, x, sh, or ch.
• Point to the yellow boxes. Elicit from students the
meaning of are. Explain that are is used with plural
nouns.
• Ask students to read the questions and answers.
Refer them to Evo’s Grammar section on page 45 to
compare Where is with Where are. Elicit from them that
we use are with plural nouns in exactly the same way
as we do with is.
• Point to They’re and get students to become aware
that it is the short form of They are.
• Ask students to close their books. Spread all the
grammar flashcards from set 5.1 on your desk.
• Ask four students to come to the front of the class,
and to stand in a row facing the others. Give out the
following flashcards (one to each student): BOOK
DRESS S ES . Tell them to hold the cards up so
everybody can see them.
• Ask the students to get into pairs to form plural nouns
(books and dresses). Encourage the students holding
the plural endings to stand as close as possible to the
other two students. Thank them and ask them to go
back to their desks.
53
• Ask seven students to come forward and choose the
cards to form the sentence The books are in the bag.
Then ask the last student in the row (the one holding
BAG ) to pick up the correct punctuation mark.
• Tell the students who are holding the books to remain
standing in the same position(s). Tell the rest to go
back to their desks.
• Ask the class in Polish how to say where in English. Get
the student who answers correctly to come up to the
front of the class and to pick up the WHERE card.
• Ask the students to move around to form the question
Where are the books? Ask another student to come
forward and pick up the correct punctuation mark.
Make the inversion of the verb visible by asking
the student with ARE to show again how he / she
changes his / her position to form the question.
• Invite other students to repeat the procedure with
other cards to show:
The dresses are in / on / under the bag.
Where are the dresses?
They’re on / in / under the bag.
They’re = They are
• Ask students to look at the pictures and name the
clothes. Elicit the names of clothing in the singular,
and ask students to say the plural forms.
• Invite them to look at the example and write
questions about items 2–4, then answer the questions
referring to the photo from Exercise 1. Check the
answers out loud.
Answer Key
1 caps 2 skirts 3 T-shirts 4 dresses
2 Where are the dresses? They’re on the table.
3 Where are the T-shirts? They’re in the box.
4 Where are the dresses? They’re on the bed.
Have a talk!
• Tell students to look back to the game board in
Activity 1. Encourage them to move around the
classroom, asking and answering questions about
the position of the objects on the game board.
• Set a time limit, and let students know when they
have to finish the activity by eg clapping your hands.
Touchdown
• Teach your students another tongue twister. Present
it to them at normal speed Where are Tim’s three cheap
shirts and Jean’s dirty jeans? Don’t write the text on
the board at this stage. Point out that Tim and Jean
are people’s names, and revise the meaning of the
adjectives.
• Divide the tongue twister into three, and make
students repeat it after you. Gradually, lead them to
repeat the whole line while increasing the speed.
• If you feel that students have mastered the whole
tongue twister, run a competition to see who can say
it the fastest.
• At the end, write the sentence on the board for
students to check the accuracy of what they have
been saying.
Homework
Workbook, Exercises 1–5, page 38
Optional task: Workbook, Exercise 6*, page 38
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Answer Key
Extra 1
1 T-shirt 2 jacket 3 dress 4 shirt 5 cap 6 skirt 7 shoes
8 trainers 9 jeans 10 trousers
Liczba mnoga: jackets, dresses, shirts, caps, skirts
Extra 2
1 are, in 2 Where, ‘re, armchair 3 Where are, bed 4 are,
shirts, They’re 5 Where, on, chair 6 Where are, They’re,
wardrobe
54

Aims
Students will:
Vocabulary
Family (1)
• identify family members, Functional language
• ask and answer questions about location. Come on!
What a nice family!
Grammar
Your … looks nice / sweet.
Determiners: This, That
Point to …
Warm-up
• Invite students to repeat the tongue twister from
Lesson 1: Where are Tim’s three cheap shirts and Jean’s
dirty jeans?
• Divide the class into groups and hold a competition for
the best performance. Encourage students to rap it by
adding a tune and thinking of some dance routines.
• Students vote for the best performance.
Development
1.76
• Explain the meaning of the term family to students.
Ask them if they know about any real or fictional
famous families, eg royal families, sportspeople,
artists, as well as the Addams family, the Simpsons etc.
• Ask students to look at the pictures and guess (in
Polish) who the family members are (mother, father,
son, daughter etc.).
• Play track 1.76 twice. Students listen and repeat
each word they hear. Ask them to think of the Polish
equivalents to check if they understand correctly.
• Stand in front of the class, holding your book towards
them. Point at random pictures, and ask students to
say the words, first as a group, then individually.
• Ask students to get into pairs, cover the words, point
at the pictures and check each other’s memory.
• Point to the two drawings. Elicit from students the
Polish equivalents of the prepositions (behind – za,
next to – obok).
• Tell them that you want to take a photo of the class.
Invite them to gather in one place. Then reorder them
by saying eg Michał, go next to Basia, please. Beata,
Tomek and Kuba, go behind Zosia and Dominik etc.
Optional activity
Take several pictures of students arranged in
different ways. Depending on the facilities, you can
print the photos or display them on an interactive
whiteboard. Divide the class into groups and tell
students to describe the photos out loud, then in
written form. Make a class display of the photos of
your students containing their descriptions.
UNIT 5
LESSON 2
Extra materials
Grammar flashcards 5.2 (for Evo’s
grammar)
1.77
• Play track 1.77. Tell students to read the dialogue
while they listen to it.
• Elicit what they understand by the word pet. Ask if
they own any pets and get them to spell their
names.
• Ask some general comprehension questions: Is
Carla’s family big? (Yes) Where is Carla’s grandfather
in the picture? (Next to her mother and father) Who
is Brenda? (Carla’s sister) How old is Carla’s brother?
(Nine)
• Play track 1.77 again. Make students read the dialogue
again.
• Elicit the meaning of the words we and nice. Tell
students that English people use nice for describing
almost anything: the weather, people, places, animals,
ideas, buildings, food, etc.
• Ask students to get into pairs and read the dialogue.
Move around monitoring their work.
1.78/1.79 Rap
• Pre-teach the expressions: point to the person, and
point everywhere. Play track 1.78. Tell students to listen
to and read the text of the rap.
• Play track 1.78 again. Encourage students to listen and
sing the rap.
• Invite them to rap with the karaoke version
(track 1.79). Get them to follow the instructions for the
rap, adding elements of hip hop to their movements.
Easy English
Draw the students’ attention to the Easy English
box in their books. Remind them that here they
can find phrases they have encountered in class
as well as extension material. Ask if they can think
of the corresponding phrases in Polish.
55
 UNIT 5
LESSON 2

Evo’s g r a m m a r
• Ask students to read the sentences out loud and point Have a talk!
at the two small octopuses. Indicate that one is close
and the other is further away. • Ask students to look around the classroom and pick
up several objects near them and further away.
• Point at different objects in the classroom using this / Tell them they are going to give their partners
that: This is my desk. That is Michał’s desk. This is my bag. commands: Point to …! In response, their partners
That is Kasia’s bag. Let them deduce the conceptual are going to find each object, point to it, and say This
difference between this and that. Confirm the correct is a(n)… or That is a(n) … depending on the distance
meanings by giving the Polish equivalents. between them and the object.
• Introduce the pronoun we by first demonstrating I, • Demonstrate an example exchange with a student.
you, he and she to indicate different members of the Monitor the activity, helping students if necessary.
class, then miming the plural you to indicate the class.
At this point, provide several examples to show what Touchdown
the first person plural means eg We are a nice class. We
• Invite students to create an extended version of the
are from Poland. Draw students’ attention to the short
rap from Exercise 3. Divide them into groups of 4–5.
form we’re.
• Revise the prepositions: in, on, under. Invite students
• Ask students to close their books. Spread all the
to choose an object (eg a pencil case, school bag or
grammar flashcards from set 5.2 on your desk.
box) and three things they can put in, on, or under
• Encourage four students to come to the front of the it (eg a pen, book, mobile phone, etc.). Ask them to
class, and to stand in a row facing the others. Give out arrange the things around their object.
the following flashcards (one to each student): IS THIS
• Encourage students in groups to write down their
MY BROTHER and ask them to form the sentence
own raps. Walk around the classroom, monitoring the
This is my brother. Tell them to hold the cards up so
activity.
everybody can see them. Ask another student to pick up
the correct punctuation mark and stand in the row too. • Encourage groups to sing their raps. Get them to
perform in front of other students. Groups sing their
• Get another student, a boy, to come forward and
raps, inviting other students to point to the objects
pretend to be the brother. Ask students to decide
and call out their names.
where he should stand: close to or further away from
the student holding the cards (He should stand close). • Give a round of applause to all the performers.
Make them explain their answer.
• Invite other students to repeat the procedure with
Homework
SISTER and THAT . Workbook, Exercises 1–4, page 39
• Finally, choose five students to show that We’re = We are. Optional task: Workbook, Exercise 5*, page 39

Attention
• Ask students to look at the pictures and decide if the
• You can use the exercises from the Extra section
objects are close by or in the distance. Make them
with fast finishers or give them as additional
predict what the girl is saying. Students write down
homework.
the sentences, referring to Evo’s grammar section if
necessary. Check the answers out loud.
Answer Key
Extra 1
Answer Key
a grandfather b grandmother c father d mother e sister
3 This dress is purple. 4 That dress is orange. 5 This jacket f brother
is brown. 6 That jacket is grey. 7 This skirt is green.
8 That skirt is pink. Extra 2
1 Ben 2 Clare 3 Luke 4 Toby 5 Kathy 6 Maggie
Optional activity
Write on the board: This car is old and dirty. That car
is beautiful and expensive. Ask students to illustrate
your sentences. Get them to show the difference
between this and that by drawing the two cars in
different scales.

56

Grammar
Aims Plural nouns (regular and irregular)
Students will: Present Simple with be – they, we (affirmative
• talk about animals, sentences, questions, and short answers)
• ask and answer Yes/No Vocabulary
questions and Wh- questions. Animals
Testing spot
Functional language
Language structures A very artistic family
Warm-up
• Divide students into groups of four. Invite them to
play the ‘Labels’ game. Give them two minutes to
write down all the words they know that can be used
to define (or ‘label’) who a person is (i.e. jobs and
family relationships).
• Ask groups, one by one, to call out a word from their
list. Write it on the board and tell the other groups
to cross it out from their lists if they have it. Another
group has to add a new word to the list or else they
drop out. Eventually, there will only be one team left
with words to add to the list, and you announce them
as the winners of the game.
Development
1.80
• Make students look at the pictures. Explain that these
animals can all be pets. Ask them to point at any
unusual pets.
• Ask students to look at the words. Tell them that
they are the names of the animals in the pictures.
Have students write them down together with the
corresponding numbers. Play track 1.80.  Explain the
meaning of any unknown words and play the track
again for students to check and repeat the words.
• Check their answers by asking eg What is number 9?
• Show students a photo of a snake. Ask them: What is
it? and elicit the full answer: It is a snake.
• Show students a photo of some cats. Ask them: What
are they? Get them to give the full answer: They are
cats. Repeat the procedure with the photo of dogs.
Optional activity
Invite students to play a ‘Memory’ game in pairs.
Give each pair a set of pictures and word cards.
Students cut them all up and spread the cards
face down on their desks in two groups (pictures
and words). The first student turns over one card
from each set. If the drawing matches the word,
the student takes both cards. If they do not match,
they need to be turned back. Students take turns at
finding matching cards. The winner is the student
with the most cards at the end of the game.
• Draw students’ attention to the plural forms of
mouse and fish. Ask them to remember these forms
UNIT 5
LESSON 3
Extra materials
Pictures of animals: snake, dogs, cats (for Exercise 1)
TRF, Extra teaching resources Unit 5, Lesson 3
(one copy per pair, for Optional activity)
Grammar flashcards 5.3 (for Evo’s grammar)
as exceptions to the general plural rule of adding
-s or -es.
• Practise the pronunciation of the new words.
Audioscript 1.80 Answer Key
1 cat 2 dog 3 fish 4 monkey 5 snake 6 spider
7 hamster 8 mouse 9 guinea pig 10 parrot
1.81
• Tell students to look at the pictures and discuss the
characters and setting. Explain the meaning of any
new vocabulary.
• Ask them to read the text and write down the missing
sentences. Play track 1.81 for students to check their
answers.
• Ask several follow-up questions: Who’s Tessa?
(Johnny’s mother) Who’s Nicky? (Johnny’s father) Who
are Tessa and Nicky? (They are Johnny’s parents)
• Play track 1.81 again. Ask students: What is special
about the painters? (They are monkeys) Invite students
to read the dialogue out loud, then to act out the
story, using gestures and correct intonation.
Answer Key
1 No, they aren’t. 2 But they are monkeys! 3 Tessa and
Nicky are his parents.
Evo’s g r a m m a r
• Tell students that some of the sentences are as if
said by the cats and others by Evo. Divide the class
into two groups: The ‘Cats Team’ and the ‘Evo Team’.
Ask them to read all the sentences and find the ones
that belong to their team (the ‘Cats Team’ read the
sentences with we, the other team with they). Explain
the difference in meaning between we and they to
make sure everybody understands.
• Ask the ‘Cats Team’ to read their sentences out loud
(We are cats. Are we cats? Yes, we are. No we aren’t.)
Then ask the ‘Evo team’ to read their sentences out
loud. (What are they? They are cats. Are they cats? Yes,
they are.) Elicit from students how the questions are
formed.
• Ask students to close their books. Spread all the
grammar flashcards from set 5.3 on your desk.
• Ask four students to come to the front of the class
and stand in a row facing the others. Give out the
57
 following flashcards (one to each student): THEY ARE
CATS to form the sentence: They are cats. Tell them
to hold the cards up so everybody can see them. Ask
another student to pick up the correct punctuation
mark and join the row.
• Ask the class how the sentence can be turned into
a question (By ‘moving’ the verb are). Get one of the
students to rearrange the card holders and stand
at the end of the row with the question mark (the
student holding the full stop goes back to his/her
seat).
• Get other students to practise the following
structures:
Yes, they are. / No, they aren’t.
We are cats. Are we cats?
Yes, we are. / No, we aren’t.
• Tell students to read through the exercise before they
start writing down the sentences. Ask them how they
can recognise a general question (the answer starts
with Yes or No). Make them aware that they will need
to use both pronouns (they as well as we).
• Get students to complete the questions and answers,
referring them to Evo’s grammar section if necessary.
Check the answers out loud.
Answer Key
1 they, are 2 What, are 3 Are, we aren’t 4 What are, They
are 5 Are we, are
Have a talk!
• Invite students to talk about the photos, modelling
their conversations on the dialogue provided.
Aims That’s (so) right.
Students will That’s (so) wrong.
• practise agreeing and Vocabulary
disagreeing. Adjectives describing
Functional language clothes
I agree with you.
Pronunciation
I don’t agree with you.
Pronouncing the /s/ sound
Warm-up
• Invite students to play the ‘Whose Clothes’ game.
Name a few items of clothing that a person in class is
wearing today (eg blue jeans, red T-shirt etc.), and ask
the students to guess who the clothes belong to.
• Move around monitoring their work. Correct it only
when necessary.
Touchdown
• Get students into pairs and invite them to draw a picture
of a strange family, eg a family where the father’s pet
is a snake, and the sister’s pet is a monkey. Set a strict
time limit of five minutes for completing the task.
• Invite some pairs to show and describe their picture to
the rest of the class. The other students decide which
pair has the strangest family.
Homework
Workbook, Exercises 1–3, page 40
Optional: Workbook, Exercise 4*, page 40
Attention
• You can use the exercises from the Extra section with
fast finishers or give them as additional homework.
Answer Key
Extra 1
1 fish 2 snake 3 hamster 4 cat 5 mouse 6 monkey
7 guinea pig 8 spider 9 dog 10 parrot
Extra 2
1B 2A 3C 4C
Extra 3
1 are 2 We 3 we 4 are 5 Are 6 aren’t
UNIT 5
LESSON 4
Extra materials
Pictures for illustrating the adjectives: great, crazy, fantastic,
horrible, silly, incredible (for Exercise 1)
TRF, Extra teaching resources Unit 5, Lesson 4
(one set per pair, for Exercise 4)
Development
1.82
• Show students the pictures you have brought to
class. Talk about each of them, expressing your
attitude towards them, eg This is a new MP3 player. It’s
expensive, beautiful, and fantastic! Pre-teach the other
adjectives from the boxes in a similar way. Mime your
feelings towards the objects.
58
• Write the six adjectives on the board. Ask students to
come up to the board and draw a ‘smiley’ or ‘sad’ face
next to the adjectives. Keep the words on the board
for later use during Exercise 4.
• Ask students to look at their books and put the words
from the boxes into ‘smiley’ or ‘sad’ face categories.
• Play track 1.82. Students listen and check their answers.
Audioscript 1.82
(pozytywne) great, fantastic, incredible
(negatywne) crazy, horrible, silly
Answer Key
J great, fantastic, incredible L crazy, horrible, silly
• Ask students to look at the picture and say what
they can see. Elicit the vocabulary they need for
exchanging comments.
• Divide them into pairs and tell them to discuss the
clothes in the picture, expressing their opinions by
using the adjectives from Exercise 1.
• Ask a few students to share their opinions with the
rest of the class.
1.83
• Play track 1.83 and ask students to listen to and read
the conversation. Ask them what the conversation is
about (children from Exercise 2 and their clothes).
• Play track 1.83 again, asking them to write down the
adjectives that Joe and Mara use.
• Ask: What is crazy? (the girl’s clothes, blue shoes etc.)
Continue with the other adjectives referring to the
dialogue.
• Point to the list of clothes below the dialogue, and ask
students to complete the chart with the adjectives
used to describe them. Copy the chart on the board,
and ask individual students to fill it in.
• Ask students to look at the text again to find phrases
used for agreeing or disagreeing. Make sure students
understand the meaning of I agree, I disagree, and
right and wrong.
Answer Key
2 crazy, incredible 3 horrible, great 4 horrible, crazy
5 silly, silly
• Cut the copies into half, and give each set to a pair of
students. Make each pair cut up their cards and put
them face down on their desks.
• Ask students to talk about the clothes in the picture
in Exercise 2, modelling their conversations on the
example in the book.
• Explain that one student from each pair is going to give
his / her opinion, and the other is going to respond to
it by using the phrase he / she picks up from the pile of
cards and giving an additional argument (eg It’s great.).
• Ask a pair of students to do the task as an example:
Student A: I think the yellow T-shirt is fantastic.
Student B: That’s right. It’s great.
• Tell students to change roles until all the cards have
been used.
Reflecting upon values
Invite the class to think about why good working
habits and respect for tidiness can make the class an
enjoyable environment. Lead them to appreciate the
importance of putting things away, hanging clothes
up, and taking care of their personal possessions.
1.84 Sounds right!
• Elicit from students what the words have in common
(they are plural nouns). Remind them that with a few
exceptions, the final –s determines the plural form, and
that it is important to stress this sound well.
• Play track 1.84 and get students to repeat the words.
1.85
• Play track 1.85 Explain the meaning of the word shiny.
• Play the track again phrase by phrase and make
students repeat them after the recording.
Touchdown
• Ask students to draw a picture to illustrate the tongue
twister. You may then run a competition for the best
picture or praise all the student attempts.
Homework
Workbook, Exercises 1–3, page 41
Optional task: Workbook, Exercise 4*, page 41
59
 UNIT 5
Aims
Students will:
Reading
Reading for specific information
LESSON 5
• practise receptive and productive
Writing
language skills.
Writing a short text giving the
Listening Speaking
family details of a fictitious
Listening for detail character Asking and answering simple questions

Warm-up students are aware that this is a magazine article, and

• Hold a tongue twister competition. Get students to work
in small groups. Give them some time to revise the first
tongue twister they learned in Lesson 4, Exercise 6 on
page 62 (Six shiny shirts and seven short skirts).
• Make each group say it chorally. The most fluent
group wins the competition.
• Then encourage students to participate in a solo
competition. The class chooses the best performance(s).
the text is Darya’s narration.
• Tell students to read the text and compare it with the
picture. See if they can identify the people in the picture.
• Point to sentences 1–6 in the table on the right, and get
students to read them carefully. Give them some time
to determine which sentences are true and which false.
• Check orally by asking students to find the parts of
the text which show that their answers are correct.

Development Answer Key

1 false 2 false 3 true 4 false 5 false 6 false
1.86
• Ask students to compare the pictures in each of
the six sets. Get them to talk about the differences • Get students to find the singer in the picture (It’s the
eg In picture 1, the wallets are red and blue. boy wearing red trousers). Encourage them to imagine
• Play track 1.86. Ask students to listen to the six who each person is and invent their names and age.
mini-dialogues and choose the pictures which are • Ask students to write a magazine article modelling it
described in each dialogue. on the reading text from Exercise 2. Make sure they
• Play track1.86 again for students to verify their understand that they are supposed to invent all the
answers. Check their answers out loud. personal details for the people in the picture. Give
them a time limit of about 15 minutes.
Audioscript 1.86
• Monitor students’ writing, helping out with any
1 4
vocabulary and / or grammatical structures if necessary.
Woman What are they? Man Are they students?
Man They’re wallets. Woman Yes, they are.
They are my wallets. Man How old are they? • Ask students to work in pairs. Tell them to hide a pair
Woman Are they red? Woman They’re thirteen. of objects under a sheet of paper or a book. Students
Man No, they aren’t. 5 take turns asking and answering questions about the
They’re blue. Woman What are they? hidden objects, using the example procedure from
2 Man They’re cats. the book.
Man What are they? Woman Oh! Where are • To extend the activity, invite students to change
Woman They’re spiders. they now? partners. Move around the class to monitor the
They are Peter’s. Man They’re under the activity.
Man Wow! They are very table.
big! 6 Touchdown
3 Man What are they? • Tell students to get into small groups to play the
Woman What are they? Woman They’re teachers. ‘A Word’ game. Tell them to write as many words as
Man They’re snakes. They are at school. they can beginning with the letter s. Allow them one
Woman Are they brown? Man Are they next to minute to do this.
Man No, they aren’t. the chair? • The group that writes the most words down puts
Woman What colour are Woman No, they aren’t. them up on the board. If all the words have been spelt
they? They’re next to the correctly, the group gets one point per word.
Man They’re green. bookcase. • Ask students to write other sets of words (eg with an
e in the middle, beginning with f, ending in -er etc.).
Answer Key Follow the same scoring procedure after each round
1b 2a 3b 4a 5b 6b of words.

Homework
• Ask students to read the title of the text. Elicit the Workbook, Exercises 1–5, page 42
meaning of the expression: a hit singer. Make sure
60

Aims
Students will: Vocabulary
Recycling vocabulary already
• revise prepositions of place,
• ask and answer Wh- questions. taught
Grammar Functional language
Recycling structures and notions Look at …
already taught at the ...
Warm-up
• Invite students to play the ‘10 Questions’ game.
Explain the rules of the game. You think of an object in
the classroom, and students guess what it is by asking
no more than 10 Yes / No questions.
• Encourage them to find out more general information
first (eg Is it new? Is it big?) and to use prepositions of
location and colours (eg Is it red? Is it on a desk? etc.).
Development
1.87/1.88
• Ask students to read the words of the song. Explain
the meaning of any new words.
• Play track 1.87. Students listen and write down the
missing lines. Play the track again for them to check
their answers. Correct any mistakes out loud.
• Get students to decide which phrases refer to a place
(at home, at the shopping mall, at the zoo, at the store,
at your house). Ask students the following questions:
Which of these phrases refer to the place where you live?
(At home, at your house) Which of them refer to places
where you can buy things? (At the shopping mall, at the
store) Where are animals? (At the zoo).
• Invite students to sing the song. Divide the class into
two groups: one sings from the beginning up to the
word store, while the other from No, we aren’t till the
end of the song. Then the groups swap roles. You may
use the karaoke version for extra practice (track 1.88).
Answer Key
1 Where are you? 2 Are you at home? 3 And please open
the door.
• Get students into pairs to play the game. Invite them
to make two sets of cards (one containing questions
and the other answers). Ask them to copy the texts
from the book onto the cards in clear writing.
• Before students start playing the game, ask them to
match the questions to the answers first. Get different
pairs to read the questions and match answers out
loud.
UNIT 5
LESSON 6
• Ask students to divide the cards into two sets
(questions and answers) and then put them face
down on the desks.
• Tell students to take turns choosing two cards, one
from each set. If the question and answer match, they
get one point. The first student to get three points
wins the game.
• Tell students that when they choose the cards, they
must read the question and answer out loud.
• Get students into pairs. Tell them to ask and answer
questions about the picture, using the dialogue
provided as a model.
Touchdown
• Invite students to do a listening activity to find out
where Carla and her friends are.
• Write the following names and places on the board:
Billy and Tom, John and Betty, Mary and Sue; zoo, store,
home, school. Tell students that there is an extra place
they do not need to use. Ask them to copy the data
from the board into their notebooks.
• Explain that while you are reading, students should
match the names with places. Start reading the
following text out loud:
Billy and Tom are Carla’s friends. They are not at school.
They are at home. John and Betty are Carla’s friends too.
They are not at home. They are at the store. Mary and
Sue are not with Carla. They are at the zoo.
• Check students’ answers and correct any mistakes
out loud. Encourage students to produce complete
statements.
• Tell students to underline the following letters h, o, m
(from home) and t, r, e (from store). Ask Who is Carla
with?, and then encourage students to put the letters in
order to find out who she is with (with her m o t h e r).
Homework
Workbook, Exercises 1–5, page 43
Optional task: Cartoon Story – The Time Machine
(www.staffroom.pl), Episode 5, Exercises 1–2
61

Aims
Students will: Vocabulary
Clothes (2)
• talk about school clothes,
• practise reading and writing skills.
Warm-up
• Divide the class into four groups. Tell students to imagine
that someone is going to take a photo of each group.
• Each group takes turns standing or sitting creatively
for the photo. They can hold their school objects up
proudly, show a banner with a motto, etc.
• One group poses for the photo and the other groups
describe the scene, eg Michał is next to Ania. Their school
bags are on their desks. The teacher is behind Robert.
• The class chooses the most attractive photo.
Development
1.89
• Tell the class to look at the professor, and explain that
he is wearing a school uniform. Ask them to look at
the five pictures and the words. Invite them to guess
the name of each item and to tick it.
• Play track 1.89. Ask students to listen to it to check
their guesses. Tell them to choose the correct word.
• Play track 1.89 again and get students to repeat the words.
• Invite them to discuss which of these items could be
worn to school. Ask them which could be worn as part
of a uniform. Then discuss what they typically wear for
school.
Audioscript 1.89
1 tracksuit 2 hoodie 3 beanie 4 shorts 5 tie
Answer Key
1b 2a 3a 4b 5a
1.90
• Tell students to read what the professor says. Ask them
what they think of school uniforms. Encourage them to
use the adjectives for describing clothes from Lesson 4,
Exercise 1 on page 62 (eg crazy, horrible, great etc).
• Ask students to think about the T-shirts of their
favourite sports clubs. Let them describe the colours.
• Encourage them to consider the similarities and
differences between club T-shirts and school uniforms.
You may need to run part of this discussion in Polish.
• Invite students to read the three texts. Explain the
meaning of have got / haven’t got. Get students to
match the items of clothing with the children. Check
the answers out loud.
Answer Key
aK bZ cK dI eZ fK gZ hK iI jZ
UNIT 5
LESSON 7
Reflecting upon values
Invite students to consider the arguments in favour of
having a school uniform and the reasons why they are
used in many schools around the world. Make them
understand that for them, the uniform represents
the school with its traditions and specific features.
We all live in a big community and within this big
community, there are other small communities that
give us identity and a sense of belonging: one is our
school, another is our club, and another is our family.
• Ask students to look around at their friends and
memorise their clothing.
• Divide the class into two teams, A and B. Team A
select one of its members to hide from the other team
(eg under a desk, behind a cupboard etc.)
• Team B describe the hidden student’s clothes, and
Team A confirm or deny these descriptions, following
the model from the book.
• The teams swap roles several times, in turn, describing
the missing boy’s/girl’s clothes.
• Invite students to create a new uniform for a very
modern school. Encourage them to think of their
dream clothes, colours, and styles.
• Students draw, colour and write a short description of
their uniform on pieces of paper.
• Make an exhibition of the designs on the classroom wall.
Touchdown
• Ask students what they know about Cinderella. Elicit
their knowledge of the main characters (the Prince,
Cinderella, her stepmother and sisters) and the setting
(the Prince’s castle and Cinderella’s house). Ask about
Cinderella’s clothes at home and in the castle. Write on
the board: Cinderella, Prince, shoe.
• Divide the class into three groups, A, B and C. Tell the
students that you are going to read them the ending
of the Cinderella fairy tale. Ask group A to stand up
whenever they hear the word Cinderella, Group B
when they hear Prince and group C when they hear
shoe / shoes. Rehearse the standing up – sitting down
procedure using the three words.
• Read the story at a moderate speed. Encourage
students to have some fun.
62
 Cinderella’s Shoe Homework
The Prince’s party is over. The Prince shows his men a small
yellow shoe and says: ‘Whose shoe is this?’ Workbook, Exercises 1–2, page 44
Cinderella is at home. She’s sad. Where is her small yellow shoe? Optional task: Workbook, Exercise 3*, page 44
It isn’t under the table. It isn’t under the chair. Is it in the
Prince’s castle?
Knock, knock.
‘Who is it?’ asks Cinderella.
‘It’s the Prince. Hello, Cinderella! Show me your shoes’.
‘Oh, no! My shoes are old and cheap’, says Cinderella.
‘Then look at this shoe. Whose is it? Try it on!’ asks the Prince.
Oh! It’s Cinderella’s shoe. The Prince is happy. Cinderella is
happy. And the yellow shoe is happy, too!

Aims Vocabulary
UNIT 5
Students will:
revise the language structures and
Revising vocabulary already
taught
LESSON 8
vocabulary from Unit 5. Functional language
Grammar Revising functions already
Revising structures and notions taught
already taught

Warm-up
• Give students 15 seconds to swap places with other
students around the classroom. Tell them to look
around and check who is behind and next to them.
• Invite students to sing the rap from Lesson 2 on page
58 to the karaoke version. Play track 1.79. Tell them to
add the names of their neighbours at the end of lines 1
and 2.
• Ask students to name other words which fit into the
three categories.
Answer Key
Rodzina: brother, grandmother, sister, father
Zwierzęta: hamster, mouse, monkey, snake
Przymiotniki: crazy, incredible, fantastic, silly

Development • Ask students to name any words they remember from

• Ask students to list the names of clothes they have
learnt so far and then name the things they are
wearing today.
• Tell students to write down the words. Make the
whole class do the first one together as an example.
Check their answers out loud.
Answer Key
1 shoes 2 jacket 3 trainers 4 trousers 5 skirt 6 shirt
7 jeans 8 cap
Lesson 7, and to write them on the board.
• Tell students that all the jumbled words are connected
with the theme of school uniforms. Remind them to
reorder the letters of all the words.
• Organise this activity as a race. The winner is the student
who finishes first with all the words spelt correctly.
• Check the answers out loud, asking students to both
spell and translate the words into Polish.
Answer Key
1 hoodie 2 beanie 3 tracksuit 4 uniform 5 shorts 6 tie

• Write on the board: one book – three _______. Ask one
• Ask students to give an example word for each
student to complete the correct plural form of book.
category.
• Ask them to write down the plural forms of the items
• Tell them to fill in the boxes with the correct words.
shown in the pictures. Remind them to write the
Check their answers by asking individual students to
numbers in words, as in the example. Check for accuracy
read out their words for each category.
by making students write the answers on the board.

Answer Key
b two fish c five mice d three dresses e six shirts

63

• Elicit from students when this and that should be
used. Ask them to give examples of these uses.
• Tell students to describe the items in the pictures, and
to write a sentence about each of them using this/that
and an appropriate adjective. Check the answers out
loud.
Answer Key
2 That skirt is long. 3 This jacket is cheap. 4 That jacket is
expensive.
• Make students look at the picture carefully. Ask them:
What animals are they? (Monkeys) Where are they?
(They’re on the table)
• Ask students to complete the sentences with one
word or more. Make sure that they are aware that all
the questions are in the plural form. Refer them to the
Evo’s grammar section in this unit if necessary. Check
orally.
Touchdown
• Play the ‘Alphabet’ game. Ask students to say a word
starting with the letter you give them. Encourage
them to use nouns, verbs, adjectives and prepositions.
• Give a time limit of five seconds, after which the
students lose the opportunity to answer, and the
letter goes to the next player.
• Walk around the classroom, giving students
consecutive letters of the alphabet:
Teacher Kasia, A.
Kasia Are
Teacher Michał, B.
Michał Brother etc.
Homework
Workbook, Exercises 1–6, page 45

Answer Key
1 What, They are 2 Are, they aren’t 3 they, they are

English to go
• Go through the words in the box and make students
aware of the use of capital letters. Ask students
to complete the sentences, referring to the Easy
English boxes and the dialogues from Lessons 1–4 if
necessary.
• Ask students about situations where they might use
these phrases. Get them to invent and act out
mini-dialogues using the phrases.

Answer Key
1 Don’t 2 Pay 3 on 4 What 5 looks 6 agree 7 wrong

64
 Aims
UNIT 6
Students will:
• describe and identify people,
Vocabulary LESSON 1
Parts of the face
• talk about possessions.
Functional language
Grammar Extra materials
That’s all right!
Present Simple with have got – he, she, it Grammar flashcards 6.1 (for Evo’s grammar)
Now, your last guess.
(affirmative and negative sentences, TRF, Extra teaching resources Unit 6, Lesson 1
That’s terrific.
questions, and short answers) (one copy per pair, for Optional activity)

Warm-up
• Divide the class into three groups, and invite them to
play a game. Write each of the following sentences on
a separate slip of paper for each one:
1 The ____________________ snakes are under the
____________________ sofa.
2 The ____________________ school bag is on the
____________________ shelf.
3 The ____________________ musician is next to the
____________________ cupboard.
• Give one slip to each group. They complete the two
blank spaces with as many adjectives as possible, eg
The nice small red snakes are under the new white sofa.
• When they have finished, collect the slips of paper
with the completed sentences.
• Read out all the sentences and correct them on the
board, if necessary. The group that has produced the
most adjectives wins the game.
Development
2.1
• Ask students to look at the pictures and identify
the parts of the face. Play the first part of track 2.1.
Students repeat each word they hear chorally and
individually.
• Play the second part of the track and get students to
say which two parts of the face are not mentioned in
each set.
Audioscript 2.1
1 face 3 eyes 5 hair 7 teeth
2 nose 4 ears 6 mouth 8 neck
1 face, nose, eyes, hair, mouth, neck
2 face, nose, ears, hair, teeth, neck
3 face, nose, eyes, ears, mouth, neck
4 face, eyes, ears, hair, teeth, mouth
2.2
• Ask students to read the dialogue and decide which
question the host asks to enquire about the people’s
identity (Who is it?).
Note on grammar
Make a point of the fact that in English, it replaces
the person in questions until it has been identified
as a person.
• Ask students to find the answers to the question Who
is it? in the text (eg That’s Peter. That’s Katie.).
• Play track 2.2. Students listen and read.
• Make a brief description of one of the students so the
class can identify him / her eg He’s got brown hair and
blue eyes. Ask Who is it? and elicit the answer. Continue
with a few more descriptions. Introduce the meaning
of blonde if necessary.
• Ask students which Polish word they would use for
has got to make the meaning clear.
• Play the track again. Get students into groups of three,
and ask them to read the dialogue again, then to act
it out.
Easy English
Draw students’ attention to the Easy English box
in their books. Make sure they know how to apply
the expressions in everyday conversation. Ask if
they can think of the corresponding phrases in
Polish. Remind them that they can go back here
to revise the phrases.

Answer Key
1 ears, teeth 2 eyes, mouth 3 hair, teeth 4 nose, neck

65

Evo’s g r a m m a r
• Ask students to read all the sentences, together with
the question and short answers.
• Point to the verb form in the yellow boxes. Elicit from
students the meaning of has got, and ask them about
how the negative is formed (Not is added to has.).
Point to the fact that hasn’t got = has not got.
• Encourage students to explain how the questions are
formed (Has is ‘moved’ in front of he, she, it etc.). Ask
How do we answer questions with ‘Has … got’? Elicit
short answers from students.
• Ask students to close their books. Spread all the
grammar flashcards from set 6.1 on your desk.
• Ask five students to come to the front of the class
and stand in a row facing the others. Give out the
following flashcards (one to each student): BLACK HE
GOT HAS HAIR . Tell them to form the sentence
He has got black hair and to hold the cards up so
everybody can see them. Ask the last student in row
to pick up the correct punctuation mark.
• Ask the class how this sentence is turned into the
negative form (by adding not). Invite the student
who answers correctly to come and pick up the NOT
card and join the row standing between the students
holding HAS and GOT .
• Tell the student with NOT to put the card down and
go back to his / her seat. Ask the rest of the students
holding cards to move around in order to form
a question. Get everyone to realise that the HAS card
moves to the first position in the sentence. Ask the
last student in row to change the punctuation mark.
• Show the movement of HAS a few times so students
can remember the inversion better.
• Invite other students to repeat the procedure with
other cards to show:
Yes, he has. / No, he hasn’t.
He’s got = He has got
He hasn’t got = He has not got
• Make students aware that they are going to ask and
answer questions about the girls in the pictures. Refer
them to Evo’s grammar section if necessary. Check
the answers out loud.
Answer Key
1 has got 2 hasn’t got 3 has got 4 Has (Sophie) got,
hasn’t 5 Has (Sophie) got, has 6 Has (Martha) got, hasn’t
UNIT 6
LESSON 1
Have a talk!
• Divide students into pairs. Ask them to talk to their
partners, asking and answering general questions
about the four people from Exercise 1. They should
ask each other questions in turns. To make the
activity more challenging, tell students not to look
in their books while answering the questions.
Optional activity
• Cut up the copies of the faces and hand out
two contours for one student. Ask students to
complete the first face by drawing the necessary
parts (eg a big nose, two small eyes etc.). Give
them a time limit of two minutes.
• Tell students to work in pairs. First, they describe
their portraits to their partners. Next they
listen and draw the face that their partner has
described. Finally, they compare their drawings.
Touchdown
• Invite students to play the ‘Evo Says’ game. Explain
to them that they are going to perform some
commands, but only if they are proceeded by the
phrase Evo says: … . Try to include the vocabulary
from this lesson eg Evo says: touch your nose. Students
who make mistakes, lose points. Allow some time
after the game for students to earn them back, giving
them tasks (eg Name five pieces of furniture. Give the
plural of mouse etc.).
Homework
Workbook, Exercises 1–5, page 46
Optional task: Workbook, Exercise 6*, page 46
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Answer Key
Extra 1
1 forehead 2 eye 3 nose 4 tooth/teeth 5 head 6 ear
7 mouth 8 neck
Extra 2
2 Tom hasn’t got small ears. 3 Tom has got big teeth.
4 Tom hasn’t got a big mouth. 5 Tom hasn’t got a small
nose. 6 Tom hasn’t got big eyes.
Extra 3
2 Has he got a small nose? No, he hasn’t. 3 Has he got
a small mouth? Yes, he has. 4 Has he got small eyes? Yes,
he has.
66
 UNIT 6
Aims
Students will: Vocabulary LESSON 2
• talk about clothes, Clothes (3)
• ask and answer questions about
Functional language
possessions.
Are you all right? Testing spot
Grammar Actually, I’m very cold. Language structures
Present Simple with have got – I, you, we, Here you are.
Extra materials
they (affirmative and negative sentences, You’re welcome.
questions and short answers) Grammar flashcards 6.2 (for Evo’s grammar)

Warm-up Easy English

• Invite students to play the ‘Memory Chain’ game.
Divide them into groups of three. Start by saying Draw students’ attention to the Easy English box
the first part, eg There is a new boy in our school. in their books. Make them aware that they can
He’s got long hair. The first student from each group find the phrases here that they have encountered
repeats He’s got long hair…, and adds a new piece in the dialogue. Ask them if they can think of the
of information, eg and he’s got blue eyes. Others corresponding phrases in Polish.
continue the sentence chain by repeating what they
have heard and adding new sentences with some Note on language
additional information about the boy. Draw students’ attention to the word actually.
Explain that there are some words in the English
Development language which look very similar to Polish ones,
2.3 but their meaning is completely different (actually
doesn’t mean aktualnie, but w zasadzie, właściwie).
• Get students to tell you what items of clothing they These words are called ‘false friends’ because you
remember from Unit 5 (eg trousers, shirt, T-shirt, skirt, can’t trust them to be what they seem. You may give
dress, shoes, cap, etc.). students other examples: dress, magazine, pasta,
• Play track 2.3. Tell them to look at the pictures, to salad, lecture, etc.
listen and repeat each word.
• Ask students to come up to the board and mime 2.5/2.6 Rap
putting on different items of clothing. Other students • Ask students to read the text of the rap. Clarify the
try to guess what they are showing. The student at the meaning of any difficult vocabulary and encourage
board says: That’s right or That’s wrong. them to write down the words from the boxes. Play
• Ask students to continue the activity in pairs. track 2.5. Tell students to listen to the rap to check
2.4 their answers. Correct the answers out loud.
• Invite the class to repeat the rap. You may use the
• Play track 2.4. Tell students to listen to and read the karaoke version for extra practice (track 2.6).
dialogue. Elicit from them the meaning of Have you
got … in questions and of the short form I’ve got. Answer Key
Provide the Polish equivalents if necessary. 1 mouth 2 eyes 3 ears
• Offer students objects you think that they do not
have. Ask Have you got a ruler? If the answer is no,
give one to a student, and say Here you are. Repeat
with some other objects, and let students guess the
meaning of Here you are. Elicit from them the forms
used for thanking someone, eg Thanks or Thank you.
• Tell students that the question Are you all right? has
the same meaning as Are you OK? Get them to explain
why Darren asks this question to Carla (because she is
cold, hasn’t got a sweater and seems to feel unwell).
• Play the track again. Get students into pairs and ask
them to read the dialogue. Move around monitoring
their work.

67
 UNIT 6
LESSON 2

Evo’s g r a m m a r
• Ask students to read all the sentences, together with
the question and short answers.
• Point to the yellow boxes and elicit the meaning of
have got from students. Explain that has got and have
got are two forms of the same verb.
• Ask students how to form the negative (Not is added
to have). Stress the fact that haven’t got = have not got.
• Guide students to explain how the questions are
formed (Have is ‘moved’ in front of I, you, we, they). Ask
How do we answer questions with ‘Have … got’? Elicit
short answers from students.
• Ask students to close their books. Spread all the
grammar flashcards from set 6.2 on your desk.
• Ask five students to come to the front of the class
and stand in a row facing the others. Give out the
following flashcards (one to each student): CAP
THEY HAVE GOT A . Tell them to form the sentence
They have got a cap and to hold the cards up so
everybody can see them. Ask the last student in row
to pick up the correct punctuation mark.
• Ask the class how this sentence can be turned into
a negative (by adding not). Invite the student who
answers correctly to come and pick the NOT card up
and join the row standing between the students with
HAVE and GOT .
• Tell the student with NOT to put the card down,
and to go back to his / her seat. Ask the rest of the
students holding up cards to move around in order to
form a question. Get everyone to realise that the
HAVE card moves to the first position in the
sentence. Ask the last student in row to change the
punctuation mark.
• Repeat the movement of HAVE a few times so
students can remember the inversion better.
• Encourage other students to repeat the procedure
with other cards to show:
Yes, they have. / No, they haven’t.
They’ve got = They have got
They haven’t got = They have not got
Have a talk!
• Invite students to talk about the clothes they
possess. Make them help you to write a list of
phrases on the board, eg a brown hat, a blue sweater,
a pink coat, a red sweatshirt, white boots, black gloves,
etc.
• Get students to work in pairs and ask each other
questions and answer them, modelling their
conversation on the example in their books.
Touchdown
• Divide the class into pairs and explain that their task is
to act out mini-dialogues modelled on the following
example:
A I haven’t got a pen.
B (offering a pen) Here you are.
A Thanks.
B You’re welcome.
• Encourage students to be creative. Tell them to claim
that they haven’t got some very strange or expensive
objects. Tell their partners to mime offering some
extravagant objects, following the same pattern as in
the model conversation.
Homework
Workbook, Exercises 1–4, page 47
Optional task: Workbook, Exercise 5*, page 47
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Answer Key
Extra 1
1 Nie 2 Tak 3 Nie 4 Tak
Extra 2
2 Have you got a hat? No, I haven’t. 3 Have you got a
scarf? Yes, I have.

• Make students aware that they are going to write
affirmative sentences, questions and short answers
using have got and the given words. Remind them to
provide other suitable words (eg articles, pronouns
etc.). Refer them to Evo’s grammar section if
necessary. Check their answers out loud.

Answer Key
2 We haven’t got a green scarf. 3 You have got a red
fleece. 4 Have you got brown gloves? No, I/we haven’t.
5 Have they got grey sweatshirts? Yes, they have.

68
 UNIT 6
Aims
Students will:
• identify parts of the body,
Functional language:
Err ... What’s this?
LESSON 3
• identify objects in a definite way. What is that?
Grammar What are these?
Grammar flashcards 6.3 (for Evo’s grammar)
Determiners – these, those Extra materials
TRF, Extra teaching resources Unit 6, Lesson 3 –
Vocabulary TRF, Extra teaching resources Unit 6, Lesson 3 –
Scrabble (one copy per student, for Touchdown)
Parts of the body Word snakes (one set per pair, for Warm-up)

Warm-up Optional activity

• Get students into pairs and give out the word snakes.
Ask them to find four hidden words in each line.
Explain that the extra letters form a fifth word. Check
the answers out loud by asking students to translate
the words they have found.
Answers:
1 s-henry-h-nine-e-red-l-jacket-f (shelf)
2 d-kate-ra-eight-w-green-e-sweater-r (drawer)
3 c-victoria-h-ten-a-yellow-i-scarf-r (chair)
Development
2.7
• Draw a silhouette of a person on the board to pre-
teach the parts of the body.
• Ask students to read through the names of the
parts of the body in their books, then to listen and
write them down together with the corresponding
numbers. Play track 2.7.
• Check their answers out loud.
• Wipe off the names of the parts of the body from the
board and ask individual students to come up and
write down the correct words.
Answer Key
1 arm 2 finger 3 leg 4 hand 5 foot 6 toe 7 shoulder
8 knee
Teach (or remind) students the song Head and
Shoulders. If you have no access to a recording,
sing or rap the song yourself. Touch the
corresponding parts of your body as you list them.
Sing a few rounds of the song. With each round,
omit one word (i.e. omit head in round 2, shoulders
in round 3), but still point to the parts of the body
you omit.
Head and shoulders, knees and toes, knees and toes.
Eyes and ears and mouth and nose.
Head and shoulders, knees and toes, knees and toes.
2.8
• Get students to look at the pictures. Draw their
attention to the picture Joe Clipart has painted. Ask:
What is strange about it? (The woman has got three
arms and four legs).
• Ask students to write down the missing sentences.
Play track 2.8. Students listen and check the answers.
• Play the track again, stopping after each sentence and
asking students to repeat it. Ask students to practise
reading the lines out loud, then to act out the story
using the right intonation and facial expressions.
Explain the meaning of any new words including
these and those.
Answer Key
1 It’s a woman. 2 She’s got three arms and four legs!

69

Evo’s g r a m m a r
• Ask students to read the first two sentences and point
to the objects. Ask them if they can recall a similar
structure from the Evo’s grammar section from Unit 5
(one thing is close, the other is further away). Refer
them to Unit 5, lesson 2, if need be. Ask about the
differences (in Unit 5, they have learnt the singular
sentences, now the plurals, so the verb is is replaced
with are, and this and that by these and those).
• Ask students to read the remaining sentences. Point
to the What questions, and make students explain
how they are built up.
• Ask students to close their books. Spread all the
grammar flashcards from set 6.3 on your desk.
• Ask four students to come to the front of the class,
and stand in a row facing the others. Ask them to pick
up the correct cards (one student can take only one
flashcard) to form a sentence These are pencils. Tell
them to hold the cards up so everybody can see them.
Invite the student holding S to come as close as
possible to the student with PENCIL and pick up the
correct punctuation mark.
• Get one other student to hold a bunch of pencils. Ask
students to decide where he should stand: close by or
further away (close by because there is THESE in the
sentence).
• Repeat the procedure with BOOKS and THOSE to
form a sentence Those are books.
• Invite other students to practise:
What is this / that? It’s a pencil.
What are these / those? They’re books.
• Ask students to look at the spiders in the pictures and
decide if they are close or not. Get them to do the activity
referring to Evo’s grammar section, if necessary. Check
orally.
Answer Key
1 This is a spider. 2 These are spiders. 3 That is a spider.
4 Those are spiders.
Have a talk!
• Ask students to point at something around them
(it can be partly hidden) and ask What’s this / that?
or What are these / those? Invite students to answer
individually or chorally (eg They’re pencils).
• Get students to ask and answer questions following the
model in their books. Allow a few rounds of the activity.
UNIT 6
LESSON 3
Touchdown
• Invite students to get into groups of four to play
a simplified version of ‘Scrabble’. Hand out the copies
containing letters for students to cut them up.
• Tell the groups to put the cards face down and mix
them all up. Each student picks six letters up and tries
to make a word out of them. When ready, a student
forms the word on the table and then takes as many
letter cards from the pile as he / she has used for the
word. If a student cannot find a word in a given round,
he / she can pick a new letter from the pile.
• Explain that this is a simplified version of ‘Scrabble’,
where students get points according to the number
of letters they have used, eg the word jacket gets
six points, the word leg, three etc. They may get the
words to cross or without linking them. However, each
word linked to another scores an extra point.
• Let students play the game until the end of the class
(or until they run out of the letter cards).
Homework
Workbook, Exercises 1–4, page 48
Optional task: Workbook, Exercise 5*, page 48
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Reflecting upon values
Talk about the importance of taking care of your
body to stay healthy: washing your hands; putting
on warm clothes when it is very cold; drinking
enough water; avoiding eating too many sweet
things, etc.
Invite students to make a poster illustrating good
habits.
Answer Key
Extra 1
Suggested answers:
2 It’s got two ears. 3 It’s got two legs. 4 It’s got four feet.
5 It’s got two eyes. 6 It’s got four hands. 7 It’s got twelve
fingers. 8 It’s got eight toes.
Extra 2
1 This is a monkey. b 2 That is a monkey. c 3 These are
monkeys. d 4 Those are monkeys. a
70

Aims
Students will:
Functional language
What’s your mother / father like?
• practise describing people. What does she / he look like?
Vocabulary Pronunciation
Adjectives describing personality Pronouncing th /ð as in those/ sound
Warm-up
• Invite one of the most artistic students in the class
to draw an outline of a boy or girl on the board. Ask
the rest of the class to name the parts of the body as
they are drawn. Encourage students to provide extra
details (eg She’s got long hair. He’s got big ears.)
• Divide the class into groups, and ask them to create
a short description of the figure on the board.
Invite them to write about his / her name, age and
profession, as well as to describe his / her appearance.
• Encourage the groups to give their presentations in
front of the rest of the class. You can turn this activity
into a contest.
Development
2.9
• Ask students to look at the five pictures and elicit from
them the meaning of the words they illustrate. Play
track 2.9. Students listen and read from their books.
• Mime one of the adjectives and get students to guess
the meaning. Then ask students to take over the
miming. Let them shout the adjectives out loud for
better recollection.
2.10
• Ask students to read the dialogues in the book.
Encourage them to predict which adjectives are used
in the conversations.
• Play track 2.10. Students choose the adjectives they hear.
See who has predicted most of the adjectives correctly.
Answer Key
1 clever, long, green 2 funny, sporty, short, brown
• Ask students to choose one of their classmates. Tell
them to complete questions and answers referring
to this person without telling anyone who they have
described. Explain that one answer should describe
their character, and the other one, their looks.
• Check the questions out loud. Invite students to work in
pairs, reading out their conversations to the rest of the
class. The class guesses who the conversations are about.
Testing spot
• Refer students to the instruction. Explain that they
are going to hear questions (1–4) and decide which
response (options A–E) goes with each question.
• Refer students to the tip. Ask students to work in pairs
and think of a question for each option. Explain that
they can confirm their predictions while listening.
• Play track 2.11. Students listen and choose the correct
answers.
UNIT 6
LESSON 4
Testing spot
Language functions
• Play track 2.11 again. Students confirm their choice.
• Allow students to compare their answers in pairs.
Then check as a class and provide feedback if
necessary.
Audioscript 2.11
1 What’s your sister like?
2 Have you got a sweater?
3 What does this new student look like?
4 Are these your boots?
Answer Key
1C 2E 3B 4A
2.12 Sounds right!
• Show students the position of the tongue against
the teeth that is needed for producing the /ð/ sound.
Make them repeat the sound several times. If they
cannot get it right, do not press them, and allow the
/d/ sound rather than /z/ as a reasonable attempt.
• Play track 2.12. Get students to repeat the words.
2.13
• Play track 2.13, pausing after each line for students
to repeat what they hear. Repeat the process several
times until you find students confident enough to
repeat the whole rhyme.
• Get students to recite the rhyme together, then divide
them into two groups, saying different lines in turn.
• Invite individual students to say the whole rhyme.
Hold a competition for the best ‘pronouncer’. Let
students vote on who the best ‘pronouncer’ is.
Touchdown
• Divide the class into small groups and invite them
to do a written chain. The first student writes on
a sheet of paper the first word of a sentence eg The.
The student passes the sheet on to the classmate next
to him / her. Then this student writes down a second
word, eg The dog. Every student adds one more word
until the sentence is completed. The process continues
in order to create as many sentences as possible.
• Allow five minutes for the group chains to be completed.
When the time is up, get each group to read their
sentences out loud. Do not pay attention to any accuracy
mistakes. The group that has written the most sentences
wins the game.
Homework
Workbook, Exercises 1–3, page 49
Optional task: Workbook, Exercise 4*, page 49
71

Aims Reading
Students will: Reading for specific information
• practise receptive and productive Writing
language skills. Writing a short description
Listening Speaking
Listening for specific information Describing people
Warm-up
• Invite students to hold a tongue twister competition.
Get them into small groups. Allow two minutes for
them to revise the tongue twister they learned from
Lesson 4, Exercise 6 on page 74. Encourage them to
use body movements in their presentations.
• Groups give their presentations. Choose the most
interesting performance, and announce the winners.
Development
2.14
• Ask students to read the sentences. Explain that they
are going to hear a conversation about Melanie’s
parents and that they need to choose the correct
adjectives to describe their looks.
• Play track 2.14 twice. Students choose the correct
words. Check their answers out loud.
Audioscript 2.14
Woman Tell me about your mother, Melanie.
Melanie Well, her name is Jane. She’s got long black
hair. She’s got small brown eyes. She’s got
a small mouth. I love my mum. She’s cool.
Woman Now, tell me about your father.
Melanie He’s Henry. He’s got short brown hair. He’s got
small green eyes and his mouth is big. I love
him too.
Answer Key
1 long 2 brown 3 small 4 brown 5 green 6 big
• Ask students to identify the type of text (an email).
Make them work out who the sender (Jackie) and
recipient (Marlene) are.
• Get students to read the text as fast as they can, then
elicit from them what kind of information is continued
in the email (a description of Jackie’s siblings).
• Draw students’ attention to the grid on the right. Ask
them to copy it into their notebooks and fill it in with
the information they have found in the text. Ask an
individual student to read out his / her answers.
Answer Key
1 short and brown 2 brown 3 sporty and shy 4 jeans,
grey T-shirt and white trainers 5 Susanna 6 14 7 short
8 long and brown 9 green 10 friendly and clever
11 grey trousers, pink sweater and black shoes
UNIT 6
LESSON 5
Extra materials
A soft ball (for Touchdown)
• Get students to choose a relative they know well. Ask
them to prepare information about this person as in
the table.
• Tell students to write a short text describing their
relative. Tell them to use the text in Exercise 2 as a model.
Invite early finishers to draw a portrait of their relative.
• Walk around the class monitoring the activity, helping
and pointing out any mistakes, if necessary.
• Ask individual students to read their texts in front of
the rest of the class.
• Review the family vocabulary.
• Elicit from students the kinds of questions that can be
asked about someone’s appearance (What does he /
she look like? Has he / she got short hair? What are his /
her favourite clothes?) and character (What is he / she
like? Is he / she nice?).
• Divide students into groups of four. Encourage them
to ask each other questions about their relatives and
respond accordingly. Walk around the classroom,
monitoring the activity.
Note on interaction
Family relations are often a delicate matter when
dealing with students of this age. Try to find out
about potential problem areas, such as the loss of
a family member or parental conflicts, before getting
students to discuss topics which require them to talk
about their personal lives.
Touchdown
• Write the names of some lexical categories on the
board in Polish, eg colours, clothes, furniture, animals,
family members, parts of the body, etc.
• Tell students to stand in a circle. Explain that their
task is going to be to say words belonging to a given
category when passing the ball around amongst each
other. If a student can’t think of a word, he / she says
Pass, and starts off another category.
• Start by saying Clothes! and pass the soft ball to
a student, eg:
Student A Skirt (passes the ball to Student B)
Student B Shoes etc.
(…)
Student H Pass. Colours!
Homework
Workbook, Exercises 1–4, page 50
72
 Aims Vocabulary
UNIT 6
Students will:
• practise reading and listening
Nouns: snacks, soft drinks, sun,
moon, craters, house, flowers
LESSON 6
skills, Functional language
• name objects. It’s party time!
Have some fun!

Warm-up • Get students to cover the speech bubbles, and ask

• Get students into pairs and ask them to play the ‘Draw
What You Hear’ game. Student A draws a monster or
a superhero of his / her own creation, covering up the
drawing so that his / her partner cannot see it. Then
he / she describes the drawing to Student B, whose
task it is to draw it from the description he / she hears.
• When Student B has finished his / her drawing, ask
the students to compare their two drawings, using
English, eg My monster is small. He’s got big eyes and
red hair. He’s got blue shorts.
them to describe the creatures out loud. Encourage
them to use more details than were mentioned in the
texts. Give an example: Number 1 is Kan. He’s green.
He’s got long arms and short legs. He’s got two eyes and
a nose, but he hasn’t got any ears or a mouth. He’s got
four fingers. He hasn’t got any toes etc.
Answer Key
1 Kan 2 Ket 3 Kit 4 Kat 5 Kot 6 Ken

Development • Set the situation, so students focus their attention

2.15/2.16
• Introduce the new vocabulary by giving examples
(snacks: biscuits, a sandwich; soft drinks: Coke).
Explain that to have fun means to have a great time.
• Ask students to read the lyrics and to try to guess
what the missing words are.
• Play track 2.15 twice. Ask students to listen and
complete the lyrics. Correct any mistakes out loud.
• Ask some comprehension questions:
Where is the party? (At a friend’s house)
Is the party inside or outside the house? (Outside the
house, in the garden)
What food and drink have they got? (Snacks and soft
drinks)
Have they got any music? (Yes, they have got CDs)
• Play track 2.15 again and invite the whole class to sing
the song. Divide them into two groups. Explain that
each group should sing every second line. Let one
group start off with the first line, then the other one
takes over, and so on.
• Encourage students to change some words in the
song, and share their new version with the rest of the
class. You may use the karaoke version for extra
practice (track 2.16).
on the different points of reference. Get them
to realise that the astronauts are either in their
spaceship, or on the Moon / Earth, and therefore the
distance between them and the objects changes
significantly.
• Introduce new vocabulary. Get students to write
down this, that, these, those. Check their answers out
loud. Encourage them to read the sentences in pairs.
Answer Key
1 That 2 Those 3 This 4 These 5 That 6 Those 7 This
8 These
Touchdown
• Ask students to get into small groups to create
aliens similar to those in Exercise 2 and the planet
they might live on. Invite them to draw pictures and
describe the details like: the craters, moons etc. based
on the sentences from Exercise 3.
Homework
Workbook, Exercises 1–4, page 51
Optional task: Cartoon Story – The Time Machine
(www.staffroom.pl), Episode 6, Exercises 1–2

Answer Key
1 your 2 got 3 table 4 friend’s 5 come

• Tell students to look carefully at the alien creatures

and read the introductions in the speech bubbles.
Ask them to match the creatures with the
introductions and write down the correct names.
Check orally and then ask some comprehension
questions about the aliens, eg Has Kat got long or
short arms? Has Ket got big feet? Are Kot’s hands big?

73
 Aims Vocabulary
Students will:
• identify the parts of plants,
Parts of a plant
Extra materials
• write about a plant. A plant encyclopaedia / An atlas (for Exercise 4)
Warm-up
• Sing the song from the Evolution Magazine, Exercise 1,
page 76. Ask students to form groups and hold
a competition for the best version of the song.
Development
• Ask students to look at the photos and name the
colours of the plants.
• Ask them if they like being in the garden. Get them to
talk about their preferences, eg flowers or trees.
• Ask: What’s your favourite flower / tree? Is it big or small?
What colour is it? Provide the English equivalents.
If you are not sure, check in the dictionary with your
students.
Answer Key
1 green 2 red 3 white 4 yellow
Note on interaction
It is natural for a non-native teacher to be unfamiliar
with some words or phrases from the language they
are teaching. If a problem like this appears during
a class, it is best to admit to students that you don’t
know the word, and encourage them to look it up
in a dictionary. Such an approach gives the teacher
an opportunity to show students alternative, more
independent ways of acquiring information.
2.17
• Make students look at the three different plants. Stress
that while they share some common features, in
other ways, they are quite different. Let them list the
features in Polish.
• Play track 2.17 and ask students to read the texts and
underline the words which denote parts of a given
plant. Then ask them to write the missing words.
• Invite them to compare their answers about which
features reoccur in all three descriptions (roots,
flowers). Ask Which parts are only typical of one of
them? (tree – trunk, cactus – spines)
• Play the track again and ask three students to read the
descriptions out loud for the rest of the class to listen to.
• Stress the difference between the singular and plural
forms of this word: leaf – leaves. Ask students what
change they can see (f changes into v in the plural form).
Answer Key
1 leaves 2 roots 3 flower
UNIT 6
LESSON 7
• Tell students to work in pairs. Get them to point at
various parts of the plants from Exercise 2 and ask and
answer questions about them.
• Make sure students use the singular and plural forms
correctly.
Optional activity
Ask students to draw a plant. Explain that they are free
to invent an imaginary plant. Encourage them to use
different colours to make the parts more discernible.
Invite them to work in pairs. Students ask and answer
questions about their partners’ drawings, following the
model in the book in Exercise 3. Monitor the activity.
Ask some of the students to present their plants
in front of the rest of the class, giving their
descriptions out loud.
PROJECT!
• Discuss with students where they can find some
interesting plants. Advise them to look around them.
There may be plants worth their interest close to where
they live, for example, in a park or botanical garden.
• Show students different pictures from your plant atlas.
Make them aware of where they can look for information
about plants (in magazines and books, on the Internet
etc.). Ask them to find a plant which interests them,
because of its beauty, special features, use, etc.
• Invite students to draw a picture of the plant or to
get a real photo (eg suggest that they take a photo
of their chosen plants with mobile phones, and then
show them to the rest of the class).
• Ask them to gather or invent information about the plant.
Display all the presentations around the classroom.
Touchdown
• Invite students to take part in a pantomime. Tell them
that they are going to hear a story of a growing plant.
Pre-teach the following vocabulary: seed, rain, sun. Show
the pantomime moves for: leaves, branches, flower.
• Ask students to gather and keep a distance of two
steps from one another.
• Start telling a story, and mime the actions. Encourage
students to follow your moves.
• Once upon a time, there was a small seed (present the
size of the seed with your hand). One day, it fell on the
ground (crouch down tight on the floor). It waited and
waited (keep still). Then came the rain (mime the act
of holding an umbrella) and then the sun (shade your
eyes against the sun). The seed started growing (shake
your body). It grew (stretch), and grew (stretch more)
and grew (keep stretching until you stand up). Then
it started growing leaves (wiggle your fingers) and
74
 branches (stretch out your arms). In the end, it grew a
beautiful flower (move your head). Now the plant is very
happy when it sings in the wind. La-la-la (start singing
any tune you want).
Aims
Students will: Vocabulary
Revising vocabulary already
• revise the language structures
and vocabulary from Unit 6. taught
Grammar Functional language
Revising structures and notions Revising functions already
already taught taught
Warm-up
• Divide the class into six groups. Cut the copies into half,
and give each group one half. Tell them that they are
going to guess what things are inside the school bags
belonging to Billy, Betty, and Pedro by completing the
missing letters in the names of the objects.
• Make students work in their groups sharing their sug-
gestions. Set a time limit of four minutes. Then get stu-
dents to compare their answers with the other groups.
The group with the most answers wins the contest.
Answers:
Billy’s school bag: pencil case, jacket, calculator
Betty’s school bag: sweater, rubber, mobile phone
Pedro’s school bag: watch, scarf, glue stick
Development
• Ask students to look at the picture and find the parts
of the body which correspond in quantity to the
numbers on the left. Students write the words next to
the numbers. Check their answers out loud.
Answer Key
a arms b hands c fingers d head e leg f foot g toes
h eyes i ears j nose
• Revise adjectives by miming their meanings. Students
shout out the correct adjective.
• Get students to give you the names of some clothes
by asking them questions: What is on your head / neck
/ back / legs / feet? Which clothes are for girls? etc.
• Ask students to look at the words in the book and
complete them with the missing letters. Check their
answers out loud.
Answer Key
Osobowość: clever, friendly, funny, sporty, shy
Ubrania: fleece, coat, scarf, gloves, sweater
Homework
Workbook, Exercises 1–3, page 52
Optional task: Workbook, Exercise 4*, page 52
UNIT 6
LESSON 8
Extra materials
TRF, Extra teaching resources Unit 6, Lesson 8
(one copy per pair, for Warm-up)
• Ask students to name any words relating to plants
they can remember, and write them on the board.
• Tell students to look at the pictures and ask if they
recognise the different parts of the plants. Get them
to name the parts of each plant out loud, then to write
down the words.
• Elicit from students the sequence of pictures (parts of
plants) in order from the bottom to the top (i.e. roots,
stem, trunk, leaves, flower).
Answer Key
1 trunk 2 leaf 3 flower 4 stem 5 roots
• Ask students to look at the example, and get them
to work out which verb has been added to form
sentence number 1 (has got).
• Draw their attention to the punctuation marks
and check if they remember the rules for forming
questions with the verb have got. If necessary, refer
them back to Evo’s grammar section from Lessons 1
and 2, pages 69 and 71.
• Let students write the full sentences down
individually or in pairs. Check their answers out loud.
Answer Key
2 She hasn’t got a scarf. 3 We have got coats. 4 Has she
got a hat? 5 Have they got sweaters? 6 Has he got a fleece
• Revise demonstrative pronouns. Point at different
things in the classroom and get students to name
them: This – chair. That door, These – pens. Those –
windows. Tell them to choose the correct pronouns.
Check orally.
Answer Key
1 this 2 those 3 This 4 Those 5 That 6 These
75
 English to go
• Go through the meaning of the words in the box. Ask
students to complete the sentences, referring to the
Easy English boxes and dialogues from Lessons 1–4
if necessary.
• Ask students in what situations they might use these
phrases.
Answer Key
1 right 2 Actually 3 all 4 like 5 look 6 Here 7 welcome
8 last
Touchdown
• Play the ‘Alphabet’ game. Ask students, one by one,
to say a word starting with the letter of alphabet you
give them. Encourage them to use these kinds of
words: nouns, verbs, adjectives and prepositions.
• Set a time limit of five seconds, after which the
students lose the opportunity to answer, and the
letter goes to the next player.
• Walk around the classroom, giving students
consecutive letters of the alphabet:
Teacher Kasia, A.
Kasia Arm. (The teacher gives Kasia a small prize
eg a crayon)
Teacher Michał, B.
Michał Boots. etc.
Homework
Workbook, Exercises 1–6, page 53
76
 Aims
Students will:
• revise the language structures and vocabulary from Units 5 and 6,
• practise reading and writing skills.
Testing spot
Reading
Warm-up
Play ‘Shark’ to revise names of animals and vocabulary
to describe appearance and personality. Draw a row
of dashes representing the letters of the words you’ve
chosen. Ask students to suggest the letters. Write every
letter they can guess above the corresponding dash.
For each letter they miss, draw one element in the
picture of a shark (eg draw one tooth for each incorrect
word). You can use the schematic pictures below.
Students win if they manage to guess the word before
you complete the picture.
Development
• Ask students to look at the pictures of animals and say
that they are going to describe the animals’ appearance.
In the second part of the table their task is to describe
a few people in terms of their personality. Encourage
students to write full sentences. Give students 7–8
minutes as the activity requires much writing.
• When students have finished, ask them to give their
notebooks to their partner to check if the sentences
are true and correct.
• Finally, ask selected students to read out the sentences
to the class. Provide feedback on correctness if necessary.
• Ask students to read the instruction. Explain that
you would like them to match the sentences with a
similar or the same meanings. Explain that the same
message may be conveyed in different ways. Provide an
example: I don’t like maths. ~ It’s not my favourite subject.
• Give students three minutes to do the matching task.
Then ask them to compare their answers in pairs.
Finally, check as a class.
Answer Key
1D 2F 3E 4B 5C 6A
Optional activity
Ask students to think about the meaning of the
adjectives they already know, but from a slightly
different perspective, i.e. whether they have positive,
neutral or negative associations with them. Write
these adjectives on the board: crazy, horrible, silly,
fantastic, incredible, great, easy, difficult, boring. While
for some adjectives the associations are obvious
(fanastic, horrible), for some they may be more
subjective (eg crazy, silly). Ask students to rewrite the
adjectives and draw a happy face (), a sad face ()
or a neutral face (:|) next to them. Discuss the ideas
(in Polish) with the class.
Skills plus Units 5–6
LESSON 1
Testing spot
• Ask students to read the instructions carefully, and
make sure they understand what they are expected
to do (eg by asking one student to explain the task
in their own words).
• Refer students to the tip. Make sure students
understand that all the texts in this task are connected
to a single topic, and they have to be careful while
choosing the texts they think the answers are in. Also,
remind students that one text does not contain any
relevant information and is just given to mislead them.
• Advise students to read the information in the table
before reading the texts. Explain that this will direct
their reading, and they will find the information they
need faster.
• Give students 5–6 minutes to read the texts and find
the answers.
• Before checking the answers, ask students to find the
fragments in the texts which helped them choose the
answers.
• Provide feedback and explain the answers
if necessary.
Answer Key
1B 2D 3A
• Ask students to read the instruction. Make sure
students understand what to do.
• Allow students 3–4 minutes to work on their
descriptions in their notebooks.
• If you wish, turn this activity into project work.
Ask students to write the descriptions on separate
sheets of paper and decorate their projects with
pictures/drawing of their friends.
Touchdown
• Ask students to write a welcome email to Polly.
Suggest that they can use Text C in the Testing spot
as a model. Write the following points on the board to
make it easier for students to choose the content of
their email:
• Greet Polly.
• Write a few words about yourself (your hobbies,
what you like).
• Write what you are like.
• Say goodbye.
77

Aims
Students will:
Testing spot
Listening
• revise the language structures
and vocabulary from Units 5 and 6,
• practise speaking and listening skills.
Warm-up
• Write these categories on the board: parts of the face,
clothes, parts of the body, animals, family, plants. Ask
the pairs/groups of three to come up with words from
each category.
• Brainstorm the words students have come up with.
Development
• Explain that students should read the prompts and
guess the words which they describe.
• Give students 1–2 minutes for the activity. Ask them to
compare their answers in pairs, and then check as a class.
Answer Key
2 parrot 3 girl 4 plant
• Explain that students should choose four words of
their own now and write prompts similar to the ones
in Exercise 1.
• Give students 3–4 minutes to choose the words and
write the prompts.
• Ask students to work in pairs and take turns to read out
their prompts to their partners who guess the words.
Testing spot
• Refer students to the tip. Explain that predicting
words which may appear in the recording can help
them understand the messages and choose the
correct answers. Ask students to think of three words
for each sentence. After about a minute elicit the
ideas from students.
• Play track 2.18 twice.
• Elicit the answers and provide feedback.
Audioscript 2.18
1 Jack She’s very friendly and her favourite toy is
a plastic mouse.
Sara Is she big?
Jack No, she’s not. She’s got a small black nose. She’s
got grey ears and white legs.
Sara Oh, she’s so cute!
2 Maggie What a fantastic jacket, Tommy! Is it new?
Tommy Yes, it is. It’s horrible, but my mum thinks it’s
fantastic.
Maggie The colours are incredible! Blue and green
are my favourite.
Tommy Oh, I don’t know ... I like blue. Thanks, Maggie.
3 Susan Mr Jones, what’s this plant? Is it a rose?
Skills plus Units 5–6
LESSON 2
Teacher Hmm ... No, it isn’t. It hasn’t got spines, Susan.
Susan Right, and roses have got long stems.
Teacher OK, everybody, pay attention! Look at this
plant and its leaves!
Answer Key
1 Nie 2 Tak 3 Nie
Testing spot
• Ask students to read the instruction. Explain that
this time the task requires listening to four dialogues
and matching them to the right places. Ask students
to name the places or some objects in the pictures.
• Play track 2.19 for students to listen and mark the
answers.
• Play track 2.19 again. Students decide on the final
answers.
• Allow students to compare their choices in pairs.
• Check the answers as a class and provide feedback.
Audioscript 2.19
1 A Where is my pencil case?
B It’s on the desk.
A Oh, right. Thanks. And my cap. I can’t find it.
B I think it’s on the chair … No, look it’s on the bed.
2 A It’s beautiful here. I love these big old trees!
B Yes, but I’m very cold. Let’s go home.
A Here, take my hat and gloves.
B Thanks.
A You’re welcome.
3 A Where are my gloves?
B I don’t know. Maybe they’re in your bag.
A No, they aren’t.
B Look here. They’re under the sofa!
4 A Have you got a marker?
B Yes, it’s in my school bag.
A OK, take it out and come to the board.
Answer Key
1B 2C 3E 4A
• Ask students to read the instruction. Allow students to
work in pairs to choose a picture from Exercise 4 and
write a 4 line dialogue that can be heard in this place.
• Give the pairs 5–6 minutes to write the dialogues.
• Ask selected pairs to read out their dialogues to the
class.
• Provide feedback on both content and language use.
78
Touchdown
• Ask students to choose the picture they like best in
Exercise 4 and write a one-sentence explanation. Write
on the board: I like picture A/B/C … because … Walk
around the class and help students with the language.
Ask selected students to read out their sentences.

79
 Aims
Students will:
• talk and ask about abilities.
Vocabulary
Actions
Grammar
Functional language
Modal verb can (for ability) – he, she,
Are you ready?
it (affirmative and negative sentences,
Ready, steady, go!
questions and short answers)
Warm-up
• Divide the class into four groups and invite them to
play the ‘Hoo-Hoo’ game. Each student in the group
talks about a person, animal or object with some
information gaps replaced by hoo-hoo. The other
members of the group try to guess who or what hoo-
hoo is, eg
A I have got a hoo-hoo. He’s 15. He’s a good hoo-hoo.
B Is hoo-hoo your friend?
A No, he isn’t.
B Is hoo-hoo your brother?
A Yes, he is.
Development
2.20
• Pre-teach ‘action’ vocabulary. Mime and / or draw the
actions on the board.
• Play track 2.20. Make students repeat each word
chorally and then individually. Focus on correct
pronunciation. Even if some students are familiar with
the actual words, they may still mispronounce them.
• Get students to work in pairs to mime and guess the
actions.
Optional activity
Write the action verbs from Exercise 1 on small
cards or slips of paper. Invite students to come
to the front of the class, pick up one of the cards,
and demonstrate the action written on the card
using gestures and no words. The other students
guess the action.
2.21
• Play track 2.21. Ask students to read the dialogue as
they listen.
• Explain the meaning of can by drawing on the board
a simple picture of a boy swimming. Say: He can swim.
Then draw a person standing or drowning in the
water, and say: He can’t swim. Write both sentences
under the pictures.
• Ask students to underline all the verb phrases with
can and can’t (can ride, can’t dance, can’t skate, can
swim) in the dialogue. Ask one student to read out the
phrases.
Note on grammar
It is important to make sure students realise that can /
can’t mean people are able / unable to do something
because either they know how to do something or not.
UNIT 7
LESSON 1
Extra materials
Grammar flashcards 7.1 (for Evo’s grammar)
• Ask students to circle all the expressions related to the
game: Let’s play. You’ve got five seconds. Are you ready?
Go! Time’s up. Well done! Make sure they understand
the meaning of the expressions.
• Ask students in Polish, but elicit answers in English:
How do we invite someone to play? (Let’s play!) How do
we indicate the time limit? (You’ve got five seconds.)
How do we signal the beginning of a game? (Are you
ready? Go!) How do we announce that the time of the
game is over? (Time’s up) How do we congratulate a
contestant? (Well done!)
• Play the track again, and ask students to read the
dialogue out loud. Get them into pairs and make
them act it out.
Easy English
Draw students’ attention to the Easy English box
in their books. Make sure they know how to use
the expressions in appropriate contexts. Ask if
they can think of the corresponding phrases in
Polish. Remind them that they can go back here
to revise the phrases.
Evo’s g r a m m a r
• Ask students to read all the sentences, using all the
subject pronouns (He, She, It).
• Ask them to explain the difference between can and
can’t. Then point out that can’t = cannot, and ask them
to compare it with the other full forms of negatives
they have encountered so far (eg have not got, are
not). Make them aware that cannot is written as one
word.
• Focus their attention on the question forms and
remind them how they have formed questions so far
(by moving have, is, and are before the subject). Make
them aware of the inversion of can in question forms
too.
• Get them to realise that in short answers, can / can’t
always appears as the last word (eg Yes, I can; No, I can’t).
• Ask students to close their books. Spread all the
grammar flashcards from set 7.1 on your desk.
• Ask three students to come to the front of the class
and to stand in a row facing the others. Give out
the following flashcards (one to each student): CAN
SWIM  HE and ask the three students to move in order
to form the sentence He can swim. Tell them to hold
the cards up so everybody can see them. Ask the last
student in row to pick up the correct punctuation mark.
80
• Ask another student to come forward and pick up
a card which can turn the sentence into a negative
form ( CAN’T ). Ask him / her to stand in front of the
student with the CAN card.
• Ask the student holding CAN’T to go back to his /
her desk, and ask the other three students to move
around in order to form a question. Make them aware
that the student with the CAN card has to move to
the front of the row. Remind students to change the
punctuation mark accordingly. Repeat the procedure
a few times, so students can remember the subject–
verb inversion better.
• Invite other students to repeat the procedure with
other cards to show:
Yes, he can. / No, he can’t.
He can’t = He cannot
He can dance / sing / skate.
Can he dance / sing / skate?
• Make students aware that all the sentences relate to
the children from Exercise 1 (Lucy and Joe). Ask them
to look at the ticks ✓ and crosses ✗ and to choose can
or can’t respectively. Refer to Evo’s grammar section, if
necessary.
• Check the answers out loud.
Answer Key
1 can 2 can’t 3 can 4 can’t 5 Can, can 6 Can, can’t 7 can
8 Can, can 9 Can, can 10 can’t 11 Can, can’t 12 can’t
Have a talk!
• Ask students to look at the photos of the two
characters from Exercise 1: Joe and Lucy. Ask Can Joe
sing? Get students to recognise tick as yes and cross as
no symbols. Elicit the answer: Yes, he can.
• Divide students into pairs. Ask them to talk to their
partners, asking and answering Yes / No questions
about the abilities of the two children from Exercise 1.
They take turns asking the questions, and checking
the game board for the answers.
Touchdown
• Play the ‘Evo Says’ game. Explain that if you start
a command with Evo says … (eg Evo says: Swim!),
students have to mime the action (eg swimming in
this case). But if you give a command which doesn’t
start with Evo says, they must remain still.
• Any student who makes a mistake has to give you
something, eg a pen. Allow some time after the
game for students to buy their objects back, giving
them tasks (eg Name five parts of the body / pieces of
furniture / clothes).
Homework
Workbook, Exercises 1–4, page 56
Optional task: Workbook, Exercise 5*, page 56
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Answer Key
Extra 1
1 swim 2 ski 3 drive a car 4 ride a bike 5 skate 6 play the
guitar 7 sing 8 dance
Extra 2
1 He can dance. 2 He can’t ski. 3 She can skate. 4 She
can’t sing. 5 It can’t play the guitar. 6 It can ride a bike.
Extra 3
2 Can Craig ski? No, he can’t. 3 Can Fiona skate? Yes, she
can. 4 Can Fiona sing? No, she can’t. 5 Can the monkey
play the guitar? No, it can’t. 6 Can the monkey ride a
bike? Yes, it can.

Optional activity
• Invite students to create a ‘robo friend’. Explain
that ‘robo friends’ are special robots which have
a lot of human skills. Encourage students to write
about their ‘robo friend’, eg
My robo friend can ride a bike, drive a car, and sing
and dance. It can do my homework.
• You may extend the activity, asking for a full
description, including the appearance and
personality of the ‘robo friend’, or assign it as
extra homework. Make students draw their ‘robo
friends’ next to their descriptions too. Display all
the work in the classroom.

81

Aims
Students will: Vocabulary
• talk about their families, Family
• ask and answer questions about their abilities. Functional language
Grammar Can you help me?
Modal verb can (for ability) – I, you, we, they I can help you.
(affirmative and negative sentences, very well
questions and short answers) all day
Warm-up
• Invite students to play the ‘They can do it!’ game.
Divide the class into teams of four, and ask students
to look at the game board on page 80 for 30 seconds.
Tell them to try to memorise all the things Joe and
Lucy can and can’t do.
• Ask students to close their books and write all the
information they can remember about Joe and Lucy
on a piece of paper (eg Joe can sing etc). Set a time
limit of two minutes.
• Check the groups’ lists. The group with the most
correct (i.e. true) sentences wins the game.
Development
2.22
• Revise the ‘family’ vocabulary students learned in
Unit 5 (grandmother, grandfather, mother, father,
brother, sister). Draw a simple family tree and elicit the
names of family members from students.
• Ask students to look at the family tree in the book.
Explain that it is Darren’s family. Ask if Darren has got
a sister (Yes, he has).
• Play track 2.22 twice. Students listen and repeat the
words.
• Ask some comprehension questions to clarify the family
relationships, eg Who is the uncle? (He’s the mother’s
brother) Who’s the cousin? (He’s the uncle’s son).
• Ask students to work in pairs and point at the pictures
of Darren’s relatives and name them at the same
time. Ask students: What’s your aunt’s / uncle’s name?
Have you got any cousins? What are their names?
Encourage them to give you full sentence answers.
2.23
• Play track 2.23 and tell students to listen, read the
dialogue, and circle the names of the family members.
• Play the track again and ask some comprehension
questions about the dialogue: Has Darren got a sister?
(Yes, she has) What’s her name? (Anna) Who can play
the guitar? (Darren’s uncle) Can Carla sing? (Yes, she
can), etc.
• Ask students to read the dialogue aloud in pairs. Allow
them three minutes to prepare the dialogue, then
invite them to act it out in front of the rest of the class.
Easy English
Draw students’ attention to the Easy English
box in their books. Remind them they can find
there phrases that they have encountered in the
UNIT 7
LESSON 2
Extra materials
Grammar flashcards 7.2
(for Evo’s grammar)
dialogue, as well as some additional ones. Make
sure they know how to apply the expressions to
everyday conversation. Ask if they can think of
the corresponding phrases in Polish.
2.24/2.25 Rap
• Ask students to read the text of the rap. Clarify the
meaning, and encourage them to pick out and choose
the correct words before they listen to the recording.
• Play track 2.24 twice. Invite students to listen to the
rap and check their guesses. Check the answers out
loud.
• Invite the class to repeat the rap. You may use the
karaoke version (track 2.25) for extra practice. Practise
the rap at different tempos to make the task more
interesting.
Answer Key
1 play 2 sing 3 me 4 can
Evo’s g r a m m a r
• Ask students to read out all the sentences with all
the subject pronouns (I, you, we, they). Get them to
explain how they can turn an affirmative sentence
into a negative or interrogative one.
• Refer them to Evo’s grammar section from
Lesson 1 on page 81 to compare the verb forms.
Lead them to draw the conclusion that the verb
form can doesn’t change with the form of the
subject.
• Ask students to close their books. Spread all the
grammar flashcards from set 7.2 on your desk.
• Ask three students to come to the front of the class
and stand in a row facing the others. Give out the
following flashcards (one to each student): CAN I
SWIM . Ask the students to move in order to form
the sentence I can swim, and to hold the cards up
so everybody can see them. Ask the last student in
row to pick up the correct punctuation mark.
• Ask another student to come forward and pick
a card which can turn the sentence into the
negative form ( CAN’T ). Ask him / her to stand in
front of the student with the CAN card.
• Ask the student holding CAN’T to go back to his /
her seat.
82
• Give another student the YOU card. Let him /
her decide which of the cards it can replace ( YOU
replaces I ). Then ask the students holding the cards
to move around in order to form the question Can you
swim? Remind them to change the punctuation mark.
• Invite other students to repeat the procedure with
different cards to show:
Yes, I can. / No, I can’t.
They can dance / sing / skate.
They can’t dance / sing / skate.
Can they can dance / sing / skate?
Yes, they can. / No, they can’t.
• Ask students to look at the pictures of various
activities, and explain that the ✓ and ✗ signs give
information as to whether people can or can’t do
a given action.
• Ask students to write down can or can’t, and the
correct action verbs. Check their answers out loud.
Answer Key
1 can sing 2 can’t sing 3 can dance 4 can’t dance 5 can
skate 6 can swim 7 can’t ski 8 Can 9 ski 10 Can 11 swim
Optional activity 1
Invite students to write a letter of reply to Thomas,
describing their own abilities. Advise them to
use his letter as a model, and to write about
themselves and their families too.
Touchdown
• Invite students to sing the rap from Exercise 3
again. Divide the class into two groups asking who
wants to be in Group A and who in B. Then explain
that Group A will sing only line 3, whereas Group B
will sing the rest of the song.
• Ask students to rap rhythmically, without losing
the tempo. Swap the roles of the groups.
Homework
Workbook, Exercises 1–4, page 57
Optional task: Workbook, Exercise 5*, page 57
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Answer Key
Extra 1
1 uncle 2 aunt 3 cousin 4 brother 5 sister
6 grandparents
Extra 2
2 We can’t play the guitar. 3 Can you skate? Yes, I can.
4 Can you ski? No, I can’t. 5 They can ride a bike. 6 They
can’t swim. 7 Can they drive a car? No, they can’t. 8 Can
they dance? Yes, they can.

Have a talk!
• Ask students to work in pairs. Tell them to look at
the activities in the photos and to name them.
• Get them to ask and answer questions about their
own abilities, as shown in the example. Monitor
the activity, helping out if necessary.

Optional activity 2
• Ask students to draw the grid in their notebooks,
writing down four classmates’ names, and four
activities like this:
Imię
czynność
1.
2.
3.
4.
• Make them walk up to their friends and ask about
the four activities eg Can you skate? Tell them to
tick and cross the boxes as they get the answers.
• Ask a few students what they have learnt about
their classmates: Kasia can sing and dance, but
she can’t ski or drive a car.

83

Aims Functional language
Students will:
• talk about musical instruments,
Hi, there!
They are terribly noisy!
• talk about possessions. Testing spot
Grammar Language structures
Possessive adjectives Extra materials
Vocabulary TRF Extra teaching resources Unit 7, Lesson 3
Musical instruments – Family tree (one set per 4 students, for Warm-up)
Warm-up
• Divide the class into groups of four and give each
group one set of four cards (A–D).
• Explain to students that their task is to complete the
family tree by using the information they have on
their own cards and gaining new information from
other members of their group. Tell them to ask and
answer questions about the members of the family,
eg Who is Pat? Who is Meg’s sister?
• Give them a time limit of five minutes to complete the
task. Check their answers by drawing the tree on the
board, and completing it with students.
Answers: a grandfather: Mr Poe; b grandmother: Mrs
Poe; c uncle: Tom; d father: Rod; e mother; f aunt: Beckie;
g son; h daughter: Pat
Development
2.26
• Pre-teach the new vocabulary, eg by miming the act of
playing an instrument, and giving its name. Next, ask
students to mime playing the instrument you call out.
• Have students look at the names of instruments and
write them down together with the corresponding
numbers. Play track 2.26.
Audioscript 2.26 Answer Key
1 drums 2 flute 3 guitar 4 piano 5 recorder 6 violin
7 trumpet 8 saxophone
Optional activity
• Get students into pairs, and invite them to play
the ‘Musical Dominoes’ game. Cut the copies in
half, and hand out the dominoes to students
(one set per pair). Ask them to cut up the cards.
• Tell students to put one card in the middle of the
desk and the rest of them face down in a pile.
They then take turns to pick up a card from the
pile, and put it next to the card on the desk if
either the picture or the word matches. If they
draw a card they cannot use, they keep it for
later use. Point out that the cards, if all are placed
correctly, should form a closed ‘circle’ at the end
of the game.
• The first student to use up all the cards and close
the ‘circle’ wins the game.
• Ask students to keep the cards for using later on.
UNIT 7
LESSON 3
TRF Extra teaching resources Unit 7, Lesson 3
– Musical Dominoes (one set per pair, for
Optional activity and Touchdown)
Grammar flashcards 7.3 (for Evo’s grammar)
2.27
• Invite students to look at the pictures and guess
what the episode might be about.
• Ask them to read the episode and think where to put
the missing sentences.
• Play track 2.27. Ask students to listen and check their
answers.
• Explain any unknown vocabulary, and play the track
again. Then ask some comprehension questions
about the story.
• In pairs or small groups, students practise the
dialogue. After this, ask volunteers to act it out in front
of the rest of the class. Encourage them to use
gestures and modulate their voices during the
performances. Suggest that they use simple props or
job cards to enhance the performance(s).
Answer Key
1 I’m a musician. 2 And who are they? 3 And I can sing.
Evo’s g r a m m a r
• Ask students to read and compare the two sentences.
Make them aware that our refers to we and means that the
computer belongs to us (i.e. to Evo’s family in this case).
• Get students to look at the remaining pronouns and
possessive adjectives in the boxes below. Ask them
how they can replace the words we and our in the
sentences above. Tell them to make new sentences
using different pronouns and possessive adjectives,
eg They have got a computer – This is their computer.
• Ask the students to close their books. Spread all the
grammar flashcards from set 7.3 on your desk.
• Ask five students to come to the front of the class and
stand in a row facing the others. Give out the
following flashcards (one to each student): A HAVE
WE GOT COMPUTER . Ask the students to move in
order to form the sentence We have got a computer,
and to hold the cards up so everybody can see them.
Ask the last student in row to pick up the correct
punctuation mark.
• Get another four students to come forward and build
a new sentence which would have the same meaning,
using the OUR card (This is our computer). Tell them to
pick up the necessary cards from your desk. Make sure
they realise that they don’t need A in front of the
noun when they use the possessive adjective.
84
• Invite other students to repeat the procedure with
different cards to show:
They have got a computer.
This is their computer.
Note on grammar
Stress the fact that your is used for both the second
person singular and plural forms.
• Ask students to write down the missing words,
referring them to Evo’s grammar section if necessary.
• Check their answers by inviting all the students to
read the poem out loud.
• Divide the class into groups of five and encourage
them to read one line of the poem each, and the final
line together. Encourage them to use gestures to
indicate that they are talking about different people.
Answer Key
Your, His, Her, Their, Our
Have a talk!
• Get students into pairs and invite them to construct
short conversations, pointing at different objects in
the classroom.
• Make them use all the possessive adjectives from
group A and objects from B.
• Circle round the classroom, monitoring the activity.
Touchdown
• Invite students to play the ‘Memory’ game in pairs. Ask
them to cut the domino cards in half, separating the
words from their corresponding pictures.
Aims
Pronunciation
Students will:
• practise talking about abilities.
Pronouncing the /ʌ/ sound
Extra materials
Functional language
well / very well / brilliantly A picture of a swimming cham-
So-so pion (for Exercise 2)
Not really / at all
Warm-up
• Invite students to play the ‘Noughts and crosses’
game. Draw a 3 x 3 square grid on the board. Write
a word in each square: has got, have got, our, can, they,
their, our, we, haven’t got.
• Divide the class into two groups: Noughts and
Crosses. The students from one of the groups choose
a square, and make a sentence with the word in it.
They can only put a nought or a cross in the square if
the sentence is grammatically correct.
• Get students to put the cards face down in two
separate sets. Explain that they are going to take turns
to uncover two cards, one from each set. If they find
a matching pair (a picture and corresponding word)
they put it aside and gain a point.
• The student with the most pairs of cards at the end
wins the game.
Homework
Workbook, Exercises 1–3, page 58
Optional task: Workbook, Exercise 4*, page 58
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Reflecting upon values
Copy the following phrase onto the board: Listen to
your heart. Use gestures to convey its meaning, and
then motivate students to talk about its implications.
Tell students that when we listen to our heart, we try
to understand what is happening to us and our
emotions. But when we do not know what to do, we
can talk to our family or a close friend. They can help
us to look for answers.
Answer Key
Extra 1
1B 2F 3D
Extra 2
1 He, his 2 They, their 3 She, her 4 You, your 5 We, our
UNIT 7
LESSON 4
• The group that gets three noughts or crosses in a row
wins the game.
Development
2.28
• Pre-teach: well, very well, and at all. Ask students to
read sentences 1–4 and match them with the boys in
the swimming pool.
• Play track 2.28 for students to listen to and repeat.
85
• Check their answers by asking four boys to come
forward to mime the four swimmers from the exercise.
Answer Key
1a 2c 3b 4d
2.29
• Play track 2.29. Ask students to listen to and read the
mini-dialogues. Tell them to decide who the best and
worst swimmers are.
• Show them the picture of the swimming champion.
Say, eg Ian Thorpe can swim brilliantly. Get them to
express their own opinions about some other
sportspeople or famous celebrities.
Answer Key
Umiem świetnie pływać. Jako tako (tak sobie). Nie za
bardzo.
2.30
• Tell students to choose the correct words. Get students
to read the sentences before you play the recording.
• Play track 2.30 twice. Check the answers out loud.
Audioscript 2.30
1 Girl My name’s Karen. I can swim very well, but I can’t
play the guitar at all.
2 Girl Can you dance, Matt?
Boy Yes, I can dance well.
Girl Can you sing?
Boy Hmm, so-so, not very well.
3 Boy Can you play the guitar, Olivia?
Girl Yes, I can. But I can’t play it very well.
Boy Can you sing?
Girl Hmm, not really, not very well.
4 Girl Nathan, can your sister play the guitar?
Boy Oh, yes, very well. She can play the guitar brilliantly.
Girl Can she sing?
Boy Yes, she can sing very well too.
Optional activity
Invite students to describe a ‘Class Dream Team’
based on the information they get from their
classmates, eg In our Dream Team, we’ve got Kasia’s
dad. He can swim very well. We’ve got Krzysiek’s
uncle. He can ski brilliantly etc.
• Get students into pairs. Ask them to think of five
questions to ask their partner.
• Students take turns asking their questions. Encourage
them to answer their partners’ questions using the
expressions they have learned in Exercise 2.
• Walk around the classroom monitoring the activity.
2.31 Sounds right!
• Play track 2.31. Make students listen and repeat the
words individually and chorally, paying attention to
the underlined letter. Ask them to identify the sound,
and ask if there is a corresponding one in Polish.
2.32
• Play track 2.32. Ask students to listen to the sentences
and then to read them out chorally and individually.
Touchdown
• Divide the class into groups, and tell them to change
the words in the sentences from Exercise 7. Brainstorm
them for words which have the /a:/ sound (park, fast,
arm, artist, etc.), and write them on the board.
• Hold a competition for the best performance of the
tongue twister.
Homework
Workbook, Exercises 1–3, page 59
Optional task: Workbook, Exercise 4* page 59

Answer Key
1 very well, at all 2 well, very well 3 very well, very well
4 very well, very well

• Ask students to assess the abilities of their family
members using the activities from the box. Tell them to
describe the different abilities of four family members.
• Ask different students to read their sentences out
loud. Correct any mistakes.

86

Aims
Students will: Reading
• practise receptive and productive Reading for specific information
language skills. Writing
Listening Writing a short descriptive text
Listening for detail about a celebrity
Warm-up
• Invite students to sing the rap from Lesson 2,
Exercise 3, page 84. Play track 2.24.
• Divide the class into groups and hold a competition
for the best performance. Play the karaoke version
(track 2.25) and vote to find the winning team.
• Explain that this lesson is going to be about
musicians.
Development
2.33
• Let students know that in every line they must choose
the instrument each family member can play.
• Explain to them that to complete the task, they don’t
need to understand every word in the recording. Play
track 2.33 twice. Students circle the answers.
• Check the answers out loud.
Audioscript 2.33
Jack We’re a very musical family. We play lots of
different musical instruments.
Woman Can your uncle play the guitar?
Jack No, he can’t, but he can play the piano.
My aunt can play the piano too, and she can
play the violin.
Woman Can your cousin play the violin?
Jack No, she can’t, but she can play the drums.
Woman What about your grandparents?
Jack My grandfather can’t play musical instruments
but my grandmother can play the recorder and
the guitar.
Answer Key
1 piano 2 piano, violin 3 drums 4 – 5 recorder, guitar
• Ask students to look at the text and tell you where it
comes from (a magazine). Clarify the meaning of the
headline This week the spotlight is on … Elicit from
students who the text is about (Greg Upson).
• Focus students’ attention on the grid. Have them write
down the missing information about Greg Upson.
Answer Key
1 Green Drums 2 22 3 the guitar, the saxophone 4 the
drums, piano 5 Yes, he can.
UNIT 7
LESSON 5
Speaking
Asking and answering simple
questions about musicians
Background information
Greg Upson is a fictitious character and so is his band.
• Ask students: Who is your favourite music star? Get
them into small groups to discuss the bands which are
currently popular.
• Draw their attention to the grid, and ask them to write
down the missing facts about their favourite musician.
Give them a few minutes to compile the necessary
facts. If you have access to the Internet, let them use it
to find any specific information. If not, allow students
to use approximate information or take a blind guess.
• Invite students to write a short informative text
about their music idol for the next issue of This week
the spotlight is on … Encourage them to add extra
details, but insist on them using simple structures
(eg He is very tall. He has got an expensive car. His dog is
a chihuahua. He can cook very well etc.).
• Get students to read out their texts.
Optional activity
Make a ‘Spotlight’ corner in your classroom or
school. Invite students to illustrate their texts with
cut-out photos, and then display them for others
to read and look at.
• Get students to work in pairs. Make them talk about
their favourite musicians, asking and answering the
questions provided in the example. Encourage them
to ask additional questions, eg Has she got a dog?
Touchdown
• Invite students to play the ‘Ten Questions’ game with
you. Think of a famous music star, and tell them that
they are going to try to guess his / her name by asking
you up to ten Yes / No questions.
• Explain that because of the question limit, it is better
to narrow the field by asking more general questions
at the beginning, eg Is it a he or she? Has he / she got
long hair? Can he / she play the guitar? etc.
• The person who guesses first can take over from you
thinking of a celebrity of his / her own choice.
Homework
Workbook, Exercises 1–5, page 60
87
 Aims
UNIT 7
Students will:
• talk about possessions and abilities,
Functional language
Come and join our band!
LESSON 6
• practise reading and listening skills. Extra materials
Vocabulary Toothpicks / plastic straws and glue
Recycling vocabulary already taught (for Warm-up and Touchdown)

Warm-up • Ask comprehension questions: Whose bike is red / blue?

• Invite students to make a pin puppet show about Joe
Clipart’s family. Divide them into groups of four, and
tell each group to make up a four-member family
for Joe Clipart. Suggest that they can invent parents,
grandparents, siblings or cousins.
• Draw an example figure as a model on the board. The
picture doesn’t have to be artistic, but the figure should
have distinctive features, eg a big nose, long hair etc.
• Encourage students to draw their own puppets,
making them funny or spooky-looking, and then to cut
them out, stick toothpicks or plastic straws on them.
• Ask students to name the puppets. Ask some
questions about them: What’s the mother’s name?
What colour is her hair? Is Joe’s father a painter?
• Students create simple dialogues, and act them out
in groups. Suggest that they look for useful phrases in
the English to go boxes from previous units. Correct
mistakes only when necessary.
A Hello, everyone!
B Hello, Joe! How are you?
A I’m fine. Look, I’ve got a new mobile phone.
C It’s beautiful.
D Can you play on it?
Development
2.34/2.35
• Play track 2.34. Ask students to listen and read the
lyrics, and then to write down the missing sentences.
• Play the track again. Students check their answers.
Correct any mistakes out loud.
• Finally, play the track again and invite the whole class
to sing. Encourage students to get into groups of five
or six, and suggest that they form music bands. Get
them to decide which instruments they are going to
use and to mime playing them as they sing. You may
use the karaoke version (track 2.35) for extra practice.
• Run a contest for the most entertaining band.
Answer Key
1 Can you play the guitar? 2 You can be a star! 3 Can you
dance and sing? 4 We are the next big thing!
• Get students to quickly revise subject pronouns and
the corresponding possessive adjectives, colours, and
descriptive adjectives such as big, small etc.
• Ask students to read the text and to match the
children with their possessions. Ask them to read their
answers out loud.
(Her bike is red. His bike is blue). Are their school bags
big or small? (They are big)
Answer Key
1 b, d, i 2 a, e, g
Optional activity 1
Collect some school objects from students and
put them on your desk. Make sure students know
their English names. Then put the items away so
students cannot see them. Ask some questions
to find out who can remember the most details
about the items, eg:
T Whose ruler is it?
S It’s Mary’s.
T What colour is Daniel’s pen?
S It’s green.
You can divide the class into groups and turn this
activity into a competition.
• Ask students to decode the questions 1–2 using the
key.
• Have students compare their answers in pairs. Correct
any mistakes out loud.
• Ask them to answer the coded questions and to code
a new question themselves.
• Ask pairs of students to exchange books, to decode
each other’s questions and provide answers if
possible.
Answer Key
1 Can you play the guitar? 2 Can your uncle sing?
Optional activity 2
Ask students to copy the coded question they have
created on a slip of paper. Mix up all the coded
questions. Ask each student to take one and work
it out. Then students move around looking for
the classmate that has deciphered their coded
question.
A Is your question ‘Where is the dog?’
B Yes.
A That’s my coded question.
Touchdown
• Divide the class into pairs. Invite students to use the
puppets that they prepared for the Warm-up stage.

88
• Write some clues on the board, eg actions (ride a bike,
sing a song) and features (long hair, big eyes).
• Make students create a dialogue between the puppet
figures using the clues on the board. Invite them to
act out their dialogues for the rest of the class.
Aims
Vocabulary
Students will:
Adjectives describing music
• listen to and describe music,
• read about different music Functional language
festivals, I’m not a fan of …
• write about a favourite song. My favourite piece of music is …
Warm-up
• Divide the class into groups of four. Hand out the
lyrics of the song from The Evolution Magazine,
Exercise 1 on page 90 (one lyric per group).
• Ask each group to cut up the lyrics and mix up all the
parts. Explain that their task is to make a new song.
• Make each group read / sing their song out loud. Get
students to vote for the best new song.
Development
2.36
• Review some adjectives students know, for example,
by miming pairs of opposite adjectives such as: long–
short, big–small, old–new, cheap–expensive, beautiful–
ugly, clean–dirty, heavy–light.
• Introduce the new adjectives. Mime their meaning.
Encourage students to mime along.
• Ask students to match the opposite adjectives. Play
the first part of track 2.36. Students listen to the
recording and check their answers.
• Play the second part of the recording. Make students
describe the music they are listening to. Stop after
each piece of music, and ask students to give their
opinions, eg I think it’s very loud and very fast etc.
Audioscript 2.36
loud, quiet sad, happy fast, slow
Answer Key
1c 2a 3b
2.37
• Get students to talk about when and / or where they
listen to music. Write on the board: in the car, on TV, on
the radio, on the Internet, on an MP3 player, at a concert.
Encourage them to discuss the ways they listen to
music most often and most rarely.
Homework
Workbook, Exercises 1–3, page 61
Optional task: Cartoon Story – The Time Machine
(www.staffroom.pl), Episode 7, Exercises 1–2
UNIT 7
LESSON 7
Extra materials
TRF, Extra teaching resources Unit 7, Lesson 7
(one set per pair, for Warm-up)
• Ask students if they have ever been to a music festival.
Stress that there are a lot of music festivals in Poland,
especially during the summer.
• Tell them to listen and read the text about British
music festivals. Play the track 2.37. Clarify the meaning
of the new words and phrases.
• Give students a few comprehension tasks:
– Find the festival with a lot of loud music! (Reading
Festival)
– Find the very big festival for 60,000 people!
(Glastonbury Festival)
– Find the festival which is good for children! (Latitude
Festival)
– Find the festival with traditional folk music! (Green
Man Festival)
• Ask students to read what the four speakers say and
find the best festival for each of them. Students write
the number of the person next to the festival they
choose for them. Get students to justify their answers.
Answer Key
1 Glastonbury Festival 2 Latitude Festival 3 Reading
Festival 4 Green Man Festival
2.38
• Tell students that they are going to hear three people
talking about their favourite pieces of music. Get them
to read the texts before they listen to the recording.
Ask them if they know these songs, and / or can predict
the missing adjectives.
• Make students write down the missing words. Play
track 2.38. Ask individual students to read their
answers out loud.
Answer Key
1 slow 2 sad 3 fast 4 loud 5 happy
89

• Ask students what sort of songs they like best.
Encourage them to use the adjectives from Exercise 1
to describe the songs. Ask students to give you the
English titles if they can remember them.
• Invite students to pick one song they like best. Ask
them to write a short text about it, modelling it
on those from Exercise 3. Get them to read their
descriptions out loud.
Touchdown
• Ask students to get into the same groups as they were
during the Warm-up stage. Explain that they are going
to be taking part in a Mini-Song Festival, singing one
of the songs from the book.
• Give them three minutes to choose a name for their
band and revise the song.
• Make the ‘bands’ perform their songs in front of the
rest of the class.

Optional activity Homework

Invite students to create a Class Top 10 Chart. Workbook, Exercises 1–2, page 62
Make them prepare slips of paper with basic
Optional task: Workbook, Exercise 3*, page 62
information about the song they want to promote.
Get the class to vote for the songs, and put them
on the chart in the order of popularity. If you find
students eager to continue the activity after some
time, run another round of voting.

Aims
UNIT 7
Vocabulary
Students will:
• revise the language structures
Revising vocabulary already LESSON 8
taught
and vocabulary from Unit 7.
Functional language
Grammar
Revising functions already
Revising structures and notions
taught
already taught

Warm-up individual students to spell the words and / or write

• Invite students to play the ‘Noughts and Crosses’
game. Draw a 3 x 3 square grid on the board. Write
a category in each square. Choose from: musical
instruments, clothes, family, parts of the body, activities,
furniture, professions, school subjects, school objects,
colours, and personal possessions.
• Divide the class into two groups: Noughts and
Crosses. The students from one of the groups choose
a square and name five words belonging to the
category they have been given. Set a time limit of 30
seconds.
• If they get the words right within the time limit, they
can put a nought or cross in the place of their choice
on the grid. If not, they miss a turn.
• The group that gets three noughts or crosses in a row
wins the game.
them on the board.
Answer Key
1 dance 2 ride a bike 3 skate 4 swim 5 drive a car
• Have students look at the words in the boxes and the
gapped sentences. Tell them to categorise the words
from the boxes into three groups: people who play
musical instruments, the instruments themselves, and
the adverbial phrases. Explain that this will help them
to do the activity much more quickly, as the words
from each category appear in fixed places in the
sentences.
• Ask students to write down the missing words. Check
their answers out loud.

Development Answer Key

• Ask students to look at the jumbled letters and help
them guess the category of the words (activities).
• Invite them to work in pairs to make correct words out
of the letters provided. Check the answers by asking
2 uncle, keyboards, well 3 parents, violin, very fast 4 son,
drums, very well
• Ask students what adjectives they can use to describe
music. Elicit appropriate adjectives, eg fast, slow, loud etc.

90
• Encourage them to find the adjectives describing English to go
music in the word square. Let them know that the
words are hidden both vertically and horizontally, but • Go through the words in the box. Ask students to
not diagonally. write down the missing words, referring to the Easy
English boxes, and the dialogues in Lessons 1–4 if
• Check the answers by asking students to spell the necessary.
words they have found.
• Ask students in which situations they might use these
Answer Key phrases. Get them to read out all the expressions
using the correct intonation.
S L O W D G Y
Answer Key
A O H A P P Y 1 you 2 well 3 steady 4 swim 5 help 6 at 7 can 8 very
9 Not 10 so
D U W T P X F

X D S Q K L A Touchdown
• Play the ‘Alphabet’ game. Ask individual students to
B V G I W Z S say a word starting with the letter of the alphabet you
give them. Set a time limit of five seconds, after which
R T Q U I E T
the student loses his / her opportunity to say a word,
and the letter goes to the next player.
• Walk around the classroom, giving students consecutive
letters of the alphabet:
• Revise can structures with students. Invite them to go Teacher Kasia, A.
up to the board to write an affirmative, negative and
Kasia Aunt.
interrogative sentence with can. Ask them about how
to form short answers. If necessary, refer them back Teacher Michał, B.
to Evo’s grammar sections in Lesson 1, page 83, and Michał Brilliantly etc.
Lesson 2, page 85.
Homework
• Get students to write the sentences. Allow pair work.
Check orally. Workbook, Exercises 1–6, page 63

Answer Key
1 He can swim. 2 She can’t dance. 3 Can they skate? Yes,
they can. 4 You can’t ride a bike. 5 We can ski. 6 Can he
drive a car? No, he can’t.

• Revise possessive adjectives. Point at yourself and say
I, then at your bag – It’s my bag. Point at individual
students eliciting the pronouns he, she, and at their
belongings saying: It’s his pen, It’s her book.
• Get students to look at the example. Explain that the
activity is about making similar sentences through
using the words given to make necessary
transformations. Check orally.

Answer Key
2 It’s his trumpet. 3 It’s my saxophone. 4 It’s our piano.
5 It’s their guitar. 6 It’s your recorder.

91

Aims Vocabulary
Students will: Fruit
• talk about fruit, Functional language
• talk about likes and dislikes. Tell me, Carla.
Grammar Ugh! They’re horrible!
Present Simple with like – I, you, we, they Let’s see now!
(affirmative and negative sentences) It’s your turn, Darren.
Warm-up
• Divide the class into groups of four to play the ‘Letter
Challenge’ game. Draw on the board a table with the
following lexical categories in the top row: Clothes,
Furniture, Places, School Objects, and Occupations. Ask
students to copy it into their notebooks.
• Ask a student from one group to say a letter, and
make each group complete the columns with words
beginning with the selected letter, eg scarf, sofa,
school, school bag, student, etc.
• The groups get one point for every correct word. Set
a time limit, and when the game is over, ask the groups
to count up their points to find the winning team.
Development
2.39
• Pre-teach ‘fruit’ vocabulary. Present your ‘fruit’ cards
showing: apple, pear, banana, orange, lemon, grapes,
plum, kiwi, cherry, and strawberry.
• Play the first part of track 2.39. Students repeat each word
they hear chorally and individually. Ask them to give you
both the singular and plural forms of the nouns.
• Play the second part of the track, and invite students
to point to the correct pictures
Audioscript 2.39
1 apple 6 grapes
2 pear 7 plum
3 banana 8 kiwi
4 orange 9 cherry
5 lemon 10 strawberry
banana, grapes, cherry, pear, apple
UNIT 8
LESSON 1
Extra materials
Pictures of fruit (for Exercise 1)
Grammar flashcards 8.1 (for Evo’s grammar)
2.40
• Make students aware of the meaning of like and don’t
like by making a sign of approval or disapproval and
saying Yummy, I like pears. / Ugh! I don’t like lemons.
• Play track 2.40. Ask students to listen and underline
the sentences with like and don’t like.
• Play the track again and ask students to read the
dialogue out loud in groups of three. Invite some of
the groups to act their dialogues out in front of the
rest of the class.
Optional activity
Write the following words on the board: snakes,
monkeys, dogs, cats, spiders, and fish. Encourage
students to say which animals they like and do
not like. To extend the activity, add more lexical
categories such as: school subjects, musical
instruments, film characters, or TV programmes.
Easy English
Draw students’ attention to the Easy English box
in their books. Make sure they know how to apply
the expressions to everyday conversation. Ask if
they can think of the corresponding phrases in
Polish. Remind them that they can go back here
to revise the phrases.
92

Evo’s g r a m m a r
• Ask students to read all the sentences, using all the
pronouns.
• Ask them what makes the sentence negative (don’t
in front of the verb). Draw their attention to the short
form compared to the full form (don’t = do not). Elicit
from them other contractions using not which they
have learnt so far (eg isn’t = is not, have not got =
haven’t got).
• Ask students to close their books. Spread all the
grammar flashcards from set 8.1 on your desk.
• Ask four students to come to the front of the class and to
stand in a row facing the others. Give out the following
flashcards (one to each student): APPLE LIKE I S .
Ask the students to move in order to form the
sentence I like apples. Tell them to hold the cards up so
everybody can see them. Get the student holding the
S card to keep it very close to the APPLE card and
pick up the correct punctuation mark.
• Ask a volunteer to come forward, and to turn this
sentence into the negative by picking up DON’T . Tell
him / her to choose a position among the card holders
(before the verb).
• Invite other students to repeat the procedure with
other cards to show the following sentences / structures:
You like bananas. You don’t like bananas.
We like pears. We don’t like pears.
They like grapes. They don’t like grapes.
I don’t like = I do not like
Note on grammar
Get students to recognise that the verb like fits
all the pronouns they have used (I, you, we, they)
without changing its ending. Compare it to the
Polish forms: lubię, lubisz, lubimy, lubicie, lubią.
Students will become more confident when they
feel that this piece of English grammar is much less
complicated than the Polish equivalent. Give the tip
that don’t somehow stands for the Polish nie.
• Get students to look at the photos and identify which
fruit each of the children likes and dislikes. Make them
say the sentences out loud, then complete the speech
bubbles.
Answer Key
like lemons; don’t like; like; don’t like
UNIT 8
LESSON 1
Have a talk!
• Get students to work in pairs and talk about which
fruit they like or don’t like. Point to the example in the
book: I like … I don’t like … What about you?
• Invite students to carry on the task by walking around
the classroom and talking to other students. Monitor
the activity, helping out if necessary.
Touchdown
• Invite students to draw a bowl of fruit they like in their
notebooks.
• Encourage them to decide how many of each they
would like, eg five pears, three oranges etc.
• Ask them to write sentences about the fruit they have
and haven’t got: I’ve got five pears, three oranges and
four apples. I haven’t got lemons.
Homework
Workbook, Exercises 1–4, page 64
Optional task: Workbook, Exercise 5*, page 64
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Answer Key
Extra 1
Poziomo: kiwi, plum, banana, lemon, strawberry
Pionowo: apple, pear, orange, grape, cherry
Extra 2
2 don’t like grapes 3 like bananas 4 don’t like strawberries
93
 UNIT 8
Aims Vocabulary
Students will: Food (1) LESSON 2
• talk about food, Functional language
• ask and answer questions about likes Yummy!
and dislikes. They’re delicious! Extra materials
Grammar It’s my favourite food. TRF, Extra teaching resources Unit 8, Lesson 2
Present simple with like – I, you, we, they No way! (one set per pair, for Warm-up)
(questions and short answers) Here is ... Grammar flashcards 8.2 (for Evo’s grammar)

Warm-up • Play the track again, and invite students to act out the
• Get students into pairs to play a ‘Memory’ game. Cut dialogue in pairs. Correct pronunciation when necessary.
the handouts in half and give one set of the cards to
each pair. Tell students to cut up the cards, shuffle
them, and to place them face down on their desk. • Focus students’ attention on the Look box. Make
• One student turns over two cards and says what is on them read the examples. Ask them which nouns
them out loud. If the picture matches the word, the have the -(e)s ending (countable ones).
student keeps both cards. If the cards don’t match, the • Ask students to provide other examples of nouns
student places them back face down on the desk. which use the plural –(e)s ending.
• Tell students that they cannot change the position
of the cards when they place them down. As it is Easy English
a memory game, they should try to remember what is
on the cards to make a correct match. Draw students’ attention to the Easy English
box in their books. Remind them that they can
• The student with more cards at the end wins the find phrases here that they have encountered
game. in the dialogue. Ask if they can think of the
corresponding phrases in Polish.
Development
2.41 2.43/2.44 Rap
• Ask students to look at the pictures and name the • Ask students to read the text and invite them to
products which are spelt the same in Polish (pizza, predict which words should go in each gap.
hamburger). Ask them to find the products which look • Play track 2.43. Students listen to the rap and write
similar (yogurt, soup). down do or don’t.
• Play track 2.41. Ask students to listen and repeat • Play track 2.43 again and let them check their answers.
each word that they hear. Make sure they notice • Invite the class to repeat the rap at different tempos.
the difference between Polish and English in the • Ask students to change the food items and rap their
pronunciation of: hamburger, yogurt, and soup. new versions in pairs. Play the karaoke version
• Get students into pairs to name the products they like. (track 2.44) for students to present their raps.
2.42
Answer Key
• Play track 2.42 and ask students to read the dialogue. 1 don’t 2 don’t 3 don’t 4 Do 5 do 6 do
Check their understanding by asking them to finish
the sentences: Daren’s favourite food is … (pizza).
Carla’s favourite food is … (yogurt and cheese).
• Ask several students: What’s your favourite food? Hold
a class vote to find out the most popular food.
• Introduce the question Do you like …? by telling
students that you are organising a party for the class,
and would like to know what they like and dislike.
Ask: Do you like sandwiches / sausages / hamburgers
/ bananas? Encourage them to give you complete
answers: Yes, I do. / No, I don’t.

94

Evo’s g r a m m a r
• Ask students to read all the sentences, using all the
pronouns.
• Draw students’ attention to the structure of the
question. Get them to reflect on what Do in questions
can be compared to in Polish (the particle Czy).
Explain that Do acts as a ‘helper’ which is used to build
questions.
• Point to the short answers, and compare them with
what students already know eg Yes, I can / No, I can’t.
Make them aware that they also need to use the
‘helper’ Do in the answers.
• Ask students to close their books. Spread all the
grammar flashcards from set 8.2 on your desk.
• Ask four students to come to the front of the class and to
stand in a row facing the others. Make them pick up the
correct cards (one student can only take one flashcard)
to form a sentence: You like pears. Let them move
around to form the sentence, and tell them to hold the
cards up so everybody can see them. Get the student
holding the S card to keep it very close to the PEAR
card, and to pick up the correct punctuation mark.
• Ask a volunteer to come forward to pick the card
necessary for making a question ( DO ). Get him / her
to stand in the correct position (first in row). Remind
the last student in row to change the punctuation
mark accordingly.
• Invite three other students to come forward to pick
the cards necessary for making a positive and then
negative short answer. Accept two possibilities: Yes,
I do. / No, I don’t and / or Yes, we do. / No, we don’t.
Remind them to use the correct punctuation marks
(a comma and full stop).
• Invite other students to repeat the procedure with
other cards to show:
Do they like pears? Yes, they do. / No, they don’t.
Do we like pears? Yes, we do. / No, we don’t.
I don’t = I do not
• Get students to write down the missing words.
• Check their answers out loud by asking one student
to read the question and another to answer it.
Answer Key
1 like 2 do 3 Do 4 don’t 5 Do 6 Yes 7 Do, like 8 don’t
UNIT 8
LESSON 2
Have a talk!
• Ask students to work in pairs. Encourage them to
ask and answer five questions about their likes and
dislikes regarding food items from Exercise 1.
• Point to the example in the book as the model they
should follow.
• Monitor the exercise walking around the classroom.
Touchdown
• Write the food items students have learnt on
the board: cheese, yogurt, hamburger, sausage,
sandwich.
• Ask them to build as many words as possible out of
the letters making up these food items. Give a time
limit of three minutes.
• Students come up with words and write them in their
notebooks.
• Get students to compare their answers. The student
with the longest list of words wins the game.
Homework
Workbook, Exercises 1–4, page 65
Optional task: Workbook, Exercise 5*, page 65
Attention
• You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
Answer Key
Extra 1
2 pizza 3 hamburger 4 sausage 5 cheese 6 sandwich
7 crisps 8 salad 9 ice cream 10 soup
Extra 2
1 Do you like yogurt? 2 Do you like cheese? 3 Do you
like crisps? 4 Do you like sausages? 5 Do you and your
friends like pizza? 6 Do your parents like ice cream?
95
 UNIT 8
Aims
Students will: Functional language
I’m thirsty.
LESSON 3
• talk about likes and dislikes
(3rd person singular), Oh, it’s wonderful!
• talk about drinks. Whoops!
It’s great! Extra materials
Grammar
She likes orange juice too! TRF, Extra teaching resources Unit 8, Lesson3
Present Simple with like: he, she, it
Testing spot (one table per student, for Warm-up)
(affirmative and negative sentences,
Language structures Grammar flashcards 8.3 (for Evo’s grammar)
questions and short answers)

Warm-up • Invite students to practise reading the dialogue in

• Invite students to do a survey of their classmates to pairs and then act out the story in front of the rest of
find out what food they like best. the class.
• Cut out the handouts and give one table to each Answer Key
student. Tell students to interview five classmates. 1 I’m thirsty. 2 What about Glenda? 3 Oh, it’s wonderful!
Write the following example interview on the board:
Student A Do you like hamburgers?

Evo’s g r a m m a r
Student B Yes, I do.
Student A Do you like yogurt?
Student B No, I don’t.
• Get students to look at the results of their survey and • Ask students to read the first sentence, using all the
draw conclusions, eg We love hamburgers. We don’t like subject pronouns. Draw their attention to the verb
sausages. likes. Then ask them to look back to Evo’s grammar
section in Lesson 1 on page 93 and compare the
Development verbs. Make them aware of the following difference: I,
2.45 you, we, they are followed by like, whereas he, she, it are
• Ask students to look at the pictures. Elicit some of the followed by likes.
names of drinks. • Follow the same procedure with the negative
• Ask students to write down the names of drinks sentences and questions. Guide students towards
together with the corresponding numbers. Play concluding that doesn’t is used with he, she, it (just as
track 2.45. don’t is used with I, you, we, they) and that questions
are formed by using another ‘helper’ – Does.
Audioscript 2.45 • Ask students to read out the short answers and focus
1 coffee 5 tea on does and doesn’t. Ask for the full form of doesn’t.
2 Coke 6 water • Ask the students to close their books. Spread all the
3 lemonade 7 milk grammar flashcards from set 8.3 on your desk.
4 orange juice 8 fizzy drink • Ask four students to come to the front of the class
• Play the track again. Invite students to listen and and to stand in a row facing the others. Give out the
repeat each word twice. following flashcards (one to each student): GRAPE
HE LIKES S . Ask the students to move in order to
• Tell students to ask and answer questions in pairs: form the sentence He likes grapes. Get the student
What’s this? It’s coffee. holding the S card to keep it very close to the GRAPE
card. Ask the last student in row to pick up the correct
Answer Key punctuation mark.
1 coffee 2 Coke 3 lemonade 4 orange juice 5 tea
6 water 7 milk 8 fizzy drink • Ask the class how this sentence can be turned into
the negative one. Ask a volunteer to come forward,
and pick up the card necessary for making the change
2.46 ( DOESN’T ). Get him / her to stand in the correct
• Encourage students to look at the pictures and guess position, i.e. in front of the verb.
what the episode is about. • Ask the class to analyse the sentence that the students
• Ask students to read the episode and write down the have formed He doesn’t likes grapes. Make sure that they
missing sentences. recognise that the sentence contains a mistake, and
that likes has to be replaced with like because of the
• Play track 2.46 for students to check their answers.
preceding doesn’t. Ask a volunteer to pick up the LIKE
• Play the track again. Ask students to listen and read card to replace the one holding up the LIKES card.
the text. Ask some comprehension questions about
• Invite another student to come forward and pick
the story.
the card necessary for making a question ( DOES ).

96
 Get students to realise that DOESN’T is no longer • Invite them to talk about their menus with students
necessary. Make the student holding DOES stand from other groups to find out if their menus contain
at the front of the sentence. Remind the students to the same items.
change the punctuation mark. A Have you got lemonade on your menu?
• Get other students to form the short answers Yes, he B Yes, I have.
does and No, he doesn’t. A Do you like lemonade?
• Encourage other students to repeat the procedure B No, I don’t.
with different cards to show the following sentences /
structures: Homework
She likes pears. Workbook, Exercises 1–4, page 66
She doesn’t like pears.
Optional task: Workbook, Exercise 5*, page 66
Does she like pears?
Yes, she does. / No, she doesn’t. Attention
She doesn’t like = She does not like • You can use the exercises from the Extra section
with fast finishers or give them as additional
homework.
• Ask students to look at the three children. Explain
to them that each of the children likes and dislikes Reflecting upon values
different food. Tell them to complete the sentences • Ask students: What is healthy food? What is junk
about each child and their relatives. food? Have them give examples of healthy food
• Check the answers out loud. (orange juice, fruit, milk) and junk food (hot dogs,
hamburgers).
Answer Key • Encourage students to think about the benefits of
1 likes 2 doesn’t like 3 Does, does 4 doesn’t like 5 likes eating healthy food and the negative
6 Does, doesn’t 7 likes 8 doesn’t like 9 Does, does consequences of eating too much junk food. Get
students to draw a table showing different types
Have a talk! of healthy and junk food.
• Ask students to get into pairs to ask and answer each
other’s questions about Martin, Fiona, Daniel and their Answer Key
family members from Exercise 3. Extra 1
1B 2A 3B 4C
• Tell students to talk about all the food mentioned in
Extra 2
the exercise, modelling their questions and answers
2 His father doesn’t like coffee. 3 His aunt doesn’t like
on the example. milk. 4 His uncle likes Coke.
• Monitor the activity, helping out if necessary. Extra 3
2 Does his father like coffee? No, he doesn’t. 3 Does his
Touchdown mother like tea? Yes, she does. 4 Does his uncle like Coke?
• Ask students to get into small groups to write a menu Yes, he does.
for their school canteen including food, fruit, and
drinks.

Aims
UNIT 8
Functional language
Students will:
• practise talking about likes and dislikes.
I love ...
I hate ...
LESSON 4
Testing spot Pronunciation
Language functions Pronouncing the /z/ sound

Warm-up
• Draw the following ‘dishes’ on the board. Invite students 2.47

to find out what each of the relatives likes eating by

building food words out of the letters of each dish. • Introduce the meaning of love and hate.
• Get students to look at the grid. Tell them they are
Father: GOYTUR AZIPZ (yogurt, pizza) going to hear Matt and Lucy talk about their likes and
dislikes concerning the objects in the green box.
Mother: WASDICNH PPAEL (sandwich, apple)

97
• Play track 2.47 twice. Ask them to write down the • Play track 2.48 again. Students decide on the final
missing information. answers.
• Check the answers with the whole class. • Allow students to compare their answers in pairs.
Then check as a class and provide feedback if
Audioscript 2.47
necessary.
Matt My name’s Matt. I like my trainers, and I love my
new jeans. Audioscript 2.48

Lucy I’m Lucy. I love my blue T-shirt. I like my white skirt too. 1 Do you like her new school bag?
2 Does your dad like lemonade?
Lucy Matt, do you like cats ? 3 Does your dog like cats?
Matt No, I don’t. I hate them. I don’t like dogs and I hate cats .
Answer Key
Matt Lucy, do you like spiders? 1B 2A 3C
Lucy No, I don’t. I don’t like spiders.
Matt What about mice. Do you like mice? 2.49 Sounds right!
Lucy No, I don’t. I hate them!
• Play track 2.49. Make students listen to and repeat
the words, paying special attention to the way the
Answer Key
underlined letters are pronounced.
I hate I don’t like I like I love • Make students aware that the plural ending -s in these
Matt cats dogs trainers new jeans words does not have the /s/ sound. Play the track again
and ask them which sound it resembles most (/z/).
Lucy mice spiders white skirt blue T-shirt
2.50
• Play track 2.50. Invite students to listen and repeat,
• Invite students to play a sentence game in pairs or trying to get the buzzing sound quality of the -s endings.
groups of three. Get them to solely use the phrases Let them exaggerate the sound if they want to.
likes and doesn’t like, or extend the verb range to • Write on the board: hamburgers, pears, romantic plays,
include loves and hates. romantic songs, yellow shoes. Ask students to speak
about what they like and do not like. Correct any
mispronounced suffixes.
• Ask students to pick up eight things that they feel
strongly about and to write sentences about them Touchdown
using all four verb forms from Exercise 1 (love, like, • Invite students to play a guessing game. Tell them
don’t like, and hate). that they are going to hear you say sentences starting
• Check their accuracy by asking individual students to with I like and I don’t like. There is a certain rule as to
read their sentences out loud. what you like and dislike: you like things that are in
the plural, and dislike others in the singular form. The
students’ task is to work out this rule.
• Start by saying: I like carrots, but I don’t like milk. I like
• Ask students to look at the examples and identify the
apples, but I don’t like cheese. I like hamburgers, but I don’t
words which the pronouns it and them refer to. Elicit
like pizza etc. Continue till the rule has been discovered.
from students when we replace nouns with it and
when with them. (It replaces singular nouns, whereas
them takes the place of plural nouns).
Homework
Workbook, Exercises 1–4, page 67
Testing spot
Optional task: Workbook, Exercise 5*, page 67
• Refer students to the tip. Ask students to work in pairs
and think of a question that goes with each of the
options (A, B and C).
• Play track 2.48. Students listen and choose the correct
answers.

98

Aims
Students will:
• practise receptive and productive Reading
language skills. Reading for specific information
Writing
Listening
Writing a short descriptive email
Listening for specific information
Warm-up
• Invite students to play a game of ‘Chinese whispers’.
Depending on the number of students, divide them
into two or three groups, and ask them to stand in
rows, one student behind another down the line.
• Tell them that you are going to whisper a sentence to
the first student, and the sentence is then going to be
whispered on to the students standing behind them
down the line. The last student standing in line says
the sentence that has reached him / her.
• The group with the most accurate version of the
original sentence wins the game.
Development
2.51
• Ask students to identify the food items they can see
in the photos.
• Play track 2.51 twice. Point out to them that they
need to write down the names of products Thomas
and Katies like and don’t like.
• Check the answers by asking individual students to
say full sentences out loud, eg Thomas doesn’t like
cheese.
Audioscript 2.51
Thomas Hello, friends! My name is Thomas. I like
hamburgers and yogurt. I like pizza too. Well,
pizza is my favourite food. Sausages? I don’t
like sausages. I don’t like cheese, either. It’s
disgusting! That girl over there is Katie. She’s
my cousin. She likes cheese and sausages but
not yogurt.
Katie Yes, he’s right! I don’t like yogurt, and I don’t like
hamburgers either. In fact, pizza is my favourite
food.
Answer Key
1 a, d, e 2 a, e 3 b, c 4 b, c, d
Optional activity
Invite students to play a memory game in pairs.
Student A closes his / her book, and Student B
makes some sentences (true or false) about what
Thomas and Katie like. Student A determines if the
sentences are true or false.
UNIT 8
LESSON 5
Speaking
Asking and answering questions about
other people’s likes and dislikes
• Elicit from students what kind of text it is (a magazine
article) and what topic it covers this week (yogurt).
• Tell students to read the text. Draw their attention to
sentences 1–6 and ask them to decide if they are true
or false.
• Check by asking students to find supporting evidence
to prove that their answers are correct, for example,
by quoting the part of the text which confirms their
answers.
• Get students to write down the missing information.
• Check the answers by asking one student to read his /
her completed email out loud.
Answer Key
1 True 2 False 3 True 4 False 5 False 6 False
1 Kevin 2 17 3 hate 4 love it 5 is 6 loves 7 is banana
yogurt
• Ask students to choose a food product for the next
edition of the magazine. Tell them to write a short
text, describing how they and their family members
feel about this food.
• Encourage them to model their text on Kevin’s email
from Exercise 2.
• Get students to look carefully at the grid showing the
likes and dislikes of Joe, Mary, and Tim.
• Ask them to work in pairs, asking and answering
questions about the children. Invite them to model
their dialogues on the example provided in the book.
Touchdown
• Invite students to sing the rap song from Lesson 2,
page 96, Exercise 3 (track 2.43). You may also use the
karaoke version (track 2.44).
Homework
Workbook, Exercises 1–4, page 68
99
 UNIT 8
Aims
Students will:
Vocabulary
Recycling vocabulary already
LESSON 6
• read and sing about likes taught
and dislikes, Functional language Extra materials
• interpret a bar graph, I really love ...
• play a language game. Bristol boards (one A4 board per
I like this too. group, for Exercise 3)

Warm-up
• Invite students to play the ‘Giant Monster’ game. On
the board, draw seven steps leading into an ocean,
and a giant monster floating about nearby. Draw
short lines that stand for letters in the words of the
sentence Cassie hates fizzy drinks, but she loves yogurt
(_ _ _ _ _ _ / _ _ _ _ _ / _ _ _ _ _ /_ _ _ _ _ _ / _ _ _ /_ _ _
/ _ _ _ _ _ / _ _ _ _ _ _)
• Ask students to start guessing the letters which appear
in this sentence. Write a correct letter in all the places
where it appears. If a student guesses wrong, write the
letter on one of the steps leading towards the ocean.
• Students take turns to guess the letters. Each student
who guesses a letter correctly has the right to try to
guess the whole sentence. Finally, the person who
guesses the whole sentence first wins the game.
Development
2.52/2.53
• Ask students to listen to the song and fill in the gaps
with do and don’t. Play track 2.52. Correct the answers
out loud.
• Play the track again. Ask students to sing the song.
Divide the class into two groups. One group sings the
questions, and the other – the answers.
• Invite groups to change some words in the song, and
encourage them to sing their new versions. Use the
karaoke soundtrack (track 2.53) as an accompaniment.
Answer Key
1 Do 2 do 3 do 4 Do 5 don’t 6 don’t 7 don’t
• Divide class into small groups and invite them to play
the game. Ask them to read the instructions carefully.
• Get students to read the questions (A) and answers (B)
and match them accordingly. Check the answers to
the matching task out loud.
• Give out the Bristol boards and ask students to make
two sets of cards: one with the questions and the
other with the answers. They then spread them face
down on the desk.
• Let students play the game. The first student to get
six points is the winner.
Optional activity
Write the questions from Exercise 3 on the board
with some gaps, eg Have you got …? Where is
your …? Can you …? Do you like …? Get students
into pairs and make them ask each other full
questions without looking at their books or cards.
Touchdown
• Invite students to sing the song from Exercise 1 again
(track 2.52 / 2.53).
• Encourage them to learn it by heart. The student
who manages to sing the most lines wins the
competition.
Homework
Workbook, Exercises 1–4, page 69
Optional task: Cartoon Story – The Time Machine
(www.staffroom.pl), Episode 8, Exercises 1–2

• Explain to students that Vicky has done research on

what her colleagues like to drink. Ask them to look at
the bar chart she has drawn to illustrate the results.
• Tell students to read and analyse the chart. Put them
in pairs, and ask them to work out the number of
students that like each of the drinks.
• Students then write down the missing information.
Get them to compare and contrast the results. Check
their answers out loud.

Answer Key
2 twenty-three 3 like 4 twenty-six 5 like 6 twenty-four
7 like 8 sixteen 9 like 10 nineteen 11 like

100
 UNIT 8
Aims Vocabulary
Students will: Food (2) LESSON 7
• talk about their food preferences, Extra materials
• talk about healthy and unhealthy Cutouts of food products and meals
types of food. (for Exercise 3)

Warm-up
• Get students to sing the song from The Evolution
Magazine on page 102. Divide them into two large
groups. Group A sings the questions only, whereas
Group B sings the rest of the song. Play track 2.52 for
students to sing along to.
• Encourage the ‘Question’ group to change the words
music and gym into some other names of things you
can like or dislike (eg sport, ice cream, snakes, pink,
cats etc.). The ‘Answer’ group should listen carefully,
and change their answers accordingly (eg this into
these for plural nouns.) Play the karaoke version of the
song (2.53).
• Ask the groups to swap roles, and play the music
again.
Development
2.54
• Introduce the term healthy. Brainstorm students for
the names of healthy food products.
• Ask students: What’s your favourite food? Drink? Fruit?
Is it healthy?
• Ask students to look at the pictures and tick the healthy
food products. Play track 2.54 and get students to listen
and repeat what they hear after the recording.
• Ask: Which food products are healthy? Allow a free
discussion to develop, but only in English, eg
A I think fat is healthy.
B That’s so wrong!
• Get students to discuss their favourite types of food:
I like sweets. I love milkshakes.
PROJECT!
• Invite students to design a menu for a healthy food
restaurant. Let them work individually or in pairs.
• Brainstorm students for the names of healthy food
products again. Write the vocabulary on the board.
You may want to add some of your own to the list.
• Get students to combine their food products to make
six healthy and tasty meals for a new healthy food
restaurant in their town.
• Tell students to create their menus and decide on
the prices. Present your collection of cutouts, and
encourage students to use them wherever appropriate.
Monitor their work, helping out if necessary
• Ask students to think of a name for their restaurant.
• Get students to present their menus to the rest of the
class. Make a class exhibition.
Touchdown
• Invite students to do a ‘Visiting a Restaurant’ role play.
Teach them some basic vocabulary: Can I have the
menu, please? What is …? I’d like …, please. Can I have
the bill, please?
• Divide students into groups of four. In turn, they ‘visit’
their partners’ restaurants to order and pay for a meal.
• Monitor the exercise, helping out if necessary.
Homework
Workbook, Exercises 1–3, page 70
Optional task: Workbook, Exercise 4*, page 70

• Point to the examples reminding students that

when we talk about some food products, we add
the plural -s to the nouns, but with others which are
uncountable we only use the singular form.

• Invite students to look at the food chart. Get them to

understand that the red arrow means a lot, and the
green arrow – little.
• Make them analyse the chart to find the healthiest
kind of food (fish).
• Have students write down the missing food products.
Check the answers out loud.

Answer Key
1 Crisps 2 Butter 3 Fish 4 Sweets / Milkshakes
5 Milkshakes / Sweets
The only healthy food here is fish.

101

Aims
Students will: Vocabulary
Revising vocabulary already
• revise the language structures
and vocabulary from Unit 8. taught
Grammar Functional language
Revising structures and notions Revising functions already
already taught taught
Warm-up
• Divide the class into four groups. Hand out the menu
cards, one to each student.
• Explain to students that each group is going to find
solutions for the following situations:
1 Helen has got €12 for lunch. She is a vegetarian. What
can she eat?
2 Patricia has got €9. She is on a diet. What can she eat?
3 Tom has got €20. Tom is a very good tennis player. He
likes healthy food. What can he eat?
4 Imagine you have got €6 and you are very hungry.
What can you eat?
• Say each problem out loud to each group and let
students decide on their best suggestions. When they
are ready, ask each group to give their answers to the
rest of the class.
Development
• Ask students to look at the pictures and write down
the names of the fruit. Check the spelling by asking
individual students to write the words on the board.
Answer Key
1 apple 2 strawberry 3 cherry 4 lemon 5 orange
6 banana 7 grape 8 pear
• Tell students to read the list of words and decide
which group they belong to: food or drink.
• Students write the words in the appropriate category,
five in each. Check the answers out loud.
Answer Key
Żywność: cheese, salad, ice cream, crisps, hamburger
Napoje: coffee, milk, orange juice, tea, lemonade
• Ask students to name any food words they can
remember and write them on the board.
• Invite students to revise ‘healthy food’ vocabulary by
matching the six ‘food’ words (a–f ) with the correct
clues (1–6). Check the answers out loud.
Answer Key
1c 2e 3f 4b 5d 6a
UNIT 8
LESSON 8
Extra materials
TRF, Extra teaching resources Unit 8, Lesson 8,
(one menu per student, for Warm-up)
• Get students to examine the table. Make them aware
that it shows food products that Tom and Emily like
and don’t like.
• Ask students to make sentences using the words
provided. Make sure they remember when to use like /
don’t like and likes / doesn’t like.
• Check orally, paying special attention to the verb in
the 3rd person singular form.
Answer Key
2 He doesn’t like pears. 3 She likes milk. 4 They like
cherries. 5 They don’t like lemons.
Optional activity
• Get students to work in pairs. Ask them
to draw the same chart as in Exercise 4 in their
notebooks. Tell them to fill it in with their own
answers and then to ask their friends in order
to get their answers. Make them note down their
partners’ answers in the bottom row of the table.
• Ask them to compare their answers to those of
Tom and Emily. For example:
I don’t like pizza. Tom likes pizza. Emily doesn’t like
pizza.
• Refer students to the children mentioned in
Exercise 4. Ask them to write questions and short
answers about Tom and Emily’s likes and dislikes.
• Check the students’ accuracy by getting them to ask
and answer each other’s questions.
Answer Key
2 Does he like pears? No, he doesn’t. 3 Does she like
milk? Yes, she does. 4 Do they like cherries? Yes, they do.
5 Do they like lemons? No, they don’t.
English to go
• Ask students to write down the sentences, referring
to the Easy English boxes and the dialogues from
Lessons 1–4 if necessary.
• Ask students about the situations in which they might
use these phrases.
Answer Key
1 favourite 2 Tell 3 horrible 4 love/like 5 hate
6 delicious 7 like 8 turn
102
Touchdown Homework
• Play the ‘Alphabet’ game. Ask students to say a word Workbook, Exercises 1–6, page 71
starting with the letter of the alphabet you give them.
Encourage them to use any words.
• Set a time limit of five seconds, after which a student
loses the opportunity to answer, and the letter goes to
the next player.
• Walk around the classroom, giving students
consecutive letters of the alphabet:
Teacher Kasia, A.
Kasia Ask.
Teacher Michał, B.
Michał Butter etc.

103

Aims
Students will:
Testing spot
• revise the language structures and
Reading
vocabulary from Units 7 and 8,
• practise reading and writing skills.
Warm-up
• Revise vocabulary in the style of a competition. Divide
students into groups of four. Ask them to prepare
a pen and a piece of paper. Explain that their task
is to write as many words as they can in 30 seconds
in a category that you are going to assign to each
group. Make sure students understand that they write
the words individually, and they compete only with
the students in their group. At this point give each
group one category (out of three: animals, food and
actions). Once students have finished compiling their
lists of words, ask the groups to judge the correctness
of the words and assign each student one point for
every correct word. Ask students to report on the
outcomes of the activity in their groups.
Development
• Ask students to look at the pictures in the activity
and decide if they recognise any of the words they
wrote in their lists in the Warm-up activity.
• Allow students to work for 2–3 minutes to guess all
the words and write down the missing letters.
• Ask students to compare their answers in pairs
and then check with the class.
Answer Key
Animals: mice, spider, parrot Food: salad, cheese, yogurt
Actions: dance, skate, swim
• Ask students to read the instruction. Explain that
students should use the prompts provided to make
questions. Encourage students to use the vocabulary
from Exercise 1 in their questions.
• Walk around the class and silently monitor the activity.
Help students correct any mistakes in the questions
they may have made.
• Ask students to work in pairs and take turns to ask and
answer the questions they have written in Exercise 2.
• Allow students to speak in pairs for 3–4 minutes, then
ask selected students to report to the class on what
they have found out from their partners.
Optional activity
You can ask students to write a paragraph
comparing their likes, dislikes and abilities with
their partner’s responses from Exercise 2. They
should write about six sentences. Time permitting,
you can ask students to illustrate their paragraphs
or set it as homework.
Skills plus Units 7–8
LESSON 1
Testing spot
• Ask students to read the instructions carefully,
and make sure they understand the task (eg by asking
one student to explain the task in their own words).
• Refer students to the tip. Explain that the options A, B
and C can all appear in the text, but it doesn’t have to
mean that they are correct answers.
• Focus students’ attention on the questions and the
options. Ask them to read the questions and decipher
the options, eg What can’t Jason do? A. skate, B. play
football, C. skateboard. This will activate the necessary
vocabulary and will help students concentrate on the
relevant information in the text.
• Give students 5–6 minutes to read the texts and
choose the correct options for each question.
• Before you check the answers, ask students
to underline the fragments in the texts which helped
them choose the answers.
• Provide feedback and explain the answers.
Answer Key
1A 2A 3B 4B
• In Polish, discuss the format of a letter to a friend
(ask about the opening phrase, what information
you can include in it, and about the closing phrase).
• Explain that students are going to write a letter
to their friend about a person who is close to them
(eg their best friend or a family member). Refer them
to the instruction.
• Encourage students to write a plan of their letter
in bullet points (eg list information they would like
to mention) before they write the full texts.
• You can stop the activity at this point and set the
writing as homework, or continue if there is time left.
Touchdown
• Tell students that they are going to do a class survey,
and they need to prepare some questions for it. Choose
any of these topics: 1) Animals in our class. 2) Things we
can and can’t do. 3) Our favourite food. Students prepare
2–3 questions they would like to ask their classmates
(optionally, provide examples on the board for students
to follow). After 4–5 minutes elicit examples from the
students and write them on the board (prepare a list
of ten questions). Ask students to copy them. Work on
the survey during the next lesson (eg a mill drill and
reporting on the results in the form of a project).
104
 Aims
Students will:
• revise the language structures
Testing spot
Listening
and vocabulary from Units 7 and 8,
• practise listening and speaking skills.
Warm-up
• Revise the vocabulary from Units 7 and 8 in an odd-
one-out activity. Provide the following three examples
on the board: 1) daughter, grandmother, son, aunt
(son is ‘odd’ – male), 2) happy, loud, slow, fast (happy
is  odd’, 5 letters, not 3), 3) orange, yogurt, lemon,
cherry (yogurt is ‘odd’, not a fruit).
• Ask students to decide which word doesn’t go with
the remaining ones.
• Then ask students to work in pairs and write two more
‘odd-one-out’ riddles. Then they read them out for the
class to guess the ‘odd’ words.
Development
• Ask students to do a crossword puzzle. Refer them to
the instruction.
• Give students 4–5 minutes to read the definitions,
guess the words and write them down.
• Allow students to consult their ideas with other
students.
• Ask students to give you the solution (I can ski).
Ask: Can you ski? What other sports can you do?
Answer Key
a swim b recorder c musician d banana e fish f Coke
g quiet
PASSWORD: I CAN SKI
• Ask students to read the instruction. Students write
one sentence describing the picture, using one word
from the box.
• Give students 3–4 minutes to write the sentences.
Then let students compare their sentences in pairs.
Finally, check as a class.
Answer Key
Suggested answers
1 can’t ski 2 doesn’t like / hates milk 3 hates / doesn’t like
snakes 4 can play the piano
Reflecting upon values
Emphasise the importance of helping others in
need and giving people advice. Ask students how
they would react to the situation in picture 1. Then
discuss picture 2. Ask students what advice they
would give to the woman.
Skills plus Units 7–8
LESSON 2
Testing spot
• Ask students to choose one option from the three
provided. You can advise students to look at the
similarities and differences between the picture
options to help them focus their attention on the
important details.
• Suggest that they use a pencil for marking the
answers in case they want to change them after the
second listening.
• Play track 2.55. Students listen and choose the correct
answers.
• Ask students if they think the task and texts are easy
or difficult. Don’t elicit the answers at this point.
• Play track 2.55 again. Students confirm their choice.
• Allow students to compare their answers in pairs.
Then elicit the answers and provide feedback.
Audioscript 2.55
1 Hello Ben. It’s Ted here. I’ve got a new fantastic bike.
The problem is … Well, I can skate but I can’t ride
a bike. Can you help me? You can ski and ride a bike
very well, you can be the best teacher for me! Call me.
2 Hello everybody. Remember, you can’t eat or drink
here. OK Jeffrey White is an artist from Scotland. He’s
a painter. This is his very popular picture. It’s blue, red
and yellow. Look at the family in the picture. They’re
so happy!
3 Hi. I’m Mollie and this is my family. These are my
parents, Mark and Stacey. My daughter Sarah is 7,
she can play the recorder. My son Philip is ten, and my
son Jeffrey is fifteen and he likes football.
4 Oh, hi … Toby? I can’t now, I’m in a pizza place with
my parents. … What’s the food like?
I like the pizza and the ice cream, but the salad – ugh!
It’s horrible. I can’t eat it!
5 Lucy, come to my birthday party today. Do you like
pizza, crisps and fizzy drinks? We can listen to loud
music and we can dance – my parents think it’s OK.
Answer Key
1B 2C 3B 4C 5A
• Ask students to look again at the definitions in Exercise 1.
Explain that they are going to write similar definitions
for the words of their choice.
• Depending on the amount of time left, you can ask
students to write one definition only, or more. Students
should write their definitions on separate slips of paper.
• Collect the ready definitions. Read them out to the class
to guess the words.
105
Touchdown
• Ask students to look at the words in the box in
Exercise 2 again. Explain that you would like them
to write four sentences which are true for them with
these words. Remind them that they should use
the words in the correct from, i.e. in the 1st person
singular. Encourage students to be creative and use
different ideas from the ones in Activity 2. If you have
enough time, you can ask students to write more
sentences or to compare their ideas in pairs and write
a few sentences together to report on what they can/
can’t do, like, hate, etc.

106

Aims
Students will:
Vocabulary
Numbers 21–99
• learn numbers 21–99,
• revise giving personal information. Functional language
Congratulations!
Grammar
Tonight is the last game.
Recycling the structures and notions And now the last question.
taught in Units 1–3
Warm-up
• Invite students to have a game of bingo.
• Ask students to draw a diagram (3 x 3) in their
notebooks and write a different number from 1 to 20
in each square. Start saying numbers from 1 to 20 in a
random order.
• As soon as one of the students crosses out the last
number, he / she shouts out Bingo! The winner may
take over as the host for the next round of the game.
Development
2.56
• Divide the class into two groups. Encourage students
to revise numbers. One group calls out a number, eg
seventeen, and the other one provides the number
that follows it, i.e. eighteen.
• Play track 2.56. Ask students to listen and repeat each
number chorally and individually.
• Tell students to work in pairs to read out the names
and age of the different people in the pictures, eg
Sheila is thirty-three.
2.57
• Make students read the first line of the dialogue and
explain that it is the final game of the series. Ask them
who they think the winner will be – Darren or Carla?
• Play track 2.57. Ask students to compare the scores.
They will notice that it is a draw. Ask them what they
think about the final score.
• Play the track again. Ask students to listen and point
to the questions about age as they read the text: Is
Sheila 46? How old is Daniel? Is Eddie 27? Is Nancy 45?
Get them to find the answers as well.
• Put students into groups of three, and ask them to act
out the dialogue.
Optional activity
Write the names, dates of birth, and occupations
of a few fictional characters on the board. Ask
students to work out their ages, eg Sally Brown,
English teacher, 1960; Christopher Robin, doctor,
1978; John Smith, policeman, 1985.
Ask: How old is Sally Brown? Is Mr Robin 34? How old
is the policeman? etc.
Easy English
Draw students’ attention to the Easy English box
in their books. Make sure they know how to use
the expressions in everyday conversation. Ask if
UNIT 9
LESSON 1
Extra materials
Grammar flashcards 9. 1(for Evo’s grammar)
A large photo of a young girl (for Optional activity)
they can think of the corresponding phrases in
Polish. Remind them that they can go back here
to revise the phrases.
Evo’s g r a m m a r
• Explain that Unit 9 is partly a revision unit and there
are going to be no new grammar points introduced.
Ask students to quickly go through the Evo’s grammar
sections from Units 1–3 to recall what they learnt there.
• Spread all the grammar flashcards from set 9.1 on
your desk, and divide the class into three groups.
Explain that each group will be responsible for
a different grammar point selected from Units 1–3.
• Ask four students from Group 1 to come to the front
of the class, and to stand in a row facing the others.
Make them pick up the correct cards (one student can
only take one flashcard) to form the sentence You are
a doctor. Let them move around to form the sentence,
and tell them to hold the cards up so everybody can
see them. Ask another Group 1 member to pick up the
correct punctuation mark, and to stand in row too.
• Tell them to move around to turn the affirmative
sentence into a question (Are you a doctor?). Get them
to change the punctuation mark.
• Invite Groups 2 and 3 to provide the short answers to
the question (Yes, I am. / No, I’m not.).
• Ask the students holding the cards to put them back
on your desk and go back to their seats.
• Follow the same procedure with Group 2. Make them
present: He is an astronaut. He isn’t an astronaut. Is he
an astronaut? Invite Groups 1 and 3 to provide the
short answers to the question (Yes, he is. / No, he isn’t.).
• Follow the same procedure with Group 3. Get them
to present: Whose ruler is it? It’s Lucy’s. Her ruler is long.
Invite Groups 1 and 2 to provide more possessive
adjectives that could be used instead of her.
• Ask students to read the information about the
creature in the picture. Get them to write questions
and answers about it using the information given.
• Check the answers by asking students to read out
their questions and answers.
Answer Key
1 Is he 25? No, he isn’t. 2 How old is he? He’s 54. 3 What’s
his name? His name’s Kat. 4 How do you spell his name?
K-A-T. 5 Is he an artist? No, he isn’t. He’s an actor.
107
 Optional activity
Stick the photo of a young girl on the board. Ask
students to get some basic information about her
from you. Encourage them to use the following
question forms: What’s her name? How do you spell
her name? How old is she? Who is she? Write the
answers on the board in a simple grid like this:
Name Katie
Age 27
Job singer
• Get students to describe the situation in the pictures
(blindfolded children are touching some pieces of
fruit, and guessing what they are).
• Ask them to write down the missing words. Refer
them to Summary section from Unit 2, on page 27 if
necessary. Check the answers out loud.
Answer Key
1 Is 2 isn’t 3 What 4 It’s 5 orange 6 Are 7 aren’t 8 they
9 Yes 10 are
• Draw students’ attention to the boy. Ask them what
they can figure out about him, eg He’s a student.
• Point to the jumbled words (lines 1–6), and get students
to arrange them in the correct order to form questions.
• Ask individual students to read the questions out
loud. Correct any grammatical mistakes.
• Tell students to match the answers to the questions.
Check the answers by getting students to ask the
questions and read the matching answers.
• Ask students to tell you about Jack: Jack is eight. He is
a student etc.
Answer Key
1 How old is he? f 2 Is he a student? c 3 Whose watch
is it? a 4 What colour is his T-shirt? d 5 Is his school bag
black? b 6 Are his shoes new? e
Have a talk!
• Brainstorm students for possible questions. They can
ask a friend using the opening phrases given.
• Ask them to write down the missing words.
• Get students into pairs, and encourage them to ask
and answer the questions they have prepared.
• Monitor the activity, helping out and correcting only if
absolutely necessary.
• Explain to students that they have to use their
mathematical as well as linguistic abilities to complete
the number sequences. Give them some simple
examples: one, two, three, … (four); two, four, six, … (eight).
• Let students work individually or in pairs to find the
missing numbers for the sequences. If you want, turn
it into a competition to see who finishes first.
• Check by asking students to write the sequences on
the board, and explain (in Polish if necessary) the rule
behind each sequence.
Answer Key
1 forty-four, fifty-five 2 sixty-eight, seventy 3 seventy-
five, eighty 4 eighty, ninety
Touchdown
• Ask students to play the ‘Number feel’ game in pairs.
• Tell students to stand behind each other, and to ‘write’
a number with their finger on their partner’s back.
If he / she guesses the number correctly, they score
a point. Ask students to swap roles.
Homework
Workbook, Exercises 1–5, page 72
Optional task: Workbook, Exercise 6*, page 72
108
 Aims
Students will:
• talk about people’s feelings and states,
Vocabulary
Feelings
• revise giving instructions, Functional language
• revise giving locations,
Thanks for everything.
• practise talking about possessions
Thank you too.
Grammar That’s a great result!
Recycling the structures and notions The competition is over.
taught in Units 4–6
Warm-up
• Invite the class to play the ‘Sentence Roulette’ game.
Brainstorm students for six adjectives and six nouns.
Write them in two columns on the board (one for nouns
and one for adjectives), numbering them from 1 to 6.
• Divide the class into small groups, and explain the
rules of the game: the groups have to make sentences
with the adjectives and nouns they draw by throwing
the dice.
• Students from different groups take turns to come
up to the front of the class, and throw the dice twice
– once for a noun and once for an adjective. Students
get two points for each correct sentence.
• The group that gets the most points wins the game.
Development
2.58
• Play track 2.58. Ask students to listen and read the
words. Clarify their meaning, eliciting from students
the Polish equivalents.
• Play the track again and ask students to repeat each
word using appropriate facial expressions.
• Mime each adjective, and get students to guess your
emotion or state, eg smile for happy, pull a long face
for sad etc.
• Tell students to work in pairs, miming the feelings and
states for their partners to describe them.
2.59
• Play track 2.59. Explain the meaning of any new
words or expressions. Then ask some comprehension
questions: Who is tired but happy? (Darren) Are the
winners hungry and thirsty? (Yes, they are). What do
they want to do? (Celebrate).
• Ask students to read the dialogue and underline
the phrases that indicate the happy ending of the
competition: That’s a great result. Let’s go and celebrate!
• Tell students to get into groups of three. Play the
track again, and then encourage them to act out the
dialogue.
Easy English
Draw students’ attention to the Easy English box
in their books. Make sure they know how to use
the expressions in everyday conversation. Ask if
they can think of the corresponding phrases in
Polish. Remind them that they can go back here
to revise the phrases.
UNIT 9
LESSON 2
Extra materials
A dice (for Warm-up)
Grammar flashcards 9.2 (for Evo’s grammar)
Testing spot
Language structures
2.60/2.61 Rap
• Play track 2.60. Tell students to listen to the rap and
write down the missing words.
• Play the track again and check students’ answers.
• Invite students to repeat the rap at different tempos.
You may use the karaoke version (track 2.61).
• Make students aware of the ‘negative’ commands or
instructions in the rap: Don’t be bored! Don’t be sad!
Review their structure, and elicit other examples.
• Give students a command and ask them to provide its
opposite, eg
Teacher Drink.
Student Don’t drink.
Teacher Sit down.
Student Don’t sit down.
Answer Key
1 Make a sandwich! 2 Have a drink! 3 Let’s celebrate!
Optional activity
Exercise 3 is also a good opportunity to revise
prepositions. Tell students: Put your ruler on the
chair. Put your pen in your pencil case. Put your book
under the desk. Students perform the actions.
Extend the activity by including some ‘negative’
commands (on hearing them students should
remain still).
Evo’s g r a m m a r
• Explain that Unit 9 is partly a revision unit and there
are going to be no new grammar points introduced.
Ask students to quickly go through the Evo’s
grammar sections from Units 4–6 to recall what they
learnt there.
• Spread all the grammar flashcards from set 9.2 on
your desk, and divide the class into three groups.
Explain that each group will be responsible for
a different grammar point selected from Units 4–6.
• Ask four students from Group 1 to come to the front
of the class, and to stand in a row facing the others.
Make them pick up the correct cards (one student
can only take one flashcard) to form the sentence
Where is the book? Let them move around to form
the sentence, and tell them to hold the cards up
so everybody can see them. Ask another Group 1
109
 member to pick up the correct punctuation mark and
stand in the row too.
• Invite other students from Group 1 to come forward
to form an answer out of the other cards (It’s in / on /
under the bed or The book is in / on / under the bed.). Ask
Groups 2 and 3 to explain what changes need to be
made to both the question and answer if we change
book into books.
• Ask the students holding the cards up to put them
back on your desk, and to go back to their seats.
• Follow the same procedure with Group 2. Get them
to make different commands: Open / Close the book.
Don’t open / close the book. Invite Groups 1 and 3 to
mime the actions as they hear the commands.
• Follow the same procedure with Group 3. Make them
present: You have got a book. You haven’t got a book.
Have you got a book? Ask Groups 1 and 2 to explain
what changes need to be made to both the question
and answer if we change you into the third person
singular form.
• Tell students to look at the picture and find in it the
objects shown below in pictures 1–6. Ask them: What
is number 1? Can you see it in the picture? Where is it?
• Get students to write the questions about the objects
for pictures 2–6, and to write down the answers too.
• Make students get into pairs to check their answers.
Then, check the answers with the whole class.
Answer Key
2 Where is the Frisbee? It’s in the school bag. 3 Where is
the wallet? It’s under the bed. 4 Where is the key ring?
It’s on the desk. 5 Where is the skateboard? It’s under the
chair. 6 Where is the mobile phone? It’s on the bed.
• Ask students to take a close look at the two creatures
in the picture. Ask what personal possessions they
have got (a watch, bikes, and a mobile phone).
• Get students to write down the missing forms of have
got. Check the answers out loud.
Answer Key
1 hasn’t got 2 They have 3 She has 4 Has, he has.
5 Have, they haven’t. 6 haven’t got
Testing spot
• Refer students to the instruction. Tell students to read
a short text and complete the blanks with the correct
words. Make sure students understand that three
options from the six provided should not be used
and their role is to distract students from the correct
answers.
• Give students 3–4 minutes to read the text and
choose the correct answers. Advise students to start
reading with the word-options and then go on to
reading the text.
• Allow students to compare their answers in pairs.
Then check as a class and provide feedback if
necessary.
Answer Key
1C 2D 3E
Have a talk!
• Brainstorm students for the possible questions they
can ask a friend using the opening phrases given.
• Ask them to complete the questions.
• Get them into pairs to ask and answer the questions
they have prepared.
• Monitor the activity, helping out and correcting only if
absolutely necessary.
• Give students a clue by telling them that all the words
are adjectives.
• Get them to do the task individually or in pairs. Turn it
into a competition if you like.
• Check the answers by asking students to spell the
words and write them on the board.
Answer Key
1 angry 2 hungry 3 tired 4 happy 5 bored 6 thirsty
7 sad 8 frightened
Touchdown
• Get students into groups and ask them to create
an advertisement for a food product or drink by
combining the adjectives they have learnt, and the
words of the rap song from Exercise 3, eg Don’t be sad.
Be happy now. Let’s celebrate with You-Me Lemonade!
• Invite the groups to share their ads with the rest of the
class.
Homework
Workbook, Exercises 1–5, page 73
Optional task: Workbook, Exercise 6*, page 73
110
 Aims Grammar
UNIT 9
Students will:
• talk about likes and dislikes
Recycling the structures and
notions taught in Units 7–8
LESSON 3
(using 3rd person singular), Vocabulary
• talk about sports, Sports
Extra materials
• discuss abilities. Functional language TRF, Extra teaching resources Unit 9, Lesson 3
Testing spot You’re brilliant! (one set per class, for Optional activity)
Listening Everybody likes ... Grammar flashcards 9.3 (for Evo’s grammar)

Warm-up • Play the track again. Ask students to read the dialogue
• Invite students to play the ‘Shark’ game. Draw in groups of three.
seven steps leading down to the ocean, and a shark • Invite two or three groups to act out the story in front
swimming nearby. of the rest of the class.
• Write lines on the board to represent the letters in the
Answer Key
sentence Do you like sports?
1 No, I don’t. 2 Oh, Joe! You’re a brilliant artist! 3 Yes, she
• Divide the class into five groups. Students take turns does!
to name a letter. If it appears in the sentence, write it
in every place; if not, write it on the step leading down

to the shark.
• Students can attempt to guess the sentence only
when they have given a correct letter. The winning
team can come up and put other lines on the board to
represent another sentence.
Development
2.62
• Ask students if they like sports. Elicit some names of
sports. They will probably know football, tennis, rugby,
basketball, ice hockey, etc.
• Get students to look at the names of the sports and
write them down together with the corresponding
numbers. Play track 2.62.
• Play the track again for students to listen to and check
their answers.
Audioscript 2.62 Answer Key
1 basketball 2 football 3 snowboarding 4 tennis
5 volleyball 6 horse-riding 7 athletics 8 hockey
Optional activity
Cut out the sports cards, mix them up, and put
them on your desk, face down. Invite some
students to the front of the class, and get each
to pick up a card. These students mime the sports
for their classmates to guess their names.
2.63
• Tell students to look at the pictures and guess what
the episode is about.
• Ask them to read the text to check if their guesses
were correct or not.
• Draw their attention to the speech bubbles, and
encourage them to put the missing sentences in the
correct gaps.
• Play track 2.63 and get students to check their
answers. Ask some comprehension questions about
the story.
Evo’s g r a m m a r
• Ask students to quickly go through the Evo’s
grammar sections from Units 7–8 to recall what they
learnt there.
• Spread all the grammar flashcards from set 9.3 on
your desk, and divide the class into three groups.
Explain that each group will be responsible for
a different grammar point selected from Units 7–8.
• Ask three students from Group 1 to come to the front
of the class and to stand in a row. Make them pick
up the correct cards to form the sentence You can
swim. Let them move around to form the sentence.
Ask another Group 1 member to pick up the correct
punctuation mark, and to stand in row too.
• Ask another student from Group 1 to come forward,
and turn this sentence into a negative one by picking
up the CAN’T card and standing in front of the
student holding up the CAN card.
• Tell students to move around to produce the question
Can you swim? Get them to change the punctuation
mark.
• Invite Groups 2 and 3 to provide short answers to the
question (Yes, I can. / No, I can’t, or Yes, we can. / No, we
can’t.).
• Ask the students holding the cards to put them back
on your desk and go back to their seats.
• Follow the same procedure with Group 2. Make them
form three sentences, one after another: This is our
computer. This is your computer. This is their computer.
Invite Groups 1 and 3 to explain the differences in
meaning between the sentences.
• Follow the same procedure with Group 3. Get them
to present: You like apples. You don’t like apples. Do
you like apples? Ask Groups 1 and 2 to explain what
changes need to be made to all three sentences if we
change you into the third person singular form.

111

• Tell students to analyse the example transformation.
• Students work individually, transforming the
sentences. Check the answers out loud.
Answer Key
2 Your computer is old. 3 His bicycle is dirty.
4 Her MP3 player is new. 5 Our sweaters are blue.
6 Their mobile phones are expensive.
• Ask students to read the instructions carefully. Stress
that they need to add can or can’t to the sentences.
• Get them to work individually or in pairs. Check orally.
Answer Key
2 You can sing well. 3 My father can’t swim very well.
4 Can your friend dance? Yes, he/she can. 5 Can your
parents skate? No, they can’t.
Have a talk!
• Brainstorm students for the possible questions they
can ask their partners using the opening phrases from
the book.
• Ask them to make questions.
• Get students into pairs, and tell them to ask and
answer the questions they have prepared.
• Revise English vowels. Write them on the board.
• Lead students to find the common theme for all the
words (sports).
• Get them to write down the words individually or in
pairs. Turn it into a competition if you like.
• Check their answers by asking students to spell the
words, and to write them on the board.
Answer Key
1 athletics 2 football 3 hockey 4 volleyball
5 snowboarding 6 horse-riding 7 tennis 8 basketball

Testing spot Touchdown

• Refer students to the instruction. Have them match
the people to the names.
• Play track 2.64. Students listen and match.
• Play track 2.64 again. Students decide on the final
answers.
• Ask students to compare their answers in pairs. Then
check as a class and provide feedback if necessary.
Audioscript 2.64
• Invite students to play a ‘10 Questions’ game. Think of
a famous person students may know and make them
ask you questions to find out who it is. Give them
a limit of ten questions.
Homework
Workbook, Exercises 1–4, page 74
Optional task: Workbook, Exercise 5*, page 74

A This is great. I love Sports Day!

B Right, everyone is very happy. Is that your class there in
the playground?
A Yes. Look at Kate. She’s got a tennis dress. She can play
tennis very well.
B She’s incredible! What about the angry girl with long
hair? Is it Sylvia? I think she can’t play volleyball at all!
A Yes, that’s right. She hates volleyball. Well, she doesn’t
like sports at all.
B And the boy with a school bag? He’s sad. I think he’s a
new student.
A His name is Adam. He’s got a problem with his leg. He
loves basketball but he can’t play with the boys today.
B Oh ...
A And the boy with a football is Eddie. He’s new, too. He’s
in the school football team. And he loves horse-riding,
just like me.
B Hmm ... You really like him!

Answer Key
1A 2C 3E 4B

112
 Aims
UNIT 9
Functional language
Students will:
• practise asking for help,
Can you ..., please? LESSON 4
Sorry, I can’t. I’m busy. / It’s
• practise responding to requests. very difficult.
Vocabulary Yes, of course. No problem. Pronunciation
Actions (3) Here you are. Contrasting the /i/ and /i:/ sounds

Warm-up • Check their answers by asking them to read their

• Invite students to hold an ‘Instructions’ competition.
Get them into groups of four, and ask them to write
down as many different instructions as they can,
eg Close your eyes. Open your school bag.
• Invite students to read their instructions out loud. The
group that has written the most instructions wins the
game.
Development
2.65
• Ask students to read through requests 1–8. Advise
them to look for key words to match the requests to
the pictures.
• Play track 2.65 for students to check their answers.
• Play the track again for them to repeat what they hear.
Make them say the requests in pairs and point to the
right pictures.
Answer Key
1d 2h 3g 4e 5c 6b 7f 8a
2.66
• Tell students that they are going to hear four mini-
dialogues containing requests. Play track 2.66.
• Ask students to look at sentences a–d. Explain what
they mean. Make students aware that these are polite
forms of answering requests.
• Play the track again. This time students choose
which of the four replies follows each request.
• Check orally by asking students in pairs to act out the
mini-dialogues.
Audioscript 2.66
1 Boy Can you close the window, please?
Girl Yes, of course.
2 Girl Can you turn on the TV set, please?
Boy Sorry, I can’t. I’m busy.
3 Boy Can you help me with my homework, please?
Girl Sorry, I can’t. It’s very difficult.
4 Girl Can you make me a sandwich please?
Boy Yes, no problem.
Answer Key
1b 2a 3d 4c
• Make students complete the conversations, using the
example to help them.
conversations in front of the rest of the class.
Answer Key
2 open the door, no problem / of course 3 Can, please,
I can’t 4 Can you, please, Sorry, I can’t
• Get students into pairs to make their own mini-
dialogues, using the prompts given.
• Monitor the exercise, circulating around the classroom
and helping out if necessary.
• Ask students to present their mini-dialogues in front
of the rest of the class.
2.67 Sounds right!
• Play track 2.67. Tell students to listen and repeat the
words, paying particular attention to the underlined
sounds.
• Get students to compare the two sounds: /i:/ and /i/.
Make them aware which sound lasts longer.
• Encourage more practice by asking students to
pronounce: 15–50, 16–60, 70–17, 80–18, 90–19.
Note on pronunciation
The sound /i:/ in the ending -teen is a vowel
produced with outspread lips and tense muscles.
In contrast, the /i/ in the ending -ty is a neutral and
relaxed sound. The lips are not spread out. Instead,
they are neutrally open, and the muscles around
them are relaxed.
2.68
• Play track 2.68. Get students to repeat the poem
several times.
• Invite students to write their own version of the poem by
replacing the numbers with other -teen and -ty numbers.
• Students say their versions out loud. Run a competition
to decide on the best performance.
Touchdown
• Invite a few students, in turn, to play the ‘The
Instructor’ game. Explain the rules: one student gives
an instruction, and the rest of the class perform it only
if it is followed by ‘please’. If the student doesn’t say
‘please’, the others must remain still.
Homework
Workbook, Exercises 1–4, page 75
Optional task: Workbook, Exercise 5*, page 75

113

Aims
Students will: Reading
• practise receptive and productive Reading for specific information
language skills. Writing
Listening Writing a short descriptive
Listening for specific information postcard
Warm-up
• Revise the tongue twister from Lesson 4, Exercise 6,
page 114. Divide the class into groups, and ask them
to say the sentence in different moods (happy, sad,
angry, frightened, etc.).
Development
2.69
• Ask students to read the sentences and the possible
answers about Heather’s family. Stress that they don’t
need to understand every single word in the text to
correctly complete the task.
• Play track 2.69 twice. Students choose their answers
and then compare them with a partner. Then, check
the answers out loud by asking individual students to
read out their sentences.
Audioscript 2.69
Hi, there! I’m Heather. I’ve got a cousin. Her name is
Amelia. She is a teenager. She’s fifteen. She’s got brown
hair and blue eyes. She is really beautiful. She can play
the piano but she can’t swim. In fact, she doesn’t like
sports at all.
Answer Key
1c 2a 3b 4b 5b 6c
• Ask students to look at the text and decide what kind
of text it is (a letter).
• Ask them to examine the letter and answer a few
comprehension questions: Who is the author of the
letter? (Karen) Who is it written to? (Her parents) Where
is Karen? (On holiday)
• Ask students to read the text and answer the
questions below it. Give them a few minutes to find
the necessary information.
Answer Key
1 Yes, she has. 2 No, he hasn’t. 3 No, he doesn’t. 4 Yes,
she does. 5 Yes, she can. 6 No, he can’t.
• Encourage students to imagine and describe what it is
like to go abroad and stay at a friend’s house with his /
her family.
UNIT 9
LESSON 5
Speaking
Asking and answering simple personal questions
• Get students to write their letters, modelling them
on the text from Exercise 2. To make the task more
engaging, let them use their imagination to write
about the strange appearance and superpowers of
their host families.
• Ask individual students to read out their letters to the
rest of the class.
Optional activity
Ask students to create postcards by drawing the
families on one side and writing the description
and address on the other. Then make a class
exhibition of the postcards.
• Brainstorm students for possible questions they can
ask a friend about their family, using the opening
phrases from the book.
• Ask students to make questions.
• Get students into pairs, and encourage them to ask
and answer the questions they have prepared.
• Monitor the activity, helping out and correcting only if
absolutely necessary.
Touchdown
• Invite students to play the ‘Strange Guest’ game.
Invite one student to the front of the classroom. Ask
him / her to imagine he / she belongs to a strange
family, and encourage him / her to invent as many
extraordinary features of this family’s members as
possible (eg: pet – a crocodile; aunt – can fly on a
broom; grandad – is very strong, can lift a car up etc.)
• Explain to students that they are going to have
a strange guest and that they may ask him questions
to learn about his peculiar family.
• After a round of questions, ask another student to
take over the role of the ’Strange Guest’.
Homework
Workbook, Exercises 1–4, page 76
114

Aims
Students will: Functional language
• read and write about possessions, Think and point and laugh
• ask and talk about feelings. and say.
Vocabulary This is your lucky day!
Recycling vocabulary already Come along and have
taught some fun!
Warm-up
• Invite students to play the ‘Quiz Show’ game. Prepare
a copy of the table (with the tasks for students), and
divide the class into four groups. Write the categories
to choose from on the board: Actions, People, School,
and Animals.
• Explain that the groups take turns to do a task by
naming a category and the number of points that they
want to get (tell them that they can choose from 1–4).
• If the answer is correct, the group scores points. If not,
another group may ‘take over’ their question and
score the points instead.
• The group with the most points at the end wins the
game.
Development
2.70/2.71
• Present the following verbs using gestures or miming:
think, point, laugh, say, dance, jump, run. Get students to
follow your commands and do the actions themselves.
• Play track 2.70. Ask students to listen to the song and
write down the missing words. Play the track again for
them to check their answers.
• Play the track one more time and ask students to
listen to and sing the song.
• Divide the class into four groups. Each group sings
two different lines of the song. Use the karaoke
soundtrack (track 2.71) as an accompaniment.
Answer Key
1 play 2 can 3 your 4 game 5 skate 6 Sing
• Revise have got and has got. Ask: Have you got a beanie?
Has your friend got a computer? etc. Then ask students
to describe what they have got in their school bags.
UNIT 9
LESSON 6
Extra materials
TRF, Extra teaching resources Unit 9, Lesson 6
(one table per class, for Warm-up)
• Tell students to look at the picture and the gapped
sentences. Make them aware of the types of words
missing (subject pronouns + have or has, Yes / No
answers) and when to use each of the forms.
• Ask students to write down the missing words.
Check orally.
Answer Key
1 They have 2 He has 3 Has he, Yes, has 4 Have they, Yes,
have 5 Have they, No, haven’t 6 Has he, No, hasn’t
• Ask students to list the adjectives to describe the
emotions or states that the children’s faces are
expressing in the pictures (tired, bored, happy, sad,
hungry, etc.)
• Invite them to play the guessing game in pairs.
A student chooses a boy or girl, and his / her partner
tries to guess who the boy or girl is. The students
model their conversations on the dialogue provided.
• Move around and monitor their work. Only help out
when really necessary.
Touchdown
• Invite students to participate in a singing competition.
They can take part individually or in groups.
Encourage them to sing their songs in different ways
(eg in a high-pitched or hoarse voice, while dancing,
clapping their hands, etc.)
• Praise every attempt. Run a competition for the
best performance. If possible, record the student
performances, and play them later on for the students
to have some fun.
Homework
Workbook, Exercises 1–4, page 77
Optional task: Cartoon Story – The Time Machine
(www.staffroom.pl), Episode 9, Exercises 1–2
115
 Aims
Students will:
• talk about beach sports,
Extra materials
Map of the world or Australia
• practise reading and listening skills. (for Exercise 2)
Pictures of sports
Vocabulary
(for Exercises 1 and 5)
Beach sports
Warm-up
• Divide the class into groups of four and invite them
to invent a character: ‘Champ the Sportsman’. Tell
them to decide which sports discipline he does, to
draw his portrait and prepare a minute long speaking
presentation describing his appearance, clothes,
favourite food, and music.
• Move around monitoring their work, helping out if
necessary.
• Groups take turns to describe their sportsman in front
of the rest of the class.
Development
2.72
• Present the pictures of sports to students. Get them
to talk about which sports they can or cannot do. Ask
them what summer sports they like. Elicit the names
of water or beach sports they know.
• Point to the pictures in the book. Tell students to
match the names in the boxes to the correct pictures.
• Play track 2.72. Students listen and check their answers.
• Play the track again. Get students to repeat the words
after the recording.
Audioscript 2.72
1 paragliding 4 beach volleyball
2 windsurfing 5 surfing
3 water-skiing 6 jet skiing
Answer Key
1d 2c 3e 4f 5a 6b
Optional activity
Get students to choose their favourite beach
sports and number them in order of preference.
Run a class vote for the most popular beach sport.
2.73
• Focus on the map pointing to Australia. Show
students the coastline, and pre-teach the vocabulary:
climate, beach, sand, sea, air.
• Play track 2.73 and invite students to read the text.
• Ask them to point to all the sports mentioned in the
text. Tell them to find one sport which wasn’t
mentioned in Exercise 1 (swimming).
Get students to write the answers to the
comprehension questions. Check orally.
UNIT 9
LESSON 7
Answer Key
Brakujący sport: swimming
1 Beautiful 2 Fantastic 3 Paragliding 4 Beach volleyball
2.74
• Ask students to look at the adjectives and revise their
meaning. Explain the meaning of enjoyable.
• Play track 2.74 and ask students to write the names of
the sports next to the speakers.
• Play the track again. Focus students’ attention on
the opinions about sports, and ask them to match
the adjectives to the sports.
• Check their answers by getting students to talk about
each character, eg Emily’s favourite sport is surfing. She
thinks it’s very exciting.
Audioscript 2.74
Emily My name’s Emily. Surfing is my favourite sport.
I think surfing is very exciting.
Matt I’m Matt. I don’t like paragliding. I think it’s
dangerous, and it’s expensive
Rachel My name’s Rachel. I love water-skiing. It’s
difficult, but it’s fun.
Brett Hi! I’m Brett. I like beach volleyball. It’s easy and
it’s cheap.
Pati My name’s Pati. I think jet skiing is very
enjoyable.
Ryan I’m Ryan. I don’t like swimming. It’s boring.
Answer Key
1 surfing, exciting 2 paragliding, dangerous, expensive
3 water-skiing, difficult, fun 4 beach volleyball, easy,
cheap 5 jet-skiing, enjoyable 6 swimming, boring
• Invite students to talk about the sports they play
or do. Encourage them to use the phrases from the
listening task: I like / don’t like … I think it’s … .
• Get the class into groups to make posters of sports
in Poland. Give out the pictures of sports you have
prepared.
• Ask students to paste the pictures (or draw their own),
and label them on their posters. Encourage them to
write freely about the disciplines of their choice.
116
Touchdown Homework
• Invite students to think of a cheering rhyme for Polish Workbook, Exercises 1–2, page 78
sportspeople. Get them motivated by listening to the
song from The Evolution Magazine, Exercise 1 on page Optional task: Workbook, Exercise 3*, page 78
116. Students work individually, in pairs or groups to
create a two-line rhyme.
• Encourage all the writers to present their rhymes.

Aims Vocabulary
UNIT 9
Students will:
• revise the language from Unit 9.
Revising vocabulary already
taught
LESSON 8
Grammar Functional language
Revising structures and notions Revising functions already
already taught taught

Warm-up • Get students to look at the example and write down

• Divide the class into four groups and invite them to
play a memory game.
• Each group draws a big coloured picture with at least
20 different objects from different lexical categories
they have leant.
• In turn, each group draws their picture to another
group for one minute. Students memorise as much
as they can, give the pictures back, and start writing
as many details as they can remember (eg colours,
positions, the number of objects, etc.)
• The group with the longest list of correct details wins
the game.
Development
• Ask students to look at the word snakes and search
for eight sports.
• Check by asking them to spell out the words they
have found.
Answer Key
snowboarding, horse-riding, hockey, basketball, athletics,
volleyball, tennis, football
similar sentences about the other three characters.
• Check orally.
Answer Key
2 She’s fifty-two. She’s frightened. 3 She’s sixty-seven.
She’s hungry, 4 He’s ninety-nine. He’s happy.
Optional activity 2
Tell students to pick one of the characters and
give them one minute to prepare a short speaking
presentation about him / her. Ask them to invent
a name for their character, describe his / her
physical appearance, talk about his / her family,
job, favourite food, abilities etc.
• Ask students to name any words they can remember
from Lesson 7 and write them on the board.
• Ask students to come to the board and erase the
vowels from the all the words. Then have them write
down the missing words.
• Check the answers by asking students to come to
board again and write in the missing letters.

Optional activity 1 Answer Key

1 jet skiing 2 surfing 3 paragliding 4 water-skiing
Invite students to make their own word snakes 5 beach volleyball 6 windsurfing
on a topic of their choice and to give it to their
partners to look for the hidden words.

• Elicit from students what verb they would use in each
sentence. Remind them to use positive or negative
• Tell students to look at the four people in the pictures. forms according to the symbol in brackets.
Ask them to find their age and look carefully at their
facial expressions to guess how they are feeling.

117
• Get students to write down their sentences.
• Check orally.
Answer Key
2 aren’t 3 can 4 can’t 5 don’t like 6 like
• Make students aware that they need to use the same
verbs as in Exercise 4, but this time they should write
questions and short answers.
• Check their answers by having one student read out
the question, and another one call out the answer.
Answer Key
2 Is she thirsty? No, she isn’t. 3 Can she ride a bike? No,
she can’t. 4 Can they sing? Yes, they can 5 Does he like
grapes? Yes, he does. 6 Do they like kiwis? No, they don’t.
English to go
• Ask students to match the parts of the sentence.
Check the answers out loud. Then ask individual
students to provide Polish translations.
Answer Key
1d 2a 3b 4c
Touchdown
• Play the Alphabet game. Ask students to say a word
starting with the letter of alphabet you give them.
Encourage them to use nouns, pronouns, verbs,
adjectives, adverbs and prepositions.
• Set a time limit of five seconds, after which the
students lose the opportunity to answer, and the
letter goes to the next player.
• Walk around the classroom, giving students
consecutive letters of the alphabet:
Teacher Kasia, A.
Kasia Athletics. (The teacher gives Kasia a small
prize, eg a crayon)
Teacher Michał, B.
Michał Bring etc.
Homework
Workbook, Exercises 1–6, page 79
118
 Mini play 1
Can l join your band?
Grammar
Revising structures and
Aims notions already taught
Students will:
• prepare to stage a play, Vocabulary
• act out a play,
Music
• practise asking and answering questions.
LESSON 1
Warm-up
• Encourage students to play a miming game. Get them
into a circle and explain that in the middle there is an
invisible box with different objects inside. Students go
up to the ‘box’, and pretend to take something out (eg
a plant, animal etc.). Other students try to guess what
the thing is.
lntroduction
• Get students to name the musical instruments they
know. Write them down on the board. If necessary,
extend the list to include all the instruments that
appear in the play (guitar, trumpet, saxophone,
keyboards, and drums).
• Introduce the topic of the play: forming a band. Ask
students what is necessary to form a band. Ask: Can
you sing? What instruments can you play?
• Make students look at the cast and pre-teach the
new terms (guitarist, songwriter). Encourage students
to discuss the factors that make a band successful
(eg representing a popular music genre, having
a charismatic vocalist, a good songwriter, extravagant
looks, etc.). Allow them to use Polish in this part of the
lesson.
• Get students to read the play. Explain any unknown
vocabulary. Check if students understand by asking
some comprehension questions: What instruments can
the students play? (The guitar, trumpet, saxophone,
keyboards, and drums) Who is the singer? (Zac) Can
Sam join the band? (No, he can’t) Is the first concert
boring? (Yes, it is) Is the New Evolution concert boring?
(No, it isn’t)
• Ask students to read the text out loud. Practise the
correct pronunciation and intonation patterns with
the whole class.
Casting
• Ask students to think about which roles they would
like to have. There are seven main roles (all seven
band members), the Narrator, and three Audience
characters (Person A, B, and C).
• Run an audition contest for the whole class, getting
the candidates to read a short part of the text for the
role they have chosen. If the class is large, you may
increase the number of students performing the
Audience parts, or divide the class into two groups to
prepare two separate performances.
Functional language
That’s great!
Let’s have fun!
Welcome to our concert!
They look great!
Come on, come along!
Join in!
• If some of the students are reluctant to take on any
of the roles, try to involve them in the preparation for
the play, eg in setting up the stage, and helping out
with the costumes, props, and sound effects. You will
find them to be cooperative and willing to participate
when they sense that the situation is non-threatening.
Moreover, you may eventually get them to perform
the minor roles (eg as members of the Audience), or
to act as prompters.
Preparation
• Discuss the setting of the play with students.
Encourage them to come up with their own ideas for
decorations, costumes and props.
• Use real or toy (eg cardboard cutout) instruments.
Try to find soundtracks for the following: a trumpet
solo; saxophone solo; keyboard solo; and drum solo
for Scene 1. Also, pick a current hit for students to
perform at the end of Scene 1 and during the concert
in Scene3.
• Be prepared to use the soundtrack from Exercise 1
on page 90 as background music in Scene 4, while
students sing live.
Optional activity
Get students to pick their own songs and dancing
routines for Scenes 1 and 3. They will be much
happier with the songs if they’ve chosen them
themselves. Get them to sing the lyrics if they
want, but provide the original soundtracks as
a necessary backup.
Touchdown
• Invite students to sing the song from the Student’s
Book, Exercise 1, page 90.
• Ask for volunteers to sing the solo part(s). Invite all
students to pretend to play a musical instrument of
their choice.
Homework
1 Students practise reading their roles or learn
them by heart.
2 Students prepare the costumes and props for
their characters.
119
LESSON 2
Warm-up
• Prepare slips of paper, each one containing one of the
following lines from the play. Then give out one slip of
paper to each student.
Can you play the guitar?
No, I can’t. Can you play the guitar?
Do you like music?
Yes, yes, I do.
Can you play an instrument?
Yes, I can. I can play the trumpet.
Can I join your band, please?
Yes, of course you can. Welcome!
What’s the name of your band?
Evolution!
Hey, you can sing really well.
Thanks. I love singing.
Welcome to our first concert.
Hooray!
They think our music is boring.
What can we do?
• Ask students to move around the classroom, saying
their lines to other students until they find a match.
When a pair decides that the answer matches the
question, they come up to you to check if the match is
correct.
• If the lines don’t match, students swap cards with
each other and continue the game.
• When students have matched all the lines, ask them
to read out all the exchanges.
Rehearsal
• Hold one or two reading rehearsals. Stress the
importance of producing loud and clear speech. Get
students to say their lines to each other and work
on expressing emotions and attitudes along with
their speech (eg disappointment, happiness, disgust,
delight, etc.).
• Try to get students to act out their roles using
gestures and natural stage movement.
• Get students to finish off their performance with
a courteous bow towards the audience.
Performance
• Give students a couple of minutes to arrange the
classroom for the show. If necessary, help them to
move the furniture and put up any decorations they
have prepared.
• If you have invited anybody else to join the audience,
greet them and introduce the performance.
• Take some photos, or get someone else to take them for
you. It is important that the whole story is represented in
pictures, as they will be used in the follow-up activity.
• When the show has ended, thank everyone for having
taken part.
Press Conference
• Get students to imagine that ‘New Evolution’ has
become a world famous band, and that the seven
musicians now give press conferences regularly.
• Explain to students that they will act out such a press
conference. Seat the students who acted as ‘musicians’
in front of the rest of the class. Ask them to invent
some facts about their characters’ lives, which they
can share with the ‘reporters’ (eg about their family,
hobbies, food, etc.)
• Get the other students to imagine that they are ‘reporters’
for celebrity magazines from all over the world. Ask each
one of them to think of a name for his / her magazine.
Tell them to think of questions they can ask the
‘musicians’, and suggest the topics they can discuss.
• Hold a ‘press conference’. Get all the ‘reporters’ to
ask their questions and the ‘musicians’ to give their
answers.
Touchdown
• Divide students into three or four groups.
• Hold a singing competition for the best ‘New
Evolution’ line-up. Get students to perform the song
from the Student’s Book, Exercise 1, page 90.
• Explain that while one group is singing, the other two
should pretend to be fans cheering from the crowd
during a concert.
• Announce the winner of the singing competition.
Homework
Students choose one of the following tasks:
1 Write a review of the ‘Evolution’ concert.
2 Make a photo story display (eg a poster) about
the ‘Evolution’ band. Use the photos taken in
class, and add some of the dialogues from the
play.
120
 The Perfect Pizza
Grammar
Revising structures and
Aims
notions already taught
Students will:
• prepare to stage a play,
Vocabulary
• act out a play,
Food
• play a role game.
LESSON 1
Warm-up
• Get students into pairs to do a ‘mirror miming’ task.
Ask them to stand in two rows, one standing with
their backs towards the board.
• Write a series of simple commands on the board, and
number them. For example:
1. Open the door, and go in! 2. Put on your jacket and
hat! 3. Cook the soup! 4. Sit on a chair! 5. Play the
guitar! 6. Dance to the hip-hop music!
• Each student from the row facing the board chooses
one command and starts to perform a chosen action
repeatedly. The other student mirrors the action,
trying to guess what the command is.
lntroduction
• Get students to name food items that they know well:
fruit, vegetables, breakfast food, popular fast food
meals, etc. Encourage students to discuss what their
favourite food is.
• Ask them where they like to eat out and why. Elicit
or introduce the following words: fast food bar,
restaurant, chef, waiter, service, recipe, tasty, disgusting.
• Introduce the topic of the play: cooking a perfect
pizza. Provide the necessary vocabulary, and write
it on the board. You may have a vote for the most
popular pizza.
• Get students to read the play. Explain any unknown
vocabulary. Check if students understand by asking
some comprehension questions: What is the Chef’s
pizza base made from? (Tomato and cheese) What
does he add on Monday? (Orange, apple and plum)
Is Monday’s pizza successful? (No, it isn’t) What is the
Chef’s recipe for Tuesday? (Apple, kiwi, banana and
grapes) Do the customers like Tuesday’s pizza? (No,
they don’t) Why is the Chef sad on Wednesday? (He
hasn’t got any more new ideas) What does he give the
customers? (A pizza base) Do they like it? (Yes, they do)
• Ask students to practise reading the text out aloud.
Practise the correct pronunciation and intonation
patterns with the whole class.
Casting
• Ask students to think which roles they would like to
play. There are three leading roles: those of the Chef,
Waiter, and Narrator, accompanied by the minor roles
of 16 Customers.
Functional language
Let’s go.
Can we have the Chef’s Special Pizza,
please?
Come on!
It smells delicious!
Hurry up!
• Run an audition contest for the whole class, getting
the candidates to read a short part of the text for
the role they have chosen. If the class is large, you
may increase the number of children performing the
customer roles.
• If some of the students are reluctant to take on any
of the roles, try to involve them in the preparation
for the play, eg in setting up the stage, and helping
out with the costumes, props, and sound effects.
You will find them to be cooperative and willing to
participate when they sense that the situation is non-
threatening. Moreover, you may eventually get them
to perform the minor roles (eg as Customers) or act
as prompters.
Preparation
• Discuss the setting of the play with students.
Encourage them to come up with their own ideas for
the decorations, costumes and props.
• Get students to design and prepare the decorations
for the restaurant and kitchen areas; the furniture for
both areas; costumes for the Chef and Waiter; and the
props: kitchen utensils, tablecloths, plates, and three
pizzas (you may give students a treat, and provide real
pizzas for them to eat during and after the show – see
Lesson 2, Performance).
Touchdown
• Encourage students to play a repetition game. Get
them to stand in a circle and imagine that there is
an enormous pizza. Tell them to think of all the extras
they could add to this pizza.
• Start the game by saying I make the pizza base with
tomato and cheese, and then I add … The student next
to you adds an ingredient, then another student adds
his / her own etc. Emphasise that students should
continue repeating all the previous components
before adding a new one.
Homework
1 Students practise reading their roles or learn
them by heart.
2 Students prepare the costumes and props for
their characters.
121
LESSON 2
Warm-up
• Divide students into three teams and encourage them
to play the ‘Who says that?’ game.
• Say different lines from the play out loud, and get
students to guess whose lines they are (the Narrator’s,
Chef’s, Waiter’s, or Customer’s). The teams score a
point for each correct guess.
• To avoid chaos, make the students put their hands up
before they are allowed to speak. Choose the different
lines from the list below:
1 The chef wants to make the perfect pizza. (Narrator)
2 What can I do to make it yum? (Chef )
3 I’m very excited! (Chef )
4 This is horrible! (Customer)
5 Don’t go! (Waiter)
6 Another day, another pizza recipe. (Narrator)
7 Can we have the Chef’s Special Pizza, please? (Customer)
8 The pizza is ready! (Chef )
9 Come on, let’s go! (Customer)
10 My food is horrible! (Chef )
11 Close the restaurant, please! (Chef )
12 Now the Chef is very sad. (Narrator)
13 The people want to eat. (Waiter)
14 That pizza smells brilliant! (Customer)
15 Chef, you’re a success! (Waiter)
Rehearsal
• Hold one or two reading rehearsals. Stress the
importance of producing loud and clear speech. Get
students to say their lines to each other and work
on expressing emotions and attitudes along with
their speech (eg disappointment, happiness, disgust,
delight, etc.).
• Try to get students to act out their roles, using
gestures and natural stage movement.
• Play track 2.16, and encourage all students to sing the
final song.
• Train students to finish off their performance with
a courteous bow towards the audience.
Performance
• Give students a couple of minutes to arrange the
classroom for the show. If necessary, help them to
move the furniture and put up any decorations they
have prepared.
• If you have invited anybody else to be part of the
audience, greet them, and then introduce the
performance.
• Take photos or get someone else to take them
for you. It is important that the whole story is
represented in pictures, as they will be used in the
follow-up activity.
• When the show has ended, thank everyone for their
brilliant performance.
• If you can afford additional expense, cut up a couple
of pizzas, and offer them to the students and the
audience at the end of the play as a special treat.
A Pizza Place
• Get students into groups of four to design a pizza
restaurant. Make them think of a name and
encourage them to draw a logo. Get them to plan
the eating area.
• Ask them to plan the menu for their restaurant,
including different (imaginative) names to the
different pizzas. Tell them to make several copies of
their menu.
• Get students to perform the ‘At the pizza restaurant’
role play. Turn the desks in the classroom into
restaurant tables and divide the classroom into
two restaurants. Each group of four students will,
in turn, play the roles of a chef and three waiters in
their restaurant, serving other students, who play
the roles of customers.
• Ask the ‘waiters’ to provide their ‘customers’ with
menus. Ask the ‘customers’ to read the menus and
pick the pizza of their choice. Encourage them to use
the phrases from the play: Can we have …? / Of course.
One …, please!
• Let the role-play last for about 15 minutes. Make sure
all the students perform both roles.
Touchdown
• Ask students to sing the final song from the play
together. Play track 2.16, and encourage students to
sing and dance along to it.
Homework
Students choose one of the following tasks:
1 Imagine you are a pizza restaurant customer
from the play. Write a letter to its Chef,
complaining about the pizzas he makes. Say
what kind of pizza you like best. Give him
advice about how to make better pizzas.
2 Make a photo story display (eg a poster) about
making the perfect pizza. Use the photos
taken in class, and add some of the dialogues
from the play.
122
 Aims
Students will:
Functional language
Trick or treat!
• learn about Halloween traditions, You look scary!
• practise giving personal information.
Extra materials
Vocabulary jack-o’-lantern (pumpkin or its picture)
Halloween dice (one per four students, for Exercise 3)
rolls of toilet paper (one per 5 students, for Touchdown)
Warm-up
• Write the letters H, A, L, L, O, W, E, E, N in jumbled order on
the board and invite students to make up a work using
all the letters in order to guess what the lesson is about.
• Introduce the topic. Ask students what they know
about Halloween and its traditions. Ask if and how
they celebrate it. Allow speaking Polish if necessary.
Background note 1
Halloween is celebrated all over the world. The most
popular traditions are carving a pumpkin into a jack-
o’-lantern, dressing up as scary monsters or famous
characters / celebrities, trick-or-treating around the
neighbourhood, and Halloween parties with houses
decorated in a scary fashion and games such as
bobbing for apples, Graveyard Hunt and Pin the Wart
on the Witch.
Development
• Ask students about costumes worn at Halloween.
Elicit the names of scary figures (in Polish, if necessary)
and write them in English on the board (eg werewolf,
ghost, skeleton).
• Ask students to look at Exercise 1. Tell them to find
the proper endings of the words. Check orally.
Answer Key
1 -pire 2 -eton 3 -ch 4 -ost
• Get students to look at the pictures and ask them to
complete the speech bubbles with an appropriate
word or phrase.
• Show a real jack-o’-lantern (or its picture) and explain
why it is the symbol of Halloween.
• Ask students if they ever go trick-or-treating or attend
Halloween parties. Ask if they know any Halloween
games.
Answer Key
a jack-o’-lantern b costume c Trick or treat! d party
Background note 2
The tradition of carving a lantern started in
Britain. The lanterns were created on All Hallows’ Eve
(Wigilia Dnia Wszystkich Świętych) and left on the
doorstep to keep away evil spirits. There was also
a ‘treat’ to placate them. Otherwise, they might have
played a ‘trick’ on the property or livestock.
Halloween
• Ask students to look at the spider web and the six
pictures on it. Get them to decide which are treats and
which tricks.
• Invite students to play ‘Trick or treat’ in groups of four.
One of the student says ‘Trick or treat’ and throws the
dice. The number on the dice refers to the picture in the
activity. If it is a ‘treat’, the students score a point, if a ‘trick’,
they lose one. Students throw the dice in turns. The
student with more points after six rounds is the winner.
Answer Key
1 treat 2 trick 3 treat 4 trick 5 treat 6 trick
• Introduce the adjectives: scary, spooky, frightening,
creepy. Write them on the board and practise
pronunciation using phrases: You are scary! You look
scary!
• Tell them to make up a name for their character, using
3–4 syllables from the box.
• Get students to act out the dialogues as using a model
conversation.
Optional activity
Ask students to design and cut out Halloween
masks. Ask them to act out the dialogues wearing
their masks.
PROJECT!
• Divide students in groups of four and get them read
the instruction.
• Ask them to think up a plot of a Halloween story, plan
the pictures and write a short dialogue for each
picture. Suggest using the examples from Exercises 2
and 4.
• Monitor their work, giving advice and correcting if
necessary. Let them finish at home.
Touchdown
• Invite students to play one of the Halloween party
games.
• Divide them into groups of five. Play a song (eg track
2.70, 2.71). Ask students, while the music plays, to
wrap the toilet paper around one of the students in
their group. The fastest group wins.
Homework
Students do the group project.
123
 Aims Functional language
Students will: We wish you a Merry Christmas!
learn about Christmas customs.
Vocabulary
Christmas
Warm-up
• Ask students to choose one present they would like
to get for Christmas. Tell them not to share their ideas
with anyone else.
• Get students to stand in three rows to play the
‘Chinese Whispers’ game. The first student in each row
whispers the name of his / her dream present to the
next, and so on, until the final student in the row says
it out loud. The teams which manage to pass on the
correct word, score a point, and the student at the
front moves to the end of the line.
• Play the game until all students have had a go at the
front of the row. The team with the most points wins
the game.
Development
• Introduce the topic of Christmas. Write CHRISTMAS
on the board, and ask students for words that they
associate with the holiday. Introduce the following
words: snow, Christmas card, Santa Claus, reindeer,
sleigh through either showing pictures or drawing
simple illustrations.
• Tell students to look at the picture. Point to the
date on the calendar, and ask what special day it is
(Christmas Day). Get them to read the text, and then
find and label all the underlined words or phrases on
the picture.
• Get students to discuss the picture, focusing on the
differences between Polish and British celebrations.
Answer Key
1 Christmas Day 2 holly 3 mistletoe 4 Christmas tree
5 angel 6 baubles 7 tinsel 8 lights 9 crackers 10 presents
11 Christmas stockings
Background note 1
In Britain, children get their presents on Christmas
Day morning. Small gifts and sweets are placed
inside Christmas stockings which are hung on the
mantelpiece, while other presents appear under the
Christmas tree.
• Encourage students to do the Christmas word search
puzzle. Draw their attention to the pictures and
explain that they have to find the words in the word
search puzzle that correspond to the pictures and
write them down.
Christmas
Lesson 1
• Next have students write down a popular Christmas
greeting.
Answer Key
1 reindeer 2 present 3 card 4 holly 5 Santa Claus
6 snow 7 carol 8 sleigh 9 tinsel 10 angel
WE WISH YOU A MERRY CHRISTMAS!
• Explain to students what a cracker is and what kind
of things are put inside it (eg jokes on slips of paper,
small plastic toys, paper hats, etc.).
• Tell students that the jokes in Exercise 3 are authentic
jokes from crackers. Explain any new vocabulary and
ask students to match the answers to the questions.
• Encourage students to justify their choices.
Answer Key
1c 2d 3b 4a
Background note 2
A Christmas cracker looks like an oversize sweet
wrapped in paper twisted at both ends and it consists
of a cardboard tube containing a paper hat or crown,
a tiny present, and a joke or wish on a slip of paper.
Pulling crackers is a traditional activity at Christmas
dinner. Whole families sit around the table, wearing paper
crowns and reading the jokes from their crackers. Such
jokes usually consist of a simple question and answer.
PROJECT!
• Tell students to read the instructions.
• Divide the class into groups, or let them form their own
groups consisting of no more than four students. Get
them to plan their work, share the responsibilities and
decide on the materials they need.
• Check if all groups have planned their work,
encouraging students to revise the vocabulary they
have learnt during the lesson.
Touchdown
• Get students to put away their pens and notebooks.
Encourage them to play a spelling game.
• Start spelling one of the Christmas words. When students
realise what the word is, they put up their hands. The first
to guess the word correctly scores a point.
• Continue with other Christmas words.
Homework
Ask students to do their dictionary project as
group homework for the next class.
124
 Christmas
Aims Vocabulary
Christmas
Lesson 2
Students will:
• r ead and write about Christmas
celebrations.

Warm-up
Background note
• Write CHRISTMAS vertically on the board to start a game.
Roast turkey (or goose if you are rich), roast potatoes,
Get students to think of words connected with Christmas
carrots, Brussels sprouts (and / or parsnip), and
which either start with or contain the letters from the
gravy are served for traditional Christmas dinner on
word CHRISTMAS, eg C – card, H – holly, R – reindeer etc.
Christmas Day. Christmas pudding and mince pies
• Tell students to copy the letters in their notebooks. usually make up the dessert.
Allow them to work in pairs. Give them five minutes to
complete the activity.
Suggested answers: • Encourage students to compare Christmas in Britain
C card, stocking and Poland. Discuss the highlights of Christmas in
H holly, sleigh Poland. Refer to the vocabulary list at the bottom of
R reindeer, cracker the page if necessary.
I lights, stocking • Get students to do the quiz. Check their answers out
S Santa Claus, sleigh loud.
T tree, present
M mistletoe, mince pies Answer Key
A angel, baubles 1a 2a 3b 4b 5b
S snow, tinsel
PROJECT!
Development • Tell students to read the instructions and start
planning a poster about Polish Christmas.
• Get students to look at Exercise 1. Tell them to match • Get them to mention a few of the most typical
the endings of the words, and then write the Polish traditions, and some of their favourite ones.
equivalents next to them. Check their answers out • Ask them to plan their poster, especially preparing the
loud. text for it, for the next class. Encourage them to write
simple phrases or sentences following the example
Answer Key from Exercises 2 and 3.
1 sleigh – sanie 2 reindeer – renifer 3 snow – śnieg
4 carol – kolęda 5 mistletoe – jemioła 6 stocking – • Help out whenever necessary. Suggest corrections
skarpeta na prezenty and improvements.

• Ask students if they know what a blog is (an online
diary). Ask about how many of them have ever read or
written a blog.
• Tell them to read the Christmas entries in Tim’s blog.
Explain the meaning of any unfamiliar vocabulary.
• Get students to write down the phrases
corresponding to each of the days of Christmas.
• Check their answers by asking what happens on each
of these days.
Touchdown
• Tell students to focus on one of the Christmas
activities (eg decorating the Christmas tree, opening
Christmas presents, etc.).
• Ask them to come, one by one, to the front of the class
to mime the activities. The rest of the class try to guess
what the activity is by asking questions, eg Is it on the
Christmas tree?
Homework
Students finish their Christmas posters.

Answer Key
Christmas Eve: 1 decorating the Christmas tree, 2 parties
Christmas Day: 3 opening presents, 4 Christmas dinner,
5 pulling crackers
Boxing Day: 6 winter games, 7 Christmas carols

125
 Aims
Students will:
Functional language
I think …
Easter
• learn about British I don’t agree with you.
Easter traditions. Extra material
Vocabulary egg-shaped small cards (for Warm-up and Touchdown)
Easter a Bristol board (one per student, for Exercise 4)
a dance music CD (for Touchdown)

Warm-up
• Prepare the egg-shaped, small paper cards. Choose • Tell students to read the phrases in the box, and to
eight or more compound words from the list below divide them into the three categories below.
and write one part of each word on a separate card. • Get them to work individually, and then compare their
answers with their partners.
school bag MP3 player
foot- -ball glue stick Answer Key
basket- -ball book- -case Jedzenie: cheesecake, ham, sausage, chocolate eggs
arm- -chair cup- -board Dekoracje: Easter Bunny, catkins, daffodils, tulips
Tradycje: egg rolling, decorating eggs, egg hunt, egg
pencil case guinea pig tapping
shop assistant track- -suit
key ring grand- -mother
mobile phone food waste • Ask students to express their opinions about the
skate- -board features of Easter listed in Exercise 3. Remind them
• Stick the cards around the classroom for the class about structures for praising and criticising things.
to look at. When students arrive, ask them to work (I think it’s cool / great / fantastic or It’s really silly /
in pairs to join in the ‘egg hunt’, looking for the horrible) Revise the phrases used in a dispute. (I don’t
corresponding halves of the words, and collecting the agree. / That’s right.).
‘eggs’ they are written on. • Ask students to work in pairs, exchanging their
• Give a time limit of five minutes. The pair which opinions about the different aspects of Easter. Walk
collects the largest number of eggs (containing the around the classroom, monitoring the activity.
matching halves of words) at the end of the ‘hunt’
wins the game.
PROJECT!
• Tell students to read the instructions.
Development • Give out the Bristol paper, and get students to fold
their cards in half.
• Encourage students to write their Easter wishes inside
• Introduce the topic of Easter. Ask students what
their cards. Monitor the activity, helping out wherever
symbols they associate with Easter. Give the English
necessary.
equivalents, but don’t write them on the board yet.
• Get them to finish off the card by drawing pictures or
• Ask students to look at the pictures from Exercise 1,
creating patterns that are typical of Easter. Encourage
and to find the names for the objects.
students to make their cards bright and colourful.
• Check their answers out loud.
• Display all the cards on the wall, and have a vote for
the best text, and the most artistic Easter cards.
Answer Key
1 lamb 2 catkins 3 Easter bunny 4 tulips 5 daffodils Touchdown
6 basket 7 hot cross bun 8 Easter eggs
• Give students a taste of Easter fun by encouraging them
to join in the egg dance. Make some room in the class,
and spread the egg-shaped cards around the floor.
• Ask students if they know about any British Easter • Play the music and invite students to start moving
traditions, and explain that just like in Poland, eggs around (dancing if they wish to), without stepping on
play a very important role. any of the eggs. Any student who does so, drops out of
• Pre-teach some of the more difficult expressions: hill, the dance, and joins you in watching the other dancers.
roll down, foot of the hill, hard-boiled egg, break, step on. • After every two drop-outs, stop the music and narrow
• Invite students to read the four short texts about the dancing space, bringing the eggs closer together.
different egg-related activities popular in Britain. Tell • The last two students who remain on the dance floor
them to match the texts to the pictures. are the winners of the competition.
• Check the answers. Ask students to justify their choices.
Homework
Answer Key Students take a photo showing how Easter is
1b 2d 3a 4c celebrated in Poland and describe / label it.
126

Vocabulary plus is optional material that can be used
with better classes or students who want to expand
their vocabulary. It is a section that introduces
new words correlated with the topics from the core
curriculum.
In Evolution Plus klasa 4 Vocabulary plus sections are
correlated with the following topics: człowiek, praca,
szkoła, dom, świat przyrody, zdrowie, życie rodzinne
i towarzyskie, żywienie, sport. The remaining topics from
Aims Vocabulary
Students will: Personal details
• read and talk about personal details.
Warm-up
• Revise numbers and letters of the alphabet with
students. You can use these ideas:
• Use a ball, a small toy or a puppet. Throw it to
a student and ask him/her to start counting to ten.
The student throws the toy to another student who
continues counting. After they reach 10, ask students
to start counting backwards, then count in twos
etc. Continue for 3–4 minutes. Keep the fast pace of
the activity.
• Say the alphabet chorally with students. Then practise
spelling the words by asking selected students simple
questions and asking them to spell the answers,
eg What’s your name? (Marta, M-A-R-T-A) What’s your
favourite school subject? (maths, M-A-T-H-S). Ask each
student at least one question.
Development
• Tell students that they are going to learn to give basic
personal information. Ask them (in Polish) what details
constitute personal information (you can expect that
students will suggest first: name, surname, address, etc.).
Don’t add any ideas on your own at this point.
• Ask students to listen to the recording, read the
questions (1–6) and repeat them aloud as a class.
Play track 2.75.
• Ask students to match the questions with the answers.
Before students do the matching, you can make sure
they understand the difference between nickname
and surname. Allow students to explain the difference
in Polish.
• Ask students to compare their answers in pairs.
Then check as a class.
Vocabulary plus
the core curriculum will be dealt with in the following
levels of the course.
Each particular Vocabulary plus section is a complete
45 minute lesson. It introduces 6–8 new words or
phrases that are correlated with the main subject
matter of a given unit. Therefore, if you decide to do
this material, it is best to use it after having finished
and revised the material from a given unit.
Vocabulary plus
Unit 1
Audioscript 2.75
1 What’s your telephone number?
2 What’s your email address?
3 What’s your address?
4 What’s your first name?
5 What’s your nickname?
6 What’s your surname?
Answer Key
1d 2b 3a 4c 5f 6e
Reflecting upon values
You can use Exercise 1 and the topic of the
lesson to talk to students about the importance
of accepting people’s first names and surnames.
Mention that fact that people’s names are not their
choices and that’s why we should not laugh at them.
Also discuss the difference between nicknames and
calling people names (make sure students arrive at
a conclusion that nicknames are accepted or coined
by their users and are meant to be funny while
calling people names is a negative phenomenon).
• Ask students to read the instruction. Make sure they
understand that their task is to read the email and
decide which pieces of information are mentioned
in the text. They don’t have to provide any details
at this point.
• Allow students to spend about three minutes reading
the text and deciding on the answers.
• Elicit the answers from students.
Answer Key
first name þ surname þ address ý
telephone number þ nickname ý email address þ
127
• Ask students to read the dialogue and complete it with
the words from the box. Explain that they should use
all the words.
• Give students 3–4 minutes to complete the dialogue.
• Ask students to compare their answers in pairs.
Then check the answers as a class. You can either ask
two students to read the completed dialogue or just
quickly elicit the answers and go on to the optional
activity below.
Answer Key
1 you 2 nickname 3 surname 4 telephone 5 email
6 address
Optional activity
Ask students to work in pairs and practise acting
out the dialogue in Exercise 3. Allow students
to change the personal details in the dialogue
if they wish to do so (eg replace them with the
information referring to fictitious characters).
Aims Vocabulary
Students will: Tools in different jobs
• read and talk about jobs.
Warm-up
• Revise names of professions with your students.
• Choose one profession. Perform actions as if you were
a representative of a given profession (eg for doctor
mime using a stethoscope or making an injection).
Ask students to guess who you are.
• Then ask a student to stand in front of the class, choose
another profession and perform actions. The class guess
the profession. Continue until you have revised all the
names of professions students should be familiar with.
• Ask selected students to come to the board and write
down the names of professions.
Development
• Tell students to look at the pictures and the words.
Ask if they can match any of the words with the
pictures at this point, but don’t have them write
anything in their books yet. Provide initial feedback.
• Ask students to listen and write down the words
together with the corresponding numbers. Play
track 2.76.
• Finally, check the answers as a class.
• Tell students that they are going to work in pairs
and take turns to ask and answer questions about
their personal details. Refer students to the examples.
• Set a time limit of 3–4 minutes. Monitor the activity,
but don’t correct the language while students
are speaking.
• Organise a feedback session after the activity if you
noticed any inaccuracies in the use of the new language.
Touchdown
• Ask students to work individually and write
welcome letters to their new teacher, Rebecca Jones,
in response to the email in Exercise 2. Ask students
to decide first what they would like to write. Suggest
some ideas (eg students can write who they are,
how old they are, what nicknames they have,
what they think of maths or about other subjects).
Provide a simplified model of an email on the board
(the beginning: Dear Ms Jones, and the ending: See you
tomorrow/Best regards etc.). If you don’t have enough
time at the end of the lesson, you can only discuss ideas
with students and set the email writing as homework.
Vocabulary plus
Unit 2
Audioscript 2.76
1 globe 5 magic hat
2 book 6 paintbrush
3 costume 7 white coat
4 microphone 8 spacesuit
Answer Key
1 globe – f 2 book – b 3 costume – c 4 microphone – a
5 magic hat – h 6 paintbrush – e 7 white coat – g
8 spacesuit – d
Note on language
Some of the words in Exercise 1 can be relatively
easy to understand. Some of them are cognates
(eg microphone), others are popular words (eg
book), others can be guessed from word parts
(eg magic hat, white coat). Therefore, it’s a good
idea to get students to work on the words without
giving them detailed explanations to see how many
meanings of the words they can figure out. Personal
involvement of this kind can positively influence the
memorisation of the new vocabulary.
128

• Ask students to read the instruction and the example.
Ask them to go through the remaining questions,
look at the pictures and answer them as shown in the
example.
• Give students a time limit of four minutes.
• Ask students to compare their answers in pairs and
then check as a class.
Answer Key
1 He’s a doctor. 2 She’s a writer. 3 He’s an actor. 4 He’s
a painter. 5 She’s an astronaut. 6 He’s a singer. 7 She’s
a teacher. 8 He’s a magician.
• Ask students to read the instruction. Explain
to students that they should read the dialogues
carefully and pay attention to the underlined
fragments. Then they should change the fragments in
such a way that the dialogues make logical sense.
• If you are working with a weaker class or would like
to give students more support, you can ask students
to work on the activity in pairs.
• After 4–5 minutes check the answers as a class.
Answer Key
1 an actor 2 book 3 white coat 4 globe
Optional activity
Ask students to work in pairs and change
the dialogues in Exercise 3, this time keeping
the underlined fragments and modifying the
remaining parts of the dialogues. Do the first
dialogue together as an example: Hi, what a
great globe and a pen! Thank you, I’m a teacher!
Aims
Students will:
• read and talk about school places and school objects.
Warm-up
• Revise the names of school objects by asking students
to name some of their possessions. Ask students
to come to the board and write down the words.
Then ask them to choose three words from the board
and write a sentence with each of them using the verb
have got. Encourage students to provide information
about the object, i.e. either say how many you’ve got,
say what it’s like (by giving an adjective or a colour).
Encourage students to use the vocabulary from
the lesson as well as names of other attributes
of the professions. Distribute dictionaries or help
students with the vocabulary they may need. After
5–6 minutes ask selected pairs to read out their
dialogues to the class.
• Ask students to read the instruction. Make sure that
students have pencils, crayons or coloured pens. They
are going to need them to draw a person.
• Refer students once again to the questions in
Exercise 2. Explain that they should use them as
models in their own dialogues.
• Give students about three minutes to draw the
pictures and 2–3 minutes to talk about them in pairs.
Monitor the activity.
• Ask selected pairs to recreate the dialogues
for the class. Provide feedback on both content
and correctness of language use.
Touchdown
• Ask students to close their books and think of
one word they have learnt during the lesson. Give
students a few seconds to make their choices. Then
ask some students (or all students, depending on
how much time is left) selected questions from the
following set: How do you spell the word? How many
letters has it got? Who needs it? For the last question
accept names of occupations as well as any other
ideas, eg my sister, my best friend, etc. as long as they
can justify their choice (in Polish).
Vocabulary plus
Vocabulary
Places at school Unit 3
School objects
Provide examples: I’ve got two green rubbers. I’ve got
one new pencil case. You can either ask students
to make the sentences on the spot or to write them
down, depending on the level of the group and time
available. Provide feedback on correctness.
• Ask students to look at the pictures of different places in
a school. Ask students to take a few seconds and think
of one association with each place (preferably in English,
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 but accept ideas in Polish as well, translating them into
English and writing them down on the board).
• Have students listen and write down the words together
with the corresponding numbers. Play track 2.77.
• Check the answers. Drill the pronunciation of the
words chorally, then individually.
• Ask students to look at the pictures of four objects
and write the name of the right place next to them.
• After about a minute check the answers as a class.
Audioscript 2.77
1 (dźwięki z sali gimnastycznej) gym
2 (dźwięki stołówki szkolnej) canteen
3 (dźwięki korytarza szkolnego) corridor
4 (dźwięki klasy lekcyjnej) classroom
Answer Key
1 gym 2 canteen 3 corridor 4 classroom
a gym b canteen c corridor d classroom
Optional activity
If you feel that students are interested in the topic of
school, organise a short activity in which students
will use Polish-English dictionaries to learn more
vocabulary. Distribute the dictionaries (at least one
per group of four). Ask students to think of one
more object that they can find in the four places
from Exercise 1. Encourage students to use words
they already know and only look up those they are
not sure of.
• Tell students that they are going to read four dialogues
and for each of them they have to guess where they
could hear it. They should choose one from the four
options provided.
• Give students 4–5 minutes to read the texts and
decide on the answers.
• Allow students to compare their answers in pairs.
Then check as a class.
Answer Key
1 canteen 2 gym 3 corridor 4 classroom
Optional activity
Draw four emoticons on the board: :-) ( ‘happy’),
:-( ( ‘sad’), >:( ( ‘angry’), and |-O ( ‘bored’). You can
write down the English equivalents next to them
if you wish to introduce the words, but if you want
to avoid overloading students with new vocabulary,
the meaning of the emoticons should be clear after
your explanation.
Ask students to work in pairs and practise reading
out the dialogues. Give students 3–4 minutes.
Then ask selected pairs to read out the dialogues.
Point to a different emoticon for each dialogue
suggesting that they should read out the dialogues
in different ways.
You can suggest the following ways of acting
out the dialogues: happily, sadly, angrily, in a bored
manner, or follow a different pattern to introduce
variety.
• Ask students to look at the eight words from Exercise 1
again. In pairs, students spell the words. Walk around
the class and monitor the activity.
• Explain that some letters are already given to make it
easier for them to start.
• Allow students to work on the crossword in pairs or ask
them to work individually and then compare their
crosswords in pairs.
Answer Key
C B A L L
P L A T E
A L C
S B L A C K B O A R D
S N
C O R R I D O R T
O E
O E
G Y M N
• Ask students to think of the places in Exercise 1 again.
Refer students to the instruction.
• Explain that you would like them to work in pairs
and take turns to perform actions to show that they
are in one of the four places. The other student
in a pair guesses the place.
• Monitor the activity and provide feedback
if necessary.
Touchdown
Play ‘memo’ with your students. Prepare sets of sixteen
cards (or slips of paper), one per pair or group of three.
Distribute the sets and ask students to write the eight
words from Exercise 1 twice, on each card. Then they
should mix the cards up and put them face down on the
desk. Students in each pair/group take turns to draw
two cards from the set. If they manage to find a pair
(the same word on two cards), the cards are theirs, if not,
they put them back where they were and the game
continues. The winner is the student who collects the
most pairs.
130

Aims Vocabulary
Students will: Places at home
• read and talk about places at home.
Warm-up
• Revise the names of furniture and objects at home
in a simple game of ‘charades’. Start drawing a picture
on the board illustrating an item of furniture, eg an
armchair or a poster. Draw rather slowly, allowing
students time to guess the object even before you finish
drawing. Explain that you would like students to raise
their hands if they think they know the answer and not
shout it out. Ask the first student to raise a hand to guess
the word. If the word is correct, the student comes to
the board and selects a new object to draw. The class
raise their hands to guess the word. Continue for about
4–5 minutes or until you’ve revised 12–15 words.
Development
• Ask students to look at the pictures of different places
at home. Don’t ask them to read out the names of
the places at this point, but encourage students
to name the objects they can see in the pictures. Insist
on details, eg a a big blue school bag, a white table
and three chairs.
• Ask students to listen to the recording and repeat
the words. Play track 2.78.
• Drill the pronunciation of the words, first chorally
and then individually. Pay attention to the difference
between the way bathroom and bedroom are
pronounced. The words are spelled similarly
so students may have problems with accurate
pronunciation.
• Ask students to look carefully at the six pictures again.
Tell them that some elements are missing in the
pictures. Allow students to think about the missing
pieces of furniture or equipment for a few seconds,
but don’t elicit any suggestions.
• Refer students to the list of objects (a–f ) and ask them
to match the items with the correct picture.
• Allow students to compare their answers in pairs
and then check as a class.
Audioscript 2.78
1 kitchen 4 garden
2 bathroom 5 living room
3 bedroom 6 dining room
Answer Key
1e 2d 3f 4b 5a 6c
• Tell students that they are going to read a letter in
which a girl describes her new house. Ask students
to read the questions first and then to answer them
while reading.
Vocabulary plus
Unit 4
• Set a time limit of 4–5 minutes for reading. Then
ask students to compare their answers in pairs.
• Finally, check the answers as a class and provide
feedback.
Answer Key
1 It’s in the kitchen. 2 It’s in her bedroom. 3 It’s white.
4 It’s in the garden.
Optional activity 1
Ask students to imagine a house they would like to
live in. Write the following questions on the board:
Is it big or small? How many rooms has it got? What
colour walls has it got? What have you got in your
room? What are your favourite objects in this house?
Ask students to work in pairs and tell each other
about their dream houses. Then ask them to work
individually and write down the descriptions of
their dream houses, answering the questions on the
board. Finally, ask selected students to read out their
descriptions and provide feedback.
• Ask students to look carefully at the pictures in
Exercise 1 and read the questions in Exercise 3.
Explain that their task is to guess the places on the
basis of the descriptions provided.
• Allow students to work for 4–5 minutes and then
check their answers in pairs.
• Check answers as a class.
Answer Key
1 bathroom 2 dining room 3 living room 4 kitchen
5 garden 6 bedroom
Optional activity 2
Ask students to look carefully at the pictures
in Exercise 1 for 30 seconds and then start working in
pairs. One student closes the book and the other
keeps it open. The students with open books make
sentences about the pictures, some of which should
be false, eg The blue bag is in the bedroom (no, in the
garden). The small TV is on the shelf in the bedroom (no,
under the shelf/on the desk). The students with closed
books decide if the statement is correct by saying ‘yes’
or ‘no’, and they should correct all the false sentences.
• Ask students to think of their own homes. Then
have students work in pairs and take turns to ask
and answers questions about them.
• Refer students to the instruction and the example.
131
• Give them 3–4 minutes for the activity. Monitor the
activity, but don’t interrupt students if they make
mistakes as long as they communicate.
• Organise a feedback session for the whole class after
the activity if you have noticed any incorrect use
of the new vocabulary or other language features.
Touchdown
• Ask students to use the information from Exercise 4
and the letter from Exercise 2 as a model and write an
Aims Vocabulary
Students will: Animal body parts
• read and write about animals.
Warm-up
• Revise the names of animals. Write the following
categories on the board: four legs, no legs, very small
animals, scary animals, friendly animals. Explain the
categories if students find them difficult. Ask students
to work in pairs or groups of three and think of two
animals for each category. Explain that some names
of animals can be used more than once. Give students
3–4 minutes to come up with their ideas. Then discuss
students’ ideas as a class.
Development
• Ask students to read the instruction and look at
the pictures. Tell students to listen to the recording
and repeat the names of the animal body parts.
Play track 2.79.
• Drill the pronunciation of the words, first chorally
and then individually.
• Ask students to match the names of animal body
parts to the correct animal. Explain that they should
look at the pictures carefully.
• After 1–2 minutes check the answers as a class.
Then encourage students to look for other
answer alternatives. Ask: Which animals have got
paws? (eg cats, dogs) Which animals have got fur?
(eg monkeys, hamsters, mice) etc.
Audioscript 2.79
1 paw 4 fin
2 whiskers 5 beak
3 tail 6 fur
Answer Key
1 cat 2 hamster 3 mouse 4 fish 5 parrot 6 monkey
email to a friend in which they describe their home.
Explain that the email doesn’t need to be very long and
you expect them to write 4–5 sentences (not including
the opening and the ending). If you are short of time,
ask students to only make notes and set the activity as
homework.
Vocabulary plus
Unit 5
Note on language
You can use the words from Exercise 1 to talk
to students about the vowels in English. Explain that
in all the six words the vowels are much different
from the ones in Polish. Draw students’ attention
to the difference between long and short vowels,
eg /i:/ and /ı/ as in beak and fin. Don’t use complex
metalanguage, but rather demonstrate how the
sounds are pronounced and ask students to repeat
after you.
• Ask students to read the instruction. Explain that they
are going to read a riddle, tick the correct sentences
and finally guess Harry’s pet.
• Give students 4–5 minutes to read and decide on their
answers.
• Ask students to compare their answers in pairs. Finally,
check the answers as a class.
Answer Key
Prawdziwe: 1, 3
Harry’s pet is a dog.
Optional activity
Ask students to draw Harry’s pet (Toby the dog).
Encourage them to recreate all the details from
Harry’s description. When they have finished the
drawing, ask students to label Toby’s body parts
(eg big paws, whiskers) as well as other features
(eg a beanie).
• Tell students that they are going to read four
descriptions of animals and complete them with
the words from Exercise 1.
132
• Before students read, refer them to the four pictures.
Ask them to name the animals and elicit some
words that describe them (don’t insist on complex
descriptions at this point!), eg white and brown, small,
white teeth. Explain that the pictures should help
students complete the texts.
• Ask students to read the texts and write down
the missing words. Give students a time limit of
5–6 minutes. If you are working with a weaker class,
let students work on the descriptions in pairs.
• Ask students to compare their texts in pairs.
Then check the answers as a class.
Answer Key
1 fur 2 paws 3 whiskers 4 beak 5 tail 6 fur 7 tail 8 fins
Reflecting upon values
You can use this lesson to talk to students about
keeping a pet at home. Ask if they have pets, how
nice it is to have a pet and, most importantly,
what obligations they have as far as their pets are
concerned. Discuss the issue of responsibility for the
animal that you decide to keep at home and the pros
and cons of owning a pet.
Aims Vocabulary
Students will: Ailments
• read and talk about health problems.
Warm-up
• Revise parts of the face and parts of the body with
students in a short TPR activity. Ask students to stand
up and perform commands, eg Touch your knee,
your neck, your nose. When students don’t perform
a particular action or perform it incorrectly, they
should sit back on their chair. Continue the activity for
3–4 minutes. You may ask selected students to come
to the front of the class and call out the commands
instead of you.
Development
• With books closed, ask students to brainstorm their
ideas connected with being ill. Insist that students
provide some of their associations in English.
If students come up with some suggestions in
Polish, translate them into English.
• Ask students to look at the pictures and think what
ailments they represent, but don’t elicit answers.
• Ask students to listen to the recording and repeat
the words. Play track 2.80. Drill the pronunciation
of the words especially the words ending in -ache.
• Ask students to read the instruction. Explain that they
are going to write a description of an animal – either
their own pet or the pet they would like to have.
• Refer students to the examples and the texts in
Exercise 2 and Exercise 3, which students can use
as models.
• Give students 4–5 minutes to write their descriptions.
Then ask selected students to read out their
descriptions to the class.
Touchdown
Ask students to work in pairs and do a picture dictation.
Both students draw an imaginary animal. Make sure they
can’t see each other’s drawings. Then students take turns
to describe the animals to each other and draw them
according to what they hear. Finally, students compare
their drawings. If they have performed the activity
correctly, they should arrive at two identical sets
consisting of two pictures.
Vocabulary plus
Unit 6
• Ask students to match the words with the pictures.
Explain that the words themselves suggest the
ailments, because many of them contain names
of body parts.
• Give students 1–2 minutes to do the matching.
Then check the answers as a class.
Audioscript 2.80
1 stomach ache 4 cold
2 headache 5 fever
3 backache 6 toothache
Answer Key
1f 2e 3c 4b 5a 6d
• Tell students to read a text message in which a girl
describes a situation in her home. Refer students to the
questions below the text. Then ask them to read the
text and answer the questions.
• Set a time limit of 3–4 minutes for the activity.
133
• Allow students to compare their answers in pairs.
Then check as a class.
Answer Key
1 She’s at home. 2 She’s got a cold and fever. 3 He’s got
a stomach ache. 4 He’s at work.
• Ask students to read the instruction. Explain that you
would like them to match the ailments from Exercise 1
with the three ways of coping with them presented in
Exercise 3.
• Tell students that there are no good or bad answers
as long as they can explain them logically.
• Give students 3–4 minutes. Then encourage them to
compare their answers in pairs.
• Finally, elicit ideas and comment on them.
Answer Key
Take a pill! headache, backache, toothache
Have some sleep! Fever, cold
Don’t eat anything! stomach ache, toothache
Optional activity
Refer students back to Lisa’s text message in
Exercise 2. Ask students to think of the problem
each member of Lisa’s family has got and suggest
a way of dealing with it. Encourage students to use
the expressions from Exercise 2. If you are working
with a stronger class, you can allow students to
think of other suggestions, preferably with the
help of dictionaries.
Reflecting upon values
Use the topic of the lesson to to come up with ideas
on how to help somebody (a parent, a friend,
Aims Vocabulary
Students will: Free time activities
• read, write and talk about what
you can do in your free time.
Warm-up
• Revise verbs from Unit 7. For each verb give students
three words-clues which can be associated with
the verb, eg music, CD, concert (listen); water, sea, pool
(swim); song, microphone, concert (sing). Then ask
students to come to the board and write down the
verbs. Students may need them for reference.
or a brother/sister) who is ill. Ask them to imagine that
their parent, friend or brother/sister has flu and can’t
do things they normally do. Introduce the situation
in Polish, but then ask students to work in pairs and
make a list of ideas (preferably in English) connected
with how they could help. Encourage students to think
of household chores, taking over parent’s duties etc.
Help students with the vocabulary if necessary. After
a few minutes elicit ideas from the pairs and write the
best ones on the board, illustrating them, if possible,
with simple drawings to make their meaning clear.
• Ask students to read the instruction. Explain that
they should make a logical dialogue out of the
jumbled sentences.
• Allow students to work on the dialogue in pairs for
1–2 minutes. Then check it as a class.
• Next ask the pairs to write two more similar dialogues
using the vocabulary and expressions from the lesson.
Give the pairs 4–5 minutes for the activity.
• Elicit the dialogues from selected pairs. Ask the rest
of the class if any pairs have come up with anything
similar. You can write the two best dialogues on the
board for the students to copy into their notebooks.
Touchdown
• Ask students to think of the six ailments from
Exercise 1 again. Tell them to work in groups of four
and write a short social advertisement on preventing
health problems. Give each group one ailment
(you can omit fever, as it may be difficult for students)
and ask them to write 2–3 suggestions connected
with preventing this problem, eg A cold – Wear a scarf
and a beanie! Go for walks! Backache – Don’t use your
computer too much! Do exercise! Help students with
the language if necessary or provide dictionaries.
Vocabulary plus
Unit 7
Development
• Ask students to look at the pictures and think of the
actions the people in the pictures are doing. Explain
that they are going to listen to the recording and
repeat the expressions.
• Play track 2.81. Students listen and repeat. Then ask
students to match the expressions with the pictures.
• After about 30 seconds check the answers as a class
• Ask students to think which of the activities they like.
134
 Audioscript 2.81
1 go to the cinema 5 go to a concert
2 watch television 6 have a party
3 listen to music 7 go for a walk
4 play games 8 go shopping
Answer Key
1a 2d 3h 4b 5e 6f 7g 8c
• Tell students that they are going to read an email
in which a boy (Ryan) is describing his typical day
and plans for today. Refer students to the instruction.
Explain that they should choose the true information
in the tables below the text. Ask students to go
through the tables before they read the email.
• Allow students to work on the text for 3–4 minutes.
Then ask them to compare their answers in pairs.
• Finally, check as a class and provide feedback.
Answer Key
Ryan’s typical day:
1 True 2 True 5 False 4 True
Ryan’s plans for today:
5 False 6 True 7 True 8 True
Optional activity
Stand in front of the class so that all the students
can see you. Mime what you do on your typical
day. For each action, write a time clue on the
board or write Then, After school etc. Encourage
students to chorally describe what you do
(eg You get up at 6. Then you have a shower …).
Ask students to make notes about their typical
day, eg get up – 8.00, then – have breakfast. Make
sure students include 5–6 different activities.
Then ask individual students to come to the front
of the class, perform actions and write time clues
on the board. The rest of the class describes the
student’s day.
• Tell students that they are going to read three short
texts and write down the missing words.
• Give students 3–4 minutes to work on the texts.
• Allow them to compare their answers in pairs.
Then check as a class.
Answer Key
1 concert 2 music 3 watch 4 go 5 party 6 cinema
Optional activity
Ask students to look at the words they did not use
to complete the texts in Exercise 3 (walk in text 1,
play in text 2 and television in text 3). Explain that
they should think of a sentence with the word
that can be logically put in the text. Give students
freedom as to where in the text they would like
to place their new sentence. After about three
minutes elicit suggestions from selected students
and provide feedback.
Reflecting upon values
Use the topic of the lesson to talk to students about
more and less valuable ways of spending free time.
Explain that they can learn new things not only
at school but also pursuing their hobbies, and that
some pastimes can develop them as human beings.
Get students to make their own rating of the free
time activities from Exercise 1. Then ask them what
benefits some of these activities can offer (eg go
to the cinema – learning about the culture in other
countries, go for a walk – appreciating nature,
watching nature changing).
• Tell students that they are going to write short text
messages to their friends in which they invite them
to spend some free time together. Refer students
to the first text in Exercise 3 and the example
in Exercise 4.
• Encourage students to use the vocabulary from
the lesson as well as vocabulary from Unit 7 in their
messages.
• Give students 3–4 minutes to write their texts. Then
ask selected students to read out their messages
to the class. Provide feedback on both content and
accuracy.
Touchdown
• Ask students to work in pairs, exchange their text
messages and write messages in response. If you want
to support students with some language, provide useful
expressions and sentence frames on the board, eg Sorry,
I can’t … Great idea! Can we …? Let’s … .
135

Aims Vocabulary
Students will: Food and meals
• read, listen and write about food.
Warm-up
• Revise vocabulary connected with food and drink.
Make sure students have their books closed.
Say the letters of the alphabet slowly. For each
letter, if possible, ask students to think of a word
which begins with this letter and say it aloud as
quickly as possible. Depending on the amount of
time available during the lesson, you can opt for
an alternative version of this activity, in which you
divide students into group of 3–4 and ask each
group to write the letters of the alphabet vertically
on a piece of paper and then write a word connected
with food and drinks next to each letter. You can
set a time limit to add an element of competition,
eg 90 seconds. After that time, check how many
words the groups have come up with.
Development
• Ask students to read the instruction. Explain that the
six words are the names of meals. Ask them to predict
the meaning of the words using the food products
listed next to them.
• Tell students to listen to the recording, repeat the
words and number them in the order in which they
appear in the recording. Play track 2.82.
• Ask students to quickly compare their answers in pairs
and then check as a class.
• Ask students to add one more food product to each
category. You can encourage them to write down
what they typically have or what they like for
breakfast, lunch etc. Alternatively, you can ask
students to work in pairs and provide 2–3 ideas
for each category.
• Discuss students’ suggestions as a class.
Audioscript 2.82
1 breakfast 4 dessert
2 lunch 5 snack
3 takeaway 6 dinner
Answer Key
1 breakfast 2 lunch 3 takeaway 4 dessert 5 snack
6 dinner
• Ask students if they go to restaurants and if so, what
they usually order.
• Tell students that they are going to read a menu and
complete it with the words from the box. Go though
the words with the students to make sure they
remember them.
Vocabulary plus
Unit 8
• Give students 2–3 minutes to read the menu and
write down the missing words. Then ask students
to compare their answers in pairs.
• Check the answers as a class.
• Talk to students about the menu. Ask if they like
the dishes. Ask students what they would like to try.
Answer Key
1 sandwiches 2 fruit 3 soup 4 sausages 5 strawberry
6 pizza
• Ask students to read the instruction. Explain that they
are going to read the dialogues and write down the
names of meals from Exercise 1.
• Give students 4–5 minutes to read the dialogues
and write down the names of meals. Make sure
students don’t look at each other’s answers at this
point.
• Tell students that they are going to listen to the
recording and check their answers. Play track 2.83.
• Finally, check the answers as a class.
Answer Key
1 breakfast 2 snacks 3 dinner 4 takeaway 5 lunch
6 dessert
Optional activity 1
Ask students to work in pairs, choose the dialogue
from Exercise 3 and learn it by heart. Tell students that
they are going to act it out for the class. Give the pairs
5–6 minutes for rehearsal and then ask selected pairs
to come to the front of the class and perform the
dialogues. If you want the activity to be more
challenging, ask the pairs to introduce some
modifications to the dialogues (eg change kinds of
food or meals, change the people talking).
Optional activity 2
Talk to students about the eating and cooking
habits in their homes. Ask: Who cooks in your family?
What’s your mum’s/dad’s best recipe? Can you cook?
What can you cook? What’s your favourite dish? Write
down your questions on the board. Spend 3–4
minutes talking to students. Stop the activity at this
point or ask students to write a few sentences in
their notebooks answering the questions from the
board. After 4–5 minutes ask selected students to
read out their reports to the class. Provide feedback.
• Refer students to the instruction and the three
questions. Make sure students understand that they
136
 should write true answers. Give students about three
minutes to do this.
• Then ask students to work in pairs, take turns to ask
and answer the questions and find out what their
partner likes for breakfast, lunch and dinner. Allow
students 2–3 minutes for this part of the activity.
• Finally, ask selected students to report on what they
have found out about their partners. Provide feedback
on language use.
Aims Vocabulary
Students will: Sports facilities
• read and write about sport.
Warm-up
• Revise sports vocabulary with students. Write these
four categories: outdoor sports, indoor sports, team
games, individual sports on the board. Ask students
to work in pairs and provide 3–4 examples for each
category. Then elicit ideas from students and ask
them to come and write the words on the board.
• Revise numbers 21–99 in a simple activity practising
addition and subtraction. Write on the board: 24 +
54 = …, 60–12 = … etc. and read it out: twenty-four
plus fifty-four equals…, sixty minus twelve equals …
. Ask students to do the calculations. Next, provide
students with the numbers orally only and ask them
to calculate the sums and differences. Finally, get
students to work in pairs and take turns to suggest
simple maths riddles and do the calculations.
Development
• Tell students that they are going to learn about
different places where they can do sports. Ask student
to look at the pictures and suggest some of the sports.
• Ask students to write down the names of sports
together with the corresponding numbers. Play
track 2.84. Check the answers.
• Tell students that they are going to listen to the
words and repeat them. Play track 2.84. Drill the
pronunciation chorally and then individually.
Audioscript 2.84
1 (odgłosy ze studia tańca) dance studio
2 (rower jadący po ścieżce rowerowej) cycle path
3 (odgłosy z basenu) swimming pool
4 (odgłosy z bieżni) athletics track
5 (odgłosy z boiska do piłki nożnej) football pitch
6 (odgłosy jazdy na nartach) ski slope
7 (odgłosy odbić piłki tenisowej) tennis court
8 (odgłosy łyżew na lodzie) ice rink
Touchdown
Ask students to use the answers they gave in Exercise 4
in a mini project work. Ask students to draw the food they
wrote about and label it, eg This is my favourite lunch –
chicken with vegetables or I like sandwiches for breakfast.
The ready projects can be displayed on classroom walls.
Vocabulary plus
Unit 9
Answer Key
1 d dance studio 2 e cycle path 3 g swimming pool
4 a athletics track 5 b football pitch 6 h ski slope
7 c tennis court 8 f ice rink
Optional activity
You can use the words in the lesson to focus
students’ attention on the sounds /Θ/ and /ʧ/.
Students may have a problem with the sounds as
they are in some cases spelled in a similar way (i.e.
as th and tch). Ask students to look at the
following words again: path and pitch. Drill the
pronunciation again. Then write the following
words on the board and ask students to read them
out loud with correct pronunciation: catch, bath,
mouth, theatre, match, maths, witch, tooth, thirsty.
• Tell students that they are going to read an interview
a journalist has made with a man living in a city. At this
point, you can ask students to close their books, work
in pairs and think of 2–3 questions that may appear
in the interview.
• Ask students to read the comprehension questions.
Make sure students understand them. Then give
students 4–5 minutes to read the interview and
answer the questions.
• Allow students to compare their answers in pairs.
Then check ask a class. Provide feedback if necessary.
Answer Key
1 Yes, they have. 2 Yes, they can. 3 No, they haven’t.
4 Their local team.
• Tell students that they are going to work on the sports
vocabulary again. Refer students to the instruction
and explain that they should find one word in each
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 line which does not go with the rest. For each of these
words, they should be ready to provide an explanation
why they think the word is odd.
• You can allow students to work on the activity in pairs.
If students work individually, after 2–3 minutes ask
them to compare their answers in pairs.
• Elicit the answers from selected students.
Answer Key
1 player – jedyna osoba w zestawie
2 skating – jedyny sport, do którego nie potrzeba piłki
3 tennis court – jedyny wyraz niezwiązany z wodą
4 ski slope – jedyny wyraz związany ze sportem zimowym
5 horse-riding – jedyny wyraz, w którym nie ma litery „t”
– jedyny wyraz nie związany z bieganiem
6 riding a bike – j edyne wyrażenie złożone z więcej niż
jednego wyrazu
– nie ma odniesienia do obrazków
z zadania nr 1
• Ask students to think of their favourite sport. Allow
students to call out their suggestions. Refer students
to the instruction and the sentence beginnings.
Make sure they understand that they should describe
their favourite sport using the prompts.
• Give students 4–5 minutes to complete their
descriptions.
• Ask selected students to read out their descriptions
to the class. Provide feedback on both content
and language.
Touchdown
• As a follow-up to Exercise 4, engage students
in working on a survey on favourite sports. Ask
students to work in pairs and write questions for the
sentences in Exercise 4 (What’s your favourite sport?
Where do you do it? What do you need for this sport?).
After 1–2 minutes ask selected students to write
down the questions on the board and the rest of
the class to copy them. Then ask students to choose
three classmates, ask them about their favourite
sports and take notes on their answers. Then ask
them to write a short report on what they have found
out. Optionally, set the writing part of the activity
as homework.
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WORKBOOK
Answer key
Unit 1 Exercise 2
– Hi. My name’s Noah. I’m 9. This is my friend David.
Lesson 1 – Hi. I’m David. I’m 10.
– Hello. I’m Millie. I’m 9. This is my friend Daisy.
Exercise 1 – Hi. My name’s Daisy. I’m 8.
Vowels: A, E, I, O, U, Y
Consonants: B, C, D, F, G, H, J, K, L, M N, P, Q, R, S, T, V, W, X, Z Exercise 3
Example answer: – Hello. My name’s Donna. I’m 8. This is my friend
Exercise 2 Karen. – Hi. I’m Karen. I’m 10.
1 you 2 nice 3 to 4 hello 5 meet. Hello. Nice you to meet you.
Exercise 4
Exercise 3 Students’ own answers
– Hello! – Hi. Nice to meet you. – What’s your name? – My name’s
Darren. – How are you? – I’m fine. – How do you spell your name? – Exercise 5*
D – A – R – R – E – N. – Hi. My name’s Megan. I’m 7. This is my friend Sophie.
– Hello. My name’s Sophie. I’m 8.
Exercise 4
1 How are you? 2 How do you spell your name? 3 What’s your name? Lesson 5
Evo’s question: What’s, I’m, name’s. Exercise 1
Exercise 5 01
A: Hello. My name’s Darren. B: Hi!
A: What’s your name? B: My name’s Carla. A: What’s your name?
B: My name’s Tyler.
Exercise 6* A: Are you a police officer?
– What’s your name? – My name’s Chris. – How are you? – I’m fine.
B: Yes, I am.
– What’s your name? – My name’s Vicky. – How are you? – I’m fine.
A: My name’s Angela. I’m not at a birthday party. I’m a doctor.
– How do you spell your name? – T–E–R–R–Y.
B: I’m Eva. I’m at a birthday party. I’m not a painter. I’m a police
Lesson 2 officer.
A: My name’s Zak. I’m a trainer. I’m not at a birthday party.
Exercise 1 B: My name’s Molly. I’m at a birthday party. I’m not a trainer. I’m
seven, one, six, four, eight, three, two, ten, five, nine
a doctor.
Exercise 2 A: What’s your name?
1 five + three = eight 2 six – four = two 3 four + two – five = one B: I’m Joshua.
4 five + four – two = seven 5 two + six – five = three 6 nine – five A: Are you a teacher?
+ two = six B: No, I’m not. I’m a trainer.
Exercise 3 a Molly b Eva c Joshua d Tyler e Zak f Angela
1a 2b 3a 4b 1 police officer 2 doctor 3 painter 4 trainer 5 doctor 6 teacher
Exercise 4 Exercise 2
1d 2c 3a 4b Alice: I’m at a birthday party. I’m not eight.
Evo’s question: You’re. Logan: I’m not at a birthday party. I’m a student. I’m ten.
Exercise 5 Exercise 3
1 I am 2 I am six. 3 You are 4 You are five. 5 He is 6 He is ten. Example answer: My name’s Ewa. I’m at a birthday party. I’m not
7 What is 8 What is your name? 9 My name is 10 My name is Tom. a painter. I’m a musician. I’m not seven. I’m eight.
Exercise 6* Lesson 6
How old are you? I’m ten.
How do you spell your name? M – I – K – E – Y.
Exercise 1
G– H– O– S– U– Y–
Lesson 3 My name’s Zak. I’m not four. I’m eight.
Exercise 1 Exercise 2
1 doctor 2 trainer 3 painter 4 teacher 5 police officer Students’ own answers
Exercise 2 Exercise 3
1 police officer 2 musician 3 doctor 4 trainer 5 painter 6 shop 0.7734
assistant Exercise 4
Evo’s question: Are you a doctor? The word is hello.
Exercise 3 Exercise 5
1d 2c 3e 4a 5b 0–o 1–i 3–e 4–h 5–s 6–g 7–l 8–b
Exercise 4 Exercise 6
1 Are you a doctor? 2 Are you nine? 3 Are you a painter? 607 – log, 345 – she, 6078 – blog, 77345 – shell
4 Are you ten?
Lesson 7
Exercise 5
1 You are not a police officer. You are a trainer. 2 I’m not
Exercise 1
a musician. I’m a painter. 3 Are you a doctor? – No, I’m not. – Are 02

you a shop assistant? – Yes, I am. 1 b, 2 a, 3 a. 1 My name’s Greg and I’m in Grade 4 at Manell Primary School.
Exercise 6* I’m 10. My favourite lesson is science.
1 I’m a doctor. 2 I’m not a teacher. 3 Are you a painter? 4 No, I’m 2 I’m Anita. I’m 10 and I’m at Downish Primary School. I’m
not. 5 Are you a musician? 6 Yes, I am. in Grade 4. My favourite place in the school is the gym. My
Lesson 4 favourite class is PE.
3 My name’s Roxanna. I’m a student at Edminster Primary School.
Exercise 1 I’m in Grade 5. My favourite subject is computers. The computer
1 Donna, 9 2 Karen, 10 lab in my school is very good.

139
4 I’m Todd. I’m at Winwood Primary School. I’m 9 and I’m in Grade Exercise 5*
4. My favourite place in the school is the music room. My favourite Example answers: 1 Who’s he? – He’s Jamie. 2 Who’s she? – She’s
class is music. I’m in the school orchestra. Talitha. 3 Is he a trainer? – No, he isn’t. 4 Is she an actress? – No, she
1b 2c 3d 4a isn’t. 5 Is he a teacher? – Yes, he is. 6 Is she a painter? – Yes, she is.
Exercise 2
1 Anita 2 Todd 3 Roxanna 4 Greg 5 Anita 6 Todd Lesson 3
Exercise 3* Exercise 1
1 primary school, 2 headmaster, 3 break, 4 Sorry I’m late. / I’m sorry 1 Frisbee 2 MP3 player 3 wallet 4 key ring 5 watch 6 mobile
for being late. 5 Miss Edwards, Mr Smith. phone 7 skateboard 8 computer
Evo’s question: Do skateboard, key ring i wallet pasuje it.
Lesson 8 Exercise 2
Exercise 1 1A 2C 3B
Liczby 1–10: seven, eight, ten, two, four, five. Zawody: trainer, Exercise 3
teacher, police officer, doctor, musician, painter 1 Is it a skateboard? – No, it isn’t. 2 What is it? – It’s a watch.
Exercise 2 3 Is it a Frisbee? – No, it isn’t. 4 What is it? – It’s a computer.
1 history 2 Polish 3 maths 4 computers 5 music 6 science 5 Is it a computer? – No, it isn’t. 6 What is it? – It’s a wallet.
Exercise 3 Exercise 4*
1 Witamy w Evolution! 2 Jak się masz? 3 Miło mi cię poznać. 1 Is it a wallet? – No, it isn’t. 2 Is it a mobile phone? – No, it isn’t.
4 Policzmy do dziesięciu. 5 Ile masz lat? 6 Jak przeliterować Carla? 3 Is it a computer? – No, it isn’t. 4. What is it? – It’s a watch!
Exercise 4
1 My name is Lily. 2 What is your name? 3 My name is Toby. Lesson 4
4 You are seven. 5 I am a student. 6 You are a teacher. Exercise 1
Exercise 5 1e 2c 3f 4a 5d 6b
1 How old are you? 2 Are you a doctor? 3 What is your name? Exercise 2
4 Are you a musician? 5 Are you a painter? 6 How do you spell your Dialog A: 1 Who’s he? 2 He’s Jimmy. 3 How old is he?
name? 4 I think he’s 12.
Exercise 6 Dialog B: 1 Who’s she? 2 I think she’s Tania. 3 Is she a musician?
1 What’s your name? – My name’s/name is Dan. 2 Are you eight? – 4 I don’t know.
No, I’m not. 3 Are you nine? – Yes, I am. 4 Are you a teacher? – No, I’m Exercise 3
not. 5 Are you a student? – Yes, I am. 6 How old are you? – I’m eight. 1D 2C 3B 4A
Exercise 4*
Unit 2 Example answer: A: Who’s she? B: She’s Isabella. A: How old is she?
B: I think she’s 16. A: Is she a student? B: I don’t know.
Lesson 1
Exercise 1 Lesson 5
1 fifteen 2 eighteen 3 fourteen 4 seventeen 5 thirteen 6 twenty Exercise 1
Exercise 2 My name’s Natalia Richards. I’m twenty years old. I’m a singer.
Seventeen, fifteen, twelve, eleven, eighteen, fourteen, sixteen, My name’s Dylan Watts. I’m nineteen years old. I’m an actor.
nineteen, thirteen, twenty Exercise 2
Exercise 3 03

1 Look at the game board. 2 Good! 3 Right!
Evo’s question: Do he oraz she pasuje słowo is.
Exercise 4
1c 2f 3e 4a 5d 6b
Exercise 5
1 Is he fifteen? Yes, he is./No, he isn’t. 2 Is she thirteen? Yes, she is./
No, she isn’t. 3 Is he seventeen? Yes, he is./No, he isn’t. 4 Is he a
trainer? Yes, he is./No, he isn’t. 5 Is she a doctor? Yes, she is./No, she
isn’t.
Exercise 6*
1 Is she Emma? 2 No, she isn’t. She’s Anita. 3 Is she fifteen? 4 No,
she isn’t. She’s seventeen. 5 Is he sixteen? 6 Yes, he is. 7 How old is
she? 8 She’s fourteen.
Lesson 2
Exercise 1
1 singer 2 astronaut 3 football player 4 painter 5 student
6 illusionist
Exercise 2
1 What’s his first name? 2 What’s his surname? 3 How do you spell
his first name? 4 What her surname? 5 What’s her first name?
6 How do you spell her surname? 1 e, 2 c, 3 a, 4 f, 5 b, 6 d.
Evo’s question: Poprawna forma to an octopus.
Exercise 3
1 is a 2 isn’t a 3 is an 4 isn’t a 5 isn’t an 6 is a
Exercise 4
1 He’s Joe. 2 She’s Laura. 3 No, he isn’t. 4 No, she isn’t. 5 Yes, he is.
6 Yes, she is.
I’m with Landon Lucas. He isn’t fourteen years old. He’s seventeen.
He isn’t a football player. He’s an illusionist. Wow! That’s fantastic!
Exercise 3
Example answer: I’m with Jasmine Green. She isn’t nineteen years
old. She’s twenty. She isn’t a singer. She’s a painter. Wow! That’s
interesting. I’m with Robert Wells too. He isn’t eighteen years old.
He’s nineteen. He isn’t an actor. He’s a trainer. Wow! That’s amazing!
I’m with Hunter James too. He isn’t seventeen years old.
He’s eighteen. He isn’t an illusionist. He’s a football player.
Lesson 6
Exercise 1
1 He isn’t an astronaut. He’s an illusionist. 2 He isn’t a painter. He’s a
football player. 3 She isn’t an actress. She’s a writer.
Exercise 2
Natasha: eighteen, writer. Ashley: nineteen, astronaut. Emily: 20,
football player.
Exercise 3
1 She’s Emily. 2 No, she isn’t. 3 He’s nineteen. 4 Yes, he is. 5 No, she
isn’t. 6 No, she isn’t.
Exercise 4
 Four and nine and two is fifteen.  Four and three and eight is
fifteen.  Four and five and six is fifteen.
Exercise 5
Example answer:
2 9 4
7 5 3
6 1 8

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Answer key
Exercise 6 Exercise 2
Across: skateboard, mobile phone, watch, wallet, Frisbee, key ring 1 Find something old. 2 Find something small. 3 Well done, Darren.
Down: computer, ruler 4 Well done, Carla.
Evo’s question: Słowa long, old, big i expensive to przymiotniki.
Lesson 7
Exercise 3
Exercise 1 1 His 2 Her 3 His 4 Her 5 My 6 My 7 Your 8 Your
04
Exercise 4*
In Europe, some people think 13 is an unlucky number. In China, 1 his 2 expensive 3 His 4 is 5 His 6 big 7 Your 8 short 9 big
it’s a lucky number. Number 7 is an unlucky number in China. 10 small 11 My 12 is
In Europe, some people think it’s a lucky number. In China,
number 4 is a very unlucky number. In Europe, it’s just an ordinary Lesson 3
number. In some parts of Italy, 17 is an unlucky number. In other Exercise 1
parts of Europe, it’s just an ordinary number. In parts of Korea, 1C 2A 3B
odd numbers (1, 3, 5, 7 etc) are unlucky. In the same place, even Exercise 2
numbers (2, 4, 6, 8 etc) are lucky. Most people think that numbers Students colour the pictures according to the instructions.
aren’t lucky or unlucky. They’re just numbers. What do you think? Evo’s question: W pytaniu What is it? słowo what oznacza „co”,
1 Yes, it is. 2 It’s an odd number. 3 No, it isn’t. 4 No, it isn’t. 5 No, it
natomiast w pytaniu What colour is it? słowo what oznacza „jaki”.
isn’t. 6 Yes, it is.
Exercise 2 Exercise 3
1 a 2 an 3 a 4 an 5 a 6 an 7 a 8 a
Students’ own answers
Exercise 3* Exercise 4
Dialogue A: – What is it? It’s a bag. What colour is it? – It’s blue. (It’s
X – 10, M – 1000, C – 100, D – 500, L – 50. Example: 2014 is MMXIV
number 8.) Dialogue B: – What is it? – It’s a rubber. – What colour is
Lesson 8 it? – It’s green. (It’s number 3.)
Exercise 1 Exercise 5*
Numbers 10–20: fourteen, twelve, eleven, eighteen. 1 What is his favourite colour? – It’s black. 2 What colour is her
Jobs: illusionist, actress, football player, astronaut. notebook? – It’s red. 3 It’s an orange pen. 4 What colour is my bag?
Objects: computer, mobile phone, skateboard, wallet, key ring – It’s green. 5 My ruler is new. It isn’t blue. It’s white. 6 Is your friend’s
mobile phone black? or Is her mobile phone black? Yes, it is.
Exercise 2
1 compass 2 calculator 3 protractor 4 ruler 5 abacus Lesson 4
Exercise 3 Exercise 1
1 Jak przeliterować jego imię? 2 Jak ona ma na nazwisko? 3 Jak on 1 new 2 expensive 3 short 4 cheap 5 small 6 long 7 old 8 big
ma na imię? 4 Spójrz na tablicę teleturnieju! 5 Jak przeliterować jej
nazwisko? 6 Dobrze, Carlo!
Exercise 2
1 It’s old. It’s dirty. It’s big. 2 It’s long. It’s dirty. It’s new. 3 It’s short.
Exercise 4 It’s clean. It isn’t new. 4 It’s long. It’s old. It isn’t clean. 5 It’s old.
1 a 2 – 3 an 4 – 5 – 6 a It isn’t expensive. It’s small. 6 It isn’t expensive. It’s small. It’s new.
Exercise 5 Exercise 3
1 Who is he? 2 Who is she? 3 What is her surname? 4 It is not a 1 It’s small. It’s dirty. 2 It’s big. It’s clean. 3 It’s expensive. It’s heavy.
wallet. 5 It is a mobile phone. 6 Is it a Frisbee? – No, it is not. 4 It’s cheap. It’s light.
Exercise 6 Exercise 4*
1 Is it a watch? 2 Is it a Frisbee? 3 What is it? 4 Who’s she? 5 Is she Example answer: Natalia’s mobile phone is big. It isn’t new. Her
nineteen? 6 How old is she? laptop is new. It’s expensive. Mungo’s Frisbee is dirty. It’s old. His
skateboard is long. It’s new. His school bag is heavy.
Unit 3 Lesson 5
Lesson 1 Exercise 1
Exercise 1 06
1 ruler 2 pencil case 3 marker 4 glue stick 5 rubber 6 school bag
A: What’s your favourite colour, Martin?
Exercise 2
B: My favourite colour’s blue. My Frisbee’s blue and my computer
1 That’s right. 2 It’s a marker. 3 That’s wrong. 4 That’s wrong. 5 That’s
is blue too.
right./That’s correct. 6 That’s right. / That’s correct.
A: Is your mobile phone blue?
Evo’s question: Carla’s pen – długopis Carli, Carla’s ten – Carla ma B: No, it isn’t. It’s grey.
dziesięć lat. S z apostrofem może oznaczać posiadanie czegoś lub A: What’s Mandy’s favourite colour?
skróconą formę słowa is. B: Her favourite colour is yellow. Her school bag is yellow.
Exercise 3 A: Is your school bag yellow?
1 It’s Carla’s pen. 2 It’s Darren’s pencil. 3 It’s Evo’s marker. 4 It’s Evo’s B: No, it isn’t. It’s green.
glue stick. 5 It’s Carla’s pencil case. A: What colour is Mandy’s computer?
Exercise 4* B: It’s yellow, of course.
1 Whose rubber is it? – It’s Darren’s. 2 Whose key ring is it? – It’s A: And her mobile phone?
Evo’s. 3 Whose school bag is it? – It’s Carla’s. 4 Whose MP3 player is B: It isn’t yellow. It’s red. And her Frisbee is orange.
it? – It’s Darren’s. 5 Whose computer is it? – It’s Carla and Darren’s. Martin: Frisbee – blue, computer – blue, mobile phone – grey,
school bag – green. Mandy: Frisbee – orange, computer – yellow,
Lesson 2 mobile phone – red, school bag – yellow.
Exercise 1 1 favourite 2 blue 3 blue 4 blue 5 mobile phone 6 What’s 7 your
1 It’s long. 2 It isn’t short. 3 It’s expensive. 4 It isn’t cheap. 5 It isn’t 8 colour 9 It’s 10 orange
big. 6 It’s small. 7 It isn’t old. 8 It’s new.

141
Exercise 2
1 favourite 2 his 3 isn’t 4 grey 5 is 6 His 7 Her 8 is 9 her 10 isn’t
11 It’s 12 orange
Exercise 3
Her name’s Naomi. Her favourite colour is purple. Her watch is
purple and her pencil case is purple. Her pen isn’t purple. It’s
yellow, and her ruler is green.
His name is Noel. His favourite colour is brown. His watch is brown
and his pencil case is brown. His pen isn’t brown. It’s black, and his
ruler is blue.
Lesson 6
Exercise 1
Orange, brown, grey, purple, black, blue, white, red, yellow.
The extra colours are green and pink.
Exercise 2
1 In Picture A, Todd’s pen is very small. In Picture B, it’s very big.
2 In Picture A, Todd’s pencil is very long. In Picture B, it’s very short.
3 In Picture A, Max’s ruler is very long. In Picture B, it’s very short.
4 In Picture A, Max’s pencil case is very old. In Picture B, it’s very new.
5 In Picture A, Julie’s school bag is very old. In Picture B, it’s very new.
6 In Picture A, Julie’s rubber is very big. In Picture B, it’s very small.
7 In Picture A, Amy’s ruler is very long. In Picture B, it’s very short.
8 In Picture A, Amy’s school bag is very small. In Picture B, it’s very big.
Exercise 3
Przymiotniki: old, dirty. Kolory: yellow, white.
Przybory szkolne: eraser, ruler.
Exercise 4
Whose, Is, isn’t, His, Carla’s, her
Lesson 7
Exercise 1
Revision Units 1–3
Exercise 1
Three, seven, fifteen, eight, twelve, nineteen
Exercise 2
Zawody: painter, musician, trainer, actress
Przedmioty: rubber, ruler, pencil, glue stick
Activity 3
1 It’s a big watch. It’s blue. 2 It’s a small mobile phone. It’s grey.
3 It’s a short pencil. It’s purple. 4 It’s a long skateboard. It’s yellow.
Exercise 4
1 protractor 2 compass 3 capital 4 maths
Exercise 5
1 are / I’m 2 an / am 3 is / He’s 4 Is / is 5 a / isn’t
Exercise 6
1 Whose watch is it? It’s Tessa’s. 2 Whose wallet is it? It’s Jack’s.
3 Whose pen is it? It’s Tessa’s. 4 Whose mobile phone is it? It’s
Jack’s.
Exercise 7
1 It’s his wallet. 2 It’s his mobile phone. 3 It’s her watch. 4 It’s her
pen.
Exercise 8
1 Nice to meet you. 2 Let’s count to ten. 3 Well done, Carla.
4 What’s his surname? 5 Find something big. 6 It’s very beautiful.
Exercise 9
1 No, he isn’t. 2 He’s nineteen. 3 Tim’s favourite colour is red. 4 Yes,
it is. 5 No, it isn’t. It’s cheap. 6 No, she isn’t. She’s a trainer. 7 She’s
twenty. 8 Her favourite colour is blue. 9 Zoe’s mobile phone is
blue. 10 No, it isn’t. It’s heavy. 11 No, it isn’t. It’s small.
Exercise 10
08

07 Hi. I’m Dylan. I’m fifteen years old. I’m a student. My skateboard is
UK in the EU blue. It’s new. My computer is black. It’s old.
The United Kingdom (UK) is a country in the European Union (EU). Hi. My name is Lily. I’m eighteen years old. I’m a singer. My wallet is
The EU is a group of 28 countries. Some countries in the EU are pink. It’s big. My MP3 player is grey. It’s small.
very big, for example France. Other countries are small, for example 1 student 2 blue 3 new 4 black 5 old 6 eighteen 7 pink 8 big
Estonia. All the countries have representatives in the European 9 grey 10 small
Parliament. The EU has its own currency, the euro. 17 countries in the Exercise 11
EU use the euro. Other countries have their own currency. In Poland, Students’ own answers
for example, people use the zloty. In the United Kingdom, people Exercise 12
use the pound. Some countries in Europe aren’t in the European Example answers: 1 name 2 you 3 trainer / football player / police
Union. Norway and Switzerland, for example, aren’t in the EU. officer / doctor / astronaut 4 colour 5 small / red / blue / big /
1c 2b 3a 4d 5e beautiful 6 small / red / blue / big / beautiful
Exercise 2
1 27 2 France 3 Estonia 4 17 5 Norway Switzerland Unit 4
Exercise 3
Name: France. Capital: Paris. Population of the capital: about Lesson 1
2 million. Population of the country: 65 million. Colour of the flag: Exercise 1
red, white and blue. Currency: the euro. 1 bed 2 shelf 3 wardrobe 4 lamp 5 wall 6 poster 7 desk 8 drawer
Exercise 4* 9 chair
Students’ own answers. Exercise 2
1 Fantastic! 2 Great! 3 Brilliant!
Lesson 8 Evo’s question: In oznacza „w”, on – „na”, under – „pod”.
Exercise 1 Exercise 3
Przybory szkolne: glue stick, marker, ruler, pen. Przymiotniki: long,
1 pencil case 2 school bag 3 rubber 4 glue stick 5 Frisbee
expensive, short, cheap. Kolory: brown, orange, purple.
6 poster
Exercise 2 Exercise 4
1 country 2 flag 3 capital 4 population 5 city
1C 2B 3A 4C
Exercise 3 Exercise 5*
1 Zgadza się! 2 To jest poprawna odpowiedź. 3 To jest błędna
Example answers: 1 Is the Frisbee on the desk? – No, it isn’t. 2 Is the
odpowiedź. 4 Znajdź coś dużego. 5 Brawo, Darren. 6 To jest bardzo
pencil case in the drawer? – Yes, it is. 3 Is the ruler under the chair?
piękne.
– No, it isn’t. 4 Is the glue stick in the school bag? – Yes, it is. 5 Is the
Exercise 4 watch on the shelf? – No, it isn’t. 6 Is the key ring on the bed? – Yes,
1 His 2 Her 3 a 4 an 5 Darren’s 6 new bag it is.
Exercise 5
1 She 2 an 3 a 4 Darren 5 Darren’s 6 Her Lesson 2
Exercise 6 Exercise 1
1 Whose watch is it? – It’s Tina’s. 2 What colour is it? – It’s blue. 1 TV set – telewizor 2 cupboard – szafka 3 bookcase – regał
3 Whose mobile phone is it? – It’s David’s. 4 What colour is it? – It’s 4 sofa – kanapa 5 armchair – fotel 6 carpet – dywan 7 table – stół
red. 5 Whose key ring is it? – It’s Alice’s. 6 What colour is it? – It’s pink. 8 floor – podłoga

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Answer key
Exercise 2 Exercise 4
1 Thanks, Darren. 2 Thank you, Darren. 3 Thank you very much, Darren. Example answer: The classroom is very messy. Lucy’s chair is on the
Evo’s question: Where – gdzie, what – co. desk. Jack’s book is under his chair. The poster is in the bookcase.
The teacher’s computer is on her chair. Mia’s school bag is under
Exercise 3
the teacher’s chair.
a – on, b – on, c – on, d – under 1 a, 2 d, 3 c, 4 b
Exercise 4 Lesson 6
1 Where’s the wallet? – It’s on the chair. 2 Where’s the Frisbee? Exercise 1
– It’s under the armchair. 3 Where’s the school bag? – It’s on the 1 Oliver’s beanie 2 Noel’s beanie 3 Alex’s beanie 4 Tim’s beanie
bookcase. 4 Where’s the watch? – It’s under the sofa. 5 Zak’s beanie 6 Tom’s beanie
Exercise 5* Exercise 2
1 a 2 an 3 an 4 a 5 the 6 the Lamp, bed, table, drawer, wardrobe, poster, wall
Lesson 3 Exercise 3
1 Carla’s 2 Pink 3 Red carpet 4 is 5 isn’t
Exercise 1
C A L P E C E I S N. It’s a pencil case.
1 go 2 drop 3 put 4 catch 5 come 6 close 7 open 8 take
Evo’s question: Do, not. Exercise 4
Don’t come to the desk. Don’t go to school. Don’t open the door.
Exercise 2 Open the door. Close the door. Take an apple. Come to the desk.
1b 2e 3a 4d 5c
Exercise 3 Lesson 7
1 Close your book. 2 Don’t drop your school bag. 3 Don’t come to Exercise 1
my house. 4 Open the pencil case. 5 Put your ruler on the desk. 10
Exercise 4
1 Don’t open the box. 2 Go to school. 3 Don’t take this book. Rubbish is a big problem. We use about seventeen billion metal
4 Come. 5 Close the box. cans in the world each year. That’s about two million metal cans
each hour. We use about three million plastic bottles each hour.
Exercise 5* We use millions of glass bottles too. We put a lot of this rubbish
1 Drop the key ring. 2 Put your mobile phone in your bag. 3 Come in ugly landfills.
to my house. 4 Open your school bag. 5 Don’t drop the lamp. What’s the answer to the problem? Recycle your rubbish!
6 Don’t put your skateboard on the desk. 7 Don’t come to my 1 seventeen billion 2 two million 3 three million 4 landfills
party. 8 Don’t open your pencil case. 5 recycling
Lesson 4 Exercise 2
Exercise 1 1 The paper is in the small bin. 2 The metal isn’t in the big bin.
1 It’s on the bed. 2 Don’t mention it. 3 You’re welcome. 4 It’s on the 3 The glass is in the big bin. 4 The food waste isn’t in the rubbish
desk. 5 No problem. bin.
Exercise 2 Exercise 3*
Example answers: 1 a bag 2 a fleece 3 toilet paper 4 a bike 5 a glass 6 a newspaper
1 Where’s my pen? – It’s on the desk. – Thank you very much. – Lesson 8
Don’t mention it.
2 Where’s my laptop? – It’s on the table. Thanks. – You’re welcome. Exercise 1
3 Where’s my key ring? – It’s in the drawer. – Thank you. – No 1 TV set 2 wall 3 floor 4 poster 5 drop 6 sofa 7 table 8 armchair
problem. 9 take 10 drop
Exercise 3 Exercise 2
– Where’s my cap? – It’s on your head. – Thank you very much. – 1 glass 2 paper 3 metal 4 plastic 5 food waste
Don’t mention it. Exercise 3
Exercise 4 1 Nie ma za co. 2 Genialnie! 3 Nie ma problemu. 4 Dzięki. 5 Bardzo
1A 2B 3C 4B Ci dziękuję. 6 Proszę bardzo.
Exercise 5* Exercise 4
– Where’s not is my skateboard? – It’s isn’t in the cupboard. – No, 1 Where is the lamp? – It’s on the desk. 2 Where is the wallet? – It’s
that’s the wrong. It isn’t in a the cupboard. – Is it they under the on the computer. 3 Where is the ruler? – It’s in the drawer. 4 Where
table? – Yes, it is. Thank you you very much. – Don’t mention it that. is the skateboard? – It’s under the desk. 5 Where is the computer?
– It’s on the sofa. 6 Where is the watch? – It’s under the sofa.
Lesson 5 Exercise 5
Exercise 1 1 Put the wallet on the chair. 2 Don’t put the wallet on the table.
Students draw the lamp, MP3 player and pencil case in the picture. 3 Take the mobile phone. 4 Don’t take the computer. 5 Open the
Exercise 2 book. 6 Don’t close the book.
Tidy, on, desk, on, isn’t, her school bag, under, isn’t, It’s
Exercise 3 Unit 5
09 Lesson 1
This is our classroom. It’s very messy. Lucy’s chair is on the desk. Exercise 1
Jack’s book is under his chair. The poster is in the bookcase. The Clothes for boys and girls: T-shirt, shirt, jeans, jacket, shoes, cap,
teacher’s computer is on her chair. Mia’s school bag is under the trousers, trainers. Clothes for girls: skirt, dress.
teacher’s desk. Exercise 2
Lucy’s chair is on the desk. Jack’s book is under his chair. The poster 1 Remember! 2 Don’t forget! 3 Pay attention!
is in the bookcase. The teacher’s computer is on her chair. Mia’s Evo’s question: Do they pasuje are.
school bag is under the teacher’s chair.

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Exercise 3 Exercise 3
1 The shoes are under the chair. 2 The dresses are on the bed. 12
3 The jacket is in the wardrobe. 4 The T-shirts are in the drawer.
5 The caps are on the desk. 6 The shirt is under the bed. Hi! My name’s Olivia. Here’s the information for your questionnaire.
I’m 11 years old and I love maths. It’s my favourite subject, it’s easy!
Exercise 4
I also like my pets – two mice. Their names are Mickey and Mollie.
1 It’s a big shirt. 2 It’s a small shirt. 3 They’re small trainers. 4 They’re
My best friend’s name is Sarah. She likes mice, too! My mother’s
big trainers. 5 They’re big trousers. 6 They’re small trousers.
name is Rebecca and she’s a teacher. My father, John, is a police
Exercise 5 officer. My parents like art and music. I like music too. My favourite
1 Where are the jackets? – They’re in the wardrobe. 2 Where are artist is Rihanna.
the dresses? – They’re on the wardrobe. 3 Where are the trainers? Age: 11 years old. Favourite school subject: maths. Pet: two mice
They’re under the wardrobe. (Mickey and Mollie). Best friend’s name: Sarah. Mother’s name:
Exercise 6* Rebecca. Father’s job: police officer. Favourite artist: Rihanna.
1 Where are Brett’s trainers? – They’re under the bed. 2 Where is Exercise 4
Simon’s shirt? – It’s on the chair. 3 Where are Simon’s trousers? – 1 This 2 brother 3 years 4 behind 5 father 6 police officer
They’re in the wardrobe.
Exercise 5
Lesson 2 Example answer: My name’s Andy. This is me with my fans and
their families. My fan Robert is next to me. He’s seventeen. Robert’s
Exercise 1
sister is next to him. Her name’s Laura and she’s my friend too.
1 sister 2 brother 3 mother 4 grandmother 5 grandfather 6 father
Laura’s mother is behind her. Laura and Robert’s grandfather is
Exercise 2 behind Robert. My friend Tom is next to Laura. His father Anthony
1 Your sister looks sweet. 2 Your mother looks nice. 3 What a nice family! is behind him.
Evo’s question: This.
Exercise 3 Lesson 6
1 That 2 This 3 This 4 That Exercise 1
Exercise 4 1 skirt, shirt 2 trainers, trousers 3 trainers, trousers, T-shirt
1 This is my brother. 2 That is my father. 3 This is my sister. 4 That is 4 shirt, T-shirt, skirt
my friend. 5 This is my book. 6 That is my school bag. Exercise 2
Exercise 5* 1 They’re on the cats. 2 No, it isn’t. 3 No, they aren’t. 4 It’s on the
Students’ own answers snake. 5 A mouse. 6 Yes, it is.
Exercise 3
Lesson 3 Sam – spider, Richard – monkey, Fiona – fish, Eric – dog, Laura – cat
Exercise 1 Exercise 4
1 one monkey 2 two parrots 3 two hamsters 4 one snake 5 three 1 Eric’s pet is a dog. 2 Sam’s pet is a spider. 3 Is Laura’s pet a cat? –
cats 6 one mouse 7 five fish 8 two dogs 9 four spiders 10 two Yes, it is. 4 Whose pet is a fish? – Fiona’s. 5 Whose pet is a monkey?
guinea pigs – Richard’s.
Evo’s question: Are they dogs? Exercise 5
Exercise 2 Family words: mother, sister, grandmother, brother, father,
1 What is it? – It’s a dog. 2 Are they dogs? – No, they aren’t. 3 What grandfather. Clothes: skirt, dress, trousers, jacket, shoes, shirt.
are they? – They’re cats. 4 Are they spiders? – No, they aren’t. 5 Are
they fish? – Yes, they are. 6 What are they? – They’re hamsters. Lesson 7
Exercise 3 Exercise 1
1B 2A 3C 4B 13

Exercise 4* What’s in your bag?

1 Are they cats? – No, they aren’t. 2 What are they? – They’re mice.
3 What are they? – They are parrots. 4 Are they hamsters? – Yes,
they are. 5 Are they dogs? – No, they aren’t. 6 What are they? –
They’re cats.
Lesson 4
Exercise 1
1 fantastic 2 incredible 3 crazy 4 horrible 5 great 6 silly
Exercise 2
1 I agree with you. 2 That’s right. 3 That’s so right. 4 I don’t agree
with you. 5 That’s wrong. 6 That’s so wrong.
Exercise 3
1 I think the T-shirt is fantastic. 2 I agree with you. 3 I think the red
trainers are incredible. 4 That’s so right. 5 I think the trousers are
horrible. 6 That’s so wrong. They’re great!
Exercise 4*
Example answers: 1 I think the dress is fantastic. 2 That’s so wrong.
It’s crazy! 3 I think the shoes are great. 4 That’s wrong. I think
they’re horrible.
Lesson 5
Exercise 1
Men: brother, father, grandfather
Women: sister, mother, grandmother
Exercise 2
1 Angela’s mother 2 Angela’s father 3 Amy 4 Phoebe’s
grandmother 5 Lucia 6 Angela 7 David 8 Phoebe
In my school bag: towel, hat.
The towel is for swimming.
The swimming class is every day. Swimming is very important
in Australia.
The big hat is important too. It’s very hot in Australia. It isn’t good
for you.
– In my school bag: beanie, gloves, books.
The big beanie and gloves are very important. It’s very cold
in Canada.
The book is for my French class. The French class is every day.
– In my school bag: tracksuit, books.
The tracksuit is very important. It’s for PE. The PE class is every day.
PE is very important in Jamaica. Usain Bolt is my hero. He’s from
Jamaica.
The book is for my Spanish class. The Spanish class is every week.
1 Canada, Marlene 2 Jamaica, Desmond 3 Australia, Brett
Exercise 2
1 Australia 2 Canada 3 Jamaica 4 Australia 5 Jamaica 6 Canada
Exercise 3*
1 When they are 6 years old, usually. 2 French is the most popular,
then German and Spanish. 3 Football, cycling, tennis, dance,
netball are the most common, also cricket, rugby and swimming in
some schools. 4 Football. 5 PE, Computers, Art.
Lesson 8
Exercise 1
Clothes: skirt, jacket, jeans. Family: sister, grandfather, mother.
Animals: mouse, monkey, guinea pig. Adjective: horrible, incredible.

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Answer key
Exercise 2 Exercise 4
Uniform, shorts, tie, tracksuit, hoodie, beanie 1 this 2 those 3 It’s 4 They’re 5 It’s
Exercise 3 Exercise 5*
1 Nie zapomnij! 2 Uważaj! 3 Jaka fajna rodzina! 4 Zgadzam się. 1 What are these? – They’re toes. 2 What’s that? – It’s an arm.
5 Nie zgadzam się. 3 What are those? – They’re legs.
Exercise 4
1 two shirts 2 two jackets 3 two mice 4 two dresses 5 two caps
Lesson 4
6 two dogs Exercise 1
Exercise 5 14

1 This 2 That 3 This 4 That 5 That 1 What is your mother like?

Exercise 6 2 What does your brother look like?
1 Are they dogs? – No, they aren’t. 2 Are they cats? – Yes, they are. 3 What does your grandmother look like?
3 What are they? – They’re cats. 4 Where are they? – They’re on the 4 What are you like?
sofa. 5 Are they on the table? – No, they aren’t. 6 Are they on the 1B 2D 3E 4C
sofa? – Yes, they are. Exercise 2
1 She’s friendly and funny. She’s got short hair. Her name’s Eva.
Unit 6 2 She’s got long hair and big eyes. She isn’t sporty. Her name’s
Maddy. 3 She isn’t friendly. She hasn’t got long hair. Her name’s
Lesson 1 Olivia.
Exercise 1 Exercise 3
1 ear 2 hair 3 neck 4 teeth 5 mouth 6 nose 7 face 8 eyes Dialog A: 1 What’s your brother like? 2 He’s shy. 3 What does he
Exercise 2 look like? 4 He’s got short brown hair and brown eyes.
1 That’s all right! 2 Now, your last guess. 3 That’s terrific! Dialog B: 1 What does your sister look like? 2 She’s got green eyes
Evo’s question: He’s got a brother. and long black hair. 3 What’s she like? 4 She’s very clever.
Exercise 3 Exercise 4*
1 has got 2 has not got 3 has got 4 has not got 5 has got 6 has – What does he look like? – He’s got short brown hair and blue
not got eyes. – What is he like? – He’s sporty and friendly.
– What does she look like? – She’s got long black hair and brown
Exercise 4
eyes. – What is she like? – She’s shy and clever.
1 He’s got big eyes. 2 She hasn’t got a small mouth. 3 She’s got
small eyes. 4 He hasn’t got long hair. 5 He’s got a short neck. Lesson 5
6 She hasn’t got big ears.
15
Exercise 5
1 Has she got a long neck? – Yes, she has. 2 Has he got a small Exercise 1
nose? – No, he hasn’t. 3 Has she got small teeth? – No, she hasn’t. Hi James,
4 Has he got a small mouth? – Yes, he has. Thanks for your email. You ask about my friends. Let me tell you
Exercise 6* about them.
Student’s own answers Toby is 10. He’s short and he’s got short fair hair. He’s clever but he’s
shy. His favourite clothes are his blue jeans and his grey T-shirt.
Lesson 2 Zak is 11. He’s tall and he’s got short brown hair and brown eyes.
Exercise 1 He’s sporty and friendly. His favourite clothes are his white shorts,
1 Nie 2 Tak 3 Tak 4 Tak his blue T-shirt and his trainers.
Exercise 2 Tell me about your friends!
1 Are you all right? 2 No/Actually, I’m very cold. 3 Here you are. Bye for now,
4 Thank you. 5 You’re welcome. Patrick
1 Thanks 2 them 3 short 4 clever 5 favourite 6 eyes 7 friendly
Evo’s question: Have you got…? 8 trainers
Exercise 3 Exercise 2
1c 2d 3b 4a 1f 2d 3a 4e 5c 6b
Exercise 4 Exercise 3
1 have 2 have 3 has 4 has 5 have 6 have 7 haven’t 8 haven’t Students write key words about their friends.
9 hasn’t 10 hasn’t 11 haven’t 12 haven’t 13 Have 14 Have 15 Has
16 Has 17 Have 18 Have Exercise 4
Students’ emails should follow the example email in Exercise 1.
Exercise 5*
1 I’ve got gloves. 2 You’ve got a scarf. 3 Have you got a fleece? Lesson 6
4 They haven’t got sweatshirts. 5 You haven’t got a coat. Exercise 1
Lesson 3 1 His neck is long. 2 He’s the thief. 3 His mouth is big. 4 His hair is
long. His nose is small.
Exercise 1
1 knee 2 arm 3 foot 4 finger 5 toe 6 leg 7 shoulder 8 hand Exercise 2
1 Has he got a small mouth? – No, he hasn’t. 2 Has she got a small
Exercise 2 nose? – No, she hasn’t. 3 Have they got small mobile phones? – Yes,
1 These are hands. 2 Those are shoulders. 3 This is a knee. 4 That is they have. 4 Have they got new school bags? – No, they haven’t.
a foot. 1 c, 2 a, 3 b, 4 d.
Exercise 3
Evo’s question: This – ten/ta/to, that – tamten/tamta/tamto, Students’ own answers
these – ci/te, those – tamci/tamte
Exercise 4*
Exercise 3 Example answers: 1 These spiders are horrible. 2 This spider is
1 This 2 These 3 Those 4 That horrible. 3 Those spiders are nice. 4 That spider is nice.

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Lesson 7 Exercise 7
Exercise 1 1 Thank you very much. 2 No problem. 3 Your mother looks nice.
4 Pay attention. 5 What is your friend like? 6 What does your
16 friend look like?
Amazing plants Exercise 8
The Venus flytrap is from the United States. It’s got small flowers 2 Jack 3 Lorna 4 Alison and Jamie 5 Alison and Lorna 6 Jamie
and small leaves. The leaves are a trap for small insects. They close 7 T 8 F 9 F 10 T 11 T 12 F
and the insects can’t move. Small insects are food for this plant! Exercise 9
This small oak tree is in California, in the United States. It isn’t tall,
19
but it’s very, very old. It’s about 13,000 years old!
This is the titan flower. This plant is from Indonesia. The flowers are Grandad: Time to go, Sam. Are you ready?
very, very big and they’ve got a horrible smell! Boy: Yes, Grandad.
This is the sensitive plant. It’s from South America. It’s a very small
Grandad: Put on your fleece, Sam.
plant and it’s got small flowers. When you touch it, the leaves close.
This is the dancing plant. It’s from China. It isn’t big and it’s got small Boy: Where is it?
flowers. This plant can dance. When you play music, the leaves move. Grandad: It’s on the chair.
1 trap – pułapka, 2 insects – insekty, 3 touch – dotykać, 4 thirteen Boy: Oh, yes, thanks. And where are my trainers?
thousand – trzynaście tysięcy, 5 horrible smell – okropny zapach, 6 Grandad: They’re under the chair.
move – ruszać się, 7 eat – jeść, 8 can’t – tu: nie mogą. Boy: That’s great. Thanks.
Exercise 2 Grandad: Good, you’ve got everything. Now, where are my gloves?
1A 2D 3B 4C 5C 6E Boy: Your gloves are in the drawer.
Exercise 3 Grandad: Oh, yes, that’s right. And where’s my scarf?
Giant Pitcher Plant, Philippines, big, big, big, Big Boy: Er … it’s on the sofa.
Exercise 4* Grandad: I think that’s everything. Oh, no, where are my boots?
Poland – poppy (mak), England – red rose (czerwona róża), the Boy: They’re under the table.
United States – rose (róża), Scotland – thistle (oset), Ireland – Grandad: Ah yes. That’s everything, then.
shamrock (koniczyna)
Boy: My hat, grandpa.
Lesson 8 Grandad: Oh yes! Where is it?
Exercise 1 Boy: It’s on the shelf.
Ubranie: scarf, gloves, sweatshirt. Części twarzy: nose, mouth, ears. Grandad: That’s it. OK, let’s go.
Części ciała: shoulder, finger, toe. Opis osoby: friendly, sporty. 1b 2f 3a 4e 5d 6c
Exercise 2 Exercise 10
1 roots, trunk 2 stem, leaves, flowers 3 spines Students’ own answers
Exercise 3 Exercise 11
1 Czy wszystko w porządku? 2 Tak naprawdę to jest mi bardzo 1 Where 2 got 3 your 4 like 5 look 6 Has
zimno. 3 Nie ma za co. 4 Jaki/Jaka jest twój kolega/twoja
koleżanka? 5 Jak wygląda twój kolega/twoja koleżanka?
Exercise 4
Unit 7
1 I’ve got a scarf. 2 I haven’t got gloves. 3 I haven’t got a scarf. Lesson 1
4 I haven’t got gloves. 5 Mike and Jenny have got caps. 6 Mike and Exercise 1
Jenny haven’t got coats. 1 ride a bike 2 ski 3 sing 4 drive a car 5 play the guitar 6 skate
Exercise 5 7 dance 8 swim
1 Have you got a scarf? – Yes, I have. 2 Have you got a fleece? – No, Exercise 2
I haven’t. 3 Have they got caps? – Yes, they have. 1 Are you ready? 2 Ready! 3 Steady! 4 Go!
Exercise 6 Evo’s question: cannot
1 Those are my coats. 2 What are these? – They’re my boots. Exercise 3
3 What are those? – They’re my sweaters. 1 can 2 can 3 can’t 4 can
Revision 4–6 Exercise 4
Exercise 1 1 Can she swim? 2 Can he skate? 3 Can it sing? 4 Can she play the
1 leg, shoulder, knee 4 come, take, close guitar? 5 Can he ski? 6 Can it dance?
2 nose, eye, mouth 5 sofa, chair, cupboard Activity 5*
3 guinea pig, parrot, spider 6 funny, clever, friendly 1 Can your brother dance? – No, he can’t. 2 Can he sing? – Yes, he
Exercise 2 can. 3 Can he drive a car? – No, he can’t. 4 Can he ski? – No, he
1 father, sweatshirt, great 3 grandfather, trainers, incredible can’t. 5 Can your sister skate? – Yes, she can.
2 sister, coat, horrible 4 mother, gloves, new, fantastic Lesson 2
Exercise 3 Exercise 1
1 leaves 2 flowers 3 uniform 4 glass 1 grandparents 2 parents 3 sons 4 uncle 5 aunt 6 cousin
Exercise 4 Exercise 2
1 Don’t close the door. 2 Catch the ball. 3 Don’t drop the mobile 1 Can you help me? 2 I can help you!
phone. 4 Close the door.
Evo’s question: I can, you can, he can, she can, we can, they can.
Exercise 5
I can’t, you can’t, he can’t, she can’t, we can’t, they can’t.
1 Where are the shoes? They’re under the chair.
2 Where is the school bag? It’s on the chair. Exercise 3
3 Where is the book? It’s in the schoolbag. 1 We can’t play the guitar. 2 We can sing. 3 They can dance. 4 They
can’t ski.
Exercise 6
1 has 2 Has; hasn’t 3 got 4 Have (they) got; have

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Answer key
Exercise 4 Lesson 6
1 Can I swim? – Yes, I can./No, I can’t. 2 Can you ride a bike? – Yes, Exercise 1
you can./No, you can’t. 3 Can he play the guitar? – Yes, he can./ Girl’s letters: E, E, T, W, V, L. She’s twelve. Boy’s letters: E, E, E, N, V, L.
No, he can’t. 4 Can she ski? – Yes, she can./No, she can’t. 5 Can we He’s eleven.
skate? – Yes, we can./No, we can’t.
Exercise 2
Exercise 5* 1 Elephants can’t jump. 2 Snakes can’t sing. 3 Lions can’t talk.
1 Can you play the guitar? – No, we can’t. 2 Can you ski? – No, we can’t. 4 Spiders can’t dance. 5 Mice can’t ride bikes. 6 Fish can swim.
3 Can you drive a car? – Yes, we can. 4 Can your son and daughter skate?
– Yes, they can. 5 Can your son and daughter swim? – Yes, they can. Exercise 3
1 No 2 No 3 No 4 Yes 5 No 6 No
Lesson 3
Exercise 1
Lesson 7
1 guitar 2 violin 3 flute 4 piano 5 trumpet 6 drums 7 recorder Exercise 1
8 saxophone 21

Evo’s question: Their Edinburgh is a city in Scotland. It’s the capital of Scotland. It’s
Exercise 2 an old city and it has a lot of beautiful buildings. In August, it’s
1D 2A 3B the Edinburgh Festival. About 18,000 actors, singers, musicians,
Exercise 3 illusionists and writers go to Edinburgh. You can see plays in cafés.
1 Their guitar is old. 2 His flute is light. 3 My trumpet is beautiful. You can listen to music in parks. You can watch illusionists in the
4 Her piano is heavy. streets. You can talk to writers. You can dance with your friends
and you can sing with your favourite bands. Every day there are
Exercise 4* more than a 1000 events. About a million people from all the
1 This is his saxophone. 2 This is my guitar. 3 These are their dogs.
countries of the world go to the Festival. Edinburgh at festival
4 This is your guitar.
time is a great place!
Lesson 4 1 True 2 False 3 False 4 True 5 False
Exercise 1 Exercise 2
1 can 2 ski 3 Can 4 ride 5 very 6 at 7 Can 8 really 9 all 10 so More than a 1 000 events every day! 18 000 actors, singers,
11 well 12 very musicians, illusionists, writers. A million visitors from all the
countries of the world.
Exercise 2
1, 2 He can ski well. He can ride a bike very well. 3, 4 He can’t sing Exercise 3*
well. He can’t play the guitar at all. 5, 6 She can ski brilliantly. She 1 486 000 2 Old Town 3 New Town 4 the Edinburgh Castle
can play the guitar very well. 7, 8 She can’t ride a bike at all. She 5 Hogmanay
can’t sing very well.
Lesson 8
Exercise 3 Exercise 1
1 Alex can swim well. 2 Elena can swim very well. 3 She can’t
Musical instruments: piano, drums, saxophone. Family: parents,
drive a car at all. 4 She can’t skate well. 5 He can skate brilliantly.
son, daughter, cousin. Activities: skate, dance, swim, ski.
6 He can’t dance at all. 7 She can ski well. 8 He can’t drive a car at
all. 9 He can’t ski well. 10 She can dance brilliantly. Exercise 2
1 This music isn’t quiet. It’s loud. 2 This music isn’t happy. It’s sad.
Exercise 4* 3 This music isn’t slow. It’s fast.
Students’ own answers
Exercise 3
Lesson 5 1 Do biegu, gotowi, start! 2 Czy możesz mi pomóc? 3 On potrafi
Exercise 1 świetnie pływać. 4 On wcale nie potrafi pływać. 5 Tak sobie.
20
Exercise 4
1 They can swim. 2 She can’t ride a bike. 3 We can dance. 4 I can’t
My brother Nick is 19. I want to tell you about his friends, Tom and swim. 5 They can’t drive a car. 6 We can sing.
Jill. Tom isn’t 19, he’s 20. He’s not very sporty. He can’t swim very Exercise 5
well. But he’s a talented musician. He can play the trumpet. He’s 1 Can he ride a bike? – No, he can’t. 2 Can they ride a bike? – Yes, they
got blue eyes and brown hair. Jill is 19, like my brother. She’s can. 3 Can she ride a bike? – Yes, she can. 4 Can we dance? – No, we
sporty. She can’t play a musical instrument, but she’s sporty. can’t. 5 Can you dance? – Yes, I/you can. 6 Can I dance? – No, I can’t.
She can skate brilliantly. For skating, she wears a T-shirt, but her
favourite clothes are dresses. Exercise 6
1 twenty 2 He can’t swim very well. 3 He has got brown hair. 1 Our 2 Their 3 Your 4 His 5 Your
4 nineteen 5 She can skate brilliantly. 6 Her favourite clothes are
dresses. Unit 8
Exercise 2 Lesson 1
The incorrect sentences: I’ve got green eyes. I’m shy. I’m eighteen.
I can’t skate. Exercise 1
1 lemon orange 2 pear apple 3 grape banana 4 cherry plum
Exercise 3 5 kiwi strawberry
Tania Thompson, she, 19, long, blue, sporty, friendly. She can swim
very well. She can ride a bike very well. She can ski very well. She Exercise 2
can skate well. 1 apple 2 pear 3 grape 4 plum 5 lemon 6 orange 7 strawberry 8 kiwi
Exercise 4 Exercise 3
Students’ own answers 1 Ugh! 2 Let’s 3 turn 4 me. 1 c 2 a 3 b 4 d
Exercise 5
Students’ own answers

147
Evo’s question: I don’t like apples. Exercise 5*
Exercise 4 1 Does he like the computer? – Yes, he does. He loves it. 2 Does he
1 I like pears. 2 I don’t like strawberries. 3 I like apples 4 I like like the mobile phone? – No, he doesn’t. He doesn’t like it. 3 Does
grapes. 5 I don’t like cherries. 6 I don’t like lemons. he like the MP3 player? – Yes, he does. He likes it. 4 Does he like
the CD player? – No, he doesn’t. He hates it.
Exercise 5*
Students’ own answers Lesson 5
Lesson 2 Exercise 1
Exercise 1 23

1 hamburger, chips and salad 2 pizza, sausage, chips and soup Hi, my name’s Marta. I want to tell you about my family’s favourite
3 sandwich, salad and yogurt food and drinks. I like pizza and cheese sandwiches, but my
Exercise 2 favourite food is yogurt. I love the strawberry one! My cat, Misha,
Students’ own answers likes milk, like all cats, and she loves ice cream. My sister also likes
Evo’s question: Do you like pizza? it, but she hates cherries. So cherry ice cream is not for her! My
favourite drinks are tea and orange juice. I don’t like fizzy drinks or
Exercise 3 coffee. What do you like?
1 like 2 do 3 Do 4 don’t 5 Do 6 Yes 7 Do 8 like 9 don’t 10 Do
Martha likes pizza and sandwiches, but her favourite food is
11 like 12 I do 13 Do you like 14 don’t
yogurt. Martha’s cat loves ice cream, and her sister hates cherries.
Dialog A: Sarah, dialog B: Andy, dialog C: Sarah
Martha’s favourite drinks are tea and orange juice. She doesn’t like
Exercise 4 fizzy drinks or coffee.
Students’ own answers
Activity 2
Exercise 5* David: ‘Not nice.’ David’s sister: ‘Horrible!’ David’s brother: ‘Not nice.’
Exclusive interview with Tara Green! (English edition) David’s father: ‘Nice.’ David’s mother: ‘Delicious!’
R: Do you like hamburgers?
T: Yes, I do.
Exercise 3
R: Do your parents like chips? 1 She loves it. 2 He likes it. 3 She hates it. 4 He doesn’t like it.
T: Yes, they do! 5 She doesn’t like it.
R: Have you got any pets? Exercise 4
T: Yes. I’ve got two cats. Students’ own answers
R: Do your pets like sausages?
T: No, they don’t. Lesson 6
R: Do you like sausages? Exercise 1
T: They’re delicious! They’re my favourite food! 1 He doesn’t like salad. 2 Yes, I do. 3 Do you like cheese? 4 She likes
salad. 5 He likes salad. 6 I don’t like pizza. 7 She doesn’t like salad.
Lesson 3 8 Yes, she does. 9 No, she doesn’t. 10 I like salad. 11 I don’t like salad.
Exercise 1 Exercise 2
1 He likes lemonade. 2 She likes coffee. 3 He likes water. 1 Yes, he does. 2 No, he doesn’t. 3 Yes, he has. 4 No, he hasn’t. (Sam
4 She likes orange juice. only likes things, or has things, which begin with S.)
Exercise 2 Exercise 3
1 Tea, milk, lemonade and coffee. 2 Coffee, water, a fizzy drink 1 No, she doesn’t. 2 Yes, she does. 3 Yes, she does. 4 Yes, she does.
and orange juice. 3 Milk, lemonade, a fizzy drink, water and Coke. 5 No, she doesn’t. 6 Yes, she has. 7 No, she hasn’t.
4 Water, lemonade, tea, orange juice and milk. My name’s Fiona. I live in France. I like football and fizzy drinks.
Evo’s question: Does, doesn’t. I don’t like ice cream. I’ve got a fish. I haven’t got a cat. (Fiona only
Exercise 3 likes things, or has things, that begin with F.)
1 He likes lemonade. 2 She likes coffee. 3 He doesn’t like water. Exercise 4
4 She likes orange juice. My name’s Peter. I live in Poland. I like plums and pears. I don’t like
Exercise 4 apples. I’ve got a pencil case. I haven’t got a ruler.
1B 2C 3A 4B
Exercise 5*
Lesson 7
1 Does he like lemonade? – Yes, he does. 2 Does she like fizzy Exercise 1
drinks? – No, she doesn’t. 3 Does he like milk? – No, he doesn’t. 24
4 Does she like orange juice? – Yes, she does.
Sugar is an important part of our food. Fruit has got sugar.
Lesson 4 Vegetables have got sugar. We use sugar for energy. One teaspoon
Exercise 1 of sugar has got about 16 calories. You use about 16 calories when
1 I hate those jeans. 2 I love that T-shirt. 3 He doesn’t like that MP3 you walk for five minutes. We like sugar because it’s sweet. We put
player. 4 He likes that skateboard. extra sugar in our food. Cakes and biscuits have got a lot of sugar.
We put extra sugar in our drinks, too. Lemonade and fizzy drinks
Exercise 2 have got a lot of sugar. If you have a lot of sugar, it’s bad for you.
Students’ own answers It’s bad for your teeth and it makes you fat. Don’t eat a lot of sugar!
Exercise 3 1e 2c 3d 4b 5a
1 She loves it. 2 She loves it. 3 She doesn’t like them. 4 She hates Exercise 2
them. 5 She hates it. 6 She loves them. 1 Yes 2 No 3 No 4 Yes 5 No
Exercise 4 Exercise 3
22 Good things about sugar: We use sugar for energy. It’s sweet. Bad
things about sugar: A lot of sugar is bad for us. It’s bad for our
1 Do you like hamburgers?
teeth. It makes us fat.
2 I like strawberries, what about you?
3 Do you like this picture? Exercise 4*
1B 2A 3A Approximate answers: apple: 10 g, lettuce: 5 g, chicken: 10 g, milk:
15 g, Coke: 45 g, water: 0 g.

148
WORKBOOK
Answer key
Lesson 8
Exercise 1
1 milk 2 hamburger 3 fizzy drink 4 chips 5 yogurt 6 orange
Exercise 2
1 sweets 2 fat 3 fish 4 milkshake 5 butter 6 sugar
Exercise 3
1 Powiedz mi, Carlo. 2 Fuj! Są okropne! 3 Twoja kolej, Darren.
4 Mniam! Są pyszne! 5 To moje ulubione jedzenie. 6 Bardzo lubię
moją niebieską koszulkę.
Exercise 4
1 don’t like 2 like 3 like 4 don’t like 5 like 6 don’t like
Exercise 5
1 She likes them. 2 She doesn’t like them. 3 He likes it. 4 He
doesn’t like it. 5 They don’t like it. 6 They like them.
Exercise 6
1 Do you like oranges? – Yes, I do. 2 Do they like sausages? – No,
they don’t. 3 Does he like cheese? – Yes, he does. 4 Do you like
sandwiches? – No, we don’t.
Unit 9
Lesson 1
Exercise 1
Numbers in the correct order: twenty-eight (28), thirty-five (35),
forty-two (42), fifty-seven (57), sixty-eight (68), seventy-three (73),
eighty-four (84), ninety-five (95).
Exercise 2
1 fifty-six 2 ninety-seven 3 eighty-five 4 forty-seven 5 forty-one
6 fourteen
Exercise 3
1 Tonight is the last game. 2 You’re the winner! Congratulations!
3 And now the last question. What is six and four?
Exercise 4
1d 2f 3e 4b 5a 6c
Evo’s question: Whose – czyj/czyja/czyje.
Exercise 5
1 I am thirteen. Olivia is fourteen. 2 She isn’t thirteen. She’s
fourteen. 3 You are thirteen. You aren’t fourteen.
Exercise 6*
1 What is it? – It’s a wallet. 2 Whose school bag is it? – It’s Olivia’s/
Tony’s. 3 Is she fourteen? – Yes, she is. 4 Is he/she a teacher? – No,
he/she isn’t. 5 Tony, are you thirteen? – Yes, I am. 6 Are you an
actor? – No, I’m not. 7 Whose wallet is it? – It’s Tony’s.
Lesson 2
Exercise 1
1 happy 2 angry/sad 3 tired/bored 4 frightened 5 sad
Evo’s question: Pytania z czasownikami be i have got tworzy się,
zmieniając szyk wyrazów: I am…  Am I…?, They have got… 
Have they got…?
Exercise 2
1 What is it? – It’s a computer. 2 What are they? – They’re her trainers.
3 What’s this? – It’s her lamp. 4 What are these? – They’re her trousers.
Exercise 3
1 Where is her computer? – It’s on her desk. 2 Where are her
trainers? – They’re under her bed. 3 Where are her trousers? –
They’re in the wardrobe. 4 Where is her lamp? – It’s on the shelf.
Exercise 4
1 Has she got a computer? Yes, she has. 2 Has her brother got
a computer? Yes, he has. 3 Have you got a desk? Yes, I have.
4. Have you got a mobile phone? No, I haven’t.
Exercise 5
1E 2A 3D
Exercise 6*
1 are, Put your bag on the chair. 2 Doesn’t, Don’t open your books.
3 Has, Have they got a computer? 4 isn’t, Where is your skateboard?
5 is, What are these? 6 has, She’s got a big key ring.
Lesson 3
Exercise 1
1 Horse-riding, 2 Snowboarding, 3 Volleyball, 4 Football,
5 Athletics, 6 Basketball, 7 Hockey, 8 Tennis
Evo’s question: Like używamy z I, you, we, they. Likes używamy
z he, she, it.
Exercise 2
26
A: I’m happy that school is over, what about you, Ben?
B: Hmm, I’m sad. I really like school, you know. Here, look at the
photo of the students in my class.
A: It’s you here, right? And who’s the boy in a hoodie and a beanie
next to you?
B: That’s my cousin Ryan. He loves tennis and horse-riding. He’s got
a ball in his hands, can you see that?
A: Yes, I can. And the girl with short hair next to Ryan? Is it Holly?
B: Yes, it is. Holly likes horse-riding. She’s got a T-shirt with a horse
and a special riding cap on her head. Look at the girl with long
hair behind her. It’s Monica. Monica is Holly’s best friend. She loves
music. She’s got her MP3 player in the photo. And she can sing
very well.
A: What about Luke, is he in the photo? We go to tennis classes
together.
B: Yes, he’s here, behind me. He’s got a sweater and a scarf. He’s
angry because he’s next to Daisy.
A: Doesn’t he like her?
B: He does, but she’s got his mobile phone! Daisy is funny. She’s got
short hair and big eyes. She likes funny clothes. And she plays the
drums in the school music band.
A: I think that students in your class are really nice, Ben!
1D 2A 3B 4C
Exercise 3
1 can 2 can’t 3 can 4 can’t 5 likes 6 doesn’t like 7 like 8 don’t like
Exercise 4
1 I like your new school bag but I don’t like her blue scarf. 2 His
brother’s got a new bike. I like its colour. 3 Our computer is new.
Their computer is old. 4 I like your skateboards. Do you like my
skateboard?
Exercise 5*
1 like 2 don’t 3 Does 4 does 5 them 6 Do 7 like 8 do 9 Does
10 like 11 doesn’t 12 it 13 Do 14 like 15 do 16 it
Lesson 4
Exercise 1
1d 2c 3b 4a 5h 6e 7f 8g
Exercise 2
1a c 2a b 3b c 4a b 5a c
Exercise 3
1 the computer, 2 of course. 3 help me, 4 sorry, 5 Can, pass, please,
6 Yes, Here.
Exercise 4
1 Can you pass the salad, please? 2 Yes, of course. 3 Can you turn
on the TV, please? 4 I’m sorry, I can’t. I’m busy. 5 Can you help me
with my Maths homework, please? 6 I’m sorry, I can’t. It’s very
difficult. 7 Can you make me a sandwich, please? 8 I’m sorry, I can’t.
I’m very tired.
Exercise 5*
Example answers: 1 Can you make me a pizza, please? – Yes, of course.
2 Can you turn on the computer, please? – I’m sorry, I can’t. It’s very
difficult. 3 Can you open the door, please? – I’m sorry, I can’t. I’m busy.
149
Lesson 5 Exercise 2
Exercise 1 1 paragliding 2 surfing 3 windsurfing 4 water-skiing 5 jet skiing
1 Mrs Robinson, 2 24 Bridge Street, Birton, England BZ9 5WQ, 6 beach volleyball
3 Karen, 4 W tekście jest mowa o Samie i Angeli. Exercise 3
Exercise 2 1 Przykro mi, nie mogę. Jestem zajęty/zajęta. 2 Dziękuję za
1 False 2 True 3 False 4 False 5 True 6 False wszystko. 3 Tak, oczywiście. 4 Ja Tobie też dziękuję. 5 Czy możesz
otworzyć okno?
Exercise 3
Exercise 4
27 1 What’s your name? 2 Where is the wallet? 3 What are these?
This is the photo of me and my new friends. Look at Isabelle. She’s 4 What colour are they? 5 Whose school bag is it?
got brown hair and blue eyes. Her mother is a trainer and her Exercise 5
father is a police officer. Isabelle has got a pet mouse. She likes 1 She can’t ride a bike. 2 They’ve got a computer. 3 He doesn’t like
animals and sport. She doesn’t like fast food. swimming. 4 She’s got a watch. 5 They don’t like football. 6 She
And this is Max. He’s got short hair and small eyes. His mother is likes pizzas. 7 I haven’t got a wallet.
a teacher and his father is Exercise 6
a doctor. He hasn’t got any pets but he’s got 90 music CDs. He likes 1 Can she sing very well? 2 Has she got a Frisbee? 3 Have they got
music and art. He doesn’t like animals. a mobile phone? 4 Does he like salad? 5 Do they like yogurt?
Isabelle. She’s got brown hair and blue eyes. Her mother is a
trainer and her father is a police officer. Isabelle has got a pet
mouse. She likes animals and sports. She doesn’t like fast food.
SKILLS BOOSTER
Max. He’s got short hair and small eyes. His mother is a teacher SKILLS BOOSTER 1
and his father is a doctor. He’s got 90 music CDs. He likes music
and art. He doesn’t like animals. Exercise 1
1B 2A 3C 4E 5D
Exercise 4
Students’ own answers Exercise 2
1 Sure! 2 It’s time to go home now. 3 That’s incredible!
Lesson 6 4 Come and play with my friends. 5 Where are you from?
Exercise 1 Exercise 3
1 thirty 2 twenty-three 3 seventy-six 4 Students’ own drawings 1F 2F 3P
Exercise 2 Exercise 4
Bored, sad, hungry, tired, angry, happy, frightened, thirsty 1 What is your surname? 2 How much is the rubber?
3 Welcome to my school. 4 Nice to meet you. 5 How old are you?
Exercise 3
Joe is 25. He has got a brother. He hasn’t got a sister. He doesn’t Exercise 5
like volleyball. He likes tennis. 1D 2B 3A
Emma is 63. She has got a daughter. She hasn’t got a son. She likes
ice-skating. She doesn’t like football. Discover more! National public holidays
Exercise 4 Exercise 1
Hasło: Congratulations! A Australia Day, Australia B the spring bank holiday, England
C Independence Day, the USA D National Independence Day, Poland
Lesson 7 Exercise 2
Exercise 1 1 26 stycznia 2 łodzi/statków 3 4 lipca 4 sztucznych ogni
5 11 listopada 6 parady i pokazy wojskowe 7 w ostatni poniedziałek
28
maja 8 (rodzinnych) piknikach
Australian football Exercise 3
Australians call their favourite sport football. It’s different to football Possible answers:
in Europe. You kick the ball with your feet and you run with the ball 1 historii tego kraju 2 znalazła plecak (po koncercie)/chce oddać
in your hands. You can’t throw the ball and you can’t catch the ball. plecak właścicielowi 3 (nowy) smartfon
Cricket
Cricket is one of the national sports of Australia. One person SKILLS BOOSTER 2
throws a small ball. Another person hits the ball with a bat. The Exercise 1
rules of cricket are difficult. It isn’t a fast game, but it’s very popular 1B 2E 3A 4C 5D
in Australia. Thousands of people go to the big matches. The
Australian national team is one of the top cricket teams in the world.
Exercise 2
1 Help yourself to the sandwiches. 2 How much are these trousers?
Ultimate
3 Have a seat, please. 4 This is my sister. 5 Here you are.
This is a new sport from America. There are two teams with seven
people in each team. The people in the team run and throw a Frisbee Exercise 3
to each other. They catch the Frisbee and run with it. Ultimate is a very 1F 2F 3P
fast game and very exciting. It’s a very popular game in Australia now. Exercise 4
1d 2b 3a 4e 5c 1 What is Adam like? 2 Have a good evening. 3 Help yourself
Exercise 2 to the cake. 4 Whose jacket is this? 5 These shoes are 20 pounds.
1 Cricket 2 Australian football 3 Yes 4 America 5 No. Exercise 5
Exercise 3* 1C 2B
1 c (camels – wielbłądy), 2 a (eggs – jajka), 3 e (mice – myszy),
4 b (guinea pigs – świnki morskie), 5 d (lizards – jaszczurki).
Discover more! Birthdays
Exercise 1
Lesson 8 A Eduardo B Jacek C Olivia D Amy
Exercise 1 Exercise 2
1 football 2 volleyball 3 basketball 4 ice-skating 5 skiing 1 chleb 2 świeczkami 3 słodycze / cukierki 4 nosy 5 szczęście
6 swimming 7 thirty-six 8 forty-seven 9 eighty-five 10 hungry Exercise 3
11 angry 12 frightened 1 Friday/19th March 2 5 3 lesson 4 cake

150
WORKBOOK
Answer key
SKILLS BOOSTER 3 SKILLS BOOSTER 5
Exercise 1 Exercise 1
1E 2A 3D 4C 5B 1E 2C 3B 4D 5A
Exercise 2 Exercise 2
1 Eat in or take out? 2 Can we swim here, please? 3 Oh, that’s a pity. 1 I’m on top of the world. 2 it’s not quite right. 3 I don’t like
4 Can I have a cabbage and onion salad, please? 5 Watch out! pineapples. 4 Oh, that’s a pity. 5 Do you like going to the cinema?
Exercise 3 Exercise 3
1F 2P 3F 1F 2P 3P
Exercise 4 Exercise 4
1 Can I watch a film? 2 What is it? 3 Can you play chess? 1 It is time to go home. 2 Do you want to hang out with my friends?
4 Let’s make a pizza. 5 I feel awful. 3 I hate playing volleyball. 4 Let’s watch TV. 5 I feel awful.
Exercise 5 Exercise 5
1B 2D 3C 1C 2A 3B
Discover more! Active holidays in Poland Discover more! Places to visit in Poland
Exercise 1 Exercise 1
1C 2A 3B 4D 1B 2C 3D 4A
Exercise 2 Exercise 2
B and D 1 Biskupin 2 Krakow 3 Gdansk 4 Warsaw
Exercise 3 Exercise 3
1 godzinach 2 dzikich 3 organizuje 1 history 2 films 3 footballer
Exercise 4
SKILLS BOOSTER 4 1 muzeum 2 dwóch/2 godzin 3 90 4 festynie/festiwalu
Exercise 1 archeologicznym
1C 2E 3D 4A 5B
Exercise 2
1 Hurry up! 2 Excuse me, I’m looking for the shopping centre.
3 I’m on top of the world! 4 Excuse me, what time is it?
5 You’re welcome!
Exercise 3
1P 2P 3F
Exercise 4
1 Wait a minute. 2 Am I late? 3 Go straight on.
4 Let’s go to the cinema on Saturday at 5 o’clock. 5 Take your time.
Exercise 5
1A 2C 3D
Discover more! Polish national food
Exercise 1
1 dumplings 2 dried mushrooms 3 sour cream 4 mayonnaise
5 stew 6 sauerkraut
Exercise 2
1 polskiej 2 pierogi/bigos 3 bigos/pierogi 4 truskawkami
5 warzywna 6 lody 7 kapustę
Exercise 3
1 uncle 2 afternoon 3 mushrooms 4 strawberries 5 sour cream
6 salad

151
Macmillan Polska Sp. z o.o.
Al. Jerozolimskie 146 A,
02-305 Warszawa
A division of Macmillan Publishers Limited

Companies and representatives throughout the world

ISBN: 978-83-7621-865-6

Written by Barbara Ściborowska, Susana Garcia Cahuzac,

Małgorzata Krzemińska-Adamek

The authors have asserted their right to be identified as the authors

of this work in accordance with the Copyright, Designs and Patents Act 1988.

First published 2009

This edition produced 2017

Typeset by didi-art and DMQuadro

These materials may contain links for third party websites. We have
no control over, and are not responsible for, the contents of such third
party websites. Please use care when accessing them.

Produced in Poland
Evolution plus 4 klasa Student’s Book Answer key

UNIT 1

Lesson 1, page 5
3
1 name, name’s 2 your name, name’s 3 What’s your, My name’s

Extra 1
1 How 2 do 3 you 4 spell 5 Darren
Question: How do you spell ‘Darren’?

Extra 2
1 How are you? C 2 What’s your name? A 3 How do you spell your name? B

Extra 3
1 Hi 2 to meet you 3 What’s 4 My

Lesson 2, page 6
3
1 name 2 four 3 fine 4 How old are you?

Page 7
4
1 I am nine. 2 You are six. 3 He is Paweł. 4 She’s Patrycja. 5 It’s game number 1. 6 You’re seven.

Extra 1
b3 c4 d6 e2
Missing numbers: 9, 3, 4, 6, 2 Name: KATIE

Extra 2
Students’ own answers.

Extra 3
1 Kevin. 2 How are you? 3 How do you spell your name? 4 I’m nine.

Lesson 3, page 8
1
1 student 2 painter 3 musician 4 trainer 5 shop assistant 6 doctor 7 teacher 8 police officer
2
1 Are you a painter? 2 I’m a brilliant painter.
Page 9
3
1 I am 2 I am not 3 You are 4 Are you 5 I am 6 I’m not

Extra 1
1 doctor 2 student 3 shop assistant 4 police officer 5 painter 6 musician 7 trainer 8 teacher
Extra 2
1 your 2 My 3 you 4 not 5 a 6 am
Extra 3
Students’ own answers.

Lesson 4, page 10
1

1
Evolution plus 4 klasa Student’s Book Answer key

Ana 10 Sofia 9 Karen 10 Matt 9

2
1 Emma 2 ten 3 Alex 4 nine

Lesson 5, page 11
1
1 Sue 2 musician 3 Paul 4 police officer

2
1 Tom 2 I‘m not 3 am 4 I’m 5 eight

3
Students’ own answers.

4
1 Are you a teacher? 2 Are you ten? 3 Are you a student? 4 How old are you? 5 How do you spell
your name?

Lesson 6, page 12
1
1 What 2 name 3 goodbye

2
1 painter 2 teacher 3 nice 4 eight 5 Thomas 6 five 7 goodbye 8 officer 9 musician 10 Carla

4
1 four 2 trainer 3 ten 4 three 5 Tania 6 old

5
Darren

Lesson 7, page 13
3
Alex, age 10, computers Ruby, 10, science Lorna, 9, English

4
Students’ own answers.

Lesson 8, page 14
1
a eight, nine b eight, ten c seven, nine d six, five e four, two

2
1 police officer 2 doctor 3 musician 4 shop assistant 5 trainer 6 teacher 7 student 8 painter

3
maths, art, English, Polish, music, history

4
1 c 2 d 3 b 4 a/e 5 a/e

2
Evolution plus 4 klasa Student’s Book Answer key

1 Joe. 2 I’m fine. 3 No, I’m not. 4 Yes, I am. 5 J-O-E

6
1 What’s your name? 2 How are you? 3 Are you a teacher? 4 Are you a student? 5 How old are
you? 6 How do you spell your name?

7
1 I’m 2 to 3 Let’s 4 This 5 everyone 6 What’s 7 you 8 old

UNIT 2

Lesson 1, page 17
3
1 is, is 2 isn’t 3 Is, is 4 is, is 5 Is, isn’t

Extra 1
fourteen 14
twenty 20
eleven 11
nineteen 19
twelve 12
eighteen 18
sixteen 16
thirteen 13
seventeen 17
The missing number is fifteen.

Extra 2
1 is 2 old 3 He’s 4 She 5 Is 6 isn’t 7 ‘s

Extra 3
A Is she Mary? B No, she isn’t. She’s Anne. A Is she ten? B No, she isn’t. She’s nine. A Is he Tom? B
No, he isn’t. He’s Kevin. A Is he nine? B No, he isn’t. He’s eight.

Lesson 2, page 18
3
1 spell 2 old 3 ten

Page 19
4
1 an 2 a 3 an 4 a 5 a 6 an 7 a 8 an

Extra 1
1 astronaut 2 artist 3 football player 4 singer 5 illusionist 6 actor 7 actress 8 writer

Extra 2
1 Who is he? d 2 Is he an actor? a 3 Is he a singer? c 4 How old is she? e 5 Is she an actress? b
6 Is she an illusionist? f

Extra 3
1 Is Angela a police officer? 2 Is Tom an actor? 3 Is Lucy fourteen?

3
Evolution plus 4 klasa Student’s Book Answer key

Lesson 3, page 20
1
1 wallet 2 key ring 3 skateboard 4 MP3 player 5 watch 6 computer 7 Frisbee 8 mobile phone

2
1 It’s a key ring. 2 Look! A Frisbee! 3 It’s a CD!

3, page 21
1 No, it isn’t. 2 Yes, it is. 3 It’s a mobile phone. 4 Is it a wallet? 5 Is it a watch? 6 What is it?

Extra 1
1 watch 2 mobile phone 3 skateboard 4 computer

Extra 2
1C 2B 3C

Extra 3
1 Isn’t 2 23 3 isn’t 4 a

Lesson 4, page 22
1
1 Alex 2 old, nine 3 he

2
1C 2E 3A 4D

Lesson 5, page 23
1
Fred, 19, mobile phone Sylvia, 17, MP3 player Ted, 20, wallet Tony, 14, Frisbee

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

3
Suggested answer:
It’s Clare Donovan. She isn’t eighteen years old. She’s twenty. She isn’t an artist. She’s a trainer.

4
Lucy 2 Tom 13 Sam 8 Kate 5 Mary 17

Lesson 6, page 24
1
1 Seven, eight, nine. 2 Ten, eleven, twelve. 3 Thirteen, fourteen, fifteen. 4 Sixteen, seventeen,
eighteen

2
1 four 2 seven 3 ten 4 thirteen 5 seventeen 6 eighteen

3
18 (a) 14 (r)

4
Evolution plus 4 klasa Student’s Book Answer key

8 (u) 17 (c)
7 (m) 6 (n)
10 (d) 2 (s)
9 (i)

a
is
musician
Sandra
Sandra is a musician

Lesson 7, page 25
1
1, 9, 2, 7, 6, 3, 5

2
1b 2d 3e 4a5c

Lesson 8, page 26
1
1c 2b 3g 4d 5a 6e 7h 8f

2
Liczby: fifteen, sixteen, nineteen, twelve
Zawody: artist, singer, painter, astronaut, illusionist

3
1 compass 2 abacus 3 protractor 4 calculator

4
1 Who 2 an 3 Who (is) she? 4 a 5 isn’t 6 What 7 isn’t

5
1 How old is she? C 2 Is he eleven? D 3 Is it a mobile phone? B 4 Who is she? A 5 How do you spell
her name? e 6 Is she an actress? f

6
1 at 2 - 3 first 4 surname 5 spell 6 think 7 know

SKILLS PLUS UNITS 1–2

Lesson 1, page 28

2
maths lesson: numbers, ruler rock concert: music, singer school: teacher, computer doing sports:
skateboard, trainer

3
1B 2C 3A

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Evolution plus 4 klasa Student’s Book Answer key

Lesson 2, page 29
1
1 singer, music 2 student, maths, easy 3 old, mobile phone 4 surname, spell, science

2
1 student 2 musician 3 shop assistant 4 teacher 5 actor

3
1 Nie 2 Nie 3 Tak

4
1B 2D 3A

UNIT 3

Lesson 1, page 30
1
1 pencil 2 pen 3 ruler 4 rubber 5 pencil case 6 school bag 7 glue stick 8 marker

3, page 31
1 Lucy’s 2 Joe’s 3 Joe and Lucy’s 4 Whose 5 It’s 6 it

Extra 1
pen, marker, pencil, glue stick, school bag, pencil case, rubber, ruler

Extra 2
2 isn’t 3 glue stick 4 Julia’s 5 it 6 it 7 Whose 8 Ted’s 9 Is 10 it isn’t 11 pencil case 12 Julia’s

Lesson 2, page 32
3
1 This is his rap! 2 It’s her rap too.

4, page 33
1 my 2 your 3 my 4 her 5 his 6 her

Extra 1
1 old 2 expensive 3 cheap 4 long 5 short 6 big 7 new 8 small

Extra 2
2 Her pencil is short. 3 His rubber is small. 4 Her rubber is big. 5 His pen is expensive. 6 Her pen is
cheap.

Lesson 3, page 34
1
1 black 2 blue 3 brown 4 green 5 red 6 yellow 7 orange 8 white 9 pink 10 grey 11 purple

2
1 Can you help me? 2 This machine is crazy!

3, page 35
2 It’s a cheap pencil case. 3 It’s an orange pencil. 4 It’s a new Frisbee. 5 It’s an expensive pen. 6 It’s
a pink rubber.

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Evolution plus 4 klasa Student’s Book Answer key

Extra 1
1 orange, red 2 green, blue 3 white 4 brown, yellow 5 pink, grey, purple

Extra 2
1E 2A 3C

Lesson 4, page 36
1
1 light 2 beautiful 3 dirty

2
1 new, beautiful, cheap 2 new, ugly, heavy 3 clean, old, cheap 4 big, dirty, light

Lesson 5, page 37
1
Lee: blue watch, blue mobile phone, green school bag
Laura: green mobile phone, red school bag, yellow watch

2
1 red 2 watch 3 yellow 4 black 5 white

Lesson 6, page 38
1
1 d 2 b 3 e/a 4 a/e 5 f 6 c

2
a Zak’s b Joanna’s c Donna’s d Matt’s e Emma’s f (small green bag)

Lesson 7, page 39
1
1 Yes, it is. 2 No, it isn’t. 3 No, it isn’t. It’s red, white and blue. 4 It’s London. 5 No, it isn’t. It’s a big
city.

2
1 English flag 2 Scottish flag 3 Welsh flag 4 British flag

Lesson 8, page 40
1
2 a cheap pencil case 3 an expensive bag 4 a small rubber 5 a big glue stick 6 a new marker

2
Jack: a green wallet, a cheap school bag, a blue watch, a grey mobile phone, an orange skateboard
Angela: a new school bag, a purple mobile phone, a pink wallet, a red MP3 player

3
capital, flag, country, city, population

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

7
Evolution plus 4 klasa Student’s Book Answer key

2 Her MP3 player is red. 3 His mobile phone is grey. 4 Her mobile phone is purple. 5 His skateboard
is orange. 6 Her bag is new.

6
1 That’s 2 wrong 3 something 4 done 5 very

UNIT 4

Lesson 1
3, page 43
2 The yellow pencil is in the drawer. 3 The green ruler is under the desk. 4 The yellow lamp is on the
chair. 5 The blue school bag is in the wardrobe.

Extra 1
D H P O S T E R W

R F K L V W A L L

A L G W U B Q Z T

W A R D R O B E Y

E M W E S H E L F

R P N S K Q D P X

Y E V K C H A I R

Extra 2
1C 2A 3B 4A

Lesson 2, page 44
1
1 takie same 2 różne 3 takie same 4 różne 5 różne 6 różne

3
1 Where’s my school bag? 2 It isn’t on my desk. 3 Look! It’s on the table! 4 Yes! Yes! Yes!

4, page 45
1c 2a 3b 4d

Extra 1
1 sofa 2 television 3 bookcase 4 table 5 cupboard 6 armchair 7 carpet 8 floor

Extra 2
1 is, on, TV set 2 Where is, It’s under 3 Where’s, It’s on 4 Where’s, school bag, It’s, the 5 Where’s
the, It’s under the TV set.

Lesson 3, page 46
1
1 come 2 go 3 take 4 put 5 open 6 close 7 drop 8 catch

8
Evolution plus 4 klasa Student’s Book Answer key

2
1 Put the picture on the wall in the gallery. 2 Oh no!

3, page 47
1 Don’t go to the door. 2 Come to my desk. 3 Don’t take your bag. 4 Don’t open my pencil case.
5 Catch this ball. 6 Don’t drop the watch.

Extra 1
drop, go, take, open, come, close, put, catch

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

Extra 3
1 Catch the Frisbee. 2 Open the book. 3 Drop the school bag. 4 Put the book in the school bag.
5 Close the book.

Lesson 4, page 48
1
1b 2c 3a

2
1 in the drawer, Thank you, Don’t mention it 2 on the carpet, Thank you very much, You’re welcome

3
1A 2B 3C

Lesson 5, page 49
1
a on the desk b under the desk c in the box d on the pink chair e in the box f under the pink chair

2
1 It’s on the shelf. 2 The school bag. 3 No, it isn’t. It’s under the desk. 4 It’s in the drawer. 5 The key
ring is in the bookcase. 6 No, it isn’t. It’s on the desk.

Lesson 6, page 50
1
under the chair, under the bed, in the drawer, on the table

2
The Frisbee is under the pink chair. The computer is on the desk. The key ring is in the school bag.
The lamp is in the box. The skateboard is under the bed.

Lesson 7, page 51
1
1 glass 2 plastic 3 food waste 4 paper 5 metal

2
1c 2d 3a 4b 5e

9
Evolution plus 4 klasa Student’s Book Answer key

3
1b 2a 3a

Lesson 8, page 52
1
1 -robe 2 -board 3 -chair 4 -case 5 -ble 6 -fa 7 -er 8 -air 9 -ster 10 -pet

2
1b 2d 3a 4c

3
1 metal 2 glass 3 paper 4 food waste 5 plastic

4
2 Where is the Frisbee? It’s under the bed. 3 Where is the mobile phone? It’s on the desk. 4 Where
is the key ring? It’s on the floor. 5 Where is the skateboard? It’s in the wardrobe. 6 Where is the
poster? It’s on the wall.

5
2 Close the drawer. 3 Don’t drop the computer. 4 Catch the Frisbee. 5 Put the pencil on the shelf.

6
1 Great! 2 You’re welcome! 3 Thanks. 4 Brilliant! 5 No problem. 6 Thank you very much.

SKILLS PLUS UNITS 3–4

Lesson 1, page 54
2
3 The lamp is on the cupboard. 4 The cupboard is white. 5 The glass bottle is on the table. 6 It’s
Kate’s watch.

3
1 Nie 2 Nie 3 Tak 4 Tak

Lesson 2, page 55
1
1 brilliant 2 drawer 3 favourite 4 school 5 table

2
1 Where’s my green bag? - It’s in the wardrobe.
2 I think maths is difficult. - Really? It’s my favourite subject.
3 Whose wallet is it? - I think it’s Jake’s.
4 Can you help me? - Yes, no problem.

3
1C 2A 3C 4C

UNIT 5

Lesson 1
3, page 57
1 caps 2 skirts 3 T-shirts 4 dresses

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Evolution plus 4 klasa Student’s Book Answer key

2 Where are the dresses? They’re on the table.

3 Where are the T-shirts? They’re in the box.
4 Where are the dresses? They’re on the bed.

Extra 1
1 T-shirt 2 jacket 3 dress 4 shirt 5 cap 6 skirt 7 shoes 8 trainers 9 jeans 10 trousers
Liczba mnoga jackets, dresses, shirts, caps, skirts

Extra 2
1 are, in 2 Where, ‘re, armchair 3 Where are, bed 4 are, shirts, They’re 5 Where, on chair 6 Where
are, They’re, wardrobe

Lesson 2
4, page 59
3 This dress is purple. 4 That dress is orange. 5 This jacket is brown. 6 That jacket is grey. 7 This
skirt is green. 8 That skirt is pink.

Extra 1
a grandfather b grandmother c father d mother e sister f brother

Extra 2
1 Ben 2 Clare 3 Luke 4 Toby 5 Kathy 6 Maggie

Lesson 3, page 60
1
1 cat 2 dog 3 fish 4 monkey 5 snake 6 spider 7 hamster 8 mouse 9 guinea pig 10 parrot

2
1 No, they aren’t. 2 But they are monkeys! 3 Tessa and Nicky are his parents.

3
1 they, are 2 What, are 3 Are, we aren’t 4 What are, They are 5 Are we, are

Extra 1
1 fish 2 snake 3 hamster 4 cat 5 mouse 6 monkey 7 guinea pig 8 spider 9 dog 10 parrot

Extra 2
1B 2A 3C 4C

Extra 3
1 are 2 We 3 we 4 are 5 Are 6 aren’t

Lesson 4, page 62
1
 great, fantastic, incredible  crazy, horrible, silly

3
2 crazy, fantastic 3 horrible, great 4 horrible, crazy 5 silly, silly

Lesson 5, page 63
1
1b 2a 3b 4a 5b 6b

11
Evolution plus 4 klasa Student’s Book Answer key

2
1 false 2 false 3 true 4 false 5 false 6 false
Lesson 6, page 64
1
1 Where are you? 2 Are you at home? 3 And please open the door.

Lesson 7, page 65
1
1b 2a 3a 4b 5a

2
aK bZ cK dI eZ fK gZ hK iI jZ

Lesson 8, page 66
1
1 shoes 2 jacket 3 trainers 4 trousers 5 skirt 6 shirt 7 jeans 8 cap

2
Rodzina: brother, grandmother, sister, father
Zwierzęta: hamster, mouse, monkey, snake
Przymiotniki: crazy, incredible, fantastic, silly

3
1 hoodie 2 beanie 3 tracksuit 4 uniform 5 shorts 6 tie

4
b two fish c five mice d three dresses e six shirts

5
2 That skirt is long. 3 This jacket is cheap. 4 That jacket is expensive.

6
1 What, They are 2 Are, they aren’t 3 they, they are

7
1 Don’t 2 Pay 3 on 4 What 5 looks 6 agree 7 wrong

UNIT 6

Lesson 1, page 68
1
1 ears, teeth 2 eyes, mouth 3 teeth, hair 4 nose, neck

3, page 69
1 has got 2 hasn’t got 3 has got 4 Has (Sophie) got, hasn’t 5 Has (Sophie) got, has 6 Has (Martha)
got, hasn’t

Extra 1
1 forehead 2 eye 3 nose 4 tooth/teeth 5 head 6 ear 7 mouth 8 neck

Extra 2

12
Evolution plus 4 klasa Student’s Book Answer key

2 Tom hasn’t got small ears. 3 Tom has got big teeth. 4 Tom hasn’t got a big mouth. 5 Tom hasn’t
got a small nose. 6 Tom hasn’t got big eyes.

Extra 3
2 Has he got a small nose? No, he hasn’t. 3 Has he got a small mouth? Yes, he has. 4 Has he got
small eyes? Yes, he has.

Lesson 2, page 70
3
1 mouth 2 eyes 3 ears

4, page 71
2 We haven’t got a green scarf. 3 You have got a red fleece. 4 Have you got brown gloves? No, I
haven’t. 5 Have they got grey sweatshirts? Yes, they have

Extra 1
1 Nie 2 Tak 3 Nie 4 Tak

Extra 2
2 Have you got a hat? No, I haven’t. 3 Have you got a scarf? Yes, I have.

Lesson 3, page 72
1
1 arm 2 finger 3 leg
4 hand 5 foot 6 toe 7 shoulder 8 knee

2
1 It’s a woman. 2 She’s got three arms and four legs!

3, page 73
1 This is a spider. 2 These are spiders. 3 That is a spider. 4 Those are spiders.

Extra 1
Suggested answers:
2 It’s got two ears. 3 It’s got two legs. 4 It’s got four feet. 5 It’s got two eyes. 6 It’s got four hands.
7 It’s got twelve fingers. 8 It’s got eight toes.

Extra 2
1 This is a monkey. b 2 That is a monkey. c 3 These are monkeys. d 4 Those are monkeys. a

Lesson 4, page 74
2
1 clever, long, green 2 funny, sporty, short, brown

4
1C 2E 3B 4A

Lesson 5, page 75
1
1 long 2 brown 3 small 4 brown 5 green 6 big

13
Evolution plus 4 klasa Student’s Book Answer key

1 short and brown

2 brown
3 sporty and shy
4 jeans, grey T-shirt and white trainers
5 Susanna
6 14
7 short
8 long and brown
9 green
10 friendly and clever
11 grey trousers, pink sweater and black shoes

Lesson 6, page 76
1
1 your 2 got 3 table 4 friend’s 5 come

2
1 Kan 2 Ket 3 Kit 4 Kat 5 Kot 6 Ken

3
1 That 2 Those 3 This 4 These 5 That 6 Those 7 This 8 These

Lesson 7, page 77
1
1 green 2 red 3 white 4 yellow

2
1 leaves 2 roots 3 flower

Lesson 8, page 78
1
a arms b hands c fingers d head e leg f foot g toes h eyes i ears j nose

2
Osobowość: clever, friendly, funny, sporty, shy Ubrania: fleece, coat, scarf, gloves, sweater

3
1 trunk 2 leaf 3 flower 4 stem 5 roots

4
2 She hasn’t got a scarf. 3 We have got coats. 4 Has she got a hat? 5 Have they got sweaters? 6 Has
he got a fleece

5
1 this 2 those 3 This 4 Those 5 That 6 These

6
1 right 2 Actually 3 all 4 like 5 look 6 Here 7 welcome 8 last

SKILLS PLUS UNITS 5–6

Lesson 1, page 80

14
Evolution plus 4 klasa Student’s Book Answer key

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

3
1B 2D 3A

Lesson 2, page 81
1
2 parrot 3 girl 4 plant

3
1 Nie 2 Tak 3 Nie

4
1B 2C 3E 4A

UNIT 7

Lesson 1
3, page 83
1 can 2 can’t 3 can 4 can’t 5 Can, can 6 Can, can’t 7 can 8 Can, can 9 Can, can 10 can’t 11 Can,
can’t 12 can’t

Extra 1
1 swim 2 ski 3 drive a car 4 ride a bike 5 skate 6 play the guitar 7 sing 8 dance

Extra 2
1 He can dance. 2 He can’t ski. 3 She can skate. 4 She can’t sing. 5 It can’t play the guitar. 6 It can
ride a bike.

Extra 3
2 Can Craig ski? No, he can’t. 3 Can Fiona skate? Yes, she can. 4 Can Fiona sing? No, she can’t. 5 Can
the monkey play the guitar? No, it can’t. 6 Can the monkey ride a bike? Yes, it can.

Lesson 2, page 84
3
1 play 2 sing 3 me 4 can

4, page 85
1 can sing 2 can’t sing 3 can dance 4 can’t dance 5 can skate 6 can swim 7 can’t ski 8 Can 9 ski
10 Can 11 swim

Extra 1
1 uncle, 2 aunt, 3 cousin, 4 brother, 5 sister, 6 grandparents

Extra 2
2 We can’t play the guitar. 3 Can you skate? Yes, I can. 4 Can you ski? No, I can’t. 5 They can ride a
bike. 6 They can’t swim. 7 Can they drive a car? No, they can’t. 8 Can they dance? Yes, they can.

Lesson 3, page 86
1
1 drums 2 flute 3 guitar 4 piano 5 recorder 6 violin 7 trumpet 8 saxophone

15
Evolution plus 4 klasa Student’s Book Answer key

2
1 I’m a musician. 2 And who are they? 3 And I can sing.

3, page 87
Your, His, Her, Their, Our

Extra 1
1B 2F 3D

Extra 2
1 He, his 2 They, their 3 She, her 4 You, your 5 We, our

Lesson 4, page 88
1
1a 2c 3b 4d

2
Umiem świetnie pływać. Jako tako (tak sobie) . Nie za bardzo.

3
1 very well, at all 2 well, very well 3 very well, very well 4 very well, very well

Lesson 5, page 89
1
Uncle: piano Aunt: piano, violin Cousin: drums Grandfather: - Grandmother: recorder, guitar

2
1 Green Drums 2 22 3 the guitar, the saxophone 4 the drums, piano 5 He can sing brilliantly.

Lesson 6, page 90
1
1 Can you play the guitar? 2 You can be a star! 3 Can you dance and sing? 4 We are the next big
thing!

2
1 b, d, i
2 a, e, g

3
1 Can you play the guitar? 2 Can your uncle sing?

Lesson 7, page 91
1
1c 2a 3b

2
1 Glastonbury Festival 2 Latitude Festival 3 Reading Festival 4 Green Man Festival

3
1 slow 2 sad 3 fast 4 loud 5 happy

16
Evolution plus 4 klasa Student’s Book Answer key

Lesson 8, page 92
1
1 dance 2 ride a bike 3 skate 4 swim 5 drive a car

2
2 uncle, keyboards, well 3 parents, violin, very fast 4 son, drums, very well

3
S L O W D G Y
A O H A P P Y
D U W T P X F
X D S Q K L A
B V G I W Z S
R T Q U I E T

4
1 He can swim. 2 She can’t dance. 3 Can they skate? Yes, they can. 4 I can’t ride a bike. 5 We can
ski. 6 Can he drive a car? No, he can’t.

5
2 It’s his trumpet. 3 It’s my saxophone. 4 It’s our piano. 5 It’s their guitar. 6 It’s your recorder.

6
1 you 2 well 3 steady 4 swim 5 help 6 at 7 can 8 very 9 Not 10 so

UNIT 8

Lesson 1
3, page 95
like lemons; don’t like; like; don’t like

Extra 1
1 kiwi 2 plum 3 banana 4 lemon 5 strawberry 6 apple 7 pear 8 orange 9 grape 10 cherry

Extra 2
2 don’t like grapes 3 like bananas 4 don’t like strawberries

Lesson 2, page 96
3
1 don’t 2 don’t 3 don’t 4 Do 5 do 6 do

4, page 97
1 like 2 do 3 Do 4 don’t 5 Do 6 Yes 7 Do, like8 don’t

Extra 1
2 pizza 3 hamburger 4 sausage 5 cheese 6 sandwich 7 crisps 8 salad 9 ice cream 10 soup

Extra 2
1 Do you like yogurt? 2 Do you like cheese? 3 Do you like crisps? 4 Do you like sausages? 5 Do you
and your friends like pizza? 6 Do your parents like ice cream?

17
Evolution plus 4 klasa Student’s Book Answer key

Lesson 3, page 98
1
1 coffee 2 Coke 3 lemonade 4 orange juice 5 tea 6 water 7 milk 8 fizzy drink

2
1 I’m thirsty. 2 What about Glenda? 3 Oh, it’s wonderful!

3, page 99
1 likes 2 doesn’t like 3 Does, does 4 doesn’t like 5 likes 6 Does, doesn’t 7 likes 8 doesn’t like 9
Does, does

Extra 1
1B 2A 3B 4C

Extra 2
2 His father doesn’t like coffee. 3 His aunt doesn’t like milk. 4 His uncle likes Coke.

Extra 3
2 Does his father like coffee? No, he doesn’t. 3 Does his mother like tea? Yes, she does. 4 Does his
uncle like Coke? Yes, he does.

Lesson 4, page 100

1
I hate I don’t like I like I love
Matt cats dogs trainers new jeans
Lucy mice spiders white skirt blue T-shirt

4
1B 2A 3C

Lesson 5, page 101

1
Thomas  hamburgers, yogurt, pizza  sausages, cheese
Katie  cheese, sausages, pizza  yogurt, hamburgers

2
1 True 2 False 3 True 4 False 5 False 6 False
1 Kevin 2 17 3 hate 4 love it 5 is 6 loves 7 is banana yogurt

Lesson 6, page 102

1
1 Do 2 do 3 do 4 Do 5 don’t 6 don’t 7 don’t

2
2 twenty-three 3 like 4 twenty-six 5 like 6 twenty-four 7 like 8 sixteen 9 like 10 nineteen 11 like

Lesson 7, page 103

2
1 Crisps 2 Butter 3 Fish 4 Sweets 5 Milkshakes
The only healthy food here is fish.

18
Evolution plus 4 klasa Student’s Book Answer key

Lesson 8, page 104

1
1 apple 2 strawberry 3 cherry 4 lemon 5 orange 6 banana 7 grape 8 pear

2
Żywność: cheese, salad, ice cream, crisps, hamburger
Napoje: coffee, milk, orange juice, tea, lemonade

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

4
2 He doesn’t like pears. 3 She likes milk. 4 They like cherries. 5 They don’t like lemons.

5
2 Does he like pears? No, he doesn’t. 3 Does she like milk? Yes, she does. 4 Do they like cherries?
Yes, they do. 5 Do they like lemons? No, they don’t.

6
1 favourite 2 Tell 3 horrible 4 love/like 5 hate 6 delicious 7 like cats 8 turn

SKILLS PLUS UNITS 7–8

Lesson 1, page 106

1
Animals: mice, spider, parrot
Food: salad, cheese, yogurt
Actions: dance, skate, swim

4
1C 2A 3B 4B

Lesson 2, page 107

1
a swim b recorder c musician d banana e fish f Coke g quiet
PASSWORD: I CAN SKI

2
Suggested answers
He can’t ski. She doesn’t like milk. She hates snakes. He can play the piano.

3
1B 2C 3B 4C 5A

UNIT 9

Lesson 1
3, page 109
1 Is he 25? No, he isn’t. 2 How old is he? He’s 54. 3 What’s his name? His name’s Kat. 4 How do you
spell his name? K-A-T. 5 Is he an artist? No, he isn’t. He’s an actor.

19
Evolution plus 4 klasa Student’s Book Answer key

4
1 Is 2 isn’t 3 What 4 It’s 5 orange 6 Are 7 aren’t 8 they 9 Yes 10 are

5
1 How old is he? f 2 Is he a student? c 3 Whose watch is it? a 4 What colour is his T-shirt? d 5 Is his
school bag black? b 6 Are his shoes new? e

7
1 forty-four, fifty-five 2 sixty-eight, seventy 3 seventy-five, eighty 4 eighty, ninety

Lesson 2
3, page 110
1 Make a sandwich! 2 Have a drink! 3 Let’s celebrate!

4, page 111
2 Where is the Frisbee? It’s in the school bag. 3 Where is the wallet? It’s under the bed. 4 Where is
the key ring? It’s on the desk. 5 Where is the skateboard? It’s under the chair. 6 Where is the mobile
phone? It’s on the bed.

5
1 hasn’t got 2 They have 3 She has 4 Has, he has. 5 Have, they haven’t. 6 haven’t got

6
1C 2D 3E

8
1 angry 2 hungry 3 tired 4 happy 5 bored 6 thirsty 7 sad 8 frightened

Lesson 3, page 112

1
1 basketball 2 football 3 snowboarding 4 tennis 5 volleyball 6 horse-riding 7 athletics 8 hockey

2
1 No, I don’t. 2 Oh, Joe! You’re a brilliant artist! 3 Yes, she does!

3, page 113
2 Your computer is old. 3 Piotrek’s bicycle is dirty. 4 Ewa’s MP3 player is new. 5 Our sweaters are
blue. 6 Their mobile phones are expensive.

4
2 You can sing well. 3 My father can’t swim very well. 4 Can your friend dance? Yes, he/she can. 5
Can your parents skate? No, they can’t.

5
1A 2C 3E 4B

7
1 athletics 2 football 3 hockey 4 volleyball 5 snowboarding 6 horse-riding 7 tennis 8 basketball

Lesson 4, page 114

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

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Evolution plus 4 klasa Student’s Book Answer key

2
1b 2a 3 d 4 a

3
2 open the door, no problem 3 Can, please, I can’t 4 Can you, please, Sorry, I can’t

Lesson 5, page 115

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

2
1 Yes, she has. 2 No, he hasn’t. 3 No, he doesn’t. 4 Yes, she does. 5 Yes, she can. 6 No, he can’t.

Lesson 6, page 116

1
1 play 2 can 3 your 4 game 5 skate 6 sing

2
1 They have 2 He has 3 Has he, Yes, has 4 Have they, Yes, have 5 Have they, No, haven’t 6 Has he,
No, hasn’t

Lesson 7, page 117

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

2
Brakujący sport: swimming
1 Beautiful 2 Fantastic 3 Paragliding 4 Beach volleyball

3
1 surfing, exciting 2 paragliding, dangerous, expensive 3 water-skiing, difficult, fun 4 beach
volleyball, easy, cheap 5 jet-skiing, enjoyable 6 swimming, boring

Lesson 8, page 118

1
snowboarding, horse-riding, hockey, basketball, athletics, volleyball, tennis, football

2
2 She’s fifty-two. She’s frightened. 3 She’s sixty-seven. She’s hungry, 4 He’s ninety-nine. He’s happy.

3
1 jet skiing 2 surfing 3 paragliding 4 water-skiing 5 beach volleyball 6 windsurfing

4
2 aren’t 3 can 4 can’t 5 don’t like 6 like

5
2 Is she thirsty? No, she isn’t. 3 Can she ride a bike? No, she can’t. 4 Can they sing? Yes, they can 5
Does he like grapes? Yes, he does. 6 Do they like kiwis? No, they don’t.

21
Evolution plus 4 klasa Student’s Book Answer key

1d 2a 3b 4c
FESTIVALS

Halloween, page 124

1
1 -pire 2 -eton 3 -ch 4 -ost

2
a jack-o’-lantern b costume c Trick or treat! d party

3
1 treat 2 trick 3 treat 4 trick 5 treat 6 trick

Christmas Lesson 1, page 125

1
1 Christmas Day 2 holly 3 mistletoe 4 Christmas tree 5 angel 6 baubles 7 tinsel 8 lights 9 crackers
10 presents 11 Christmas stockings

2
1 reindeer 2 present 3 card 4 holly 5 Santa Claus 6 snow 7 carol 8 sleigh 9 tinsel 10 angel
WE WISH YOU A MERRY CHRISTMAS!

3
1c 2d 3b 4a

Christmas Lesson 2, page 126

1
1 sleigh – sanie 2 reindeer – renifer 3 snow – śnieg 4 carol – kolęda 5 mistletoe – jemioła 6
stocking – skarpeta na prezenty

2
Christmas Eve: decorating the Christmas tree, parties
Christmas Day: opening presents, Christmas dinner, pulling crackers
Boxing Day: winter games, Christmas carols

3
1a 2a 3b 4b 5b

Easter, page 127

1
1 lamb 2 catkins 3 Easter bunny 4 tulips 5 daffodils 6 basket 7 hot cross bun 8 Easter eggs

2
1b 2d 3a 4c

3
Jedzenie: cheesecake, ham, sausage, chocolate eggs
Dekoracje: Easter Bunny, catkins, daffodils, tulips
Tradycje: egg rolling, decorating eggs, egg hunt, egg tapping

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Evolution plus 4 klasa Student’s Book Answer key

VOCABULARY PLUS

Unit 1, page 129

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

2
first name✔ surname ✔ address ✗ telephone number ✔ nickname ✗ e-mail address ✔

3
1 you 2 nickname 3 surname 4 telephone 5 e-mail 6 address

Unit 2, page 130

1
1 globe 2 book 3 costume 4 microphone 5 magic hat 6 paintbrush 7 white coat 8 spacesuit

2
2 She’s a writer. 3 He’s an actor. 4 He’s a painter. 5 She’s an astronaut. 6 He’s a singer. 7 She’s a
teacher. 8 He’s a magician.

3
1 an actor 2 book 3 a white coat 4 globe

Unit 3, page 131

1
1 gym 2 canteen 3 corridor 4 classroom
ball – gym plate – canteen bell – corridor blackboard – classroom

2
1 canteen 2 gym 3 corridor 4 classroom

3
C B A L L
P L A T E
A L C
S B L A C K B O A R D
S N
C O R R I D O R T
O E
O E
G Y M N

Unit 4, page 132

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

2
1 It’s in the kitchen. 2 It’s in her bedroom. 3 It’s white. 4 It’s in the garden.

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

23
Evolution plus 4 klasa Student’s Book Answer key

Unit 5, page 133

1
1 cat 2 hamster 3 mouse 4 fish 5 parrot 6 monkey

2
Prawdziwe: 3
Harry’s pet is a dog.

3
1 fur 2 paws 3 tail 4 beak 5 tail 6 fur 7 tail 8 fins

Unit 6, page 134

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

2
1 She’s at home. 2 She’s got a cold and fever. 3 He’s got a stomach ache. 4 He’s at work.

3
1 Take a pill!: headache, backache, toothache
2 Have some sleep!: Fever, cold
3 Don’t eat anything: stomach ache, toothache

Unit 7, page 135

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

2
Ryan’s typical day:
True: watch television, go for a walk, listen to music
Ryan’s plans for today:
True: go to the cinema, have a party, play games

3
1 concert 2 music 3 watch 4 go 5 party 6 cinema

Unit 8, page 136

1
1 breakfast 2 lunch 3 takeaway 4 dessert 5 snack 6 dinner

2
1 sandwiches 2 fruit 3 soup 4 sausages 5 strawberry 6 pizza

3
1 breakfast 2 snacks 3 dinner 4 takeaway 5 lunch 6 dessert

Unit 9, page 137

1
1 d dance studio 2 e cycle path 3 g swimming pool 4 a athletics track 5 b football pitch 6 h ski slope
7 c tennis court 8 f ice rink

24
Evolution plus 4 klasa Student’s Book Answer key

2
1 Yes, they have. 2 Yes, they can. 3 No, they haven’t. 4 Their local team.

3
1 player – jedyna osoba w zestawie
2 skating – jedyny sport, do którego nie potrzeba piłki
3 tennis court – jedyny wyraz niezwiązany z wodą
4 ski slope – jedyny wyraz związany ze sportem zimowym
5 horse-riding – jedyny wyraz, w którym nie ma litery „t”
- jedyny wyraz nie związany z bieganiem
6 riding a bike – jedyne wyrażenie złożone z więcej niż jednego wyrazu
- nie ma odniesienia do obrazków z zadania nr 1

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