Inteface 4 Teachers Book

Teaching notes
Patrick Howarth, Patricia Reilly
Contents
Starter unit
page 3
Changing lives
page 5
Literature
page 17
The world around us
page 28
Revision 1
page 40
Followers of fashion
page 43
Work and money
page 54
Crime doesnt pay
page 67
Revision 2
page 77
Sporting greats
page 80
Virtual world
page 91
Communicate
page 102
Revision 3
Workbook answer key
page 114
page 117
Unit 1, Lesson
Starter
unit, Lesson
1, Vocabulary
1
1, Reading 1
Lesson Aims:
Students practise introducing themselves and revise some simple questions, various lexical groups,
auxiliary verbs and basic verb forms.
Starter unit
Introductions
Warmer
Play the Categories game with students. Explain that
you are going to write some names on the board, eg
names of countries, weather, places, food, sport, etc.
Following this, give students one minute to write as
many words as possible for each of the given categories.
The words are then to be written on the board. The
winner of the game is the team that comes up with the
highest number of relevant words.
Students look at the pictures and identify the names

of the teenagers. Explain that it is more informal and
friendly to say Hi and Im [name] than Hello and My
names .
Answer Key
James, David and Rachel
Students read the questions and complete them.

Check answers with the class.
Write the correct questions on the board and ask
students to change he / she / his / her to you / your.
Check their new questions and check pronunciation.
Answer Key
1 is
2 does
3 has
4 are
5 does / can
CD1 track 02
Play the CD. Students answer the questions for
exercise 2.
Fast finishers think of more ways to continue the

conversation by asking their partner questions to
find out more about them.
Vocabulary
5
Answer Key
1 15 years old
2 In Bury (near Manchester)
3 One
4 Sport, especially tennis
5 Two (English and Italian)
In pairs, students read the words in the box and sort

them into the categories shown.
Tell them to be aware that some might seem to fit
into two categories.
Check answers with theclass.
Answer Key
1 Food: apple, bread, meat
2 School subject: maths, PE, history
3 Sport: tennis, football, rugby
4 Transport: train, bus, car
5 Countries: France, India, Canada
6 Adjectives: boring, easy, fun
7 Weather: hot, cloudy rainy
8 Places: theatre, shop, gym
Extra activity
Students write out all the information they learnt in
exercise 4 about their partner and use the paragraphs
to make aclass poster. Ask students to bring in
apicture of themselves or to draw apicture/ caricature
of themselves to add to the paragraph about them. Use
the poster as awall display.
Ask students to add three more words to each of the

categories from exercise 5.
Tell students that they can use the words that
appeared in the Warmer.
Check answers as a class.
Tell students to read the sentences and choose

thecorrect expressions.
CD 1 track 02
Hello, Im David. Im 15 years old. Igo to school with Rachel and

James. James is my best friend. Hes 16 years old. We both live in Bury,
asmall town near Manchester. Ihavent got any brothers or sisters,
but James has one brother and two sisters. My hobbies are playing
sports, especially tennis. Ialso like computers but Idont like computer
games. Ican speak English and Italian my mum is from Rome.
Tell students that they are going to talk about

themselves to their partners.
Get students to use the questions from exercise 2
tointerview each other.
Answer Key
1 the telephone
2 a lot of housework
3 a lot of wood
4 a story
5 some extra money
Get students to work in pairs and to ask and answer

questions with the expressions from exercise 7.
Monitor students work and facilitate an openclass
feedback session at the end of the activity.
Homework Workbook page 3
Note: Throughout the Student's Book students must write down the answers in their notebooks.
Unit 1, Lesson
Starter
unit, Lesson
1, Vocabulary
2
1, Reading 1
Lesson Aims:
Students revise various tenses, question words, question forms and classroom language.
Grammar
9
Ask students if they remember the difference

between using the present continuous and the
present simple. Review the uses if necessary.
Individually, students read the paragraph about
Rachel and choose the correct answers.
Check answers as aclass.
Get students to cover the paragraph and tell you
asmuch as they can about Rachel.
Make sure students understand the meaning of look
forward to, and find out whether they are looking
forward to the new school year.
Answer Key
1 go
2 lived
3 moved
4 ve lived
5 really love
6 would go back
7 could
8 re going to stay
9 should
10 m doing
11 m not looking
10 Tell students to first read the dialogue to get
ageneral idea of what it is about, without filling

inany of the gaps.
Get students to complete the dialogue with the
correct form of the verbs in brackets.
Answer Key
1 are you doing
2 am studying/m studying
3 Has Dan finished
4 was playing
5 went
6 Will you help
7 finish/have finished/ve finished
8 dont you ask
9 always does/is always doing/s always doing
10 will ask/ll ask
11 Revise the question words together by getting
students to respond to each question word with as

many short answers as possible, egHow? by car,
on foot, using apencil, with afriend, etc. Who? my
brother, David, Jane, the new maths teacher, etc.
Students choose the correct word to complete each
question.
Answer Key
1 Who
2 What time/When
3 When/What time/How
4 What
5 Which
6 Why
7 When
8 Where/When/What time
12 In pairs, students take turns at asking and answering

the questions from exercise 11.
Prompt students to use the correct intonation. Make
them aware of how the voice falls at the end of Whquestions.
Students practise asking and answering the
questions.
Ask some pairs to act out their question-answer

interaction to the rest of the class. Correct any
mistakes as necessary.
13 Students look at the prompts that they are going
touse to write complete questions.

Ask if they can see any time references (How often, at
the moment etc.). Ask about how time clues can help
them to make the correct choice of question form.
Students write complete questions using the prompts
given.
Answer Key
1 How often do you have English lessons?
2 Where did you go on your last holiday?
3 What book are you reading at the moment?
4 How are you going to spend the next weekend?
5 What countries have you visited in your life?
14 In pairs, students practise asking the questions from
exercise 13.
Ask some pairs of students to act out their questions
and answers to the rest of the class. Correct any
mistakes as necessary. Tell students to change sister to
grandmother, father, etc. asapplicable.
Classroom language
15 Tell students to cover questions 15 and to read
answers ae.
Elicit some ideas for what the questions might be, eg
Have you got my pencil? How do you say this?
Students read the questions and match them to the
answers.
Model the correct pronunciation and intonation
of the questions and answers, and get students to
repeat what they hear.
Divide the class into two, and prompt one half to
repeat the questions chorally and the other half to
give the correct answers chorally.
Ask some students to change the questions slightly.
Each of these students then pick out another student
and ask him/her the altered question, egEwa, how do
you say ty in English?
Answer Key
1 e 2d 3a 4c 5b
Extra activity
Ask volunteers to make signs with one of the questions

on each one, written in big letters and bright colours,
to put around the classroom walls where everyone
can see them. You may need two or three for each
question.
Changing lives
Unit 1, Lesson 1, Vocabulary 1, Reading 1
Lesson Aims:
Students learn and practise vocabulary related to life-changing events; they read atext about
afamous persons life for gist and specific information.
Vocabulary 1
Life-changing events
Warmer
With books closed, brainstorm some events that
have changed students lives in one way or another.
Encourage students to think beyond the obvious ones
and perhaps think of people they know, eg fail three
exams, (father) change job, learn to play the guitar. Ask
how these events would change a young persons life.
Write their ideas on the board.
1 Students look at the words in the box. They use their
dictionaries to find out the meaning of any they dont

already know.
Make sure that all the meanings are clear.
CD1
track 03; for audioscript see p6 of SB

Students listen and repeat the events.

Ask individual students to read out some of the
events and check pronunciation.
3 Students do the exercise individually.

Answer Key
1 starting your own business
2 retired
3 moved house, made new friends, settled down
4 had an accident
5 got into trouble, changed school
6 dropped out of university, went for ajob interview
7 took agap year, went abroad
Fast finishers write two more sentences using the

expressions for the events, giving two options.
They can then exchange their sentences or you can
use them as adictation.
Now say it!

4
CD1 track 04
Give students time to read the sentences before they
listen to the CD.
Play the CD. Ask them to note down the information
they hear that indicates whether the sentences are
true or false.
Students compare their answers and notes with
apartner before checking as aclass.
CD1 track 04
Rachel
James, what do you think has changed your life the most?
James Iwent abroad two years ago with my family. We went to
Africa. It really changed the way Ithink about things.
Rachel And what about you, David? Whats the most
lifechanging event thats happened to you?
David It didnt happen to me, but Ithink its having an accident.
My cousin was in amotorbike accident and it totally
changed his life. Whats changed your life the most,
Rachel?
Rachel Hmm, Im not sure Iwant to take agap year before Igo
to university though. Ithink thatll be quite life-changing.
Answer Key
1 T2 F3 F
5 Students ask each other about events that have
changed their lives. Encourage them to use the new

vocabulary and to give answers that are as full as
possible.
Students change partner and repeat the exercise.
Ask afew students to report back on their partners
answers.
Cultural note
Read the Cultural Fact together and ask students if they
think many students do the same in Poland. Ask them
what they would do with agap year if they had the
opportunity to take one. Explain to them that people
taking gap years before university tend to do something
useful. Ask if they think its agood idea.
Extra activity
Students write about one or two of the life-changing
events in their partners lives. Remind them to check
their work carefully for spelling or grammatical errors
before handing it in.
Reading 1
Then & now
Before you read
Ask students to look at the pictures and tell you what
they know about Johnny Depp. Ask if they think he has
a hard life or an easy life, or if being a top actor can be
stressful. Ask them to give reasons. Help them express
their ideas in English.
6 Read out the three options and ask students which

they think is more probable.
Answer Key
Answer a
Point out to students that they may already know the

noun advice, but that the verb is spelt with an -s.
Ask some students to make up their own sentences
with the words and phrases.
Answer Key
CD1 track 05; for audioscript see p7 of SB
1 d 2 e 3 b 4 a 5 c
Play the CD. Students read and listen to the text and
check their answer.
Play the CD again and ask students to listen out
forany life-changing events.
11 Ask students to think about the question and note
8 Students read the text again individually and choose
Choose and write afew sentences from

the text in the notebook selecting subject,
auxiliary verb, main colours to highlight
the different parts of speech. Compare
your ideas with afriend.
down their reasons.

Take a class vote, then discuss students opinions.
the correct words.

Answer Key
1 wasnt
2 didnt do
3 didnt go
4 changed
5 has got
9 Students cover the text and try to answer the
questions from memory, working individually or

inpairs.
They check their answers by looking for them in
thetext.
Answer Key
1 In the Bahamas, France and Los Angeles.
2 He got into trouble.
3 He wanted to get a recording contract for his band.
4 Nicolas Cage.
5 Yes, he has won several awards.
Fast finishers write their own comprehension

questions for classmates to answer. When everyone
has finished exercise 9, read out their questions as
aclass quiz.
10 Students find the words and phrases in the text and
match them to the correct definitions.

Ask students to tell you how to say the words in
Polish, and tell you if any look similar to translations
(i.e. if any are cognates).
Extra activity
Ask students to name as many films starring Johnny
Depp as possible. Write the titles of the films on the
board. In pairs, students choose one of the films, and
write aparagraph about it explaining the plot. Ask them
not to give title of the film. When they have finished,
stick all the paragraphs on the walls around the room,
number them, then tell students to read them all and
guess what the titles are. Compare answers as aclass.
Cultural note
Although Johnny Depp has been nominated for many
awards, including ten Golden Globes and three Academy
Awards (Oscars), he has only won one Golden Globe and,
as of 2014, no Oscars. As well as his well-known roles,
Johnny also had asmall role in Nightmare on Elm Street
and has voiced characters in episodes of King of the Hill and
SpongeBob SquarePants for TV.
Unit 1, Lesson 2, Grammar 1

Lesson Aims:
Students learn and practise using grammar structures related to the present and past tenses.
Grammar 1
2 Working individually or in pairs, students use the
prompts to write complete questions in the present

simple.
Present and past
Answer Key
Warmer
Elicit some sentences from students about life-changing
events in the past tense, and ask them to tell you the
present form of the verbs they used too, eg They got
divorced last summer get divorced.
1 Read out the sentences in the table.

Students choose the correct words.
Answer Key
1 habits and routines
2 often
1 What time do you usually go to sleep?

2 Do you ever go cycling?
3 Do you sometimes upload pictures to Instagram?
4 How often do you get angry?
5 How often do you listen to music?
3 In pairs, students take turns asking and answering the

questions in exercise 2.
Ask individual students to tell the class about their
partners answers.
Fast finishers write down their partners answers

before reporting back to the class.
4 Students look at the example sentences and answer

the questions.
Answer Key
2 wanted
3 studied
4 decided
5 appeared
6 was
7 made
8 became
9 won
10 started
11 got
Answer Key
1 Finished actions in the past.
2 Wanted is regular. Broke up, do, leave and have are irregular
theydo not end in -ed.

Cultural note
Monica Cruz, Penelopes younger sister, is aprofessional
dancer as well as an actress, who worked on Pirates of
the Caribbean: On Stranger Tides (the fourth film) too
as Penelopes stand-in (double), when Penelope was
pregnant.
Unit 1, Lesson 3, Grammar 2, Listening

Lesson Aims:
Students practise using the structure used to; they listen to a radio programme for specific
information.
Grammar 2
9 In pairs, students read the text a second time and use
used to
Warmer
Tell students to think of how peoples lives have
changed through the introduction of modern media.
Get each student to think of two examples, i.e. In the
past people used to write letters to each other, but
nowadays they send emails.
6 Ask students to read the sentences in the table and
then find them in the text on page 7.

Students tell you how they would say the sentences
in Polish. Make sure they fully understand the fact
that the sentences are about the past.
Answer Key
Kiedy gra w zespole.
Kiedy nie mia w zwyczaju przedstawia si innym uczniom.
Czy kiedy pakowa si w kopoty?
7 Students look at the sentences and complete the

rules.
Answer Key
1 used to
2 used to, past simple
8 Students do the exercise individually. Remind them

they need to take the -d off the end of used in the
negative and question forms, as with all regular
verbs.
Answer Key
2 use
3 used to write
4 used to take
5 send
6 is
7 didnt use to have
8 used to use
9 is
10 used to spend
the prompts to write questions with used to.

Students then answer the questions, using short
answers.
Model the questions for the class and ask students to
repeat them, paying attention to intonation.
In pairs, students take turns asking and answering the
questions.
Discuss other technological changes with the class.
Answer Key
1 Did people use to use the Internet 20 years ago? No, they didnt.
2 Did communication use to be instant? No, it didnt.
3 Did people use to send emails? No, they didnt.
4 Did people use to make phone calls from phone boxes? Yes, they did.
10 Do the first question together.
Students complete the others individually.

Check answers in pairs and then as a class.
Answer Key
2 did you move, moved, used to live / lived
3 did you use to go, used to go, went, enjoyed
4 Did you use to read, used to read, read, read
Extra activity
Students imagine they are interviewing Johnny Depp or
Penelope Cruz. Ask them to write at least five interesting
questions, using the present simple, the past simple and
used to. Students then exchange their questions, and
make up answers, using the appropriate tenses. Then
the questions with the answers go back to the person
who wrote them. Students read and decide if theyre
appropriate and correct. Teacher monitors and makes
notes for open class feedback. Teacher writes the chosen
questions and/or answers on the board and discusses
them with students.
Fast finishers write two more sentences about

how life has changed in the last 20 years. They can
use their imagination if they are not sure of exact
changes.
Listening
Lifestyle changes
Before you listen
Get students to vote on what they think would be the
age when most significant changes in life take place.
Ask them to explain their opinions.
11 Look at the pictures together. Ask students to match
the people with the ages in the box. Make sure

students understand the structure by asking How old
is Penelope Cruz? Is she in her 20s? Elicit No, shes
in her 30s. Then ask How old is the President / Prime
Minister?
Discuss as a class how peoples lifestyles change at
the ages in the box.
12
CD1 track 06

Give students time to read the ideas on the board.

Play the CD and ask them to listen out for their ideas.
Students read the names and the activities and try to
match them from memory.
Play the CD again. In pairs, they correct their answers.
Check answers together.
Answer Key
1 d 2 a 3 e 4 c 5 b
Extra activity
Ask students to write about their partner and
themselves. Tell them to write four or five sentences
about the same changes they have written down, and
another four or five about the different changes they
have written down. Then they swap pairs to read their
sentences to their new partners.
Traditionally in the UK people celebrated

turning 21, but nowadays your 18th
birthday is more significant. This is because
legally you can do a lot more things when
you are over 18.
CD1 track 06
Presenter In todays programme, were going to talk to some of our

audience about their lifestyles and memories of when they
were younger. Emma, youre only 17 years old do you
think your lifestyle has changed?
Emma Definitely! Id say the biggest difference in my lifestyle is
that Im more independent. For example, Ialways used
to go on holiday with my parents, but this year Iwent on
holiday with my friends for the first time.
Presenter Where did you go?
Emma Iwent to Ibiza with five friends for ten days. It was great
fun.
Presenter Frank, youre in your 40s would you say your lifestyle
has changed much?
Frank Yes, theres one big difference. Ididnt use to do much
exercise but Ibought amountain bike three years ago.
Now Icycle regularly Igo twice aweek, sometimes
more. Ithink it helps to stop you getting old!
Presenter And what about you, Gary?
Gary Well, Im 26 and my life has changed alot. Ifinished
university four years ago and Istarted work. Ilived in
London for three years but Imoved to Bristol last year and
started my own graphic design business. Iused to work in
abig company but Ienjoy this much more.
Presenter Right, that sounds like agood change. Helen, how have
things changed for you?
Helen Igot married four years ago and Ihad ababy two years
ago, so my life has changed alot. My husband and Iused
to go out alot, but now we dont. We met at art class,
but the last time we did any art was about two and ahalf
years ago.
Presenter Quite afew changes, then! And finally, Ivan what about
you?
Ivan Well, Im 66 years old and Iretired eight months ago
so Idont work now. Iused to work in abank and now
Ispend my time relaxing. Ido alot of gardening, and Igo
for walks with my wife. We want to spend more time with
our grandchildren too. Ive got three children and nine
grandchildren!
Presenter Im sure that keeps you busy! Thank you, everyone.
13
CD1 track 06
Ask volunteers to read the numbers out loud.
Students read the sentences and complete them with
the numbers.
Students compare answers with a partner.
Play the CD again for students to check their answers.
Answer Key
1 40, 3 2 26, 4 3 2, 2.5 4 9
14 Ask students to think about their lives five years ago
and to make notes about what things have changed.

Refer them back to the vocabulary on page 6 to help
with ideas.
In pairs, students ask and answer about the changes
in their lives.
Homework Workbook pages 67, exercises 37
Unit 1, Lesson 4, Speaking

Lesson Aims:
Students ask and answer about events from their lives.
Speaking
Practise
Talking about photos
Warmer
Ask students to work in pairs and write alist of occasions
when they might take photos. Set atime limit of two
minutes. If they dont know the word in English they can
write it in Polish. Ask different pairs to read out their lists.
Listen
1 Tell students to look at the picture asking them about
where and when people wear masks like these in the
first picture. Make sure they understand the word
carnival.
Answer Key
At Carnival in Venice.
Ask students to read the questions.

Play the first part of the conversation.
CD1 track 07
together. Point out that look like is followed by anoun

or proper noun, eg He looks like my best friend / He
looks like anice guy, but that when you use an adjective,
you dont use like. You look like hungry.
Students order the words into sentences.
Answer Key
1 Theres abox at the bottom of the photo.
2 John is standing next to the table.
3 Lucy is on the right.
4 He looks really angry.
5 Theres adog in the middle of the photo.
Students choose letter a, b, or c.

Answer Key
1 b 2 a 3 c
ast finishers in pairs, practise describing

F
aphoto inthe Students book.
Speaking task
Warmer
In pairs, students play a guessing game. Students take
turns describing photos in the book and their partner
guesses which page they are looking at.
Step 1: Look at the instructions and photos together.
Tell students they can make up the names of the
people in the photos and imagine that they are one
of the people too.
Answer Key
1 His cousin.
2 To Venice in Italy.
3 His mum and dad and his friend Chris.
4 Davids cousin.
5 Look at the Functional language box on page 19
6 Ask students to complete the dialogues.
CD1 track 07
David Ive just got an email from my cousin Enrico hes sent
some photos of our holiday. Do you want to see them?
Rachel
Oh yes lets look at them now. Oh, wheres this?
David
Its Venice in Italy.
Rachel
Who did you go with?
David With my mum and dad and my friend Chris. We visited
my aunt and uncle and my cousins Enrico and Daniela.
Myuncle is Italian, so they live there.
Rachel That sounds fun! Oh what are you doing in this photo?
Why are you all wearing fancy dress costumes?
CD1 track 08
Play the dialogue again giving students time to
repeat. Help with pronunciation.
Step 2: R
ead the questions and responses with the class.
Students make notes about the chosen picture
using their imagination.
CD1 track 08
Play the second part of the conversation. Tell students
to complete the description with the words from the
box and write them in their notebooks.
CD1 track 08
David This is a photo of me at the Venice Carnival. My friend

Chris is standing on the left and my cousin Daniela is in
the middle. Im on the right. Were all wearing fancy dress
costumes because its Carnival. You cant tell, but Chris
looks like the actor Orlando Bloom its impossible to see
under the mask. We all look very serious, but were having
a great time! In the background there are some beautiful
buildings.
Step 3: G
ive students time to write their dialogues. Tell
them to use a variety of expressions from Step 2.
Monitor and help as necessary.
Step 4: S
tudents practise their dialogues with at least two
partners. Ask some pairs to perform their dialogue
for the class. Correct as necessary.
Extra activity
If you wish, ask students to bring in their own photos
they may have these on a camera or on a mobile
phone. Ask students to describe their photos to the
class. Encourage listeners to ask questions.
Answer Key
2 in the middle
3 on the right
4 looks like
5 look
6 there are
Unit 1, Optional lesson: Culture

Lesson Aims:
Students learn about journeys taken by British evacuees during the Second World War.
Culture
Famous journeys
Warmer
Ask students if they have taken any long journeys. How
did they travel? Elicit different forms of transport and
write them on the board. What was the purpose of
their journey? Were they going on holiday? Moving
house?

Ask students if they know what is happening in the
picture. Explain that during the Second World War
many children living in British cities were evacuated,
i.e. sent to live in the country with other families.
answer the questions.
Help with any problems in understanding.
Ask them what they find surprising about the text.
Find out how students think the evacuees felt and if
they think it was the right thing to do.
8 In pairs, students think of famous journeys which
took place in Poland.

Ask pairs about the journeys they have thought of
and ask what they know about them. Ask the class if
they have read about any of them or seen any films
or TV programmes about them. Ask if students know
why people made these journeys.
Ideas: Children were evacuated to different areas
during WW2 and after the war. Many people went
to live in France, Germany, Belgium, Switzerland, etc.
in the 1950s and 1960s. Many people emigrated to
America.
More information
For further information about the evacuees go to:
www.bbc.co.uk/history/events/evacuation
Extra activity
Students find out more about afamous journey
undertaken by people from Europe and write
adescription of it.
Answer Key
Teacher collects their work. Workbook pages
144145, with Worksheets in the Teachers
Resource File
1 The British government.

2 By train.
3 Their teachers.
4 They learnt that milk comes from cows.
Lesson Aims:
Students learn new and revise already known verbs with prepositions; they read atext about
ateenagers life for specific information.
Vocabulary 2
Verb + preposition
Warmer
With books closed, students think of as many verbs that
take prepositions as possible, eg look at, look after, drop
out of, turn to, etc.
1 Students read the verbs in the box.
In pairs, students try to work out the meanings of the

verbs.
Students tell you how to say the words in Polish,
and tell you if any are similar to their translations
(cognates).
10

Students listen and repeat the words.
Check their pronunciation.
3 Students read through the questions and complete

them with suitable prepositions.
Answer Key
1 to
2 to
3 about
4 with
5 in
6 about
7 about
8 on
4 Tell students to think about their own answers to the
questions.
5 Students read the sentences and choose the correct

options.
Answer Key
1 argue with
2 waiting for
3 talking to
4 worries about
Pronunciation
a

Play the CD. Students read the sentences and repeat
them with appropriate intonation.
Students tell you which syllables have the main stress.
Write the sentences on the board and mark the
syllables, then play the CD again for students to check
and repeat.
Answer Key
1 Do you dream about travelling the world?
2 Were looking forward to the party.
3 He used to play in aband.
4 He didnt have an easy childhood.
CD1 track 12
Play the CD. Students listen and repeat what they hear.
Tell them to use the correct stresses.
CD1 track 12
1 He had an accident that changed his life.

2 Do you usually have agood time with your friends?
3 Where did you go on holiday when you were young?
Reading 2
Ask them to try to answer from memory.

Students check their answers by reading the text
again.
Answer Key
1 She lives in Chicago in the USA.
2 She used to live in Senegal in Africa.
3 She thought it would be easy to live there.
4 Some of the students were awful to her.
5 She missed her friends from Senegal.
6 Her new friends helped her.
7 They started adiversity club.
8 The school system and the fact that teenagers can be independent.
9 In pairs, students take turns imagining that one of
them is Aminata and the other is interviewing her.

Tell them to use the questions in exercise 8 but adapt
them to the you form.
Encourage students to improvise alittle and add extra
questions, eg some of the questions in exercise 3.
Ask afew pairs to perform their interview for the
class.
Students report back and tell the class what new
information they found out.
Extra activity
My new life
Before you read
Ask students to think about moving to another country.
Do they like the idea? Why / Why not? Elicit avariety of
opinions.
6 Students look at the pictures and the title of the text,
and answer the question. Dont correct their guesses.
Answer Key
b
8 Give students time to read the questions.
Students imagine that a new student from another

country has just joined their class. In pairs, students
write down what they would say to the new student
and how they would make them feel welcome.
Language note
When a preposition comes after a verb, the object
is always after it, eg Look at the sea / Look at me.
Prepositions can be followed by nouns, pronouns or
gerunds, eg I look forward to Christmas / it / seeing you
soon.
Play the CD. Students read and listen to the text.

They check their answer to exercise 6.
Homework Workbook page 10 and Workbook

Vocabulary
plus page 117

Lesson Aims:
Students learn about and practise how to form and use subject and object questions.
Grammar 3
10 Students read the questions and answers in the table.
Subject and object questions

Warmer
Ask students to work in pairs or groups of three and
write down as many questions as they can but they may
only use each question form once, eg Can you do this?
Do you like tea? Was he waiting for you? Have you ever
been to Rome? Set atime limit of three minutes. Ask
pairs to dictate aquestion to you, without repeating
aquestion form already on the board. Continue until
you have as many question forms as the class can think
of. Leave them on the board for later in the lesson.
Ask them what the difference between the question

form in the upper half and the question form in the
lower half is.
Ask students to work out what the translations would
be into Polish.
Point out that in the upper half we dont know who
the subject is, the subject is the mystery element in the
question, but in the lower half we know the subject.
To check comprehension, write 1 Aminata and 2
Her old friends on the board. Tell students these are
answers to two questions.
Then ask students to give you the correct questions
using the verbs help and miss.
Elicit Who did Aminata miss? and Who helped Aminata?
11
14 Students read the statements and write questions so
Answer Key
The subject questions dont use auxiliary verbs, they use the verb in its
normal affirmative form. The object questions use anormal auxiliary
+subject + verb question structure.
Kto pomg Aminacie?
Co si stao, gdy zacza szko?
Za kim Aminata tsknia?
Co otworzya?
11 Students write the rules in their notebooks and
complete them with the missing words.

Elicit answers and write the correct rules on the board.
Look at the questions you wrote on the board at the
beginning of the lesson. Ask students to identify the
subject in each case. Ask if the questions are object
questions or subject questions.
Answer Key
a subject
that the answers are the words in bold.

Do number 2 together if necessary.
Allow them to compare their questions with apartner
then check answers with the class.
Answer Key
1 What did Tolkien write?
2 Who did Penelope Cruz marry?
3 Who married Javier Bardem?
4 What did the Chinese build over 2,000 years ago?
5 Who built the Great Wall over 2,000 years ago?
questions. Allow them to add up to five more subject

questions to ask their partner if you wish.
Students report back to the class about their partners
answers.
b object
12 Students look at the diagram, then match the
questions with the answers.

Tell students to compare their answers with apartner.
Check answers with the class, writing them on the
board if necessary.
Answer Key
1 c 2 b 3 d 4 a
Extra activity
As afinal comprehension check, ask students to
translate some questions from Polish into English.
Onapiece of paper write Who wants abiscuit? Dont
let students see the English, just say the question in
Polish, and the student who gets the correct English
translation takes the card. The student with most
cards is the winner.
13 Students read the items individually and answer the

question.
Check answer with the class.

Workbook G
rammar reference page 126
Grammar exercises page 127
Answer Key
1 Object question
2 Subject question
Unit 1, Lesson 7, Writing

Lesson Aims:
Students write an email giving news and learn expressions used for writing an informal email.
Writing
An informal email
2 Students read the email in more detail and put the

things in order.
Answer Key
Warmer
Ask students to imagine theyre writing an email to a
friend they havent spoken to for a month or two. Find
out what sort of information they would include. Write
their ideas on the board. Then ask them what questions
they would ask their friend.

Students read Magdas email quickly and see if
she includes either similar information to their
suggestions or any of the questions on the board.
Compare as a class.
Play the CD. Students read and listen to the email and
Answer Key
1 Shes moved house and started at anew school in the third year,
shes in avolleyball club and shes learning the guitar.
2 She asks how she is, what she has been doing, if she is still going
out with Pablo and about her family.
3 A friend.
12
1 f 2 c 3 b 4 e 5 d 6 a
3 Read the Language focus box with the class.
Ask students if there are similar informal expressions

in Polish.
Students match some of the informal expressions
with the formal expressions given.
Answer Key
1 Whats new? / Whats new with you? / What have you been up to?
2 Write soon! / Icant wait to hear all your news!
3 How are you doing? / How are things?
4 Love, / Lots of love, / Bye for now,
4 Students try to put the words in the correct order
without looking at the Language focus box.

Allow them to check by comparing their answers with
the informal expressions.
Step 4: A
sk students to copy out their texts carefully.
Collect the texts in for marking and feedback.
Answer Key
1 How are you doing?
2 I cant wait to hear from you!
3 Bye for now,
4 What have you been up to?
5 What else is new?
ast finishers exchange emails with a partner

F
and read and correct their partners text.
Fast finishers translate the formal expressions in

exercise 3 into Polish and work out how many of
the formal and informal expressions you would
NOT use in conversation.
5 Ask students to read the step box.

Step 1: W
rite notes for your own email on the board as an
example. Students write notes about themselves. If
they want, they can make up theinformation.
Step 2: A
sk students to use some of your notes on the
board to make sentences. Then ask them to
work on their own sentences. Help as necessary.
Tell them to organise their sentences into three
paragraphs as in Magdas email.
Step 3: S
tudents check their emails for errors; tell them
to look particularly at their past simple forms,
and to check and see if they have included any
new vocabulary as well as some of the informal
expressions.
Extra activity
Make aclass display of the emails on the classroom
walls. Students can add apicture as if they had
attached it to the email, if they want. Ask the class
to read the emails and decide which ones are the
most interesting/most surprising and why. Elicit what
features of the text make it more interesting.
Homework Workbook pages 1213
Cultural note
In 2010, there were an estimated 294 billion emails sent
every day around the world (2.8 million a second) but
8090 per cent of them were spam and viruses!
Unit 1, Lesson 8, Progress check

Lesson Aims:
Students revise and further practise the vocabulary and grammar of the unit.
Warmer
Divide the class into two teams A& B. Put a noughts
and crosses grid on the board.
Together with the students write nine words in the grid,
eg
after
get
used
depend
agree
look
turn
about
in
Team Achooses asquare and produces acorrect

sentence using the word from that square. Team B
continues the game in the same way.
Life-changing events
1 Students match 15 with ae individually or in pairs.
1 c 2 a 3 d 4 b 5 e
sentences before choosing which tense to use.

Answer Key
1 moved
2 go
3 went, didnt buy
4 do
5 got
4 Ask students to read the sentence halves first and
look for indications of change in the second half,

inorder to decide how to complete the sentences.
Answer Key
1 b 2 a 3 e 4 c 5 d
Answer Key
Verb + preposition
2 Students read and complete the expressions using
prepositions.
Answer Key
3 to
4 about
3 Remind students to look for the time references in the
5 Students complete the sentences individually.
Answer Key
1 with
2 to
Present and past
5 on
6 in
1 Did you use to live, used to live, live, moved

2 Did Sue use to like, didnt use to like, is, stopped
3 did Tony use to do, used to go, started, doesnt go
4 do they work, used to work, started
5 did Kate use to go, used to go, doesnt go
Fast finishers write similar questions about people

in the class.
13
Subject and object questions

6 Remind students about the different structures used
for subject and object questions.
Students write subject or object questions.
They then answer the questions.
Answer Key
1 Who went shopping with her friends?
2 What did Mike visit?
3 Who visited the new museum?
4 Who saw Matt Damons new film last week?
5 What did Jenny see last week?
Extra activity
Prepare ten sentences for a grammar auction. Some
of them should be correct, some incorrect. Divide the
students into four or five teams, getting them to think
of their team names and write them on the board. Tell
students that you will be the auctioneer and they will be
making bids for the items. If the sentence is correct, they
get ten points, if not they lose ten points. Read the first
sentence and ask for bids. Continue the game until the
sentences finish.
Homework Ask students to write ten questions
of their own. You can use these for revision later
inthe course.
Cumulative grammar
Homework Workbook page 14, for more

advanced students also page 15
7 Tell students to read the text and choose the correct

options. Point out that they need to use all the
grammar they have learnt in the book so far.
Allow students to compare their answers.
Answer Key
1 won
2 is
3 got up
4 gets up
5 got up
6 worked
7 doesnt work
8 used to take
9 bought
10 travels
11 didnt have
12 wasnt
Note
There are several different ways to do the Progress
checks and its agood idea to vary the way you do them
from unit to unit. Here are some options:
Students do the Progress check individually in silence
as atest.
Students do the exercises in pairs.
Students do the exercises individually first, then get
together in teams for feedback. Teams take turns
giving you answers and get apoint for each correct
answer. This is agood option for weaker classes.
Students work in teams as above, but without doing
the exercises individually first.
Unit 1, Lesson 9a, Exam Practice poziom podstawowy

Lesson Aims: Students practise listening for gist and specific information; they do multiple choice exam tasks.
Warmer
Tell students to look at the text in exercise 7 on page15.
Get them to scan the text and listen to your questions
below:
1 What is the text about? (alife-changing event)
2 What did Nick buy? (acar)
3 Did he use to go to work by bus? (yes, he did.)
Tell students to answer the questions. Check their
answers. Then read the questions again getting
students to tell you which questions refer to details in
the text (Q 2 and Q 3) and which to ageneral context
or idea of the text (Q 1). Make students aware that in
this part of the exam there are both types of questions.
Discuss with them what the differences between the
question types are.
1 Tell students to look at the verb phrases and put them

into appropriate categories AC in the table in their
notebook.
14
Answer Key
A to change school; to have agap year
B to settle down; to break up; to make new friends; to miss friends
C to become rich; to retire; to start your own business; to go to ajob
interview
2 Tell students to work in pairs.
Students look back at the unit adding two more

words to each category in exercise 1.
Check with the class.
3 Tell students to look at the pairs of sentences.
Get them to put atick next to the sentences which

have a similar meaning and across next to the
sentences with a different meaning.
Answer Key
3.1 3.2 3.3
CD1 track 15
Students read the sentences quickly.
CD 1 track 15
4.1
An awful thing happened to my sister last week. She went for aride in
her car, made amistake and hit atree. She broke her leg and couldnt
move. Fortunately, aman with his two daughters was walking by. He
called 112 but was too stressed to do anything, so no one helped my
sister before the ambulance arrived. However, she feels much better
now.
4.2
Chloe felt deeply hurt because Mark had lied to her about his past,
soshe decided to break up with him. He promised to give her
anything she dreamt about, but she wanted nothing from him. Finally,
he moved house, changed his job and tried to begin anew life.
Answer Key
4.1 C 4.2 B
5 Tell students to read the text quickly.
For each question have them find words or expressions

in the text that suggest option A, B, or C.
Students compare their answers in pairs.
Answer Key
words referring to picture A: broke my leg; hospital bed
words referring to picture B: classes, rules, lessons, studying
words referring to picture C: play football; watch the games;
OldTrafford
5.1 B
CD1 track 16
Give students time to read the questions.
Play the CD and ask them to listen out for ideas.
Students read the questions again and write the right
answer A, B or C.
Play the CD again. In pairs, students correct their
answers.
CD 1 track 16
6.2
Daughter Hi, mum. Whats up?
Mother Are you coming home now, Carol?
Daughter No, Im not. Actually, Id like to ask you if Ican get back
home abit later today.
Mother Why? Are you going to the cinema?
Daughter Mum, you know Inever go to the cinema on school days.
But, today, some of my schoolmates are helping Emma
the new girl in my class and her family to move house.
And Id like to give them ahand. So can I?
Mother OK, so what time do you think youll be home, then?
Daughter At five. Is that okay?
Mother Thats fine, darling.
Daughter Cool! I must go now. Bye.
Mother Bye love.
6.3
Some people think that having agap year is agood idea, but Icant
imagine living without my friends. Ireally miss them when Idont see
them for aweek, so ayear is much too long for me to not see them.
My father, who started working when he was 19, keeps telling me how
sorry he is that he never studied. So Ithink Ishould listen to his advice
and go to university this year to study and have fun with my friends.
6.4
Hi, Jake. Youre not answering my call, so Iguess youre already on
board of the plane. Hope you have apleasant flight. Ijust wanted to
let you know that Ive decided not to go hiking with my dad, but to
do something Ive always dreamt of: sailing across the Baltic Sea all by
myself with nobody else. My yacht is ready and Im setting off now.
Look forward to seeing you when Im back.
6.5
Some people say that she looks too serious and unfriendly, but Icant
imagine working with anybody else. Shes extremely experienced and
won an award for the best bank executive in the country last year.
When Iheard that she needed an assistant, Ijust dropped out of
university and went abroad to attend the job interview. Ibeat 50 other
candidates to get the job and moved house seven years ago. Now,
Ithink that Ican work with her all the time until she retires.
Answer Key
6.1 B 6.2 A 6.3 C 6.4 A 6.5 C
6.1
Teacher Its half past eight. So why are you so late, Mike?
Mike Im sorry Miss Ant, my bus was stuck in atraffic jam for
40minutes.
Teacher Why? Was there an accident?
Mike No, not really. At first, Ithought there was arunning race,
but Ilater realised that there was some kind of protest and
some people were blocking the main street for half an hour.
Teacher Oh, Isee. Now, just sit down and open your book at page42.
omework Tell students to refer back to the

H
text on pages 12 and 13. Get them to write three
questions of their own in their notebooks. Two of
the questions must relate to specific detail and one
must be about the general idea of the text. Check
this homework at the beginning of the next class.
Homework Workbook page 16, exercise 1
Unit 1, Lesson 9b, Exam practice poziom rozszerzony

Lesson Aims:
Students practise listening for gist and specific information; they do matching exam tasks.
Warmer
Tell students to read the Exam Tip in exercise 1. Write
the following words on the board: but, then, when,
until, although, because.
Tell students to think about various events or situations
in their lives. Get them to tell their partner about alifechanging event using one of the words on the board, eg
Ihave taken up apart-time job because Ineeded some
money to buy anew bike.
1 Tell students to look at the words in the box and
sentences 1.11.4.
Students complete the sentences with the
appropriate words from the box individually.
Remind them that two of the words do not need
tobe used anywhere.
Make sure that they have a good look at the ExamTip
as well.
15
Answer Key
Answer Key
1.1 until 1.2 when 1.3 but 1.4 then
3.1 B 3.2 C 3.3 E 3.4 D
CD1 track 17
4 Ask students to read the text for ageneral idea.
Students look at the T/F statements (AD) below the

text and try to answer them without looking into the
text.
Students look at the expressions in the box, read the
text.
Then students check their answers in pairs using the
text as areference.
Give students time to read the sentences.

Play the CD. Students listen to it and then decide if
sentence Aor B has asimilar meaning to the original
sentence.
CD 1 track 17
1 It was difficult for me to make friends until Ichanged schools.

2 Iused to dream about getting amountain bike, but now Ithink it
would be more useful to get anew laptop.
3 Although my friend Matt is going to move house next month,
heisnt really looking forward to it.
Answer Key
Answer Key
4.1 between
4.2 go abroad
2.1 B 2.2 A 2.3 B
CD1 track 18
Give students time to read the sentences.
Play the CD, students listen for ideas.
Play the CD again, students listen and match the texts
with answer options AE.
Tell students that it is very important to read the
instructions carefully in the exam.
Remind them that one the answers does not fit any
text.
CD 1 track 18
Speaker 1
Everywhere Igo, Isee people who seem to enjoy arguing and even
fighting. They just wait for you to say something, then look forward to
saying what they think which is always something opposite. Some of
my friends are like this but Ijust dont know why. Ithink its OK if you
do this kind of thing once or twice for fun when youre young, but if
you behave this way all your life, youll just be negative about everything
when youre an adult, and this isnt something you want, is it?
Speaker 2
Lots of people prefer to say what they think because they believe that
they have the right to do so. But they dont realise that sometimes it
does more harm than good. Although we all argue with our parents,
Ithink that we should be more careful at school. You may tell your
teacher that you dont like his or her ideas, but if you dont do this
politely, you may get abad mark or might have to change schools.
Ithink that these things are just pointless.
Speaker 3
Idont like arguing and try to avoid arguments with my parents and
teachers, but with my classmates its adifferent story. Yes, Ifind it really
hard to share the same opinions as people who Idont enjoy being
with. Iknow that Ishould listen to what aperson has to say rather than
just look at who is speaking, but you know what its like. Its always
easier to accept what someone is saying if you like them.
Speaker 4
Ijust dont see the reason why people are like this. Kids dont like
what their parents tell them to do, students argue with their teachers,
and workers are never happy with their bosses decisions. Thankfully,
these kinds of things dont usually mean the end of the world. But Id
still say that its better to think twice about what youre fighting about
and to ask yourself if it is really worth all the trouble. If you do this,
very often, youll soon forget what you were so angry about.
16
4.3 have an accident

4.4 independent
CD1 track 19
Give students time to read the T/F sentences.
Play the CD. Students listen and try to make their first
guesses.
Play the CD again, students answer the T/F questions.
CD 1 track 19
Many of us agree that Will Smith is agreat actor, but only some of us
realise that his life is interesting enough to make afilm about it. To
begin with, he started his professional life in ahip hop band, playing
radio-friendly songs, and he even won an Emmy award for this in
1998. Then, he started spending his money badly and got into trouble
he lost almost all of it. Luckily, the NBC television company asked
him to play in asitcom, which was very popular and this began his
acting career. After afew years, he moved from television to the world
of cinema, playing in some well-known films, such as Enemy of the
State and Men in Black. He was even offered the part of Neo in The
Matrix but chose to play in Wild Wild West instead. Later, he said that
Keanu Reeves was better for this part, anyway. Although Smith has
received Best Actor Oscar nominations in 2002 and 2007, he hasnt
managed to win the award yet. But he doesnt seem to worry about
this, though, as he has lots of plans for future films. Indeed, some
people say that one day he might even play the role of US President,
Barack Obama, because of his noticeable ears.
Answer Key
5.1 T
5.2 F
5.3 F
5.4 F
Homework Ask students to look back at

the email on page 14 and write four questions.

During
the next class students ask and answer
each others questions. Students discuss if their
questions were correct and comprehensible
or needed to be corrected in any way. Teacher
monitors students work and provides feedback
when necessary.
Homework Workbook page 16, exercises 23
Literature
Unit 2,
1, Lesson 1, Vocabulary 1, Reading 1
Lesson Aims:
Students learn and practise using vocabulary related to literary genres; they read atext about anovel
for gist and specific information.
Vocabulary 1
Now say it!
Literary genres
Warmer
Find out how many people in the class read regularly,
including comics, and ask them to tell you the titles of
books theyve read or would like to read. Encourage
them to try to tell you the names in English. Write the
titles on the board.
CD1 track 21
Play the CD. Students listen and match the speakers
with the genres.
Ask them to note down any more information they
hear about what the three people had read, eg titles.
Tell students to compare their answers and notes with
apartner before checking as aclass.
Answer Key
1 b
Language note
The word genre is originally French, and it is
pronounced /nr/.
1 Tell students to look at the genres in the box and put
them into the appropriate categories ac according to

their personal preferences.
Students check and discuss their answers in pairs.

Students listen and repeat the genres.
Ask individual students to read out some of the
genres, saying Which is your favourite genre? Which
do you like the least? Which have you never read?,
etc. and check pronunciation.
3 Students read the sentences individually and choose

the correct words.
Answer Key
1 science fiction
2 poetry
3 fantasy
4 crime
5 adventure
6 non-fiction
Fast finishers write two more sentences providing

clues for literary genres not included in exercise 3.

Ask students which of the sentences refers to them
most accurately.
2 a 3 c
CD1 track 21
Rachel So, David what was the last thing you read? Was it good?
David It was acomic. Ilove them. It was one of the X-Men comics.
Yeah, it was quite good.
Rachel What about you James, what was the last thing you read and
did you enjoy it?
James It was an adventure story. Its abook by Jack London, the title
is The Call of the Wild. It was really good. How about you,
what was the last book you read?
Rachel It was aplay by Shakespeare called Romeo and Juliet. We had
to read it for school. It was difficult but Ienjoyed reading it.
6 In pairs, students ask each other about what they
have read recently. Allow them to think for amoment

before putting them in pairs. Encourage them to use
the new vocabulary and to give as full an answer as
possible.
Students change partners and repeat the exercise.
Ask afew students to report back on their partners
answers.
7 Find out what the favourite literary genre of your
class is. You may also want to make atop five list of
the classs favourite books to encourage students to
read.
Extra activity
Ask students to match the titles on the board with the
different genres. Ask them to add more titles until they
have examples of all the genres.
Answer Key
1 You should read a romantic novel.
2 You should read historical fiction.
3 You should read a comic.
4 You should read an adventure book.
5 You should read an autobiography or a biography.
6 You should read a short story or a comic.
17
Reading 1
Dog Star: a short story
Check the word list from the Before you read section.
Ask students to say if the words have appeared in the
text or not. Were their guesses correct?
Answer Key
Before you read

Ask students to cover the text and look at the picture and
the title and tell you what they think the story is about
and what literary genre it is. Ask if they have ever heard
of Arthur C. Clarke or if they have ever read any science
fiction and why / why not. Get them to predict what
words might appear in the text. Write them on the board
and check if they occur in the text on page 21.
1 F The writer found her while he was driving to Palomar.

2 T 3 T 4 F The Red Cross helicopters rescued the writer quite late
the next morning. 5 F Laika died just a few weeks after the writer
went to work on the Moon. 6F
Fast finishers write their own true/false

statements for classmates to guess which are
true, which false. When everyone has finished
exercise11, ask these students to read out their
sentences for the class to guess.
8 Students read the words in the box, check the
meanings and try to guess what the story is about.

With the text covered, give students three or four
minutes to work with a partner and write a brief
storyline to include all the elements in the box.
Ask pairs to read out their ideas to the class.
9 Set a time limit of one minute for the students to do
the exercise.
Students read the questions, then find answers inthe
text.
Answer Key
Extra activity
Ask students to read the text again in order to find
five or six words they are unfamiliar with, write them
in their notebooks and use clues from context to
determine their meaning. Get the students to also
check the meaning of the words in the dictionary to
see if they were right. For each word students then
write two definitions and their partner tries to guess
the right one by looking for the appropriate word or
phrase in the text to help them make their guess.
1 c 2 a 3 b
10
put the events in order.
To check their answers, students cover the text while
you play the CD again.
Ask students for similarities with their story ideas in
exercise 8.
Answer Key
1 e 2 a 3 c
4 h 5 b
6 f 7 g 8 d
11 Students cover the text and try to correct the false
Cultural note
There was a real dog known as Laika (which actually
means barker) who was the first animal to orbit Earth.
She went into orbit in the Russian (Soviet) space craft
Sputnik 2 in 1957, paving the way for humans to go
into space.
Sir Arthur Charles Clarke was a British writer and
inventor famous for science fiction. 2001: A Space
Odyssey is probably the most famous of his many novels
and he is considered one of the greatest science fiction
writers ever. He died in 2008.
00
sentences from memory, working individually or in

pairs.
They check their answers by looking for them in the
text.

Lesson Aims:
Students revise grammar structures related to past simple and past continuous.
Grammar 1
Past simple and past continuous
Warmer
Tell students that youre going to read afew sentences
from the text on page 21 in random order. Ask them to
listen and when they hear averb in the past tense, they
should shout it out once only, eg
Ilooked around the room. Students: LOOKED!;
Iwas driving my car to work. Students: WAS DRIVING!
18
1 Read out the sentences in the table and give students

aminute to scan the text on page 21 to find them.
Ask them to find more examples of the past simple
and past continuous in the text and write them in
their notebooks.
Tell students to match the timelines with the
sentences.
Answer Key
1 c 2 a 3 b
2 Students read and complete the rules.

4 Students look at the picture. Ask them what they
remember of the story on page 21. Ask volunteers to

retell the story.
Ask students what they know or imagine about
Arthur C. Clarke.
Students read the text and complete the gaps,
working individually or in pairs.
Answer Key
1 past simple
2 past continuous
3 past continuous

answers.
Allow them to compare with apartner before
checking as aclass.
Answer Key
1 was writing, rang
2 bought, got
3 arrived, had
4 was listening, wasnt watching
5 was walking, saw

6 were writing, was looking
7 cleaned, ran
8 was making, didnt have
Fast finishers write down sentences about things

that happened in the previous lesson, eg While we
were listening to the CD, Marek came back from
thedentists.
Language note
When and while can both be used with the past simple
or past continuous, but their most frequent use is: when
+ past simple, while + past continuous.
Answer Key
2 moved
3 was living
4 started
5 fought
6 didnt write
7 was fighting
8 published
9 went
10 worked
11 was working
12 had
13 didnt write
14 wrote
15 helped
16 won
5 Students look at the example, then write questions

for the answers.
Answer Key
1 When did he move to London?
2 Where was he living when he started writing?
3 How many books did he write?
4 When did a magazine publish his first story?
5 What was he doing when he had the idea for a sequel?
Unit 2, Lesson 3,
2, Grammar 2,
1 Listening
Lesson Aims:
Students learn and practise using conjunctions when and while; they listen to a conversation about
films based on books for specific information.
Grammar 2

Ask some students to report to the class about their
partners answers.
when / while
Warmer
Ask half of the students to stand in the middle of the
room and form a small circle facing outwards. Then
ask the rest of the students to come and form an
outer circle facing inwards someone from the smaller
one. Everyone should have a partner to talk to. If you
have an odd number of students, then s/he stands in
the middle of the inner circle, listening and trying to
remember what is being said. When ready, ask the first
question, eg What were you doing last night? Students
then start a short conversation with this question.
After 34 minutes the students in the outer circle
should move one step to the left to stand facing a new
partner. Continue with the next question with the same
procedure.
6 Students look at the sentences in the table and

complete the rules.
Answer Key
a) while
b) when
7 Students write sentences using the words given.

Pronunciation
a

Play the CD and tell students to listen and repeat the
words.
Ask individual students to repeat the first word of
each group, modelling the difference in the vowel
sounds.
CD1 track 24
Play the CD for students to listen and repeat what
they hear.
CD1 track 24
1 The story is so boring: its awful.

2 Dont go home.
3 Iloved the comic you showed me.
4 The song is about London.
5 Whats the dog doing?
c Students write the sentences.
Answer Key
1 What were you doing at 6.30 this morning?
2 What did you do after you finished breakfast?
3 What did you do last Saturday night?
4 What was the last film you watched?
5 What were you doing before you started this exercise?
19
Listening
Book or film?
Before you listen
Ask students to think of as many books that have been
made into films as possible. Brainstorm their ideas and
write them on the board. Find out how many of the
titles students have seen or read.
9 Look at the pictures together. Ask students to say
what they think the conversation is about. Ask what

they think the speakers will say about the titles in the
pictures.
Answer Key
11 Students read the sentences and try to decide if

theyre true or false from memory.

Play the CD again.
In pairs, they correct their answers.
Play the CD a final time if necessary.
Answer Key
1 T
2 F Mark hasnt read the books.
3 F Lydia didnt like the fact that the films didnt include everything in
the books.
4 T
5 F Mark never used to read books about teenagers growing up.
6 F The story of The Last Song is about agirl called Veronica whose
parents get divorced.
7 T
8 T
Books made into films and what the speakers think of them.
10
CD1 track 25
Give students time to read the ideas on the board.

Play the CD and ask them to listen out for their ideas.
Lydia
Mark
Lydia
Mark
Lydia
Mark
Lydia
Mark
Lydia
Mark
Lydia
Mark
Lydia
Mark
Lydia
Mark
Lydia
Mark
Lydia
Mark
Lydia
20
Cultural Fact
Read the Cultural Fact together and ask students if
they think the same is true in Poland. Ask them what
they think the advantages and disadvantages of
e-books are.
CD1 track 25
Did you see any of the Lord of the Rings films?
Yeah, Idid. Ithought they were fantastic!
Did you? They were OK, Iguess, but Ipreferred the books.
Ihavent read the books, but Iloved the films.
Yeah, but the films didnt include lots of things that were in
the books. Ididnt like that.
Well, Im sure thats true. That always happens, doesnt it?
Have you ever preferred abook to afilm? You know, when
afilm is made of abook?
Well, actually, yes. Isaw this film called The Last Song, and
Iquite enjoyed it then my girlfriend lent me the book.
Ithought the book was loads better than the film. Inever
used to read books like that, but since then, Ive read quite
afew more books about teenagers growing up.
The Last Song? Whos it by and whats it about?
The writer is called Nicholas Sparks. Hes an American writer.
The story is quite cool its set in America.
So, whats it about?
Well, theres this girl, Veronica. Shes the main character. Her
parents get divorced and shes really angry with both of them.
Right.
So, her father moves away from New York and goes to live in
a small town on the coast in Georgia. Then three years later,
Veronica is sent to stay with her father for the summer. Thats
the main part of the story.
So what happens?
Its about how they get to know each other again and how
they rebuild their relationship its all because they both love
music. Oh, and then Veronica falls in love for the first time.
She
Oh, no! Dont tell me the ending! I want to read it now
can you lend it to me?
Sure.
Hey Mark, I didnt realise you were such a fan of romance
stories.
Very funny! I liked it because of the music aspect and because
it talks about things that teenagers are interested in.
OK, Im definitely going to read it.
Extra activity
Tell students to imagine they are a famous author. Ask
them what they are famous for; what type of e-book
they wrote and why.
12 Ask students to think whether they prefer books or
films and why. Refer them back to the vocabulary

on page 20 and the titles on the board to help with
ideas.
In pairs, students ask and answer about their
opinions.
Extra activity
Encourage students to read in English. Tell them what
graded readers are. Explain that they are books often
based on famous films and books but adapted to suit
students level of English. Point to links where short
stories can be found on the Internet. Ask students to
read one story and be prepared to give atalk about it
at the next class.
Cultural note
Nicholas Sparks has written eighteen novels (as of
2014), and ten have been made into films, including the
romance The Notebook with Ryan Gosling, and AWalk
to Remember starring Mandy Moore, which also deals
with teenage issues.
Unit 2, Lesson 4,
2, Speaking
Grammar 1
Lesson Aims:
Students ask and answer questions about books and give opinions.
Speaking
Practise
Talking about books
Warmer
Tell students to think of family members or friends who
love reading. Get students to come up with abook gift
for them. Student justify what book that would be.
find words to complete the sentences.

1 Tell students to look at the picture and ask them what

they can see.
Ask students to tell you, without looking at the
dialogue, what they think James and Rachel are
saying, and ask for afew expressions they expect
tohear.
Answer Key
1 honest 2 ask 3 agree 4 opinion 5 think
Answer Key
In a bookshop.
CD1 track 26

Ask students to read the sentences.

Students choose the correct answers individually.
Answer Key
1 wants
2 exchange
3 doesnt know
CD1 track 26
James Lets go into the bookshop.

Rachel Good idea, I can see if theyve got Eoin Colfers new book.
Why do you want to go?
James I got a book for my birthday, but Ive already read it. I want
to exchange it.
Rachel They havent got Eoin Colfers new book thats a shame.
I really want to read it. What sort of books do you want to
look at?
James Im not sure what do you recommend?
CD1 track 27
P
lay the second part of the conversation and ask
students to tell you what book James chooses.
Answer Key
Usain Bolts autobiography.
Play the dialogue again, allowing time for students to

In pairs, students practise the dialogue. Ask afew
pairs to perform it for the class.
5 Students look at the dialogue in exercise 3 again and
Listen
CD1 track 27
CD1 track 27
Rachel I love historical fiction. What do you think of it?

James To be honest, I think its a bit boring. I prefer adventure
stories.
Rachel Yeah, they can be exciting. What about crime stories?
James If you ask me, theyre all the same. I prefer science fiction to
crime stories.
Rachel Dont you agree that romantic novels are great?
James Romantic novels? I reckon theyre the most boring books in
the world!
Rachel What? I dont agree at all! In my opinion, youre totally
wrong.
James Well, Im going to buy this autobiography by the athlete
Usain Bolt. It looks really interesting.
CD1 track 28
Give students time to read the responses (ae).
Play the CD. Students match the questions (14) with
the answers (ae).
CD1 track 28
1 A: Whats your favourite Harry Potter book?

B: I reckon that the last book of the series is the best.
2 A: What do you think of fantasy and horror stories?
B: If you ask me, non-fiction can be more interesting.
3 A: What do you think about graphic novels?
B: In my opinion, looking at pictures is not real reading.
4 A: Do you enjoy stories about people falling in love and all that kind
of thing?
B: To be honest, Im not a big fan of romantic novels.
Answer Key
1 b 2 a 3 d 4 c
Speaking task
Warmer
Ask students to work with apartner to find out their
opinion about at least five films. Tell them to use the
phrases in the Functional language box on page 33.
Step 1: Look at the instructions and pictures together. Ask
students to tell you what genres they show.
Step 2: Read the questions and responses with the class.
Students make notes about the genres, giving their
true opinion or inventing it, if they wish.
Step 3: Give students time to write their dialogues. Tell
them to use avariety of expressions from Step2.
Step 4: Students practise their dialogues with at least two
partners. Ask some pairs to perform their dialogues
Extra activity
If you wish, take some graded readers or paperbacks to
class, and allow students to look at them for ideas for
asecond dialogue. Encourage them to include questions
about the plot.
21
Unit 2, Optional
Lesson 2, lesson:
Grammar
Culture
1
Lesson Aims:
Students learn about some famous writers.
Culture
Famous writers
Warmer
Write the names of some popular writers, eg Dorota
Masowska, Andrzej Sapkowski, Dan Brown, Katarzyna
Grochola, on the board. Ask students questions about
them, eg Where are they from? What type of books
do they write? Elicit literary genres from Vocabulary 1.
Askstudents if they have read any of their books and if
they enjoyed them.

Ask students if they are familiar with any of the
writers in the pictures, and if so, what they know
about them. Ask if they can guess anything about
them or what kind of books they write.
Ask them what they find surprising or most
interesting about the text.
Find out which of the three writers students think
sounds the most interesting to read. Ask them to
explain their opinions.
Answer Key
1 racism /sexism
2 medical law
3 multiculturalism in the modern world
8 Students read the questions. Give them some
thinking time.
Students exchange information in pairs.
Ask different pairs of students to report back on their
ideas to the class.
More information
For further information on these authors go to:
alicewalkersgarden.com
www.alexandermccallsmith.co.uk
Extra activity
Students find out more about the writers and their
work, and prepare a short presentation.
Workbook pages 146147, with Worksheets
inthe Teachers Resource File
Cultural note
The Pulitzer Prizes are awarded by the University of
Columbia, in the USA. Every year there are awards
for journalism, literature and musical composition.
Wellknown past winners include Toni Morrison, Harper
Lee and Ernest Hemingway.
Unit 2, Lesson 5,
2, Vocabulary
Grammar 1 2, Reading 2
Lesson Aims:
Students learn and practise using compound nouns; they read a text about a teenage novelist for
specific information.
Vocabulary 2
Compound nouns
Warmer
Write these words on the board: tennis shoe, townhall,
bedroom. Ask students to work in pairs and work
out what these words have in common (they are
all compound nouns). Ask students to say what
characteristics of the compound nouns they know
about. Check answers with the class.
22

Students read the compound nouns in the box.

In pairs, students try to work out their meanings.
Students tell you how to say the words in Polish, and
tell you if any of them are similar to their translations
(cognates).
2 Students copy and complete the table.

Answer Key
Noun + noun
school holiday
postcard
computer program
bookshop
love letter
text message
audio book
Adjective + noun
best-seller
popular press
secondary school
public library
graphic novel
3 Students read the sentences and complete them with

suitable words from exercise 1.
Answer Key
1 text message
2 bookshop
3 public library
4 audio book
4 Students read the definitions and make compound
nouns with the words in the two boxes to match with

them.
Answer Key
1 school holiday
2 computer program
3 love letter
4 graphic novel
5 postcard
5 In small groups, students find out their classmates

answers to the question and reasons.
Each group should then nominate aspokesperson
to report back on their groups answers, giving the
number of votes for each option.
If you wish, ask students to represent the vote as
apie chart and write areport giving the reasons
offered by students.
Extra activity
Students think of other compound nouns they are
familiar with (they may look them up in adictionary),
eg chocolate cake, bedroom, car park, etc. They write
clues for them, similar to those in exercise 4. Have
students work in small groups and take turns reading
their clues out and guessing the words.
Reading 2
A success story
6 Students look at the picture and the title of the text
Answer Key
Sentence 2 is not true.
CD1 track 31, for audioscript see pp 2627 of SB


again.
Answer Key
1 Yes they were. They were best-sellers.
2 Australia.
3 Thirteen years old.
4 It is for teenagers, not for children.
5 She has learnt to balance her work and social life.
Extra activity
Look at the text A success story again. Read it to
your students but change some details. Students
follow the text and shout STOP! when they hear the
changes. You might also encourage students to also
use phrases, like You said ... instead of ... after having
read the entire story.
omework Workbook page 22 and Workbook
H
Vocabulary plus page 118
Before you read

Ask students to think of six adjectives that can be used to
describe authors (eg intelligent) and write them down.
Let students compare their words in pairs, then elicit
feedback with the whole class and write their answers on
the board.
Unit 2, Lesson 6,
2, Grammar 3
1
Lesson Aims:
Students revise and practise forming and using the past perfect and some time expressions.
Grammar 3
Past perfect

the past perfect form of the verbs in brackets.
Answer Key
Warmer
Tell students to write alist of things they did before
their English class started, from when they got up in the
morning. Help with vocabulary as necessary. They will
need this list later in class.
1 had finished
2 Had you read
3 hadnt eaten
11 With books closed write the time phrases from the
9 Students read the sentences in the grammar table and
choose the correct answers to complete the rules. Tell

them to copy the rules into their notebooks.
Ask students to work out what the translation would
be in Polish.
Ask students to look for more examples in the text.
Answer Key
a before
4 hadnt gone
5 had the reporters asked
b past participle
sentences in the table above exercise 11, the two

verbs arrive and start, the pronoun we and the noun
the film on the board. Tell students to work with
apartner to reconstruct the sentences.
Ask students to tell you what they had to do with the
verbs in each sentence (write one in the past simple
and one in the past perfect).
Students look at the grammar table and read the
sentences and compare them with what they have
written.
Ask them how to say the sentences in Polish.
Students read the text and choose the correct answers.
23
Answer Key
1 By then
2 before
3 by the time
4 before
5 already
6 by then
12 Students read the dialogues individually and complete

them.
Extra activity
Tell students to use their ideas from the Warmer in
order to write sentences about their day. They should
share ideas in pairs. Teacher monitors and gives
feedback on language correctness.
Answer Key
1 had left
2 arrived
3 hadnt finished
4 started
5 had stopped
6 could
Workbook Grammar reference page 128

Unit 2, Lesson 7,
2, Writing
Grammar 1
Lesson Aims:
Students write a book review and learn typical expressions used for describing books.
Writing
A book review
Warmer
Ask students to imagine theyre writing about a book
for a school magazine or class blog. Find out what sort
of information they would include. Write their ideas on
the board. Then ask them if they have ever read a great
book that inspired them to write their own story/book?
What was it about?

Ask students to read Martins review quickly and see
if he includes similar information to their suggestions.
Compare as a class.
Play the CD. Students cover the text and just listen to
Answer Key
1 A science fiction book.
2 The author is Lois Lowry and the main character is Jonas.
3 The Newberry Medal.
4 Yes, he did.
2 Read out the paragraph descriptions ac and make
sure students understand them.

Elicit which paragraph matches each description.
Make sure they understand that the names of the
paragraphs match the order of the paragraphs in the
actual text.
Answer Key
1 b 2 c 3 a
3 Read the Language focus box with the class.
Ask students if there are similar expressions in Polish

and if so, how you say them.
In pairs, students put the words in the correct order.
Answer Key
1 In conclusion, I would definitely recommend this book.
2 The main characters are two teenagers called Ryan and Seth.
3 I liked it because it is about problems teenagers have.
4 The story is about the first time Ryan falls in love.
5 The book is set in London in the 1980s.
ast finishers cover the review and try to

F
complete the expressions in the Language focus
box with information about The Giver.
4 Ask students to read the steps box.

Step 1: W
rite notes for your own book review on the
board as an example. Choose a well-known book
but dont write the title. See if students can
guess which book it is. Students write notes for
their reviews. If they want, they can invent the
information or look it up.
Step 2: A
board to make sentences. Then ask them to work
on their own sentences. Help as necessary. Tell
them to organise their sentences into the three
paragraphs shown in exercise 2.
Step 3: S
tudents check their review for errors. They make
sure that they have included a recommendation
to read or not read the book, and some of the
expressions in the Language focus box.
Step 4: A
sk students to copy out their reviews carefully.
Collect the reviews in for marking and feedback.
ast finishers exchange reviews with a partner
F
24
Cultural note
Extra activity
After students have finished writing their book reviews,
circulate them around the class. Ask students to pass
their work on to the second person to the right, so that
their work is not in their partners hands. Ask students to
read the book review they get and write one question at
the bottom of the writing. This question could refer to
apiece of information they would like to find out about
but which is missing in the text. The pieces of writing
circulate one more time to the right. The procedure is
the same: students write one more question; it must
be adifferent question this time. Once the paper has
circulated 5 to 10 times, it goes back to the writer who
then reads the questions and rewrites the text adding
new information. This can be done as homework to give
students more thinking time. Then, in the next lesson,
students read their work out in class and say why they
think it has improved.
The numbers of new titles published per year in

the USA (2011) 292,014
the UK (2011) 149,800
Spain (2011 44,000
Poland (2010) 31,500
Taiwan (2010) 28,084
the Netherlands (2010) 12,500
Unit 2, Lesson 8,
2, Progress
Grammarcheck
1
Lesson Aims:
Warmer
Brainstorm irregular verbs from this unit. Write the verbs
on the board in their infinitive forms. Ask two students
to come to the front of the class and sit on two chairs
facing each other. One of them starts by saying apast
participle form of one of the verbs on the board. Then
the second student says the past simple form of the
same verb. Then the first student provides the infinitive.
If students give the wrong form of the verb, write the
correct one on the board. Ask two new students to
come to the front of the class. The game should be kept
going at a quick and dynamic pace.
Literary genres
1 Students write a genre for each definition.
Answer Key
1 autobiography
2 romantic novel
3 fantasy
4 science fiction
5 comic
6 crime story
Compound nouns
2 Students read and complete the sentences using the
compound nouns in the box.
Answer Key
1 graphic novels
2 popular press
3 postcards
4 love letters
5 best-seller
6 book deal
Past simple and past continuous

3 Students choose the correct options. Remind them
tothink about the differences between the tenses.
Answer Key
1 decided
2 wanted
3 went
4 was looking
5 noticed
6 was sitting
7 was signing
8 realised
9 bought
10 asked
4 Students write questions using the past simple or the
past continuous. Remind them to look for clues in the

answers about which tense to use.
Answer Key
1 What were you doing at 7 oclock last night?
2 Where did you go on Saturday?
3 When did you read an adventure story?
4 What were you doing when Kate arrived?
5 Who were you talking to when your mobile phone stopped
working?
6 When did they buy three comics?
Past perfect
5 Students complete the sentences individually, using
the time references to help.
Answer Key
1 After I had read the book, I told all my friends about it.
2 By the time I had finished my homework, it was after 11 pm.
3 The train had already left when we arrived at the station.
4 I hadnt read any science fiction before I read this story.
5 We saw the film after we had read the book.
ast finishers write sentences about their day

F
so far, using expressions from exercise 5, the past
simple and the past perfect.
25
Cumulutive grammar
6 Tell students to read the text and complete it. Point
out that they need to use all the grammar they have
learnt in the book so far.
Answer Key
1 did you get
2 was
3 went
4 hadnt gone
5 were looking
6 met
7 was walking
8 was he doing
9 was raising
10 showed
11 told
12 had had
13 had wanted
14 had met / met
Extra activity
Students look back at the unit and choose five words
that they have learnt. They write all the five words as
alist on one small piece of paper. Then they hand their
list to the person sitting to their left, and then again to
the left. Then have students look at their piece of paper
andwrite five sentences using the five words on their
list. Students compare their answers in pairs and later
with the class
Homework Ask students to write ten questions of
their own. You can use these for revision later in
thecourse.
Homework Workbook page 26, for more advanced
students also page 27
Unit 2, Lesson 9a, Exam practice poziom podstawowy

Lesson Aims:
Students practise reading for gist and specific information; they do matching exam tasks.
Warmer
3 Draw students attention to the Exam Tip first.
Get students to think of some adverts and commercials

that can be found in magazines, on TV, on the Internet,
etc. Ask them what in their opinion makes them
memorable. Then ask them about the language used
in them, eg conditionals If you buy this product you
will or the superlative form of adjectives such as the
greatest, the best, or the imperative go, buy, etc. Tell
students theyre going to read some texts and ask them
to look if the language youve just mentioned is used in
them.
1 Students read texts 1.11.3.
Ask students to look at the words in the box and

finish sentences 1.11.3 below the text using these
words.
Students compare their answers in pairs before
checking with theclass.
Answer Key
1.1 work with somebody else
1.2 on anoticeboard at school
1.3 buy something
2 Remind students not to choose any answers before
reading the whole text twice. Some of the answers

that seem to fit the text immediately are usually
distractors.
Ask students to read the text first to get ageneral
idea of that it is about.
Students read the text again together including the
answers options.
Students match sentences 2.12.4 with the answers
options (AE).
Answer Key
2.1 D 2.2 B
26
2.3 E 2.4 A
Ask students to use the words and expressions from

the box to fill in the gaps in the sentences.
Answer Key
3.1 A: an actress
B: aplay
3.2 A: public speaking
B: presentations
3.3 A: non-fiction books
B: literature about real
4 Ask students to read the text first to get ageneral

idea of that it is about.
Students read the text again together with the
answer options.
Students match sentences 4.1 4.4 with the texts
(AC).
Answer Key
4.1 C 4.2 A 4.3 B 4.4 A
omework Ask students to look for various

H
adverts of books (in English) or events on the
Internet. Get students to print them out and
underline specific vocabulary used.
Unit
Exam Practice
Unit 2,
2, Lesson
Lesson9b,
2, Grammar
1 poziom rozszerzony
Lesson Aims:
Warmer
Ask student to skim through the text in exercise 1 and
try to guess what type of book genre would be most
suitable for Tracy. Exchange ideas in class.
CD1 track 33
Bring students attention to the Exam Tip.
Ask students to read the text quickly and match the
appropriate book for the description they hear.
Students compare their answers in pairs before the
answers are checked with the whole class.
CD1 track 33
1 Follow the life of the most famous king in the history of England:
Henry VIII. Everyone knows that he had six wives, but did you
know that he was also agreat sportsman? Whats more, he was
aman of many talents, including languages, science and music, to
name just afew. This isnt atypical history book full of dates and
other numbers, but an action-packed drama full of small details
about daily life over 500 years ago.
2 Heres the story of the fastest runner on Earth written by the
man himself. You can follow Usain Bolt from the beginning of
his career in Jamaica to the fame of the 2012 London Olympics.
You are going to meet the person who holds so many world
records that few people can list them all. Although the book is
full of numbers, including Bolts record times, it also gives you the
chance to get alot of reliable, first-hand information about this
incredible man who has millions of fans around the world.
Answer Key
2 Ask students to read the text quickly to get ageneral
idea of its content.

Students read the text and try to match the sentences
(AE) with gaps 2.12.3. Tell students to look at the
highlighted sentences to help them decide.
Remind them that they do not need to use two of the
sentences.
Answer Key
2.1 D 2.2 B 2.3 C
3 Ask students to read the profiles of the three people
in the pictures (3.13.3).

Then ask them to read the descriptions of the novels
(AD).
Students then individually match the people to the
most appropriate books for them.
Ask them to underline parts of the text that indicate
the correct answer and check with the class.
Answer Key
3.1 D 3.2 B 3.3 A
omework Ask students to find out more about

H
their favourite writer and make notes and write
four sentences about his work and life. Students
will share their ideas in the next class.
1.1 book two
27
The world around us

Unit 3,
Lesson Aims:
Students learn and practise vocabulary related to the environment; they read a text about recycling
for gist and specific information.
Vocabulary 1
Check the words with the class.

In pairs, students try to answer the questions.
Compare and discuss as aclass.
Saving environmental resources
Answer Key
Warmer
Tell students to write down all the things they and their
family do to protect the environment. Write everybodys
ideas on the board.
Language note
1 car journeys
2 recycle
3 rechargeable batteries
4 public transport
5 solar panels
1 c 2 a 3 a 4 b 5 c
The pronunciation of environmental is /nvarment()l/
ast finishers write two or three questions using

F
some of the other phrases from exercise 1 for the
class to do aweb search for answers.
1 Students look at the pictures and the words in the

box.
They choose the four phrases that best match the
pictures.
In pairs, students work out the meanings of the
remaining phrases.
Now say it!

5
Answer Key
1 insulate windows
2 compost food waste
3 mend old clothes
4 install solar panels

Students listen and repeat the phrases. Pay attention
to their pronunciation.
With books closed and in pairs, set atime limit of two
or three minutes for students to write down asmany
of the phrases as they can remember.
They check by comparing their list with the words
inthe box in exercise 1.
3 Students complete the sentences.
They compare answers with apartner, then as aclass.
Answer Key
1 travel by public transport
2 insulate the windows
3 save water
4 turn off the lights/turn the lights off
5 compost their food waste
6 mend old clothes
4 Students complete the quiz individually by reordering

the letters. Theyshould try not to answer the
questions at this point!
28
CD1 track 35
Play the CD. Students listen and answer the question.
hear about what Rachel and David think and why.
In pairs, students compare their answers and notes
before checking as aclass.
CD1 track 35
Rachel Ive been trying to help the environment by saving resources.

What do you think is the best way to do this?
David Ithink mending old clothes is really important. And it saves
money as well as resources!
Rachel Im not so sure Ithink travelling by public transport is much
more important.
David Hmm, Isuppose youre right. What about riding abike? That
saves even more resources.
Rachel Yes, thats true actually! Saving water is really important too
though.
David Iagree lots of people waste water by having abath instead
of ashower.
Rachel OK, thats the best way to save resources. Lets make sure we
save water.
Answer Key
saving water
6 Tell students they are going to ask each other which
of the activities in exercise 1 they think is the most

important.
Set atime limit of two minutes for students working
individually to look at the phrases and put them in
order of importance.
In pairs, students come to an agreement on the order

of importance, giving each other their reasons.
Encourage them to use the new vocabulary and to
give answers that are as full as possible.
Ask afew pairs to report back.
Extra activity
Students work in small groups to think of other ways in
which families can help save environmental resources.
Encourage them to think of transport, energy,
materials, detergents, etc.
Some ideas: use electric cars, low-emission cars, power
generation from solar panels / wind farms, etc, use
energy-efficient light bulbs, collect rainwater, swap old
furniture, buy locally produced food, recycle materials
when doing building work on a house, etc.
Reading 1
Alife without rubbish
Answer Key
1 F Lisa is writing a blog about their experience.
2 T
3 F He has made a lamp from old metal.
4 F He doesnt go to burger bars with his friends.
5 T
ast finishers write two more true/false

F
questions. When everyone has finished exercise 9,
ask the fast finishers to read out their questions
for the class to answer.
10 Ask students to find the words and phrases in the
text, then read the definitions and match.

(cognates) or look similar to words in Polish but have
different meanings (false friends).
Ask students to write their own example sentences,
using the words.
Ask some students to read out their sentences.
Answer Key
1 e 2 d 3 a 4 c 5 b
Before you read

Tell students youre going to talk about arubbish-free
life. Ask them if they have heard of repurposing or
swapping things. Encourage them to make guesses
and point to the re and purpose to guide them. Ask
them to make afurther guess about what afreecycle
website might be about. Then students read the text to
check if their guesses were right.
7 Students cover the text and read the question.
Ask students to list ways in which they could

eliminate certain types of rubbish from their lives.
In threes, students compare ideas.
Discuss as aclass.

Students cover the text and read the information.
Play the CD. Students listen and put the information
in the correct order. Play the CD twice if necessary.
Allow students to check the order by reading the text.
Check as aclass.
9 Students cover the text and try to decide from
memory if the sentences are true or false, working

individually or with apartner.
They then check their answers by finding them in the
text.
Students correct the false sentences.
Check as aclass.
Cultural Fact
Read the Cultural Fact as a class. Ask students if they
are surprised by it and if they think the same is true in
Poland or not.
Extra activity
Ask students to think of two top tips for recycling
and/or reducing waste. In threes, ask them to make
aposter listing their tips. Encourage them to make their
posters eye-catching by using images and colour. Put
the finished posters on the wall and ask students to
choose the most effective, the most informative, etc.
Cultural note
European countries are becoming richer and richer, so
they are also producing more and more waste. Recycling
is very important because 67 per cent of our rubbish
goes to landfill sites, which use up space and generates
carbon dioxide and methane, polluting the earth, air
and water.
29
Unit 3,
1, Lesson 2,
1, Grammar
Vocabulary
1 1, Reading 1
Lesson Aims:
Students revise and practise using grammar structures related to the present perfect.
Grammar 1
3 Students read and complete the sentences.

Present perfect
Answer Key
1 since 2 for 3since 4 for 5since
Warmer
Write afew exclamations on the board, eg Great!
Congratulations! Thank goodness. Oh no! etc.
Ask students to work in pairs and think about what they
have done to help save the environment. Students write
down their ideas. Then ask them to sit with another
pair of students and read their sentences. The other pair
reacts with the appropriate exclamation.
1 Students read the sentences in the table and scan the

text on page 35 to find two of them. Ask them to
find more examples of the present perfect in the text
and to highlight the sentences.
Tell students to copy and complete the rules.
Ask students to give you their own example
sentences. Write them on the board.
Answer Key
1 how long 2 for 3since
2 Review the spelling rules for the past participle as
aclass.
Students complete the sentences.
Allow students to compare spelling with apartner.
Answer Key
1 havent recycled
2 has been
3 Has John turned off
4 havent swapped
5 has shared
4 Tell students to look at the example, then write
complete questions.
Remind them to check the spelling of the past
participle.
Read out the complete questions for students to
listen and repeat. Encourage them to use suitable
intonation.
Answer Key
1 How long have you been afan of your favourite band?
2 How long have you had this book?
3 How long have you played your top computer game?
4 How long have you lived in your house?
5 How long have you studied English?
ast finishers write down three more questions

F
beginning with How long have ? to ask
apartner. Students add these questions to those in
exercise 4.
5 In pairs, students take turns asking and answering
their questions from exercise 4. Tell them to answer

using for or since.
Ask individual students to tell the class about their
partners answers.
Unit 3,
1, Lesson 3,
1, Grammar
Vocabulary
2,1,
Listening
Reading 1
Lesson Aims:
Students revise and practise using the present perfect and past simple; they listen to a radio
programme for specific information.
Grammar 2
Present perfect and past simple
Warmer
Prepare afew sentences containing both the past simple
and the present perfect. Some of them should be correct,
while others incorrect. Play the Grammar Auction game
with your students. Divide them into four or five teams,
ask students to think of their team names and write
them on the board. Tell students that you are going to
be the auctioneer and they are going to make bids. If the
sentence is correct, they get 10 points, if not they lose 10
points. Read the first sentence and ask for bids. Continue
the game until all the sentences have finished.
30
6 Ask students to read the sentences and copy and

complete the rules.
Answer Key
1 past simple
2 present perfect
7 Students choose the correct answers.
Ask them to tell you which of the past participles are

irregular.
Answer Key
1 a 2 b 3 a 4 a

Answer Key
2 wrote
3 have tried
4 havent thrown away
5 has bought
6 bought
7 was
8 have worn
9 wore
10 thought
9 Students read the examples from the box and tell you
what just means.
Ask students how to say the sentences in Polish.
Answer Key
It means something has happened very recently.
10 Using the prompts, and working individually or in
pairs, students write complete sentences using just.

Check answers by asking students to dictate their
answers to you. Write them on the board.
Ask students to identify the irregular verbs.
Answer Key
1 Martin has just bought acomputer.
2 Our teacher has just asked aquestion.
3 Maggie has just won the race.
4 Simon and Sue have just woken up.
5 Kate has just seen her friend.
Extra activity
Students write down at least four sentences about
things that have just happened, or that classmates have
just done, eg Weve just finished exercise 10 orPawe
has dropped his pen. Then, working in small groups
of three or four, students find out how many different
sentences they have written.
Cultural Fact
Read the Cultural Fact together and ask students if they
think the same is true in Poland. Ask them to find out
the average recycling rate for Poland.
Listening
Buy Nothing Day
Before you listen
Ask student if they like doing shopping, or not, tell
them to write down their ideas. Asaclass make alist on
the board. Give students enough time to copy down any
new words.
11 Look at the picture. Students read the question and

guess the answer.
Find out which is the most popular answer.
Answer Key
Answer a
12
CD1 track 37
Play the CD and ask students to listen out for their
ideas.
CD1 track 37
Presenter Hello and welcome to Eco News. Jackies here today to tell
us all about Buy Nothing Day. So Jackie, what is it exactly?
Jackie
Buy Nothing Day is an annual event that began in the
1990s.
Presenter Its name suggests you dont buy anything for one day,
is that right?
Jackie
Exactly if you participate in Buy Nothing Day then you
dont buy anything for 24 hours. However, it isnt about
making changes for just one day. Everything we buy has
an impact on the environment and Buy Nothing Day
tries to get people to think about this.
Presenter So it isnt about getting people to stop shopping
completely?
Jackie
No, its about encouraging us to think and implement
lasting changes.
Presenter So when is Buy Nothing Day?
Jackie
In the UK, its on the last Saturday in November every
year.
Presenter So it doesnt just happen in the UK?
Jackie
No, there are Buy Nothing Day organisations in many
countries including the USA, Japan, New Zealand and
Spain.
Presenter Can anyone take part?
Jackie
Yes, anyone can participate, they just have to commit
to buying nothing for 24 hours. In many places people
also organise events to celebrate the day and provide an
alternative to shopping.
Presenter What sort of events?
Jackie
Well, in the past there have been swap days, where
people brought their unwanted items and exchanged
them for things that other people had brought. In
Brighton, workshops were organised to teach people
how to make Christmas presents from old items rather
than buying new gifts for their friends and families.
Some people learned how to make wallets from old milk
cartons!
Presenter That sounds great! And what can you do if there isnt
an event in your area?
Jackie
Well, you can recycle packaging from items youve
already bought. You can also write to supermarkets and
shops to ask them to use less packaging.
Presenter Good idea. Packaging creates agreat deal of rubbish.
Jackie
Youre right. The rubbish generated is bad for wildlife,
particularly plastic items as plastic doesnt break down
naturally, or decompose.
Presenter Well, thanks, Jackie.
13
CD1 track 37
Students read the sentences and try to decide from
memory if theyre true or false.
Play the CD again. In pairs, they correct the false
sentences.
Play the CD afinal time if necessary.
Answer Key
1 F you dont buy anything for 24 hours.
2 T
3 T
4 F people exchange items that they dont use.
5 T
6 T
7 F Plastic packaging is damaging for the enviroment
31
14 Ask students to think whether they would like to join
Extra activity
in Buy Nothing Day or not, and to note down their

reasons.
Take aclass vote, then discuss students reasons.
Write the following phrases on the board:

participate in, encouraging us to buy, implement, have
impact on, commit to, swap.
Ask students to talk about the idea of Buy Nothing Day
using the vocabulary and phrases on the board.
Students can make notes. Check ideas with the class. Ask
and answer questions about saving resources and other
environmental issues and personal habits.
15 In pairs, students discuss their answers to the

question.
Discuss answers as aclass.
More information
For further information go to:
www.buynothingday.co.uk
Unit 3,
1, Lesson 4,
1, Speaking
Vocabulary 1, Reading 1
Lesson Aims:
Students ask and answer questions about saving resources, environmental issues and habits.
Speaking
Making a list
Warmer
Ask students to name five things they could do to be
more environmentally friendly at school. Write them on
the board, eg planting atree. Put students into groups
of four to grade the ideas from the most to the least
important. Encourage students to do this activity using
English. Check ideas with the class.
Listen
1 Tell students to cover the dialogue and look at the
picture.
Ask students to tell you what they think James and
David are saying, and ask for afew expressions they
expect to hear.
Write them on the board.
Answer Key
James is turning off the lights to save energy and David is recycling
paper.
CD1 track 38
Ask students to read the statements.
Students decide whether the statements are true or
false.
Answer Key
1 T 2 F 3 F
CD1 track 38
James OK, so we want to be more environmentally friendly.

Whatcan we do? Lets make a list.
David Why dont we walk to school instead of taking the bus?
James Walk to school? Lets talk about things we can do at home
first.
David OK, you can switch off the light. We dont need it on.
Thatwill save energy!
James Im switching it off right now!
David Thats better!
32
CD1 track 39
Play the second part of the conversation and ask
students to tell you what three things James and
David decide to do.
Answer Key
Save energy, travel by public transport and recycle packaging.
CD1 track 39
James
David
James
David
James
Its important to save energy.

Yes. We can watch less TV. That will save energy.
Oh! Id rather use the computer less than watch less TV.
We can do both, but I think recycling is more important.
I dont agree. I think recycling is as important as saving
energy.
David Do you? For me, the most important thing is travelling by
public transport.
James Lets recycle packaging. Then well have less rubbish.
David Yeah, thats really important. OK, so lets try those three
things saving energy, travelling by public transport and
recycling packaging.
Practise
4
CD1 track 39
Play the dialogue again, allowing time for students to
In pairs, students practise the dialogue.
Ask a few pairs to perform the dialogue for the class.
5 Ask students to read the sentences in the Functional
language box on page 47 and to tell you how to say

them in Polish.
Students match the sentences with the meanings.
On the board, write saving water and using less paper.
Ask students to give you example sentences using the
expressions on the board and the phrases in the box.
Answer Key
1 c 2 d 3 b 4 a
6 Students complete the dialogues with sentences ac.

Answer Key
1 a 2 c
Speaking task
Warmer
Write the words SAVE THE ENVIRONMENT on the board.
Set a time limit of three minutes for students to make as
many words as possible using the letters, eg mean, iron,
move, thirst.
Step 1: Students look at the instructions and pictures and
decide which they like the best. Students then
decide on their personal order of priority.
Step 2: Read the statements and responses with the class.
Students make notes by writing a few practice
sentences using the phrases and the ideas in Step 1.

partners. Ask some pairs to perform the dialogue for
the class. Correct as necessary.
Extra activity
Tell students to imagine they are going to go to the
European Parliament to convince politicians to make
some changes to their environmental policies. Ask
them to write a speech in groups of three, telling
the politicians which things they consider the most
important. They should practise their speech in groups
and then perform it in front of the class.
Unit 3,
1, Optional
Lesson 1, lesson:
Vocabulary
Culture
1, Reading 1
Lesson Aims:
Students learn about some famous environmental organisations.
Culture
Famous green organisations
Warmer
Write the names of some green organisations on the
board, eg Greenpeace, Friends of the Earth, WWF.
Askstudents what they know about them. What
activities do they do? Who do they help? Write their
ideas on the board. Comment on them and provide
more information.

Ask students to look at the picture and guess what
the text is about. Compare ideas.
Ask them what they find most interesting or
surprising in the text.
Find out what students would consider getting from
or giving to Freecycle, and what they think ofthe
idea.
Answer Key
1 No, you dont its free.
2 There are 8,500,000 members.
3 Since 2003.
More information
In Poland there are three major Freecycle groups, in
Krakow, Warsaw, and Wroclaw. For further information
about the Freecycle organisation go to:
www.freecycle.org/about/background
Extra activity
Students imagine they are organising aFreecycle
group event at their school. Ask them to write
aletter, leaflet or information poster advertising and
explaining the event. In Poland theres also agreen
pro-ecological party Zieloni, the Green Party, which
has existed since 2004.
Cultural note
There are many green campaigning organisations in the
UK. There is even a political party called the Green Party.
For more details go to:
www.greenphase.co.uk/organisations.html
33
Unit 3,
1, Lesson 5,
1, Vocabulary 2,
1, Reading 2
1
Lesson Aims:
Students learn and practise using prefixes; they read a text about an innovative idea for gist and
Vocabulary 2
5 In pairs, students discuss their answers to the

questions.
Discuss answers as a class.
Prefixes
Warmer
Extra activity
Write these prefixes and the verb use on the board:

overundermis-
USE
re-
Ask students to work out the meaning of the words in

pairs and check as a class. If there are any difficulties,
refer students back to the definitions from exercise 1 to
clarify the meaning of the vocabulary.
1 Students look at the pictures. Ask them to tell you
what has happened, or what the person needs to do,

in each case. Write their ideas on the board.
Tell them to read the sentences and check that they
understand them by comparing them with the ideas
on the board.
Students match the prefixes and the meanings.
Feeding our cities

Before you read
Write vegetables, chicken and fish on the board. Ask
students how often they eat each food, and where they
buy them. Ask where they come from and whether they
feel it is important to know where the food comes from
and why.
4c
2 Students read the verbs in the box.
In pairs, students try to work out the meanings of the

verbs, using the information in exercise 1 to help.
(cognates).
Answer Key
Positive (P): reorganise, recycle,
Negative (N): underpay, overlook, misplace, overeat, misunderstand,
underestimate, misinform, undercook, underperform, overpopulate,
Neutral (Nu): replace, replay
Reading 2
6 Students look at picture 2 and the title of the text,
Answer Key
1 b 2 d 3 a
Ask students to work with a partner and think of any

verbs using the four prefixes. Allow them to guess
some verbs, and experiment with making new words.
Check ideas either using a dictionary or as a class.
Answer Key
Answer b


again.
Answer Key

Students listen to the CD and repeat the verbs,
checking pronunciation.
4 Students write questions individually.

1 In cities.
2 Because it isnt grown there.
3 Farms in skyscrapers.
4 Crops, chicken and fish.
5 From solar power.
6 Iceland, India and China.
Answer Key
1 Have you ever overlooked an important mistake?
2 When was the last time you misplaced an object (that) you liked a lot?
3 Have you ever misinformed your parents about your marks at
school?
4 Would you like to replace the phone you have?
5 Do you usually overeat at Christmas?
34
Extra activity
As a class, discuss the text. Find out what students
think of the skyscraper farms and if theyd like to work
at one.
Pronunciation
a Ask students to note down how many syllables each
word has and which syllable is stressed in each word.
Answer Key
organise 3
reorganise 4
organisation 5
environment 4
environmental 5
populate 3
overpopulate 5
population 4
insulate 3
insulation 4

Play the CD for students to listen, repeat and check
their answers.
Check as a class.
Cultural note
The idea of vertical farming is almost as old as
skyscrapers, and the oldest drawing of a vertical farm
dates from 1909. The French architect Le Corbusier
designed a vertical farm in 1922 but no one had the
technology to build one. The first experimental vertical
farms were built in Armenia in 1950 when scientists
were interested in creating space stations with houses
and farms on board. Despommiers idea was originally
a project for his students: they had to devise a way to
feed the population of Manhattan (about 2 million)
using roof gardens.
H
Unit 3,
1, Lesson 6,
1, Grammar
Vocabulary
3 1, Reading 1
Lesson Aims: Students revise and practise using time expressions used with the present perfect.
Grammar 3
Time expressions with present
perfect
Warmer
Tell students to write a list of four things they have done
since the beginning of the school year and two things
they think they would like to do before the end of it.
9 Students read the sentences in the grammar box and
choose the correct answers to complete rules ac. Tell

them to say the rules in Polish.
Ask students to work out what the translations of the
words in blue would be in Polish.
Answer Key
1 already
2 yet
3 still
10 Tell students to read the sentences and choose the

correct answers.
Answer Key
1 already
2 yet
3 still
4 yet
5 already
11 Tell students to look at Jacks list and make questions
using the correct form of the verbs and the word yet.
Compare questions as a class.
Students answer the questions.
Answer Key
1 Has he recycled the old newspapers yet? No, he still hasnt recycled
the old newspapers.
2 Has he bought energy-saving light bulbs yet? No, he hasnt bought
energy-saving light bulbs yet.
3 Has he phoned the recycling company yet? Yes, hes already phoned
the recycling company.
4 Has he sorted out the rubbish yet? No, he hasnt sorted out the
rubbish yet.
12 Tell students to make a list of things they have done
and enjoyed recently, and a list of things they hope to

do at the weekend using infinitives as in the exercise
above.
questions about the lists they made in exercise12.

Tellthem to use already, still and yet, as appropriate.
Students report back to the class about what their
partner has done recently and what he / she hopes
to do.
Extra activity
Students write about their partners questions and
answers, and the things they have in common with
their partner, eg We have both already seen the new
Pixar film, but neither of us has been to the new
bowling alley yet.

35
Unit 3,
1, Lesson 7,
1, Writing
Lesson Aims: Students write an opinion essay and learn and practise using linkers of addition and result.
Writing
An opinion essay
Warmer
Ask students to tell you what annoys them most about
the way people treat the environment, eg tourists
leaving litter, people in cars playing loud music (noise
pollution), people throwing cigarettes out of car
windows. Write all their ideas on the board. In pairs,
students think of slogans for save the environment
posters to dissuade people from doing the things listed
on the board.

Ask students to read the questions and, as aclass,
predict the answers.
Tell students to cover the text. Play the CD for
students to listen for the answers.
Allow them to read the text and check answers.
Answer Key
1 Because we use alot more packaging.
2 Because they are too lazy.
3 No, just in some cities.
2 Tell students they are going to look at the structure

of the essay. Ask them to look at the table and the
headings in the left-hand column.
Students look through the opinion essay for words
and phrases to complete the table.
Answer Key
Paragraphs where the writer gives an opinion: 1 and 3
Words / phrases for giving an opinion: In my opinion, Ibelieve
Number of arguments: 3
Words / phrases used to introduce the arguments: Firstly, Whats
more, ... Secondly, As aresult,
Words / phrases for summarising: In conclusion,
3 Read the Language focus box with the class and ask
them to identify the linkers in each sentence.

Ask students if there are similar linkers in Polish and,
if so, what they are. Students translate the example
sentences.
They then read the paragraph and choose the correct
answers.
Answer Key
1 As aresult
2 What is more
3 Consequently
4 As aresult
5 Furthermore
36
4 Divide the class into two groups (A& B).
Group Abrainstorms five arguments in favour of and

Group B five arguments against paying for throwing
away bags of rubbish.
Tell students to imagine what different types of
people would say, eg an elderly person on apension,
afamily with four very young children, an ecologist.
Students voice their opinions in aform of ashort
debate.
Ask students to read the step box.
Step 1: Tell students to choose an opinion it does not have

to be their true opinion, but they must be able to
defend it with arguments. Tell them to write notes
giving three arguments in favour of their opinion.
Write your own notes on the board as amodel.
Step 2: Ask students to use some of your notes on the
on their own sentences. Help as necessary. Tell them
to organise their sentences into three paragraphs
as shown in the table in exercise 2 and in the model
essay.
Step 3: Students check their essays for errors. They make
sure that they have included some linkers from the
Language focus box.
Step 4: Ask students to copy out their essays carefully.
Collect the essays in for marking and feedback.
ast finishers exchange essays with apartner
F
Extra activity
Have a class display of the essays on the classroom
walls, grouping them into essays in favour of or against
paying for throwing away bags of rubbish. Ask the
class to read the essays and decide which side of the
argument is most convincing.
Cultural note
Most European countries increased the amount of
rubbish they produce by 10 per cent between 1990 and
1995. Environmental agencies expect that by 2020 the
increase from 1995 will be 45 per cent. This means more
land needs to be used to keep the rubbish and more
public money must be spent on eliminating rubbish.
In 2011, some London boroughs made recycling
compulsory.
Unit 3,
1, Lesson 8,
1, Progress
Vocabulary
check
1, Reading 1
Lesson Aims: Students revise and further practise the vocabulary and grammar of the unit.
Warmer
Answer Key
Write: What have Idone to save the environment?

onthe board
Prepare afew sentences from the unit using the present
perfect, but do not write them on the board, eg
1 Ihave mended my old clothes.
2 Ihave saved alot of water.
3 Ihave started recycling some things.
4 Ihave produced less rubbish.
5 Ihave participated in the Buy Nothing Day.
Ask one volunteer to come to the front of the class and
stand with his/her back to the board. Then write one
of the sentences on the board. Underline the noun(s).
Student standing at the front of the class must guess
the sentence. Tell the students all the sentences are in
the present perfect tense. Thestudent can ask yes/no
questions. If s/he cannot guess the sentence, others can
tell him/her what the underlined noun is.
Saving environmental resources

1 Students match the verbs and nouns.
Answer Key
1 d 2 c 3 a
4 f
5 b 6 e
1 Ihavent done my homework yet.

2 Sally has already phoned her boyfriend.
3 Weve just seen Paul.
4 Mark still hasnt listened to his new CD.
5 Have you been to the new nightclub yet?
6 They havent had their lunch yet.
7 Simon has just won the race.
8 Ihave already been to the gym.
Present perfect + for and since

5 Students write complete sentences individually using
the words in brackets and for or since.
Answer Key
1 1 Ive lived here since 2003.
2 Ive been here since 9 oclock.
3 Weve been here for 10 minutes.
4 Theyve been best friends for five years.
5 Ive known Carla since 2008.
6 Theyve worked here for afew months.
ast finishers write sentences about their day so

F
far, using just, for, since, already, still and yet with
the present perfect.
Prefixes
Cumulative grammar
2 Tell students to read and complete the sentences
6 Tell students to read the text and choose the correct
using the correct form of the verbs and adding

asuitable prefix. Remind them to think about what
the prefixes mean.
Do the first sentence together as an example, if you
wish.
Answer Key
1 misunderstood
2 overeaten
3 reorganise
4 misplaced
5 underpay
6 has replayed
Present perfect + How long ...?

3 Students read the statements and write suitable
questions with How long ...?
Answer Key
1 How long have you studied English?
2 How long has Mike had his MP3 player?
3 How long have Jim and Angela lived here?
4 How long have you wanted to be abiologist?
5 How long has Amy known Joe?
6 How long has your teacher worked at this school?
Present perfect + still, yet, already,

just
4 Ask students to read the prompts, then write
complete sentences using the words in the brackets

and the present perfect.
options. Point out that they need to use all the

grammar they have learnt in the book so far.
Answer Key
1 since
2 started
3 was
4 already
5 have achieved
6 supports
7 since
8 has invested
Extra activity
Ask students to work in pairs and look back at the unit
and think of 810 questions to check if their partner
is environmentally friendly or not. Students write their
questions down while the teacher monitors and helps
out with any language difficulties as necessary. When
students are ready, they work with another pair and
ask and answer each others questions. If time allows,
students can put themselves into new pairs and do the
activity again.
omework Ask students to write ten questions
H
inthecourse.
omework Workbook page 38, for more
H
37
Unit 3,
1, Lesson 9a,
1, Vocabulary
Exam Practice
1, Reading
poziom podstawowy
1
Lesson Aims:
Students learn to use lexical and grammatical structures in context; they do matching exam tasks.
Warmer
Answer Key
Write the following sentence on the board: They wanted

to catch aplane / atrain to the airport. Ask students to
choose the correct answer and ask them why they think
their answer is right. Emphasise that itis important to
look what is before and what follows the options in the
sentence. Tell students not to choose the answer hastily,
as an easy sentence turns out to be the tricky one.
1 Bring students attention to the Exam Tip.
Ask students to read sentences 1.11.5 and choose

the correct words.
checking as aclass.
Answer Key
1.1
1.2
1.3
1.4
1.5
undercooked; sauce noun, undercooked verb (past participle)

share; bicycle noun, share verb
misplaced; misplaced adjective, mend verb
Batteries; batteries noun, overeat verb
waste; bad adjective, waste noun
2 Ask students to read the text to get ageneral idea.
Students match the right options (Aor B) to fill in the

gaps (2.12.4)
Students then justify their opinions in pairs.
Check answers and ideas with the class.
3.2 G 3.3 A
3.4 D 3.5 C
5 Students read the sentences 5.15.3 and decide
which words in each sentence cannot be used to

complete it.
Answer Key
5.1 misplaced it refers to objects
5.2 car journeys it doesnt collocate with save
5.3 car it doesnt collocate with ride
6 Students use their ideas to write sentences using the

odd words from exercise 5.
Students check in pairs.
Teacher monitors and helps with the language.
Ask volunteers to read their sentences.
Answer Key
Students own answers
7 Remind students about the information from the
Exam Tips on this page.

Students read the text and fill in gaps 7.17.3 with
letters AF.
Answer Key
Answer Key
2.1 B 2.2 A
3.1 B
2.3 A
2.4 A
7.1 B
7.3 E
omework Write down some adjectives for

H
students to copy, eg
cheap, inexpensive, overpriced.
interesting, boring, fascinating.
quiet, still, noisy.
Ask students to copy them into their notebooks.
Students are to choose two synonyms from each
example and write sentences using them, eg Flats
are inexpensive at the moment. Cars are cheap in
Germany. Students share their ideas in the next
class.
Students read the text and decide which parts of

speech are missing. They fill in the gaps (3.13.5).
Answer Key
3.1 v 3.2 adj 3.3 adj
7.2 C
3.4 v 3.5 n
4 Students look back at exercise 3 and use the words

(AG) from the box to fill in the gaps.
Unit 3,
1, Lesson 9b,
1, Vocabulary
Exam Practice
1, Reading
poziom1rozszerzony
Lesson Aims:
Students learn to use lexical and grammatical structures in context; they do matching and translation
exam tasks.
Warmer
Write one sentence with three options on the board, eg
He used to have long philosophically / philosophical /
philosophy conversations.
Ask students to choose the correct word individually
and then discuss in pairs why the one they chose is
correct and why the other options arent.
1 Ask students to read sentences 1.11.4 and write the

correct words in their notebooks.
checking as aclass.
38
Answer Key
1.1
1.2
1.3
1.4
environmentally its an adverb modifying the adjective

rechargeable it collocates with batteries
saving it collocates with energy
dramatically its an adverb that defines the verb reduced
2 Students read sentences 2.12.4.
They decide why the highlighted words are used

incorrectly and exchange their ideas in pairs.
They correct the sentences with their partner.
Check answers and ideas with the class.
5 Students read the sentences 5.15.4 and decide if the
Answer Key
2.1
2.2
2.3
2.4
no adjective suffix organic

no prefix replay
wrong prefix misunderstood
wrong participle form packaging/plural noun form packages
Students read the text to get ageneral idea.

They fill in the gaps 3.13.5 with the words from
thebox.
Tell students that they need to pay attention to the
grammatical correctness and proper spelling of the
words they use.
Answer Key
3.1 misunderstand
3.2 greener
3.3 ecological
3.4 recycling
3.5 making
4 Students read the sentences 4.14.4.
They look at the underlined parts and decide which

Polish translations (Aand / or B) are correct and what
makes them choose one over the other.
They exchange information with their partner.
Answer Key
4.1 Aand B
4.2 Aand B
4.3 B
4.4 A
PolishEnglish translations are appropriate.

They exchange ideas in pairs.
Answer Key
5.1
5.2
5.3
5.4
correct
wrong have already replaced
wrong has / have just organised
wrong downloaded these files
6 Students individually translate parts of the sentences

in brackets (6.16.5) into English.
Remind them about the language correctness which
is one of the exam requirements.
Students check in pairs and as aclass.
Answer Key
6.1
6.2
6.3
6.4
6.5
Id rather ride
long have you known
travelled by public transport / used public transport
is (just/equally) as important as
since they insulated
omework Ask students to translate the

H
following sentences into Polish.
1 I find it easy to be environmentally friendly.
2 He has misunderstood what youve said.
3 My mum has started to learn a foreign language.
4 Id rather go home now than stay at school.
Check answers in the next class.

39
Interface
Revision 1
Unit 1, Lesson
Revision
1, Lesson
1, Vocabulary
1, Vocabulary,
1, Reading
Grammar
1
Lesson Aims:
Students revise the vocabulary from units 13 through doing a board game; they read a text about
literary agents and revise the grammar from units 13.
Vocabulary
Grammar
Warmer
Warmer
With books closed, ask students if they can remember

the vocabulary topics from units 13. Write the
headings on the board and then give them aminute to
try and write at least four words under each reading:
Unit 1 Changing lives, Unit 2 Literature, Unit3 The
World around us. Finally, tell them to open their books
and look back at the vocabulary pages of units 13.
1 Ask students to get into groups of four and give each

group adice.
Explain that they should take turns throwing the dice

and moving forwards, following the path.
When they land on asquare, they should read out

the question and try to think of the word or words
beginning with the letter or letters. Tell them the
words are from units 13.
If they think of the right word, they get one point.

Ifthey cant think of the word, another player can
land on the square and try to guess the word. If
aplayer lands on asquare where the word has been
guessed, he/she cannot win apoint.
When students get to the finish line, they count their

points to see who the winner of the game is.
After the groups have finished, go through all the

questions and check the answers.
Extra activity
In their groups, students write similar questions
based on words in units 13. They then make
aboard game like the one on page 48 and write
the questions on the squares. They then pass it to
another group to play.
Extra activity
Write these verbs on the board:
to waste to save to use
Get students to add as many appropriate words from
units 13 that go with the verbs as they can.
40
Tell students to look at the book cover and, in pairs, to

predict what it might be about. Get feedback from the
class. Ask students if they recognise the book shown.
Ask if anyone has read it in English or in Polish. Ask
students what they might want to find out about the
process of publishing books. Say that you would also
like to learn afew things about it. You can prepare
your own questions or use the ones below:
1 How long does it take to get abook published?
2 How long did it take J.K. Rowling to get Harry Potter
published?
3
How much experience in writing do you need before
being published?
4
How long does it take for abook to be in the shops
after apublisher signs acontract with awriter?
Read the text to check if there are any answers to your
questions. If not, ask the students if they can guess
some of the answers to their and your questions, or get
them to do an Internet search at home.
Here are the answers to the above questions:
1 Publishing often takes years. You have to be
incredibly good and lucky to send your first book to
apublisher and get it published.
2 It took J.K. Rowling seven years to get Harry Potter
published. It was the first novel she had ever written.
3 Most writers need about one million words of
practice before being able to produce something
publishable.
4 It takes about 18 months for abook to be in
the shops after apublisher signs acontract with
awriter.
1 Ask students to look at the title of the text and
read the first sentence of each paragraph. Students

tell you what the text is about and what the main
points are. Write them on the board. Find out if
students know what aliterary agent is and what he/
shedoes.
Ask students to read the text and choose the correct
verb forms.
They check answers in pairs.
Answer Key
1 know
2 have read
3 worked
4 used to be
5 sold
6 dont become
7
8
9
10
11
12
becomes
gets
has sent
receive
needed
had spent
13
14
15
16
17
18
Extra activity
before
took
has worked
has helped
have been
ve written
Students write some comprehension questions

about the literary agents text. Have them write their
questions on the board. When there are about ten
questions on the board, the teacher divides the
class in half, putting two chairs in the middle of the
classroom and asking one volunteer from each group
to sit down. The rest of the group should stand
behind them. One student starts by asking a question,
which the other one answers. The students ask and
answer their own questions written on the board.
They change seats with other students from their
group when the teacher taps the person sitting on
the chair on his/her shoulder. If the teacher does this
in the middle of the sentence, the new person should
continue the same train of thought. This will keep
the students on their toes as they never know the
moment when they are going to step in to continue
the question-and-answer race.
2 Elicit the the correct sentence in number 1 and write
it on the board.
Individually, students correct sentences 26. Tell them
the mistakes relate mainly to verb forms but also to
adverbs such as already, yet, still.
They check answers together.
Check answers with the class. Ask astudent to write
the correct sentences on the board.
Answer Key
1 Ihave lived in Paris for two years and Ilove it.
2 Ihavent finished all my homework yet, but Ive done my maths.
3 Ibought anew MP3 player last year, but it has broken down.
4 Ihad read an Agatha Christie novel before that one but Ireally liked it.
5 Iwas watching TV last night when Gareth called me.
6 My dad went to school in Morocco until he was 14.
Fast finishers write some more incorrect sentences

for the class to correct.
3 In pairs, students order the words to make questions.

Check answers together on the board.
Help with any problems.
Answer Key
1 How long have you known your best friend?
2 Who wrote the play Hamlet?
3 Who did you write to yesterday?
4 Who did he argue with in the shop?
5 Who argued with him in the shop?
6 How long have they had adog?
Cultural note
J.K. Rowling: United Kingdom, 1965. Creator of Harry
Potter. The first book in the series was submitted to
12publishers before Bloomsbury decided to publish it!
John Grisham: United States, 1955. Author of 25 novels
including best-sellers The Pelican Brief and The Client.
Agatha Christie: United Kingdom, 18901976. Prolific
author: works include 66 detective novels. Creator of
Hercule Poirot and Miss Marple.
H.G. Wells: United Kingdom, 18661946. The father of
science fiction. Works include The Time Machine, The
Invisible Man and The War of the Worlds.
Charles Dickens: United Kingdom, 18121870.
Works include Oliver Twist, Great Expectations, and
AChristmas Carol.
omework Ask students to think of and write
H
down in their notebooks five questions for their
partner to answer at the beginning of the next
class regarding abook they have read recently.
Present the questions and exchange information in
the next class.
Unit 1, Lesson
Revision
1, Lesson
1, Vocabulary
2, Sketch, 1,
Project
Reading 1
Lesson Aims:
Students listen to, prepare and act out a sketch; they prepare a poster or a presentation about an
environmentally friendly school.
Sketch
Prepare to act
Do you remember this?
You will need two lessons to do the sketch one for

rehearsal, the other for the performance.
Warmer
Write the title of the sketch on the board: Do you
remember this? Ask students to think about their first
year in secondary school or their last school trip for
amoment, then to write down two or three memories.
Put students into small groups to compare their
memories. Check answers as aclass.
CD 1 track 45; for audioscript see p50 of SB

Tell students to cover the text and read the question
and possible answers.
Play the CD.
Elicit the answers but dont say whether they are
correct or not.
Answer Key
a, c, f
41
Sketch
Ideas
1 Ask students to read the questions and give them
CD 1 track 45
Play the CD again. Students read and listen to the
sketch and check their answers.
Ask them if there is anything they dont understand
in the sketch.
Act!
3 In groups of four, students decide who will play each

role. Note: the names Sam and Fran can be boys or

girls names.
Play the sketch again. Stop after each line so that the
students playing that role can repeat it.
Encourage them to copy the stress and intonation.
Ask students to think about what props they need for
the sketch and if possible, tell them to bring them to
the next class.
Tell them to plan together the positions and
movements.
Give students enough time for them to rehearse.
Letthem hear the recording again if they want to.
Ask each group to perform in turn.
Extra activity
Record the sketches and either upload them on to
aclass website, invite another class to watch them or
watch them with the class. Provide some feedback on
their performances. You could have aclass vote on
the best group performance or hold aclass awards
ceremony.
Group work
2 Ask the students to get into groups of amaximum of
four and choose aspokesperson.
Tell them to read and discuss the questions one by
one.
The spokesperson should note down their answers.
Ask the spokesperson from each group to share their
groups answers with the class.
Write
3 Students decide in their groups what each person
isgoing to write about.

Individually, students write ashort paragraph
answering the questions in the Write box and adding
any other relevant information.
Check
4 Ask students to exchange their paragraphs with
apartner and read and correct each others work.

They can also suggest ways to improve their partners
work by adding interesting vocabulary.
Visuals
5 Ask students to take or find photos or to draw
pictures to illustrate their paragraphs. They can

dothis at home.
Project
Display
An environmentally friendly school
6 In the next class, give groups time to assemble their
You will need two lessons to do the project. You will

need to provide cards, scissors and glue to make the
posters.
Warmer
Revise the vocabulary related to the environment and
saving resources. Ask one half of the class to think of
problems affecting the environment and the other
to think of solutions to environmental problems.
Avolunteer from each group can write their ideas on
different sides of the board. When they have finished,
ask them to match the problems to the solutions, egtoo
much rubbish recycle / dont use plastic bags.
Read through the six steps quickly to give students
aclear idea of what they have to do.
42
afew minutes to write their answers.

Ask some students to tell the class their answers.
posters or rehearse their presentations.

Display the finished posters and / or listen to the
group presentations.
Have aclass vote to decide on the best poster and / or
best presentation.
Followers of fashion
Unit 4,
Lesson Aims:
Students learn and practise using vocabulary related to style, fashion and clothes; they read atext
about shoes for gist and specific information.
Vocabulary 1
4 Students complete the text individually.

Style adjectives
Answer Key
Warmer
Tell students to write down items of clothing they
have in their wardrobe or chest of drawers at home,
eg T-shirt, scarf, socks. In pairs, students compare and
expand their lists. Write the words on the board and
get students to copy down any new ones. Ask students
if they are interested in fashion, whether they check
out any fashion blogs. Ask them to name a few and
name styles and fashions they find interesting.
1 sporty
2 trendy
3 glamorous
4 impractical
Now say it!

5
1 Ask students to look at the title of the unit and tell
you what it means. Ask them if they think it applies to

them.
In pairs, students look at the words in the box and
check the meanings of words which are new to them.
Ask students which adjectives they would use to
describe the pictures. Do this as a class.
Fast finishers work out the meaning of the phrase
Shop till you drop. They can use dictionaries if
they want.

Students listen and repeat the words. Pay attention to
their pronunciation.
Students work with books closed and in pairs. Set
atime limit of two or three minutes for students to
write down as many of the adjectives as they can
remember.
Let them check by comparing with the list in
exercise1.
3 In pairs, students use the words in exercise1 to
CD2 track 02
Play the CD. Students listen and answer the
questions.
hear about Rachels shoes and what David thinks.
a partner before checking as a class.
Answer Key
Trainers. Because theyre trendy but also comfortable.
CD2 track 02
David
Rachel
David
Rachel
David
Rachel
David
Rachel
David
Rachel
1 colourful
2 conventional
3 casual
4 old-fashioned
5 loose
Hey, Rachel. I like your trainers theyre really cool.

Thanks, David. Glad you like them.
Are they new?
Yes. I designed them myself.
Really? How did you do that? I didnt know you could make
shoes!
No silly, I didnt make them! I designed them online.
Oh, I see! How does that work?
You go to the companys website and you can choose from
lots of different colours and designs.
Well, they look really great.
Thanks. I love them because theyre really trendy but also
comfortable.
6 Tell students they are going to ask each other about
complete the sentences.

Answer Key
5 formal
6 comfortable
7 tight
their shoes and clothes. Tell them to look at the

example questions and the list of clothes they made
during the Warmer.
In pairs, they take turns asking and answering.
Encourage them to use the new vocabulary and to
give answers that are as full as possible.
Ask a few pairs to report back.
43
Fast finishers write two more comprehension

questions or three true/false sentences. When
everyone has finished exercise 9, ask the fast
finishers to read out their questions for the class
toanswer.
Extra activity
Students write adjectives and clothes items under two
headings I like / I dont like. When they have finished
their lists, they compare with a partner and give
reasons for their opinions.
Reading 1
A short history of shoes
Before you read
Play a memory chain game. Using items of clothing
and the adjectives on page 52 of the Students Book,
start by saying Ive got some trendy trousers, then tell
a student to repeat what you said and add an idea, eg
Ive got some trendy trousers and some practical shoes.
The next student repeats and adds. Put students into
groups of four or five to continue. If they dont repeat
a combination, theyre out and the game ends when
there is only one student left playing in each group.
7 Students cover the text, look at the pictures and say
what they think it is going to be about.

Students read the three possible titles and try to
predict what the text will be about.
Set a time limit of about 30 seconds for students to
scan the text very quickly and to try to get the correct
answer and then check their answers and ideas.
Answer Key

Students read the sentences.
decide if the sentences are true or false.
Ask students if their ideas about the content of the
article were correct.
Answer Key
1 T
2 F Stilettos became popular in the 1950s.
3 T
4 F Nike make shoes that look like human feet.
5 F Imelda Marcos owned around 3000 pairs of shoes.
9 Students cover the text and try to answer the
questions from memory, working individually or in

pairs.
Allow them to check their answers by reading the text
again.
10 Ask students to find the words and expressions in the

text, then read the definitions and match them.
Students tell you how to say the words in Polish
(cognates).
using the words.
Answer Key
1 d
2 e 3 b
4 c
5a
11 Ask students to make a list of all their shoes,
including type, colour and what they use them for/

where they wear them.
questions, using their notes to help.
Cultural note
While some people love collecting shoes and enjoy
having as many as thousands of pairs, there are those
who find happiness and success in giving thousands or
even millions of those away.
Blake Mycoski wanting to help agroup of befriended
children of some Argentinian village, in 2006 created
TOMS Shoes, acompany that would match every pair
of shoes purchased with apair of new shoes for achild
in need. What began as asimple idea has turned into
apowerful socially responsible business model, where
the One for One idea has expanded into TOMS Eyewear
and TOMS Roasting Co.
As aresult of that, TOMS has given more than 10 million
pairs of new shoes to children in need and helped
restore sight to over 200,000 people and continuously
provides for every bag of coffee purchased, one week
ofclean water to aperson in need.
It all began with apair of shoes, one to give away,
forachange.
Extra activity
Students choose three adjectives from Vocabulary 1.
Then, working with a partner, design a pair of shoes for
each adjective. Ask them to label the shoes using words
from the text in exercise 7 (heels, uppers, etc.) then
prepare to present their designs to the class.
Answer Key
1 The piece of material that covers the foot.
2 40.5 cm.
3 Because they have no heels.
4 On some websites.
5 Because there are so many different styles.
6 Over seven years.
44

Lesson Aims:
Students learn and practise using relative pronouns.
Grammar 1
3 Students match the halves to make complete

sentences.
Relative pronouns
Answer Key
Warmer
1 b
Write the following prompts on the board:

Giorgio Armani is a ...
Stella McCartney is a ...
Donatella Versace is a ...
Calvin Klein is a
Encourage students to use who or that after the prompts
to produce logical sentences. Write some of the students
sentences on the board, underlining who and that and tell
students to move to exercise 1 and to work out the rules.
1 Students read the sentences in the table and tell you

how to say them in their language.
Tell students to look at their own examples on the
board and to check if the use of who and which (or
that) is correct (according to the rules).
2 Students complete the sentences with the correct

options.
Allow students to compare with a partner.
Answer Key
1 who
2 when
3 which
4 that
5 that
6 where
2 e
3 d
4 a
5 f
6c
4 Students read the information and complete the text
with the correct pronouns.

With books closed, ask students to tell you what
they have learnt about H&M. Write their ideas on
the board. Ask them to dictate the information using
relative pronouns where appropriate, eg The man
who opened the first shop is called Persson.
Allow them to check their facts by comparing with
those in the book.
Answer Key
2 where
3 when
4 who
5 who
6 which/that
7 which/that
5 Tell students to look at the example questions and
write down at least five more to ask a partner,

following the same pattern with relative pronouns.
In pairs, students take turns asking and answering
their questions.
Ask individual students to report back to the class
about their partners answers to their questions.

Lesson Aims:
Students learn and practise using some, any and no compounds; they listen to atext about afamous
designer for gist and specific information.
Grammar 2
Answer Key
some / any / no compounds

6 Ask students to read the sentences and tell you how
you say them in Polish.
Answer Key
Chc kupi co oryginalnego.
Nigdzie si nie ruszam bez telefonu komrkowego.
Nikt nie ma wikszej kolekcji butw ni Imelda Marcos.
7 Students read the sentences again, then copy and

complete the rules.
3 anything
4 anywhere
5 Someone
6 something
Fast finishers write two or three more sentences

with two options for a partner to choose from.
9 Have students read the correct sentences in
exercise8, then copy and complete the rules.

Answer Key
1 affirmative
2 negative, questions
10 Students read the dialogue quickly and tell you what
Answer Key
1 people
1 somewhere
2 No one
2 places
3 things

the problem is and how Amy and Jo decide to solve it.

Ask which two solutions are rejected and why.
Students read the dialogue again and complete it
with the correct compounds.
45
Answer Key
1 anywhere
2 nowhere
3 something
4 something
5 Nothing
6 anything
7 someone
8 something
CD2 track 05
Presenter OK. So I imagine Stella had a very glamorous childhood.

Jane
11 Students copy and complete the sentences so they are

true for them. Do the first one together if you wish.
12 Students look at the examples, then discuss their
Presenter And how did she become interested in fashion?

Jane
sentences from exercise 11 in pairs.
Extra activity
Students practise the dialogue from exercise 10 in pairs
(change Jo to a boy if appropriate), then ask some pairs
to perform it for the class. You can also ask students to
rewrite the dialogue about a different item of clothing,
eg a jacket.
Listening
Ask students to think of becoming a fashion designer. In

pairs, students list the advantages and disadvantages of
the job. Ask students if theyd like to study in a fashion
school or take part in a fashion contest. Discuss their
ideas.
Jane
Answer Key
Stella McCartney. Shes a fashion designer.
14
CD2 track 04
Play the CD and ask the students to listen out for the
answers to the questions in exercise 13.
CD2 track 04
Presenter In todays programme Im talking to fashion journalist

Jane Russell, who is going to tell us about her favourite
designer. Hello, Jane.
Jane
Hi, Peter.
Presenter So, who are you going to tell us about, Jane?
Jane L ets see if you can guess. Shes in her forties. Shes designed
clothes for pop singers and film stars. Shes the daughter of
one of the most famous pop musicians of all time.
Presenter I think I know who you mean ... Stella McCartney?
Jane Thats right. The daughter of Sir Paul McCartney and his
first wife Linda, a famous photographer.
15
CD2 track 05
Students read the questions and check the meaning.
Check pronunciation of the names, eg Chlo /kli/.
Play the CD for students to listen and choose the
correct answers. Play twice if necessary.
Answer Key
1 c 2 c 3 a 4 a 5 a 6 b 7 c 8 a
46
Yes, and she quickly became very successful. In 1997 she

got a job as fashion director for the Paris fashion house,
Chlo.
Presenter And does she still work for Chlo?

Jane
No, she left Chlo in 2001 to start her own business.

There are now five Stella McCartney shops around the
world.
Presenter And are any of her designs famous?

Jane
Yes. She designed Madonnas wedding dress in 2000.

She also produced a cheaper line of clothing for the shop
H&M. The clothes were a big success.
Presenter She has received some criticism though, hasnt she?

Jane
13 Look at pictures and answer the questions. Ask if
students know anything else about the woman in

picture 1, eg who her father is.
Like many girls, Stella became interested in fashion when

she was a teenager. She started designing and making
clothes at home. When she left school, she studied
fashion at the famous Central Saint Martins College of
Arts and Design in London. She held her first fashion
show in 1995. Her friends, including supermodels Naomi
Campbell and Kate Moss, wore her clothes and all the
designs were bought by a shop in London.
Presenter Shes obviously a talented girl.
A famous designer
Before you listen
No, not at all. Stellas parents wanted their children to

have a normal childhood. Stella, her two sisters and
her younger brother grew up on a small farm close to
London. They didnt go to expensive private schools they
went to the local state school.
Well, yes. Some people have said that shes only been
successful because of her famous father. It certainly
helped her early career, because the media were
interested in Paul McCartneys daughter, but most of
Stellas success is thanks to her own talent and hard work.
Presenter So, what are her clothes like?

Jane
Oh, theres quite a variety. Some are glamorous, some are

quite traditional. But there is one thing the designs have
in common: Stella doesnt believe in animal cruelty and
none of her designs use leather or fur.
Presenter Well, thank you, Jane. Now, lets move on to London

Fashion Week.
16 Ask students to think about their answer to the

question and to note down their reasons.
In pairs, students discuss their answers.
Ask some pairs to report back to the class.
Extra activity
Tell students to think about the advantages and
disadvantages of having famous parents. Brainstorm
ideas and write them on the board, eg
Youll have lots of money but it may make others
jealous.
Youll be famous but youll have no private life.
Youll meet lots of other celebrities but your picture
will be in the tabloids.
Students individually write a paragraph giving their
reasons.

Lesson Aims:
Students ask and answer questions about personal taste in clothes and footwear, and give
compliments.
Speaking
Complimenting people
Students read the dialogue while you play the CD

again.
They check their answers. Play again if necessary.
Warmer
Write on the board: Ican live for two months on agood
compliment. Ask students what they think the author
of the quote meant. Then ask them to think of any
situations when they have been complimented by their
friends, eg when they have had anew haircut. Ask
them about how the compliment made them feel. Ask
them about what sort of expressions they use when
complimenting their friends, eg Cool haircut! Write their
ideas on the board.
Listen
1 Tell students to look at the picture and ask them
what they think, without looking at the dialogue,

Rachel and James are talking about, and ask for afew
expressions they expect tohear.
CD2 track 06
Ask students to read the sentences.
Answer Key
1 good
2 jacket
3 yesterday
CD2 track 06
James
So, how are you, Rachel?
Rachel
Im fine thanks sorry Iwas abit late!
James Dont worry, you were only five minutes late. You look
great, by the way.
Rachel
Oh, thank you! So do you.
James
Ilove your jacket. Is it new?
Rachel
Yeah, Ibought it at the shopping centre yesterday.
CD2 track 07
Play the second part of the conversation. Students
cover the dialogue and listen.
Ask students to try to add the missing words from
memory.
CD2 track 07
James
That style of jacket suits you.
Rachel
Do you really think so?
James
Yeah, its really cool.
Rachel
Thanks. Ilove your new boots, by the way.
James Oh thanks, they were abirthday present from my mum.
Iwasnt sure about the style at first but now Ilike them.
Rachel
Yeah, Ithink theyre very trendy.
James Thanks, Im pleased with them theyre better than the
awful jumper my mum bought me last year!
Rachel
Your mums taste has improved alot!
CD2 track 07
Answer Key
1 Jacket
2 think
3 boots
4 style
5 trendy
Practise
5
CD2 track 07
Play the CD giving students time to repeat. Help with
pronunciation.
In pairs, students practise the dialogue. Ask afew
6 Ask students to read the sentences in the Functional
language box on page 65 and to tell you how to say

them in Polish.
Students read and complete the sentences, referring
to the Functional language box for help.
Compare these phrases with the ones they listed on
the board in the Warmer.
Answer Key
1 fantastic
2 suit
3 love
4 pleased
5 thank
6 so
7 Ask students to choose the right response (ac) for

each situation (13).
Answer Key
1 a
2 c
3c
Extra activity
We know that compliments make us feel better, but
how do we actually compliment people? What makes
a good compliment? Ask students to think of ideas
in groups of four and to write a list of compliment
features: be genuine/authentic; not expect anything in
return; be specific.
If theres enough time, encourage students to make
a poster called: I support compliments or Pay it
forward!
47
Speaking task
Warmer
Write the word fashion in the middle of the board.
Askstudents to brainstorm words related to fashion
and write them around fashion to create a mind map.
Asyou build the mind map, ask students to tell you how
to categorize the words, so that you have, for example,
a branch for professions (designer, model, journalist,
shoe shop owner, etc), a branch for adjectives, etc.
Students copy the mind map using different colours
into their notebooks.
Step 1: S
tudents look at the instructions and pictures and
decide which they like the best.
Step 3: G
ive students time to write their dialogues. Tell
Step 4: S
Extra activity
Ask students to write a second dialogue about the
picture they like least, imagining they are trying not to
offend their friend.
Step 2: R
ead the statements and responses with the class.
sentences using the phrases and looking at the
picture they chose in Step 1.

Lesson Aims:
Students learn about famous designs and designers.
Culture
Famous design and designers
Warmer
Ask students what events they would wear special
clothes for. Elicit words such as party and wedding.
Ask them what they would wear for these occasions.
Encourage them to describe their clothes using words
from Vocabulary 1 on page 52.

Ask students to look at the pictures and headings.
Find out if they know anything about the people and
the event shown.
surprising about the text.
Answer Key
1 Sarah Burton.
2 To keep the lace as clean and white as possible.
3 The rose of England, thistle of Scotland, daffodil of Wales and
shamrock of Ireland.
4 Copies of the dresses.
9 Ask students if they can name any designers from
Poland (eg Gosia Baczyska, Maciej Zie, Ewa Minge).

Ask them to find images showing designs by famous
designers from their country.
Find out which designers students like best, which are
the most influential, whose clothes they would like to
wear etc. Discuss asa class.
48
More information
For further information go to: www.vogue.co.uk/spy/
biographies/sarah-burton and
www.alexandermcqueen.com/int/en/servicePages/
biography_lee_alexander_mcqueen.aspx
Extra activity
Students write five true/false sentences about the text
for a partner. In pairs, they take turns reading out their
sentences for their partner to decide if they are true or
false.
Cultural note
Londons Central Saint Martins College of Arts and
Design is also famous for producing actors (eg Colin
Firth and Pierce Brosnan), musicians, artists and writers.

Lesson Aims:
Students learn and practise using phrasal verbs; they read a dialogue about weekend plans for
Vocabulary 2
Reading 2
Phrasal verbs: clothes
What are you going to wear?
Warmer
Before you read
Write the following on the board:

wedding dress sunglasses a clothes collection
Get students to close their books and tell you any verbs
they can think of related to the items on the board.
Write them on the board, eg design, buy, borrow, put
on, etc.

Tell students to work in pairs to try to deduce the
meaning of the words in the box.
Check the meaning of the vocabulary with the whole
class.
Students then listen to the CD and repeat the words.
2 Students rewrite the sentences using five of the verbs
Ask students if they have been to a party recently. What

did they wear? Write the sentence I wore my which
I bought from (in) on the board. Students complete
the sentence so that it is true for them. Ask some to
model their answers. Ask what word they can use
instead of which.
5 Students look at all three texts and answer the
question. Tell them to read the dialogue very quickly

to check their answer.
Answer Key
Lucy and Anna are going to a party.
from exercise 1.

Students read and listen to the texts.
Then they choose the correct answers.
Answer Key
Answer Key
1 Im going to throw it away.

2 Im going to try it on.
3 My dad makes me pick up my clothes from the floor and put them
in my wardrobe.
4 Does this jacket go with these trousers?
5 I dont want them to wear out.
1 c

the phrasal verbs they havent used in exercise1.
Remind them to check the position of the object.
Students compare with a partner.
Answer Key
1 pick something out
2 put my clothes away
3 take my jacket off
4 give it away
5 Put your coat on
6 look for some
4b

Students check their answers by reading the texts
again.
Answer Key
1 Its his birthday
2 Lucy thinks that shell look great.
3 Felton Street
4 7.30 pm
5 DJs and live bands
Pronunciation
a
Discuss answers with the class.
Ask students to write questions using each of the

verbs in exercise 1 which they can then ask a partner.
their questions. Some students report back to the
class and talk about what they have learnt about their
partner.
3 b
4 Students write questions individually.
Extra activity
2 a

sounds and words.
Ask individual students to repeat the first word of
each group, modelling the sounds.
CD2
track 12; for audioscript see p59 of SB


they hear. Tell them to be sure to use the correct
consonant sounds.
Extra activity
Students write about what they wear to different kinds
of party. Put students into small groups to make an
illustrated poster of different fashion options for parties.
Use them to make a wall display.
H
49

Lesson Aims:
Students revise and practise using future tenses.
Grammar 3
10 Students look at the picture and tell you what the
context is and how the girls are feeling.

Students read the text very quickly and decide if they
were right.
They read the text again and complete it with the
correct options.
Compare answers as a class.
The future
Warmer
Tell students to work in pairs in order to imagine what
they might be doing: next weekend, this evening, on
their next holiday, etc. Get them to think of some ideas
and to make notes. They do not need to write full
sentences, but theyll need their notes for later in the
class (for the Extra activity).
Answer Key
1 wanna
2 might
form of the verbs in brackets.

how to say them in Polish. Ask them to tell you if the

tenses are the same in both languages, eg whether
they use similar tenses in Polish for fixed plans.
Discuss as a class.
Tata mnie zawozi samochodem.

Zaoysz moj now zielon sukienk.
Bdziesz wietnie wyglda.
Jest wietny DJ, wic to bdzie fajna impreza.
Moe zao moje nowe czarne dinsy.
Zapytam go pniej.
9 Tell students to read the sentences in the table again
5 is gonna
6 Im coming
8 Students read the sentences in the table and tell you
Answer Key
3 re meeting
4 Ill get
Answer Key
1 m visiting
2 m meeting
3 are you doing / are you going to do
4 its going to rain

5 will be
6 will make
12 Students read the questions and think about their

answers.
They then write their answers using complete
sentences and the correct future forms.

Students report back to the class about their partner.
and match them with the uses.

Extra activity
Answer Key
1 Youll look great.
2 Theres a great DJ so its going to be a cool party.
3 My dads driving me.
4 Im going to wear my new green dress.
5 Ill ask him later.
6 I might wear my new black jeans.
Tell students to look at their ideas from todays Warmer

and write sentences about some things that are going
to happen. Students compare their ideas in pairs. The
teacher monitors the class providing any language that
the students need, and making corrections wherever
necessary (possibly highlighting a few examples of
these with the class later on).


Lesson Aims:
Students write a comparative description and learn and practise using linkers of contrast.
Writing
Acomparative description
Warmer
Ask students to think about their brother, sister or
cousin. Tell them to write down as many words as
possible that they associate with that person in terms
of appearance and character, eg fair-haired, tall,
basketball, funny, practical, quiet voice, etc. In pairs,
students tell each other about their brother, sister or
cousin, using their notes to help.
50

Ask students to read the questions. Make sure that
students know the difference between look like and
be like.
Tell students to cover the text. Play the CD for them to
listen for answers.
Allow them to read the text and check answers.
Ask students if Phoebe or Samantha is like anyone in
their family.
Answer Key
1 Samantha.
2 Her sister Phoebe.
3 Shes tall, blonde and beautiful.
4 Shes kind, funny and clever but also quite adventurous.
5 During the week she looks conventional but at the weekend she
wears bright, colourful clothes.
6 They like different styles of clothes. Phoebe makes her own clothes,
which are bright and colourful, while Samantha wears casual,
sporty clothes. Samantha prefers to go walking at the weekend,
whereas Phoebe loves shopping with friends.
2 Tell students to read the sentences in the Language
focus box, then to find the linkers in the text. Point

out that they are not used more than once, because
using avariety of linkers is better than repeating the
same one several times.
Ask students to tell you how to say the linkers in
Polish and to translate the example sentences for you.
Students then read the sentences and choose the
correct options.
Step 1: S
tudents make notes about the person they have
chosen, or decide which of their notes from the
Warmer are relevant and underline them. Write
some notes of your own about afamily member or
made-up person on the board.
Step 2: A
them to organise their sentences into two or three
paragraphs describing different aspects of the
person and then one or two paragraphs comparing
the person with the writer. Refer them to the
model for help.
Step 3: S
tudents check their comparisons for errors. They
make sure that they have included some linkers
from the Language focus box.
Step 4: A
sk students to copy out their comparisons
carefully. Collect them in for marking and feedback.
ast finishers exchange comparisons with
F
apartner and read and correct their partners text.
Answer Key
1 but
2 Although
3 whereas
4 While
3 Students read and complete the sentences.

Ask individual students to tell you how to say the
sentences in Polish.
Answer Key
1 whereas
2 but
3 Although
4 While
Extra activity
Tell students to pass their work (written in exercise4)
to the person on their right. Students read each others
writing and underline or highlight the use of linkers
and vocabulary describing appearance and character.
They may also suggest some improvements to the piece
of writing in terms of what other information could
be included to make it more effective. Then it should
be returned to its writer who decides what changes to
make.
4 Tell students they can write about the person they
spoke about in the Warmer, or choose another person

if they wish but point out that they will have more to
say if they choose aperson with avery different style
to their own.

Lesson Aims:
Warmer
Prepare agrammar quiz. Write 15 correct and incorrect
sentences which may be taken from students work
and the unit. Divide students into groups of six. Explain
that theyre going to do agrammar quiz in which they
decide if the sentences are correct or contain amistake
and that the aim is to get as many points as possible.
Read the sentences convincingly even if theyre wrong
allowing 30 seconds for group consultations. If agroup
is right, give them two points, and if they can also
change it into acorrect sentence, give them an extra
five points. Later on, you can double the offer of
points. Students can decide to choose ahard sentence
and get adouble number of points but if they are
wrong, they lose all of the points that theyve earned up
till this point.
Style adjectives
1 Students complete the sentences using the first-letter
clues.
Answer Key
1 glamorous
2 impractical
3 formal
4 tight
5 casual
6 trendy
Phrasal verbs: clothes

2 Tell students to match the halves to make sentences.
Answer Key
1 d 2 e 3 f 4 b 5 a 6 c
51
Relative pronouns
ast finishers write sentences about their

F
weekend plans and predictions, eg about their
local football team, the weather, what theyll
watch on TV, etc using different future forms.
3 Students read the sentences and correct them.

They compare with a partner.
Answer Key
1 I was born in the house where my father was born. / I was born in
the house which / that my father was born in.
2 Shes the woman that / who designed my sisters wedding dress.
3 Wheres the shirt which / that I wore yesterday? I cant find it
4 We met in 1998 when we were seven years old.
5 Thats the shop where I bought my new shoes.
6 Shes the girl who / that has joined our class.
Cumulative grammar
6 Tell students to read the text and complete it with the
correct options. Point out that they need to use all
the grammar they have met in the book so far.
Answer Key
1 a
some / any / no compounds

5 nowhere
The future
5 Students choose the correct future forms.
Answer Key
3 are you going to
4 meeting

H
5 we are doing
6 might
Unit 4, Lesson 9a, Exam Practice

Lesson Aims:
6 c 7 b

H
inthe course.
1 will
2 will win
5 a
Choose part of one of the texts in the unit, eg part

of Samanthas comparative description on page 60,
to use as a dictation. Read the text at almost natural
speed and ask students to work together to build the
text up slowly before you read it a second or third
time.
Answer Key
3 anything
4 No one
3 c 4 b
Extra activity
4 Ask students to copy and complete the sentences.

1 anywhere
2 somewhere
2 b
poziom podstawowy
Students practise using language functions in context; they do matching and multiple choice
exam tasks.
Warmer
3 Bring students attention to the exam tip.
Ask them to use the responses they did not use in

exercise 2 to write their own mini-dialogues. Students
can work individually or in pairs.
Ask students to make some sentences about their

future.
1 Ask students to fill in the gaps using the words from

the box.
Answer Key
A rather
B Why
C honest
D agree
E should
F pleased
CD 2 track 14

2.1
2.2
2.3
2.4
2.5
Give students time to read the responses.

Play the CD.
Students choose the correct response.
CD2 track 14
I cant concentrate. Its far too hot in this room!

To be honest, I believe that green never goes with yellow.
You should try this on. Youd look great in it.
I think that formal clothes are better for this occasion.
The colour is a bit unusual but they go with your eyes.
Answer Key
2.1 B 2.2 A 2.3 B 2.4 A 2.5 A
52
G so
CD 2 track 15
Make students aware of the exam instructions,
getting them to read them carefully.
Give students time to read the sentences/responses.
Play the CD and tell students to listen to it and to
mark their first answers.
Play the CD again and ask students to write their final
answers.
CD2 track 15
4.1 Why dont you put on that loose, white jumper? You look great
in it.
4.2 Im looking for something formal for a wedding. Do you have
anything in navy blue?
4.3 Are you wearing that glamorous turquoise dress for the party
tonight?
4.4 That blouse is too old-fashioned for me.
Answer Key
4.1 D
4.2 E
4.3 C
4.4 B
5 Students decide which expressions go with each
column in the table.

Students compare their answers in pairs and then
they are checked with the whole class.
Answer Key
Responding to
compliments
Asking for
opinions
Oh, thank you.

Thanks. Im
glad you like
them.
Dont you
agree that ...?
What do you
think of ...?
Giving
opinions
Giving
compliments
I prefer ... to ...

What trendy
I reckon ...
stilettos!
If you ask
You look great.
me, ...
I love your
In my opinion
jacket.
...
It really suits
you.
6 Tell students to add two more expressions to each

column in exercise 5.
Students work in pairs.
Students can search for ideas in the entire Unit 4.
Check student answers as a whole class activity.
7 Ask students to read the situations 7.17.3 and the

responses.
Ask students to match the correct response to the
situations.
Answer Key
7.1 B 7.2 A 7.3 C
omework Ask students to write four minidia

H
logues using the expressions from exercise 5.
Unit 4, Lesson 9b, Exam Practice

Lesson Aims:
Students practise writing an email; th ey do a writing exam task.
Warmer
Ask students to work in pairs and think of what they

usually wear at the weekend and make a note of that.
Then they interview a friend who wears clothes in
acompletely different style. They can even draw two
pictures comparing their style. Students then write
ashort comparative description and tell another person
about the similarities and differences.
1 Ask students to put the linking words into the

appropriate categories (AC).
Answer Key
A contrast: although, while
B cause and effect: so, because
poziom rozszerzony
C sequence: first, next
CD track 16; for audioscript see p63 of SB

Ask students to read the email first for general
information, then to look at the words in the box and
complete the text.
Remind them that there are three words they do not
need to use.
Check answers in pairs and then as a class.
Answer Key
2.1 with 2.2 which 2.3 where 2.4 so 2.5 but
Ask students to read the exam task. Have a short

discussion about the ideas that should be included
insuch an email.
Ask students to read the sample text and decide
together how it could be further developed.
Students (re)write the email including their own
ideas.
Students exchange work with each other and check.
Teacher asks the students what information theyve
added and what sentences they wrote.
5 Ask students to pay attention to the instructions
inthe task. They can underline the most important
information if they want to.
Students write an email according to the exam
instructions.
Teacher collects and marks students work.
Homework Ask students to take their writing

home and try to enrich it with synonyms, more
phrases,
or any other useful information. Remind

them that using rich vocabulary is also an essential
part of the mark they receive in the writing part of
the exam. Check students ideas in the next lesson.
Homework
Workbook page 52, exercise 3

3 Ask the students to cover the text and read the exam
task.
Brainstorm some ideas as to what information should
be included. Write students ideas on the board.
Ask students to read the sample text quickly and
see if their ideas were included in it. Have a short
discussion.
Then students should look at the options 3.13.4 and
try to complete the email.
Students check in pairs and as a class.
Answer Key
3.1 C 3.2 A 3.3 A 3.4 B
53
Work and money

Unit 5,
Lesson Aims:
Students learn and practise using vocabulary related to work and money they read a text about an
usual job for gist and specific information.
Vocabulary 1
ast finishers write three more sentences using

F
words and phrases in exercise 1 which werent
used in exercise 4.
The world of work
Answer Key
Warmer
Tell students to write down all the words associated
with work that they can think of. Put the following mind
map on the board to help them to get started:
money
work
job
Set a time limit of three or four minutes. Tell students

to swap their lists and to add words to the categories.
Compare students lists as a class and write the words
on the board. Give them enough time to copy any new
words.
1 Students look at the title of the unit and tell you
whether they think about their professional future.

In pairs, students look at the words in the box and
check the meanings of the words which are new to
them.
Answer Key
salary, pay rise, bonus, expenses, allowance, pension
CD2 track 17
Students listen and repeat the words. Pay attention to
With books closed, and in pairs, students write down
as many of the work words as they can remember,
in alphabetical order. Set a time limit of two or three
minutes.
Let them check by comparing their list with the list in
exercise 1.
3 Students complete the text individually.

Answer Key
1 job advertisement
2 an application form
3 contract
4 conditions
5 salary
6 bonus
4 Students copy and complete the sentences with the

words in the box.
54
1 expenses
2 allowance
3 promotion
4 training scheme
5 benefits
6 pay rise
7 work
experience
Now say it!

5
CD2 track 18
Students listen and answer the questions.
hear about Rachel and Jamess allowances.
a partner before checking as a class.
CD1 track 18
James
Rachel
James
Rachel
James
Rachel
James
Rachel
Hey Rachel, can I ask you a question?

Yeah, of course.
Do you get an allowance from your parents?
Yeah. I get pocket money every month.
How much do you get?
50.
Wow. Thats generous!
Yes, but I have to buy all my clothes and pay for my mobile
phone with that. How much do you get?
Rachel Only 10. I have a part-time job though.
Answer Key
Yes, she does. She gets 50 a month. She buys clothes and pays
for her mobile phone.
6 Tell students they are going to ask each other about
their money. Tell them to look at the example and

take a minute to think about their answers. Help with
any vocabulary queries.
In pairs, students take turns asking and answering.
Ask a few pairs to report back.
Extra activity
In pairs, students compare what they spend their
money on. You could widen this out to the whole class
and have a vote on what most of them spend their
money on.
Reading 1
Fast
finishers write two or three additional true /

false sentences about the text. When everyone has
finished exercise 9, ask the fast finishers to read
out their sentences for the class to answer.
The best job in the world
10 Students find the words in the text, then read the
Before you read

Tell students to try to remember five words from
Vocabulary 1 and write them down in jumbled order of
letters on a piece of paper. They then swap these lists
with another student, sort out the letters to discover the
words and write five sentences with them. They then
swap these lists (withanother student) andwrite five
sentences with the other students given words.
7 Students cover the text and discuss what they think it

is about, using the pictures and title to help.
Take a class vote on which of the three professions
they think are most likely to be Bens job.
Set a time limit of about 15 seconds for students to
read the first three paragraphs very quickly and to
choose the correct answer.
Answer Key

Students read the sentences.
Play the CD. Students read and listen to the text to
choose the correct answers.
Ask students to read the text again and check their
answers.
Answer Key
1 an island
2 write a blog
Answer Key
1 b
2 d
3 e
4 c
5a
11 Students read and answer the questions using
complete sentences. Ask them to answer from

memory first if you wish.
Students compare answers with a partner before
checking as a class.
Answer Key
Answer b
definitions and match them.

(cognates).
using the words.
3 six months
4 British
5 60
memory if the sentences are true or false, working

individually or in pairs. Tell them to correct the false
statements.
Allow them to check their answers by looking for
them in the text.
Answer Key
1 F You cant apply to be a film star. You have to be talented.
2 F They had to be able to speak and write English.
3 T
4 F Only 16 people were interviewed, but over 30,000 applied.
5 T
6 F Bens still earning a great salary.
1 The State of Queensland in Australia advertised the best job in the

world.
2 It was created to promote tourism in Queensland.
3 It was called that because the conditions were so good.
4 Ben was very busy and had to do a lot of different things meet
people, write, take pictures.
5 He works for Queensland promoting tourism abroad.
12 Ask students to read the question and note down
their answer, making a list of their reasons.

question, using their notes to help.
13 Find out how many students would like to do the
best job in the world. Ask if anyone has changed

their mind about it since they first read the article.
Extra activity
In pairs, students write Bens first blog post. Ask them
to imagine how he felt when he arrived and what
things in particular would have been new to him.
Set aword limit of 300 words and allow students to
illustrate their post if they wish. Use the blog posts to
make awall display and encourage students to read
each others work.
Unit 5,
2, Lesson 2, Grammar 1
Lesson Aims:
Students learn and practise using grammar structures related to the first and second conditional
sentences.
Grammar 1
The first and second conditional
Warmer
Ask students to imagine they are going to be the island
caretaker instead of Ben. Tell them to make a list of all
the things in their life that will be different, eg I wont be

able to hang out with my friends at the weekend.
1 Students read the sentences in the tables and tell you

how to say them in Polish.
Ask students to give you their own examples for the
second half of the first conditional and for the first
half of the second conditional sentences.
55
Answer Key
Jeli jeste utalentowanym pikarzem, osigniesz sukces.
Gdyby nie byli dobrzy w tym, co robi, nie byliby bogaci i sawni.
Pronunciation
a
2 Students copy and complete the rules with the

correct options.
Allow students to compare with a partner.
Answer Key
a present and future
b possible, unreal
3 Students write the sentences using the first

conditional.
Answer Key
1 If you sign this contract, youll be very busy for the next two
months.
2 I wont get any allowance from my parents if I fail the exam.
3 If she finishes her training scheme this year, shell get a bonus.
4 If you dont read any job advertisements, youll never find a job.
5 He wont get much work experience if he doesnt want to work
long hours.
4 Draw students attention to the fact that we usually

use were with I in the second conditional,
eg If Iwere a rich man , If I were you ...
Students complete the sentences.
Answer Key
1 were/was, wouldnt go
2 had, would earn
3 offered, would work
4 would find, had

5 wouldnt have, bought
1
2
3
4

sentences.
Ask students which syllable is stressed in each
sentence.
CD2 track 21
Play the CD for students to listen and repeat the
sentences.
Students read and answer the questions.
Check as a class.
CD2 track 21
If they lend you the money, there wont be a problem.
If I went to live in Britain, Id need a new job.
If I go, Ill spend all my money.
If she travelled by plane, shed be there in ten hours.
5 Students complete the paragraph with the correct

options.
Answer Key
1 ll
2 d
3 want
4 ll
5 ll
6 had
7 saved
Fast finishers imagine they are Ben and write

three more things they would do on Hamilton
Island using conditional forms.
6 Students finish the sentences individually.

7 Students compare their answers from exercise 6 with
their partners.
Monitor, give feedback and correct wherever
necessary.
Unit 5,
2, Lesson 3,
2, Grammar 2,
1 Listening
Lesson Aims:
Students learn and practise using words introducing conditionals; they listen to an interview about
part-time jobs for gist and specific information.
Grammar 2
Words introducing conditional
sentences
8 Students look at the tables and decide which words
and expressions besides if may be used to introduce

conditionals.
Answer Key
provided that, supposing, on condition that, unless
9 Students fill in the gaps of the definitions individually.

56
Answer Key
a provided that, supposing, on condition that (in any order)
b unless, if
10 Students fill in the sentences individually.

Answer Key
1 supposing / provided that
2 provided that / on condition that
3 Provided that
4 unless
5 unless
11 Students complete the sentences so that they are true

for them.
12 Students compare their answers in exercise 11 with

their partner.
Listening
Part-time jobs
Before you listen
Set a time limit of three minutes. Ask students to write
down as many jobs as possible that young people
can do part-time, maybe in the school holidays or at
weekends. Write an example on the board, eg dog
walker, to start them thinking. Discuss as a class and
write their ideas on the board.
13 Students read the phrases in the box, then match
them with the pictures. Point out that they may

match each phrase with more than one picture, and
each picture with more than one task.
Discuss as a class. Find out which phrase isnt used.
Answer Key
1 play music at a party, make a playlist
2 make coffee, serve customers, do the washing-up
3 serve customers, give customers advice
14
CD2 track 22
Play the CD. Students listen and match the speakers

with the jobs.
Presenter And is the job fun?

Charlotte Its OK. The conditions are quite good I get free food!
Usually some of my friends come in and have a coffee,
so I get to see them even though Im working. And the
customers are really friendly.
Presenter And what about you, Rob? Tell us about your job.
Rob
Well, I work in a music shop every Saturday. We sell

everything to do with music CDs, music magazines
and instruments. My favourite part of the job is helping
customers to buy guitars. I give them advice about
different models.
Presenter It sounds like you enjoy your job. How much do you earn?
Rob
Nothing.
Presenter What?
Rob
A few months ago I really wanted a new guitar but it was

too expensive. So my boss gave me the guitar and I have
to work for him for six months for free.
Presenter Wow! Its lucky that you like your job then, if you dont
actually get paid.
Rob
Yeah, its great I can listen to music all day and play the
guitar. My boss is a really nice guy too. And hes going to
pay me after six months!
Presenter Great! Well, youve heard about three different jobs, now
wed love to hear from our listeners do any of you have
apart-time job? Next, were going to ...
Answer Key
1 b
2 c 3 a
CD2 track 22
Presenter Hello and welcome to the Shout Show! Today were

talking about money. With me in the studio are Jimmy,
Charlotte and Rob.
Teens Hello.
Presenter My guests are all 16 and still at school, but they also have
part-time jobs. So, lets find out what they do. Whats
your job, Jimmy?
Jimmy
Im a DJ.
Presenter Wow. Where do you work?
Jimmy
I usually play at my friends birthday parties, so it depends
where they are. I also have to prepare at home before the
parties, of course.
Presenter So what exactly do you do?
Jimmy
First, I use my computer to make a playlist of cool songs.
Then at the party, Im in charge of playing the music and
making sure people want to dance!
Presenter OK, so how do you make money?
Jimmy
My friends hire me for their parties. I usually earn 50
anight, but I get to go to the party with my mates too,
soI think its a pretty good job.
Presenter Great, thanks Jimmy. What about you, Charlotte?
Charlotte I work in a caf every Saturday. I make coffee, serve
customers, clean the tables and do the washing-up.
I do everything, in fact!
Presenter And how much do you get paid?
Charlotte Not much. I earn 3.50 an hour but I work for eight hours
every Saturday.
Presenter What do you spend the money on?
Charlotte I buy clothes and go out with my friends. I dont like
asking my parents for an allowance I prefer to be
independent and earn my own money.
15
CD2 track 22
Play the CD again. Students listen and choose the

best answer. Play the CD again if necessary.
Answer Key
1 b
2 c 3 c
4 a 5 c
16 Ask students to think about their answers to the
questions and to note them down.

You may want to ask students to imagine they have
a part-time job if most of your class do not have one.
Tell them to choose a job from the list they made in
the Before you listen section, and then to answer the
questions.
In pairs, students discuss their answers.
Ask some pairs to report back to the class.
Extra activity
Ask students to look at the jobs they noted in the Before
you listen section and the jobs they heard about in
the interview and to put them in order of preference.
They then write about their top three choices and their
bottom choice, giving their reasons.
Homework Workbook pages 5455, exercises48
57
Unit 5,
2, Lesson 4,
2, Speaking
Grammar 1
Lesson Aims:
Students ask and answer questions about someones job.
Speaking
Talking about work
Warmer
Ask students if they or any of their friends have parttime jobs, and if so, what kind of thing they say about
them. Alternatively, ask what their parents, family or
parents friends say when theyre talking about their
jobs. Have they ever done any work on a farm? Was it
at a family farm? Have they worked at a family business,
a local shop, a caf? Whats the best/worst thing about
working during the summer holidays? Write their ideas
on the board.
Answer Key
He likes: his colleagues, the food
He dislikes: the hours, the work
they can see.

dialogue, what they think Rachel and David might
be talking about and ask for a few expressions they
expect to hear.
language box on page 79 and tell you how to say

them in Polish.
Students put the words in the correct order, referring
to the Functional language box for help.
After checking, ask them to tell you which words
are stressed in each sentence. Practise saying the
sentences with the correct words stressed.
Outside a restaurant.
CD2 track 23
Tell students to read the question.
Check the answer with the class.
CD2 track 23
Rachel
Hi David!
David
Hi, Rachel. How are things?
Rachel Great. You look really tired. How was your first day at
work?
David
It was OK. Im so tired though.
Rachel
Is it a good job?
Answer Key
Hes tired.
CD2 track 24
cover the dialogue and listen.
Students listen for the things David likes most and
least about his job.
CD2 track 24
David Well, its got good and bad aspects really.

Rachel What do you mean?
David On the upside there are my colleagues theyre really
friendly.
Rachel That sounds great. What else do you like about it?
David Well, the best thing is definitely the food. The pizzas are
great.
Rachel Excellent! Ill have to try one. So, whats the downside?
David I dont like working long hours. But the worst thing is
Rachel Yes, whats the worst thing?
David Being a waiter is actually quite boring!
58
CD2 track 24
Play the CD again, giving students time to repeat.
Help with pronunciation.
In pairs, students practise the dialogue. Ask a few
6 Ask students to read the phrases in the Functional
Answer Key

again.
They check their answers to exercise 3.
Practise
Listen
CD2 track 24
Answer Key
1 What I like about it is the hours.
2 The best thing is the money.
3 On the upside there are my colleagues.
4 The worst thing about it is my boss.
5 So, whats the downside?
CD2 track 25
Students listen and match the questions (14) with
the answers (ad).
Remind the students that there is one extra answer
they do not need to use.
CD1 track 25
1 A: Whats the worst thing about your new contract?

B: W
hat I dont like about it most is that I can only wear one
brand of clothes.
2 A: So, whats the upside of your new job?
B: Well, besides the salary, its definitely the pension plan.
3 A: What else do you like about the training scheme?
B: Well, it also gives me a chance to get some work experience.
4 A: Whats the best aspect of your summer job?
B: Well, on the upside its definitely my colleagues, theyre great.
Answer Key
1 b
2 d
3 c 4 e
Speaking task
Warmer
Play a memory chain game. The first student has to
think of a job beginning with the letter A and say Id
really like to be an [architect]. The second student says,
[students name] would really like to be an architect
and Id really like to be a [bus driver]. Students carry
on in this way, each naming a new job beginning with
the next letter of the alphabet. Allow them to miss out
letters like X. At the end, write down all the jobs they
named. Allow the use of dictionaries if necessary.
Step 1: S
tudents look at the instructions and decide which
job they prefer or think of one themselves.
Step 2: R
ead the statements and questions with the class.
sentences using the phrases and looking at the job
they chose in Step 1.
them to use a variety of expressions from Step 2,

the Functional language box and their practice
sentences. Monitor and help as necessary.
Step 4: S
Extra activity
Tell students to work in pairs, choose one job from the
Warmer and create a conversation for the Speaking Task.
After this, students change partners and do the same
procedure again with a different job in mind.
Unit 5,
2, Optional
Lesson 2, lesson:
Grammar
Culture
1
Lesson Aims:
Students learn about famous British financial institutions.
Culture
Famous financial institutions
Warmer
Start a conversation with your students by asking them
a couple of questions about banks in general, egDo
you think the institution of the bank is necessary? Have
you got a bank account? Do you think that banks help
you manage your money? Do your parents use banks?
Do you hear people speak kindly or respectably of
thebanks? Why? Why not? Encourage the students to
express their opinions in pairs.

Ask students to look at the picture and read the
headings. Find out if they know anything about the
three institutions.
Ask them what two things they find most interesting
or surprising about the text.
Answer Key
1 Because its the oldest part of London.
2 Threadneedle Street
3 No
4 It makes new coins and notes.
6 Llantrisant, Wales
Language note
If something is in mint condition, it is as new. In this
sense, the word mint has the same origin as the word
money and moneta.
9 Discuss the question as a class. Find out if students
know where the Bank of Poland is and where money

is made in Poland.
More information
For further information about these financial institutions
go to:
www.royalmint.com
www.cityoflondon.gov.uk/Corporation
www.bankofengland.co.uk/about/index.htm
Extra activity
Check which Polish rulers are on the banknotes.
Compare Polish banknotes with international banknotes
containing floral symbols eg from Tibet or Sri Lanka. Do
an Internet search to find more international banknotes
paying special attention to their symbols. Have a class
discussion about the various banknote symbols.
W
orkbook pages 152153, with Worksheets
Cultural note
Since 1st January 1995, Polish banknotes have
contained the pictures of historical Polish rulers Wadcy
Polscy, and have been the official form of payment
in Poland. They are produced by Polska Wytwrnia
Papierw Wartociowych.
59
Unit 5,
2, Lesson 5,
2, Vocabulary
Grammar 1 2, Reading 2
Lesson Aims:
Students learn and practise using verbs related to work; they read about a training scheme.
Vocabulary 2
Reading 2
Work verbs
Try a training scheme
Warmer
Before you read
On the board, write application form. Set a time limit

of three minutes for students to make as many words
as possible using the letters. Tell them that the person
with the longest word is the winner. Find out who has
managed to make the longest word, eglaptop, liar,
from, flip, cat, platform.
1 Students look at the pictures. Ask them to tell you
what they think they show.

Tell them to read the phrases in the box and check
themeanings in pairs.
They then choose the best ones to describe the
pictures.
Answer Key
Possible answers
1 work part-time, have a full-time job, earn a salary, get a job
2 have a full-time job, earn a salary
3 get a pension

Play the CD.
Students listen and repeat the verb phrases. Check
pronunciation.
3 Students read and match the sentence halves.
Students compare and check answers with apartner.
Answer Key
1 e 2 d 3 f 4 b 5 a 6 c
4 Students read the questions, then complete them

with the correct verbs from the box.
Answer Key
1 work 2earn 3 get
4 apply
5 get 6have
Fast finishers write two more questions to ask

apartner using verbs from the box in exercise 1.
the questions from exercise 4. Encourage them to

answer in as much detail as possible and to ask more
questions.
Ask some students to report back to the class about
what they have learnt about their partner.
Extra activity
Tell students to look at exercise 1 from Vocabulary2.
Students work in pairs. One of them covers the
vocabulary box, while the other one then chooses one
word or expression and gives a definition for it. The first
student should then try and guess what it is. Students
may use dictionaries if they need to.
60
Find out what students think of the training scheme and

if theyd be interested in doing it. Also ask them which
of the jobs mentioned would be the most popular
among teenagers and why.
6 Students look at the pictures and answer the

question.
Answer Key
Theyre working.

Students read the question and guess the answer.
Play the CD while they read and find the answer. Ask
them to raise their hand when they hear the answer.
Stop the CD and check the answer with the class.
Answer Key
you can learn some new skills
you can get some work experience
you can earn a small salary
8 Students look at the sentences (ad) and put them in
gaps (13) in the text.

Remind students that there is one extra sentence they
do not need to use.
Answer Key
1 d 2 a 3 c
Extra activity
Ask students what benefits an apprenticeship
(a long-term training course covering a number of years)
can give them, and what can they learn on it, eg
self-discipline;
understanding the rights and responsibilities of both
employees and employers
how a company structure works, etc.
Ask them to do a website search, looking at
http://www.savethestudent.org/student-jobs/graduatetraining-schemes-2011.html and share the useful
information that they find.
H
Unit 5,
2, Lesson 6,
2, Grammar 3
1
Lesson Aims:
Students compare and practise using gerunds and infinitives.
Grammar 3
13 Students read the questions and think about their
Gerunds and infinitives

Warmer
Set a time limit of three minutes. In pairs, tell students
to write down as many verbs as possible. When they
have finished, tell them to exchange lists with another
pair and write the -ing form of each verb, making sure
they spell them correctly. Compare as a class and review
spelling rules if necessary.
9 Students read the sentences in the tables and tell you

how to say them in Polish.
They match each example sentence in the tables with
the sentences below.
Discuss as a class. Make sure they understand the
difference between the gerund and the infinitive and
when to use them.
Answer Key
Gerunds as the subject of a sentence: 3
Gerunds after verbs: 2
Gerunds after prepositions: 4
Infinitives after verbs: 1
Infinitives after adjectives: 5
10 Students work in pairs to decide if they have to use
the to infinitive or the gerund form after the words

provided.
Answer Key
Followed by a gerund: enjoy, look forward to
Followed by an infinitive: want, decide, would like,
cant afford, need, arrange
11 Students copy and complete the sentences using the

correct form of the verbs.
2 to see
3 to go
4 to buy
5 seeing
12 Students look at the picture and tell you what they
think the situation is. They then read the dialogue to

check their ideas.
Ask students to complete the dialogue with the
correct options.
Answer Key
1 wearing
2 going
Answer Key
a lift
when someone takes you somewhere in their car
a machine that carries people up and down the different floors of
atall building
to lie
to be in a position where your body is flat on a surface such as on
the floor or in a bed
to deliberately say something that is not true
right
the opposite of left
if something is right, it is correct according to the facts
morally correct
a/the rest
the rest the part of something that remains eg in a film or football
match
a rest a period of time that you spend relaxing or sleeping after
doing something tiring
a/to play
a play a piece of writing intended to be performed by actors in
atheatre or on television or radio
to play activities that are done because they are enjoyable and fun,
especially by children
to play the action in a sport or game
a letter
a message that you write on a piece of paper and send to someone
a single written symbol that is used to represent a sound used in
speech
14 Find out if anybody is going to have a holiday job.
Answer Key
1 playing
answers for a minute. Tell them they are going to

have to give detailed responses and make them up if
they dont know the answers.
questions.
Ask some students to report to the class about their
partners answers.
3 to wear
4 Looking
5 being
6 to see
7 to give
8 to take
Ifso, what are they planning to do?
Extra activity
Students practise doing the dialogue in exercise12 in
pairs. You may want to model it by getting students to
listen to it first and then repeat it. Tell students to be as
theatrical as possible, then ask volunteers to perform the
dialogue in front of the rest of the class.
61
Unit 5,
2, Lesson 7,
2, Writing
Grammar 1
Lesson Aims:
Students write a letter of application and learn phrases used in letters of application.
Writing
A letter of application
Warmer
Tell students to imagine they are writing a letter to apply
for a job. Brainstorm what kind of information they
would include. Write their ideas on the board.

Ask students to read the question.
students to listen for the answer.
They read the text and check their answer.
Answer Key
To apply for a work experience position.
2 Students read the questions, then read the letter to

find the answers.
Allow students to compare answers with a partner
before checking as a class.
Answer Key
1 She wants to study Business Studies at university.
2 Since she was eight years old.
3 She can use Word, PowerPoint and Excel and she is also learning
how to write computer programs.
4 Shes responsible and hard-working.
5 More information about the company and the work experience
position.
6 Her CV and reference from her ICT teacher.
3 Tell students to read the phrases in the Language
focus box and then tell them to find them in Louises

letter.
Ask students to tell you how to say the phrases in
Polish.
Students put the words in the correct order.
Answer Key
1 I look forward to hearing from you.
2 I am writing to apply for a job in your caf.
3 I would be very grateful if you could send me some information.
4 I am enclosing my CV.
5 I am available to attend an interview.
4 Students make the sentences and expressions more

formal.
62
Answer Key
1 I am enclosing my CV.
2 I look forward to hearing from you.
3 Yours faithfully,
4 Dear Sir/Madam,
5 I would be very grateful if ...
5 As a class, brainstorm companies in students town
and write them on the board together with the

companies activity.
Tell students to choose a company they would like to
do work experience with.
Step 1: T
ell students to read the instructions and make
notes. Write some notes of your own about your
own qualities and one of the companies on the
board.
Step 2: A
them to organise their sentences into paragraphs,
referring to Louises letter for help. They should
have paragraphs covering:
1 why they are writing,
2 what they are doing and what they want to do
in the future,
3 relevant skills and interests,
4 personal qualities,
5 request for information,
6 an ending.
Step 3: S
tudents check their letters for errors and make
sure that they have included some phrases from
the Language focus box.
Step 4: A
sk students to copy out their letters carefully,
using a computer if possible. Collect the essays in
for marking and feedback.
ast finishers exchange letters with a partner
F
Extra activity
Students write at least three sentences about Louise
each, containing some wrong information: eg Louise is
applying for a full-time position at Universal Computers.
They exchange sentences with a partner and write the
corrected sentences.
Unit
check
Unit 5,
2, Lesson
Lesson8,2,Progress
Grammar
1
Lesson Aims:
Warmer
Answer Key
Use a few sentences from Louises letter on page 74 as

a dictation task. Include gaps for students to fill in after
they have finished writing. You can choose separate
sentences, eg
I would learn a lot ______ working with your company.
(from)

words.
3 pension
4 conditions
5 benefits
2 Tell students to copy and complete the sentences.

Ask which sentence the picture illustrates.
Ask students to tell you the infinitive form of each
verb.
Answer Key
3 lost
4 worked
5 filled
The first and second conditional

the correct form of the verbs.
They compare with a partner.
Answer Key
1 become
2 d be
1 a
2 b
3 a 4 c 5 b 6 c 7 c 8 a
Extra activity
Work verbs
2 signed

the grammar they have learnt in the book so far.
Answer Key
Answer Key
1 had
Cumulative grammar
5 Students read the text and complete it with the
The world of work
1 salary
2 an allowance
5 to leave
6
ast finishers write three more sentences

F
using gerunds or infinitives and include at least
one incorrect for a partner to correct. Either ask
them to exchange sentences or read them out as
adictation to be corrected.
I would ______ to study at university. (like)
I would be very grateful ______ you could send me more

information. (if)
3 to meet
4 to see
1
2 talking
3 dont apologise
4 would you do
5 ll lend
Gerunds and infinitives

4 Tell students to read the sentences and decide ifthey
Youre going to tell students an imaginary story

about something that happened to you at work.
They should listen to and interrupt your story with
questions, eg
Teacher: So, only yesterday, I was
Students: At what time?
Teacher: It was midday, and I was going to school
when
Students: Were you going by car or bus?, etc.
Students should ask you as many questions as
possible. Then you could divide them into groups of
four, with one student from each group telling his/her
story while the three others should interrupt it with
questions.
H
inthe course.

advanced
are correct or not.

Students correct the incorrect sentences.
63
Unit 5,
2, Lesson 9a,
2, Grammar
Exam Practice
1
Lesson Aims:
poziom podstawowy
Students practise listening for gist and specific information; they do matching and true/false exam
tasks.
Warmer
Tell students to think of people they know and their
work situation (eg of those who do not work, those
who work and how they feel about it). Get them to
discuss their ideas in pairs with apartner.
1 Students complete the table with the words from the

box.
Answer Key
Jobless
Working
apply for ajob

be unemployed
have ajob interview
job advertisement
sign acontract
pay rise
sign acontract
bonus
get promoted
2 Students add at least one word or phrase to each

column.
Answer Key
CD2
track 30; for audioscript see Answer key in

exercise 4

Make students aware of the exam tip.

Give them time to read the dialogue.
Play the CD.
Students listen in order to match person 3.1 or 3.2
with the correct response (AD).
Isabel Hi Jacob! Why are you wearing asuit?

Jacob Oh, hi Bella. Nice to see you. Well, Ive got ajob interview
atthe music shop.
Isabel Great! What about your studies?
Jacob Dont worry, its only apart-time job.
Isabel Oh, OK Im going to an IT company to sign acontract.
Jacob Have you left school?
Isabel No, Ihavent. Ineed something for the holidays to get some
money and work experience.
Jacob Oh, Isee. My brother, Eddie, did atraining scheme during
the holidays three years ago. Thanks to this, he got agood
job. Actually, he has recently been given abetter post with
ahigher salary, but hes got alot more duties now.
Isabel Nice one! And hows his girlfriend doing?
Jacob Alice? Well, shes really stressed out now. She used to
work part-time as akindergarten teacher, but one of her
colleagues is going to have ababy, so Alice is going to have
to teach her group on her own every day now. Its going to
be alot more work.
Isabel Thats abig challenge. Sorry to change the topic but what
time is your interview?
Jacob In 10 minutes, so Imust go. Nice to see you again. Bye.
Isabel Bye and good luck, Jacob.
Answer Key
Answer Key
3.1 B
5.1 C
3.2 C
4 Students read the dialogue again and underline

thepart which helped them to get the correct
answers.
Answer Key
Man
Its funny how two sisters can be so different from each

other.
Woman True. Kelly works hard because she wants to get promoted
and get apay rise so all she thinks about is how to be
abetter employee, while Maria, whos only two years
younger, has been unemployed since she left university.
Shehasnt filled in any application forms or even read any
job advertisements and is just happy with the money she
gets from her parents.
Man
Strange, isnt it? Iwonder how long Maria is going to be
able to live like that?
Woman Until her parents lose their patience, Iguess. But the longer
she waits, the more difficult itll be to get ajob and start
working.
Man
Iknow. Ithink itd be agood idea if she looked for some
kind of training scheme.
Woman Iagree entirely.
64
CD2 track 31
Suggested answers
CD2 track 31
Give students enough time to read the instructions
and to do the exam task.
Play the CD. Students listen to it to get ageneral
understanding of the text.
Play the CD again. Students listen to it to try to get
the correct answers.
5.2 B
5.3 E
5.4 A
6 Make students aware that the ability to eliminate the

wrong answer options is very important in the exam.
Tell students to read the text and underline the parts
which show that sentences 6.16.3 are false.
Answer Key
Suggested answers
6.1 Inever forget to look for aclear description of what Ineed to do
to get promoted .
6.2 Finally, Iwill never accept apost in adifferent country if Idont
earn enough money to take my family with me.
6.3 Some people may think that Im too demanding.
7 Students use the vocabulary in the box to reformulate

sentences 6.1 6.3 in exercise 6, sothat they are true.
Answer Key
Suggested answers
7.1 David always remembers to check if the promotion conditions are
clearly described or not.
7.2 David will never agree to work abroad unless he earns enough to
take his family with him.
7.3 Some people may believe that he wants/expects too much.
CD2 track 32
Give students enough time to read the exam
instructions carefully.
Play the CD. Students listen to get ageneral
understanding of what the text is about.
Play the CD again. Students listen and decide whether
sentences 8.18.3 are true or false.
CD2 track 32
Alocal fast food restaurant is looking for young people who arent
afraid of hard work and want to get some work experience. If youre
17 or older, were offering apart-time job as awaiter. The salary starts
at 5 zloty an hour but if you work well, you may receive apay rise
after amonth. You need to fill in an online application form at
www.quickpizzaandco.com.pl to be invited to an interview. So if
youre not happy with your allowance and would like to work with
some energetic people like yourself, apply for the job!
Answer Key
8.1 F 8.2 F 8.3 T
Homework Tell students to look at the text on

page72
(about atraining scheme) and to write
three true or false sentences for their classmates.
Check ifthe homework has been done at the
beginning ofthe next lesson.
Unit 5,
2, Lesson 9b,
2, Grammar
Exam Practice
1
Lesson aims:
Students practise listening for gist and specific information; they do a multiple choice exam task.
Warmer
Ask students to work in pairs. One student thinks of
four ways of finding ajob. The other student thinks of
four ways of preparing for ajob interview. Set atime
limit of 5 minutes. Students exchange ideas.
1 Students work in pairs and discuss the questions.

Answer Key
poziom rozszerzony
CD2 track 33
Students listen to the texts (2.12.4) and match them
with the situations (AD).
CD2 track 33
2.1 If you get the job, well sign asix-month contract with you. After
this time, you may get promoted and get apay rise but your
salary wont be very high at the beginning.
2.2 Idont know why we cant claim expenses for travel costs when
we work out of the office, like people in other departments.
IfIwere the boss, Id definitely do something about this.
2.3 It doesnt matter that youre under eighteen. If you join us, youll
learn lots of new skills and get some work experience long before
you start your first job.
2.4 Lots of students dont know where to look for job advertisements
or how to fill in ajob application form. If you read this, you will
find alot of useful information about how to get the job of your
dreams.
Answer Key
2.1 A 2.2 D 2.3 C 2.4 B
3 Students read texts 3.13.4 and match them with
their intentions (AF).

Remind students that there are two intentions they
do not need to use.
4 Students read the texts again and underline the
phrases that helped them to decide which answers

were correct.
Answer Key
4.1 Im going to ajob interview tomorrow and Ireally dont know
what to wear. Do you think you could help me to choose the
right clothes?
4.2 You say that if you work hard, youll get promoted. This may be
true, but if Iwere you, Id be careful and ask for all the details to
be written in the contract.
4.3 Its really simple. First, you visit the company website, fill in the
form and send it in online. Then theyll give you acall and invite
you to an interview.
4.4 The first few weeks are always difficult, even if the conditions
are good. Its anew situation and you may feel stressed out. Just
remember that youre smart and youll deal with all the problems
that you encounter. Just dont give up!
CD2 track 34
Give students time to read the questions and
answers.
Play the CD. Students listen and choose the correct
answer (AC).
CD2 track 34
Hi Bob, Pat here. Ijust want to tell you that Ive decided to enrol on
atraining scheme organised by my school. First, were going to have
afew meetings with the doctors from the local hospital. Next, were
going to work at the hospital, helping the nurses to take care of the
children in their free time. Ive already asked some of my classmates to
join in, and they say its areally great idea. What do you think? Sorry,
Ineed to turn off my laptop and go now, my dad is waiting in the car
to take me to school. Call me when you can!
Answer Key
5.1 A 5.2 B
Answer Key
3.1 A 3.2 D 3.3 E 3.4 B
65
CD2 track 35
Bring students attention to the exam tip.
Give students enough time to read the instructions
carefully.
Play the CD. Students listen to get ageneral idea.
Tell students not to rush with choosing the correct
answer after the first listening.
Play the CD again. Students listen, look at the texts
and choose the right answer (A, B or C).
CD2 track 35
TEKST 1
Every year, more and more students are deciding to contact our
company. Alot of people believe that the students come to us
because their teachers tell them to do so or because they have
nothing else to do during their holidays. But what these people dont
realise is that alot of young people think seriously about their future
working life and want to get some work experience before they start
afull-time job.
We offer awide range of training schemes, and our candidates
usually spend the first three weeks learning new skills, such as using
computers to create graphic designs or coaching different kinds of
sport to young children. When you complete the first part of the
scheme, you spend the last week working for acompany where you
can practise what youve learnt.
If youre not sure about what kind of training scheme youd like to
do, send us your application form and well help you to find the right
one for you. Remember, many companies prefer candidates with
experience, so join our agency as soon as possible.
66
TEKST 2
Alice So, Nick, what did you think of the last lesson? Do you think
youll actually use what weve just learnt?
Nick Well, Ihope so. Some things arent always useful just after
youve learnt them. You see, many of our classmates think
that we have alot of time to start thinking about our future
jobs, but Ithink its good to know how to apply for ajob or
how to prepare for ajob interview even if you dont use this
knowledge straight away.
Alice Well, Im not sure about that.
Nick What do you mean, Alice?
Alice Well, my brother Mark got ajob last month and he didnt
even need to apply for it. The company was looking for the
best students at his college and thats how they found him.
He says that the working conditions are great, and hell get
abonus if he creates alot of websites, but the best thing is
that its going to give him some fantastic work experience.
Nick It sounds perfect, but most people arent that lucky. Anyway,
lets go. Idont want to be late for our next class.
Answer Key
6.1 C 6.2 B 6.3 B 6.4 C 6.5 B 6.6 A
Homework Ask students to go to

http://www.esl-lab.com/ and to do three listening
exercises. Every listening should be on adifferent
level. Students should make anote of the activities
that they have done together with the result that
the website has shown. Check homework in the
next class.
Crime doesnt pay
Unit 6,
Lesson Aims:
Students learn and practise vocabulary related to commiting crime; they read a text about animal
smuggling for gist and specific information.
Vocabulary 1
Set a time limit of one minute for students to read the

paragraph again and memorise the information.
In groups of three, students write down everything
they remember about the text, without looking.
As a class, reconstruct the text on the board.
Crime verbs
Warmer
Tell students to look at the title of the unit and tell you
what kind of thing(s) they expect to read about in the
unit. Ask them about what the saying crime doesnt
pay means, and if theyve heard of any other crime
proverbs or sayings eg Crime may be a secret, yet not
secure (the meaning of this proverb might be useful
for reading the text on page 86); or If you share your
friends crime, you make it your own. Have a class
discussion on the given sayings.
Answer Key
1 solved
2 looked for
3 questioned
Answer Key
1 catch a thief, arrest a suspect
2 commit a crime
3 look for clues, investigate a crime
4 do community service
CD2 track 37
Students listen and answer the question.
Ask them to note down as much of James and
Rachels conversation as they can remember.
In pairs, students take turns asking each other
questions about the conversation in order to add
information.
Play the CD again, then discuss as a class.
CD2 track 37
James
Rachel
James
Rachel
James
CD2 track 36
Students listen and repeat the verbs. Pay attention to
3 Students complete the table individually.

7 went to prison
8 guilty
Now say it!
1 In pairs, students look at the phrases in the box and
check the meaning of words which are new to them.

Ask them which words look like words in their
language and whether the meaning is the same,
similar or different.
Tell them to match some of the verbs with the
pictures.
4 investigated
5 caught
6 arrested
Rachel
James
Rachel
James
Rachel
Hey, Rachel. Have you ever seen the police arrest someone?
No, I havent. Why?
Well, last night I was at the shopping centre doing some
shopping with my mum.
OK ... What happened?
Well, I was in a clothes shop looking at jeans and I saw
some men stealing leather jackets.
Really?
Yeah. So, I told a security guard.
Good for you!
And the security guard caught the men. Then he phoned
the police and the police came and arrested them.
How exciting!
Answer Key
Criminals
be guilty
go on trial
do community service
pay a fine
commit a crime
go to prison
The police
arrest a suspect
suspect someone
solve a crime
catch a thief
investigate a crime
question a suspect
look for clues
4 Students read the text and choose the correct

options.
Answer Key
Stealing leather jackets in a clothes shop.
6 Ask students to read the question and think about
the answer. If they havent seen a crime in real life,

ask them to think of one they saw or heard about
inthe news.
question. Encourage them to give as much detail as
possible in their answers.
Discuss as a class.
67
Extra activity
In groups of three, ask two students in each group
to close their books. One student looks at the box
of verbs in exercise 1 while the other two take turns
remembering the different verbs. When they cant
remember any more, the student with the book gives
clues for them to guess the remaining verbs.
9 Tell students to read texts AC and to match them
with the correct answers 14.

Make them aware that two of the answers match one
text, as in the exam.
Answer Key
1 A 2 C 3 B 4 C
Fast finishers write two or three more true/false

sentences. When everyone has finished exercise 9,
ask
the fast finishers to read out their sentences

for the class to answer.
Reading 1
Watch out for animal smugglers!
Before you read
Tell students that wildlife smuggling is a very serious
crime. When you hear stories from the airports, they
might sometimes seem quite funny but the truth
is that they are often tragic. Get students to think
about why this is often the case. Tell them this story:
Aman was arrested in Australia in 2003. He had eight
deadly snakes in his pants, including four lion cobras!
Unfortunately, the cobras died during the journey,
which was not only agreat loss as it also caused
aserious environmental problem.
Ask students to think of words related to animal
smuggling. Students can think of words such as illegal,
distribution, airports, exotic animals, money, prison etc.
7 Students discuss what they think the poster is about,

using the pictures and title to help.
As a class, discuss answers to the questions. Write
their ideas on the board.

Play the CD. Students read and listen to the texts and
check their answers to the questions inexercise7.
10 Students find the words and phrases in the texts,
then read the definitions and match them.

Polish, and to tell you if any are similar to their
translations (cognates).
using the words and phrases.
Answer Key
1 c
2 d
3 e 4 b 5 a
11 Ask students to read the sentences and complete
them using words from exercise 10.

Students check their answers with a partner, then
compare as a class.
Answer Key
1 endangered species
2 a heavy fine
3 natural habitat
4 profitable
5 baggage carousel
Extra activity
In pairs or threes, students create an information poster
against animal smuggling. Allow them to add pictures to
try to make their posters as eye-catching as possible. Use
the posters as a wall display for the classroom.
Unit 6,
1, Lesson 2,
1, Grammar
Vocabulary
1 1, Reading 1
Lesson Aims:
Students learn and practise using modals of deduction and possibility.
Grammar 1
Modals of deduction and possibility
Warmer
Bring to the lesson anon see-through paper bag with
afew objects inside. Some objects should be easy
to guess, others not so obvious in their appearance.
Encourage astudent to come forward, touch the
objects through the bag and guess what they are.
Suggest the form by asking the proper questions and
giving an example of speculating yourself, eg Itcant be
a Hmm, it must be ! The bag can then be passed
to other students in the class, who also make their
guesses, or pass on further down, to have adiscussion
at the end of the round of what the students think the
objects might (could, may) be.
68
1 Students read the sentences in the table and
complete the rules.

Ask them to tell you how to say them in Polish.
Point out that although the opposite of cant is
normally can, and the opposite of must for obligation
is mustnt, that is not the case here. Askthem if the
same is true in Polish.
Answer Key
1 cant 2 might, may, could 3 must
2 Students read the sentences and match them with

the meanings.
Answer Key
1 c 2 b 3 a
3 Students decide which option (a, b, or c) can be used

to complete the sentences.
Make students aware that sometimes there is more
than one possible answer.
Answer Key
Fast finishers write three more deductions about

themselves for a partner to solve.
4 Ask students to copy the sentences and complete

them with the correct options.
5 might
6 must
a
b

Answer Key
3 could
4 cant
what they might be doing now.

Students write sentences (about the above) giving
evidence and using modal verbs.
They then discuss their sentences with a partner.
Pronunciation
1 a, b 2 c 3 a, b 4 c 5 a, b, c
1 cant
2 might
5 Students think of some members of their family and
7 must
CD2 track 39
Students listen and repeat the sounds.
CD2 track 40
Students listen and repeat the sentences.
CD2 track 40
1 It was a strange crime.

2 The trial will take eight years.
3 We sell toy tigers, crocodiles and snakes.
4 There was a fire at the airport.
Unit 6,
1, Lesson 3,
1, Grammar
Vocabulary
2,1,
Listening
Reading 1
Lesson Aims:
Students practise using modals of past deduction and possibility; they listen to news stories for gist
and specific information
Grammar 2
9 Students think of a situation when someone they
know did something unusual.

They describe this situation to their partner and try to
explain and excuse his/her behaviour.
The teacher monitors the task making notes to induce
open class feedback.
Modals of past deduction

andpossibility
6 Students look at the table in order to match the
sentence beginnings 13 with their endings ac.

Answer Key
Listening
Crime news
1 c 2 a 3 b
7 Students fill in the gaps with a modal verb and have

been.
They then compare their answers in pairs.
Before you listen

Ask students if they are familiar with the term cat
burglar (a skillful thief who breaks into places without
disturbing people or setting off alarms). You can provide
the example of the film Oceans Thirteen. Tell students
to think of things that a cat burglar would plan on
stealing eg diamonds, paintings etc. Students compare
their ideas in pairs.
Answer Key
1 must have been
2 could / may / might have been
3 cant have been

4 could / may / might have been
8 Students write sentences using modal verbs and the

correct forms of the verbs.
Answer Key
1 cant/couldnt have been
2 must love; can talk
3 may/might have been; didnt give
4 might get; works
10 Students look at the pictures and say what thieves
can steal from the places they can see in the pictures.
11
CD2 track 41
Play the CD. Students listen to three news stories.
They then complete the sentences.
69
CD2 track 41
Three men have been found guilty today of committing the Mayfair
Bank robbery in London in December. The three men Peter Johnson,
Matthew Brooks and Lawrence Gordon robbed the bank on 15 May
and stole a large sum of cash over 75,000 in fact. Police searched
for the robbers for three days before catching them at Johnsons flat
in North London. All the stolen money was returned to the bank. The
police also arrested Johnsons wife, Harriet. Mrs Johnson was found
innocent by the court today, but the three men have been sent to
prison for 10 years.
A famous painting by artist Andy Warhol was stolen from the Egmont
Hotel, New York, this afternoon but only for half an hour. The
painting belongs to film star Paul Chambers, who is staying at the
hotel while making a film. Mr Chambers discovered the painting
was missing when he returned to his hotel room after work. Security
guards searched the hotel and after 30 minutes discovered the
painting, which is worth $3 million, in a cupboard.
Police caught and arrested Horatio Mandeville, the worlds most
famous jewel thief, after he tried to steal diamonds worth over 10
million from a Paris jewellery shop. The robber broke into the shop
late last night and escaped with the diamonds. However, police
investigating the robbery were able to use CCTV cameras to follow
him across Paris to a flat where he was arrested early this morning.
Mandeville, who has been guilty of robbery five times before, was only
released from prison two weeks ago.
12 Students answer the questions individually.

Play the CD again.
Answer Key
1 Mayfair Bank, London
2 They have been sent to prison for 10 years.
3 30 minutes
13 Students work in small groups deciding which of the

crimes were most serious.
Have a class vote on the most serious crime.
Extra activity
In pairs, students write afourth news story about
arobbery, either areal one, one theyve heard on the
news or an imaginary one. Provide students with the
vocabulary that they are going to use in their story,
eg, 12-year-old boy, the USA, guilty of murder, sister
Annie, witness, gun, prison. When theyve finished,
ask them to write at least two comprehension
questions about their story. Pin the stories and
questions on the classroom wall for students to read
and answer.
Answer Key
1 three
2 innocent
3 Paul Chambers hotel room
4 Paul Chambers
5 diamonds
6 five times
4 30
5 10 million
6 two
Unit 6,
1, Lesson 4,
1, Speaking
Lesson Aims:
Students ask and answer questions about witnessing a crime.
Speaking
Witnessing a crime
Warmer
Ask students to brainstorm things that you should
report to the police, either by calling them, eg a car
accident, or by going to the police station, eg losing
your ID card. Compare ideas as a class.
Davids bike has been stolen.
Answer Key
Outside a police station.
70
CD2 track 42
Play the first part of the conversation. Students listen
for the answer to the question.
Hi guys. Thanks for meeting me.

Thats OK. But why were you at the police station?
My bikes been stolen. I wanted to report it to the police.
Oh no! When did that happen?
Answer Key
Listen
they can see.
dialogue, what they think David, Rachel and James
are saying, and ask for a few expressions they expect
to hear.
CD2 track 42
David
Rachel
David
James
CD2 track 43
Students cover the dialogue and read the questions.
Play the second part of the conversation for students
to listen for answers.
CD2 track 43
David
James
David
Rachel
David
It was stolen last night.

Youre joking! Tell us what happened.
Well, it was stolen from outside my house at about 10 pm.
Really? That sounds awful!
I know! I heard a noise and looked out of my window.
Aman was cycling away on my bike!
Rachel Wow! Thats absolutely incredible. I cant believe someone
would do that.
David Its so annoying. Anyway, I phoned the police and came
tothe station to talk to them.
James Good for you its really important to report crimes.
Rachel I agree. I hope the police find your bike.
Answer Key
1 It was stolen last night at about 10 pm.
2 It was stolen from outside his house.
3 He saw a man cycling away on his bike.
4 He phoned the police and went to the police station to talk to them.
Speaking task
Warmer
Prepare a picture of a busy street scene. Ask students
if they think that they would be good eyewitnesses.
Ask them if they have ever witnessed a crime or an
accident. Tell them that youre going to show them
a picture for a few seconds and that they must try to
remember as many details from it as possible. Hide
or cover the picture and ask students to tell you what
they saw (happening in it). Use some questions to
prompt student responses, eg What did you see in the
picture? What was ... doing? Can you tell me what ...?
Finally, show the picture to the class again.
CD2 track 43
again.
They check their answers to exercise 3. Play the CD
again if necessary.
Practise
5
CD2 track 43
In threes, students practise the dialogue. Ask a few
groups to perform it for the class.
6 Ask students to read the expressions in the Functional

language box on page 93.
Students use the words in the box to complete the
expressions, referring to the Functional language box
for help.
Ask them which word they did not need.
After checking, ask them to tell you which words
are stressed in each expression. Practise saying
the sentences with the correct words stressed and
suitable intonation.
Answer Key
1 absolutely
2 joking
3 believe
4 sounds
5 happened
7 Students listen to the dialogues and choose the

correct answer (a, b, or c).
Step 1: Students look at the fact files and choose one or

write one of their own.
Elicit more possible statements and responses
from the class and write them on the board, eg
Suddenly, I heard Thats awful! Refer them to
the dialogue and Functional language box on page
93 for help.
them to use the information in the fact files,
a variety of expressions from Step 2 and the
Functional language box, and their ideas in the
mind map on the board. Monitor and help as
necessary.
Extra activity
Ask students to write a second dialogue with another
fact file allow them to make one up if they wish.
Answer Key
1 c 2 a
Unit 6,
1, Optional
Lesson 1, lesson
Vocabulary
5, Culture
1, Reading 1
Lesson Aims:
Students learn about famous laws and lawmakers.
Culture
times? Laws that would have been unnecessary

and useless even acentury earlier, eg setting laws
regulating new speed limits.
Famous laws and lawmakers

Warmer
Tell students that every period in history generates
the need for new laws. Ask students what law has
been created in response to our modern times. Ask
students to name afew things that seem to be much
more accessible nowadays than they were even
ahundred years ago. Ask students what they know
about the copyright law, whether they know that,
for example,we are not supposed to use or copy
someone elses photos, images or songs without
their permission. Its an important law ofour times.
Why would we think that? Ask students what other
important laws they think have been issued in recent

Students look at the text very quickly and find three
proper names (King John, Robin Hood, Magna Carta).
Find out what they know about them and write their
ideas on the board.
Students read the text very quickly to check if their
ideas are there.
Find out if students know of any other moments in
history when the kings power was challenged or
changed (eg the French Revolution, the Partition of
Poland).
71
orkbook pages 154155, with Worksheets

W
Answer Key
1 Because he demanded more and more taxes and imprisoned
innocent people so that he could take their land and money.
2 No one knows for sure if Robin Hood existed or not.
3 He signed the Magna Carta in 1215.
4 He died a year after signing it.
More information
For further information, go to:
www.bl.uk/treasures/magnacarta/index.html
The copyright law in Poland
http://en.wikipedia.org/wiki/Copyright_law_of_Poland
Extra activity
Cultural note
Today in the UK there isnt just one single legal system
for the whole of the country. Some laws apply to the
whole of the UK, some just to England and Wales and
some separately to Scotland or Northern Ireland. New
laws affecting different parts of the UK are passed by
Parliament and the House of Lords, by the Scottish
Parliament, and the Northern Irish National Assembly.
The Welsh Assembly does not have the power to pass
new laws.
v
Students find out more about the Robin Hood legend

and prepare a short presentation on what they have
found.
Unit 6,
1, Lesson 5,
1, Vocabulary 2,
1, Reading 2
1
Lesson Aims:
Students learn and practise using vocabulary related to crime and criminals; they read a short article
about a robbery for specific information.
Vocabulary 2
Answer Key
Crimes and criminals

Warmer
Get students to think of various types of crime in pairs.
They take turns asking each other questions, saying
How do you say ... in English? Set a time limit of up to
four or five minutes. Students can use their dictionaries
if they want to.
1 thief
2 murder
3 pickpocket
the answer in detail.

Put students into small groups to discuss the answer
to the question.
Discuss as a class.
Extra activity
words in the box.

They find out how to say the words in Polish.
Ask if any of the words are cognates or false friends.
Students write their own example sentences for each of

the words in exercise 1.

Students listen and repeat the words. Check
pronunciation.
3 Students copy and complete the table.

Students compare with a partner.
Crime
theft
kidnapping
robbery
pickpocketing
murder
vandalism
Reading 2
The United California Bank Robbery
Before you read
Answer Key
Criminal
thief (thieves)
kidnapper
robber
pickpocket
murderer
vandal
Ask students if they have heard about any crimes

recently. Did they read about them or see them on
television? What happened? Encourage them to tell their
stories using words from Vocabulary 1 on page 80.
6 Students look at the pictures and title and answer the
questions.
Compare ideas as a class and write them on the board.
4 Read the Word Tip as a class and elicit more example
sentences using rob and steal from the class.

Students read the sentences and complete them with
words from the table.
72
7 vandalism
8 Pickpocketing
1 Using a dictionary, students check the meaning of the
4 kidnapper
5 vandalism
6 robbers
CD2 track 46; for audioscript see pp8687 of SB

check whether their ideas in exercise 6 were correct.
8 Students read the questions and try to answer from
memory.
Allow them to check their answers by reading the text
again.
Answer Key
1 Seven.
2 They went to the wrong bank, they did the same robbery again
afew months later, they didnt do the washing-up, they all took
thesame flight.
3 $12 million.
4 On dirty plates in a dishwasher/in a house in Ohio.
5 They all flew from Ohio to California on the same plane before
theCalifornia robbery.
Fast finishers write two more comprehension

questions for a partner to answer.
Extra activity
Ask students to imagine they are writing the storyline
for an episode of adetective, FBI or forensic science
series. Get them to work into groups and think of
acrime and the mistakes the criminals make that result
in them being caught. Tell them to write out their ideas.
Put them on the wall or board for everyone to read and
vote for the best storyline.
H
Unit 6,
1, Lesson 6,
1, Grammar
Vocabulary
3 1, Reading 1
Lesson Aims:
Students learn and practise using the third conditional.
Grammar 3
The third conditional

Warmer
Ask students to write down three things they have
done in their life that they wish they hadnt. They can
be quite simple things. Give them examples from your
own life, eg I bought some sandals that were too small.
I lost my friends new video game. I ate too much on
Christmas Eve. Tell students they will use their sentences
later in the class.
9 Students read the sentences in the table. Ask them to
find them in the article.

Ask them to tell you which tense is used in the
situation clause.
Ask them if they know what the form of the verb isin
the consequence clause.
Tell students to translate the complete sentences into
Polish.
Discuss as a class.
Answer Key
10 Students copy and complete the sentences using the

words in the box.
Compare answers as class.
Ask them how to say the sentences in Polish.
Answer Key
2 had, wouldnt
3 would, done
11 Individually, students put the words in order to make

sentences.
Answer Key
1 had been
2 would you have done
1 had worked / wouldve done

2 hadnt been / wouldve gone out
3 wouldve saved / hadnt bought
4 wouldnt have gone / hadnt stolen
5 would they have met / had gone
13 Students look at the picture and tell you what they
know about Agatha Christie and her novels.

Set a time limit of 30 seconds for students to read
the paragraph quickly. Ask them to tell you what they
have learnt about her.
Students complete the paragraph using the correct
form of the verbs in brackets, then compare with
apartner.
Answer Key
1 hadnt worked
2 wouldnt have learnt
3 hadnt visited
4 wouldnt have been able

5 hadnt fought
6 would have been
14 Students complete the sentences using the third

conditional.
past perfect, third conditional
1 have
Answer Key
3 wouldnt have failed

4 hadnt given
12 Students complete the sentences using the
correct form of the verbs in brackets and the third

conditional. Tell them to refer to the example
sentences in exercise 9 to help.
Extra activity
Ask students to write sentences about their own
life using the third conditional. Ask them to use the
sentences they wrote during the Warmer as prompts.
Write your own sentences on the board as examples,
eg I bought some sandals that were too small. If I had
bought bigger sandals, I wouldnt have had problems
with my feet when I went to the party. I lost my
friends new video game. If I had been more careful,
hewouldnt have got so angry with me.

73
Unit 6,
1, Lesson 7,
1, Writing
Lesson Aims:
Students write a narrative and practise using adjectives.
Writing
Students replace each nice with an adjective from the

box.
A narrative
Answer Key
Warmer
Put students in pairs: a speaker and a listener. Tell the
speakers to look at the picture for three seconds and
then to close their books. They then describe the picture
from memory in as much detail as possible, while the
listeners draw apicture according to the description.
When they have finished, allow pairs to compare their
pictures with the original.

listen for the answer.
Allow them to read the text and check.
Answer Key
He saw a thief running away from the supermarket.
2 Students read the questions, then read the email to

find the answers.
Allow students to compare answers with a partner
before checking as a class.
Answer Key
1 His friend Adam.
2 They heard an alarm ringing and saw someone climbing over awall.
3 It was acloudy night and there werent many street lights.
4 He was probably in his thirties. He was quite small and he was
wearing ablack coat and awoollen hat, which hid his face.
5 He called the police.
3 Tell students to read the Language focus box and ask

them to find the phrases in bold in Mikes email.
Ask students to read the paragraph and decide what
each nice really means.
1 lovely
2 pretty
3 friendly
4 tastiest
5 kind
4 As a class, brainstorm crimes that students could

write about and write their ideas on the board,
egseeing someone stealing a car.
Step 1: Tell students to read the instructions and questions

and make notes. On the board, write some notes
of your own on one of the crimes the students
suggested.
on their own sentences. Help as necessary. Tell them
to add adjectives to make their narratives more
interesting.
Step 3: Students check their narratives for errors. They make
sure that they have included information describing
the criminals.
Step 4: Ask students to copy their narratives carefully,
possibly using a computer to make it more realistic.
Collect them in for marking and feedback.
ast finishers exchange narratives with a partner
F
Extra activity
Students write at least three true/false sentences about
Mikes email for a partner to solve.
Unit 6,
1, Lesson 8,
1, Progress
Vocabulary
check
1, Reading 1
Lesson Aims:
Students revise and practise the vocabulary and grammar from the unit.
Warmer
Play agrammar nought and crosses game. Draw the
following grid on the board:
1
The numbers in the grid correspond with the numbers

of sentences below.
Divide the class into two groups. Explain that theyre
going to play agame of noughts and crosses, and in
order to put anought or across in the grid, they have
74
to produce acorrect sentence with either amodal verb

or one containing acause-effect structure. There are to
be two types of sentences in the grid. Write an example
of one type, one containing amodal verb, on the board:
He may like football. Students have to add to this
another sentence that would serve as its continuation.
Use this example to elicit the second sentence from
the students before the game begins, eg He may like
football. Im not really sure. They can also use sentences
with cause-effect structures, eg She didnt read the
book so she didnt know the answer. Inorder to get
anought or cross, students are to come up with athird
conditional sentence that serves as the continuation of
what is in the cell of the grid, eg If shed read this book,
shed have known the answer.
Start the game by asking one person from the first

group to call anumber. Once you know the number on
the grid, you read the sentence to the group and allow
two minutes to produce asentence. The other group
may also be thinking of the answer, so if the firsts
groups answer is incorrect then the opportunity to
draw anought or across is passed onto them.
Here are example sentences you may use in this game:
1 She cant be Polish.
2 He might be her brother.
3 She didnt go to the concert so Ididnt see her there.
4 You cant be hungry.
5 Iwitnessed the robbery, so Icalled the police.
6 He might be the robber.
7 Ididnt study hard so Ifailed the test.
8 You must be tired.
9 Ilived in Paris so Ilearnt French.
Crime verbs
them.
Answer Key
4 b
3 must
4 may
5 cant
6 must
The third conditional

4 Students write the sentences in the third conditional.
They compare with apartner.
Answer Key
1 If Ihadnt witnessed atheft, Iwouldnt have called the police.
2 If Ihadnt worked hard, Iwouldnt have passed the exam.
3 If hed gone to the concert, he would have met Sue.
4 If you hadnt walked past the shop, you wouldnt have seen the
robbers.
5 If shed read the book, she would have known the answer.
6 If Ihadnt lived in Tokyo, Iwouldnt have learnt Japanese.
Cumulative grammar
1 a
2 Students read the crimes and write the names of the

criminals.
Ask which criminal is in the picture.
Answer Key
3 kidnapper
4 murderer

Answer Key
5 a 6 c
Crimes and criminals
1 thief
2 vandal
1 cant
2 might
1 Students read the sentence halves before matching
1 e 2 d 3 f
Answer Key
5 pickpocket
6 robber
Modals of deduction and

possibility
3 Students choose the correct options to complete the
sentences.
2 a
3 b
4 b
5 b 6 a 7 c
8a
Extra activity
Tell students that theyre going to play charades with
crime verbs. Make alist of crime verbs on pieces of
paper that students can later mime. Its agood idea to
mime them in pairs. The rest of the group should guess
what the verb-noun collocation is, eg arrest asuspect,
catch athief, go on trial, pay afine, solve acrime, go to
prison, do community service etc.
H
inthe course.
H
Unit 6,
1, Lesson 9a,
1, Vocabulary
Exam Practice
1, Reading
poziom podstawowy
1
Lesson Aims:
Students practise reading for gist and specific information; they do a multiple choice exam task.
Warmer
Get students to look at the photo in exercise 1 on page
88. Tell them to forget all that they remember from
that email and to give their own version of the story
saying: 1) what happened, 2) what the consequences
were or could have been, 3) what could have happened
if ... . Stress to the students that one situation can be
described in many different ways.
1 In pairs, students look at the picture and sentences
1.11.3.
They finish each of the sentences with their own ideas,
then share them with another pair of students.
The small groups share their ideas with the rest of the
class.
2 Students look at the sentences 2.12.3 individually.
They then decide which option (A, B, or C) means the

same as the main sentence.
Make students aware of the Exam Tip.
Stress that sometimes more than one answer is
correct.
Answer Key
2.1 C 2.2 A, B 2.3 A, C
75
3 Students read Texts A and B.
Homework Tellstudents to use the textabout

the Bank Robbery on pages 8687. Ask them to
find some information they can use to write three
new
sentences containing the third conditional

form in them, eg The police searched the house
and found nothing until they looked in the
dishwasher could be changed into aconditional
sentence: If the police hadnt looked into the
dishwasher, they wouldnt have found the
fingerprints. Check students sentences in the next
lesson.
They then decide which crime each text refers to.

Prompt students to underline the parts of the texts
which helped them to work out their answers.
Answer Key
robbery
4 Give students enough time to read the exam
task instructions. Make sure that they read them

attentively.
Students read the texts 4.14.4 and choose the
correct answer (AC).
Answer Key
4.1 C 4.2 B 4.3 C 4.4 A
Unit 6,
1, Lesson 9b,
1, Vocabulary
Exam Practice
1, Reading
poziom1rozszerzony
Lesson Aims:
Warmer
Tell students that youre going to read a sentence and
then two sentences that relate to the first one. Students
need to decide if both of them are correct.
She worked in a hospital during the War.
a. If she hadnt worked there, she wouldnt have
learned so much about medicine.
b. So, she learned a lot about different kinds of poison.
Answer: Both are correct.
Remind students that sometimes things can be
expressed in similar ways, eg She didnt study hard
enough so she failed her exams. = If she had studied
harder, she would have passed her exams.
1 Students work in pairs to list the words and
expressions that they would expect to find in the texts

(ac).
Check ideas with the class.
Answer Key
CD2 track 48
Play the CD.
Students listen to the text and choose the best title
(A, B or C) from exercise 1.
2.1
CD2 track 48
Everybody knows that there are hundreds of crimes investigated
by the police in our country every day. Frequent types of crime
include car theft, property theft and burglary. Besides these, it
seems that drunk-driving is becoming more and more common,
even among young people. Infact, the problem is so serious
that all states spend alot of time and money on trying to
prevent and catch offenders. Luckily, more violent crimes such
as robbery or murder arent committed very often these days.
Answer Key
2.1 B
3 Students read the text and choose the best title (A,B
or C) from exercise 1.
Answer Key
3.1 C
Students read the texts (4.14.4). Then they match
the correct headlines (13) with the texts.
Answer Key
4.1 B 4.2 D 4.3 C
5 Make students aware of the Exam Tip.
Give students enough time to read the pairs of

sentences.
Students then decide which sentence comes first in
the text.
Answer Key
5.1 B 5.2 A 5.3 B
Students read the text and fill in the gaps (6.16.4)
with the missing sentences (AE).
Answer Key
6.1 C 6.2 A 6.3 D 6.4 E
Homework Get students to look back at the

text about the bank robbery on page 86 and
remove three sentences from it, replacing them
with gaps. In the next lesson, students swap their
texts in pairs, working on them as in the exam
task.
76
Interface
Revision 2
Unit 1, Lesson
Revision
2, Lesson
1, Vocabulary
1, Vocabulary,
1, Reading
Grammar
1
Lesson Aims:
Students revise vocabulary from units 46 through a game; they read a text about headhunters and
revise grammar from units 46.
Vocabulary
In pairs, students take turns talking about someone

who fits the description in each square. They should
note down their partners responses.
Ask some students to feed back their partners
responses.
Finally, ask students to write sentences about their
partner.
Warmer
Tell students that theyre going to play a game of
Blockbusters. Every student needs to think of two words
or phrases and prepare definitions for them. Draw the
following Blockbusters grid on the board, or display one
there through using the overhead projector (you can
google one out: ESL, blockbusters to print).
Fast finishers add three more Talk about someone

who ... squares of their own for the class to
respond to.
Extra activity
Divide students into two groups. One group, eg the

Stars, can start from any of the places at the top of the
grid, and the students have to work their way to the
bottom of the grid. The other group, eg the Hearts, can
start from any of the places on the left of the grid and
the students have to work their way across to the right
side of the grid. The groups can block each other. They
have to move from one place to another on the grid,
but they cannot jump over a place. The winner is the
group that gets to its targeted end of the grid first. To
move forward on the grid, the groups need to guess
words based on the corresponding definitions prepared
by the opposing group. The teacher should clear up
any confusion over the definitions whenever necessary.
1 Have students look at the vocabulary squares and
read the phrase on each square and think of what

they can say in each case. Give them plenty of time to
do this as they may need to look back at the units to
find words to help.
Go round the class helping weaker students.
Ask different students to read out some of the
squares. Model some answers for the students.
Drill complete phrases.
Get students to write five extra words from Units 46

that havent appeared in this lesson. Students write
the words on a small piece of paper, which they then
pass on two places to the right. They then write five
sentences making use of the five words they have
received. Each student reads their sentences to their
partner to check if the sentences are correct. The
teacher monitors helping out with any language
difficulties whenever necessary. Get students to write
down any new vocabulary in their notebooks together
with the sentences that they have produced (provided
the sentences are correct, of course).
Alternative procedure

Play as a board game, using dice or coins to indicate

how many squares a student should move forward.
Start at the top left corner and work through all the
squares to the bottom right corner, then back again.
Grammar
Warmer
Tell students that theyre going to play a grammar
auction game. Prepare a number of (in)correct
sentences from Units 46, adding some from students
own writing. The sentences should contain grammatical
structures from the revised units. Divide students into
four groups. Read the first sentence and set a time
limit of two minutes to give them enough time to think
about whether the sentence is correct or not. Allow the
group that raises their hands first to answer. Give points
for correct answers. The group with most points at the
end wins the game.
77
1 Ask students to look at the title of the text and the

picture, then to tell you what they think the text is

about.
Write the following questions on the board:
What does a headhunter do?
What qualities do you need to be a headhunter?
Why do people use headhunters?
Who uses headhunters?
Students read the text to find the answers.
Compare answers as a class.
Students then read the text again and choose the
correct words. Alternatively, ask them to get into
groups of three, with each student taking two
paragraphs to read and choosing the correct answers.
They then get together and share their answers.
Check answers together and clarify any vocabulary
queries.
4 My brother never goes anywhere without taking his mobile phone.

5 Shell be happy to meet you at the station.
6 If they hadnt broken the law, they wouldnt have gone to prison.
Fast finishers write some more incorrect sentences

for the class to correct.
3 In pairs, students order the words.
They write the ordered questions in their notebooks.

Help with any problems.
Answer Key
1 What are you planning to do this weekend?
2 What would you do if you saw a bank robbery?
3 Will you lend me 10 zoty if you have enough money?
4 What will the weather be like tomorrow?
5 Do you fancy going out for a meal tonight?
6 What would you have done if hed stolen your mobile?
Answer Key
1 who
2 that
3 wants
4 when
5 to apply
6
7
8
9
10
to meet
trying
ll
werent
hadnt gone
11
12
13
14
15
will continue
will mean
might
m going to
m meeting
Extra activity
In groups, students write some comprehension
questions about the headhunters text. Take in the
questions and have a quiz. Students play in teams.
2 Students look at sentence number 1 and correct it.
omework Ask students to answer the

H
following questions in writing at home. Write them
on the board for students to copy or dictate them:
1 If you could travel in time, what historical time
would you travel to? Why?
2 How do you think students would feel about
learning if teachers were robots?
3 What might have happened if you had left home
earlier today?
4 Do you think it will rain tomorrow?
Write the correct sentence on the board.

Tell students to work alone to look for the mistakes
in each sentence. Tell them the mistakes relate to the
grammar structures on the board.
They check answers in pairs and write the sentences
correctly.
Check answers with the class. Ask students to write
the correct sentences on the board.
Answer Key
1 If my dad earned more money, he would buy me a bike.
2 He might be the robber, but Im not sure.
3 Im not going to Amys party because Im visiting Tom this
weekend.
Students exchange their ideas in pairs in the

following lesson.
Unit 1, Lesson
Revision
2, Lesson
1, Vocabulary
2, Sketch, 1,
Project
Reading 1
Lesson Aims: Students listen to, prepare and act out a sketch; they prepare a poster advertisement or
apresentation to sell a product.
Sketch
Prepare to act
What am Igoing to wear?

Warmer
With books closed. Write the title of the sketch on
the board: What am Igoing to wear? Set atime limit
of three minutes for students to write down as many
nouns, adjectives and phrasal verbs related to clothes
as they can remember. Students compare lists with
apartner. Ask students to scan the sketch quickly to see
how many of their words and phrases they can find.
Give them aminute to do this. Write the words and
phrases they find on the board.
78
CD 2 track 49; for audioscript see p96 of SB

Tell students to cover the text and read the true/false
statements.
Play the CD.
Elicit answers but dont say whether they are correct.
Answer Key
1 F 2 T 3 F 4 T 5 T
Sketch
2
CD 2 track 49
in the sketch.
Act!
3
Ideas
1 Tell students they are going to create
CD 2 track 49
In groups of four, students decide who will play seach
role.
the sketch and, if possible, to bring them to the next
class.
movements.
Allow enough time for them to rehearse. Let them
hear the recording again if they want to.
Extra activity
Record the sketches and upload them on to aclass
website. Invite another class to watch them with
the class and provide some feedback on their
performances. You could have aclass vote on the best
group performance or the best individual performance.
Hold aclass awards ceremony.
anadvertisement or advertising campaign.

Askstudents to read the questions and give them
afew minutes to write their answers.
Ask some students to tell the class their answers.
Group work
2 Ask students to get into groups of four and choose
aspokesperson.
Students tell each other in their group what they have
thought of selling.
Students then read and discuss the questions one by
one.
Write
isgoing to sell (and write about).

Individually, students write ashort advertisement,
following the instructions in the Write box and
adding any other relevant information.
Check
Project
4 Ask students to exchange their advertisements with
Sell, sell, sell!

need to provide cards, scissors and glue to make the
posters.

Visuals
5 Ask students to take or find photos or to draw
Warmer
Write the title of the project Sell, sell, sell! on the
board. Get students to work in pairs and set atime
limit of three minutes for them to brainstorm as many
words as possible related to this title, eg in the form
of amindmap. Compare ideas as aclass and write
their words on the board for them to copy down new
items.
financial
institutions
products
pictures to illustrate their advertisements. They can do

this at home.
Display

Display the finished posters and/or listen to the group
presentations.
Have aclass vote to decide on the best poster and/or
best presentation.
SELL
buy

money
Quickly read through the six steps to give students

79
Sporting greats
Unit 7,
Lesson Aims:
Students learn and practise verbs related to sport; they read a text about great sporting events for
gist and specific information.
Vocabulary 1
4 Students read the sentences and decide if they refer

to the past, present or future.
They then complete the sentences using the correct
forms of the verbs from exercise 1.
Sporting verbs
Warmer
Play a Yes/No game. Prepare achair and invite
avolunteer to sit in the middle of the room. Tell
students that youre going to ask them some questions
about sport. They are not allowed to answer yes or
no to your questions but should give you afull answer,
eg T: Do you like any sports? S:Ilike alot of sports.
If they answer Yes or No, then they have to change
seats with another student and the game continues.
Thestudent who answers most questions is the winner.
Example questions:
1 Do you play any sport(s)?
2 Are you good at any sport(s)?
3 Do you know how to play golf?
4 Do you watch any sport(s) on TV or the Internet?
5 Have you ever played tennis with your mother? etc.
1 In pairs, students look at the verbs in the box and
check the meanings of words which are new to them.

Tell them to match some of the verbs with the
pictures.
Answer Key
1 support ateam
2 score agoal
3 get amedal
4 break arecord
5 win
6 televise

Students listen and repeat the verbs. Pay attention to

options.
Answer Key
1 got
2 scored agoal
80
3 coached
4 set
5 drew
6 lost
Answer Key
1 take up
2 break
3 televise
4 coach
5 win
6 support
CD3 track 02
Play the CD. Students listen and answer the question.
Ask them to note down as much of James and
Davids conversation as they can.
In pairs, students take turns asking each other
questions about the conversation in order to add
information.
Play the CD again, then discuss as aclass.
Answer Key
Tennis
CD3 track 02
James Hey, David. Thanks for coming to watch me play.

David Thats OK, James. Hey, that goal you scored was brilliant.
James Thanks. You should take up football, you know. Its agreat
sport.
David No, Idont think so. Ilike watching football but Idont really
enjoy playing it. Iwas thinking of taking up adifferent sport,
though.
James Really. Which one?
David Tennis. Ilove watching it on TV.
James Good idea. Ive got two rackets. We can play tomorrow if
you like.
David That would be great!
the answer. Tell them to choose one of the sports

from the Warmer.
question. Encourage them to give as much detail as
possible in their answers.
Discuss as aclass.
Extra activity
Students work with a partner to write a sports
commentary for two of the sports shown in the pictures.
Discuss what commentators actually say and what tense
they usually use (the present simple). Point out that this
is because it is a sort of narrative. Tell students to use
the verbs in exercise 1 in their script. When they have
finished, ask them to prepare to read out a commentary
each. Record them if possible.
Reading 1
Susan says: Sporting memories
Before you read
Tell students to think about teenage sports and
teenagers breaking records. Ask them what sports
theyd like to take up in the future. Write the following
language items on the board:
Zac / 17 years old / American / sail around the world /
45,000 kilometres / record-breaking trip / 13months /
adventure.
Get students into pairs to put the ideas above into
logical order and to say what they think happened, and
ask if theyd like to break such aworld record.
Text (for the teacher):
A17-year-old American, Zac, is the youngest person
to sail around the world alone. He sailed over 45,000
kilometres breaking the world record. He crossed
threeoceans, five seas, and the equator twice in
aperiod of thirteen months. He wants to break his own
world record now.
7 Students look at the headings and say what they

know about the three events.
Discuss students ideas with the class.
CD3 track 03
listen out for the ideas on the board.
memory if the sentences are true or false.

Allow them to check their answers by looking for
them in the text.
Answer Key
1 b 2c 3a
10 Students read the questions and look for answers in
the text.
They check with apartner before checking as aclass.
Answer Key
1 84,490.
2 Andres Iniesta.
3 Two
4 The longest final.
5 He won the race and broke the world record.
6 He has broken the records for both 100 and 200 metre races.
ast finishers write two or three more true/

F
false sentences or questions. When everyone has
out their sentences for the class to answer.
11 Students find the words and phrases in the text, then

read the definitions and match them.
Polish and to tell you if any are similar to their
translations (cognates).
Answer Key
1 c 2 d 3 b 4 f 5 e 6a

words in exercise 11.
Allow them to compare their answers with apartner
Answer Key
1 slowing down
2 tournament
3 equal
4 amazing
5 side / team
6 take the title
13 Ask students to read the question and give them time

to think about their answer, making brief notes using
the WHAT, WHEN, WHERE, WHY headings from the
text.
about their sporting memories.
Ask individual students to report back to the class
about their partners memories.
Extra activity
Tell students to think about some sporting events
they have been to or would like to go to. Get them to
explain what makes their events so special.
81

Lesson Aims:
Students learn and practise using grammar structures related to the passive voice.
Grammar 1
4 Ask students to read the paragraph quickly and tell
you what its about and who won.

Students then complete the text with the correct past
simple passive form of the verbs in brackets.
The passive
Warmer
Tell students to write down in English the names of
as many countries as they can that participate in the
FIFA World Cup. When they have finished, ask them
to compare their lists in pairs and add the nationality
adjective in each case, eg Switzerland, the Swiss team.
Compare as a class.
1 Students read the sentences in the table and answer
the question.
Ask them to tell you the most usual way of saying the
sentences in Polish.
Answer Key
held, inspired, beaten, played
2 Students copy and complete the rules.

Answer Key
a)be b) passive
3 Students complete the sentences using the correct
present simple passive form of the verbs in brackets.

Answer Key
1 Is held
2 has been televised
3 is played
4 hasnt been repeated

5 are eaten
Answer Key
1 were held
2 wasnt won
3 was played
4 was beaten
5 were scored
6 was also given
5 Students rewrite the sentences, working individually

or in pairs.
Answer Key
1 The FA cup was won by Manchester City in 2011.
2 Barcelona is/are supported (by fans) all over the world.
3 Iwas told to be quiet by my PE teacher.
4 How many teams have been coached by Jose Mourinho so far?
5 The start of the match was delayed by rain.
6 Are professional basketball games ever played outdoors?
ast finishers look back at their sporting

F
memories from Reading 1 lesson and write at least
four sentences about their chosen events in the
passive form.
6 Work through the example sentences on the board.

Students then write their own true sentences using
the verbs in brackets to help.
7 In pairs, students compare their sentences in exercise

6.
Encourage students to ask at least four questions
about their partners sentences.
Individual students report back to the class about
their partners favourites.

Lesson Aims:
Students learn and practise using the future passive forms: will and going to; they listen to aradio
programme about sporting heroes for gist and specific information.
Grammar 2
The future passive: will and going to
8 Students read the example sentences in the table and
answer the question.
Discuss as a class.
Answer Key
will / be going to + be + past participle
9 Students complete the sentences using the future

passive form of the verbs in brackets.
Allow students to compare with a partner before
checking answers as a class.
82
Answer Key
1 will be won
2 Are going to be sold
3 Will be ever made?
4 is going to be made
5 wont be printed
6 are going to be played
10 Students read the prompts and note the time
references. Tell them to decide if the sentences should

be in the past, present or future passive.
Working individually or in pairs, students write the
complete sentences using the correct passive form.
Answer Key
1 Przystanek Woodstock is usually held in Kostrzy in August.

2 The Champions League was won by Inter Milan in 2010.
3 The final will be played / is going to be played in Rotterdam next year.
4 Krzyacy wasnt written by Kochanowski.
5 Olive oil isnt made in China.
6 The world record wont be broken in the race next week.

the correct option.
Ask students to translate the answers into Polish.
Answer Key
1 are televised
2 been held
3 didnt win
4 will get
5 be broken
12 Students look at the picture and tell you if they are
familiar with the sport. If so, ask them to explain the

rules.
Students read the text and tell you what it is about.
They then complete the text with the correct options.
Answer Key
1 have been dropped
2 was included
3 was reintroduced
4 was included
3 was first played

6 wasnt
7 decided
13 Students look at the sentences and complete them in

their notebooks, so that they are true for them.
14 Students compare the sentences they have written in

exercise 13.
Listening
Sporting heroes
Before you listen
Ask students the following questions: What makes
aperson ahero? Have you got afavourite sporting
hero? Is it important to have sporting heroes? Set atime
limit of two minutes. Ask students to write down the
greatest sports people of all time. Put students into
small groups to compare ideas and give reasons for their
choices. Discuss as aclass.
15 Students match the sports people (13) with their

sports (ac).
Answer Key
1c 2 a 3b
16
CD3 track 04
Play the CD.

Students compare their answers.
Students exchange information about the sports people.
CD3 track 04
Brian Welcome to World of Sport. Tonight Im joined by Sheila

Jeffries, author of anew book, The Greatest. Tell us about your
book, Sheila.
Sheila Thank you, Brian. My book, The Greatest, is about great
sportsmen and -women. Ive looked at lots of different sports
and tried to decide who the greatest players are. Ive written
about the greatest tennis players, athletes, basketball players
Brian That sounds fascinating. But how have you decided who the
greatest are?
Sheila It wasnt easy. And also, the opinions in the book are mine!
Lots of readers may not agree with me, which Ihope will
make the book more interesting to read.
Brian So, tell me whos the greatest tennis player? For me it has
to be John McEnroe. Iloved watching him play.
Sheila Well, McEnroe was agreat player. But Roger Federer has won
more titles, so most people believe hes the greatest. However,
some people believe that Rafael Nadal can be even greater
than Federer. He has to win more titles of course, but he has
now won all the major titles and hes still young. Thats why
Ithink Nadal is the greatest.
Brian Most people think Pele is the greatest footballer of all time but
Inoticed that you dont agree.
Sheila No, Idont. Pele was amazing but Ithink Diego Maradona
was abetter all-round player. He won the World Cup for
Argentina almost alone in 1986. However, for me, the greatest
was aplayer who never won the World Cup. Johan Cruyff of
Holland was fantastic. He was also avery successful manager
at Barcelona and for that reason Ithink hes the greatest.
Brian OK. Now perhaps your strangest greatest is in athletics.
Whathappened to Carl Lewis?
Sheila Carl Lewis was one of the greats, theres no doubting that.
Hewon nine gold medals and one silver and competed in
three Olympic Games. But Ithink Jackie Joyner-Kersee was
even better. She only won three golds, one silver and two
bronze medals. But two of her gold medals were in the
heptathlon, which has seven events. She was the greatest
allrounder. However, for me the greatest runner ever was the
Finn Paavo Nurmi. He won nine gold medals and three silvers
in the 1920s. In my opinion, Nurmi was the greatest.
Brian Well, thanks for coming on the show, Sheila, and good luck
with the book.
17 Play the CD again.
Students listen again and choose the correct answers.
Answer Key
1c 2b 3a 4b 5b 6b
18 Students read the question and think about their
answers.
In groups of four or five, students decide on the
greatest sportsperson.
Ask groups for their person and write the names on
the board.
Take a class vote on the question, telling them to
choose from the names on the board and discuss
students reasons for their opinion.
Extra activity
Students write up the group discussion and class vote,
giving reasons for the people nominated. Encourage
them to illustrate their work with a pie chart or graph
showing the votes.
83

Lesson Aims:
Students ask and answer questions about different sports, sporting events, and sporting heroes.
Speaking
Making suggestions
Warmer
Ask students to brainstorm things you can do to get fit.
Compare ideas as a class.
Listen
Practise
they can see.

dialogue, what they think Rachel and David are
talking about, and ask for a few expressions they
expect to hear.
Answer Key
playing tennis, running
CD3 track 05
Students listen to David and Rachel and answer the
question.
CD3 track 05
David Hi Rachel. What are you doing?

Rachel What does it look like Im doing? Im going for arun.
David Hey, Ididnt know that you like running. Thats great we
can go for arun together some time.
Rachel Thats the problem, David. Idont like running. Ihate it. But
Im so unfit, Ihave to do some exercise.
CD3 track 06
In pairs, students practise the dialogue. Ask a few to
perform it for the class.

Ask them to suggest endings for the four sentence
starters, giving advice on getting fit.
Compare ideas as a class.
Students write the words in the correct order.
Answer Key
1 Why dont you take up football?
2 If I were you, Id take up golf.
3 You should start learning karate.
4 You must be joking.
5 Thats a great idea.
7 Students choose the appropriate response (ac) for

each of the situations (12).
Answer Key
Answer Key
She doesnt like running but she has to do some exercise.
1 b
CD3 track 06
Students cover the dialogue and read the instructions.
Play the second part of the conversation for students
to listen and complete the dialogue.
CD3 track 06
David
Well, why dont you take up cycling?
Rachel
Thats a great idea, but I cant afford a bike.
David
I know! You should try tennis. Its great fun.
Rachel
No, thats no good. Tennis is so boring.
David How about a more unusual sport, then? If I were you,
Idtake up karate.
Rachel
You must be joking. Its far too violent for me.
David
Hmmm How about swimming? Its really good exercise.
Rachel Thats a great idea! I always swim on holiday but I never
go to the pool in England. Thanks, David.
Answer Key
1 cycling 2 tennis 3 karate 4 swimming
84
CD3 track 06
again.
They check their answers. Play the CD again if
necessary.
2c
Speaking task
Warmer
In pairs, ask students to make two lists: Easy to take
up and Difficult to take up. Tell them to write as many
sports as they can under the two headings. Put pairs
together and ask them to compare lists.
Step 1: S
tudents look at the pictures and make notes
on the advantages and disadvantages of
taking up each sport.
Step 2: Read the statements and responses with the
class. Elicit more possible statements and
responses from the class and write them on
the board. Refer them to the dialogue and
Functional language box on page 111 for help.
Step 3: Give students time to write their dialogues.
Tell them to use their notes, a variety of
expressions from Step 2 and the Functional
language box. Monitor and help as necessary.
Step 4: Students practise their dialogues with at least
two partners. Ask some pairs to perform their
dialogue for the class. Correct as necessary.
Extra activity
Ask students to write asecond dialogue with
adifferent sport, which they can choose from the lists
they made during the Warmer.

Lesson Aims:
Students learn about some famous sporting events.
Culture
Famous sporting events
Warmer
Ask the class what sports are popular in Poland. Try
to elicit some unusual sports in addition to football,
volleyball etc. Write their ideas on the board. What are
the main sporting events in these sports? Try to elicit
some famous names, eg Marcin Gortat (basketball
player), Kamil Stoch (ski jumping), Justyna Kowalczyk
(cross-country skiing).

Ask students to look at the picture and tell you what
they think the title refers to.
Students read the text very quickly to check their ideas.
Find out if students have ever seen a horse race, and
what they think it must be like (sounds, sights, etc.).
Answer Key
1 Aintree racecourse outside Liverpool.
2 The Duke.
3 Fences on the racecourse.
4 Because it makes them part of history.
More information
For further information about the Grand National go to:
www.aintree.co.uk/pages/grand-national/
9 Ask the students about how many of them have tried

horse-riding or would like to try it.
Have a class discussion and vote about the popularity
of horse-riding.
Extra activity
Students choose a famous sporting event in Poland and
find information about it. Ask them to work together
to make posters about their events. Use their posters
tomake a wall display.
Cultural note
Horseback riding is one of the longest cultivated
traditions in Poland. Poland is famous for its breeding
of pure blood Arab horses in the village of Gadyszw.
The horses are very brave, gentle and patient, and tend
to be expensive.

Lesson Aims:
Students practise using some confusing verbs; they identify specific information about sporting
heroes in a quiz.
Vocabulary 2
Confusing verbs
Warmer
Put students into pairs and set atime limit of three
minutes for them to write down as many words in
English as they can think of that are similar in form but
not in meaning to words from Polish. Students check

their ideas in groups of four. Ask them if they know
what false friends are. Give them the definition: Words
in another language that look or sound similar to words
from our own language but have different meanings.
Copy the table below on the board and ask students to
think about the similarities, possible misunderstandings
and differences in meaning between the words.
85
English
fabric (materia)
eventuallly (wkocu)
pathetic (alosny)
symphatetic (wspczujcy)
Polish
fabryka
ewentualnie
patetyczny
sympatyczny
Reading 2
Aquestion of sport
Before you read
Write the following on the board: famous sports people,
famous sporting achievements and famous sporting
events. Ask students to work individually and give them
three minutes to write as many names as they can in
each category. Get them to compare their answers in
pairs, then ask some students to read out their ideas.
1 Students look at the verbs in the box and match the

verbs which are often confused.
Discuss as aclass. Make sure they understand the
differences between the confusing verbs.
Find out how to say the words in Polish.
Answer Key
hope expect
win beat
remember remind
teach learn
spend waste
see watch
borrow lend
hope expect

Students listen and repeat the words.
Check pronunciation.
3 Students copy and complete the sentences with the

correct options.
Answer Key
1 won, beat
2 watched, see
3 taught, learnt
4 hope, expect
5 remember, remind
6 borrowed, lend
4 Students complete the questions with words from the

box.
Answer Key
1 hope
2 remember
3 watch
4 learn
5 borrow
6 beat
their answers.
question in as mu ch detail as possible. Encourage the
listeners to ask at least three questions.
Individual students report back to the class about
their partners answers.
Extra activity
Ask students to write at least eight questions to ask a
partner, using verbs from the box in exercise 1. Monitor
and help as necessary. Then in pairs, students take turns
asking and answering their questions. When they have
finished, ask them to write down both their questions
and their partners answers.
6 Students look at the pictures and answer the

question.
Compare ideas as aclass.
Answer Key
Roger Bannister running amile in under four minutes. The Football
World Cup trophy.

Students read the quiz. Make sure they understand all
the questions.
Play the CD while they read, if you wish.
In pairs, students try and answer the quiz.
Discuss answers as aclass, then give them the correct
answers.
Tell students to read what their score says about
them.
Ask students which question the main picture refers
to and who the man is.
Find out which questions the students found the
most interesting, easiest, etc. Compare ideas as
aclass.
Answer Key
1 c 2 c 3 a 4 a 5 c 6 a 7 b 8 b 9 b 10 c 11 b 12 c

questions.
Compare answers as aclass and find out which sports
are the most popular.
Extra activity
Put students into small groups and ask them to prepare
a similar sports quiz with five questions, each with
three options as answers. Monitor and help. When they
have finished, ask them to swap quizzes between the
groups and answer as many quizzes as they can in five
minutes. See which group answers the most questions
correctly.
Help students with some examples:
1 At which sport was Adam Maysz a World champion?
2 What is the longest running race in the Olympic
Games called?
Encourage students to use their dictionaries.
86

Lesson Aims:
Students revise and practise the structure have something done.
Grammar 3
Answer Key
Have something done

Warmer
Ask students to work in pairs and make a list of all the
words they can relate to sport. Tell them to think of verbs,
sports, sports people, ways of keeping fit, etc. Ask them to
keep this list to make a poster later in the unit.
9 Ask students to read the sentences and say if the

subject performs the actions.
1 How often do you have/get your food made? Who by?

2 When was the last time you had/got anything repaired?
What was it?
3 Do you think that good parents have/get their children taught
different sports or only one? Why?
14 Students discuss the questions from exercise 13 with

a partner.
Pronunciation
a

Play the CD for students to listen and repeat the
sounds and words.
Students tell you which are short and which are long.
Ask individual students to repeat the first word of each
group. Model the difference in the vowel sounds.
Answer Key
No. Somebody else does them for the subject.
10 Students fill in the gaps using words from the box.

Answer Key
a) have, past participle b) perform, does
11 Students read the sentences and look for time
references.
They complete the sentences with the correct passive
form of have.
Answer Key
Long: // // /i/
Short: // // /e/
Answer Key
1 has2have 3had 4have 5had
12 Students write the sentences using the correct form of

both have and the past participles of the action verbs.
1
2
3
4
CD3 track 11
sentences. Tell them to make sure they use the correct
vowel sounds.
CD3 track 11
They are the Olympic dream team.
She cant run any faster.
The fans went to the practice session.
It was the worst match ever.
Extra activity
Answer Key
Tell students to go back to the lists of words and phrases

that they prepared at the beginning of this lesson and
to prepare posters in groups of four. Get students to put
the vocabulary into the following categories, eg sports,
ways of keeping fit, or verbs. They then present their
posters to the rest of the class.
1 He had his old laptop fixed three days ago.

2 Olga had her ID photo taken last Tuesday.
3 We dont have our children taught because we do home schooling.
4 Justin has all his songs written for him.
13 Students use the words in brackets and the correct

form of have or get to make questions.


Lesson Aims:
Students learn how to write a biography and practise using topic sentences.
Writing
Abiography
Warmer
Ask students to brainstorm the names of young
sportsmen or -women who might become stars. Ask
them to think of different sports, such as tennis, golf,
basketball etc, not just football. Write their suggestions

on the board.

students to listen for the answer.
Students read the text and check their answers.
87
Answer Key
She scored six goals in the 2010 tournament.
2 Students read the questions, then read the article to

find answers.
Allow students to compare answers with apartner
Answer Key
1 The Japanese womens football team.
2 The female Maradona.
3 In the World Cup semi-final against North Korea.
4 She was nominated for the FIFA Pusks Award.
5 She is ahigh school student in Tokyo.
3 Ask students to read the Language focus box, then to

read the topic sentences.
Students match the topic sentences with the
paragraphs.

Step 1:
Students read the instructions and
questions and make notes. On the board,
write your own notes on one of the
suggested sportspeople.
Step 2:
Ask students to use some of your notes
on the board to make sentences. Then
ask them to work on their own sentences.
Help as necessary. Tell them to make sure
they have information on achievements
and daily life.
Step 3:
Students check their biographies for
errors. They make sure that they have
included topic sentences.
Step 4:
Ask students to copy out their biographies
carefully and to find apicture of their
chosen sports person to illustrate it.
Collect the biographies in for marking and
feedback.
ast finishers exchange biographies with apartner
F
Answer Key
1 c2a3d4b
4 Students match the sentences with the topics they

introduce.
Extra activity
Students write at least three true/false sentences about
Kumi Yokoyama for a partner to do.
Answer Key
1 b2c3a4d
5 Tell students to choose one of the young sportspeople
on the board and to find out as much as possible

about that person.

Lesson Aims:
Students revise and practise the grammar and vocabulary from the unit.
Warmer
Students use their sports word lists to make
avocabulary poster. Ask them to organise their posters
in an eye-catching way and find pictures to illustrate
them. When they have finished their posters, use them
as awall display.
1 Students read the sentence halves before matching

them.
Answer Key
1 e2 f 3d4c5a6b
active or passive.
They then rewrite the sentences in the opposite form.
Check as aclass and write on the board if necessary.

correct options.
Answer Key
3 hope
4 teaching
1 APortuguese runner won the Marathon.

2 The winning goal was scored by Lewandowski.
3 Alot of people in India play cricket.
4 Wenger is going to manage Arsenal next season.
5 My birthday party has been organised by my brother and sister for
the last four years.
6 Ithink that Real Madrid wont be coached by Jose Mourinho again.
Have something done
Confusing verbs
88
3 Students read the sentences and decide if they are
Answer Key
Sports verbs
1 remind
2 beat, win
The passive
5 borrow
6 watch

correct forms.
They compare with apartner, then check answers
together.
Answer Key
1 We had our cat fed when we went on holiday.
2 She has her nails done before every party.
3 He doesnt have his children driven to school on Mondays.
4 My boss always has the reports written for Friday.
5 Ididnt have my broken laptop fixed because Ibought anew one.
Cumulative grammar
Extra activity
5 Tell students to read the dialogue and complete it
In pairs, students practise and then perform the

dialogue for their classmates.
with the correct options. Point out that they need to

use all the grammar they have met in the book so far.

H
of their own. Three questions must contain
causative have, three the passive voice and four
questions with confusing verbs learnt in this unit.
You can use these for revision later in the course.
Answer Key
1 c 2 c 3 a 4 b 5 b 6 a 7 c 8 c

H
Unit 7, Lesson 9a, Exam Practice

Lesson Aims:
poziom podstawowy
Students practise using lexical and grammatical structures in context; they do a multiple choice exam
task.
Warmer
Play the CD. Students listen to it in order to check

their answers.
Make sure students are aware of the exam tip.
Write the following on the board:

Olympics / hold / every four years / Sportsmen and
sportswomen / break / world records / .
Ask students to make sentences from the prompts.
1 Students look at the pairs of words and write another

word to complete the expression correctly.
Answer Key
1.1 record1.2 game/match/race 1.3 team
2 Students look at sentences 2.12.5 individually.

Then they choose the correct word.
Answer Key
2.1 scored
2.2 set, break
2.3 coaching
2.4 hold
2.5 drew
3 Students read sentences 3.13.4 and complete them

with words from the box.
Remind students that there are two words that they
do not need to use.
Answer Key
3.1 every
3.2 next
3.3 just
correct answer (A, B or C).

Tell students to underline the part of the sentence
that justifies their opinion.
CD 3 track 13
5.2 C
5.3 B
5.4 C
5.5 A
5.6 C
Answer Key
6.1 A6.2C 6.3 B
Answer Key
Give students enough time to read the texts and

choose the correct answer (A, B or C).
5.1 A
Students do the exam task.
4 Students read sentences 4.14.4 and choose the
Answer Key
3.4 last
4.1 They ... all the games last year.

4.2 I... my windows cleaned every two months.
4.3 In the future Margo ... remembered as one of the best Polish
basketball players for along time.
4.4 My sister ... up running recently because she wants to run in
amarathon.
CD3 track 13
Text 1
Training camps are organised by lots of sports stars every year.
Marcin Gortats Training Camp, an event which has been held for
the last few years, is aperfect example of this. The children who
take part in it do not have to pay anything and are given alot of
presents such us free T-shirts and basketballs. What is more, they
have achance to chat with an NBA star. In 2013, Jared Dudley of
the Los Angeles Clippers was invited to the camp and who knows
who will be asked to come to Poland next year.
Text 2
Professional sport can be very dangerous. My uncle, who plays for
the national handball team, had his left knee operated on twice
last year. Now, hes thinking of starting training again but he has
been advised to wait abit longer before he takes up any physical
activity. So, Im not going to be aprofessional sportsperson but
Iwant to play handball as an amateur. Ilove training hard three
times aweek and hope that Im going to be chosen to play for
the school team this year.
C
A
A
B
Homework Tell students to look at the

text Famous Sporting Events on page 103 of
the
Students Book. Get them to choose one

paragraph, type it out with their own choice of
gaps, and then print it out for the next lesson.
Alternatively, students can copy it into their
notebooks. Students exchange their homework
with a partner and try to fill in the missing gaps.
89
Unit 7, Lesson 9b, Exam Practice
poziom rozszerzony
Lesson Aims:
Students practise using lexical and grammatical structures in context; they do transformation and
word ordering exam tasks.
4 Students read sentences 4.14.4 and complete them
Warmer
Write the following sentences on the board:
He was born in Tokyo.
His was Tokyo.
He won anational award. He

award.
He always won.
a national
He never
Tell students to make new sentences with similar

meanings through changing the underlined words.
1 Students read the pairs of sentences and decide

whether they are similar or not.
Make students aware of the Exam Tip.
Answer Key
1.1
the first sentence describes the present, while the second
talks about the future
1.2 the first sentence expresses an obligation, while the second
describes an action done for somebody by another person.
1.3
2 Students read sentences 2.12.3 and try to choose

the correct answer (A or B).
Answer Key
2.1 A, B
2.2 A, B
2.3 A

Answer Key
3.1 will be made by
3.2 my bike repaired
3.3 was basketball invented
90
3.4 were you, Id / would

3.5 scored the second goal
with the words from the brackets.

Answer Key
4.1 were broken by
4.2 have my flat cleaned
4.3 was designed by

4.4 have they won
5 Students read sentences 5.15.5 and add one missing

word in each.
Answer Key
5.1 will be held
5.2 borrow it from Tom
5.3 she has her car
5.4 they were sent

5.5 expects to finish

Answer Key
6.1 race was won by
6.2 reminds us to turn
6.3 having his / the car repaired
6.4 hopes / is hoping to retire

6.5 has been held
omework Students copy the following

H
sentences and write new sentences with similar
meanings at home.
1 Baszczykowski scored agoal in the match
against Real Madrid.
2 Who was the inventor of the light bulb?
3 My car will be repaired in the morning.
4 This book was written by Agatha Christie.
Students bring their new sentences to the next class.
Virtual world
Unit 1, Lesson
Lesson
1, Vocabulary
1, Vocabulary
1, Reading
1, Reading
1
1
Lesson Aims:
Students learn and practise vocabulary related to developing products; they read atext about
ayoung achiever for gist and specific information.
Vocabulary 1
Now say it!
Developing products
Warmer
Ask students to look at the title Virtual World of
the unit and come up with different ideas about
the concept. Ask them what they enjoy about it the
most and whether they see any potential dangers in
entering the virtual world. Then ask students if they
are familiar with the term sleep texting. Get them
to guess what it might be. Explain that sleep texting
is anew phenomenon that has been identified by
scientists from Australias Melbourne Sleep Disorder
Centre. The condition is quite rare but its getting more
common. People who do the texting, the texters, send
incoherent messages in their sleep completely unaware
of the fact that they have done anything. Experts say
that the stresses of daily life cause people to do this
kind of texting.
1 Ask students to look at the pictures and tell you what

they think they show.
Students read the phrases in the box and check
meaning.
They choose the best ones to describe what they see
in the pictures.
Ask them how to say the phrases in Polish.
Answer Key
1 invent characters
2 test out the product
3 do market research

Students listen and repeat the phrases. Payattention
3 Ask students to read the text and tell you what its
about.
Students complete the text using the verb phrases in
exercise 1.
Point out that the text explains the different stages in
aprocess, so the order in which they use the phrases
is logical.
Allow students to compare their answers with
apartner.
CD3 track 15
Students listen and answer the question.
CD3 track 15
David
What are you doing?
Rachel Hi David! Im testing out this computer game. Iplay the
game and then tell the designer what the problems are
and whats good about the game.
David Testing out acomputer game. Wow, that must be the
most important part of designing agame!
Rachel Well, Ithink developing the original concept is the most
important part. If that isnt any good, then the game
wont be any good. What do you think, James?
James Well, its important to solve all the problems. But in my
opinion the most important thing is improving the design.
If the design isnt any good, then the game is boring.
Rachel
Yeah, thats true.
David Actually, Ithink the most important thing is playing the
game. Come on, Rachel, give us ademonstration then
wecan all play!
Answer Key
Testing out acomputer game.
CD3 track 15
Ask students to read the sentences carefully, then
play the CD again.
Students compare answers with apartner. Play the
CD again if necessary.
Answer Key
1 F 2 T 3 F 4 T
Extra activity
Set atime limit of one minute for students to memorise
the phrases in exercise 1. Students close their books
and write down as many of the verbs as they can
remember. In pairs, students compare their ideas, then
they put the phrases in alogical order, as if they were
developing aproduct.
Answer Key
2 research
3 invent
4 design
6 solve
7 do
8 give
9 analyse
10 improve
11 develop
12 manufacture
91
Reading 1
Answer Key
Britains youngest app developer

Before you read
Tell students to read the title and think of some words that
they expect to see in the text. Make a note of students
ideas on the board and check whether their predictions are
accurate after they have read the text.
7 Ask students to read the title and look at the picture.

Make sure students know what an app is (short for
application, used for smartphones and tablet PCs).
Tell students to read the questions.
Set atime limit of one minute for students to read
the text very quickly.
Answer Key
1 a 2 b
1 e 2d 3 f 4b 5a 6c
11 Students answer the questions by writing full

answers.
Students ask and answers questions in pairs.
Answer Key
1 He taught himself how to design an app using books and videos on
YouTube.
2 He helped develop the characters and improve the design.
3 They set up a company together.
4 They saw a passenger collapse on the bus and they had no way of
contacting his relatives.
5 Hes concentrating on improving the apps hes already designed.
ast finishers write two or three sentences

F
with gaps for apartner to complete using words
in exercise 10. When students have finished
exercise10, fast finishers read out their sentences
for the class to complete.
memory if the sentences are true or false.

check their answers.
They correct the false sentences.
Answer Key
Cultural note
Read the Cultural Fact together as a class and find out
if anyone uses any Apple products. Ask them if they
know of any other Apple products or anything more
about Steve Jobs and the history of Apple.
v
1 c 2e 3a 4b
Fast finishers write two or three true/false

questions about the text. When everyone has
out their questions for the class to answer.

Students listen and check their answers.
10 Ask students to find words 16 in the text and match

them with definitions af.
Extra activity
Talk with students about what some of the best apps
for learning English are. Some examples are: Busuu,
Speaking Pal English Tutor, Conversation English, English
Grammar In Use Tools etc. Ask students about the possible
advantages of using such tools (eg they are convenient,
efficient, engaging, etc.). Tell students to do their own
search at home on the Internet.
Unit 8,
1, Lesson 2,
1, Grammar
Vocabulary
1 1, Reading 1
Lesson Aims:
Students learn and practise using grammar structures related to reported speech.
Grammar 1
Reported speech
Warmer
Put some simple sentences on the board, eg
I like swimming.
I hated my last holidays.
Elicit new sentences from students with the reported
speech form: S/he said ... . Have a discussion about how
to form reported speech sentences. Elicit how much
your students understand about different aspects of
using reported speech.
92
1 Students read the quotes and the sentences in
reported speech and choose the correct option. Refer

them to the table for help.
Allow them to compare answers with apartner
Answer Key
1 had made
2 were going to
3 hoped, would
4 were working
5 wanted
6 hadnt expected
2 Students read the postcard, then complete the

sentences in reported speech.
Answer Key
1 had arrived
2 had gone/had been
3 was going, was

4 was going to buy
5 missed
3 Students read the questions and write their answers
Individual students report their partners answers

tothe class, using reported speech.
so that they are true for them.
Homework
Workbook page 90

When they have finished, tell them to write down
their partners answers in reported speech.
Unit 8,
1, Lesson 3,
1, Grammar
Vocabulary
2,1,
Listening
Reading 1
Lesson Aims:
Students use time expressions in reported speech; they read a text about acompetition for gist and
Grammar 2
Listening
Time expressions in reported speech
Robot competition
5 Students look at the reported time expressions in the

table and tell you how to say them in Polish.
Students read the sentences and choose the correct
options.
Before you listen

Ask students to say if they entered a competition where
they had to invent something, what kind of thing they
would like to invent, eg a new game console, a music
system. As a class, decide on the three most useful or
most original inventions.
Answer Key
1 the previous week
2 the day before
3 the following day

4 that year
7 Students look at the picture and read the words in
the box. Make sure students understand what these

words mean.
Ask them what they think the report is about. Write
their ideas on the board.
6 Students read the email, then rewrite the numbered

sentences using reported speech and appropriate
time expressions.
Allow students to compare with apartner before
checking answers with theclass.
Answer Key
1 He said (that) he had been to a science conference the week before
/the previous week.
2 He said (that) he had to tell her about it.
3 He said (that) he still couldnt believe it but he had met Stephen
Hawking.
4 He said (that) Hawking was a famous scientist.
5 He said (that) he really admired him.
6 He said (that) he was reading his book that day.
7 He said (that) he was going to send her the photos.
8 He said (that) he would write the following week/the week after
and tell her all about it.
Extra activity
Use the following drill to practise reported speech:
T: Tomek, how did you come to class today?
S1: I came by car.
T: Sorry, I didnt catch that. Maya, what did Tomek
say?
S2: Tomek said that he came to school by car.
T: Thanks.
Students can practise reported speech the same way by
substituting some of the information in the sentences.
CD3 track 17
Play the CD and ask students to listen and check their
ideas in exercise 7.
Tell students to read the sentences and decide if they
are true or false.
Play the CD a second time if necessary.
CD3 track 17
Reporter Im here today at an international competition in

America in the town of Hartford, Connecticut. Its one
of the biggest competitions of its kind. Teams from all
over compete with their home-made robots. This year
the winners were teams from China and Israel. Robots
compete at different levels, from robots designed by
14-year-olds to robots invented by experts. The robots
have to navigate through amodel maze, find afire and
put the fire out.
So how do the robots do it? Well, they use infrared lights
to locate obstacles such as walls or things on the ground.
And they use heat sensors to detect the fire. In this case,
the fire is actually acandle.
And do the robots actually manage to put out the fires?
Well, the answer is yes!
The organiser of the contest is David Ahlgren. He said that
the aim of the competition is to make robots that can put
out afire in the shortest amount of time. However, he said
that he hoped that someone would develop arobot that
could be put in every home to fight fires and save lives.
Many of the participants want to be inventors or study
engineering and they enjoy the challenge.
Excuse me could Iask you aquestion?
Kyle
Sure.
Reporter Whats your name, how old are you and why did you take
part in the competition?
93
Kyle Im Kyle and Im 14 years old. Ive wanted to be an

inventor all my life and Ilove robots. And it would be
really cool to invent something that saves peoples lives.
Reporter And what about you?
Andrea My names Andrea and Im 17 years old. Iwant to
study engineering and this is areally fun project. Im
disappointed Ididnt win this year because my robot
stopped working it had amechanical problem.
Reporter So there you have it this years competition has finished
but why not think about taking part in the competition
next year?

Answer Key
1 b 2 a 3 a 4 b
10 Students read the question and the ideas in the box

and think about their answers.
In pairs, students discuss and compare their ideas.
Take a class vote on the question and discuss
Answer Key
Extra activity
1 F 2 F 3 T
Students write up the discussion on personal robots

and add their personal opinion.
CD3 track 17
Tell students to read the questions and try to answer
from memory.
Play the CD again for students to listen and check.
Unit 8,
1, Lesson 4,
1, Speaking
Lesson Aims:
Students ask and answer questions about developing products and other aspects of technology.
Speaking
At an exhibition
Warmer
Find out how many students have been to an exhibition,
especially an art exhibition. If they have, ask what the
exhibitions were, whether they were interesting and
why (not). Talk about how we should dress and behave
at an exhibition.
Discuss students answers and encourage individual
students to share their experiences on the subject.
Listen
they can see.
dialogue, what they think David, Rachel and James
are saying, and ask for afew expressions they expect
to hear.
Answer Key
At amuseum, deciding which exhibition to see.
CD3 track 18
Students listen to David, James and Rachel and
choose the correct answers.
Answer Key
1 wants
2 doesnt think
3 gadgets
CD3 track 18
James OK, so Ive got the tickets. There are four different
exhibitions. Which one do you want to see first?
Rachel Theres one called Making the Modern World Id like
to see that.
David Making the Modern World? That doesnt sound very
interesting. What about the exhibition about oceans?
Rachel But its got lots of stuff theres aroom about the first
trip to the Moon, one about gadgets, one about
James Gadgets? That sounds cool! Look, it says theyve got
gadgets from the 1960s to now.
Rachel
Great.
David OK, yeah, lets go to that. We can see the oceans
exhibition later.
CD3 track 19
Students cover the dialogue and read the question.
listen and answer the question.
CD3 track 19
James That was agreat exhibition! What did you think was the
most interesting invention?
Rachel Im not sure perhaps it was the first mobile phone.
Itwas so big and heavy!
David
Well, Idont agree at all. The first calculator was amazing.
Rachel
Im sorry, but Idont agree. Why is that interesting?
David
Because it was the earliest form of computer!
James Yeah, Itotally agree. Computers are one of the most
important inventions ever.
Rachel
Isuppose so, but so are mobile phones.
David
You would say that you use your phone all the time!
Answer Key
The first mobile phone.
94
Practise
4
CD3 track 19
Students listen and repeat the dialogue.

Students complete the expressions with the words in
the box.
Answer Key
1 absolutely
2 all
3 totally
4 sorry
5 suppose
6 sure
6 Students choose the best answer (a, b or c).
Step 1: S
tudents look at the pictures and choose the
most interesting invention.
Step 2: Read the statements and responses with the
class. Elicit more possible statements and
responses from the class, referring to the
inventions they have chosen, and write them
on the board. Refer them to the dialogue and
Functional language box on page 125.
them to use sentences from the board, avariety
of expressions from Step 2 and the Functional
language box. Monitor and help as necessary.
Step 4: Students practise their dialogues with at least
two partners. Ask some pairs to perform their
dialogue for the class. Correct as necessary.
Extra activity
Answer Key
12
Speaking task

adifferent invention, which they can choose from the
ideas from the Warmer.
Warmer
Ask students to think of the greatest invention ever.
Brainstorm their ideas and write them down on the board.
Unit 8,
1, Optional
Lesson 1, lesson:
Vocabulary
Culture
1, Reading 1
Lesson Aims:
Students learn about famous scientists.
Culture
Famous scientists
Warmer
Write these names on the board: Alexander Graham
Bell, Thomas Edison, Marie Curie, Martin Cooper (cell
phone inventor, 1973). Ask students if they know
what the people are famous for. Try to elicit the words
inventors or inventions. Ask if they know what they
discovered or invented. Can they name any famous
inventors from Poland?

Ask students to look at the pictures and tell you if
they are familiar with any of the scientists. If they are,
ask them what they know about them.
Students skim read through the text to see if their
information is there.
Ask students what they find most interesting or
Answer Key
1 He was aBritish mathematician, physicist and astronomer who
made many important discoveries.
2 She discovered that pesticides killed animals, not just insects.
Asaresult, some pesticides were banned.
3 They discovered the structure of DNA. They won the Nobel Prize.
More information
For further information about these scientists go to:
www.newton.ac.uk/newtlife.html
www.rachelcarson.org
www.chemheritage.org/discover/chemistry-in-history/
themes/biomolecules/dna/watson-crick-wilkins-franklin.aspx
8 Students think of famous scientists from Poland.

Write their names on the board.
Ask students to work together and write down
everything they know about the scientists.
Put students into small groups to prepare
presentations on the scientists, one per group.
Groups present their information to the class.
Extra activity
Talk about accidental discoveries and inventions, eg
The inventor of Coca Cola initially wanted to create
aform of medication. That is why on its original list
of ingredients, it actually contained cocaine.
The inventor of Slinky (1943), R. James, was
developing some springs to stabilise sensitive
instruments on warships when one fell to the ground
and moved down the stairs in afunny way.
Ask students to search for some more interesting
discoveries and inventions. Google: accidental
inventions. Check students ideas in the next class.
in the Teachers Resource File
95
Unit 8,
1, Lesson 5,
1, Vocabulary 2,
1, Reading 2
1
Lesson Aims:
Students learn about reporting verbs; they read an advert and a chat about a job interview for gist
and specific information.
Vocabulary 2
Extra activity
Reporting verbs
1 Students imagine that they have neighbours who

argue a lot and they want to help them to meet and
discuss their problems.
2 Students will need to prepare a list of problems to
discuss, eg The music is too loud.
3 Students will also need to use the verbs in exercise1
to report what the neighbours are saying.
4 Students sit in groups of three. Two students take
on the roles of neighbours who argue and the third
student is a go-between in the middle. Student3
will try to help their colleagues sitting to the left and
right to talk to each other and solve their problems.
He/She will listen to, report and offer solutions to the
problems that he/she hears, eg
S1: He should move out!
S2: (to the other neighbour) She suggested you should
move out.
S1: No, Icant move out ... etc.
4 Ask students if they were successful in their
diplomacy work.
Warmer
Set atime limit of three minutes for students to
complete the following sentence using as many adverbs
of manner as they can think of, eg quickly, quietly.
He spoke ...
Elicit their adverbs and write them on the board. Ask
individual students to choose an adverb from the list.
They say: Iwarned you not to do that, and they have to
say it in the manner they have chosen for the class to
guess their adverb.
1 Students look at the verbs in the box. Check the

meaning.
Ask them how to say the verbs in Polish.

Students listen to the CD and repeat the verbs.
Ask students which verb the picture in exercise 3
illustrates.
words.
Allow them to check, using dictionaries if necessary.
Students compare with apartner before checking
asaclass.
Answer Key
1 told
2 complained
3 announced
4 refused
5 explained
6 agreed
7 promised
8 warned
9 invited
individually or in pairs.
Verb+object+infinitive
tell someone (not) to
warn someone (not) to
invite someone to

questions. Encourage them to give as many details as
possible.
Ask individual students to report to the class about
their partner.
96
Before you read

Ask students if they have ever had asummer job. What
did they do? Did they enjoy it? If they havent had
asummer job, what would they like to do? What skills
and experience would they need? Write some of their
ideas on the board.
6 Students look at the pictures and the advert and

answer the question.
Compare ideas as aclass.
Answer Key
Verb+infinitive
refuse to
promise to
agree to
offer to
Assistant wanted
10 suggested
11 offered
12 admitted
4 Students copy and complete the table, working
Verb+that+clause
complain that
suggest that
announce that
admit that
explain that
Reading 2

check their ideas.
8 Students read the questions and try to answer them
from memory.
They then read the text again to check their answers.
Answer Key
1 Yes, she thought it went OK.
2 She has written for the school magazine.
3 No, she doesnt.
4 Yes, she can use Word.
5 She wants to be amarine biologist.
6 Yes, she is.

Extra activity
Tell students to read the web chat again in pairs and
to find all the sentences in reported speech. Then have
them write the interview between Songbird and the
interviewer as a dialogue. When they have finished, tell
them to practise and perform the interview.

Lesson Aims:
Students learn and practise using reported question forms.
Grammar 3
13 Students look at the sentences in the table.
Reported questions
Warmer
Answer Key
Ask students to think of some famous quotations

and turn them into reported speech. When they have
finished, tell them to start their sentences with Who
said , eg Who said he had come, he had seen and
he had conquered? Who said that hakuna matata was
awonderful thing? Students read out their Who said
questions for classmates to guess the answers.
9 Students read the sentences in the table and answer

the question.
Discuss as aclass.
Tell students to translate the sentences into Polish.
Answer Key
subject + asked + qu- word + subject + verb clause
10 Students copy and complete the rules.

Answer Key
1 do not use 2 the affirmative 3 the same as
11 Students choose the correct options.

Compare answers as class.
Answer Key
1 when she had
2 she was working on
They answer the questions about the use of the

affirmative form or question word order after if.
3 she had made

4 was going
The affirmative.
14 Students complete the second sentence in each pair

so that both sentences have the same meaning.
Answer Key
1 ... she enjoyed designing games.
2 ... I had seen Bartek.
3 ... he would join them.
15 Students choose three of the questions to ask
apartner.
Then they report the questions and answers to
another person.
The teacher monitors the students work and helps
out with any language difficulties wherever necessary.
Extra activity
Ask students to choose afamous scientist from the
past or present and write down four questions theyd
like to ask them. Students exchange questions with
apartner and read their questions. Students think
of the answers then, in pairs, interview each other,
imagining they are the famous scientists. They then
write down the interview using reported questions
and reported speech.
12 Students report the questions. They use the already

prepared beginnings of sentences.
Monitor students work and help out with any
language difficulties wherever necessary.
Answer Key

1 where he was going

2 when Iwould help him to do the market research
3 how he had created the characters
4 what they could do to improve that/the book
97
Unit 8,
1, Lesson 7,
1, Writing
Lesson Aims:
Students write a for and against essay and review linkers of contrast and sequencing.
Writing
Afor and against essay
Students choose the correct options to complete the

paragraph.
Answer Key
Warmer
Ask students to brainstorm words related to science
and technology. Divide the board in half and write:
advantages / disadvantages. Students think of anumber
of ideas. Write them on the board. Have aclass
discussion about them.

listen for the answer.
Allow them to read the text and check their answer.
Answer Key
Yes, she does.
2 Students read the questions, then read the essay to

find answers.
Answer Key
1 They can do boring or dangerous jobs. They can leave you with
more free time. They do things faster than humans and dont make
mistakes.
2 Three.
3 That there are more advantages than disadvantages because robots
can make our lives easier.
3 Students look at the paragraphs in the essay and

match them with the descriptions in the box.
Answer Key
1 introduction
2 arguments in favour
3 arguments against
4 conclusion with opinion
4 Ask students to read the Language focus box and
then find the phrases in the essay. Tell them to note

which ones start aparagraph.
Ask students to read the paragraph about mobile
phones without choosing the correct answers initially.
Ask students to tell you if the paragraph isabout
advantages, disadvantages or both.
98
1 On the one hand

2 Firstly
3 Secondly
4 Finally
Step 1: T
ell students to make notes on the advantages and
disadvantages of the Internet. Brainstorm ideas as
aclass, if you wish, and write them down on the
board in note form.
Step 2: Ask students to use some of the notes on the board
to make sentences. Then ask them to work on their
own sentences. Help as necessary. Tell them to
organise their information into paragraphs, using
Jennys essay as amodel, and to write afirst draft
of their essay.
Step 3: Students check their essays for errors. They make
sure that they have included linkers of contrast and
sequencing from the Language focus box.
Collect them in for marking and feedback.
Fast finishers exchange essays with apartner and
read and correct their partners text.
Extra activity
Ask students to decide if they agree or disagree with
Jenny. Ask them to think of more arguments in favour
of and against using robots. Put students into small
groups of three or four to discuss their opinions.
One person from each group reports back to the
class. Encourage them to use reported speech where
appropriate.
Unit 8,
1, Lesson 8,
1, Progress
Vocabulary
check
1, Reading 1
Lesson Aims:
Warmer
Tell students to think of things that they were asked to
do when they were small children in different situations.
Students report their ideas to the rest of the class.
Developing products
1 Students order the letters to complete the sentences.
Answer Key
1 inventing
2 analyse
3 improve, solve
4 manufacture
5 research
2 Students read the verbs in the box, then use them to

complete the sentences.
Answer Key
4 suggested
5 complained
Reported speech
3 Students read and match the time expressions.
Answer Key
1 c 2 a 3 d
5 Students read the direct questions, then finish the
reported questions.
Allow them to compare answers with a partner, then
check answers with the class.
Answer Key
1 if computers needed electricity.
2 when Newton had lived.
3 if anyone had discovered a cure for malaria.
4 if humans could fly.
5 where Rachel Carson had been from.
6 who the first man on the moon had been.
Cumulative grammar
Reporting verbs
1 admitted
2 told
3 promised
Reported questions
4 b 5 e
4 Students read the direct speech sentences and then
complete the reported speech sentences. Remind

them to change the time expressions as necessary.
Students compare with a partner, then check answers
with the class.
Answer Key
1 he had gone to Paris the year before/the previous year.
2 they were inventors.
3 she was researching things that day.
4 he analysed data in a laboratory.
5 they were going to publish their research the following week/
theweek after.

Answer Key
1 was
2 met
3 she could help him
4 could
5 used it to
6 invented
7 had designed
8 researched
9 were
Extra activity
Prepare aseries of cards of paper containing different
sentences, eg Im not well. Im sorry Im late. Do Iknow
you? etc.
Get students to stand in the middle of the class and to
mingle as if they were at aparty. They should say to
each other what is written on their cards and ttry to
remember what other students say. Set an appropriate
time limit. After afew minutes, tell everyone to sit
down. Prompt students to report back on what they
heard, using reported speech.
their own. You can use these for revision later in
the course.
Homework Workbook page 98, for more advanced
99
Unit 8,
1, Lesson 9a,
1, Vocabulary
Exam Practice
1, Reading
poziom podstawowy
1
Lesson Aims:
Students recognise language functions in context; they learn how to do multiple choice tasks.
Warmer
Get students to prepare slips of paper containing
sentences from the Functional Language box, eg
I totally agree.
Youre absolutely right.
I suppose so.
I dont agree at all.
Im sorry but I dont agree.
Tell students to distribute the cards evenly between each
other. They should work in pairs or groups of three.
One student reads the statement on his/her card, then
another one has to think of a sentence that would fit
contextually as a preceding statement, eg
I totally agree. I think texting is a great idea of
communicating. etc.
Answer Key
1.1 X Youre absolutely right! Its unacceptable that she refused to
help.(R)
Y Its awful that Edyta promised to do the research and then
didnt keep her word.(O)
1.2 X Itd be a good idea to go to the cinema but weve got a test
tomorrow.(O)
Y I agree entirely. Why dont we go there at the weekend, then?
(R)
1.3 X Im not sure. Im not that good at public speaking.(R)
Y Could you give a demonstration of our new game next
week?(O)
2 Students look at the sentences and match responses

AD to opening lines 2.12.3.
Answer Key
2.1 D
2.2 A
2.3 B
CD3 track 24
2.1 A: Could you explain the concept of the app to me, please?

B: Sure, no problem. I think youll like it.
2.2 A: I have a problem that I need to solve.

B: Im sorry to hear that. Can I help you in any way?
2.3 A: We need to improve the design before we test out the product.

B: Im afraid I cant agree. We should do that later.
4 Students read dialogues 4.14.3 and decide if the

response is appropriate.
1 Students read the dialogues and decide which line is

the opening one.
CD3 track 24
Play the CD. Students check their answers to exercise
2.
Answer Key
4.1 4.2 4.3
5 Students choose the best opening line.

Answer Key
C

Answer Key
6.1 B 6.2 B 6.3 A
Homework Tell students to look at the

conversation on page 116 and use it as a model to
write their own dialogue on a new topic. Students
will act out their dialogues during the next lesson.
100
Unit 8,
1, Lesson 9b,
1, Vocabulary
Exam Practice
1, Reading
poziom1rozszerzony
Lesson Aims:
Students practise writing a private letter.
Warmer
Write the following title on the board: Inventing apps.
Tell students to think of the advantages and
disadvantages of such a process. Get them to give
reasons supporting their ideas so as to further develop
their argument(s).
1 Students complete the collocations AF using words

from the box. Remind them that they dont need to
use all the words.
Answer Key
A the design / the product / the results
B characters / the product / design
C the product / characters / an idea
D an idea / the product
E any problems
F the results / the design / characters / the product / an idea
CD3 track 25
Students read questions AE.
Play the CD. Students listen and answer the
questions.
CD3 track 25
Inteviewer Hello, Im glad to say that our guest today is Chris

OConnor, a famous game designer. Hi, Chris. Im sure
everyone is excited about the sequel to the popular video
game you released three years ago. What can you tell us
about the new game?
Chris Hi, everyone. Well, we didnt really plan to make a new
version, but a few months ago, a fan emailed us and
suggested that it might be a good move. So we decided
to research the idea and then started working on the
game.
Inteviewer So how did you find out that people would be interested
in it?
Chris Well, all we did was post some questions on our
Facebook fan page to do a survey. Then we analysed the
results and discovered that we had a lot of fans hoping
for a sequel.
Inteviewer Is there anything you can tell us about the new game?
Chris Well, weve only worked on it for a few months, but
weve definitely developed the old game and improved
its design. Also, I can assure you that we are going to
solve any problems that you mayve had with the sound
on the first version.
Inteviewer What about any new characters? Have you invented any?
Chris Im afraid I cant tell you anything about this at the
moment because its too early to say whether were
going to create any or not. But Im sure that many
players will be surprised by some new features.
Inteviewer Chris, thank you very much for the interview and
goodbye.
Chris
Thanks a lot, goodbye.
Answer Key
A because a fan emailed the company and suggested the idea
B they did a survey on their Facebook fan page
C it has (been) improved
D he promises to solve them / to have them solved
E he cant say (at the moment)
3 Students read the letter and fill in the gaps
appropriately using information from the interview.

Play the CD again.
Students listen and check their answers.
Answer Key
Possible answers
3.1 had emailed them/had sent them an email
3.2 to do asurvey
3.3 had improved the design
3.4 to solve (any/the) problems
3.5 to say anything about
4 Students read the reply and complete it with the

Answer Key
4.1
4.2
4.3
4.4
4.5
had ever played

didnt like
were going to
was looking forward
would be

Homework Students think back to the Warmer.

Tellstudents to write afor and against essay to
their friend about these apps. Students bring their
work on aseparate piece of paper to the next
lesson for the teacher to collect and mark.
101
Communicate
Unit 9,
Lesson Aims:
Students learn and practise vocabulary related to written forms of communication; they read various
types of text for gist and specific information.
Vocabulary 1
Allow students to compare their answers with

apartner.
The written word
Answer Key
Warmer
Brainstorm with your students the many different
ways that people can communicate through writing.
Write the word communication on the board.
Inpairs, students think of different forms of written
communication, eg
RECEIPT
BLOG
POEM
MANUAL
GUIDE
CARTOON
REVIEW
FACEBOOK
LABEL
TWITTER / TWEET
ARTICLE
QUOTE
DICTIONARY
Get students to compare their lists of words. Then write
students ideas on the board working around the word
communication (as above) and adding more vocabulary
to it after exercise 1.
1 Ask students to look at the text types and tell you
what they think they show.

Students read the words in the box and check their
meaning.
They match nine of the words to the text types.
Ask them to tell you if any of the words are cognates
(similar in meaning and form to aword in Polish)
or false friends (words that look like words in their
language but have adifferent meaning).
Discuss as aclass.
Answer Key
a quote
b cartoon
c receipt
d tweet
e poem
f recipe
g article
h dictionary entry
i advert

Students listen and repeat the words. Pay attention
3 Students read the questions and choose the correct

options.
102
1 quote
2 recipes
3 articles
4 instruction manual
5 travel guide
6 reviews
7 blog
CD3 track 27
Students read the questions.
Play the CD for students to listen and find answers.
CD3 track 27
David Im doing a project about different types of

communication. Can I ask you some questions, Rachel?
Rachel
Yeah, sure.
David
OK, how often do you write blog posts?
Rachel Blog posts? Never! I dont have a blog. I like reading them
though. I sometimes read magazine articles too.
David
And do you ever tweet?
Rachel
Never. I dont know how to use Twitter!
David OK ... when you get a new gadget, do you read the
instruction manual?
Rachel I always read instruction manuals. I know some people
hate them, but I like them! I find them useful.
David And do you usually read adverts in magazines and
newspapers?
Rachel
I sometimes read them. It depends what the advert is for.
Answer Key
1 Never.
2 No, never.
3 Yes, always.
4 Sometimes.
5 Ask students to write at least seven questions to ask

apartner using the words in exercise 1.
their questions. Encourage them to give as much
detail as possible in their answers.
Discuss as aclass.
Cultural Fact
Read the Cultural Fact together as a class and find out
if anyone uses Twitter, Facebook, Instagram or similar.
Ifso, ask them to tell you about it, how often they
useit, what for, etc.
v
Extra activity
Answer Key
1 i2d3 f 4 a, b 5 h

questions in exercise 3. Tell them to answer in as much
detail as possible. When they have finished, ask them to
write down their partners answers.
Reading 1
Flowers; Smoked salmon pt;
ColinFirth wins an Oscar!; ride;
Bargain breaks with Taylors Travel
Before you read
6 Students look at the collage of texts on pages 126
and 127 of the Students Book and tell you which one
they think is the most interesting.
Discuss as a class and write their ideas on the board.
Have a vote to see which is the most interesting to
the class as a whole.
CD3 track 28; for audioscript see pp 126127

ofSB

8 Students read the definitions and find the words and

phrases in the texts.
(cognates).
Answer Key
Write the two following headlines on the board:

Flowers (poem), and Smoked salmon pat (recipe).
Without looking at the texts in their books, students try
to predict what further information and vocabulary will
follow these headlines. Ask students which text they
would prefer to write and why.
ast finishers write at least three sentences

F
about the texts and include one error in the
information in each sentence. When everyone has
finished doing exercise 7, ask the fast finishers to
read out their sentences for the class to correct.
Play the CD. Students read and listen to texts.

Students match statements 15 with texts ai.
Tell students to read the Language Tip.
1 illusion
2 hug
3 chopped
4 confusing
5 accommodation
6 starring role
9 Students read the quote again. Discuss the meaning
as a class.
Ask students to consider for a moment whether they
agree with the quote or not.
Take a class vote on the question and discuss
Extra activity
Encourage students to write a short poem or recipe.
Students then share and compare their work in groups
of three or four.
Unit 9,
1, Lesson 2,
1, Grammar
Vocabulary
1 1, Reading 1
Lesson Aims:
Students revise and practise using grammar structures related to the past and present.
Grammar 1
Answer Key
The past and present
3 knows
4 believe
5 are becoming
6 are trying
3 Tell students to complete the sentences so that they
Warmer
Prepare a few examples of sentences in different tenses
and ask students what tense is being used, eg I bought
a new cat. (past simple) etc. Do this activity entirely
through speaking without writing any sentences down.
1 Read the sentences together as a class.
In pairs, students match the sentences with the

tenses.
Answer Key
1 h 2c 3 e 4 f
1 is
2 use
5 b 6 a 7 d 8 g
2 Ask students to read the paragraph quickly and tell

you what its about.
Students complete the paragraph with the correct
options.
are true for them.

In pairs, students compare sentences and ask each
other questions about them. Encourage them to ask
at least two questions about each of their partners
sentences.
Students then report back to the class about their
partner.
4 In pairs, students read and complete the sentences

using the correct past tense form of the verbs in
brackets.
Answer Key
1 has never written
2 didnt listen, heard
3 was reading, arrived, hadnt finished/didnt finish
4 had already listened, didnt have, phoned
5 have been, havent used
103
5 Ask students to look at the picture and tell you who it

is. Ask what they know about Marconi.

Set a time limit of one minute for students to read
the paragraph quickly and learn something new
about Marconi.
Discuss as a class.
Students then complete the text with the correct past
tense form of the verbs in brackets.
Answer Key
2 received
3 had already predicted
4 had been able
5 was working
6 invented
7 went
8
9
10
11
12
started
has grown
started
have begun
has been
Unit 9,
1, Lesson 3,
1, Grammar
Vocabulary
2,1,
Listening
Reading 1
Lesson Aims:
Students revise and practise using grammar structures related to the future; they listen to aquiz for
Grammar 2
Listening
The future
Communications quiz
6 Students read the sentences and match the verbs in

bold to the tense uses ad.
Students compare their ideas in pairs.
Before you listen

With their books closed, ask students to think of as
many ways of communicating, both in the past and
nowadays, as possible. Give students the first two
examples below:
past now
smoke signals
Twitter
Discuss as a class what methods of communication they
have listed and which ones are the most commonly
mentioned.
Answer Key
1 b2a3c4d
7 Students choose the correct words to complete the

dialogue.
Answer Key
1 m meeting
2 will probably meet
3 will text
4 am going to say
5 will apologise
6 am going to give

form of the verbs in brackets.
9 Students read the words in the box and tell you what
they have in common.

Make sure they understand the terms homing pigeon
and hieroglyphics.
Tell them to add any terms they didnt think of to
their lists.
10
Answer Key
1 will be, wont have to
2 m meeting, are writing/are going to write
3 m not doing, am going to relax
4 will grow, wont be able
5 m going to send, will talk
Extra activity
Ask students to write at least two questions in each
of the future forms to ask a partner. Monitor and help
as necessary. In pairs, students take turns asking and
answering each others questions. When they have
finished, students write down their partners answers
as complete sentences.
104
CD3 track 29
Students do the quiz.

Play the CD. Students check their answers.
CD3 track 29
Presenter And now, its the communications round of our quiz!

Jack, the first question is for you Who developed the
first alphabet? Was it the Egyptians, the Greeks or the
Phoenicians?
Jack
Ithink it was the Egyptians.
Presenter No, it was the Phoenicians, sometime between 3500 BC
and 2900 BC. Now Kathy, its your turn. What is the first
recorded use of homing pigeons used to send messages?
Was it in England, Greece or China?
Kathy
Um was it in Greece?
Presenter Yes, thats right. It was in Greece in 776 BC. In fact, the
message was to tell the people of Athens the name of the
winner of the Olympic Games! OK, Jack, next question.
Who established the first postal service was it the
Romans, the Chinese or the Egyptians?
Jack
Was it the Chinese?
Presenter Yes, well done! The first postal service was in China, but
it was only for government use, not for ordinary people.
Kathy When did newspapers first appear in Europe?
In1450, 1550 or 1650?
Kathy
Well, Iknow the printing press was invented in 1450,
soIll say in 1450.
Presenter Correct! However, the first daily newspaper wasnt

until 1650. That was in Germany. Jack, what did the
Englishman Henry Mill patent in 1714 was it the
telephone, the telegraph or the typewriter?
Jack
In 1714? Ithink it was probably the telegraph.
Presenter No, it was the typewriter. Jack, for abonus point can you
tell me who invented the telephone?
Jack
Yes, it was Alexander Graham Bell.
Presenter And Kathy, your final question in this round In 1876
Emile Berliner invented abox to reproduce something.
Was it to reproduce sound, images or text?
Kathy
Idont know. Was it images?
Presenter No, it was to reproduce sound but reproduce it
louder. For abonus point can you tell me the name of the
invention?
Kathy
Im not sure was it amicrophone?
Presenter Yes, well done! And at the end of that round Jack has
9points and Kathy has 10 points. Join us for the next
round after the break.
11
Answer Key
1 F 2 F 3 T 4 F 5 T
Extra activity
In pairs, students discuss which two inventions in
the box in exercise 9 they think have been the most
important historically. When they have decided, put
pairs together to form groups of four, and tell them to
discuss and agree on the two most important. Finally,
discuss as a class and choose two. You may wish to
ask students to write a summary of the discussion and
include their own personal opinion.
Answer Key
1 c
2 b
3 b
4 c
5 c
CD3 track 29
Before listening to the CD again, students try to
answer the questions from memory.
Allow them to compare answers with a partner, then
play the CD for students to check.
6a
Unit 9,
1, Lesson 4,
1, Speaking
Lesson Aims:
Students practise showing interest and sympathising with other people; they ask and answer
questions about different types of text and news.
Speaking
Talking about news
Warmer
Ask students to give you three examples of good and
bad news theyve heard this month. It doesnt have to
be personal, it could be astory from the news on TV.
Elicit their ideas and write them on the board.
Listen
Rachel is holding.
dialogue, what they think Rachel and James are
saying.
Answer Key
Her phone.
CD3 track 30
Students listen to Rachel and James and answer
thequestions.
CD3 track 30
James So, did you get the summer job at the caf, then?
Rachel No, Ididnt. Ihad an interview last week but they sent me
aletter to say that they didnt think Ihad enough experience.
James Oh no! Im sorry to hear that. Im sure youll find another job
though.
Rachel Ihope so Oh, thats my phone. Hello? Yes, of course.
Tomorrow at two oclock sounds great! Ill see you then.
Thanks, bye.
Answer Key
1 At acaf.
2 Because they didnt think she had enough experience.
CD3 track 31
Students cover the dialogue and read the question.
listen and answer the question.
CD3 track 31
James Who was on the phone?

Rachel It was the jewellery shop in town. They asked me to go for
ajob interview tomorrow afternoon!
James Congratulations, Rachel! Thats great news.
Rachel Thanks! Ireally hope Iget the job this time.
James Ihope so too. Ithink that you would enjoy the job in the
jewellery shop more anyway.
Rachel Yes, Ithink so! It would definitely be more interesting and
maybe Iwill even get some free jewellery!
James Lets wait and see what they say tomorrow first! Im really
pleased for you, anyway.
Rachel Thanks James!
Answer Key
Shes going for ajob interview at the jewellery shop.
CD3 track 31
Students read and listen to the dialogue again while
you play the CD again.
105
Practise
5
CD3 track 31
In pairs, students practise the dialogue. Ask afew to
perform it for the class.


Model the expressions for the students and ask them
to repeat them. Try exaggerating the intonation.
Students read the sentences and write asuitable
response.
Check answers with the class by asking one student
to read out astatement and another to respond.
Encourage them to use appropriate intonation.
For extra practice, read out some of the news stories
from the Warmer and ask individual students to
respond.
Answer Key
Possible answers
1 Im sorry to hear that.
2 Congratulations, thats fantastic news!
3 Im sorry to hear that. Are you OK?
4 Oh no! How awful.
5 Congratulations! Im really happy for you.
6 Thats great news!
CD3 track 32
Students listen and match the questions (13) with
the responses (ad).
Answer Key
1 a
2 d
CD3 track 32
1 A: My sister has just had a baby.

B: Congratulations!
2 A: Mike has just learnt that his poem has won an award.
B: Cool! Im really happy for him.
3 A: My dog died yesterday.
B: How terrible!
Speaking task
Warmer
Ask students to think of something really good that has
happened to them, and something not so good. They
can make something up if they prefer. Ask them to write
it down.
Step 1: Students look at the pictures and choose one of the
two situations.
Elicit ways of ending the statements and suitable
responses from the class, referring to the dialogue
and Functional language box on page 141 for help.
them to use avariety of expressions from Step 2 and
the Functional language box, and to incorporate
their ideas on the board. Monitor and help as
necessary.
Extra activity
adifferent situation, based on one of the things they
wrote down during the Warmer.
3b
Unit 9,
1, Optional
Lesson 1, lesson:
Vocabulary
Culture
1, Reading 1
Lesson Aims:
Students learn about famous communication innovations.
Culture
Famous communication innovations
Warmer
In pairs, students think of as many methods of
communication in writing as possible in two minutes.
Then ask them to think of one advantage and one
disadvantage of each method. Ask some pairs to share
their answers.

Students ask and answer the questions in pairs.
Answer Key
1 They folded the piece of paper and the letter was stamped by hand.
2 In 1837.
3 Because they were the first stamps in the world.
4 For one year.
106
9 Students read the question and discuss the answer.
Extra activity
British stamps often commemorate events or famous
people. Sometimes they are designed by children
(seewww.norphil.co.uk/2011/ for example). Ask
students to choose something to commemorate.
Tellthem to work in pairs and to design astamp and
prepare apresentation, showing their design and
explaining why they have chosen it.
Unit 9,
1, Lesson 5,
1, Vocabulary 2,
1, Reading 2
1
Lesson Aims:
Students learn and practise using adjectives with -able and -ible; they read an article about
acartoonist for specific information.
Vocabulary 2
Reading 2
Adjectives with -able and -ible
The man behind the chickens
Warmer
Before you read
Ask students to write the letters of the alphabet down

on the left-hand side of apage. Set atime limit of
three or four minutes for students to write an adjective
beginning with each letter of the alphabet. Allow
students to compare their lists, then compare as aclass.
Write their adjectives on the board and allow time for
students to write down new items.
Ask students if they ever read comics. Do they like

them? Why/Why not? Ask what they think cartoonists
are like. Encourage them to use avariety of adjectives.
5 Ask students to cover the text and just look at the
self-portrait cartoon. Find out if they have seen these

sorts of cartoons before and whether they know
anything about the cartoonist.
As aclass, discuss what they would like to ask the
cartoonist, and decide on three questions.
1 Students look at the adjectives in the box. Check
meaning.
They copy and complete the definitions.
Ask them which of the adjectives is shown in the
picture.
6 Students read the text and put the questions (ah)
into the gaps (18).

Students compare the questions with their own ideas
from exercise 5.
Answer Key
1 acceptable
2 flexible
3 responsible/reliable
4 bearable
5 visible
6 reasonable
7 reliable/responsible
2 Students read the adjectives in the box and match

them with their opposites in exercise 1.
Answer Key
acceptable unacceptable
flexible inflexible
bearable unbearable
reliable unreliable
responsible irresponsible
reasonable unreasonable
visible invisible

Students listen to the CD and repeat the adjectives.
Ask students to choose the two adjectives that best
describe themselves. Compare as aclass.
Answer Key
1 f
2a 3 g
4b 5 d
6 h
7 e
8c
CD3 track 35; for audioscript see pp132133

ofSB
check their answers.
Extra activity
Ask students about what their favourite cartoons
are and if they would like to be able to (or are able
to) draw one. Use the http://www.how-to-drawcartoons-online.com/ to show examples of how to
draw cartoons. Encourage students to add dialogues
to their cartoons. If need be, they can finish their work
at home and bring it to the next lesson to show the
class.

the correct words in exercise 2.
Students compare with apartner before checking
asaclass.
Answer Key
1 irresponsible, unacceptable
2 invisible
3 unbearable
4 inflexible
5 unreasonable
More information
Students may also be interested in seeing more of Doug
Savages work. If so, go to:
www.savagechickens.com
Extra activity
Students write at least four questions to ask a partner
using more adjectives in exercises 1 and 2. Monitor
and help as necessary. In pairs, students take turns
asking and answering their questions. When they have
finished, tell students to write down their partners
answers.
107
Unit 9,
1, Lesson 6,
1, Grammar
Vocabulary
3 1, Reading 1
Lesson Aims:
Students revise different question forms.
Grammar 3
11 Students read the incomplete answers and, in pairs,

write suitable questions.
Tell them to identify the tenses.
Students complete answers individually with their
own ideas.
Compare as a class.
Question forms
Warmer
Set a time limit of four minutes. On the board, write
What ? Tell students to complete the question in as
many ways as possible in the four minutes. In pairs,
students check that each others questions are
grammatically correct. Elicit as many as you can and
write them on the board.
Pronunciation
a
8 Students read the questions in the table.
Students then read the exercise questions. Make

sure they understand what is meant by information
question (questions to which the answer is more than
just yes or no).
In pairs, students answer the questions.
Answer Key
1 Did you read any comics when you were younger?
2 No.
9 Students write the words in the correct order to make

questions.
They check with a partner.
Answer Key
1 Will you write a blog post later today?
2 What were you reading when your teacher arrived?
3 What did you do before you came to school?
4 Did you send any emails yesterday?
5 Have you ever written an article for a newspaper?
6 Do you usually answer text messages when you get them?
10 Students complete the questions, then identify the

tenses.
Check and discuss as class.

1
2
3
4

Play the CD while students read the sentences and
repeat them with appropriate intonation.
Ask individual students to repeat the sentences,
encouraging them to use the correct intonation.
CD3 track 37
they hear. Tell them to be sure to use the correct
intonation.
Students then write down the sentences.
Check as a class.
CD3 track 37
Who was on the phone?
I hope I get the job!
What are your plans for tomorrow?
Did I? No I didnt!

Ask some students to report back to the class.
Extra activity
the questions in exercise 9. Monitor and check their
intonation as appropriate.
Answer Key
1 were your friends doing (past continuous)
2 Have you ever made (present perfect)
3 Did anything interesting happen (past simple)
4 going to do? (future infentions)
5 Will you buy (future will)
6 What are your parents doing (present continuous)
108

Unit 9,
1, Lesson 7,
1, Writing
Lesson Aims:
Students write an opinion essay and practise editing and checking their own work.
Writing
An opinion essay
Warmer
Brainstorm the advantages and disadvantages of text
messaging with the class. Write students ideas on the
board.
CD3 track 38
Students read the questions.
listen for the answers.
Answer Key
1 Letter, email, phone, chat rooms, face to face, text message and
social networking sites.
2 Face to face.
3 They are agood way of keeping in touch with alot of people,
especially if they live far away.
2 Read the Language focus box together and discuss

the importance of checking your work.
In pairs, students read the sentences, match them
with the types of mistake and then correct them.
Answer Key
1 c To conclude,
2 b Text messaging is acheap option, ...
3 acommunicate
4 e have used
5 d do
Step 1: T
ell students to think about the advantages and
disadvantages of social networking sites and then
decide on an opinion about them it does not
have to be their true opinion, but they must be
able to defend it with arguments. Tell them to
write notes giving three arguments in favour of
their opinion. Write your own notes on the board
as amodel.
board to make sentences. Then ask them to
work on their own sentences. Help as necessary.
Tell them to organise their sentences into three
paragraphs as shown in the model essay.
Step 3: Students check their essays, using the Language
focus box as achecklist. They make sure that they
have included avariety of linkers.
Collect the blogs in for marking and feedback.
Fast finishers exchange essays with apartner and
read and correct their partners text.
Extra activity
Ask students to decide if they agree or disagree with
Joanne, and to give their reasons. Tell them to think
of the advantages and disadvantages of face-to-face
communication, emails and social networking sites.
Discuss as a class.
3 Read out the linkers in the box and ask students to
tell you what type of conjunction they are (result,

contrast, sequencing, etc.).
Students read the sentences, then rewrite them using
the linkers in the box and the clues in brackets.
Students compare their sentences with apartner.
Answer Key
Possible answers
1 Ibelieve some teenagers stay up too late sending messages.
2 Texts are easy to send. As aresult, some people send far too many.
3 Making phone calls can be expensives, whereas sending texts is
cheap.
4 There are several advantages of sending texts. Firstly, texts are
cheap. Secondly, you can send them from anywhere. Finally, they
dont take long to write.
5 On the one hand, texts are easy to send. On the other hand, they
can become addictive.
109
Unit 9,
1, Lesson 8,
1, Progress
Vocabulary
check
1, Reading 1
Lesson Aims:
Warmer
6 Tell students to use the prompts to write questions.
Use the texts on pages 126127. Divide students into

two groups. Tell them that youre going to read part of
atext and that they should guess what type of text it
is, eg T: 450 grammes of smoked salmon, chopped into
small pieces. SS: Its arecipe. The group that shouts out
the name of the text type correctly first, gets apoint.
The written word

1 Students read the words in the box and complete the
sentences.
Answer Key
1 headlines, articles
2 adverts
3 recipe
5 travel guide
Adjectives with -able and -ible

2 Students read and choose the correct adjectives.
Answer Key
1 unacceptable
2 reasonable
3 invisible
4 unbearable
5 reliable
3 Students read and choose the correct answers.
Remind them to look at the time words and phrases

to help them choose the correct tense.
Answer Key
4 had
5 arent going
Fast finishers translate the sentences into Polish.
4 Students read the text and complete it with the

They compare with apartner, then check answers
with the class.
Answer Key
1 love
2 will be
3 is being released
4 has
5 designed
6 was sold
5 Students read the answers and write suitable
questions.
Allow them to compare answers with apartner, then
check answers with the class.
Answer Key
1 Have you written lots of articles?
2 Will you use that recipe?
3 Were you reading that travel guide when Iarrived?
4 Had you already read the instruction manual?
5 Are you going to start ablog?
110
Answer Key
1 What did you do yesterday?
2 What are you going to do next weekend?
3 How long have you had your mobile phone?
4 What are you doing now?
5 What were you doing at ten oclock yesterday morning?
6 How will people communicate in the future?
Cumulative grammar
Answer Key
1 do you know
2 was sent
3 has become
4 are
4 had sent
6 admitted
7 are still developing
8 will happen
Extra activity
Tense review
1 read
2 will send, dont hear
3 listen
They then answer the questions so that they are

truefor themselves.
Check questions with the class.
Choose asimple text, eg about the first Polish

postage stamp: http://www.stampspoland.nl/series/
prewar/0001.html and do ashrinking dictation.
Getthree people to leave the classroom (alternatively
get them to put their headphones on and to play
some music). Read the text to the class telling
students to remember as many details as possible.
Then ask one of the students outside the classroom
(or with headphones on) back to the class to listen to
the story this time told by the students. Prompt each
student to give ashort piece of information so that
everyone in the class has achance to say something.
When this has finished, asecond student is asked
back in the classroom. This time the student who has
just heard the story from all the other students, tells
the story with everyone else listening to make notes
of any information that is not mentioned. Then the
last student from outside the classroom enters the
classroom and listens to the story told by the person
who entered it before him. The story will naturally
shrink each time it is told. At the very end of the task,
the class should say what information was missing to
make it complete again (like at the start).
their own. You can use these for revision or as an
informal test.
Unit 9,
1, Lesson 9a,
1, Vocabulary
Exam Practice
1, Reading
poziom podstawowy
1
Lesson Aims:
Students practise exam skills listening and reading for specific information, using language
functions and lexical and grammatical items in context; they do matching and multiple choice exam tasks.
Warmer
Ask students to look at the different parts of the exam
and to say what exam tips they would give someone
who is going to do this exam.
CD3 track 39
Students read the instructions.
Play the CD. Students listen to it and do the exam
task.
CD3 track 39
Bruce
Hi, Celine. An SMS from your boyfriend?
Celine Oh, hi Bruce. No, its not atext message. Ive just finished
reading what my brothers posted on the Internet about
his travels around Europe.
Bruce
Cool. Hows Clark? How long has he been gone?
Celine He left with his girlfriend, Tracy, six months ago and has
written regularly about their journey.
Bruce
So whats he writing about this time?
Celine Its astory about some trouble he had because he bought
aphone and couldnt use it.
Bruce Why didnt he read the manual? When Ihad aproblem
with my smartphone last week thats what Idid.
Celine There was no manual because he bought the phone from
aman on amarket. Luckily, Tracy read about what to do in
such asituation on the problem page of ayouth magazine
afew days before and she told him what to do.
Bruce You know what they say: Behind every successful man,
theres asuccessful woman. Anyway, what are their plans
now?
Celine Well, tonight, theyre going out for dinner. Clark found
arestaurant on awebsite about food in different countries
and the person who wrote about the restaurant said it had
very good pierogi.
Bruce Hmm It makes me hungry. Shall we have something to
eat?
Celine
Yeah. Lets go.
Answer Key
1.1 E 1.2 C 1.3 B 1.4 D
CD3 track 40
task.
CD3 track 40
2.1
A So what do we need for the salad? Some tomatoes?
B Just let me see No. But Ithink we should get some cucumbers
and olives.
A Are you sure? Its an Italian salad. Check it out again, please.
B Iunderstand what kind of salad it is but look there are no red
vegetables here.
A Well, then, it means that we need to go and find the other things
that we need.
2.2
Ifound it while preparing apresentation about romantic literature and
loved it. Its totally different from the poems you find in the library.
Its short and uncomplicated but it really moves me. The poem is
about areporter who interviews asingle person on St Valentines Day
and its clear that the person who wrote it mustve been very lonely.
Idownloaded it onto my mobile and Im now thinking that we could
publish it in our school magazine.
2.3
A Im not sure. Do you really like it?
B Yes, just look at the picture. Its really colourful.
A Isaw an article which said that the colours only seem natural
thanks to some chemicals.
B Come on, lets read the label see? There are lots of vitamins in it
so it must be healthy.
A OK, lets hope it tastes as good as it looks.
2.4
Now my collection consists of 78 items. Ikeep all those papers in
alittle box under my bed. Whenever Ifind one that Ilike, Iwrite the
date on it. Ialso make asmall drawing on each new one to express
my emotions and to add some life to the black and white letters.
Sometimes, the drawings are funny and other times sad or serious but
they always remind me of how Ifelt at particular moments of time.
2.5
Its got alot of information but the best thing about it is that it gives
you instructions about how to stay out of trouble. For example, it tells
you where you shouldnt use your mobile or which words mustnt
be said in front of people you dont know very well. Theres also one
chapter with some very useful expressions that you may need for
everyday communication. Yes, youve got to have it if youre going to
France.
Answer Key
2.1 A 2.2 C 2.3 B 2.4 C 2.5 A
3 Students read the instructions carefully and do the

exam task.
Answer Key
3.1 A 3.2 B 3.3 C

exam task.
Answer Key
4.1 C 4.2 A 4.3 B
111

exam task.

exam task.
Answer Key
Answer Key
5.1 C 5.2 C 5.3 A 5.4 B
7.1 C 7.2 A 7.3 A
Homework Encourage students to do a reflective

activity. Get them time to think back to the exam
tasks that they have done and say what they found
easy or challenging about them. Brainstorm ways
of improving their language and exam skills for the
future.
exam task.
Answer Key
6.1 B 6.2 D 6.3 E
Unit 9,
1, Lesson 9b,
1, Vocabulary
Exam Practice
1, Reading
poziom1rozszerzony
Lesson Aims:
Students practise exam skills listening and reading for specific information, using lexical and
grammatical items in context and writing an email; they do multiple choice, true/false and translation tasks.
Warmer
Tekst 2
Today, were going to have a quick look at the latest phone that
everyone has been waiting for. What you notice first is the completely
new design. With a wider screen and silver grey back, this phone looks
nothing like the previous model. Were sure that many people will also
like the colourful covers, which you can put on your phone in a few
seconds. However, the most important benefit is that when you buy
this phone, you can download all the available apps for free for the
first year.
The obvious downside is the weight, as the new model is about 20%
heavier. Next, some of the applications that we tested took longer
to load, which is not a good sign. Finally, we couldnt use some of
our favourite apps from the previous model. So we believe that the
producers should work on the operating system and give us the
chance to enjoy our favourite apps again.
All in all, we recommend waiting for the new system before you
decide to get this phone. The apps may be free, but who wants to
wait for ages to play their favourite game?
Tell students to look at the different parts of the exam

and decide what exam tips they would give someone
who is going to do this exam.
CD3 track 41
task.
CD3 track 41
Tekst 1
Mum Hi Ali, what are you doing?
Ali Hi, Mum. Im tweeting about our last history class. Afew
people were absent and Ineed to let them know what we did
and what our homework is. Iwant to send the tweet as soon
as possible, or Ill have to answer the same questions every
time somebody calls me.
Mum Whats atweet? Is it something like atext message?
Ali Yes and no, really. You can only type 140 characters in atweet,
and there are up to 160 in atext message, but you can also
add pictures to atweet.
Mum Well, Ithink that you can send photos in text messages as well.
Ali In fact, these are called multimedia messages. But when
you use Twitter, you dont have to send individual messages
to everyone on your contact list. You just tweet once and
everyone can read it.
Mum Everyone? It sounds really dangerous.
Ali But if you want to, you can only allow your friends to read
your messages.
Mum Imight try it some time, but Idont know if Ill be able to use
it on my phone. Itd be agood idea to post photos this way
when were on holiday.
Ali Dont worry, Ill show you how to do it, but Ineed to finish my
tweet now and then go to my football practice. It starts in half
an hour and if Im late, the coach will make me do some extra
warm-up exercises.
112
Answer Key
1.1 C 1.2 B 1.3 A 1.4 A 1.5 A 1.6 C
CD3 track 42
Play the CD. Students listen to it and do the exam task.
CD3 track 42
Daniel What are you having for dinner today, Alice?

Alice Well, both my parents have to stay at work till late
afternoon, so Im cooking today. Im going to make paella.
Daniel Iknow what that is: the Spanish dish with chicken, rice and
vegetables. Did you find the recipe in the cookery book you
got for your last birthday?
Alice No, not this time. Iactually found this recipe on the Easy
Food blog.
Daniel What is that exactly?
Alice Well, its awebsite run by two guys from Spain and agirl
from Portugal. The idea is that all the dishes they recommend
shouldnt take any more than 50 minutes to prepare.
Daniel Sounds cool. Do you have to pay to read their blog?
Alice Well, they ask you to send one recipe ayear, and if you do
this, its free. But if you dont contribute, you have to pay
afew euros ayear. Ithink its afair deal.
Daniel Absolutely. Ithink Ill give it atry. Ieven know what recipe
Ican add to their blog!
Answer Key
2.1 F 2.2 F 2.3 P 2.4 F

exam task.
Answer Key
3.1 B 3.2 E 3.3 A 3.4 D

exam task.
Answer Key
4.1 D 4.2 C 4.3 A

exam task.
Answer Key
5.1
5.2
5.3
5.4
5.5
was writing a poem

it was released
Have you ever sent
doesnt usually use
used to say

exam task.
Answer Key
6.1
6.2
6.3
6.4
6.5
does she check

didnt / did not buy
ve / have just posted
ll / will never replace
d / had already asked

exam task.
Homework Encourage students to do a reflective

activity. Get them to think back to the exam tasks
they have done and say what they found easy
or challenging about them. Brainstorm ways of
improving their language and exam skills for the
future.
113
Interface
Revision 3
Unit 1, Lesson
Revision
3, Lesson
1, Vocabulary
1, Vocabulary,
1, Reading
Grammar
1
Lesson Aims:
Students revise and practise some vocabulary from units 79 through aword search; they read atext
about the Guiness World Records and revise grammar from units 79.
Vocabulary
Grammar
Warmer
Warmer
Ask students to write nine words that they find

challenging on asmall piece of paper, with at least three
words coming from the three revised units. Students
then pass their pieces of paper two places to the right.
Once students have swapped their papers, tell them to
use the vocabulary to write down some sentences or
ashort story. Each student then shows his/her work to
the student who wrote the words on the piece of paper
initially. In pairs, students check if the sentences/stories
are comprehensible.
1 Ask students to look at the wordsquare for no more

than two minutes to try to find the words.
Students then read and complete the sentences by
choosing the correct words.
Tell students to find in the wordsquare the words
they chose to complete the sentences.
Check the answers together.
Extra activity
Prepare about 18 words translated into Polish that
come from the revised units. Draw anoughts and
crosses board on the board. Number the squares on
the board and stick one word on each square with
Blu-Tack. Students work in two groups. Each group
chooses asquare and has to translate the word
correctly into English to get anought / cross on the
board.
Ask students if they have heard of the Guinness World

Records. If so, find out what they know and ask for
examples of world records, eg the longest nails, the
highest lake. Ask students what record they would like
to set or break if they could.
Go to http://www.guinnessworldrecords.com with your
students to discuss some ideas for setting some new
world records. Ask students if they have ever heard
about the fastest touch-screen text message record
officially broken with aFleksy keyboard? The person
who achieved the fastest time for typing atext message
on atouch-screen mobile phone is aBrazilian teenager
called Marcel Fernandes Filho, who typed the following
text in 18.19 seconds:
The razor-toothed piranhas of the genera Serrasalmus
and Pygocentrus are the most ferocious freshwater fish
in the world. In reality they seldom attack ahuman.
Marcels story is available on http://www.
guinnessworldrecords.com/news/2014/5/fastest-touchscreen-text-message-record-officially-broken-with-fleksykeyboard-57380/
Ask students if they would be interested in trying to
break this record.
1 Write the following on the board:
1955
Ross and Norris McWhirter
Finnish
Sir Hugh Beaver
1,000
Ask students to read the text quite quickly and
match the words and numbers on the board with
the relevant paragraphs, then ask them to write
down the significance of each item. Help with any
vocabulary problems.
Now ask students to read the text more carefully and
to choose the correct verb forms.
They check their answers in pairs.
Answer Key
1 is published
2 are sold
3 is translated
4 was hunting
5 was trying to
shoot
114
6 was
7 argued
8 there was
9 told
10 he knew
11 supplied
12 said
13 were given
14 was called
15 was published
16 is published
17 will be sold
18 is called
Fast finishers write three true/false sentences

based on the text. When the class has finished and
corrected exercise 1, the fast finishers read out
their sentences for the class to solve.
2 Look at the first sentence together and ask students
to identify the two mistakes.

Write the correct sentence on the board.
Ask students to find the mistakes in sentences 26
and write the correct sentences in their notebooks.
Ask students to check their answers in pairs.
Ask different students to write the correct sentences
on the board.
Make sure students understand the reason for the
corrections and refer them to the relevant Grammar
reference pages if necessary.
Answer Key
1 Did Jane Austen write Emma?
2 When will the World Cup be held in Qatar?
3 Who was radium discovered by?
4 Was the 10 kilometres race won by Justyna Kowalczyk?
5 Did one person post those videos?
6 Who was the date of the wedding announced by?
Extra activity
Tell students that theyre going to play a grammar

auction game. Prepare a number of (in)correct
sentences from Units 79, adding some from students
own writing. The sentences should contain the
grammatical structures from the revised units. Divide
students into four groups. Read the first sentence
and set a time limit of two minutes for them to think
whether the sentence is correct or not. The group
whose students raise their hands first answer the
questions. Give points for correct answers. The group
with the most points at the end wins the game.
Answer Key
1 He asked if the Winter Olympics had ever been held in Australia.
2 The telephone was invented by Alexander Graham Bell in 1876.
3 He told me that he had played tennis beofre.
4 Iasked him when he would come to visit me.
5 The American scientist Gordon Gould invented the laser in the 1950s.
6 When was The Hobbit made?
Homework Ask students to finish the following

sentences at home:
1 I am going home now, but ...
2 I have just realised I ...
3 I was finishing my homework when ...
4 I have forgotten ...
5 If I hadnt overslept yesterday, ...
6 He asked me if ...
Fast finishers write some more sentences with

mistakes for the class to correct.
3 Elicit the first question in the new form and write

iton the board.
Ask students to write the other questions in their
notebooks.
They check their answers in pairs.
Ask different students to write their answers on
theboard.
Help with any problems with word order.
Unit 1, Lesson
Revision
3, Lesson
1, Vocabulary
2, Sketch, 1,
Project
Reading 1
Lesson Aims: Students listen to, prepare and act out a sketch; they create a book of records for their school and
present it to the class in the form of a presentation or poster.
Sketch
Prepare to act
The videophone

Warmer
Write the title of the sketch on the board (The
videophone). Ask what it means then tell students to
work with apartner to decide what they think will
happen in the sketch. Give them three clues: aman in
acaf, apromise, the police. Ask them to talk about the
clues and the title in pairs and then compare ideas as
aclass.

Ask students to cover the sketch and read the true/
false questions.
Play the CD.
Elicit answers to the questions but dont say whether
they are correct.
Answer Key
1 F 2 T 3 F 4 F 5 T
115
Sketch
Ideas
1 Give students afew minutes to read and answer the
CD3 track 43
in the sketch.
Act!
3
CD3 track 43
In groups of four, students decide who will play each
role.
the sketch and, if possible, to bring them to the next
class.
movements.
Allow enough time for them to rehearse. Let them
hear the recording again if they want to.
Extra activity
Students imagine that the friends are at the police
station. They write a short sketch including a fifth
character, a police officer. Remind them to include
information about what happened, and what the man
looked like.
.
Project
Your schools book of records


need to provide card, scissors and glue to make the
posters.
Warmer
Ask students to work in small groups to make
afivequestion quiz about records. Point out that they
need to know the answers themselves. When they have
finished, number the quizzes, then put them on the
wall. Ask students to go around the room answering the
quizzes in their notebooks. Tell them to use the numbers
to avoid confusion. Check answers as aclass. Example
questions: What is the highest mountain in Africa?
(Kilimanjaro) Who is the fastest man on Earth? (Usain
Bolt) Which is the highest capital city in the world?
(LaPaz).
Quickly read through the six steps to give students
116
questions. Encourage them to be imaginative.
Group work
2 Ask the students to get into groups of up to four and
to choose aspokesperson.
Tell them to read and discuss the questions one by
one.
Write
isgoing to research and write about.

Individually, students research and write ashort
paragraph, answering the points in the Write box and
adding any other relevant information.
Check
4 Ask students to exchange their paragraphs with

Visuals
5 Ask students to find or to take photos or draw
pictures to illustrate their paragraphs. They can do

this at home.
Display

Display the finished posters and/or listen to the group
presentations.
Have aclass vote to decide on the best poster and/or
best presentation.
Extra activity
As a class, choose some of the safer, easier activities in

the class and find out who can set or break the class
record. Tell them to write a report afterwards.
Workbook answer key

Starter unit
1 2
3
4
5
6
7
2

m (am)
s (is)
Are you
s (is)
Do you speak
speak
8
9
10
11
12
13
speaks
are
like
likes
Can he
does he go
Food: pizza, banana, rice

School subjects: biology, English, geography
Sport: basketball, badminton, swimming
Transport: aeroplane, bike, taxi
Countries: Ireland, Italy, Venezuela
Adjectives: difficult, interesting, shy
Weather: cold, snowy, sunny
Places: cinema, library, school
3 school bag
4 Students own answers
5 2
3
4
5
love
come
was
has taken
6
7
8
9
met
has always done
spend
look forward
6 1 have tried/have been trying

2 hasnt answered, hasnt been answering, wouldnt
answer
3 have been watching
4 want/wanted
5 am not going to
6 was watching/watched
7 broke
8 will come
9 are watching
7 1
2
3
4
5
How often do you wash your hair?

What is Jo doing at the moment?
Have you ever been to Manchester?
Would you like to do it?
When is your mothers birthday?
8 2
3
4
5
borrow, a
pronounce, c
think, e
mean, d
Vocabulary 1
become rich
go abroad
change school
move house
take agap year
start your own business
2 2 a 3 e 4 g 5 b 6 f 7 d
3 1
2
3
4
5
start my own business

move house
become rich
change school
take agap year
3 1
2
3
4
5
used to spend
wins
had
used to
goes
4 2 used to have; didnt use to have

3 didnt use to meet; used to meet
4 didnt use to spend; used to spend
5 1 Did people use to spend more time cooking
20years ago?
2 What did you use to do in your free time when you
were ateenager, Granny?
3 Did your brother use to annoy you when he was
younger?
4 Where did you use to go to school before you
moved to this town?
5 What did you use to watch on TV when you were
six years old?
6 2 used to ride
3 did you use to do
4 did you use to watch
5 used to go
6 used to show
7 did you use to listen to
8 used to listen
9 used to spend
10 used to visit
4 gets
5 dont remember
6 do; retire
has
doesnt drive
drives
spends
wears
doesnt work
doesnt have
werent
10
11
12
13
14
15
16
17
used to work
used to buy
didnt use to go
did things change
didnt have
gave
won
changed
Speaking
1 1 in
2 on, on
3 looks
4 looks like
2

Grammar 1 and 2
1 1 doesnt make
2 talks
3 Does; dream
Q: did you win

A: won
Q: were you
A: wasnt; arrived
Q: did they break up
A:broke up
Q: did he lose
A:left
Q: did you take
A:didnt take it; took
Q: did they ask
A:didnt ask; made
7 2
3
4
5
6
7
8
9
Unit 1 Changing lives

1 1
2
3
4
5
6
2 1

2

3

4

5

6

track 01
Were on holiday in this photo. Im with my friends,
Joe and Sam. It was alovely sunny day. You see, theres
blue sky at the top of the photo. Im in the middle, Joe
is on the left and Sam is on the right. Wed had avery
busy day of sightseeing and Joe looks very tired, dont
you think? Actually, Ithink Sam looks like Johnny Depp
here!
3 1 left
2 middle
3 taken
4 behind
5 on
6 like
117
4, 5
track 02
Girl: Do you want to see my holiday photos?
Boy: Yes, please. Who are they?
Girl: This is aphoto of me and my cousins Mark and
Carole. Im on the left, Carole is in the middle and
thats her brother on the right.
Boy: Where was the photo taken?
Girl: Were in France. The castle behind us is in the
Loire Valley.
Boy: What were you doing there?
Girl: Iwas on holiday with my uncle, aunt and cousins.
We had an amazing time!
Boy: That castle looks like its haunted.

Culture
1 1 D 2 C 3 A 4 F 5 E 6 B
2
track 03 [for audioscript see p9 of WB]

1 c 2 b 3 a 4 c 5 b
3 1 i 2 g 3 c 4 f 5 a 6 h 7 d 8 e 9 b 10 j
Vocabulary 2
1 1
2
3
4
5
look forward to
agree with
talk to
worry about
participate in
2 1
2
3
4
5
with
on
to
about
to
3 2 c 3 f 4 a 5 b 6 e 7 g 8 h
4 1
2
3
4
5
6
7
worry about
wait for
agree about
depend on
talk about
argue with
look forward to
Grammar 3
1 1 O 2 S 3 S 4 O 5 S 6 S 7 O
2 1
2
3
4
5
6
Who did you look at?

Who smiled at you?
Who did she wave at?
Who did he speak to?
Who gave you that number?
Who stole the money?
3 1
2
3
4
5
6
What happened on the way to school?

What did she buy from the shop?
What is he hiding from us?
What frightened them?
What are they stealing?
What fell out of the sky?
4 1
2
3
4
5
6
Who wrote Hamlet?

What did Shakespeare write?
Who created Mickey Mouse?
What did Walt Disney create?
Who started Facebook?
What did Mark Zuckerberg start?
5 1 Who did you meet outside the cinema? / O

2 What fell out of your bag just now? / S
3 Who usually does the washing up in your family? / S
118
4
5
6
7
What did you dream about last night? / O

Who makes the most noise in your family? / S
What happened at the end of that film? / S
Who do you talk to when youre worried? / O
Writing
1 1
2
3
4
5
6
there
are you doing
Whats new with
cant wait to hea; your news
Lots; love
for now
2 1
2
3
4
5
6
7
8
How are things

It was brilliant,
Our last evening was great
Were all planning to meet up
What have you been up to
Icant wait to hear from you
please write soon
Bye for now
4 1 Two
2 At acampsite at Newgale.
3 By train and bike.
4 They went surfing.
5 Dan
6 She had areally great singing voice.
Progress check
1 1 b 2 e 3 f 4 a 5 c 6 d
2 1
2
3
4
5
start (my) own

become rich
gets (into) trouble
move house
going abroad
3 1 She didnt use to participate much but now she

does.
2 What did you use to dream about, Grandma?
3 They never agree about anything.
4 What happened to Keira after she dropped out?
5 Who did you miss most after you changed school?
6 She used to worry about exams but now she
doesnt.
4 2 A 3 C 4 C 5 C 6 C 7 A 8 C 9 A 10 A
5

track 05
Even when he was ayoung child, Ben Adams loved
surfing and skateboarding. He was also very interested
in fashion and enjoyed designing his own surfing
and skating clothes. When he was only 15, he won
aprize for his T-shirt designs, and during the summer,
he went to work for Fashion First in New York.
At16, he dropped out of school and started his own
clothes company, Skate and Surf. He is now 17 and
amultimillionaire. We interviewed him at his home
inMalibu, California.
Q: What happened when you dropped out of school?
BA: My mum was worried but my dad wasnt.
Q: What did your teachers say?
BA: They didnt care. Iused to dream in all the classes
except sport and PE.
Q: Did you use to get into trouble?
BA: Im afraid so but the teachers all like me now!
Q: What did you miss when you left school?
BA: Imissed being with my friends at first but now Ive
got anew bunch of friends.
Extension
1
1
2
3
4
5
6
7
8
9
10
11
grew up
used to spend
learnt
started
was planning
were helping
changed
was surfing
was having
was lying
attacked
Exam Practice
12
13
14
15
16
17
18
19
20
21
22
pulled
lost
is
didnt give up
gets
started
surfs
wins
helps
wrote
doesnt star
track 06
Presenter: Welcome to Begin Again, the programme
about people who made big changes in their lives.
We have Eddie Berry on our programme today.
Eddie, tell us about the big change in your life.
Eddie: Two years ago Iwas doing badly at school. My
parents and teachers told me to work harder but
Ijust argued with them. The exams were getting
closer and closer but Icouldnt concentrate. We
live near the sea, in Newquay, and Iwas spending
all my time surfing. Four months before my exams,
Idropped out of school. My parents were furious
and didnt speak to me for two weeks. Igot ajob
at the surf shop and did that for amonth. But it
was boring and Ididnt have much time to surf.
So then Igot ajob working in arestaurant in the
evening. Idid that for two months but it was very
tiring. The future was starting to look bad. Iwasnt
earning alot of money, Iwas tired all the time and
all my friends were busy studying for their exams.
Idecided Iwanted to go abroad but Ineeded
money. One night when Iwas going to bed, Ihad
an idea. Idecided to start asurf school. Iput an
advertisement in the local paper and got afew
replies from people who wanted to learn to surf.
Ibought some surfboards and wetsuits and started
to give lessons. They went really well and my first
customers told their friends about me. Then it was
the school holidays and lots of tourists with children
came to Newquay, our town. There were lots of
young kids who wanted lessons. Iwas making 200
aday so Iwas able to save alot of money. At the
end of the year, Ihad enough money for aflight
to Australia. Iflew there in December and spent
Christmas day surfing on Bondi Beach. While Iwas
in Australia Itaught surfing and that paid for my
stay. Iwas there for three months altogether. When
Igot back, Idecided to start my own business
asurf shop and abig surf school. The bank is going
to lend me the money to start it. Im very positive
about the future.
problems at school
arguments with parents
surfing
starting abusiness
travelling
Christmas
working in arestaurant
teaching children
3 2c 3 f 4 e 5 j 6 g 7 h 8 i 9 d 10 l
Poziom podstawowy
1
track 07
Tekst 1
Ania: Hi Rob, how are you getting to school tomorrow
morning?
Rob: Hi Ania, Im not sure yet. Why are you asking?
Ania: Well, Ineed your help. Ive had an argument
with my mum and Idont want to go in the car
with her. Isometimes take the bus, but Ihave no
money for aticket tomorrow. So could Igo with
you and your mum?
Rob: Sure. Iwas actually planning to ride my bike, like
Iusually do, but well definitely go by car with
my mum, if you want.
Ania: Thanks alot Rob! Ill wait for you in the morning
then.
Rob: No problem. See you then!
Tekst 2
Hi Miley, its Nina here. Im calling about what were
going to do on my birthday. Ive just had an argument
with Ada who said that she wanted to go to the cinema
to see anew film, but Idont want to do that. Ive got
two ideas: to either go bowling or to aconcert, but
now Ithink that bowling is the best option. Afterwards
we can go to my place if we want to. What do you
think? Im really looking forward to seeing you!
Tekst 3
Eddie: Welcome home John! How was your holiday?
You must be rested!
John: Well, not exactly. When Iwas younger, Iused to
go on holiday with my parents and didnt have
to worry about anything.
Eddie: And now?
John: Well, me and my friends were really looking
forward to going to the seaside, but the
weather was so bad that we changed our plan
on the way, and headed south to go hiking in
Bieszczady instead.
Eddie: Was the weather any better there?
John: Sure, it was hot and sunny but we had lots of
beach clothes and no trekking shoes. So it was
an exhausting holiday in great weather.
Tekst 4
Marta: So, who are the people in the picture with you?
Kinga: Theyre my family from the US: my cousins
Kasia and Daniela and me in the middle holding
the baby crocodile!
Marta: Wow, where is that place?
Kinga: Perhaps you can guess where we went to?
Marta: Well, its quite hard to tell. Ah, it looks like
atotally wild place for sure.
Kinga: Yes, it does, but its only azoo in Florida. Oops,
look at the time. Ithink wed better go back to
class now.
Marta: Oh, Ididnt hear the bell, did you?
Tekst 5
Hi, my names Suzie and Im16 years old and Ive just
moved from California to Warsaw with my family. My
life has changed completely. Im taking agap year
now and it feels abit strange not to be doing anything
the whole day, so Id like to make some new friends
in Poland and have decided to start this lifestyle blog
for teens. Im looking for some inspiration. What are
the really cool places to go here? Where should Ihang
out? You know, Iwant my friends in the US to see what
Warsaw is all about and where there is to go to have
119
fun and, at the same time, not to spend too much

money. So, do write to me and let me know whats
worth seeing in this beautiful city. Ilook forward to
hearing from you all!
3.1. P 3.2. F 3.3. P 3.4. F
1.1. A 1.2. B 1.3. A 1.4. A 1.5. A

Poziom rozszerzony
2

track 08
Family festivals
Tekst 1
If you worry about taking your kids to amusic festival,
have no fear. It all depends on the type of festival and
its setting. There are over 100 family-oriented festivals
in the UK. For me, the most important thing is for my
children to have agreat time because then Ido too.
Alot of these festivals are really popular. So Ialways
think its agood idea to start thinking about the right
one early enough to guarantee getting the tickets and
abetter price.
Tekst 2
If you dream about having awonderful short holiday,
then going to afestival of arts, with all its creativity
and imagination, is agreat idea. Regarding this,
Iwould definitely recommend the Three Wishes Faery
Fest. It is fabulously located with many beautiful
views and gardens. Yes, Ijust love the scenery there.
Theres even aFaery School where your kids can
transform themselves into little fairies. And if you need
accommodation for your stay, campervans are available
on site.
Tekst 3
The festival that Ireally look forward to is the Chilled in
aField one. Its tiny and really well organised. Theres
live music, lots of activities for kids and areally friendly
atmosphere. Theres also abarbecue place which is
free for anyone to cook on. Iused to go there with
my parents when Iwas little and Istill go there, to be
honest. The best thing is that Ive made many friends
there over the years and Istill enjoy their company there
every year.
Tekst 4
Sometimes, its really hard to choose which family
festival to go to. There are just too many options. Some
of them offer music, while others have workshops for
children or even aswimming pool or circus on site.
But Iprefer the smaller ones with afamily atmosphere
and some good activities for kids. Iguess it all depends
on your interests, the time of the year and the age of
your children. All the same, its important to choose
afantastic place to have arelaxing time with your family.
2.1. D 2.2. C 2.3. B 2.4. A
120
track 09
Alife-changing event
Every week, millions of people buy lottery tickets hoping
that abig money prize will be the cure for all their lifes
problems. But what actually happens when you win
afortune or think that you have won it. Well, not long
ago, there was aguy who had awinning ticket who
rushed over to the newsagents with agrin on his face:
No more boring jobs. Iwill be afree man tomorrow!
the man thought.
The only thing was that when the assistant put the
ticket through the machine, he said Sorry, better luck
next time and threw the ticket into the bin.
What? What have you done? That is my winning ticket.
Give it back to me! the man shouted.
As it sadly turned out, the numbers were all correct but

the date was wrong: Sorry, better luck next time the
assistant said again.
UNIT 2 Literature
Vocabulary 1
1
Y P O E
C R
I M E
R Y
P D H
L D N N W L
B E A
I
X D
C R O M V
V V P O C A M I
G Y E
F G W T
R H N
A E
Y E
P A K W L A X T
C N U O O B H E
O T
M A Z
I
B U
Y N R H M R
T C C V K Y C E
S H R Z
C Y C Y
2 1
2
3
4
Z V O D D
L U P Q V
poetry
adventure
biography
play
5 science fiction
6 thriller
7 fantasy
8 crime
3 1 short story
2 fantasy
3 science fiction
4 historical fiction
5 adventure
6 autobiography
4 1 non-fiction
2 adventure
3 autobiography
4 romance
5 science fiction
6 historical fiction
Grammar 1 and 2
1 1
2
3
4
5
6
was working
were looking for
was reading; was reading
were you thinking; was talking
wasnt looking; was speaking
were buying; was trying
2 1 Did you have

2 Were you listening
3 Did the phone ring
4 Were you living

5 Did you move
3 1
2
3
4
was getting; went

saw; was drying
was putting; jumped
screamed; ran
5 was looking; felt

6 pointed; realised
7 started; picked
4 1
2
3
4
5
6
When did you start reading it?

What were you thinking about when Adam arrived?
Where did you travel last summer?
Who was Sam talking to?
How long did you live there?
What time were you watching ahorror film?
5 2
3
4
5
6
7
8
9
10
11
12
was watching
overheard
looked
saw
stopped
did you stop
didnt do
was riding
ran
were wearing
didnt know
13
14
15
16
17
18
19
20
21
22
wanted
couldnt
crashed
fell
arrived
arrested
did the police say
were
was cycling
made
6 1
2
3
4
while
while
when
While
5
6
7
8
When
while
when
while
4 1 text message
2 public library
3 school holiday
Grammar 3
1 2 e 3 c 4 a 5 b
Speaking
1 1 honest
2 reckon
3 prefer
2
4, 5
4 ask
5 agree
6 opinion
track 10
Girl: What do you think of Rihannas new song?
Boy: To be honest, Ithink all her songs sound the
same.
Girl: Ireckon her new album is her best. Its much
better than her last one.
Boy: Iprefer heavy rock to pop music, though.
Girl: Heavy rock? If you ask me, heavy rock is just
noise.
Boy: But dont you agree that The Wombats last
concert was fantastic?
Girl: In my opinion, that was the worst concert in the
world!
3 1 ask
2 about
3 to
4 agree
5 opinion
6 honest
track 11
Boy: Ilove science fiction films. What do you think of
them?
Girl: If you ask me, Ithink theyre all the same. Iprefer
thrillers.
Boy: Ilike thrillers too. What about romantic
comedies?
Girl: Ireckon most of them are alittle silly. Iprefer
historical films to romantic comedies.
Boy: Historical films? But dont you agree that
historical films are boring?
Girl: No, Idont agree. In my opinion, youre
completely wrong.
Boy: To be honest, Ithink fantasy films are the best.

Culture
1 2 3 4 6
2

1 F 2 T 3 F 4 F 5 DK 6 T 7 T
3 1 f 2 h 3 g 4 a 5 e 6 c 7 b 8 d
g
d
b
a
f
e
2 1
2
3
4
5
6
7
best-seller
graphic novel
popular press
public library
secondary school
social life
paperback
computer program
love letter
post card
school holiday
text message
bookshop
3 1 love letter
2 postcard
3 graphic novel
2 1 had drunk
2 hadnt finished
3 hadnt read
4 had played
5 hadnt taken
3 1
2
3
4
5
6
7
8
had broken
hadnt been
had made
hadnt read
had written
hadnt left
had read
hadnt heard
4 1 Had she written alot of poetry before she joined

that writing class?
2 Did they want to read the book after they had seen
the film?
3 Ihad just turned the last page of ascary thriller
when there was aknock at the door.
4 What had Marie written before she wrote her
autobiography?
5 Ihadnt tried writing poetry until our teacher made
us do it for homework.
5 1 She hadnt read much when she lost the book.
2 He started reading anew thriller after hed got into
bed.
3 Ihad read an article about the author before
Ibought one of his books.
4 By the time Martin arrived, they had eaten supper.
OR They had eaten supper by the time Martin
arrived.
Writing
1 2 b 3 c 4 g 5 d 6 a 7 f
2 2 won
3 sold
4 title
5 becomes
6 narrated
7 Then
8 However
9 recommend
10 enjoy
4 1
2
3
4
5
Vermeer
in the Netherlands
Griet herself
aservant
She finds out that Vermeer is secretly painting Griet
in her pearl earrings.
Progress check
1 1 crime
2 romantic novels
3 science fiction
4 autobiography
5 poems
Vocabulary 2
1 2
3
4
5
6
7
4 popular press
5 book deal
2 1 a 2 a 3 b 4 b 5 a 6 b
4 social life
5 best-seller
3 1 When she first became famous she hadnt yet learnt

how to live out of the public eye.
2 How many books had he written before he left
school?
3 He hated the popular press and he never looked at it.
4 By the time he was 15 he had designed anew
computer program.
5 Did you read fantasy comics when you were younger?
6 What were you doing while we were choosing
books from the public library?
4 2 B 3 A 4 A 5 C 6 A 7 B 8 C 9 B 10 B
121
track 14
Mary Shelley started writing Frankenstein in 1816 when
she was 18 years old. At the time, she and her future
husband, the poet Percy Bysse Shelley, were staying
in Switzerland with Lord Byron, near Lake Geneva.
Before they got there, they had planned aholiday
filled with outdoor activities. But that summer it rained
almost every day and the group didnt spend much
time outside. Instead, they stayed inside and wrote
ghost stories. Mary got the idea for her story while she
was dreaming. It was ahorror story about ascientist
called Victor Frankenstein and his problems with the
monster which he had created from the body parts
of dead people and animals. The book was published
anonymously in 1818. It didnt get good reviews
when it first came out but it still became an immediate
success.
did you write

had dropped
didnt have
used to stay
was lying
have
did you do
8
9
10
11
12
13
14
got
wrote
didnt have
had taken
Did you start
didnt
had already
decided
15 began
16 write
17 helped you
18 read
19 help you
20 helps
track 15
Presenter: W
elcome to Book Club. This month Kate is
going to review Oliver Twist.
Kate: Iread Oliver Twist last month. Its afamous novel
by Charles Dickens. Its about achild called Oliver
Twist who hasnt got any parents. He is about 10
years old and he lives and works in aworkhouse,
aplace where extremely poor people live. One day,
Oliver, who is very thin and hungry, asks for more
food. He gets into terrible trouble. The fat manager
of the workhouse sells him to some people as
aworker. The people Oliver works for hit him. He
runs away and acriminal called Fagin makes him
work in agang of poor children. The gang steal
from people in the streets. Oliver doesnt want to be
acriminal and manages to escape but not for long.
The worst bit is when acriminal called Bill Sikes kills
awoman called Nancy because she tries to help
Oliver. Iwont tell you all the details. The plot is very
complex, anyway. But Iwill tell you that surprisingly,
the book has ahappy ending. In this book, Dickens
criticises social injustice in nineteenth-century
England. We learn about the terrible conditions
for poor people in cities like London. Children like
Oliver are cold, sick and hungry. They have to steal
to live. If they are caught stealing, they can end up
in prison. Its asatire on the terrible laws for poor
people and asatire on the middle classes who dont
help. But there is also afairy story in this book.
Oliver is astrong person and has agood heart. And
in the end hes lucky. He makes some good friends
and goes to live ahappy life in abig house outside
London.
crime
injustice
killing
life in acity
London
poor people
the middle classes
122
about ten years old

extremely poor people
he asks for more food
because they hit him
He makes him work in agang of poor children who
steal from people in the streets.
6 Because she tries to help Oliver.
7 the nineteenth century
8 ahappy ending
Exam Practice p28
Poziom podstawowy
1 1.1. C 1.2. B 1.3. A 1.4. E

Poziom rozszerzony
2 2.1. A 2.2. C 2.3. B
UNIT 3 The world around us
Extension
5 1
2
3
4
5
6
7
3 1
2
3
4
5
Vocabulary 1
1 Install solar panels, recycle packaging, travel by public

transport, compost food waste, insulate windows
Mystery phrase RIDE ABIKE
2 2 a 3 f 4 b 5 d 6 e
3 2 c 3 a 4 f
4 2
3
4
5
5 e 6 b
share car journeys

rechargeable batteries
install solar panels
recycle packaging
Grammar 1 and 2
1 2
3
4
5
6
have been
have installed
have insulated
have spent
have planted
7
8
9
10
11
have had
havent seen
havent been
Have you seen
havent heard
2 2 g 3 a 4 d 5 c 6 e 7 f
2 We have known each other since we were at
primary school.
3 The European Union has existed since 1993.
4 Kate has had adriving licence since she was 17.
5 There has been life on earth for millions of years.
6 You have been feeling ill with that cough for three
days now.
7 Michael has worked in environmental projects for
two years.
3 1 Q: How long has she known how to make her own
clothes?
A: She has known how to make her own clothes
since 2008.
2 Q: How long have you been interested in
environmental issues?
A: Ive been interested in environmental issues since
Iwas 11.
3 Q: How long has he worked at the recycling centre?
A: He has worked at the recycling centre for the
past few months.
4 Q: How long have they had solar panels?
A: They have had solar panels since last month.
4 2
3
4
5
6
Ihave just finished this book.

It has just started to rain.
She has just seen aghost.
There has just been an accident.
They have just had their breakfast.
d
a
b
f
e
5 1
2
3
4
5
6
Vocabulary 2
Have you found

Have never met
did you get
have already bought
did you dance
has stolen
1
M I
6 2 Did you go to the recycling centre on Wednesday?

3 Where were you last night?
4 You look healthy and relaxed. Have you been on
holiday?
5 Iturned my computer on at six this morning.
6 Ican check my emails now that Ihave turned my
computer on.
7 What time did you go out yesterday?
8 Alice isnt here. Shes gone out.
9 My grandparents moved to the country last year.
10
Fran hasnt eaten meat since she was twelve.
7 2
3
4
5
6
7
8
lived
worked
didnt like
ve seen
have never spoken
Have you ever spoken
met
9 danced
10 was
11 Have you ever been
12 went
13 Did you have
14 had
15 havent been
L A C E
E K
E C Y C
E W I
4, 5
track 17
Girl 1: Its important to have agood time with your
friends.
Girl 2: Yes, but dont you agree that we also need to
study hard?
Girl 1: Id rather study less than spend less time with
my friends.
Girl 2: We can do both, but Ithink studying hard is
more important than having agood time with
your friends.
Girl 1: Idont agree. Ireckon having agood time is as
necessary as studying hard.
Girl 2: Do you? For me, the most important thing is
studying hard.
Girl 1: What else do you think is important?
Girl 2: In my opinion, its getting agood job.

Culture
1 1 C 2 D 3 E 4 B 5 A
2

1 F 2 T 3 F 4 DK 5 F 6 F
3 1 e 2 b 3 h 4 d 5 f 6 c 7 a 8 g
F O G F X R U
U N D E
R C O O K
C T N O D
P A Y A O Z
U N D E
O V E
E A T
E A K K
L A C E
P G D B
2 1
2
3
4
5
6
overpopulate
replay
underperform
reorganise
understand
underestimate
3
1
4 reckon
5 For me
6 opinion
T O G
E W V P
N Z W G X
1 1 than 2 as 3 than
3 1 agree
2 rather
3 both
B B Y O V M E
K
track 16
Boy: For me, the most important thing is enjoying your
free time.
Girl: Ithink studying hard is more important than
enjoying your free time.
Boy: Really? Ithink studying hard is as important as
enjoying your free time.
Girl: Well, Id rather study more than have more free
time.
R M
X E M R K D L
Speaking
2
Z H G L
M I
T A N D
O V E
11
L A Y
R E
D
R
L O O K
8
R E
L A C E
O
R E C Y C
O
K
E
10
U N D E
12
F O R M
O V E
13
E A T
E
U N D E
E
R
14
S U N D E
C
R
I M A T
Grammar 3
1 2 already
3 yet
4 yet
5 still
6 already
7 already
2 1
2
3
4
5
6
Peter hasnt found his keys yet.

They have already met Luke.
She still hasnt written to me.
Have you made the dinner yet?
He has already sorted out the rubbish.
They still havent replayed the match.
3 1
2
3
4
5
6
7
8
Theyve already insulated the windows.

Theyve already bought bicycles.
They still havent sold their car.
Theyve already read an organic gardening book.
They still havent made acompost heap.
They still havent got acontainer to catch rain water.
Theyve already started mending their old clothes.
They still havent stopped buying new clothes.
123
4 1
2
3
4
They havent sold their car yet.

They havent made acompost heap yet.
They havent got acontainer to catch rainwater yet.
They havent stopped buying new clothes yet.
5 1

2

3

4

5

Q: Have you planned the route yet?

A: No, Istill havent planned the route.
Q: Have you chosen the campsites yet?
A: No, Ihavent chosen the campsites yet.
Q: Have you bought cycling shorts yet?
A: Yes, Ive already bought cycling shorts.
Q: Have you checked the bicycle lights yet?
A: Yes, Ive already checked the bicycle lights.
Q: Have you practised changing atyre yet?
A: No, Istill havent practised changing atyre.
Writing
1 1
2
3
4
What is more
As aresult
Furthermore
Consequently
2 1
2
3
4
5
6
7
At present
in my opinion
Secondly
negative effects
What is more
In conclusion
Finally
4 2 e 3 c 4 a 5 b 6 f
Progress check
1 1
2
3
4
travel by public transport

installed solar panels
compost all of our food waste
turn off the lights
2 1 recycle
2 misinform
3 overlook
4 replay
5 misplace
6 underestimate
3 1
2
3
4
Last summer they decided to use public transport.

When did you reorganise your wardrobe?
You havent recycled all that paper yet.
Im very sensible with my diet and Ihavent
overeaten for ayear.
5 How long have you had these energy-saving light
bulbs?
6 She still hasnt bought herself abike to get to work.
7 Weve/have already found some interesting
solutions to these environmental problems.
4 2 B 3 C 4 B 5 B 6 A 7 B 8 B 9 C 10 C
5

track 20
Two years ago my family decided to do something
for the environment. First, we started taking our own
shopping bags to the supermarket so we didnt need
to use the supermarkets plastic bags. Then we built
acompost heap in the garden for all our food waste.
My parents have ridden their bikes to work for years.
But to be even greener, they have just sold their car.
We still havent put solar panels on our roof, but we
will soon. Ihavent bought any new clothes for ayear
but last week Iswapped half my clothes with afriend
whos the same size as me. And since the beginning of
the year my sister and Ihave helped an environmental
group raise money.
Extension
1 1
2
3
4
5
6
7
8
9
2
has calculated
is killing
caused
For
eat
cant
believes
used to be
was sailing
track 21
Presenter: Welcome to Go Green. Today we hear
from four teenagers who are worried about the
environment.
Becky: Hi, Im Becky. Iget very depressed when Ithink
about all the environmental problems in the world
today. It seems the world is in such amess we cant
really do anything to help it. How are we going to
stop climate change and global warming? The earth
is gradually getting hotter and hotter but we dont
notice it. For example, spring is coming earlier in the
UK. Also there are more and more floods in Britain
with huge amounts of rain in the summer. Its
because the air is getting warmer and warm air can
carry more water.
Presenter: Thank you, Becky. What about you, Jack?
Jack: Ithink climate change is caused by humans and
therefore humans can stop it. We need to cut our
carbon emissions and then the atmosphere will stop
heating up. One way of reducing carbon emissions
is by not driving everywhere. We all need to use
public transport or ride our bikes. So governments
need to put more money into public transport so
that its cheaper and more efficient. Then people
would stop driving everywhere. Secondly, we
need to use less electricity. Its easy to reduce our
electricity use by turning off our lights, turning
our heating down, insulating our windows, turning
off our computers when we arent using them, not
using air conditioning.
Presenter: Very interesting, thanks Jack. What do you
think, Anna?
Anna: Icant decide about nuclear energy. On the one
hand its cleaner than burning fossil fuels like oil
and gas. Nuclear power stations do not produce
many carbon emissions. So they dont contribute
so much to climate change. But on the other hand,
there is no clean way of storing nuclear waste.
And we know how serious nuclear accidents are.
Chernobyl was one disaster when anuclear reactor
burnt down and caused extremely serious pollution
and illness. And in the Japanese earthquake in
2011, nuclear power stations were badly damaged
and released nuclear waste into the air and sea.
Ittakes avery long time to get rid of that kind of
pollution.
Presenter: Thanks, Anna. Now, Charlie what do you
think?
Charlie: Ithink were running out of oil and gas.
So we have to find alternative sources of energy.
Idont think we should use nuclear power. Its too
dangerous. Ithink governments need to invest in
renewable energy like solar energy, wind energy and
tidal energy. In countries where there is alot of sun,
solar energy is awonderful solution. We mustnt get
depressed about the future. We must take action to
protect the planet.
Presenter: Thank you, Charlie. Thanks everyone. Thats all
for today, but
improving insulation
nuclear accidents
people wasting electricity
124
10 was moving
11 Since
12 are
13 still
14 had swallowed
15 look
16 do people throw
17 throws
18 dont have
7 2
3
4
5
rainfall
solar energy
the weather
the climate in Britain
the need for better public transport
riding abicycle
3 1 Anna
2 Becky
3 Jack
4 Anna
5 Becky
6 Charlie
7 Jack
8 Charlie
Speaking
1 1 What alovely colour!
2 The colour really suits you.
3 And Ilove your new shoes.
Exam Practice
Poziom podstawowy
1 1.1. F 1.2. B 1.3. E
2 2.1. B 2.2. A 2.3. A
Poziom rozszerzony
3 3.1. greatly
3.2. been
3.3. Secondly
3.4. reorganise
3.5. shown
4, 5
UNIT 4 Followers of fashion

Vocabulary 1
sporty; b
loose; c
old-fashioned; e
glamorous; d
formal; a
3 1 tight
2 formal
3 comfortable
4 colourful
5 loose
6 old-fashioned
4 1 glamorous
2 conventional
3 impractical
4 trendy
5 casual
Culture
1 a5 b 3 c 1 d 4 e 2
2
3 1 c 2 g 3 h 4 e 5 a 6 d 7 f 8 b
1 1 when
2 where
3 who
Vocabulary 2
4 that
5 that
6 which
2 2 b 3 a 4 g 5 f 6 d 7 e
6
7
8
9
when
where
where
which
10
11
12
13
which
where
when
when
4 1 Theres aman outside who wants to see you.

2 Theres ashop in Park Street where you can get two
pairs of shoes for 20.
3 Icant wait for the summer when we can wear
shorts and sandals.
4 Ive got afriend who always makes her own clothes.
5 There is abookshop in my street where you can
look at books and have acoffee.
6 Ive got adress of my grandmothers which looks
great on me.
5 2 e 3 d 4 f 5 a 6 b
6 1
2
3
4
track 23
Girl 1: Your hair looks great. That colour suits you.
Girl 2: Do you really think so?
Girl 1: Yes, its really cool.
Girl 2: Thanks. By the way, what agreat poster you did
for the party!
Girl 1: Im glad you like it. Iwasnt sure about the style
at first, but now Ilike it.
Girl 2: Oh, Ilove it!
Girl 1: Thanks, Im really pleased with it.
Girl 2: How about doing aposter for the school trip too?
1 T 2 T 3 DK 4 F 5 T 6 F
Grammar 1 and 2
which
which
who
which
4 glad
5 style
6 pleased
2 2 g 3 d 4 a 5 f 6 b 7 c
3 2
3
4
5
track 22
Girl 1: Your dress looks fantastic.
Girl 2: Oh, thank you.
Girl 1: What alovely colour!
Girl 2: Thanks, Im pleased with it.
Girl 1: The colour really suits you.
Girl 2: Do you really think so?
Girl 1: And Ilove your new shoes.
Girl 2: Im glad you like them.
3 1 so
2 really
3 great
4 4.1. have already found

4.2. havent arrived/come yet
4.3. is broken/out of order
4.4. would rather buy/would prefer to buy
4.5. have misplaced
4.6. have already left
1 2
3
4
5
6
6 Nothing
7 something
8 anything
Something
anything
somewhere
something
nothing; nowhere
Anywhere
somewhere
something
5 No one
6 anything
7 someone
8 anyone
1 2 give away; b
3 put on; a
4 put away; f
5 get into; d
6 throw away; c
2 1 try them on
2 pick up
3 wear them out
4 go with
5 pick something out
3 2 d 3 a 4 f 5 b 6 e
4 1 give (them) away
2 pick out
3 wear (them) out
4 get into
5 put (them) away
Grammar 3
1 2
3
4
5
6
is taking
Is he collecting
m getting
might get
doing
2 2
3
4
5
ll call; c) mightnt be
wont forget; b) might still be
wont wear; d) might get
ll take; a) might be
7
8
9
10
11
ll pick
Ill bring
going to arrive
Ill
Iwont be
125
3 1
2
3
4
5
6
There might be some chocolate in my bag.

My silk scarf might be in my cupboard.
They might not come to the party.
It might rain later today.
Imight wear my blue shirt.
You might not get into it.
4 2
3
4
5
6
7
8
9
10
11
m going to see
are coming
m going to pick / m picking
ll buy
re having / re going to have
might be
Are we all going
mightnt want
ll get back
ll see
Writing
1 1 but
2 Although
3 While
4 whereas
2 1
2
3
4
5
styles
boots
glamorous
hairstyles
trousers
6 unusual
7 markets
8 dress
9 confident
10 magazines
4 1 M 2 L 3 M 4 M 5 L
Progress check
1 1 glamorous
2 loose
3 old-fashioned
4 casual
5 colourful
2 1 d 2 f 3 g 4 b 5 c 6 e 7 a
3 1 Can you remember that time when we tried on hats
in that shop?
2 This top doesnt go with anything.
3 Iknow someone really trendy who spends lots of
money on clothes.
4 Hes got his shorts on and hes playing tennis.
5 That bags too heavy for you. Ill carry it for you.
4 2 A 3 C 4 B 5 C 6 C 7 B 8 B 9 A 10 C 11 A
5
126
track 26
Luke: Theres someone at the door.
Dan: Dont answer it. It might be someone annoying
who wants to sell us something.
Luke: OK, Ill take alook out of the window.
Dan: Dont let them see you looking.
Luke: Iwont. Icant see anyone.
Dan: Are you sure?
Luke: Quite sure. Theres no one there.
Dan: Perhaps theyre somewhere in the garden.
Orperhaps theyve gone round the back of the
house and theyre going to knock at the back
door.
Luke: Yes. Theres someone at the back door. Its atall
girl in awhite skirt thats too short for her.
Dan: Oh, thats Marianne.
Luke: Why is she wearing atiny white skirt in the
middle of winter?
Dan: Because shes going to play tennis probably!
Extension
1
1 Anyone
2 something
3 for
4 used
5 used to take
6 Everywhere
track 27
Presenter: Welcome to Teen Talk. Our subject today
is clothes and fashion, and we have four teenagers
giving their views. First, Georgia.
Georgia: Ithink its great that fashion today is so free.
You can dress in adifferent style every day. Today
Ive got an ethnic look. Im wearing along Indian
skirt and atight cotton top. Imight want to look
more aggressive tomorrow in tight black trousers
and boots. Idress according to my moods and how
Im feeling when Iget up.
Presenter: Daniel, what are your views on fashion?
Daniel: Ilike to look smart and Idont mind paying
alot for it. Iwear designer clothes even when
Im wearing casual clothes. My jeans are always
expensive and so are my trainers and T-shirts,
although Idont wear trainers very much. Iprefer
leather shoes. Some people call me asnob but
Idont care. Idont like people who look untidy.
Serena: Im the opposite of Daniel. Ilove fashion but
Ihate paying alot for it. Theres awell-known chain
shop near me which has very cheap clothes. Ienjoy
the challenge of finding something which is really
stylish and attractive in all the rows of uninteresting
stuff. Ialso love shopping at charity shops and
markets. You can pick up some great bargains.
Iget vintage clothes and second-hand clothes by
top designers. Ifound some beautiful blue velvet
trousers in acharity shop. Theyre by the English
designer Vivienne Westwood. They were in excellent
condition and they only cost me 12. New, theyre
200.
Presenter: Thats amazing! Tim, do you spend alot on
clothes? Whats your attitude to fashion?
Tim: Itry to look tidy and smart but Idont think Im
fashionable. And Idont think you have to spend
alot to achieve agood look but you have to
choose carefully. Inearly always wear black jeans
and aT-shirt and Ihave my hair very short. Ihave
afew good quality things. My jeans are quite
expensive and Itake alot of time choosing them.
Clothes have to be practical and comfortable for
me. Im interested in new materials. For years weve
worn cotton, silk, wool. But now there are some
interesting materials developed for sport that are
very practical.
7
8
9
10
11
12
which
think
stretch
have stopped
used to put
hurt
13
14
15
16
17
18
grew
do we do
Im standing
are going
that
Will there be
1 F 2 DK 3 F 4 DK 5 T 6 F 7 F 8 F 9 T 10 F
3 1 Georgia
2 Serena
3 Georgia
4 Tim
5 Daniel
6 Tim
7 Serena
8 Daniel
Exam Practice
Poziom podstawowy
1
track 28
1 What sort of shoes do you wear?
2 What might you wear when youre older?
3 What are you going to wear at the concert tonight?
4 Do you think Ilook good in this coat?
1.1. D 1.2. A 1.3. C 1.4. E
7 2
3
4
5
6
7
8
9
Speaking
UNIT 5 Work and money

Vocabulary 1
conditions
application form
job advertisement
pay rise
5 expenses
6 promotion
7 work experience
2 training scheme
conditions
bonus
benefits
pension
allowance
contract
3 a2 c 3 b 4 f 5 e 6
4 1 training scheme
2 salary
3 pay rise
4 allowance
5 conditions
5 1 allowance
2 pension
3 salary; bonus
4 promotion
5 benefits
6 work experience
1 1 upside
2 best thing
3 bedroom
2
4, 5
2 1
2
3
4
4 offer
5 wont regret
6 doesnt get
dont pass; wont get

dont get; wont earn
dont earn; wont have
dont have; wont be able
3 1 If you were the president, what would you do?

2 If Iwon the lottery, Id buy my parents anew house.
3 If Icould choose any job in the world, Id be arock
star.
4 If those laptops didnt cost so much, Iwould buy
one!
5 If my father didnt have ajob, he would be very
bored.
4 1
2
3
4
5
6
7
8
On condition that / Provided that

provided that / on condition that
unless
Supposing
unless
Provided that / On condition that
unless
on condition that / provided that
5 2 e 3 b 4 d 5 c 6 a
4 downside
5 dont like
track 29
Boy: Whats your new house like?
Girl: Well on the upside, its bigger than our last
house.
Boy: Whats the best thing?
Girl: The best thing is my new bedroom.
Boy: So whats the downside?
Girl: What Idont like are the neighbours. Theyre so
noisy!
3 1 teacher
2 good
3 friendly
Grammar 1 and 2
1 1 will wear
2 will you help
3 doesnt stop
10 Would you keep

11 would you take
12 would you give
13 wouldnt keep
14 d take
15 had
16 would you do
17 dont answer
18 wont help
2 2.1. B 2.2. C 2.3. A
1 1
2
3
4
ll help
would you do
saw
Would you scream
Would you call
would you faint
would you do
found
4 downside
5 long
6 canteen
track 30
Boy 1: Whats your new school like?
Boy 2: Well, its good and bad really.
Boy 1: What do you mean?
Boy 2: On the upside theres my teacher. Hes really funny.
Boy 1: Sounds good.
Boy 2: But the best thing are my classmates, theyre
really friendly.
Boy 1: So whats the downside?
Boy 2: What Idont like is the timetable. The day is too
long.
Boy 1: Whats the worst thing?
Boy 2: The food in the school canteen!

Culture
1 1 B 2 C 3 D 4 A
2

1 important banks and finance companies, the New
York Stock Exchange
2 11 Wall Street
3 Dutch settlers in 1623
4 in the open air under abig tree on Wall Street
5 24 top stockbrokers
6 alocal coffee house
7 1929
3 1
2
3
4
Merchandise
stockbroker
Rival
essential
5
6
7
8
protect
stock
shares
warehouse
Vocabulary 2
1 1 earn
2 be
3 have
4 fill in
5 apply
2 1 work part time

2 get ajob
3 get apension
4 lose ajob
5 sign acontract
127
3 2 d 3 g 4 e 5 c 6 h 7 a 8 f
4 1
2
3
4
5
apply; fill in
get; unemployed
got
expenses
part-time
6 sign
7 earn
8 lose
9 interview
Grammar 3
1 1
2
3
4
reading
cleaning
swimming
Surfing
5 getting up
6 learning
7 Sleeping
2 2 aeating
3 e writing
4 f opening
5 c reading
6 b looking
3 1 to go
2 to see
3 to speak
4 to move
5 to meet
6 to join
4 2
3
4
5
6
to come
to get
making
working
to help
Extension
1 1
2
3
4
5
6
7
8
9
10
anybody who
had already decided
grew up
used to help
when
going to be
something
had cut
was checking
had made up
track 34
7
8
9
10
11
painting
to make
to be
to come
to pick
7
8
9
10
11
hard-working
team players
skills
apply
interested in

Writing
1 2 a 3 d 4 e 5 c 6 b
2 2
3
4
5
6
environment
join
provide
location
available
4 1 two; summer
2 1618
3 two
4 20
5 outside
Progress check
1 1 a 2 b 3 a 4 a 5 b 6 b
2 1
2
3
4
5
6
7
was unemployed
apply for ajob
filled in the application form
had an interview
got the job
signed acontract
is working part-time
3 1
2
3
4
5
She lost her job because she was late every day.
If Iknew the answer Iwould tell you.
Are you looking forward to getting your promotion?
My sister has applied to join the police force.
Lets go out when you finish filling in that
application form.
4 2 C 3 B 4 A 5 C 6 A 7 B 8 A 9 A 10 B
5

128
track 33
Iam looking forward to leaving school. Ive applied to
go to university in the States. If Igot ascholarship, my
parents wouldnt have to pay the fees. But they still
couldnt afford to pay all my living costs there. Soif
they offer me aplace, Ill need to get aholiday job in
the summer before Igo. Iwould like to get ajob as
alifeguard at the beach. Ive learnt to save people in
the water and Ive spent alot of time doing atraining
course on artificial respiration. So Iwould know what to
do if somebody got into trouble while Iwas on duty.
11
12
13
14
15
16
17
18
19
20
spent
learnt
has applied
have offered
dont
Im working
got
get
well visit
Ill learn
Welcome to Answers, the programme where we

answer the questions you send us during the week. This
week were talking about jobs for teens. Do you need
to save up for something? Are you thinking of getting
apart-time job during term time? Or perhaps you want
to work during the summer holidays. If so, then you
should first check out the laws regarding working at
your age.
In the UK, when you reach the age of 13, you can
legally get ajob doing light work. This means work
which will not be harmful to your health, safety or
education. So you couldnt work on abuilding site,
in afactory, or in abar. In theory, you could work in
ashop, for example. However, most employers dont
give work to under-15s. So realistically, you are only
going to get work babysitting, cleaning neighbours
cars, mowing peoples lawns, watering gardens and
walking dogs. Afew schoolchildren this at age get paid
to deliver newspapers.
Now lets talk about working hours. The basic rule for
all schoolchildren up to the age of 16, is that during
term time you can only work 12 hours aweek. You
cant start work before 7 am or finish after 7 pm on
any day. And you cant work for more than two hours
on Sundays. So, as Isaid, during term time, 13 and 14
year olds can only work 12 hours aweek. During school
holidays, this age group can work amaximum of 25
hours aweek. And they can never work for more than
five hours aday. And to make it clear again, 15- and
16-year-old schoolchildren can also only work 12 hours
aweek during term time. This age group can work
amaximum of 35 hours aweek during the holidays.
And they cant work longer than eight hours aday.
So what are you going to earn? Im afraid there is
no minimum wage for under-16s. And what kind of
holiday jobs are you likely to get? At Christmas alot of
shops take on extra staff. In the summer theres fruit
picking. Sometimes your interests and hobbies can help
you find work. If youre mad about tennis or football,
perhaps you could find work in asports shop.
1 F 2 T 3 DK 4 T 5 F 6 DK
3 1 3 of: babysitting; cleaning neighbours cars;

mowing peoples lawns; watering gardens; walking
dogs; delivering newspapers.
2 12 hours aweek
3 7 pm
4 25 hours aweek
5 amaximum of two hours
6 35 hours aweek
7 eight hours
Exam Practice
Poziom podstawowy
1
track 35
Anna: Hi Mark! Where is Emma?
Mark: Hi Anna! Shes at work. Havent you heard?
Shes got apart-time job.
Anna: Really? Isnt that cool?
Mark: Not really, shes serving coffee, thats all.
Anna: Yeah, but shes always loved holding parties,

having people over and this must be good work
experience.
Mark: Well, Iwould be really bored. Id rather show
people how to enjoy life and teach dancing.
Anna: Well, Ienjoy my work and Im only ashop
assistant. Sure, if Ihad abetter job, Icould earn
alot more money. But Icant count on getting
apay rise or any other benefits, but this is as
much as Ican do as astudent.
Mark: Still, if you wanted to make more money,
they are looking for part-time workers at the
restaurant where Rob works as awaiter. If you
applied, you wouldnt even need an interview.
Anna: Really? Imight give him acall today then. What
about you?
Mark: Well, if Itold you the truth, you wouldnt believe
me.
Anna: Why?
Mark: Well, Ihave just got ajob that Ireally wanted!
The best thing is that Ilove organising discos,
being aDJ and creating playlists.
Anna: No way! Thats just great!
1.1. C 1.2. A 1.3. B 1.4. E
2

track 36
Finding ajob when youre astudent can be really
difficult, especially when you dont have much
experience. So, here is atip from an expert on finding
aperfect job, on how to gain more experience and
learn new skills. One good idea is to look for atraining
scheme. They can last for afew weeks over the summer.
If you want to have an interview, simply fill in the
application form. Perhaps you wont make alot of
money but you will be able to claim all your expenses.
There are always lots of different opportunities for
young people. Just think about what it is that you enjoy
doing and have agreat and fulfilling summer. The best
thing is that theres no downside to it!
2.1. P 2.2. P 2.3. F
Poziom rozszerzony
track 37
Tekst 1
Woman: Tom, tell us why you have applied for this
junior training scheme?
Tom: Well, Iam passionate about working with
animals and Ineed to gain more work experience
before Igraduate. Ialso believe that Iwould learn
alot from working here this summer.
Woman: What do you think were looking for from
astudent on this training scheme?
Tom: Well, Ibelieve youre looking for aperson who
is strongly motivated and knows how to work in
ateam and has experience at that.
Woman: What are your main strengths and
weaknesses?
Tom: Well, Iam ahard-working and responsible
person. Igenerally get along with other people,
communicate well and find working in ateam very
rewarding. My weaknesses? Hmm perhaps the
fact that Iam occasionally late for things, but Iam
working on this.
Woman: Can you tell us how you cope under pressure
and in stressful situations?
Tom: Well, Ithink that if Ifound myself in astressful
situation, Iwould cope very well, but Iam only 16
now and havent had too many stressful experiences
yet.
Woman: Finally, why should we pick you and not
another candidate?
Tom: Well, although Ihave little experience of working

at aZOO, Ican easily adapt to different scenarios as
Iam flexible and willing to learn things quickly.

Tekst 2.
Do you know how to make apositive impression at
ajob interview? On this radio program, were going
to give you some advice on how to prepare yourself,
as there are certain steps that you should take prior
to having an interview. The first thing would be to
spell and grammar check your CV before you send
it anywhere. You could also think of preparing two
or three questions to ask at the interview to show
your interest in the company. It is also agood idea to
memorise some answers for typical interview questions
and to know how to speak well about yourself, you
know, talking about your strengths, such as being
competent, well-educated, flexible and responsible.
While preparing for your interview be aware of your
appearance as well. Wear some elegant clothes, cover
any tattoos with long sleeves and remove any facial
piercings. During the interview itself, your attitude
can make all the difference. Remember to be positive
and passionate but also respectful. Finally, your job
application form must arrive on time so remember
about the closing date for submitting it.
3.1. C 3.2. A 3.3. B 3.4. A 3.5. C 3.6. B
UNIT 6 Crime doesnt pay

Vocabulary 1
1 2 a 3 e 4 f 5 g 6 b 7 c
2 1 innocent
2 guilty
3 arrest
4 solve
5 question
6 suspect
3 1 crime
2 innocent
3 fine
4 thief
5 trial
6
7
8
9
4 1
2
3
4
5 suspect; arrest
6 catch
7 question
pay afine
commit
go to prison
solve
clues
guilty
community service
suspect
Grammar 1 and 2
1 1
2
3
4
might
cant
could
must
5
6
7
8
could
cant
cant
must
2 1 She cant be hungry after eating three big bowls of

cereal.
2 This email might be some kind of Internet fraud.
3 That beautiful girl over there could be amodel.
4 There might be asolution to this problem.
5 You cant be tired after 12 hours of sleep.
6 The thief must have climbed through the open
window.
7 Ithink somebody in our class may speak Russian.
3 1 She never smiles so she cant be happy.
2 He lives on the same road as Jill so he might know
her.
3 Idont recognise this music but it could be
Beethoven.
4 The police have arrested our neighbour so he must
be asuspect.
5 Dont walk up those stairs because they might be
too old for that.
6 Dont go near that dog because it may be
aggressive.
129
4 1
2
3
4
5
6
It cant be aspider its only got six legs.

Well in that case it must be an insect.
It cant be an insect because it hasnt got any wings.
Not all insects have wings so it might be an insect.
It might be some kind of beetle.
Lets ask Alan he might know.
5 1
2
3
4
could have
could not have
might have
must have
5
6
7
8
could have
cant have
must have
could have
6 2 h 3 d 4 a 5 f 6 g 7 b 8 i 9 e
7 1
2
3
4
5
6
7
8
9
10
might / could be
may be
might / could just leave
might / may / could come
must have lost
must have left
must be
must be
couldnt take
could / may / might have been
Speaking
1 1
2
3
4
2
it
joking
more
Absolutely
track 38
Girl: Ive just seen David Villa!
Boy: Icant believe it! What, really?
Girl: Yes, he was buying clothes in the sports shop.
Boy: Youre joking! Tell me more.
Girl: Iasked him for his autograph.
Boy: Amazing! Absolutely amazing!
3 1 hospital
2 rescued
3 swimming pool
4, 5
4 dived
5 ambulance
6 incredible
track 39
Girl 1: Thanks for meeting me.
Girl 2: Thats OK. But why were you at the hospital?
Girl 1: Ive just rescued asmall child.
Girl 2: Youre joking! Tell me what happened.
Girl 1: Alittle girl was playing near the swimming pool
when she fell in.
Girl 2: That sounds terrifying!
Girl 1: So Idived in and helped her.
Girl 2: Icant believe it! What, really?
Girl 1: Its true. Then Iphoned an ambulance.
Girl 2: Thats incredible! Absolutely incredible!
Goodfor you.

Culture
1 1 1776
2 13
3 1791
2
4 10
5 27

1 F 2 T 3 T 4 DK 5 T 6 DK
3 1 h 2 a 3 b 4 d 5 g 6 f 7 c 8 e
130
Vocabulary 2
1 1 murder
2 pickpocketing
3 kidnapping
4 vandalism
5 robbery
2 1 kidnapper
2 robbery
3 pickpocket
4 thief
5 vandalism
3 pickpocket
kidnapper
vandal
thief
4 1 kidnapping
2 robbery
3 vandalism
4 theft
5 murder
5 1 pickpocketing
2 theft
3 vandalism
4 kidnapping
5 murder
6 smuggling
Grammar 3
1 2 e 3 f 4 a 5 d 6 c
2 1
2
3
4
5
would have; had

wouldnt have sent; had
hadnt; wouldnt have caught
would have known; hadnt suddenly bought
hadnt; would have
3 2
3
4
5
6
7
8
9
10
11
12
wouldnt have gone

hadnt gone
wouldnt have forgotten
had set
would have woken up
hadnt woken up
would have caught
wouldnt have met
had taken
wouldnt have got
hadnt stolen
4 1 had our mobiles, we wouldnt have found each

other.
2 shut the window, the thieves wouldnt have got in.
3 known the car was unlocked, they wouldnt have
stolen it.
4 known about the vandalism in the area, we
wouldnt have gone on holiday there.
5 had acar, she wouldnt have been able to chase the
kidnappers.
Writing
1 1
2
3
4
autumn
soft
golden
loud
3 1
2
3
4
5
6
autumn, the weather was nice

She was doing her science project
Somebody smashing the window
She called the police.
The owner of the car
A free lunch at his restaurant
4 1 cold
2 delicious
3 warm
4 crowded
5
6
7
8
short
front
shiny
expensive
5
6
7
8
9
10
11
12
friendly
beautiful
fresh
delicious
smart
expensive-looking
big
green
Progress check
Exam Practice
1 1 A 2 B 3 A 4 A 5 C
2 1 robber
2 smuggler
3 kidnapper
Poziom podstawowy
4 vandal
5 pickpocket
6 murderer
Poziom rozszerzony
3 1 If shed suspected him, she would have arrested him.

2 We wouldnt have solved the crime if you hadnt
helped us.
3 The pickpocket wouldnt have taken your money if
youd been more careful.
4 Id have caught the thief if Ihadnt fallen over.
2 2.1. B 2.2. D 2.3. C
4 2 C 3 A 4 B 5 A 6 C 7 B 8 C 9 C 10 C
2 televise
coach
win
lose
draw
3 1 support
2 lose
3 win; coached
4 drew
5 take up
6 break arecord
4 1 score agoal
2 get amedal
3 set arecord
4 take up
5 hold
5 1 lost
2 drew
3 coached
4 broke arecord
5 supported
track 42
Well one thing is for sure, Detective Mactaggart said
slowly, the thief cant be awoman. How can you be
so sure of that? Morgan, his assistant asked. Because
hes left afootprint outside the window and its very
big, Mactaggart answered. The criminal could be
awoman with very large feet, his assistant suggested.
Isuppose thats possible, Mactaggart agreed. Anyway
this man or woman with big feet must have red hair,
he said suddenly. Really? What tells you that? Morgan
asked. Well, theres ared hair here on the carpet, said
Mactaggart. That might not be ahuman hair, Morgan
said. The criminal might have adog with red hair. No.
Its definitely ahuman hair, the detective said putting
down his magnifying glass. Anyway, he added sighing,
if you had driven here abit faster we would have
caught this person with big feet and red hair. Its not
my fault the criminal got away, Morgan said angrily.
If you hadnt wasted all that time looking for your
magnifying glass, and if we had left the police station
sooner, wed have caught the criminal with their red dog.
Extension p75
1 1 started
2 received
3 which
4 had
5 stood
6 were also standing
7 stopped
8 were investigating
9 saw
2

10
11
12
13
14
15
16
17
18
detect
fell
had
d have been
cant
would
going to forget
for
Ive ever heard
track 43
Apassenger was arrested at Bangkok airport last week
when anti-trafficking officers opened his suitcases and
found them full of animals. The passenger was waiting
to check in when anti-trafficking officers arrested him.
The officers had started watching the man secretly
when he first bought the endangered animals illegally.
When he was arrested the seven animals, which were
baby leopards, panthers, abear and monkeys, all about
the size of puppies, were on their way to Dubai. The
animals were drugged and were in flat cages so they
couldnt move around much. When officers opened
the suitcase, the animals yawned, said Steven Galster,
director of Freeland, an anti-trafficking organisation
based in Thailand. Authorities say the man was part
of atrafficking network. They are looking for other
members of the network. Thailand is acentre for illegal
wildlife trafficking, but criminals usually try to smuggle
turtles, tortoises, snakes and lizards to China and
Vietnam. It is unusual to catch traffickers with alarge
number of mammals. In Thailand the price on the black
market for leopards and panthers is around $5,000 or
3,000. They are worth more in Dubai.
1 h 2 b 3 i 4 a 5 f 6 d 7 e
3 1 F 2 DK 3 F 4 DK 5 F 6 T 7 T
131
1 1.1. B 1.2. A 1.3. B 1.4. C
UNIT 7 Sporting greats

Vocabulary 1
1 2 c 3 a 4 b 5 f 6 e
Grammar 1 and 2
1 2
3
4
5
are given
are raised
is played
arent played
2 2
3
4
5
6
was invented
werent created
was hit
was also developed
were made
3 1 wasnt hurt
2 has been played
3 have been sold
6 is usually held
7 arent usually
presented
7
8
9
10
11
was adopted
wasnt called
was called
was originally played
was given
4 are worn
5 isnt played
6 have been won
4 1 The all-white clothing code has never been broken

by any tennis players at Wimbledon.
2 The first Wimbledon tennis tournament was held in
1877.
3 The mens Championship was won by Spencer Gore
that year. / The mens Championship was won that
year by Spencer Gore.
4 At Wimbledon, tennis is played on grass courts.
5 Every year, 250 pupils from local schools are chosen
to become ball boys and girls. / Every year, 250
pupils are chosen from local schools to become ball
boys and girls.
6 The traditional dish of strawberries and cream has
always been served to the fans.
5 1
2
3
4
be won
be sold
be allowed
be televised
6 1
2
3
4
5
6
7
wont be held / isnt going to be held

isnt going to be shown / wont be shown
wont be allowed / are not going to be allowed
arent going to be counted / wont be counted
wont be expected
wont be broken / isnt going to be broken
isnt going to be photographed / wont be
photographed
5
6
7
8
be tested
be set
be given
be turned off
7 1 Well be taken to Liceo de Cervantes by bus.

2 We will be given lunch there.
3 Were going to be shown around the school by the
captain of the Spanish team.
4 We wont be expected to play football on our first day.
5 Were going to be driven to our hotel after lunch.
6 We arent going to be collected from the hotel the
next day.
8 1
2
3
4
5
6
7
Im not allowed to
Im expected to finish my homework by
My next birthday party is going to be celebrated
Iwont be driven to . after school.
Iwas taught to be to people.
Im going to be taken to in summer.
Iwas given my name because
Speaking
1 1 idea 2 singing 3 sing 4 look for 5 good
2
track 44
Girl 1: Id like to find something interesting to do in my
free time.
Girl 2: You should learn another language.
Girl 1: Thats agood idea, but Im already learning
French at school.
Girl 2: Well, why dont you take up singing?
Girl 1: You must be joking! Icant sing!
Girl 2: If Iwere you, Id look for apart-time job.
Girl 1: No, thats no good. Then Iwouldnt have any
free time!
3 1 at 2 far 3 expensive 4 last 5 wonderful 6 talk

4, 5
track 45
Girl: Hi! What are you doing?
Boy: My parents want me to go abroad to study this
summer. Im looking at abrochure.
Girl: If Iwere you, Id go to the USA. Everyone loves it
there.
Boy: No, thats no good. My mum says its too far and
too expensive.
Girl: Why dont you go to Dublin? Iwent there last
summer.
Boy: You must be joking! All my sisters friends are
going there.
Girl: Iknow! You should go to Lisbon. Its awonderful
city.
Boy: Thats agreat idea. Thanks. Ill talk to my parents
about it.
Culture
1 1 e 2 a 3 d 4 b 5 c
1 b 2 a 3 c 4 c 5 b
3 1 crew
2 attract
3 challenge
4 keen
5 trophy
6 wealthy
Vocabulary 2
1 1 had
2 have
3 has
4 has
5 had
6 have
7 had
2 1 Idid / do not have my costume made because Ihad/

have it rented.
2 My school had our stage rebuilt for the last school
play and it is now ready to use.
3 We had our last play televised by the local TV
station.
4 We had two of our actors interviewed by afamous
radio station.
5 The radio station had the actors picked up by ataxi
driver early in the morning.
6 My class has its picture taken each year at the
festival.
7 We always have background music played by local
musicians.
8 We did not have the music played live last year.
3 1 We have the milk delivered to our school during
lunch break every day.
2 We had our Christmas pudding made for us by our
aunt last year.
3 My father has his car cleaned every Saturday.
4 We dont have our garden taken care of by
professional gardeners.
4 1 How often do you have your homework checked?
2 How often do you have your bike mended?
3 Should parents have their chores done by their
children?
4 Should children have their food prepared by their
parents?
Writing
1 2 d 3 b 4 f 5 c 6 a
2 1 name
2 famous
3 of course
4 age
5 currently
6
7
8
9
10
road
became
represented
keen
ambition
4 1 (10 metre) platform diving

2 at the age of seven
3 The platform competition in the National Junior
group for under 18s
4 going to the cinema and listening to music
5 14
6 to win Olympic gold
Progress check
1 1 a 2 a 3 b 4 a 5 a
1 1 beat; win
2 see; watch
3 borrow; lend
4 teach; learn
5 remember; remind
2 1 hope
2 borrow
3 remind
2 1 expect
2 borrow
3 lend
4 remember
5 remind
3 1 Children arent usually taught to swim at school.

2 Who do you think the gymnastics medals will be
won by?
3 We wont be beaten!
4 Racehorses are trained from ayoung age.
5 Our local matches arent usually televised.
3 1 beat
2 expect
3 hopes
132
5 learn
6 beat
7 teach
Grammar 3
4 1 remember
2 watch
3 win
4 remind
4 watched
5 see
6 remind
7 remember
8 borrow
9 borrowed
4 lend
5 expects
6 remember
4 2 c 3 a 4 c 5 b 6 c 7 b 8 b 9 a 10 c
5

track 48
In the past horses were trained for war, farm work,
transport and sport. Today they are trained mostly so
people can ride them for fun or in sporting events.
Afoal, or young horse, is often handled in the first few
days of its life. It is thought that this will help it get
used to human touch and voice more easily. But there
are farms and stables where foals are left alone with
their mothers for their first few days. If ahorse isnt
handled by humans until it is old enough to be ridden,
training will be alot more difficult.
In general, ayoung horse will not be ridden until it is
three years old. However, ahorse that is going to be
trained for racing will be sent to aprofessional trainer
at the age of one, and will be allowed to race by two
years of age.
Extension
1 1
2
3
4
5
6
7
8
9
10
has become
arent talking
is called
who
has swum
where
used to go
didnt like
would have given up
hadnt told
track 49
11 had swum
12 swimming
13 to swim
14 cant
15 cares
16 Im
17 Ill
18 was covered
19 wouldnt
20 somebody paid
The South African swimmer Natalie Du Toit has always

been avery strong person. When she was achild, she
had asthma. Her parents took her to swimming lessons
from the age of six because they thought it would be
good for her health. To begin with, she didnt like the
water. But that didnt last long. By the age of 10 she
had broken all the records for her age group. And by
14 she was one of South Africas top young swimmers.
Then, in 2001, at the age of 17, Natalie had aterrible
road accident and lost her leg. She had finished her
training at the pool and was leaving the pool car park
on her scooter. Suddenly acar drove fast through the
car park and hit her. Doctors spent aweek trying to
save her leg but in the end they had to amputate it at
the knee.
She started swimming again just five months after the
accident. It was difficult because she couldnt swim in
astraight line. Then she learnt to use her left arm more
to compensate for her missing left leg. And one year
later she won the 50 and 100 metres freestyle races
for swimmers with disabilities at the Commonwealth
Games. She also qualified for the final of the 800
metres for able-bodied swimmers.
In 2008, just seven years after her accident, Natalie
qualified for the Olympics and Paralympics in Beijing.
She won five gold medals in the Paralympics. And in
the Olympics themselves, she came 16th in the 10km
marathon swim event.
Natalie, who is studying sports management when
shes not training, has her own website. The first words
you read on it are Be everything you want to be.
Certainly, her strength, courage and determination are
an inspiration.
1
2
3
4
5
swimming
South Africa
She lost her leg.
No, she hasnt. She still swims.
She is strong, courageous and determined.
3 1 six
2 the water
3 14
4 pool car park
5 five
6
7
8
9
10
straight line; left arm

seven years
sixteeth
sports management
want to be
Exam Practice
Poziom podstawowy
1 1.1. F 1.2. B 1.3. D
2 2.1. B 2.2. A 2.3. C
Poziom rozszerzony
3 3.1. have the/my newspapers delivered
3.2. is famous for
3.3. was trained by
3.4. Iwill take up
3.5. In spite of
3.6. Why dont you
4 4.1. was won
4.2. have the/her car washed
4.3. would not have stopped
4.4. was electricity invented by
4.5. have our pitch cleaned
4.6. going to be recorded
UNIT 8 Virtual world

Vocabulary 1
1 2 d 3 e 4 f 5 b 6 a
2 1 research
2 test out
3 invent
3 1
2
3
4
analyse results
test out the product
give ademonstration
do market research
4 1
2
3
4
invent characters
develop the product
test out aproduct
improve the design
4 manufacture
5 develop
5 2 c 3 a 4 d 5 f 6 b 7 g 8 e
Grammar 1 and 2
1 1 was designing
2 had met
3 had worked
4 was going
5 had
2 1
2
3
4
him; her
his
he; her; he
he; her
3 1
2
3
4
5
she couldnt live without it.

shed just sent an email from it.
she was taking it on holiday of course.
she wouldnt make calls because of the price.
she had to turn it of because she was going into class.
5 her
6 they; she
7 his; them
4 1 he had been to ashow by design students the

previous month / the month before.
2 he was going to an exhibition of robots in Tokyo the
following year / the year after.
3 his uncle was going with him.
4 they would fly out in June.
5 he couldnt wait to go.
133
5 1 The previous year/the year before, he had lived

anormal, happy life.
2 he was addicted to the Internet now.
3 he was spending too much time on the computer.
4 he hadnt been outside that day.
5 he had spent three hours playing games on the
computer the day before / the previous day.
6 he had to stop chatting online.
7 he had stopped being sociable with his friends
months before.
8 she wouldnt allow him to use this computer the
day after/the following day.
6 2
3
4
5
6
7
8
9
10
11
12
13
14
Icant
your
next Saturday
s my
We are having
our
Ill have
Iwent
yesterday
We didnt look
we saw
built
is
15 is
16 we dont have
17 our
18 Iam working
19 my
20 today
21 Ill
22 you
23 Ineed your
24 You are
25 me
26 Ill
27 you
Speaking
1 1
2
3
4
5

Isuppose so.
Im sorry, but Idont agree.
Im not sure.
Idont agree at all.
track 50
Itotally agree.
Isuppose so.
Im sorry, but Idont agree.
Im not sure.
Idont agree at all.
1
2
3
4
5
6
3 1
2
3
4
5
6
7
4, 5
terrible
well
minutes
good
football
basketball
exciting
track 51
Boy 1: Did you see the Champions League final on TV
last night?
Boy 2: Yes, Idid. To be honest it was aterrible match.
Boy 1: Idont agree at all. Both teams played really
well.
Boy 2: Im sorry, but Idont agree. The only goal was
scored in the last few minutes.
Boy 1: Isuppose so, but it was agood goal.
Boy 2: Im not sure. Dont you agree that theres too
much football on TV these days?
Boy 1: Youre absolutely right! And Ireckon there isnt
enough basketball, for example.
Boy 2: If you ask me, basketball is much more exciting
than football.
Boy 1: Itotally agree.
Culture
1 1 C 2 E 3 D 4 B 5 A
2


1 F 2 DK 3 T 4 F 5 T 6 F 7 T 8 F
3 1 d 2 g 3 a 4 c 5 e 6 h 7 f 8 b
Vocabulary 2
1
A R P C C
D I N V I
M R E E W
I T I L E
T M O P R
R C R A H
T C O M P
J U R G L
E X P L A
T W H N D
H T E L L
2 1 warn
2 suggest
3 offer
4 agree
5 announce
3 1
2
3
4
5 explained
6 refused
7 suggested
told
promised
admitted
complain
4 1 announced
2 explained
3 admitted
4 offered
5 agreed
5 1 warn
2 promise
3 complain
4 refuse
5 suggest
Grammar 3
1 1
2
3
4
had given
was
could
had heard
5 had discovered
6 had discovered
7 didnt like
2 1 if she could borrow his laptop.

2 how long she spent on her computer every day.
3 what they had done in their IT class the day before /
the previous day.
4 what he was doing that day.
5 if she would install this new program for him.
3 2
3
4
5
6
7
8
how many languages Ispoke

where Ihad learnt French.
if Icould use acomputer
which programs Ihad used.
when Iwould be able to start.
if Ihad got any questions
if Iwould be able to see their new films for free.
Writing
1 1 positive
2 On the one hand
3 Another advantage
2 1 hand
2 obvious
3 Thirdly
4 negative
5 disturb
134
I U O X E R
T E L I T L
D S E N M X
C O H M R U
O M I S E W
N S M O F P
L A I N U R
S V E W S S
I N E N E N
B C D O L Z
S L X I T W
4 Firstly
5 In my opinion
6 However
6 This means
7 dangerous
8 In conclusion
9 more
10 disadvantages
4 1 b (P) 2 d (P) 3 c (N) 4 a(N)

Progress Check
1 1
2
3
4
tests out the product

designs the prototype
to do some market research
gives ademonstration
2 1 promised
2 refused
3 explain
3 1
2
3
4
5
4 complained
5 announced
6 have invited
He asked if Iwould help with the design.

They said they had solved all the problems.
She asked what Ihad been thinking about.
Itold her that Icouldnt finish the project.
You asked me where Ihad been.
4 2 C 3 A 4 B 5 C 6 A 7 C 8 C 9 B 10 C
11 B 12 C 13 B
5

track 54
Parents told the headteacher of Northbridge
School that computers were destroying family life.
Headteacher Caroline Stobart asked them what they
meant and one mother said that she couldnt get
the family to eat ameal together. She said that her
daughter wouldnt stop chatting online at mealtimes.
Another parent said that her 13-year-old son had
spent six hours at his computer the previous Saturday.
One parent then asked the headteacher if she could
suggest ways of dealing with the problem. Ms Stobart
asked parents what steps they had taken so far. One
worried father said that he was going to keep his
sons laptop locked in adrawer from the next day.
He said he would only give it back to him for specific
homework projects. There werent many parents who
felt that their children had abalanced approach to
computer use.
Extension
1 1
2
3
4
5
6
7
8
9
10
11
12
2
do you find
Are you called
mightnt
that
could
have known
start
were studied
started
might
didnt stay
would
13 is released
14 are changing
15 changed
16 went
17 who
18 werent getting
19 needed
20 got
21 was
22 have changed
23 are now getting
track 55
Presenter: Welcome to Techno. Today were talking
about inventions. With me in the studio, Ihave
Oliver, Lizzie, Peter and Jenny. Oliver, what do you
think is the greatest invention of the past 200 years?
Oliver: Easy! Its something that Icouldnt live without.
Iuse it every day for communication, for study and
for fun.
Presenter: Do you mean your computer?
Oliver: Well of course my computer is like my best
friend. We play games and music together and
study together! But Im actually thinking of the
Internet. If we didnt have the Internet, Id have to
spend hours in libraries looking for books to help
me with homework. And Ilove the way the Internet
has made it possible for anyone to publish. Ihave
ablog, Ishare my photos and Ipublish videos.
Presenter: Lizzie? Tell us your top invention of the past

200 years.
Lizzie: Ifeel grateful to Alexander Fleming, who
discovered penicillin, because Ive had alot of
health problems and illnesses this year and Ive had
to take alot of it. So my favourite invention has to
be antibiotics. Before the invention of antibiotics
people could die from any infection. If you had an
accident and got aserious cut, you could get blood
poisoning. After doctors had started giving people
antibiotics, the average length of apersons life
went up by eight years.
Presenter: Really? Peter? Whats your top invention of
the past 200 years?
Peter: Ilove getting out, going places. Cars are bad for
the environment so Idont like them. But Ido need
to get to places faster than on foot.
Presenter: So what is it? Train, plane? Trainers?
Peter: It has to be the bicycle. Cycling is areally brilliant
use of human energy. It carries us from Ato B at the
same time as it makes us healthier. It costs nothing
to run abicycle, except our own energy. It uses no
petrol and causes no pollution.
Presenter: Jenny?
Jenny: Ifind it hard to choose. The light bulb, invented
by Edison in 1880? Without it, wed still be using
candles. Or what about George Eastmans handheld
camera? Eastman made it possible for us to record
our memories. Or the electric washing machine?
The first electric washing machines were huge
wooden things on legs and to begin with most
houses didnt have them. But by 1940 they were
changing womens lives. Until we had washing
machines, women and it was nearly always
women had to wash the familys clothes by hand.
Presenter: Im afraid you can only choose one
invention, Jenny! Which one is it going to be?
Jenny: Isuppose it has to be the camera.
communication
homework
libraries
illness
medicine
shoes
pollution
books
womens work
photography
3 1 the Internet
2 to help him with his homework, to share his blog
and his photos and to publish videos
3 his photos and videos
4 antibiotics
5 she has had lots of health problems and illnesses
6 eight years
7 the bicycle
8 it carries us from Ato B and makes us healthier; it
costs nothing to run abicycle; it uses no petrol and
causes no pollution
9 the light bulb; the washing machine; the camera
Exam Practice
Poziom podstawowy
1 1.1. B 1.2. C 1.3. B 1.4. C 1.5. B 1.6. A
UNIT 9 Communicate
Vocabulary 1
1 advert
poem
review
article
recipe
Remaining letters: tweet
135
2 1 travel guide
2 cartoon
3 dictionary entry
5 label
6 quote
3 1 receipt
2 advert
3 cartoon
4 poem
5 blog
4 1 article
2 travel guide
3 label
4 dictionary entry
5 recipe
6 quote
5 1
2
3
4
3 1 happened
2 parents
3 good news
4, 5
recipes; articles; adverts

receipt
travel guide
instruction manual
Grammar 1 and 2
1 1
2
3
4
5
last year
two weeks ago
since
the day before
before
6 at the moment
7 while
8 just
9 already
8 f 9 b 10 h
3 1
2
3
4
5
6
was talking
havent heard
have had
didnt read; listened
has just joined; spent
called; had posted

Culture
4 2
3
4
5
6
7
8
started
used to go
began
was drawing
started
ve / have stopped
ve / have kept
9 went
10 learnt
11 d / had already
decided
12 worked
13 d / had developed
5 2
3
4
5
6
Were having
Im playing
Iwont win
will win
youll
7
8
9
10
11
6 1
2
3
4
5
6
will be
are buying / are going to buy
will have
am going to go; am going
are reading; will grow
am going to spend

1 T 2 F 3 T 4 T 5 DK 6 F 7 T 8 F
3 1 foreign
2 advocate
3 mass
Ill
Im going to
Youll
going to take
Ill email

Speaking
1 1 Thats wonderful news!
3 Oh no! How awful!
track 56
Boy: Ive just passed my driving test.
Girl: Congratulations!
Girl 1: My sisters getting married.
Girl 2: Thats wonderful news!
Boy 1: We didnt win the league.
Boy 2: Im sorry to hear that.
Girl: My dads broken his leg and hes in hospital.
Boy: Oh no! How awful!
136
track 57
Girl 1: Hi! How was your holiday?
Girl 2: Terrible! Absolutely terrible!
Girl 1: Im sorry to hear that. What happened?
Girl 2: Well, Iargued with my parents all the time.
Girl 1: Oh no! How awful!
Girl 2: But theres some good news!
Girl 1: Really? Whats that?
Girl 2: Im going to have another holiday! My cousin
has invited me to spend aweek in Tenerife at his
house.
Girl 1: Oh! Thats great news. Im really pleased for
you.
Girl 2:
Thanks.
1 1 B 2 F 3 D 4 A 5 E 6 C
2 2 c 3 d 4 i 5 g 6 j 7 a
4 My cousin
5 news
6 Thanks
4 printing press
5 nameplate
6 gossip
Vocabulary 2
1 1
2
3
4
5
6
responsible; irresponsible
visible; invisible
reliable; unreliable
acceptable; unacceptable
flexible; inflexible
bearable; unbearable
2 1 reliable
2 flexible
3 bearable
4 responsible
5 unreasonable
6 acceptable
3 1 unbearable
2 invisible
3 irresponsible
4 unreliable
4 1 irresponsible
2 invisible
3 unbearable
4 responsible
5 flexible
6 unacceptable
Grammar 3
1 2 Amanda, how long have Iknown you? / d
3 Do they usually go on holiday in July? / g
4 Had he got back from Russia before school started?
/ h, c
5 Are you going to wear those jeans to Tonyas party?
/e
6 Where will they leave the keys? / b
7 What made her become an artist? / c
8 Who was Scott driving with to the airport? / f
2 2 b 3 f 4 c 5 g 6 a
3 1
2
3
4
5
Where did it happen?

When exactly did you see them?
Were they swimming or lying in the sun?
Did you speak to them?
Did he sit next to you? OR Was he sitting next to
you?
6 What did he look like?
7 Did you go to the police?
4 2
3
4
5
Was he acting
Have you been
Was it
had he acted
6 Are you going to be

7 will you know
8 Will you be
celebrating
Writing
1 1 c 2 b 3 e 4 a 5 d
2 1
2
3
4
5
6
7
8
about
while
definitely
In my opinion
Firstly
Lastly
For example
However
9 Instead of
10 Furthermore
11 Secondly
12 Thirdly
13 Finally
14 To conclude
15 As Isee it
4 1 In the UK, about 83% of the population use the

Internet.
2 The Internet has made communication easier.
3 The Internet has made research and study much
easier.
4 It is hard to control childrens use of the Internet.
5 Iuse the Internet every day for fun or for study.
Progress Check
1 1 recipe
2 article
3 quote
4 label
5 travel guide
6 receipt
7 reviews
2 1 a 2 a 3 b 4 b 5 a
3 1 She didnt read the article last week because she
was too busy.
2 While he was looking at the cartoon, he suddenly
got an idea.
3 Ihad just opened acomic when the doorbell rang.
4 Bye for now. Ill call you again later.
1
2
3
4
5
6
4 2 B 3 A 4 C 5 C 6 B 7 A 8 C 9 A 10 B
11 A 12 B 13 A
5

track 60
Communication has become very easy. We stay in touch
with people thousands of miles away. We dont need
to be in our own homes near atelephone to do this.
At the moment 18-year-old Dave Roberts is travelling
around Asia on his gap year. Mostly he stays in touch
with friends and family by email. But last week he
used Skype to phone his family on his grandmothers
birthday. My granddaughter Tess brought her laptop to
me and there was Dave on the screen. He was sitting on
abeautiful white beach. He spoke to me for about five
minutes, and is phoning again at six tomorrow evening.
Ihad never used acomputer for aphone call until my
birthday. Its amiracle really, isnt it? Tess and Daves
father is going to get me alaptop. Ill enjoy speaking to
my friends in Australia and sending them emails.
Extension
1 1 was asked
2 sales were
3 had increased
4 previous
5 were buying
6 didnt just want
7 who
8 are encouraged
9 Im developing
10 doesnt like
11 sell
12 Ill make
13 would have
14 will be the next big
thing
15 have already
developed
16 which
17 is filmed
18 is sent
19 will be left
20 will make
21 became
22 knows
track 61
Mark: Hi, Im Mark and Im 17. Iused to spend about
two or three hours aday on the Internet. If Iwas
doing homework, Ialways used to find an excuse
to go on the Internet to check facts. Once Iwas
writing an essay about nuclear energy. Ihad plenty
of facts Ihad my textbook; Ihad enough material
for the essay. But because Ididnt want to start
writing, Ispent more and more time reading about
the disaster at the Fukushima power plant in Japan.
It was interesting and relevant but Ialready knew
the basic facts. In the end, Ididnt have enough
time to write the essay and Igot abad mark. Imade
aNew Years resolution this year to spend less time
online. Istill use the Internet for homework but
Inow only spend amaximum of 45 minutes aday
online.
Angie: My names Angie and Im 16. The Internet
is really useful. Im probably online for about 90
minutes aday. Online chat and emails are abrilliant
way of keeping in touch because theyre free.
Ialso use Facebook alot. Its agreat place to show
photos and make arrangements to meet your
friends. Ialso like to see what my friends are doing.
Im thinking of joining Twitter too. Ive got my own
blog. Im into cooking and eventually Id like to run
my own restaurant. Iinvent recipes in my free time
and write about food on my blog.
Dan: My names Dan. Im 16. Ispend at least two
hours aday online. Mostly Iuse it to play online
games. Ilove games where youre in avirtual-reality
world because you can be acompletely different
person. Ialso use the Internet to download music
and watch TV and films online. YouTube is great, in
my opinion. Iwatch alot of music clips on it. Some
friends of mine have started aband. Ive filmed
them and put the video on YouTube.
amaximum of 45 minutes aday
90 minutes aday
at least two hours aday
Dan
Mark
Angie
3 1
2
3
4
Two or three hours aday.

Because he didnt want to start writing his essay.
At New Year.
showing photos, arranging meetings, seeing what
her friends are doing
5 food
6 he can be acompletely different person
7 Avideo of his friends band.
Exam Practice
Poziom podstawowy
track 62
Kasia: Hi Bart, who was that on the phone?
Bart: Hi Kasia! It was Magda. Shes just had ajob
interview.
Kasia: How did it go?
Bart: To be honest, she isnt that sure.
Kasia: What job is she applying for?
Bart: Shes applying for atraining program in
ahospital. She would like to help hospital
patients in the future.
Kasia: Oh, Isee. So is Mark, the only thing is that hes
aiming to become asurgeon.
Bart: Really? Ihad no idea. Ithought that he wanted
to take agap year first. Are you going to apply
for atraining job?
137
138
Kasia: Yes, Ibelieve that training can really open your

eyes to things. The only downside is that you
get paid very little or nothing at all.
Bart: Sure, Iknow what you mean.
Kasia: What type of training are you going to apply
for? If Iwere you, Id go for atraining contract
at alarge legal firm.
Bart: Do you really think so? For me, the most
important thing is helping people, so Ive
been thinking about acontract with acharity
organisation.
Kasia: Well, if you ask me, youd make agreat lawyer.
Bart: Thanks alot. But why dont you apply for such
atraining contract yourself?
Kasia: Well, Ialready have.
Bart: Thats great!
1.1. B 1.2. C 1.3. D 1.4. A
4 4.1. C 4.2. A 4.3. C
track 63
Tekst 1
Marta: Hi Bart, can you show me what this social
networking is all about?
Bart: Oh, sorry, Im just too busy now. Why not ask
Pete?
Marta: Ihave done already, but he also said that he
didnt have the time.
Bart: Okay, Ill show you later, no problem. What do
you need it for?
Marta: Well, Iwant to share my short poems with
more friends.
Bart: Ithink thats agreat idea. Ive just started
posting some messages here myself and Im
very pleased with it. Before that, Ionly used
Facebook, and now Ishare my tweets with my
Facebook friends as well.
2.1. A 2.2. C 2.3. C 2.4. A 2.5. B

3 3.1. B 3.2. A 3.3. C 3.4. A
5 5.1. B 5.2. F 5.3. D
6 6.1. C 6.2. A 6.3. B
Exam Practice
Poziom rozszerzony
1

Tekst 2
Hi, my names Barbara and Im areporter. Idescribe
what really happens around us. Sometimes, Ifind
it hard to write about peoples unbearable or
unacceptable life situations but, in my opinion,
areliable piece of writing should include both
wonderful and terrible news. Having said that, Id
rather write fiction or even fantasy stories because this
kind of thing is less dramatic and helps me to relax.
Tekst 3
George: Listen, Ive found this wonderful recipe online
and Ive just been shopping because Iwant to
cook this meal today. It may be tasty, though
it has no reviews yet. So Will you join me
for lunch?
Tina: Sure! It sounds great! So what will you be
cooking?
George: Its ... hmm ... just let me think. Ive forgotten
what its called.
Tina: Just show me the receipt.
George: Ithink you mean the recipe.
Tina: Oh, yes, sorry, silly me.
Tekst 4
Hi Mike, its Nina here. Have you thought about your
plans for next summer? Guess what Ive bought.
Its afantastic publication on travelling with lots of
information and loads of pictures of beautiful places to
visit. The best thing is that it also includes online advice
about different destinations throughout the world.
Soits even better than the online student site:
letsgo.com, because you can always have it with you
when youre abroad.
Tekst 5
Tom: Hi Bob, why didnt you come to the match last
night?
Bob: Well, if Itell you the truth, you wont believe me.
Tom: Go on, tell me anyway, before dad calls us
downstairs for the pizza.
Bob: Well, Iwas actually reading.
Tom: Reading? You must be joking! What were you
reading that was better than the match?!
Bob: Well, my friends really into writing. Her comics
have just been published so Igot stuck in the
bookstore looking for them. You know Im not
asports fan. So Iwouldnt have gone anyway.
track 64
Tekst1
Interviewer: Hello Alan, youve just won the most
respected language competition in your
country. Congratulations! How does it
feel?
Alan:
Thank you! Well, its very rewarding.
Interviewer: How long have you been interested in
learning languages?
Alan: All my life, but English in particular Ive
been learning it for 10 years now.
Interviewer: What advice can you give to other
students trying to learn foreign
languages?
Alan: Well, Ithink that people should do as
much listening as possible, and read
alot of different types of texts: adverts,
articles, cartoons and reviews, but most
of all, they should have fun doing these
things. The worst thing that you can
do is to work too hard or study only
for exams as this kills all the pleasure of
learning.
Interviewer: What are you going to learn next? You
are fluent in Spanish, English and Italian.
If Iwere you Id go for French now. What
do you say?
Alan: Well, Iwas thinking of Japanese, but
Igave up the idea since Ialways like to
travel to the country where the language
Im learning is spoken and Japan is quite
far away. Perhaps German would be
more useful so Ithink Iwill try that.
Interviewer: Well, best of luck. Thank you for the
conversation and for coming to our
studio.
Tekst 2
Woman: Have you ever wondered what its like to
write ascript for an animated cartoon? Here
is how you can get started.
STEP 1: you must have an idea for yourstory.
Remember that cartoons require asimple
concept so you could even use your favourite
joke, as there should always be an element
of humour involved. Just think about what
inspires you.
STEP 2: you need to develop abasic picture sequence
to illustrate the storyline. The pictures can be
very simple, rough sketches done by yourself
if need be.
STEP 3: y ou should start writing ascript. Agood

script consists of atitle, scene, description
and dialogue.

Remember that animated cartoons can
be long or short so dont worry about the
length of your story. You should rather think
about how easy or difficult it will be to
animate what you prepare. Take your time
developing your story, and ask your friends
for their opinions and accept any constructive
criticism. Be flexible with your ideas and dont
have any fears about rewriting what youve
already done. So have fun with it and keep
trying out new things!
Unit 4
1.1. B 1.2. B 1.3. C 1.4. B 1.5. C 1.6. A
2 2.1. D 2.2. A 2.3. C 2.4. B

3 3.1. will be very angry
3.2. Ibecome adoctor
3.3. Ive decided
3.4. he hadnt come

3.5. What would you do
3.6. must have been
4 4.1. hasnt bought

4.2. w
orrying / worried
about the exam
4.3. had left her bag
4.4. has been late for

4.5. h
ad travelled by
plane
Vocabulary plus
Unit 1
1 1
2
3
4
5
computer science
architecture
law
fine art
engineering
1 1
2
3
4
5
pocket
zip
sleeve
laces
underwear
6
7
8
9
10
leggings
collar
belt
button
lipstick
2 1 belt
2 laces
3 pocket
4 button
5 zip
3 1 underwear
2 lipstick
3 collar
4 leggings
5 sleeve
Unit 5
1 1
2
3
4
5
photocopier
desk diary
hole punch
calendar
paper shredder
6
7
8
9
10
2 1 safe
2 hole punch
3 photocopier
filing cabinet
guillotine
safe
drawers
file
4 filing cabinet
5 guillotine
3 1 c 2 b 3 c 4 a 5 b 6 c
6
7
8
9
10
medicine
teacher training
media studies
nursing
business studies
2 1 architecture
2 nursing
3 engineering
4 fine art
5 law
3 1 medicine
2 business studies
3 teacher training
4 media studies
5 computer science
Unit 6
1 1
2
3
4
5
smash awindow
set off an alarm
break into
get away
hold up
6
7
8
9
10
take ahostage
set fire to
witness acrime
carry agun
mug
2 1 take ahostage
2 carry agun
3 witness acrime
4 smash awindow
5 break into
3 1 got away
2 mugged
3 held up
4 set fire to
5 set off an alarm
Unit 2
1 positive: gripping, moving, funny, superb

negative: s low, dreadful, violent, terrifying,
unbelievable, childish
Unit 7
2 2 g 3 f 4 b 5 c 6 a 7 e
3 1 terrifying
2 gripping
3 moving
4 unbelievable
5 superb
3 1 archery
2 rowing
3 hang-gliding
Unit 3
6 trunk
7 stalk
8 leaf
9 soil
10 root
2 1 buds
2 branches
3 soil
4 petals
5 twigs
3 1
2
3
4
5
6
7
8
bark
leaf
root
trunk
6
7
8
9
10
windsurfing
bowling
shooting
scuba diving
weight lifting
2 a10 b 3 c 6 d 4 e 7 f 2
1 1 branch
2 twig
3 petal
4 bud
5 bark
1 1 rowing
2 hang-gliding
3 horse racing
4 motor racing
5 archery
stalk
branch
soil
petal
4 shooting
5 scuba diving
Unit 8
1 1
2
3
4
5
lab coat
gloves
skeleton
funnel
test tube
2 1 scales
2 test tube
3 funnel
6
7
8
9
10
scales
Bunsen burner
tap
microscope
stool
4 skeleton
5 microscope
3 1 a 2 c 3 c 4 a 5 b
139
Unit 9
1 1 headline
2 sports report
3 letters page
4 weather report
5 horoscope
Unit 3
6
7
8
9
10
2 1 headlines
2 crossword
3 sports report
gossip
caption
crossword
cartoon
classified ads
4 classified ads
5 gossip
3 a3 b 6 c 2 d 5 e 4 f 8
Grammar exercises
Unit 1
1 1
2
3
4
plays
goes
s swimming
s training
5 dont like
6 watch
7 m waiting
3 ve saved
4 hasnt made
2 1 ve known
2 left
3 hasnt won
4 started
5 havent read
3 for: three years, weeks, several days, six hours, avery

long time
since: 20th May, the start of the month, we finished our
exams, yesterday, 1995
4 1
2
3
4
How long have you had your jeans?

How long has she been your English teacher?
How long have they lived in France?
How long has he played the violin?
5 1
2
3
4
Ive had my jeans since last week.

Shes been my English teacher for about eight months.
Theyve lived in France for three years.
Hes played the violin since he was six years old.
6 1
2
3
4
5
6
My friends still havent seen that new film.

Ive just spoken to Liam.
Have you phoned your parents yet?
Ive already bought you abirthday present.
Its 1 pm and you still havent got dressed.
My cousins have just moved house.
2 1 R, studied
2 I, won
3 I, became
4 I, took
5 R, dropped
6 I, got
3 1 got
2 didnt win
3 took
4 didnt become
5 studied
6 dropped
4 1 used to work
2 had
3 used to watch
4 get
5 used to live
1 1 when
2 where
3 who
5 1 subject
2 object
3 object
4 subject
5 object
2 1 We went to abeautiful beach which had white sand

and blue water.
2 Imet afamous actor whos been in several films.
3 We went to anew sports centre where you could
try all kinds of martial arts.
4 It was Christmas when my dad fell in love with my
mum.
6 2 c 3 f 4 b 5 a 6 d
Unit 2
1 1 Iwas reading athriller when Iheard astrange noise.
2 Luke wasnt doing his homework when his dad got
home.
3 While they were listening to music, Iwas reading
acrime novel.
4 The sun was shining when Ileft home.
5 She fell asleep while she was watching TV.
6 Iwasnt learning when my mum came home.
2 1 While she wasnt looking, Itook aphoto of her.
2 When Iwoke up it was raining.
3 They werent listening when the teacher explained
the homework.
4 John was playing the piano when his dad came home.
5 Paul was eating dinner while Lucy was cooking.
6 She was cleaning the kitchen when Iarrived.
3 1 When my uncle found these old photos he was
tidying the house.
2 While Iwas doing my maths exam my phone rang.
3 While Patrick was winning the race he lost his shoe.
4 When Imet my best friend Iwas living in Barcelona.
140
1 1 ve misplaced
2 have grown
4 1 d seen
2 hadnt studied
3 hadnt tried
4 d left
5 hadnt bought
5 1 before
2 By then
3 after
4 already
5 before
Unit 4
4 which
5 where
3 1 anywhere
2 no one
3 something
4 someone
5 nowhere
4 1 re going to have
2 ll lie down
3 s giving away
4 ll buy
5 might take
5 1
2
3
4
5
Hes going to learn French next year.

Were playing tennis with Lily tomorrow.
Ill probably make acake for my mums birthday.
My brothers going to be alawyer when hes older.
Theyre visiting the new museum on Saturday.
6 1 will help
2 re going to drop
3 m having
4 might rain
5 m not going to pass
Unit 5
1 1
2
3
4
If he takes off his sweater, hell be cold.

Well save energy if we switch off the lights.
If you dont listen, you wont understand.
Ill put on that shirt if this T-shirt doesnt go with my
jeans.
5 If John moves house, will he change school?
2 1 If Iwere rich and famous, Id buy ahelicopter.

2 Lucy would work in ashop if the conditions were
better.
3 If my aunt didnt have two young children, shed
probably write abest-seller.
4 If Isaw ajob advertisement for the perfect job,
Idapply for it.
5 If you found amobile phone, what would you do?
3 1 d move
2 get
3 wouldnt keep
4 s
5 got
4 2 d 3 a 4 b 5 c
5 1 to arrive
2 playing
3 eating
4 to hear
5 coming
6 1 making
2 to learn
3 playing
4 helping
5 to buy
Unit 6
1 1 cant
2 might
3 cant
4 must
2 1 might
2 cant
3 must
4 could
5 must
3 1 Ali lived in England. He must have been to London.

2 Luke was with me all day. He cant have committed
the crime.
3 They were not answering the phone. They might
have been asleep.
4 Sally was very quiet. She might have been ill.
5 Maria said she had lived in China. She must have
lied.
6 1 We had our pizza delivered during the game break.

2 Ialways have my English homework checked by my
big sister.
3 We had the instructions read before the game
started.
4 Players always have the field prepared early in the
morning.
5 We had our locker room cleaned before the
training.
Unit 8
1 1
2
3
4
are watching
hadnt seen
have (never); been
would help
2 1
2
3
4
theyd won the match

Id never been to his house
Ihad to study harder
theyd phone me later
3 1
2
3
4
5
the day after/the following day

the day before/the previous day
the week after/the following week
two years before
that year
It was Daniel. Hed forgotten to tell Janek the news

the previous day. He said that Benjamins dad had
found anew job and that they were moving to Bath
the following month. He said that Mark was going
to have asurprise party for Benjamin that weekend
at his house. He said that theyd bought him
apresent two days before and that he would show
Janek the following day.
4 2 e 3 a 4 b 5 d
5 1
2
3
4
d gone, wouldnt have been

d trained, would have won
wouldnt have got, had been
wouldnt have broken, hadnt kicked
6 1 If my mum hadnt left school at 16, shed have

gone to university.
2 If shed filled in the application form correctly, shed
have got the job.
3 If the detectives hadnt looked for clues, they
wouldnt have solved the crime.
4 If theyd bought tickets, theyd have seen the
concert.
Unit 7
1 1
2
3
4
5
The Olympics are held every four years.

Cricket isnt played in my country.
The best tennis player is ranked number one.
Agold medal isnt made of solid gold.
Records are broken at most Olympic Games.
2 1
2
3
4
has been found

have been sent
has (already) been announced
has been held
3 1
2
3
4
was stolen
werent recycled
was undercooked
werent sent
4 1 The next song is going to be played by my favourite

musician.
2 The final will be won by Rafael Nadal.
3 Our car isnt going to be repaired until next week.
4 Many shoplifters will never be caught.
5 Our team wont be beaten in this tournament.
5 1
2
3
4
The 2016 Olympics will be held in Rio de Janeiro.

London is visited by millions of tourists every year.
You application form wasnt filled in correctly.
My mother isnt going to be promoted at work.
5 were going to have

6 couldnt swim
7 have to
5 1 what my friends were doing.

2 if Id watched TV the previous night/the night
before.
3 if hed ever beaten his brother at tennis.
4 what languages Icould speak.
5 where we had to go the following day.
Unit 9
1 1
2
3
4
past simple
future with be going to
past continuous
present perfect
5
6
7
8
present simple
present continuous
future with will
past perfect
2 b 8 c 4 d 2 e 5 f 7 g 6 h 3
3 1
2
3
4
was sending; dropped

arrived; had finished; wasnt
ve visited; havent seen
hasnt ridden; had
4 1 Ihope Iwill do well in the test next week.

2 Its all arranged. Were going to meet at the club at
9 pm.
3 That child looks sad. Ithink shes going to cry soon.
4 Hell probably be an engineer when he leaves
university.
5 1 Were you having ashower yesterday when the
phone rang? Yes, Iwas.
2 Is your dad investigating acrime at the moment?
No, he isnt.
3 Are your friends going to study at university next
year? No, they arent.
4 Have you known your best friend since primary
school? Yes, Ihave
141
Macmillan Polska Sp. z o.o.

Al. Jerozolimskie 146 A
02305 Warszawa
A division of Macmillan Publishers Limited
Companies and representatives throughout the world
ISBN 978-83-7621-528-0
Text Macmillan Publishers Limited 2012
Design and illustration Macmillan Publishers Limited 2012
All rights reserved; no part of this publication may be
reproduced, stored in a retrieval system, transmitted
in any form, or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior
written permission of the publishers.
First Polish edition 2015
Polish adaptation by Barbara Muszyska
Cover design by Mikoaj Ostaszewski
Typeset by Illustris-Fotoserwis
Edited by Magorzata Mostek and Ewa Dumaska
Proofread by Patrick Harrison
Interface 4 Students Book Answer Key
Starter Unit
p4
1 James, David and Rachel
2
1
2
3
4
5
is
does
has
are
does / can
1
2
3
4
5
15 years old
In Bury (near Manchester)
One
Sport, especially tennis
Two (English and Italian)
1
2
3
4
5
How old are you?

Where do you live?
How many brothers have you got?
What are your hobbies?
How many languages do you speak?
1
2
3
4
5
6
7
8
Food: apple, bread, meat

School subject: maths, P.E., history
Sport: tennis, football, rugby
Transport: train, bus, car
Countries: France, India, Canada
Adjectives: boring, easy, fun
Weather: hot, cloudy rainy
Places: theatre, shop, gym
1
2
3
4
5
the telephone
a lot of housework
a lot of wood
a story
some extra money
p5
9
1 go
2 lived
3 moved
4 ve lived
5 really love
6 would go back
7 could
8 re going to stay
9 should
10 m doing
11 m not looking
10
1 are you doing
2 am studying / m studying
3 Has Dan finished
4 was playing
5 went
6 Will you help
7 finish / have finished / ve finished
8 dont you ask
9 always does / is always doing / s always doing
10 will ask / ll ask
11
1
2
3
4
5
6
7
8
Who
What time / When
When / What time / How
What
Which
Why
When
Where / When / What time
1
2
3
4
5
How often do you have English lessons?

Where did you go on your last holiday?
What book are you reading at the moment?
How are you going to spend the next weekend?
What countries have you visited in your life?
1
2
3
4
5
e
d
a
c
b
13
15
Unit 1
p6
3
1
2
3
4
5
6
7
starting your own business

retired
moved house, made new friends, settled down
had an accident
got into trouble, changed school
dropped out of university, went for a job interview
took a gap year, went abroad
4
1 T
2 F
3 F
p7
6
A
8
1
2
3
4
5
wasnt
didnt do
didnt go
changed
has got
1
2
3
4
5
In the Bahamas, France and Los Angeles.

He got into trouble.
He wanted to get a recording contract for his band.
Nicolas Cage.
Yes, he has won several awards.
1
2
3
4
5
d
e
b
a
c
10
p8
1
1 habits and routines
2 often
3
2
1
2
3
4
6
What time do you usually go to sleep?

Do you ever go cycling?
Do you sometimes upload pictures to Instagram?
How often do you get angry?
How often do you listen to music?
4
1 finished actions in the past
2 Wanted is regular. Broke up, do, leave and have are irregular they do not end in -ed.
5
2 wanted
3 studied
4 decided
5 appeared
6 was
7 made
8 became
9 won
10 started
11 got
7
1 used to
2 used to, past simple
p9
8
2 use
3 used to write
4 used to take
5 send
6 is
7 didnt use to have
8 used to use
9 is
10 used to spend
9
1
2
3
4
Did people use to use the Internet twenty years ago? No, they didnt.
Did communication use to be instant? No, it didnt.
Did people use to send emails? No, they didnt.
Did people use to make phone calls from phone boxes? Yes, they did.
10
2 did you move, moved, used to live / lived
3 did you use to go, used to go, went, enjoyed
4 Did you use to read, used to read, read / read
12
1
2
3
4
5
d
a
e
c
b
1
2
3
4
40, 3
26, 4
2, 2.5
9
13
p10
1
At Carnival in Venice.
2
1
2
3
4
His cousin.
To Venice in Italy.
His mum and dad and his friend Chris.
Davids cousin.
2
3
4
5
6
in the middle
on the right
looks like
look
there are
1
2
3
4
5
Theres a box at the bottom of the photo.

John is standing next to the table.
Lucy is on the right.
He looks really angry.
Theres a dog in the middle of the photo.
6
5
1 b
2 a
3 c
p11
7
1
2
3
4
The British government.

By train.
Their teachers.
They learnt that milk comes from cows.
p 12
3
1
2
3
4
5
6
7
8
to
to
about
with
in
about
about
on
1
2
3
4
argue with
waiting for
talking to
worries about
Pronunciation a
1 Do you dream about travelling the world?
2 Were looking forward to the party.
3 He used to play in a band.
4 He didnt have an easy childhood.
6
b
8
1
2
3
4
5
6
7
8
She lives in Chicago in the USA.

She used to live in Senegal in Africa.
She thought it would be easy to live there.
Some of the students were awful to her.
She missed her friends from Senegal.
Her new friends helped her.
They started a diversity club.
The school system and the fact that teenagers can be independent.
p13
10
The subject questions dont use auxiliary verbs, they use the verb in its normal affirmative
form.The object questions use a normal auxiliary + subject + verb question structure.
11
a subject
b object
12
1
2
3
4
c
b
d
a
13
1 Object question
2 Subject question
14
1
2
3
4
5
What did Tolkien write?

Who did Penelope Cruz marry?
Who married Javier Bardem?
What did the Chinese build over 2000 years ago?
Who built the Great Wall over 2000 years ago?
p14
1
1 Shes moved house and started at a new school in the third year, shes in a volleyball
club and shes learning the guitar.
2 She asks how she is, what she has been doing, if she is still going out with Pablo and
about her family.
3 Suggested answer: a friend
2
1
2
3
4
5
6
f
c
b
e
d
a
1
2
3
4
Whats new? / Whats new with you? / What have you been up to?
Write soon! / I cant wait to hear all your news!
How are you doing? / How are things?
Love, / Lots of love, / Bye for now,
4
1
2
3
4
5
How are you doing?

I cant wait to hear from you!
Bye for now.
What have you been up to?
What else is new?
p15
1
1
2
3
4
5
c
a
d
b
e
1
2
3
4
5
6
with
to
to
about
on
in
1
2
3
4
5
moved
go
went, didnt buy
do
got
1
2
3
4
5
b
a
e
c
d
1
2
3
4
5
use to live, used to live, live, moved

Did Sue use to like, didnt use to like, is, stopped
did Tony use to do, used to go, started, doesnt go
did they use to work, work, used to work, started
did Kate use to go, used to go, doesnt go
1
2
3
4
Who went shopping with her friends?

What did Mike visit?
Who visited the new museum?
Who saw Matt Damons new film last week?
5 What did Jenny see last week?

7
1 won
2 is
3 got up
4 gets up
5 got up
6 worked
7 doesnt work
8 used to take
9 bought
10 travels
11 didnt have
12 wasnt
p16
1
A. to change school / to have a gap year
B. to settle down / to break up / to make new friends / to miss friends
C. to become rich / to retire / to start your own business / to go to a job interview
3
3.1. x
3.2.
3.3. x
4
4.1. C
4.2. B
5
Words referring to picture A: broke my leg, hospital bed
Words referring to picture B: classes, rules, lessons, studying
Words referring to picture C: play football, watch the games, Old Trafford
5.1. B
6
6.1. B
6.2. A
6.3. C
6.4. A
6.5. C
p17
9
1
1.1. until
1.2. when
1.3. but
1.4. then
2
2.1. B
2.2. A
2.3. B
3
3.1. B
3.2. C
3.3. E
3.4. D
4
4.1. between
4.2. go abroad
4.3. have an accident
4.4. independent
5
5.1. T
5.2. F
5.3. F
5.4. F
Unit 2
p20
3
1
2
3
4
5
6
science fiction
poetry
fantasy
crime
adventure
non-fiction
4
1 You should read a romantic novel.
2 You should read historical fiction.
3 You should read a comic.
10
4 You should read an adventure books.

5 You should read an autobiography or a biography.
6 You should read a short story.
5
1 b
2 a
3 c
p21
9
1 c
2 a
3 b
10
1
2
3
4
5
6
7
8
e
a
c
h
b
f
g
d
1
2
3
4
5
6
F The writer found her while he was driving to Palomar.

T
T
F The Red Cross helicopter rescued the writer quite late the next morning.
F Laika died just a few weeks after the writer went to work on the Moon.
F
11
p22
1
1 c
2 a
3 b
2
1 past simple
2 past continuous
3 past continuous
3
1 was writing, rang
2 bought, got
11
3
4
5
6
7
8
arrived, had
was listening, wasnt watching
was walking, saw
were writing, was looking
cleaned, ran
was making, didnt have
4
2 moved
3 was living
4 started
5 fought
6 didnt write
7 was fighting
8 published
9 went
10 worked
11 was working
12 had
13 didnt write
14 wrote
15 helped
16 won
5
1
2
3
4
5
When did he move to London?

Where was he living when he started writing?
How many books did he write?
When did a magazine publish his first story?
What was he doing when he had the idea for a sequel?
6
a) while
b) when
p23
7
1
2
3
4
5
What were you doing at 6.30 this morning?

What did you do after you finished breakfast?
What did you do last Saturday night?
What was the last film you watched?
What were you doing before you started this exercise?
9
Books made into films and what the speakers think of them.
10
1 T
2 F Mark hasnt read the books.
12
3
4
5
6
7
8
F Lydia didnt like the fact that the films didnt include everything in the books.
T
F Mark never used to read books about teenagers growing up.
F The story of The Last Song is about a girl called Veronica whose parents get divorced.
T
T
p24
1
In a bookshop.
2
1 wants
2 exchange
3 doesnt know
3
Usain Bolts autobiography.
5
1
2
3
4
5
honest
ask
agree
opinion
think
1
2
3
4
b
a
d
c
p25
7
1 Racism /Sexism
2 medical law
3 multiculturalism in the modern world
p26
2
Noun + noun
school holiday
postcard
computer program
bookshop
love letter
text message
13
audiobook
Adjective + noun
best-seller
popular press
secondary school
public library
graphic novel
3
1
2
3
4
text message
bookshop
public library
audiobook
1
2
3
4
5
school holiday
computer program
love letter
graphic novel
postcard
6
Sentence 2 is not true.
8
1
2
3
4
5
Yes they were. They were best-sellers.

Australia.
Thirteen years old.
It is for teenagers, not for children.
She has learnt to balance her work and social life.
p27
9
a before
b past participle
10
1
2
3
4
5
had finished
Had you read
hadnt eaten
hadnt gone
had the reporters asked
1
2
3
4
5
By then
before
by the time
before
already
11
14
6 by then
12
1 had left
2 arrived
3 hadnt finished
4 started
5 had stopped
6 could
p28
1
1
2
3
4
A science fiction book.

The author is Lois Lowry and the main character is Jonas.
The Newberry Medal.
Yes, he did.
2
1 b
2 c
3 a
3
1
2
3
4
5
p29
1
1
2
3
4
5
6
In conclusion, I would definitely recommend this book.

The main characters are two teenagers called Ryan and Seth.
I liked it because it is about problems teenagers have.
The story is about the first time Ryan falls in love.
The book is set in London in the 1980s.
autobiography
romantic novel
fantasy
science fiction
comic
crime story
2
1
2
3
4
5
6
graphic novels
popular press
postcards
love letters
best-seller
book deal
3
1 decided
2 wanted
15
3 went
4 was looking
5 noticed
6 was sitting
7 was signing
8 realised
9 bought
10 asked
4
1
2
3
4
5
6
What were you doing at 7 oclock last night?

Where did you go on Saturday?
When did you read an adventure story?
What were you doing when Kate arrived?
Who were you talking to when your mobile phone stopped working?
When did they buy three comics?
1
2
3
4
5
After I had read the book, I told all my friends about it.
By the time I had finished my homework, it was after 11 pm.
The train had already left when we arrived at the station.
I hadnt read any science fiction before I read this story.
We saw the film after we had read the book.
6
1 did you get
2 was
3 went
4 hadnt gone
5 were looking
6 met
7 was walking
8 was he doing
9 was raising
10 showed
11 told
12 had had
13 had wanted
14 had met / met
p30
1
1.1. This text invites you to work with somebody else.
1.2. You can see this text on a noticeboard at school.
1.3. This advert invites you to buy something.
2
2.1. D
2.2. B
16
2.3. E
2.4. A
3
3.1. A. an actress
B. a play
3.2. A. Public speaking
B. presentations
3.3. A. non-fiction books
B. literature about real
4
4.1. C
4.2. A
4.3. B
4.4. A
p31
1
1.1. book two
2
2.1. D
2.2. B
2.3. C
3
3.1. D
3.2. B
3.3. A
Unit 3
p34
1
3
4
2
1
install solar panels

mend old clothes
compost food waste
insulate windows
1
2
3
4
travel by public transport

insulate the windows
save water
turn off the lights/turn the lights off
17
5
6
compost their food waste

mend old clothes
1
2
3
4
5
car journeys
recycle
rechargeable batteries
public transport
solar panels
Answers:
1c 2 a 3 a
4b
5c
5
saving water
p35
9
1
2
3
4
5
F Lisa is writing a blog about their experience.

T
F He has made a lamp from old metal.
F He doesnt go to burger bars with his friends.
T
1
2
3
4
5
e
d
a
c
b
10
p 36
1
1
2
3
how long
for
since
1
2
3
4
5
havent recycled
has been
Has John turned off
havent swapped
has shared
1
2
3
4
5
since
for
since
for
since
18
4
1
2
3
4
5
How long have you been a fan of your favourite band?

How long have you had this book?
How long have you played your top computer game?
How long have you lived in your house?
How long have you studied English?
1
2
past simple
present perfect
1
2
3
4
a
b
a
a
p37
8
2
3
4
5
6
7
8
9
10
wrote
have tried
havent thrown away
has bought
bought
was
have worn
wore
thought
9
It means something has happened very recently
10
1
2
3
4
5
Martin has just bought a computer.

Our teacher has just asked a question.
Maggie has just won the race.
Simon and Sue have just woken up.
Kate has just seen her friend
11
a
13
1
2
3
4
5
6
7
F you dont buy anything for 24 hours.

T
T
F people exchange items that they dont use.
T
T
F Plastic packaging is damaging for the environment ...
19
p38
1
James is turning off the lights to save energy and David is recycling paper.
2
1
2
3
T
F
F
3
Save energy, travel by public transport and recycle packaging.
5
1
2
3
4
c
d
b
a
6
1 a
2 c
p39
7
1 No, you dont its free.
2 There are 8,500,000 members.
3 Since 2003.
p 40
1
1
2
3
4
b
d
a
c
2
Positive (P): reorganise, recycle,
Negative (N): underpay, overlook, misplace, overeat, misunderstand, underestimate,
misinform, undercook, underperform, overpopulate,
Neutral (Nu): replace, replay
4
1 Have you ever overlooked an important mistake?
2 When was the last time you misplaced an object (that) you liked a lot?
3 Have you ever misinformed your parents about your marks at school?
4 Would you like to replace the phone you have?
5 Do you usually overeat at Christmas?
20
6
b
p41
8
1
2
3
4
5
6
In cities.
Because it isnt grown there.
Farms in skyscrapers.
Crops, chicken and fish.
From solar power.
Iceland, India and China.
1
2
3
already
yet
still
1
2
3
4
5
already
yet
still
yet
already
10
11
1 Has he recycled the old newspapers yet? No, he still hasnt recycled the old
newspapers.
2 Has he bought energy-saving light bulbs yet? No, he hasnt bought energy-saving light
bulbs yet.
3 Has he phoned the recycling company yet? Yes, hes already phoned the recycling
company.
4 Has he sorted out the rubbish yet? No, he hasnt sorted out the rubbish yet.
Pronunciation a
organise 3
reorganise 4
organisation 5
environment 4
environmental 5
populate 3
overpopulate 5
population 4
insulate 3
insulation 4
p42
1
21
1
2
3
Because we use a lot more packaging.

Because they are too lazy.
No, just in some cities.
2
Paragraphs where the writer gives an opinion
1 and 3
Words / phrases for giving an opinion
In my opinion,
I believe
Number of arguments
3
Words / phrases used to introduce the arguments
Firstly,
Whats more, ...
Secondly, As
a result,
Words / phrases for summarizing
In conclusion,
3
1
2
3
4
5
As a result
Whats more
Consequently
As a result
Furthermore
p43
1
1
2
3
4
5
6
d
c
a
f
b
e
1
2
3
4
5
6
misunderstood
overeaten
reorganise
misplaced
underpay
has replayed
1
2
3
4
How long have you studied English?

How long has Mike had his MP3 player?
How long have Jim and Angela lived here?
How long have you wanted to be a biologist?
22
5
6
How long has Amy known Joe?

How long has your teacher worked at this school?
1
2
3
4
5
6
7
8
I havent done my homework yet.

Sally has already phoned her boyfriend.
Weve just seen Paul.
Mark still hasnt listened to his new CD.
Have you been to the new nightclub yet?
They havent had their lunch yet.
Simon has just won the race.
I have already been to the gym.
1
2
3
4
5
6
Ive lived here since 2003.

Ive been here since 9 oclock.
Weve been here for 10 minutes.
Theyve been best friends for five years.
Ive known Carla since 2008.
Theyve worked here for a few months.
1
2
3
4
5
6
7
8
since
started
was
already
have achieved
supports
since
has invested
p44
1
1.1. undercooked; sauce noun, undercooked verb (past participle)
1.2. share; bicycle noun, share verb
1.3. misplaced; misplaced adjective, mend verb
1.4. Batteries; batteries noun, overeat verb
1.5. waste; bad adjective, waste noun
2
2.1. B
2.2. A
2.3. A
2.4. B
3
3.1. v
3.2. adj
3.3. adj
3.4. v
23
3.5. n
4
3.1. B
3.2. G
3.3. A
3.4. D
3.5. C
5
5.1. misplaced it refers to objects
5.2. car journeys it doesnt collocate with save
5.3. car it doesnt collocate with ride
7
7.1. B
7.2. C
7.3. E
p45
1
1.1. environmentally its an adverb modifying the adjective
1.2. rechargeable it collocates with batteries
1.3. saving it collocates with energy
1.4. dramatically its an adverb that defines the verb reduced
2
2.1. no adjective suffix organic
2.2. no prefix replay
2.3. wrong prefix misunderstood
2.4. wrong participle form packaging/plural noun form packages
3
3.1. misunderstand
3.2. greener
3.3. ecological
3.4. recycling
3.5. making
4
4.1. A and B
4.2. A and B
4.3. B
4.4. B
24
5
5.1. correct
5.2. wrong have already replaced
5.3. wrong has / have just organised
5.4. wrong downloaded these files
6
6.1. Id rather ride
6.2. long have you known
6.3. travelled by public transport / used public transport
6.4. is (equally) as important as
6.5. since they insulated
Revision 1
p48
1 autobiography
2 best-seller
3 comic
4 love letter
5 mobile phone
6 overcrowded
7 play
8 romantic novel
9 rubbish
10 science fiction
11 social life
12 solar panels
13 water
p49
1
1 know
2 have read
3 worked
4 used to be
5 sold
6 dont become
7 becomes
8 gets
9 has sent
10 receive
11 needed
12 had spent
13 before
14 took
15 has worked
16 has helped
17 have been
18 ve written
25
2
1 Ive lived in Paris for two years and I love it.
2 I havent finished all my homework yet, but Ive done my maths.
3 I bought a new MP3 player last year but its already broken.
4 I hadnt read an Agatha Christie novel before but I really liked it.
5 I was watching TV last night when Gareth called me.
6 My dad went to school in Morocco until he was 14.
3
1 How long have you known your best friend?
2 Who wrote the play Hamlet?
3 Who did you write to yesterday?
4 Who did he argue with in the shop?
5 Who argued with him in the shop?
6 How long have they had a dog?
p50
1
a, c, f
Unit 4
p52
1
3
1
2
3
4
5
colourful
conventional
casual
old-fashioned
loose
1
2
3
4
5
6
7
sporty
trendy
glamorous
impractical
formal
comfortable
tight
5
Trainers. Because theyre trendy but also comfortable.
p53
7
8
1
T
26
2
3
4
5
F Stilettos became popular in the 1950s.

T
F Some websites allow you to design your own shoes.
F Imelda Marcos owned around 3000 pairs of shoes.
1
2
3
4
5
6
The piece of material that covers the foot.

40.5cm.
Because they have no heels.
On some websites.
Because there are so many different styles.
Over seven years.
1
2
3
4
5
d
e
b
c
a
10
p54
2
1
2
3
4
5
6
who
when
which
that
that
where
1
2
3
4
5
6
b
e
d
a
f
c
2
3
4
5
6
7
where
when
who
who
which/that
which/that
a
b
c
people
places
things
27
p55
8
1
2
3
4
5
6
somewhere
No one
anything
anywhere
Someone
something
1
2
affirmative
negative, questions
1
2
3
4
5
6
7
8
anywhere
nowhere
something
something
Nothing
anything
someone
something
10
13
Stella McCartney. Shes a fashion designer.
15
1
2
3
4
5
6
7
8
c
c
a
a
a
b
c
a
p 56
2
1
2
3
good
jacket
yesterday
4
1
2
3
4
jacket
think
boots
style
28
5 trendy
6
1
2
3
4
5
6
fantastic
suit
love
pleased
thank
so
7
1 a
2 c
3 c
p57
7
1
2
3
4
Sarah Burton.
To keep the lace as clean and white as possible.
The rose of England, thistle of Scotland, daffodil of Wales and shamrock of Ireland.
Copies of the dresses.
p58
2
1
2
3
4
5
Im going to throw it away.

Im going to try it on.
My dad makes me pick my clothes up from the floor and put them in my wardrobe
Does this jacket go with these trousers?
I dont want them to wear out.
1
2
3
4
5
6
pick something out

put my clothes away
take my jacket off
give it away
Put your coat on
look for some
5
Lucy and Anna are going to a party.
6
1
2
3
4
c
a
b
b
7
29
1
2
3
4
5
Its his birthday.

Lucy thinks that shell look great.
Felton Street
7.30pm
DJs and live bands
p59
9
1
2
3
4
5
6
Youll look great.

Theres a great DJ so its going to be a cool party.
My dads driving me.
Im going to wear my new green dress.
Ill ask him later.
I might wear my new black jeans.
1
2
3
4
5
6
wanna
might
re meeting
Ill get
is gonna
Im coming
1
2
3
4
5
6
m visiting
m meeting
are you doing / are you going to do
its going to rain
ll be
will make
10
11
p60
1
1
2
3
4
5
Samantha
Her sister Phoebe.
Shes tall, blonde and beautiful.
Shes kind, funny and clever but also quite adventurous.
During the week she looks conventional but at the weekend she wears bright, colourful
clothes.
6 They like different styles of clothes. Phoebe makes her own clothes, which are bright
and colourful, while Samantha wears casual, sporty clothes. Samantha prefers to go
walking at the weekend, whereas Phoebe loves shopping with friends.
2
1
2
3
4
but
Although
whereas
While
3
30
1
2
3
4
whereas
but
Although
While
p 61
1
1
2
3
4
5
6
glamorous
impractical
formal
tight
casual
trendy
1
2
3
4
5
6
d
e
f
b
a
c
3
1 I was born in the house where my father was born. / I was born in the house which / that
my father was born in.
2 Shes the woman that / who designed my sisters wedding dress.
3 Wheres the shirt which / that I wore yesterday. I cant find it
4 We met in 1998 when we were seven years old.
5 Thats the shop where I bought my new shoes.
6 Shes the girl who / that has joined our class.
4
1
2
3
4
5
anywhere
somewhere
anything
No one
nowhere
1
2
3
4
5
6
will
will win
are you going to
meeting
we are doing
might
6
1 a
2 b
31
3
4
5
6
7
c
b
a
c
b
p62
1
A. rather
B. Why
C. honest
D. agree
E. should
F. pleased
G. so
2
2.1. B
2.2. A
2.3. B
2.4. A
2.5. A
4
4.1. D
4.2. E
4.3. C
4.4. B
5
Responding to
compliments
Oh, thank you.
Thanks. Im glad you
like them.
Asking for opinions

Dont you agree that ...?
What do you think of ...?
Givingopinions
Givingcompliments
I prefer ... to ...

I reckon ...
If you ask me, ...
In my opinion ...
What trendy stilettos!

You look great.
I love your jacket.
It really suits you.
7
7.1. B
7.2. A
7.3. C
p63
1
A. contrast: although, while
B. cause and effect: so, because
32
C. sequence: first, next

2
2.1. with
2.2. which
2.3. where
2.4. so
2.5. but
3
3.1. C
3.2. A
3.3. A
3.4. B
Unit 5
p66
1 salary, pay rise, bonus, expenses, allowance, pension
3
1
2
3
4
5
6
job advertisement
an application form
contract
conditions
salary
bonus
1
2
3
4
5
6
7
expenses
allowance
promotion
training scheme
benefits
pay rise
work experience
5
Yes, she does. She gets 50 a month. She buys clothes and pays for her mobile phone.
p67
7
8
1 an island
2 write a blog
3 one year
33
4 British
5 47
9
1
2
3
4
5
6
F You cant apply to be a film star. You have to be talented.

F They had to be able to speak and write English.
T
F Only 16 people were interviewed, but over 30,000 applied.
T
F Bens still earning a great salary.
1
2
3
4
5
b
d
e
c
a
10
11
1
2
3
4
The State of Queensland in Australia advertised the best job in the world.
It was created to promote tourism in Queensland.
It was called that because the conditions were so good.
Ben was very busy and had to do a lot of different things meet people, write, take
pictures.
5 He works for Queensland promoting tourism abroad.
p68
2
a) present and future
b) possible, unreal
3
1
2
3
4
5
If you sign this contract, youll be very busy for the next two months.
I wont get any allowance from my parents if I fail the exam.
If she finishes her training scheme this year, shell get a bonus.
If you dont read any job advertisements, youll never find a job.
He wont get much work experience if he doesnt want to work long hours.
1
2
3
4
5
were/was, wouldnt go
had, would earn
offered, would work
would find, had
wouldnt have, bought
5
1 ll
2 d
3 want
34
4
5
6
7
ll
ll
had
saved
Pronunciation
a
If shes late for work, shell lose her job.
If I tell you the truth, you wont believe me.
If they didnt have any money, they wouldnt go on holiday.
If he liked the car, hed buy it.
b
1 11 words, 3 stressed
p69
8 provided that, supposing, on condition that, unless
9
a) provided that, supposing, on condition that (in any order)
b) unless, if
10
1
2
3
4
5
supposing / provided that

provided that / on condition that
Provided that
unless
unless
13
1 play music at a party, make a playlist
2 make coffee, serve customers, do the washing-up
3 serve customers, give customers advice
14
1 b
2 c
3 a
15
1
2
3
4
5
b
c
c
a
c
35
p70
1
Outside a restaurant.
2 Hes tired.
3
his colleagues, the food
the hours, the work
6
Stressed words are underlined.
1 What I like about it is the hours.
2 The best thing is the money.
3 On the upside there are my colleagues.
4 The worst thing about it is my boss.
5 So, whats the downside?
7
1
2
3
4
b
d
c
e
p71
8
1
2
3
4
6
Because its the oldest part of London.

Threadneedle Street
No, it hasnt.
It makes new coins and notes.
Llantrisant, Wales
p72
1 Possible answers
1 work part-time, have a full-time job, earn a salary, get a job
2 have a full-time job, earn a salary
3 get a pension
3
1
2
3
4
5
6
e
d
f
b
a
c
4
36
1 work
2 earn
3 get
4 apply
5 get
6 have
7
you can learn some new skills
you can get some work experience
you can earn a small salary
p73
8
1 d
2 a
3 c
9
Gerunds as the subject of a sentence: 3
Gerunds after verbs: 2
Gerunds after prepositions: 4
Infinitives after verbs: 1
Infinitives after adjectives: 5
10
Followed by a gerund
enjoy
look forward to
Followed by aninfinitive
want
decide
would like
cant afford
need
arrange
11
1
2
3
4
5
playing
to see
to go
to buy
seeing
1
2
3
4
5
6
7
wearing
going
to wear
Looking
being
to see
to give
12
37
8 to take
13
a lift
- when someone takes you somewhere in their car
- a machine that carries people up and down the different floors of a tall building
to lie
- to be in a position where your body is flat on a surface such as on the floor or in a bed
- to deliberately say something that is not true
right
- the opposite of left
- if something is right, it is correct according to the facts
- morally correct
a/the rest
the rest - the part of something that remains e.g. in a film or football match
a rest - a period of time that you spend relaxing or sleeping after doing something tiring
a/to play
a play - a piece of writing intended to be performed by actors in a
theatre or on television or radio
to play - activities that are done because they are enjoyable and fun, especially by children
to play - the action in a sport or game
a letter
- a message that you write on a piece of paper and send to someone
- a single written symbol that is used to represent a sound used in speech
p74
1
To apply for a work experience position.
2
1 She wants to study Business Studies at university.
2 Since she was eight years old.
3 She can use Word, PowerPoint and Excel and she is also learning how to write
computer programs.
4 Shes responsible and hard-working.
5 More information about the company and the work experience position.
6 Her CV and reference from her ICT teacher.
3
1
2
3
4
I look forward to hearing from you.

I am writing to apply for a job in your caf.
I would be very grateful if you could send me some information.
I am enclosing my CV.
38
5 I am available to attend an interview.

4
1
2
3
4
5
p 75
1
1
2
3
4
5
2
1
2
3
4
5
3
1
2
3
4
5
4
1
2
3
4
5
I am enclosing my CV.
I look forward to hearing from you.
Yours faithfully,
Dear Sir/Madam,
I would be very grateful if ...
salary
an allowance
pension
conditions
benefits
had
signed
lost
worked
filled
become
d be
dont apologise
would you do
ll lend
talking
to meet
to see
to leave
6
5
1
2
3
4
5
6
7
8
a
b
a
c
b
c
c
a
39
p76
1 Suggested answers
Jobless
apply for a job
be unemployed
have a job interview
job advertisement
sign a contract
Working
pay rise
sign a contract
bonus
getpromoted
3
3.1. B
3.2. C
4
Man
Woman
Man
Woman
Man
Woman
Its funny how two sisters can be so different from each other.
True. Kelly works hard because she wants to get promoted and get a pay rise so
all she thinks about is how to be a better employee, while Maria, whos only
two years younger, has been unemployed since she left university. She hasnt
filled in any application forms or even read any job advertisements and is just
happy with the money she gets from her parents.
Strange, isnt it? I wonder how long Maria is going to be able to live like that?
Until her parents lose their patience, I guess. But the longer she waits, the more
difficult itll be to get a job and start working.
I know. I think itd be a good idea if she looked for some kind of training
scheme.
I agree entirely.
5
5.1. C
5.2. B
5.3. E
5.4. A
6 Suggested answers
6.1. I never forget to look for a clear description of what I need to do to get promoted .
6.2. Finally, I will never accept a post in a different country if I dont earn enough money
to take my family with me.
6.3. Some people may think that Im too demanding.
7 Suggested answers
7.1. David always remembers to check if the promotion conditions are clearly described or
not.
7.2. David will never agree to work abroad unless he earns enough to take his family with
him.
7.3. Some people may believe that he wants/expects too much.
8
8.1. F
40
8.2. F
8.3. P
p77
2
2.1.
2.2.
2.3.
2.4.
A
D
C
B
3.1.
3.2.
3.3.
3.4.
A
D
E
B
4
4.1. Im going to a job interview tomorrow and I really dont know what to wear. Do you
think you could help me to choose the right clothes?
4.2. You say that if you work hard, youll get promoted. This may be true, but if I were
you, Id be careful and ask for all the details to be written in the contract.
4.3. Its really simple. First, you visit the company website, fill in the form and send it in
online. Then theyll give you a call and invite you to an interview.
4.4. The first few weeks are always difficult, even if the conditions are good. Its a new
situation and you may feel stressed out. Just remember that youre smart and youll
deal with all the problems that you encounter. Just dont give up!
5
5.1. A
5.2. B
6
6.1.
6.2.
6.3.
6.4.
6.5.
6.6.
C
B
B
C
B
A
Unit 6
p 80
1
possible answers
1 catch a thief, arrest a suspect
2 commit a crime
3 look for clues, investigate a crime
4 do community service
41
3
Criminals
be guilty
go on trial
do community service
pay a fine
commit a crime
go to prison
The police
arrest a suspect
suspect someone
solve a crime
catch a thief
investigate a crime
question a suspect
look for clues
4
1
2
3
4
5
6
7
8
solved
looked for
questioned
investigated
caught
arrested
went to prison
guilty
5
Stealing leather jackets in a clothes shop.
p 81
9
1
2
3
4
A
C
B
C
1
2
3
4
5
c
d
e
b
a
1
2
3
4
5
endangered species
a heavy fine
natural habitat
profitable
baggage carousel
10
11
42
p82
1
1 cant
2 might, may, could
3 must
2
1 c
2 b
3 a
3
1
2
3
4
5
a, b
c
a, b
c
a, b, c
1
2
3
4
5
6
7
cant
might
could
cant
might
must
must
p 83
6
1 c
2 a
3 b
7
1
2
3
4
must have been

cant have been
1
2
3
4
cant/couldnt have been

must love; can talk
may/might have been; didnt give;
might get; works
1
2
3
4
5
three
innocent
Paul Chambers hotel room
30
10 million
11
43
6 two
12
1
2
3
4
5
6
Mayfair Bank, London

They have been sent to prison for 10 years.
30 minutes
Paul Chambers
diamonds
five times
p84
1
Outside a police station.
2
Davids bike has been stolen.
3
1
2
3
4
It was stolen last night at about 10pm.

It was stolen from outside his house.
He saw a man cycling away on his bike.
He phoned the police and went to the police station to talk to them.
1
2
3
4
5
absolutely
joking
believe
sounds
happened
7
1 c
2 a
p85
8
1 Because he demanded more and more taxes and imprisoned innocent people so that he
could take their land and money.
2 No one knows for sure if Robin Hood existed or not.
3 He signed the Magna Carta in 1215.
4 He died a year after signing it.
p86
3
Crime
theft
kidnapping
robbery
pickpocketing
murder
44
vandalism
Criminal
thief (thieves)
kidnapper
robber
pickpocket
murderer
vandal
4
1
2
3
4
5
6
7
8
thief
murder
pickpocket
kidnapper
vandalism
robbers
vandalism
Pickpocketing
8
1 Seven.
2 They went to the wrong bank, they did the same robbery again a few months later, they
didnt do the washing-up, they all took the same flight.
3 $12 million.
4 On dirty plates in a dishwasher / in a house in Ohio.
5 They all flew from Ohio to California on the same plane before the California robbery.
p87
9
past perfect, third conditional
10
1 have
2 had, wouldnt
3 would, done
11
1
2
3
4
had been
would you have done
wouldnt have failed
hadnt given
1
2
3
4
5
had worked ; wouldve done

hadnt been; wouldve gone out
wouldve saved; hadnt bought
wouldnt have gone; hadnt stolen
would they have met; had gone
12
45
13
1
2
3
4
5
6
hadnt worked
wouldnt have learnt
hadnt visited
wouldnt have bee nable
hadnt fought
would have been
p88
1
He saw a thief running away from the supermarket.
2
1
2
3
4
His friend Adam.

They heard an alarm ringing and saw someone climbing over a wall.
It was a cloudy night and there werent many street lights.
He was probably in his thirties. He was quite small and he was wearing a black coat and
a woollen hat, which hid his face.
5 He called the police.
3
1
2
3
4
5
lovely
pretty
friendly
tastiest
kind
p89
1
1
2
3
4
5
6
e
d
f
b
a
c
1
2
3
4
5
6
thief
vandal
kidnapper
murderer
pickpocket
robber
1
2
3
4
5
6
cant
might
must
may
cant
must
46
4
1
2
3
4
5
6
If I hadnt witnessed a theft, I wouldnt have called the police.

If I hadnt worked hard, I wouldnt have passed the exam.
If hed gone to the concert, he would have met Sue.
If you hadnt walked past the shop, you wouldnt have seen the robbers.
If shed read the book, she would have known the answer.
If I hadnt lived in Tokyo, I wouldnt have learned Japanese.
1
2
3
4
5
6
7
8
a
a
b
b
b
a
c
a
p90
2
2.1. C
2.2. A, B
2.3. A, C
3 robbery
4
4.1. C
4.2. B
4.3. C
4.4. A
p91
2
2.1. B
3
3.1. C
4
4.1. B
4.2. D
4.3. C
5
5.1. B
5.2. A
5.3. B
6
6.1. C
6.2. A
47
6.3. D
6.4. E
Revision 2
p95
1
1 who
2 that
3 wants
4 when
5 to apply
6 to meet
7 trying
8 ll
9 werent
10 hadnt gone
11 will continue
12 will
13 might
14 m going to
15 m meeting
2
1 If my dad earned more money, he would buy me a bike.
2 He may / might be the robber, but Im not sure.
3 Im not going to Amys party because Im going to visit / m visiting Tom this
weekend.
4 My brother never goes anywhere without taking his mobile phone.
5 Shell be happy to meet you at the station.
6 If they hadnt broken the law, they wouldnt have gone to prison.
3
1 What are you planning to do this weekend?
2 What would you do if you saw a bank robbery?
3 Will you have enough money if you lend me 10 zloty?
4 What will the weather be like tomorrow?
5 Do you fancy going out for a meal tonight?
6 What would you have done if hed stolen your mobile?
p96
1f
2t
3f
4t
5t
Unit 7
p98
48
1
1
2
3
4
5
6
support a team
score a goal
get a medal
break a record
win
televise
1
2
3
4
5
6
got
scored a goal
coached
set
drew
lost
1
2
3
4
5
6
take up
break
televise
coach
win
support
5
1b
2c
3a
p99
9
1
2
3
b
c
a
10
1
2
3
4
5
6
84,490.
Andres Iniesta.
Two
The longest final.
He won the race and broke the world record.
He has broken the records for both 100 and 200 metre races.
1
2
3
4
5
6
c
d
b
f
e
a
11
12
49
1
2
3
4
5
6
slowing down
tournament
equal
amazing
side / team
take the title
p100
1
held, inspired, beaten, played
2
a be
b passive
3
1
2
3
4
5
Is held
has been televised
is played
hasnt been repeated
are eaten
4
1
2
3
4
5
6
were held
wasnt won
was played
was beaten
were scored
was also given
1
2
3
4
5
6
The FA cup was won by Manchester City.

Barcelona is/are supported (by fans) all over the world.
I was told to be quiet by my PE teacher.
How many teams have been coached by Jose Mourinho so far?
The start of the match was delayed by rain.
Are professional basketball games ever played outdoors?
8
will / be going to + be + past participle
9
1
2
3
4
5
will be won
Are going to be sold
Will be ever made?
is going to be made
wont be printed
50
are going to be played
p101
10
1
2
3
4
5
6
Przystanek Woodstock is usually held in Kostrzy in August.

The Champions League was won by Inter Milan in 2010.
The final will be played / is going to be played in Rotterdam next year.
Krzyacy wasnt written by Kochanowski.
Olive oil isnt made in China.
The world record wont be broken in the race next week.
1
2
3
4
5
are televised
been held
didnt win
will get
be broken
11
12
1
2
3
4
5
6
7
have been dropped

was included
was reintroduced
was included
was first played
wasnt
decided
15
1
2
3
c
a
b
17
1
2
3
4
5
6
c
b
a
b
b
b
p102
1
playing tennis, running
2
She doesnt like running.
51
3
1
2
3
4
cycling
tennis
karate
swimming
1
2
3
4
5
Why dont you take up football?

If I were you, Id take up golf.
You should start learning karate.
You must be joking.
Thats a great idea.
7
1 b
2 c
p103
7
1
2
3
4
Aintree racecourse outside Liverpool.

The Duke.
Fences on the racecourse.
Because it makes them part of history.
p104
1
hope expect
win beat
remember remind
teach learn
see watch
borrow lend
hope expect
3
1
2
3
4
5
6
won, beat
watched, see
taught, learnt
hope, expect
remember, remind
borrowed, lend
4
1
2
3
4
5
hope
remember
watch
learn
borrow
52
beat
6
Roger Bannister running a mile in under four minutes. The Football World Cup trophy.
7
1c
2c
3c
4a
5c
6a
7b
8b
9b
10 c
11 b
12 c
p105
9
No. Somebody else does them for the subject.
10
a have, past participle
b perform, does
11
1
2
3
4
5
has
have
had
have
had
1
2
3
4
He had his old laptop fixed three days ago.

Olga had her ID photo taken last Tuesday.
We dont have our children taught because we do home schooling.
Justin has all his songs written for him.
1
2
3
How often do you have / get your food made? Who by?
When was the last time you had / got anything repaired? What was it?
Do you think that good parents have / get their children taught different sports Why?
Which one(s)?
12
13
Pronunciation
a Long: // // /i/
Short: // // /e/
53
p106
1
She scored 6 goals in the 2010 tournament.
2
1
2
3
4
5
The Japanese womens football team.

The female Maradona.
In the World Cup semi-final against North Korea.
She was nominated for the FIFA Pusks Award.
She is a high school student in Tokyo.
1
2
3
4
c
a
d
b
1
2
3
4
b
c
a
d
p107
1
1
2
3
4
5
6
e
f
d
c
a
b
1
2
3
4
5
6
remind
beat, win
hope
teaching
borrow
watch
1
2
3
4
5
6
A Portuguese runner won the Marathon.

The winning goal was scored by Lewandowski .
A lot of people in India play cricket.
Wenger is going to manage Arsenal next season.
My birthday party has been organised by my brother and sister for the last four years.
I think that Real Madrid wont be coached by Jose Mourinho again.
54
4
1
2
3
4
5
We had our cat fed when we went on holiday.

She has her nails done before every party.
He doesnt have his children driven to school on Mondays.
My boss always has the/his reports written for Friday.
I didnt have my broken laptop fixed because I bought a new one.
1
2
3
4
5
6
7
8
c
c
a
b
b
a
c
c
p108
1
1.1. record
1.2. game/match/race
1.3. team
2
2.1. scored
2.2. set, break
2.3. coaching
2.4. hold
2.5. drew
3
3.1. every
3.2. next
3.3. just
3.4. last
4
4.1. They ... all the games last year.
C
4.2. I ... my windows cleaned every two months.
A
4.3. In the future Margo ... remembered as one of the best Polish basketball players for a
long time.
A
4.4. My sister ... up running recently because she wants to run in a marathon.
B
5
5.1. A
5.2. C
5.3. B
5.4. C
55
5.5. A
5.6. C
6
6.1. A
6.2. C
6.3. B
p109
1
1.1. the first sentence describes the present, while the second talks about the future
1.2. the first sentence expresses an obligation, while the second describes an action
done for somebody by another person.
1.3.
2
2.1. A, B
2.2. A, B
2.3. A
3
3.1. will be made by
3.2. my bike repaired
3.3. was basketball invented
3.4. were you, Id / would
3.5. scored the second goal
4
4.1. were broken by
4.2. have my flat cleaned
4.3. was designed by
4.4. have they won
5
5.1. will be held
5.2. borrow it from Tom
5.3. she has her car
5.4. they were sent
5.5. expects to finish
6
6.1. race was won by
6.2. reminds us to turn
6.3. having his / the car repaired
6.4. hopes / is hoping to retire
6.5. has been held
Unit 8
56
p112
1
1 test out the product
2 invent characters
3 do market research
3
2
3
4
5
6
7
8
9
10
11
12
research
invent
design
test
solve
do
give
analyse
improve
develop
manufacture
4
Testing out a computer game.
5
1
2
3
4
F
T
F
T
p113
7
1
2
a
b
1
2
3
4
c
e
a
b
1
2
3
4
5
6
e
d
f
b
a
c
He taught himself how to design an app using books and videos on YouTube.
10
11
57
2
3
4
5
He helped invent the characters and design the graphics.

They set up a company together.
They saw a passenger collapse on the bus and they had no way of contacting his
relatives.
Hes concentrating on improving the apps hes already designed.
p 114
1
1
2
3
4
5
6
had made
were going to
hoped, would
were working
wanted
hadnt expected
1
2
3
4
5
had arrived
had gone / had been
was going, was
was going to buy
missed
p 115
5
1
2
3
4
the previous week

the day before
the following day
that year
He said (that) he had been to a science conference the week before / the previous
week.
He said (that) he had to tell her about it.
He said (that) he still couldnt believe it but he had met Stephen Hawking.
He said (that) Hawking was a famous scientist.
He said (that) he really admired him.
He said (that) he was reading his book that day.
He said (that) he was going to send her the photos.
He said (that) he would write the following week / the week after and tell her all about
it.
2
3
4
5
6
7
8
8
1
2
3
F
F
T
1
2
3
b
a
a
58
p116
1
At a museum, deciding which exhibition to see.
2
1
2
3
wants
doesnt think
gadgets
3
The first mobile phone.
5
1
2
3
4
5
6
absolutely
all
totally
sorry
suppose
sure
1
2
c
b
p117
7
1 He was a British mathematician, physicist and astronomer who made many important
discoveries.
2 She discovered that pesticides killed animals, not just insects. As a result, some
pesticides were banned.
3 They discovered the structure of DNA. They won a Nobel Prize.
p118
3
1 told
2 complained
3 announced
4 refused
5 explained
6 agreed
7 promised
8 warned
9 invited
10 suggested
11 offered
12 admitted
59
4
Verb + that + clause
complain that
suggest that
announce that
admit that
explain that
Verb + infinitive
refuse to
promise to
agree to
offer to
Verb + object + infinitive
tell someone (not) to
warn someone (not) to
invite someone to
8
1
2
3
4
5
6
Yes, she thought it went OK.

She has written for the school magazine.
No, she doesnt.
Yes, she can use Word.
She wants to be a marine biologist.
Yes, she is.
p119
9
subject + asked + qu- word + subject + verb clause
10
1 do not use
2 the affirmative
3 the same as
11
1
2
3
4
when she had

she was working on
she had made
was going
12
1
2
3
4
where he was going

when I would help him to do the market research
how he (had) created the characters
what they could do to improve that/the book
13
The affirmative.
60
14
1
2
3
1 ... she enjoyed designing games.

... I / we / he / she / they / we had seen Bartek.
... he wouldjointhem.
p 120
1
Yes, she does.
2
1 They can do boring or dangerous jobs. They can leave you with more free time. They do
things faster than humans and dont make mistakes.
2 Three.
3 That there are more advantages than disadvantages because robots can make our lives
easier.
3
1
2
3
4
introduction
arguments in favour
arguments against
conclusion with opinion
1
2
3
4
On the one hand

Firstly
Secondly
Finally
p121
1
1
2
3
4
5
inventing
analyse
improve, solve
manufacture
research
1
2
3
4
5
admitted
told
promised
suggested
complained
1
2
3
4
c
a
d
b
61
5 e
4
1
2
3
4
5
he had gone to Paris the year before / the previous year.

they were inventors.
she was researching things that day.
he analysed data in a laboratory.
they were going to publish their research the following week / the week after.
1
2
3
4
5
6
if computers needed electricity.

when Newton had lived.
if anyone had discovered a cure for malaria.
if humans could fly.
where Rachel Carson had come from.
who the first man on the moon had been.
1
2
3
4
5
6
7
8
9
was
met
she could help him
could
used it to
invented
had designed
researched
were
p122
1
1.1. X Youre absolutely right! Its unacceptable that she refused to help. (R)
Y Its awful that Edyta promised to do the research and then didnt keep her word.
(O)
1.2. X
Y
Itd be a good idea to go to the cinema but weve got a test tomorrow. (O)
I agree entirely. Why dont we go there at the weekend, then? (R)
1.3. X
Y
Im not sure. Im not that good at public speaking. (R)

Could you give a demonstration of our new game next week? (O)
2
2.1. D
2.2. A
2.3. B
4
4.1. X
4.2. V
4.3. X
62
5
5.1. C
Suggested Answers:
B My sister did nothing wrong!
A Why did you (have to) work (so) late last night?
6
6.1. B
6.2. B
6.3. A
KEY Exam practice p 123
1
A.
B.
C.
D.
E.
F.
the design / the product / the results

characters / the product / design
the product / characters / an idea
an idea / the product
any problems
the results / the design / characters / the product / an idea
A.
B.
C.
D.
E.
because a fan emailed the company and suggested the idea

they did a survey on their Facebook fan page
it has (been) improved
he promises to solve them / to have them solved
he cant say (at the moment)
3
Possible answers
3.1. had emailed them / had sent them an email
3.2. to do a survey
3.3. had improved the design
3.4. to solve (any / the) problems
3.5. to say anything about / to talk about
4
4.1. had ever played
4.2. didnt like
4.3. were going to
4.4. was looping forward
4.5. would be
Unit 9
p126
1
a quote
b cartoon
63
c
d
e
f
g
h
i
receipt
tweet
poem
recipe
article
dictionary entry
advert
1
2
3
4
5
6
7
quote
recipes
articles
instruction manual
a travel guide
reviews
blog
1
2
3
4
Never.
No, never.
Yes, always.
Sometimes.
p127
7
1
2
3
4
5
i
d
f
a, b
h
1
2
3
4
5
6
illusion
hug
chopped
confusing
accommodation
starring role
p128
1
1
2
3
4
5
6
h
c
e
f
b
a
64
7
8
d
g
2
1
2
3
4
5
6
is
use
knows
believe
are becoming
are trying
1
2
3
4
5
has never written

didnt listen, heard
was reading, arrived, hadnt finished
had already listened, didnt have, phoned
have been, havent used
5
2 received
3 had already predicted
4 had been able
5 was working
6 invented
7 went
8 started
9 has grown
10 started
11 have begun
12 has been
p129
6
1
2
3
4
b
a
c
d
7
1
2
3
4
5
6
m meeting
will probably meet
will text
am going to say
will apologise
am going to give
8
1 will be, wont have to
65
2
3
4
5
m meeting, are writing / are going to write

m not doing, am going to relax
will grow, wont be able
m going to send, will talk
1
2
3
4
5
6
c
b
b
c
c
a
1
2
3
4
5
F
F
T
F
T
10
11
p130
1
Her phone.
2
1 At a caf.
2 Because they didnt think she had enough experience.
3
Shes going for a job interview at the jewellery shop.
6
Possible answers
2 Congratulations, thats fantastic news!
3 Im sorry to hear that. Are you OK?
4 Oh no! How awful.
5 Congratulations! Im really happy for you.
6 Thats great news!
7
1 a
2 d
3 b
p131
7
1 They folded the piece of paper and the letter was stamped by hand.
66
2 In 1837.
3 Because they were the first stamps in the world.
4 For one year.
p132
1
1
2
3
4
5
6
acceptable
responsible/reliable
bearable
visible
reasonable
reliable/responsible
2
acceptable unacceptable
flexible inflexible
bearable unbearable
reliable unreliable
responsible irresponsible
reasonable unreasonable
visible invisible
4
1
2
3
4
5
irresponsible, unacceptable
invisible
unbearable
inflexible
unreasonable
1
2
3
4
5
6
7
8
f
a
g
b
d
h
e
c
p133
8
1 Did you read any comics when you were younger?
2 No.
9
1 Will you write a blog post later today?
2 What were you reading when your teacher arrived?
3 What did you do before you came to school?
67
4 Did you send any emails yesterday?

5 Have you ever written an article for a newspaper?
6 Do you usually answer text messages when you get them?
10
1
2
3
4
5
6
were your friends doing (past continuous)

Have you ever made (present perfect)
Did anything interesting happen while you were going to school yesterday (simple past)
are going to do? (future intentions)
Will you buy a new mobile phone later this year?
What are your parents doing at the moment? (present continuous)
p134
1
1 Letter, phone, chat rooms, face to face, text message, email and social networking sites.
2 Face to face.
3 They are a good way of keeping in touch with a lot of people, especially if they live far
away.
2
1
2
3
4
5
c To conclude,
bText messaging is a cheap option, ...
a communicate
e have used
d do
3
Possible answers
1 I believe some teenagers stay up too late sending messages.
2 Texts are easy to send. As a result, some people send far too many.
3 Making phone calls can be expensive, whereas sending texts is cheap.
4 There are several advantages of sending texts. Firstly, texts are cheap. Secondly, you
can send them from anywhere. Finally, they dont take long to write.
5 On the one hand, texts are easy to send. On the other hand, they can become addictive.
p135
1
1
2
3
4
5
headlines, articles
adverts
recipe
instruction manual
travel guide
1
2
3
4
5
unacceptable
reasonable
invisible
unbearable
reliable
68
3
1
2
3
4
5
read
will send, dont hear
listen
had
arent going
1
2
3
4
5
6
love
will be
is being released
has
has designed
was sold
1
2
3
4
5
Have you written lots of articles?

Will you use that recipe?
Were you reading that travel guide when I arrived?
Had you already read the instruction manual?
Are you going to start a blog?
1
2
3
4
5
6
What did you do yesterday?

What are you going to do next weekend?
How long have you had your mobile phone?
What are you doing now?
What were you doing at ten oclock yesterday morning?
How will people communicate in the future?
1
2
3
4
5
6
7
8
do you know
was sent
has become
are
had sent
admitted
are still developing
will happen
pp 136137
1
1.1. E
1.2. C
1.3. B
1.4. D
2
69
2.1. A
2.2. C
2.3. B
2.4. C
2.5. A
3
3.1. A
3.2. B
3.3. C
4
4.1. C
4.2. A
4.3. B
5
5.1. C
5.2. C
5.3. A
5.4. B
6
6.1. B
6.2. D
6.3. E
7
7.1. C
7.2. A
7.3. A
pp 138139
1
1.1. C
1.2. B
1.3. A
1.4. A
1.5. A
1.6. C
2
2.1. F
2.2. F
2.3. P
2.4. F
3
3.1. B
70
3.2. E
3.3. A
3.4. D
4
4.1 D
4.2 C
4.3 A
5
5.1. was writing a poem
5.2. it was released
5.3. Have you ever sent
5.4. doesnt usually use
5.5. used to say
6
6.1. does she check
6.2. didnt / did not buy (possibly havent bought)
6.3. ve / have just posted
6.4. ll / will never replace (possibly has never replaced)
6.5. d / had already asked
Revision 3
p142
1
1 televise
2 teaching
3 promised
4 announced
5 headlines
6 reliable
7 article
8 win
9 flexible
10 blog
p143
1
1 is published
2 are sold
3 is translated
4 was hunting
5 was trying to shoot
6 was
7 argued
8 there was
9 told
10 he knew
71
11 supplied
12 said
13 were given
14 was called
15 was published
16 is published
17 will be sold
18 is called
2
1
2
3
4
5
6
He asked if the Winter Olympics had ever been held in Australia.

The telephone was invented by Alexander Graham Bell in 1876.
He told me that he had played tennis before.
I asked him when he would come to visit me.
The American scientist Gordon Gould invented the laser in the 1950s.
When was The Hobbit made?
3
1
2
3
4
5
6
Did Jane Austen write Emma?

When will the World Cup be held by Qatar?
Who was radium discovered by?
Was the 10 kilometre race won by Justyna Kowalczyk?
Does one person post all those videos?
Who was the date of the wedding announced by?
p144
1f
2t
3f
4t
5t
72
Repetytorium gimnazjalisty
Repetytorium gimnazjalisty to:

przejrzysty podzia na poziom
podstawowy i rozszerzony,
sownictwo wprowadzane etapami,
struktury gramatyczne utrwalane
w formacie egzaminacyjnym,
lekcje kulturowe do zrealizowania
po egzaminie,
materia oparty na najnowszych
odkryciach neurodydaktyki,
psychologii i dydaktyki.
Pobierz przykadowe lekcje na:

www.macmillan.pl/repetytorium-gimnazjalisty

Inteface 4 Teachers Book

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Inteface 4 Teachers Book

Caricato da

Copyright:

Formati disponibili

Teaching notes

Patrick Howarth, Patricia Reilly

The world around us

Work and money

Crime doesnt pay

Students look at the pictures and identify the names

Students read the questions and complete them.

Fast finishers think of more ways to continue the

In pairs, students read the words in the box and sort

Ask students to add three more words to each of the

Tell students to read the sentences and choose

Hello, Im David. Im 15 years old. Igo to school with Rachel and

Tell students that they are going to talk about

Get students to work in pairs and to ask and answer

Ask students if they remember the difference

10 Tell students to first read the dialogue to get

ageneral idea of what it is about, without filling

11 Revise the question words together by getting

students to respond to each question word with as

12 In pairs, students take turns at asking and answering

Ask some pairs to act out their question-answer

13 Students look at the prompts that they are going

touse to write complete questions.

14 In pairs, students practise asking the questions from

Ask volunteers to make signs with one of the questions

Homework Workbook page 4

1 Students look at the words in the box. They use their

dictionaries to find out the meaning of any they dont

Students listen and repeat the events.

3 Students do the exercise individually.

Fast finishers write two more sentences using the

Now say it!

5 Students ask each other about events that have

changed their lives. Encourage them to use the new

6 Read out the three options and ask students which

Point out to students that they may already know the

CD1 track 05; for audioscript see p7 of SB

11 Ask students to think about the question and note

8 Students read the text again individually and choose

Choose and write afew sentences from

down their reasons.

the correct words.

9 Students cover the text and try to answer the

questions from memory, working individually or

Fast finishers write their own comprehension

10 Students find the words and phrases in the text and

match them to the correct definitions.

Homework Workbook page 5

Unit 1, Lesson 2, Grammar 1

2 Working individually or in pairs, students use the

prompts to write complete questions in the present

Present and past

1 Read out the sentences in the table.

1 What time do you usually go to sleep?

3 In pairs, students take turns asking and answering the

Fast finishers write down their partners answers

4 Students look at the example sentences and answer

5 Students do the exercise individually.

Unit 1, Lesson 3, Grammar 2, Listening

9 In pairs, students read the text a second time and use

6 Ask students to read the sentences in the table and

then find them in the text on page 7.

7 Students look at the sentences and complete the

2 used to, past simple

1 Students look at the words in the box. They use their

5 Students ask each other about events that have

Presenter In todays programme, were going to talk to some of our

Students choose letter a, b, or c.

David This is a photo of me at the Venice Carnival. My friend

4 Tell students to think about their own answers to the

9 In pairs, students take turns imagining that one of

10 Students read the questions and answers in the table.

15 In pairs, students take turns asking and answering the