Teaching notes and key
Unit 8
Lesson 2
I’m fighting a dinosaur!
1 and 2
Type of activity: Writing sentences.
Organisation: Individual work.
Time: 15 minutes.
Preparation: Copy one worksheet per student.
To use: After Activity 5.
INSTRUCTIONS
• Hand out the copies of the worksheet. The students
read the instructions for Activity 1 and look at the
example. Review the spelling rules for the ing ending,
if necessary, by referring the class to page 109 of the
Student’s Book. The students complete the sentences
and compare their answers in pairs. Ask volunteers to
write the missing verbs on the board for the whole class
to check the spelling.
• The students then look at Activity 2 and check if the
sentences 1-7 in Activity 1 are true in relation to the
picture. Point to the example sentence and ask the
students to correct the false sentences in a similar way.
Check the answers with the whole class.
• Extension: Sentences 8-10 are to be corrected if they
are give untrue information about the students and the
teacher.
KEY
1 Type of activity: Card game Memory challenge.
1 is holding 2 is taking 3 are wearing 4 is sitting
5 is singing 6 is using 7 is telling 8 are speaking.
2 of 4 and cut them up into cards or ask
3 Lisa and Jeff aren’t wearing shirts. They’re wearing
T-shirts.
4 Zac isn’t sitting on the sofa. He’s standing on the
armchair.
6 Jeff isn’t using a smartphone. He’s using a laptop.
3
Type of activity: Writing sentences.
Organisation: Individual and pair work.
Time: 10 minutes.
Preparation: One worksheet per student – use
the same worksheet as in Activities 1 and 2 above.
To use: After Activity 5.
INSTRUCTIONS
• Elicit who Iggy is and who his family members are. Find
out if Imogen generally likes Iggy’s inventions (No).
Explain that she is inventing excuses why no one can
help Iggy with the new invention, not even his robot.
Ask the students to invent good excuses for each
character, using the Present Continuous tense.
• The students complete the sentences. Ask volunteers
to read out the excuses. Find out if the class thinks the
excuses are convincing or not.
• In pairs, the students read the excuses to each other
and decide if they are convincing.
Unit 8
Lesson 3
Look for Brainyballs!
1
Organisation: Group work.
Time: 25 minutes.
Preparation: Copy one set of worksheets per group
the students to do that.
To use: After Activity 4.
INSTRUCTIONS
• Divide the class into groups of 4. Each group should
comprise two pairs competing against each other.
Give each group one set of worksheets cut up into
cards. The students select the adventure activities
(pictures and words) and put the cards with the places
in town temporarily to one side.
• Tell the groups to lay the cards face up on the desk.
Give the students 1 minute to memorise as many cards
as possible. When the time is up, the students turn the
cards over. It’s important that the cards remain in the
same position as when they were face up.

• Each pair take turns to turn over a card, and make
a sentence containing the word or expression written
on it – this expression appears either in a written or
visual form. If they are able to make a correct sentence,
they can attempt to find the matching card. If they
successfully find one, the two cards are removed from
play, and the game passes to the other pair. When there
are no cards remaining, the pair with the most cards is
the winner.
• Alternative version: The students look at all the cards
and memorise them before turning them face down
again. Then one student from a pair picks a card and,
without revealing the word to the other player, mimes
the word on the card. Their partner tries to guess the
word, makes a sentence containing the word and
looks for the matching card. If they are successful with
each of these stages, both cards are kept by the two
students. The other pair repeat the process. Individual
students take turns picking words and miming them for
the other person to guess and use in a sentence. The
winner is the pair with the most cards.
Unit 8
Lesson 4
Iggy the Inventor
1 about Iggy. Each person in the picture should be
Type of activity: Gap fill.
Organisation: Individual work.
Time: 15 minutes.
Preparation: Copy one worksheet per student.
To use: After Activity 3.
INSTRUCTIONS
• Ask the students to summarise the story in their own
words. Elicit what happens with Iggy’s newest invention
in this episode (It is very successful, everybody wants to
buy his smoothie).
Teaching notes and key
• Hand out the copies of the worksheet. Ask the students
to study the pictures and read the speech bubbles
containing gaps. The students’ task is to complete the
speech bubbles with verbs in the Present continuous.
Draw their attention to the symbols as they need to
make both positive and negative sentences, questions
and short answers.
• When the students have finished, they compare their
answers in pairs. Check the answers with the whole
class.
KEY
1 We’re going 2 Are you looking for … 3 No, I’m not.
4 Are you looking for … 5 Yes, I am. 6 is putting …
7 are giving … 8 are texting…
2
Type of activity: Picture description.
Organisation: Individual work.
Time: 15 minutes.
Preparation: One worksheet per student – use
the same worksheet as in Activity 1 above.
To use: After Activity 3.
INSTRUCTIONS
• Ask the students to draw a picture to add to the story
involved in some activity.
• Next, the students describe their drawing, writing
sentences in the present continuous about each of
the people. Monitor their work and provide help as
necessary.
• In small groups, the students present their drawings
and describe what each person is doing.

Unit 8
Lesson 6
In the city
1 and 2
Type of activity: Matching places and activities.
Role play.
Organisation: Individual and pair work.
Time: 25 minutes.
Preparation: Copy one set of worksheets per pair.
To use: After Activity 5.
INSTRUCTIONS
• Review the places in town. The students mention all the
names of places they can remember from the Student’s
Book. They should also raise their hands if there is
something similar in their own town.
• Divide the class into pairs comprising Student A and
Student B. Give each their respective worksheets and
focus their attention on Activity 1. Explain that this
activity is identical on both worksheets. The students’
task is to match each activity to a different place a-l.
These should be the associations that first come to mind.
• When the students have finished, they compare their
ideas in pairs. Check the answers with the whole class.
If someone has an alternative idea, ask them to explain
it in either L1 and L2. If their explanation is satisfactory,
accept their answer.
• Next, go through the instructions in Activity 2. Student
A and Student B should not show each other their
maps. Six of the places from Activity 1 are marked
on Student A’s map and the other six are marked on
Student B’s map. Based on the illustrations, individual
students attempt to work out which six are on their
map and label the pictures accordingly.
• The students then take turns to role play a dialogue
between a tourist and an inhabitant in order to find the
location of the remaining six places from Activity 1. They
give each other directions and label the map so that all
twelve locations are included. Model the role play with
a good student first. Remaining in the pairs, students
compare their maps and check that they have labelled
the buildings correctly.
KEY
1 Ask the students to select an interesting structure:
1c 2 h 3 b 4 e 5 k 6 d 7 j 8 g 9 a 10 l 11 f 12 i
2 Poland or abroad, and even in their own town.
Place the two maps side by side to check the completed
versions.
Teaching notes and key
Unit 8
Lesson 7
Around the world
1
Type of activity: Reading comprehension.
Organisation: Individual work.
Time: 20 minutes.
Preparation: Copy one worksheet per student.
To use: After Activity 5.
INSTRUCTIONS
• Find out if students have heard of any unusual
structures such as buildings, bridges, roads, etc. Listen
to their answers. Students may use L1 in their answers.
• Explain that the students are going to read an article
about three amazing structures abroad. Hand out the
worksheets and go through the instructions. Make sure
they understand all the words in the definitions. The
students read the texts, match the words in bold to the
correct definitions and select the structure they would
most like to see.
• The students compare their answers in pairs. Then
check the answers with the whole class. Find out who
would like to visit each of the structures.
• If you have internet access in the classroom, find
images of the three structures to show to students
after they have read the texts.
KEY
1 roller coaster 2 slide 3 floors 4 bridge 5 skyscraper
6 canal
2
Type of activity: A description.
Organisation: Individual work.
Time: 25 minutes.
Preparation: One worksheet per student – use
the same worksheet as in Activity 1 above.
To use: After Activity 4.
INSTRUCTIONS
• Go through the instructions with the whole class.
a building, a bridge, a road, etc. It could either be in
• If you have internet access in the classroom, ask the
students to find any necessary information online;

otherwise, assign the research for homework. Once
the table has been completed and checked by you,
the students use it to write a description of the
structure. Refer them to the texts in Activity 1 as
a model. Optionally, they can print photos to attach to
their project or prepare a slide show on their chosen
structure. Monitor the task and provide help as
necessary.
• Extension: The students present their structures to the
whole class. They read out the descriptions. The rest of
the class listens and raises their hand if they would like
to visit the structure.
Unit 8
Lesson 8
Revision workout
Type of activity: Vocabulary and grammar
revision.
Organisation: Individual work.
Time: 35 minutes.
Preparation: Copy one worksheet per student.
To use: After Activity 3, Grammar.
INSTRUCTIONS
• Hand out the copies of the worksheet. Go through the
instructions to Activity 1, explaining anything that is
unclear. Give the students sufficient time to complete
the task. Then ask them to compare their answers in
pairs before checking with the whole group.
• Repeat the procedure for the remaining activities: 2-6.
• Explain that Activity 6 is a self-assessment task and
that students do not need to show their responses to
anyone. It does not affect their grade. Explain that the
students should colour in the right face depending
on how well they can perform each task, e.g. they can
colour the smiling face for perfect, the neutral face for
average, and the sad face for I need to revise this.
KEY
1 sentences but can choose not to bet on 1-5
1 are taking 2 is buying 3 are looking 4 are waiting
5 are learning 6 am watching 7 are buying 8 is buying
9 are drinking 10 is locking
2 to correct it in writing on a separate sheet of paper.
Suggested answers:
1 j main square 2 e train station 3 c museum 4 i bus
stop 5 g school 6 a cinema 7 h shopping centre
8 b supermarket 9 f café 10 d car park
Teaching notes and key
3
1 You’re not fighting a dinosaur 2 It isn’t raining
3 Miss Blake isn’t taking a selfie 4 You’re not wearing
a red cap. 5 Our friends aren’t swimming.
4
1 Are you eating an apple? 2 Is your teacher texting
a friend? 3 Are your classmates speaking English now?
4 Are you wearing a T-shirt? 5 What is your best friend
doing? 6 What are you wearing?
5
1 Excuse 2 looking 3 straight 4 turn 5 right
6 welcome
Unit 8
Grammar summary
Type of activity: Grammar auction – sentence
correction game.
Organisation: Group work.
Time: 30 minutes.
Preparation: Copy one worksheet per group of 3
students.
To use: After Grammar summary.
INSTRUCTIONS
• Divide the class into groups of three. Give each group
a copy of the worksheet. Explain that the worksheet
contains 15 sentences with the grammar points from
Units 1-8. Some sentences are correct and some contain
grammatical mistakes. The students are going to play
a game called Grammar auctions.
• Explain the rules of the game. Each group has ₤30 or
a equivalent value in Brainy balls. The group members
have to study the sentences and:
• agree whether the sentence is correct or incorrect
and label it accordingly;
• decide how much to bet on their decision
– the minimum bet is ₤1 (pounds are unable to be
subdivided);
• they have to place a bet on a minimum of 10
sentences;
• total bets cannot exceed ₤30;
• if they think a sentence is incorrect, they should try
• Allow 15 minutes for the students to discuss the
sentences, make corrections and place their bets.
 Teaching notes and key

• When the time is up, explain the next stage:

• you will discuss the sentences one by one;
• if the sentence is correct and the students marked it
as such, they double the money they bet and write
this amount in the Win column;
• if the sentence is incorrect and the students marked
it as such, they keep the money they bet and write
this amount in the Win column. If they have written
a correct version of the sentence, they double the
money they bet;
• if the sentence is incorrect but the students marked
it as correct or vice versa, they lose all the money
they bet;
• once the game is over, the students add up the totals
in the Win and Lose columns. Then they subtract the
money ‘lost’ from the money ‘won’ in order to find
the final total. The winner is the group with the most
money.