Exercise 3

For surfing, you need a wetsuit and a surfboard.

4
For rock climbing, you need a helmet, gloves, boots, ropes, crampons and a pick.

Extreme!
For parachuting, you need a helmet and a parachute.
For snowboarding, you need a snowboard, goggles, gloves and warm clothes.
For motor racing, you need a car, a helmet and special clothes (and a racetrack).
For kayaking, you need a kayak, a lifejacket and a paddle.

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In this sport, you use a rope and gloves, you go up in the mountains.
Rock climbing?

50

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Unit objectives
• Vocabulary: to introduce or revise vocabulary in the following topic areas: adventure sports, to revise and practice
-ed and -ing adjectives
• Language Focus: to revise and practise the present perfect in all forms
• Skills: to read an article about a dog, to read an interview with a rescue service volunteer, to listen the news on the
radio, to talk about different experiences, to give advice regarding accidents and emergencies, to write a blog entry
• CLIL: to learn about bones and muscles
• Culture: to learn about the rescue services
• Exam: to listen for specific information, to listen for gist, task type: multiple matching

102
Extreme!
Aim To meet and practise types of adventure sports and review how past participles are formed
in preparation for the reading text.
extra warmer
Ask students to come to the board and write
down the names of any sports they know.
Alternatively, they can give you the names and
you can write them down on the board. When you
have collected about 20 names of sports, ask
students to work in groups of 3-4 to divide these
sports into categories. They can think of any
category they want, eg indoor – outdoor sports,
individual – pair – team sports, dangerous – safe
sports, summer – winter – all-year-round sports,
etc. Discuss their ideas as a class.
GUESS Ask students to read the quiz questions.
Give them about two minutes to think about and
discuss their ideas in pairs. Elicit answers from the
class. Ask: Why are some sports called extreme sports?
Do you know any other extreme sports? Why do some
people like doing these sports?
Cultural note
1 In BMX or Bicycle Motocross the main goal is
extreme racing on motorbikes in a motocross
style. It has been an Olympic discipline since
2008. Mountain biking has been in the Olympics
since 1996. Rock climbing is not in the Olympics.
2S  chumacher became the world champion in
Formula 1 in 1994 when he was 25, Hamilton –
in 2008 when he was 23, and Alonso – in 2005,
when he was 24. Lewis Hamilton was not only
the youngest world champion, but also the first
black driver to win the title.
 RECYCLE Ask students to write sentences about
themselves, using the verbs in the box and can or
can’t. Tell them to add some detail, eg I can run very
fast. I can swim, but only short distances. Compare their
sentences as a class and vote for the funniest, the
most adventurous, etc.
Vocabulary 1
Adventure sports
1 Tell students to look at the sports in the box, and
check meaning. Ask them to look at the pictures
and match them with the sports.
2 1.38 Play the recording for students to listen
and check their answers. Play the recording again
and ask students to listen and repeat the sports.
4
1.38 Audioscript Exercise 2
1 surfing 5 motor racing 9 mountain biking
2 snowboarding 6 parachuting 10 ice climbing
3 rock climbing 7 kayaking
4 caving 8 roller skating
extra activity
Tell students to close their books. Ask a volunteer
to come to the front and mime one of the sports
for classmates to guess, and try to remember the
name without looking. Repeat four or five times.
3 Tell students to think of all the clothes and
equipment needed for each of the sports in the
box. Put them in pairs to compare ideas and
find all the words in English, using a dictionary.
Then ask them to write sentences, drawing their
attention to the example. Check as a class.
4 Tell students to write sentences about the sports
from exercise 1 using the example sentence as
a model. Ask them to describe the necessary
clothes and equipment, and what you do in each
sport. Monitor the activity. Put students in pairs
and ask them to take turns describing their sports
while their partners guess what the sports are.
5 Your voice Ask students to work in pairs and
take turns asking and answering the questions.
Monitor the activity. Discuss the answers as a class.
Homework Workbook p36 and Workbook
Vocabulary plus p119
extra homework
Ask students to write their partner’s answers from
exercise 5 in detail.
103

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1 C The adventures of a  Jack Russell
terrier called Part-Ex have put him in the
Guinness World RecordsTM book: he is
the dog that has participated in the most
extreme sports. The dog is called Part-
Ex because his owner, John-Paul Eatock,
got him in part-exchange for a  vehicle.
Part-Ex is very adventurous – he has
accompanied John-Paul on numerous
adventures during the last five years,
including surfing, kayaking and rock
climbing.
2  E Part-Ex entered the world of extreme
sports when he was 18 months old. He
climbed onto John-Paul’s surfboard while
he was going out to sea! Every time
4
It’s a dog’s life!
children love him and they always want
to hear about his latest adventures.
Recently, he’s enjoyed a new sport called
coasteering: you run along the coast and
then jump into the sea when the path
disappears! Next month he and John-Paul
are going kayaking across the Irish Sea.
4 D Parachuting is one of the extreme
sports that Part-Ex hasn’t done, but he’s
going to try it soon. So if you’ve never
John-Paul put the surfboard on his van,
Part-Ex jumped in and refused to move. seen a  flying dog, keep your eye on the
sky!
‘At first I was surprised,’ said John-Paul,
‘but now I  realise that he doesn’t like
being alone. He wants to be with me – on
the sofa or on the surfboard!’ Since then,
they haven’t missed any opportunities
for adventure.
3 A Now Part-Ex has become famous
in his home town, St David’s. The local

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put, participate,
Exercise 2 accompany, miss, 51
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104
 Aim To read and answer true-false questions about an adventure-loving dog, meeting the present
4
perfect in context..

Reading
It’s a dog’s life!
extra warmer
Ask students to work in pairs and test each other
on the phrases from Vocabulary 1 section. One
student has his/her book closed, while the other
describes a sport or the clothes and equipment
needed to do the sport eg You need a wetsuit and a
surfboard to do this sport. In this sport, you drive a special
car very fast. Then they swap roles.
LOOK Tell students to read the information
in the LOOK box. Refer them to p138 to check
irregular past participles. Ask students to find the
participles below in the text and write the infinitive
of each verb. Check answers as a class.
5 Your voice Ask students to work in pairs and
take turns asking and answering the questions.
Monitor the activity. Discuss their answers as a
class.

1 1.39Set a time limit of one minute. Ask CLIL: PE

students to read the text and match the headings
with the numbered paragraphs. Elicit from
students how the headings are linked to the
text (each heading reflects the main idea of one
paragraph). Then play the recording for students
to listen and check. Elicit answers from the class.
Across the curriculum: PE
If you want to develop this topic further, then
go to Workbook p140, with worksheets in the
Teacher’s Resource File.

Audioscript Exercise 1
1.39 extra homework
See Student’s Book p51. Ask students to search the Internet for information
2 Ask students to read the text again and make a list on any other famous dogs, eg dogs that save
of the sports that Part-Ex does. Check as a class. people’s lives, help the disabled, etc. Prepare
a short presentation to the class.
3 Words in context Ask students to find the six
words in the text and use the context to help them
match the words with their definitions. Check
their answers as a class. Additionally, you can ask
students to translate the words into Polish. Ask
them to compare their answers with a partner.
Check answers as a class.

extra follow-up
Ask students to write their own sentences with the
words from exercise 3. The sentences have to be
about them or young people in Poland, eg My older
sister often goes with me on my kayaking trips.

4 Ask students to cover the text and read the

sentences. Check that they understand the
meaning. Ask them if they can decide if the
sentences are true or false from memory. Ask
them to compare their answers with a partner.
Then tell them to read the text again to find and
check the answers. Check as a class.

105
 Exercise 3
Exercise 5
1 have climbed
1 My parents haven’t tried snowboarding.
2 has played
2 Fernando Alonso has won lots of Grand Prix races.
3 have done
Exercise 1 3 I haven’t run a marathon.
4 has tried
4 My dog hasn’t done extreme sports.
subject + have/has 5 has swum

4
5 I’ve watched the Olympics on TV.
+ past participle 6 has walked
6 My teacher hasn’t tried ice climbing.

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Katy climbs high!
18-year-old Katy Whittaker has won (win) climbing career, and they (5) _
the British Bouldering* Championships. (take) her skiing and snowboarding. Katy
Katy (1) _ (enjoy) climbing since (6) _ (not finish) her education,
she was six years old, and she (2) _ but she combines school and climbing.
(compete) in national and international And as for future plans? She (7) _
Exercise 4
competitions. (not decide) on a career yet, but she can’t
1 has enjoyed
Katy (3) _ (climb) in France, Spain imagine life without sport. ‘I (8) _
2 has competed
and Italy with her adventurous family. (not try) surfing – I’d love to do that’, says
3 has climbed
Her parents (4) _ (support) her Katy. We wish her luck! 4 have supported
5 have taken
*Bouldering is similar to rock climbing, but you don’t use ropes.
6 hasn’t finished
52 7 hasn’t decided
8 haven’t tried
B9RLFHVB6%B3/B8LQGG 

106

Aim To review and practise the present perfect simple affirmative and negative forms.
Language Focus 1
Present perfect: affirmative and negative
extra warmer
Write these headings on the board: Using your legs
/ Using your arms / Using your whole body. Then put
students in pairs to brainstorm adventure sports
(without looking at p52) and write them under the
correct headings. Compare ideas as a class.
Lead-in
On the board write: Did you go/try ... last summer? Ask
students to work in pairs and take turns asking and
answering the question, completing it with names of
different sports (eg Did you try rock climbing last summer?
Did you go kayaking last summer?). Ask a few students to
report back to the class what their partners did/didn’t
do last summer. Elicit what tense the students were
using (past simple) and when we use it (to talk about
definite, finished past events). Elicit from students if
they know any other tenses which we can use to talk
about past events (past continuous, past perfect).
1 Tell students that they are going to revise the
present perfect tense. Ask them to read the
example sentences. Elicit if they know past participle
and subject. Ask students to complete the puzzle
using past participle, subject and form of have. Check
their answers as a class.
2 Students read the rules and complete the examples
with the words in pink. Check their answers as
a class. Elicit from students which participles are
regular (participated, tried, missed). Ask them if they
remember any other irregular verbs and their past
participle form.
3 Tell students to complete the sentences using
the present perfect form of the verbs in brackets.
Refer them to the irregular verbs list on p138 for
extra help if necessary. Check as a class.
4 Ask students to read about Katy. Elicit how many
sports she has tried (three). Then ask them to
complete the text with the present perfect form
of the verbs in brackets, in the affirmative or
negative as indicated. Check as a class. Find out
if any of your students have been bouldering or
rock climbing and, if so, what it was like. Or ask if
they’d like to try it, if they haven’t been.
4
Fast finishers Workbook p37, exercise 4
5 Ask students to write complete sentences in the
present perfect tense using the prompts, and
noting whether the sentence should be in the
affirmative or negative. Check as a class.
LOOK Ask students to read the information in
the LOOK box. Ask them to look at the examples
and circle the correct alternatives in the puzzle
and the rule below.
6 Your voice Tell students to look at the
expressions in the box and write true sentences
about their own experiences using the present
perfect with or without never. Then put students in
pairs to compare experiences. Ask them to report
back to the class about their partner.
extra follow-up
Ask fast finishers to write two more sentences
about their experiences using I have never…
Homework Workbook p37 and Workbook
Grammar bank pp 104-105
extra homework
Ask students to choose a person they like (it may
be a person they know well, such as member of
their family, a friend, etc) or a famous person
they admire (a sportsman, musician, writer, etc).
Tell students to find out interesting facts about
their achievements and write 7-8 sentences
about these people using present perfect (eg He
has written six books; He has won 2 Formula 1 races).
They can either prepare a short presentation
about the selected person or a poster for a wall
display.
107
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Exercise 6
1 It was Anna Czerwińska.
53
3 She’s not worried about them.
4 She has a daughter.
B9RLFHVB6%B3/B8LQGG 
5 She was accompanied by Robert Miller.

108
 Aim To introduce and practise adjectives that end with -ed or -ing. To listen to radio news about a
famous explorer.
Vocabulary 2
-ed and -ing adjectives
extra warmer
If you have chosen to do extra homework, ask
volunteers to talk about the people they have
described using the present perfect simple.
1 Ask students to choose the best adjective in each
pair to describe each picture.
2 1.40 Play the recording for students to listen,
check and repeat. Elicit what the difference in
meaning is between the two adjectives in each
pair. Let them discuss their answers in pairs, but
do not tell them whether they are right or wrong.
1.40 Audioscript Exercise 2
1 frightened 4 surprised 7 annoyed
2 excited 5 interested 8 worried
3 bored 6 embarrassed Martyna took time out to give birth to her daughter, but less than a
LOOK Ask students to read the information in
the LOOK box. Ask them whether their guesses
were correct or not. Ask students to copy the
table and to complete it with the adjectives from
exercise 1. Check their answers as a class.
3 Tell students to read the sentences. Check that
they understand the meaning. Ask students to
circle the correct alternative in each sentence.
Check answers as a class.
4 Your voice Tell students to complete the
sentences with their own ideas. Put them in pairs
to compare, then compare as a class.
extra follow-up
Ask fast finishers to write more true sentences
about themselves using the adjectives from
exercise 3, eg I get excited when …, I don’t think …
is very exciting, etc.
Listening
5 1.41 Tell students to look at the picture and
ask whether they know the person in the picture
(Martyna Wojciechowska) or not. Ask them what
they know about her and tell them they are going
to listen to some radio news about her. Ask
students to read the sentences below. Check that
they understand the meaning. Play the recording
for students to put the sentences a-e in the correct
order to describe her life. Put students in pairs
to compare their answers. If necessary, play the
recording again. Check their answers as a class.
4
1.41 Audioscript Exercise 5
... the Polish traveller and journalist, Martyna Wojciechowska, has
finally managed to climb Carstensz Pyramid, the highest mountain
in the Australian continent, and in so doing has become the second
Polish woman to reach the Seven Summits – the highest mountains
on the seven continents.
The first Polish woman to reach the summit of all seven mountains
was Anna Czerwińska in 2000. Climbing all of them is considered
to be a true mountaineering feat.
That’s why when Martyna first began, nobody believed that she
would achieve her goal. She was thought to be a television celebrity
looking for fame, with no real knowledge and skills in mountaineering.
But her determination and achievements have proved that she is more
than just a TV star! She has become an experienced traveller and
adventurer, who pays little attention to people’s criticism.
In 2002 she reached the first summit – Mont Blanc. Five months
later in February 2003, she climbed Kilimanjaro in Africa. This
feat was soon followed by Aconcaguy in South America, Mount
Everest in Asia, and Mount McKinley in North America. In 2008,
year later she reached the top of Vinson Massif, the highest summit
in Antarctica.
Carstensz Pyramid in New Guinea may not be the highest of the
Seven Summits – the highest being of course Mount Everest – but
it is considered to be technically very difficult to climb. Luckily,
Martyna wasn’t alone as she was accompanied by an Austrian
doctor and mountain guide, Robert Miller. The entire climb took
10 hours. In an interview which she gave later on, she admitted
that the climb wasn’t easy and she had a crisis on the way up. She
simply didn’t believe she would make it. But when she actually saw
the peak she almost ran to get to the top.
Back home in Warsaw, she also works hard. She has been editor
of the Polish edition of the National Geographic magazine since
February 2007. She also does a lot of television work. Right now
she has her own show in which she presents the lives of women in
different places in the world
6 1.41 Ask students to read the sentences below.
Check that they understand the meaning. Ask them
if they are able to answer any of the questions now
and decide which of the sentences are true and
which are false. Play the recording for students to
check their answers. If necessary, play the recording
again. Check answers as a class.
Your voice Put students in pairs to ask and
7
answer the questions. Discuss their answers as
a class.
Homework Workbook p38
extra homework
Ask students to write their answers to the
questions from exercise 7.
109
 Exercise 4
1 He saw a rescue on TV when he was a boy.
2 She was suffering from hypothermia because she went under the
water while windsurfing.
3 His mum gets worried but in general, they’re all very supportive.
The rescue services
4
4 No, he doesn’t.
5 He gets annoyed when people do stupid things (like not wearing
a lifejacket or going out to sea in bad weather conditions). In the UK, all the rescue
services are free. Trained
&XOWXUH7RGD\ volunteers work for Mountain
Rescue, Cave Rescue and the

Meet the volunteers

RNLI (Royal National Lifeboat
Institution). Every year they rescue thousands
of people. If you need their help, just call 999!
Glen Marsh is a volunteer at a lifeboat station
in Cornwall in the southwest of England.
Here he tells us more about his experiences …
Q How old were you when you
became a volunteer?
A I started when I was 17 – you
can’t join before then
– but I’ve always wanted to be in
the RNLI. I saw one
rescue on TV when I was a boy
and that was it!
Q How many times have you
been out on a rescue?
A During the last year, I’ve been
on three rescue missions – we
call them ‘shouts’.
Q What happens if you’re at work when you get
a shout? A We usually train twice a week – we often go swimming or
A Well, I’m still at college so it isn’t a problem. surfing. I also enjoy mountain biking in my free time.
I work part-time in a shop but I’ve been lucky – I’ve Q What does your family think about you being a volunteer?
never had a shout while I was working! A My mum sometimes gets worried, but in general, they’re
Q Have you ever saved someone’s life? all very supportive.
A Yes, I have. On one rescue, there was a 14-year- Q Would you like to get paid for this job?
old girl who was windsurfing with her dad. A storm A No, I do this because I love it. Everyone at the RNLI is
started, and she went under the water. She was a volunteer.
suffering from hypothermia. Q Do you ever get annoyed with people who put their lives
Q Has the lifeboat ever been in serious danger? at risk?
A No, it hasn’t – these boats are designed for bad A I’m usually quite patient, but sometimes it’s a bit annoying
conditions and the crew is very well-trained. when people do stupid things, like not wearing a lifejacket
Q How do you and the team keep fit? or going out to sea in bad weather conditions.

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54 Exercise 2
Exercise 3
Glen is a volunteer
1 d 5 g
at a lifeboat station,
B9RLFHVB6%B3/B8LQGG 2 c 6 e 
he works for the RNLI
3 b 7 a
and rescues people.
4 f

110
 Aim To read and listen to an interview with a rescue service volunteer. To answer questions about
4
the reading text and to talk about the rescue services in Poland.

Culture Today
Meet the volunteers
… the BIG DEBATE: Should irresponsible
extra warmer people pay to be rescued?
Ask a volunteer to come to the front and mime If you want to develop the topic of rescue services
one of the adjectives from the previous lesson further and have a class debate, then go to
for the class to guess. Repeat several times. Workbook p128, with worksheets in the Teacher’s
Resource File.
1 Ask students to look at the information about
rescue services in the UK. Ask if they are similar to extra homework
rescue services in Poland. Ask students to choose the emergency service
2 1.42Ask students to read and listen to the text in exercise 5 that most appeals to them to work
to find out what Glen Marsh does as a volunteer. with, and the one that least appeals. Tell them
Students compare their answers with a partner. to write two paragraphs explaining their choices.
Play the recording again, if necessary. Then check
answers as a class.
1.42 Audioscript Exercise 2

See Student’s Book p54.
3 Words in context Ask students to find the
seven words in the text and use the context to
help them match the words with their definitions.
Check their answers as a class. Additionally, you
can ask students to translate the words into Polish.
Ask them to compare their answers with a partner.
Check answers as a class.
4 Ask students to cover the text and to read the
questions. Check that they understand the meaning.
Ask them to answer the questions without looking
at the text. Elicit the answers. Then ask students
to read the text again more carefully and find the
answers. Compare and check answers as a class.
Then ask students why they think Glen loves being
a volunteer.

extra follow-up
Ask fast finishers to write two more questions
about the text to ask the rest of the class after
the answers to exercise 4 have been checked.

5 Your voice Ask students to read the questions

and check that they understand their meaning.
Students work in groups of 3-4 taking turns asking
and answering the questions, giving as many
details as possible. Monitor the activity. After 3-4
minutes discuss the answers as a class.

111
 Exercise 5
Exercise 2
Have you ever broken your leg? Have you ever called 112?
1 ever = kiedykolwiek Have you ever met a famous sportsperson? Have you ever fallen off a bicycle?
2 We use the auxiliary have/has
to make short answers.
Have you ever tried kayaking?
Have you ever got lost in the mountains?
Have you ever won a competition?
Have you ever broken a record? 4
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LQWRQDWLRQ7KHQOLVWHQDQGFKHFN The Perfect Storm
 +DYH\RXHYHUVZXPLQDODNH"
 +DYH\RXHYHUWULHGVQRZERDUGLQJ" by Sebastian Junger
 +DYH\RXHYHUEHHQLQDFDYH"

Exercise 3 Exercise 1
55
1 Has her friend brought a mobile phone? Yes, he has. 1 Have you read 4 has disappeared
2 Has he called Mountain Rescue? Yes, he has.
B9RLFHVB6%B3/B8LQGG 2 ’ve never heard 5 ’ve made 
3 Has the helicopter arrived? No, it hasn’t. 3 ’ve never found 6 haven’t seen
4 Have they had a hot drink? No, they haven’t.
5 Has she hurt her leg? Yes, she has.
112
 Aim To review and practise present perfect questions and short answer forms, both with and
without ever. To review the grammar from unit 4, working with a dialogue about The Perfect Storm.
Language Focus 2
Present perfect: questions and short
answers
extra warmer
Tell students they are going to revise past
participles. One student has his/her book closed,
while the other tests him/her by giving a verb in
the infinite form, from which his/her partner has
to give the past participle form. After testing 10
verbs, students swap roles. Tell them to refer to
the list of irregular verbs on p138.
Lead-in
On the board write: I’ve never been to … I’ve never eaten …
I’ve never met … Tell students to copy the sentences
prompts and to finish them so that two are true and two
false. Students work in pairs, reading out their sentences
and guessing which sentences are true and which are
false. You can start with your own sentences and
students guess if they are true or false. Elicit from
students what meaning these sentences express (talking
about things we have/haven’t done in our lives so far).
1 Tell students they are going to revise how to make
questions in the present perfect. Ask them to look
at the puzzle and put the words in the sentences
in the correct order to make question forms. Check
their answers as a class. Write down the correct
questions on the board.
2 Ask students to answer the questions. Compare
their answers as a class. Emphasise that ever isn’t
used with the affirmative form of the verb.
3 Tell students to write complete questions using the
prompts. Then ask them to write short answers,
referring to the story shown in the pictures. Check
as a class.
Pronunciation: intonation
4a 1.43 Play the recording for students to listen
and repeat the questions. Ask them if they can
hear the voice going up at the end. Then play the
recording again and ask students to exaggerate
their intonation patterns.
1.43 Audioscript Exercise 4a
Have you ever had an accident?
Has your teacher ever climbed a mountain?
4b 1.44 Put students in pairs and tell them to take
turns saying the questions. Ask the listener to
give a ‘thumbs up’ or a ‘thumbs down’ for their
partner’s intonation. Then play the recording for
students to listen and check if they were correct.
4
1.44 Audioscript Exercise 4b
1 Have you ever swum in a lake?
2 Have you ever tried snowboarding?
3 Have you ever been in a cave?
Speaking
5 Put students in pairs. Tell them to take turns asking
and answering the questions, and note down their
answers. Tell students to remember about the
correct intonation.
6 Ask selected students to tell the class about their
partner’s experiences as in the example sentence.
Unit grammar check
1 Ask students to read the dialogue quickly. Elicit
who or what it’s about. Then ask them to complete
the dialogue with the present perfect form of the
verbs in brackets.
2 Play the recording for students to listen
1.45
and check their answers to exercise 1.
1.45 Audioscript Exercise 2
Alice: I’ve got this book called The Perfect Storm. Have you read it?
Bob: No, I haven’t. I’ve never heard of it!
Alice: It’s a true story by an American writer called Sebastian
Junger. It’s about a fishing boat that disappears in a hurricane.
They send a rescue helicopter, but it crashes.
Bob: And do they rescue the boat in the end?
Alice: No, they don’t. In real life, they’ve never found any of the
bodies. And the ship has disappeared in the ocean.
Bob: It sounds interesting. Can I borrow it?
Alice: Sure. You know, they’ve made a film of the story too.
Bob: Really? I haven’t seen it. Have you?
Alice: Yes, I have. George Clooney plays the captain.
Homework Workbook p39 Workbook
Grammar bank pp104-105
Book corner
The Perfect Storm is a non-fiction book written by
Sebastian Junger, which was first published in
1997. It is a reconstruction of the true story of a
fishing boat, the Andrea Gail, which disappeared
with its crew of six in a storm in 1991.
extra homework
Ask students to find out two more facts about
The Perfect Storm, or the film of the book, to share
with their classmates in the next lesson.
113
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Exercise 1
56 1 Wales
2 Robert
3 kayaking
B9RLFHVB6%B3/B8LQGG 
4 rock climbing
5 computer

114

Aim To write a blog entry, after reading a model and practising sentence adverbs.
Writing Dossier
A blog
extra warmer
Put students in pairs or small groups with a sheet
of paper. Ask them to write down, randomly, all
the words and phrases they can remember from
this unit. Set a time limit of five minutes. Tell pairs/
groups to exchange sheets of paper with another
pair/group, and put all the words into categories
(students choose the categories themselves). Then
tell them to hand the paper back for the first pair/
group to check.
1 Ask students if they know what a blog is and
whether they know and/or read any blogs. Elicit
what people write blogs about and why. Tell
students to read the blog entry and complete it
with the words from the box. Elicit answers from
the class. Ask if any of the students have blogs or
similar websites and, if so, what they use them for.
extra activity
Ask students to make up three questions about
the blog entry to ask a partner. Monitor and help
as needed. Then put students in pairs to take
turns asking and answering their questions, eg
Where does the boy sleep? (in a hostel).
LOOK Ask students to read the information
in the LOOK box. Tell them to choose the best
translation. Check answers as a class. Elicit a few
examples from students.
2 Ask students to read the sentences and complete
them with their own ideas. Then put students in
pairs to compare their sentences. Compare as
a class.
extra follow-up
Ask fast finishers to write two more similar
sentences of their own using adverbs of degree.
4
Writing Plan
1 Tell students they are going to prepare a blog.
Ask them to look at the questions and find the
answers in the model blog entry. Elicit their
answers. Ask them to imagine that they are
staying at an adventure camp in Poland. Using
their imagination, students write answers to
the questions. Monitor and help out whenever
necessary. Allow students to compare their
answers in pairs. Compare answers as a class.
2 Students write the first draft of their blog,
organising their information into two paragraphs
as shown. When they have written their blogs, ask
them to look at the checklist and use the points
to proofread their texts and improve the content.
Explain that they should pay special attention to
the correct use of tenses and the correct forms of
past participles. They should also include at least
three sentence adverbs, two -ed/-ing adjectives,
and three words relating to sport. Finally, they
should check that their paragraphs have been
constructed in a logical order.
    TIP Go through the TIP box with students. Explain
that when they write a blog, they must remember
to use the first person and present their own
personal opinions.
Homework Workbook p40
homework
extra homework
Suggest students set up a real blog, or start
writing a journal, to write about their days and
practise their English informally.
115
 Exercise 6 Example answers:
1 has happened 7 painkillers to take
2 ‘ve cut my finger 8 windsurfing
3 did you do 9 windsurfing
4 windsurfing 10 two weeks
Did you know …?
4
5 worry 11 make an appointment
6 put a plaster
The department of a hospital where people
go if they have had an accident or suddenly
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someone needs an and need to in hospital.
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immediately.
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y
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e
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d
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Chris
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57

B9RLFHVB6%B3/B8LQGG 

116
 Aim To listen to a recording of Chris speaking to a doctor after a skateboarding accident, before
practising a similar dialogue with a partner.
Language in Action
Accidents and emergencies: giving advice
extra warmer
To review the present perfect, ask students to
write three questions with ever on pieces of paper,
eg Have you ever eaten bananas with chilli? Then put
students in pairs or small groups to act out their
questions for their partners to guess and answer.
extra warmer
Use part of the text about Part-Ex on p51 as
a dictogloss. Dictate the text at natural speed, then
students work together to build the text from the
words they heard. Read the text out as many times
as needed. When they’ve finished, allow students
to refer to p51 to correct their work.
1 Ask students to read the situations and the advice,
and check meaning. Then students match the
situations with the advice. Check as a class. Then
ask if the advice would be the same in Poland.
2 1.46Ask students to look at the dialogue and
note any new vocabulary (eg appointment). Play
the recording for the students to listen and circle
the correct alternatives. Tell them to compare
their answers with a partner. If necessary, play the
recording again. Check answers as a class.
1.46 Audioscript Exercise 2
Doctor: Oh dear, what has happened here?
Chris: I’ve cut my leg!
Doctor: How did you do it? hurt now ’cause I’ve taken some painkillers.
Chris: I was skateboarding and I fell off. Is it serious?
Doctor: No, don’t worry. It should be OK. I’m going to put a
bandage on it.
Chris: It hurts quite a lot.
Doctor: Yes, I’ll give you some painkillers to take. You should take
them for three days.
Chris: Can I go skateboarding again?
Doctor: No, you shouldn’t go skateboarding for a few days! And
you should make an appointment to see your doctor next week.
Chris: OK.
Doctor: Be careful next time!
Chris: Yeah, thanks.
3 Ask students to work in pairs and practise the
dialogue. Then students swap roles and practise
the dialogue again. Remind them to use the right
intonation patterns. Ask selected pairs of students
to act the dialogue out for the rest of the class.
4
4 Ask students to match the Polish sentences 1-6
with their English equivalents a-g. Tell them that
there is one extra sentence in English they do not
need to use. Tell students to compare answers
with a partner and then check as a class.
5 Ask students to match the problems with the
solutions. Check answers as a class.
6 Ask students to work in pairs. Ask them to
imagine that one of them has had an accident
and is visiting a doctor. Tell them to complete the
dialogue with one of the problems from exercise 5,
and using phrases from exercise 2, depending on
what problems they have chosen to speak about.
Ask students to work in pairs and practise the
dialogue. Then students change roles and practise
the dialogue again. Remind them to use the right
intonation patterns. Ask pairs to act their dialogues
out for the rest of the class.
7 1.47Tell students to read the sentences, and
check meaning. Then play the recording for
students to decide if the sentences are true or
false. Play twice if necessary.
1.47 Audioscript Exercise 7
Amy: Oh no – what have you done?
Chris: I’ve broken my leg! Nah, only joking – I’ve just cut it,
that’s all.
Amy: Are you OK?
Chris: Yeah, don’t worry, it isn’t really serious.
Amy: Does it hurt?
Chris: It hurt this morning, when it first happened. But it doesn’t
Amy: Did you go to hospital?
Chris: Yeah, mum took me to A&E.
Amy: Wow. So, how long do you have to wear that bandage for?
Chris: The doctor said I should wear it for a week.
Amy: A week? So you’ll have it on for Tanya’s party?
Chris: Yeah, I guess so!
8 Students work in pairs. Refer them to the instructions
for student A and student B on p135 and p137. They
follow the instructions and work on the dialogues for
4-5 minutes. Monitor the activity. Ask selected pairs
to act out their dialogues to the class.
Homework Workbook p41
extra homework
Ask students to work in pairs. Tell them to write
down one of the dialogues in exercise 8 and
prepare for acting it out, using the right
intonation, gestures and body language.
117
 Exercise 3 Exercise 4
1 Carl’s swum 5km. 1 Have you eaten Japanese food?
2 Carl and Dan haven’t climbed Everest. 2 Have your parents climbed a mountain?

4
3 Dan’s visited China. 3 Have you tried parachuting?
4 Andy and Beth haven’t swum 5km. 4 Has your team won the League?
5 Beth’s done extreme sports. 5 Have you visited the USA?

6HOI&KHFN 6 Carl hasn’t visited China. 6 Have you swum in the Mediterranean Sea?

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58

B9RLFHVB6%B3/B8LQGG 

GENERAL GUIDELINES ON HOW TO WORK WITH THE SELF CHECK SECTION

Depending on the group you are teaching, you can approach this section in two ways. If you are working with a weaker or
not well-disciplined class, follow the procedure for the Self Check described below, i.e. treat each exercise separately,
follow it with feedback and interweave with extra activities. With a class of students who work well autonomously and are
self-reliant, set a time limit of about 20 minutes for the students to complete all the exercises. In both cases, after checking
the answers, ask the students to count the points for each activity in this section according to the criteria described in
the teaching notes. Refer them to the self-assessment box at the bottom of the page to assess their results. Fair and poor
grades mean that students need to revise the material again to pass the test, a good grade means satisfactory performance
and requires further work on problematic areas only, while very good and excellent grades mean that students have
mastered the material from the unit.

118
 Aim To review the language from unit 4 and earlier by completing simple language exercises.
To allow students to self-assess their progress and reflect on their own learning.
Self Check
extra warmer
Prepare a short quiz for students, eg with three
statements and three answer options for each
statement. Tell them to choose an answer option
for each statement. Example:
• Who was the youngest world champion in Formula 1?
a. Fernando Alonso b. Michael Schumacher count their correct answers and to write down their
c. Lewis Hamilton
• A person who likes adventures is ...
a. brave b. supportive c. adventurous
• The past participle of the verb swim is …
a. swimmed b. swum c. swam
Ask students to think of one more quiz question
in pairs. Refer them to the previous lessons from
the book to look for ideas. Give them 2 minutes
to formulate their statements and answer options.
Then ask the pairs to read them out to the rest of
the class to discuss. (Answers: 1c, 2c, 3b)
Adventure sports
1 Ask students to label the pictures with the
adventure sports. Set a time limit of 2 minutes.
Check answers as a class. Ask students to count
their correct answers and to write down their
points (1 point for each correct answer) in the box.
-ed and -ing adjectives
2 Ask students to complete the sentences with the
correct adjectives from the box. Set a time limit of 3
minutes. Check answers as a class. Ask students to
count their correct answers and to write down their
points (1 point for each correct answer) in the box.
Present perfect: affirmative and
negative
3 Tell students to look at the information and write
sentences. Ask students to use the present perfect
affirmative or negative according to the symbols in
the box. Tell them to look at the example sentence.
Give them 3 minutes. Check answers as a class. Ask
students to count their correct answers and to write
down their points (1 point for each correct answer)
in the box.
4
Present perfect: questions and short
answers
4 Students write present perfect questions using the
prompts. Then ask them to write true short answers
for the questions. Give them 4-5 minutes to finish
the task. Check answers as a class. Ask students to
points (1 point for each correct answer) in the box.
Present perfect with ever and never
5 Ask students to look at the example and rewrite
the sentences, using ever or never. After 3 minutes
check answers as a class. Ask students to count
their correct answers and to write down their
points (1 point for each correct answer) in the box.
Cumulative grammar
6 This cumulative grammar exercise is marked with
an asterisk, which means it is more demanding
and complex than the remaining ones in the Self
Check section. Encourage all students, not just the
best ones, to do it and pay special attention to
explaining all their doubts after the activity.
Ask students to read the text. Then ask them to
choose the correct answers, working individually
and then comparing their answers in pairs. Give
them a time limit of 4-5 minutes. Check answers
as a class. Ask students to count their correct
answers and to write down their points (1 point for
each correct answer) in the box.
Homework Workbook pp42-43
extra homework
Ask students to make up two review exercises
of their own for their classmates to complete.
Compile their exercises to make simple student-
made review worksheets for future use..
119
 Exercise 3

4
a) ... it can be really exciting … I hope I’ll find the time to practise more.
b) ... you should be really careful as there are so many accidents ... it’s really scary.
c) ... I’m also a bit afraid to do it because I really hate the cold!

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59

B9RLFHVB6%B3/B8LQGG 

120
 Aim To practise exam skills: listening. Subskills practised: listening for specific information,
listening for gist. Task type: multiple matching (wybór wielokrotny).
Exam Builder
Rozumienie ze słuchu
1 Students work in pairs. Ask them to look at the
names of sports and give their opinions about them
using the phrases below. Monitor and help out
whenever necessary. Compare answers as a class.
2 Ask students to read people’s comments on sports
(1-3). They must choose which phrase a or b, best
summarises each text. Do not explain any new
vocabulary at this point. Remind students that
during an exam they will have to do the examination
tasks without any help. Tell students that if they
do not understand something, they should try to
deduce the meaning from the context. Check their
answers as a class.
3 Ask students to underline the words in the texts
1-3 in exercise 2 which helped them find the
correct answers. Ask them to compare their
answers in pairs. Check as a class.
4 1.48 Explain that students are going to listen
to Amy talking about her favourite sport. Explain
that they must decide which sentence, a or b,
summarises her opinion best. Play the recording.
Students listen and complete the task. Play it
again, if necessary. Check their answers as a class.
1.48 Audioscript Exercise 4
Amy: Windsurfing? Yeah, it’s a really difficult sport, and it takes
a long time to learn. It’ll take you hours and hours before you
actually start surfing. Sure it’s great fun. The speed, the freedom
… you really feel as if you’re flying! Still, at the beginning you
keep falling off the board, you’re wet and cold … but, once you
manage to stay standing, it’s just an amazing feeling!
Exam task
    TIP 1.49 Explain that students are going to
listen twice to four people. Each person is going
to talk about one sport. Refer students to the TIP
box. Explain that the same idea can be expressed
differently in the recording and the exam task, eg
in the recording a person may say I’m scared, while
in the exam task the equivalent answer may be
The person is afraid. Tell students that they need to
match the correct opinion (A-E) for each person
(1-4). Remind them that there is one extra opinion
which they do not need to use. Play the recording
twice. Students listen and complete the exam
task. Check the answers as a class.
4
1.49 Audioscript Exam task
1
Well, kitesurfing seems so exciting, much more interesting than
other water sports. I love sitting there on the beach and looking at
my boyfriend doing acrobatics. He can jump up really high, and
it’s all so exciting. But it’s definitely not for me. In the summer
I prefer to spend my time lying on the beach.
2
Caving? Yeah, I always wanted to give it a go. I dreamt of going
under the ground and seeing all those places hidden so deep …
And so last year, when my older brother was attending a course,
I decided to join him. But I’d never felt so afraid in my life. I started
shaking and I couldn’t say a word. They had to bring me up.
It may be wonderful down there, but I’ll never do it again.
3
Last year I tried surfing in Wales. It’s a great place to surf. The
beaches are clean and pleasant. However, my first days were
terrible, I couldn’t stand up and ride the wave. It took me a couple
of days, but now I just can’t stop thinking about it. It’s like ...,
it’s amazing. It’s the coolest sport in the world.
4
My cousins took me on a kayaking trip along a river … can’t
remember the name. It was OK, but it wasn’t anything exciting.
It was a terribly slow kind of river and nothing much happened.
So, I came home and thought: Nah, I’m not doing that again.
My cousins can go by themselves next time.
5 Ask students to look at the list of unusual sports
below. Tell them to work in pairs and talk about
these sports: what students might do in them,
what the best thing might be about them, whether
students would like to try them, etc. Monitor the
activity. Discuss students’ ideas as a class.
Homework Workbook pp44-45
121
 Exercise 1 Exercise 3
nouns: crew, condition, path, rescue, shout 1 crew 6 a shout

4 verbs: accompany, join, refuse, realise, rescue, (shout), (fit)

adjectives: adventurous, alone, fit, numerous, supportive
2 supportive
3 numerous
4 keep fit
7
8
9
path
conditions
adventurous
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60

B9RLFHVB6%B3/B8LQGG 
GENERAL GUIDELINES ON HOW TO WORK WITH THE EXTENSION SECTION
The Extension section is a selection of complementary activities devoted to further practice of language from reading
texts. Depending on the group you are teaching, you can approach this section in various ways. It may be used as a regular
sequence of exercises for a lesson, to additionally revise the lexical material from the unit in an attractive, more creative
way, or it may be only used with more ambitious students or fast-finishers. In both cases, follow the teacher’s notes, though
it should be remembered that, in the latter case, monitoring and providing feedback after the exercises should be done in
an individualized way. It is also possible that only some of the exercises in this section will be selected for use, to suit the
individual needs of students in a group.

122
 Aim To further practise the material from unit 4, including the more advanced language points.
4
To involve students in project work – presentation about extreme sports.

Extension

extra warmer Project

Ask each student to think of two words or phrases 1 Students are going to prepare a project –
they have learned from unit 4. Encourage them a presentation about an extreme sport which
to choose words/phrases which were quite is not popular in Poland. Ask students to search
difficult, mainly those which appeared in reading the Internet or media to look for information
texts. On separate pieces of paper students write about such a sport. Remind them that they should
a Polish equivalent of each word and the word collect the information in English.
itself upside down at the bottom of each piece of
2 Students are going to make a Power Point
paper. They then fold the pieces of paper and give
presentation or a poster for their project.
them to the teacher. Read out the collected words
Encourage them to make their presentation more
to the whole class. Ask them to guess the words
attractive with pictures, fragments of songs, videos
and phrases/look for them in the unit. To add an
or interviews as appropriate. They should also try
element of competition, group students and give
to encourage the other students to start practising
points for each correctly guessed word.
their sport. Remind them that it is important to
include the sources where the information in their
1 Students put the words from the box into the project has come from, as they should not present
correct columns in the table. Ask them to compare this information as their own. Students may also
their answers in pairs. Then check answers as be encouraged to prepare a short quiz (of up to 5
a class. questions) for their colleagues, based on the
information from their project.
extra activity
3 Students present their projects to the class during
Ask students to work in groups of three and write
the next lesson and follow up their presentations
one sentence with as many words from exercise 1
with the quiz questions. Hold a class vote to decide
as possible. Set a time limit of 3 minutes. Elicit the
which sport seems to be the most interesting to try
sentences from the groups. Write them on the
out. Allow the rest of the class to provide feedback
board. The group that uses most words in a correct,
on the projects.
logical sentence wins the game.
Homework
2 Ask students to translate the Polish words and Ask students to work on their projects and bring them
phrases into English. Check their answers as to the next class.
a class.
3 Students look at the underlined words and
phrases in each sentence. Ask them to work in
pairs and replace the underlined items with the
correct synonyms. Check their answers as a class.
4 Students complete the questions with words from
exercises 1-3. Ask them to check the answers in
pairs, then check as a class.
5 Ask students to work in pairs and take turns
asking and answering the questions. Compare
their answers as a class.

extra follow-up
Ask students to write down answers to selected
questions from exercise 5. Alternatively, ask
students to write their partner’s answers.

123
 RECYCLE
watch – television

5New media
listen to – the radio
send – an email
read – an email, a newspaper, a magazine
surf – the Internet

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Exercise 1 Exercise 3
62
1 interactive whiteboard 6 text message 1 social networking site 6 World Wide Web
2 mobile phone
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7 social networking site 2 mp3 player 7 an e-book

3 Wireless broadband 8 Online gaming 3 text message 8 wireless broadband
4 mp3 player 9 World Wide Web 4 instant messaging 9 an interactive whiteboard
5 Instant messaging 10 e-book 5 online gaming 10 mobile phone

Unit objectives
• Vocabulary: to introduce or revise vocabulary in the following topic areas: digital media, websites, newspapers and magazines
• Language Focus: to revise and practise the present perfect with for, since and just; to contrast and practise the present perfect
and simple past forms
• Skills: to read an article about ringtones, to read an online article about teen magazines, to listen to a media questionnaire,
to talk about recent actions and the reasons for them happening, to describe unfinished and completed actions, to make
arrangements, to write an email – favourite website
• CLIL: to learn about the binary system and computers
• Culture: to learn about teen magazines
• Exam: to read for specific information, task type – multiple matching

124
New media
5
Aim To meet and practise words related to the digital age and contrast the pronunciation
of /ɪ/ and /aɪ/ in preparation for the reading text.

extra warmer 3 Ask students to complete the sentences with the

words from exercise 1. Allow them to check their
Ask students to work in pairs and think of three
answers in pairs. Check their answers as a class.
technological devices that they cannot imagine
their live without. Discuss their answers as a class. extra activity
Tell students to close their books and try to write
GUESS Ask students to read the quiz questions. down the words from exercise 1 from memory.
Give them about two minutes to think about and Allow them to compare their lists then open their
discuss their ideas in pairs. Elicit answers from the books to check.
class. Ask: Can you imagine what people’s lives were like
before the Internet? Was it easier or more difficult? Could Pronunciation: /ɪ/ /aɪ/
you live without the Internet? Why/why not?
4a 1.51 Play the recording for students to listen
Cultural note and repeat. Draw their attention to the different
The Internet was initially born as an idea and pronunciation of i.
by-product of the space race in the late 1950s.
It became a reality in the ’70s (the word internet
1.51 Audioscript Exercise 4a
first appeared in December 1974) and was put /ɪ/ /aɪ/
into use in the ’80s. Tim Berners-Lee invented interactive wireless
gaming online
the World Wide Web in 1989, and this made the
television icon
Internet available to the general public. The rest,
as they say, is history.
4b 1.52 Tell students to try saying the words out
loud and decide if i is pronounced /ɪ/ or /aɪ/. Play
 RECYCLE Ask students to look at the verbs and the recording for students to listen and check their
decide which can be used with the nouns. Check as
ideas
a class. Then ask students to write the collocations
in their notebooks in order of frequency, from the
1.52 Audioscript Exercise 4b
activity they do most to the one they do least. Put
students in pairs to compare habits. Then ask them /ɪ/ /aɪ/
networking mobile
to report back to the class about their partner.
instant site
Vocabulary 1 Internet wide

Digital media 5 Your voice Tell students to read the questions

1 Tell students to complete the definitions 1-10 with and think about their answers. Put them in pairs
the words from the box. to take turns asking and answering the questions.
Ask them to report back to the class about their
2 1.50 Play the recording for students to listen
partner’s answers. Compare answers as a class.
and check their answers. Play the recording
again and ask students to listen and repeat the Homework Workbook p46 and Workbook
pronunciation of the words and phrases. Vocabulary plus p120
1.50 Audioscript Exercise 2 extra homework
1 interactive whiteboard 6 text message Ask students to write their partner’s answers from
2 mobile phone 7 social networking site exercise 5 in detail.
3 wireless broadband 8 online gaming
4 mp3 player 9 World Wide Web
5 instant messaging 10 e-book

125
 5
5HDGLQJ

Which ringtone have you got on your mobile? I’ve just downloaded Homer
Simpson – it’s number one in the ringtone chart at the moment. There’s
been a special chart for ringtones for a few years now. Over the last decade,
the ringtone industry has grown from nothing into a massive international
business. So, how did it all begin?
Well, do you remember that really annoying Crazy Frog? It was the first
ringtone to achieve massive popularity. Since its creation in 2005, more
than 11 million people have bought it. But do you know who invented it?
It was a 17-year-old student in Sweden who created the original sound
by imitating his friend’s moped. Then a graphic designer drew the frog,
and the ringtone company Jamster began to sell it. Finally, a German band made a record
based on the ringtone, and it reached number one in the UK singles chart.
So, what does it mean for real music when a mobile ringtone becomes the
nation’s favourite song? Since the invention of the Crazy Frog, people
have realised that you don’t need talented musicians to make a hit
single. And the music industry has realised that ringtones are worth
a lot of money. In fact, record companies have just announced that they
make more money from the sale of ringtones than from CD singles.
Now, what about my Homer Simpson ringtone? I’ve only had it for a few hours but I think I feel like
Exercise 1
a change. How about that Crazy Frog? I haven’t heard it for ages …
1 b 2 c 3 a

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126
 Aim To read and answer questions about mobile phone ringtones, meeting the present perfect
5
and the simple past in context.

Reading
The ringtone revolution 5 Your voice Tell students to read the questions
and think about their answers. Put students in
extra warmer
pairs to take turns asking and answering the
Ask students to work in pairs and test each questions. Compare answers as a class.
other on the phrases from Vocabulary 1 section.
One student has his/her book closed, while the CLIL: ICT
other gives a definition of a word or phrase eg It
is a book in a digital form. Then they swap roles. Across the curriculum: ICT
If you want to develop this topic further, then
1 Play the three ringtones for students to
1.53 go to Workbook p142, with worksheets in the
match them with the titles. Elicit answers from Teacher’s Resource File.
the class.
2 1.54 Tell students to read the three titles. Check extra homework
that they understand the meaning. Ask them to Ask students to search the Internet and find
read and listen to the text, and to choose the best out which ringtones have been downloaded
title for the article. Play the recording. the most this year. Ask students to present the
1.54 Audioscript Exercise 2
information to the class.

See Student’s Book p63.
3 Words in context Ask students to find the six
words and phrases in the text and use the context
to help them match the words and phrases
with their definitions. Check answers as a class.
Additionally, you can ask students to translate
the words and phrases into Polish. Ask them to
compare their answers with a partner. Check their
answers as a class.

extra follow-up
Ask students to write their own questions using
the words from exercise 3. The questions have
to be about them or young people in Poland,
eg Do you think iPhones are worth their price? Ask
students to work in pairs and take turns asking
and answering questions.

4 Ask students to cover the text and read the pairs

of sentences. Check meaning. Ask if they can
eliminate the incorrect sentences in any of the
pairs, from memory. Then tell them to read the
text again and find or check their answers.

extra follow-up
Ask fast finishers to write two questions about
the text to ask the class after checking answers
to exercise 4.

127
 Exercise 2
for since
ten minutes I was 12
an hour 2006
two weeks last summer
three months Tuesday
5
a long time September
ten o’clock
LOOK
1 I have just started the exercise.
2 My friend has just finished the sentence.
3 He has just downloaded a new ringtone.
Exercise 5
1 She’s just bought a coffee.
2 He’s just received an email.
3 He’s just played a video game.
4 She’s just paid £3.
5 We’ve just finished this exercise.

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Exercise 4
64
1 How long have you had this new phone/it? I’ve had this new phone/it since last weekend.
2 How long has your teacher/he/she worked in this school? Our teacher/He/She’s worked here since 2004/for (X) years.
3 How long have you been at school? We’ve been at school since half past eight/for (X) hours.
B9RLFHVB6%B3/B8LQGG 

4 How long has your sister/she known her boyfriend? She’s known him for a year/since last year.
5 How long have your parents/they lived here? They’ve lived here since 1990/for (X) years.
128
 Aim To review and practise the present perfect simple with for, since and just. To talk about
recent actions and give reasons why they have happened.
Language Focus 1
Present perfect with for and since
extra warmer
Put students in two or three teams. Tell them
to number themselves so that each team has
a number 1, number 2, etc. Call students to the
front, eg Number 5s, come out, and give them
a board pen or chalk. Tell students you are going
to say an infinitive and they have to write the
participle on the board. Award a point to the
first one to write the correct participle. Repeat
until everyone has had a go, and work out which
team is the winner.
Lead-in
On the board write: 1 I have an iPhone. 2 I had an iPhone.
Elicit from students what the difference in meaning
between the sentences is (1 – I still have it, 2 – I had
in the past, but I don’t have it any more). Write one
more sentence: 3 I’ve had an iPhone. Elicit from
students if you still have the phone (yes). Elicit what
the difference is between sentences 1 and 3 (3 means
that you have had it for some time).
1 Tell students they are going to revise the present
perfect tense. Ask students to read the example
sentences and complete the rules. Elicit how they
could finish the sentence I’ve had an iPhone (eg since
my birthday/for two years).
2 Tell students to complete the table with the time
expressions, deciding whether they are points in
time or periods of time. With weaker groups, do
one or two together as a class. Allow students to
compare tables then check as a class.
extra activity
Ask students to think of two more time
expressions. Elicit ideas and decide which
column to put them in as a class.
3 Ask students to read about Oliver and tell you how
his mother feels. Then ask them to complete the
gaps with for or since. Check as a class. Then tell
students to add the time expressions to their table
from exercise 2.
LOOK Ask students to read the information in
the LOOK box. Ask them to look at the rule and
the example, and make a sentence with the given
words. Elicit from students what time expressions
they might use answering these questions (for, since).
5
4 Ask students to look at the example then write
questions starting with How long for the sentences.
Check as a class. Then ask students to write
answers to the questions using the present perfect
and for or since with time expressions. Do the first
one together as a class.
Fast finishers Workbook p47, exercise 3.
Present perfect with just
LOOK Ask students to read the information in
the LOOK box. Ask them to look at the rules and
the example below, and make sentences with the
given words.
5 Tell students to look at the picture and write
sentences from the prompts using just and the
present perfect. Monitor and help if necessary.
Check as a class.
Speaking
6 Tell students to read the situations and invent
reasons for them, using the present perfect with
just as shown in the example.
7 Put students in pairs to take turns asking about
the situations in exercise 6 and giving their reasons.
Tell students to start their questions with Why ...?
as in the example. Ask students to report back
to the class about their partner.
Homework Workbook p47 and Workbook
Grammar bank pp106-107
extra homework
Ask students to write 6 questions with How long
have you…., eg How long have you had your mobile?
How long have you known your best friend? to ask
their partners.
129
 Exercise 1 Exercise 5
1 TV guide 7 home page 1 mobile phone, games console, mp3 player
2 interview 8 sports section 2 eleven, eight, two
3 problem page 9 blog 3 Yes
4 weather forecast 10 podcast

5
4 all my life
5 video clip 11 horoscope 5 instant messaging, text messages,
6 headline 12 crossword social networking sites

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New media questionnaire

6
4 5
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6(7 72 5,6( Name Chris Jones
1 Which of these products have you got?
mobile phone
games console
mp3 player
7 8 9
2 How long have you had these products?
7,*(5/,/<
today mobile phone since I was _

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Yes – go to question 4
10 11 12
No – go to question 5
4 How long have you had Internet access at home?
I’ve had it _

5 Which forms of communication do you use with

your friends?
instant messaging
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Exercise 3
1 weather forecast 5 TV guide 65
2 crossword 6 horoscope
3 podcast
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7 interview 
4 video clip 8 blog

130
 Aim To introduce and practise vocabulary related to websites, newspapers and magazines.
To listen to a questionnaire about new media.
Vocabulary 2
Websites, newspapers and magazines
extra warmer
If you have chosen to do extra homework, put
students in pairs and ask them to take turns
asking and answering How long have you …
questions. Remind them to use since and for.
Ask selected students to report back on their
partner’s answers.
1 Tell students that they are going to talk about
websites, newspapers and magazines. Ask them
to match the words and phrases with the pictures.
2 2.01 Play the recording for students to listen,
check and repeat.
2.01 Audioscript Exercise 2
1 TV guide 5 video clip 9 blog
2 interview 6 headline 10 podcast
3 problem page 7 home page 11 horoscope
4 weather forecast 8 sports section 12 crossword
3 Tell students to read the sentences. Check that they
understand the meaning. Ask them to complete
the sentences with the words and phrases from
exercise 1. Ask students to compare the answers
in pairs. Check answers as a class.
extra follow-up
Ask fast finishers to write more gapped sentences
for a partner to complete using words from
exercise 1.
4 Your voice Ask students to complete the
sentences with their own ideas. Tell them to use
the words from exercise 1. Monitor and help
whenever necessary. Ask students to compare their
answers. Ask selected students to report on their
partner’s answers. Discuss answers as a class.
6 2.02 Tell students to read the sentences, and
Listening
5 2.02 Tell students they’re going to listen to
Chris’s answers to a questionnaire. Ask them
7 Your voice Put students in pairs to take
to read the questionnaire, and check meaning.
Play the recording for students to complete the
questionnaire.
Homework
5
2.02 Audioscript Exercise 5
W = Woman C = Chris
W: Hi, have you got a minute?
C: Yeah, sure.
W: We’re doing a survey about new media …
C: Oh, OK …
W: First of all, which of these products have you got, erm – a
mobile phone, a games console, and an mp3 player?
C: Er, yeah, I’ve got all of them. Here’s my mobile! Here’s my
mp3 player! And I’ve got a games console at home.
W: Just one?
C: Yeah, just one.
W: OK, and – how long have you had them? How long have you
had a mobile?
C: Er, since I was 11. My mum and dad gave me my first mobile
for my 11th birthday, yeah.
W: Right, and what about the mp3 player?
C: Oh, I’ve had this for … two years? I use it all the time!
W: And what about your games console?
C: Well, I’ve had one since I was, erm, since I was eight. But it’s
not the same one, I mean, I had an older one before.
W: OK, thanks. Just a couple more questions. Have you got a
computer at home?
C: Yeah.
W: And Internet access?
C: Yeah.
W: How long have you had Internet access at home?
C: Err – all my life! But we’ve had wireless broadband now for …
about two years. Yeah, two years.
W: OK, last question. Which of these do you use with your
friends? … Instant messaging?
C: Yeah, mainly at weekends.
W: Text messages?
C: Yeah.
W: How often?
C: Er, maybe five or six a day?
W: OK, what about social networking sites?
C: Yeah, I use Bebo.
W: And emails?
C: Umm, no, not really, not with my friends.
W: OK. Great! Thanks for your help.
C: No problem. See you!
check meaning. Play the recording again for
students to decide if the sentences are true or false.
turns asking and answering the questions in the
questionnaire. Tell them to make sure they use for
and since correctly. Ask students to report back to
the class about their partner.
Workbook p48
extra homework
Ask students to write their partner’s answers
from exercise 7 in a short report.
131
 Exercise 3
1 Sugar and Bliss.
2 They contain information about boys and fashion, interviews with
famous people, problem pages, horoscopes and competitions.
3 They became popular in the late 1990s.

5
4 Just 17 and Smash Hits.
5 No, it didn’t work. Teen magazines
6 You need a computer, a tablet or a mobile phone.
More than 80% of under 16s in the UK read

&XOWXUH7RGD\ teenage magazines. The most popular ones

sell more than 250,000 copies a month.
Teen magazines are more popular among

THE CHANGING FACE OF YOUTH MEDIA

girls, but boys often buy sports, music or
computer magazines.

What do young people in Britain read nowadays? Ten years ago, teen magazines
were really popular. But now, lots of young people have turned to digital media.
So, what are the advantages and disadvantages of each?

Mag azin es Onli ne

mag azin es

These days, most

Sugar and Bliss have been Britain’s most popular
teen magazines for the last few years. These are
girls’ magazines with articles about boys and fashion,
and interviews with famous people. They also have
problem pages, horoscopes and competitions. The
music magazine Top of the Pops is also popular,
and there are several football magazines like Match.
Celebrity gossip magazines, like Heat and OK!, have
also been popular since the late 1990s.
Advantages
You can read magazines anywhere.
You often get free posters.
Disadvantages
Printed magazines are not free.
They often come out only once a month.
magazines have
set up their own websites too. A lot of young people
have stopped buying magazines – they just read them online.
Some famous magazines have disappeared altogether. Just 17
closed a few years ago, and the music magazine Smash Hits
closed in 2006, after 28 years. There are also magazines which
are completely digital. One of them was titled Jellyfish, a weekly
magazine sent out via email. It wasn’t very popular though
and it closed in 2007. But maybe one day people will read only
online magazines?
Advantages
Online magazines are sometimes free.
You can see video clips and listen to podcasts.
They don’t use paper so they’re better for the environment.
Disadvantages
You need a computer, a tablet or a mobile phone.

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132
 Aim To read and listen to an article about changes in the teen magazine sector in Britain.
5
To answer questions about the reading text and to talk about teen magazines in Poland.

Culture Today
The changing face of youth media
extra warmer
Ask a student to come to the front and give
them one of the words from Vocabulary 1 section.
Tell the student not to tell the class what the
word is, but to draw clues (no letters or numbers
are allowed!) on the board for the class to guess.
Award a point to the student who guesses the
correct word. Repeat four or five times.
Cultural note
There is a strong tradition of reading magazines
and comics amongst young people in Britain.
Starting with comics such as The Beano (a weekly
comic on sale since 1938) or The Dandy (on sale
since 1937), and graduating to the weekly music
paper the NME (on sale since 1952), magazines
and comics have long been popular.
4 Your voice Ask students to read the questions
and check that they understand the meaning.
Students work in groups of 3-4 taking turns asking
and answering the questions, giving as many
details as possible. Monitor the activity. After 3-4
minutes discuss their answers as a class.
… the BIG DEBATE: Should you make your
friends in real life or in cyberspace?
If you want to develop the topic of youth media
further and have a class debate, then go to
Workbook p129, with worksheets in the Teacher’s
Resource File.
extra homework
Ask students to find out about a teen magazine in
their country, write a description of the contents
and give information about how long it has been
on sale, if it has a website, etc.

1 2.03 Ask students to read and listen to the

article. Tell them to find the names of the magazines
and write them in the categories below.

Audioscript Exercise 1
2.03

See Student’s Book p66.

2 Words in context Ask students to find the seven
words/phrases in the text and use the context
to help them match the words/phrases with
their definitions. Check their answers as a class.
Additionally, you can ask them to translate the
words/phrases into Polish. Ask them to compare
their answers with a partner. Check answers as
a class.
3 Ask students to cover the text and to read the
questions. Check that they understand the
meaning. Ask students to answer the questions
without looking at the text. Elicit the answers.
Then ask students to read the text again more
carefully to find the answers. Compare and check
answers as a class.

extra follow-up
Ask fast finishers to write two more questions
about the text to ask the class after the answers
to exercise 3 have been checked.

133
 Exercise 2
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in an unfinished period of time.
We use the past simple for a completed
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Moby Dick
by Herman Melville

67

B9RLFHVB6%B3/B8LQGG 

134
 Aim To contrast and practise the present perfect questions and the past simple forms.
To review the grammar from unit 5, working with a dialogue about Moby Dick.
Language Focus 2
Present perfect and past simple
extra warmer
Ask students to complete this simple poem: I’ve
heard …, I’ve seen …, I’ve dreamed …, and I’ve been
to … but I’ve never ... Put students in small groups
to compare their poems and give advice about
improving them. Then ask them to write a final
draft, and put them on the wall. Vote for the
best poem.
Lead-in
Ask students to take turns asking and answering
questions about things they possess How long have you
had your mobile/computer/laptop/bike etc. Then ask them to
take turns asking and answering the questions: When
did you buy/get it? Elicit from students what tense they
have to use answering this questions (past simple).
1 Tell students that they are going to contrast the
present perfect and the simple past. Ask them to
read the examples and decide which sentences
are in the present perfect and which are in the
past simple.
2 Ask students to read the sentences from exercise 1
again and decide if they describe a completed
action in the past or an unfinished period of time.
Ask them to write the appropriate letters in the
boxes next to the sentences and then complete
the rules below. Check their answers as a class.
3 Tell students to complete the table with the
red time expressions from exercise 1. Check
understanding, asking which column to put this
week in and which column to put last week in. Elicit
which of these two times is unfinished.
4 Ask students to choose the correct tense. Remind
them to pay attention to the time expressions. Ask
students to compare their answers in pairs. Check
answers as a class.
5 Ask students to look at the gapped sentences and
identify the time expressions. Elicit if they refer to
finished or unfinished time. Then tell students to
complete the gaps using the correct form of the
verbs in brackets. Check as a class.
extra activity
Ask fast finishers to think of two more questions
to ask a partner, one beginning Have you … and
one When did … Tell them to add them to the
questions in exercise 4.
5
6 Your voice Put students in pairs and tell them
to take turns asking and answering the questions
in exercise 5. With weaker groups, read out the
questions and ask students to repeat, checking
their pronunciation, before putting them in pairs.
extra follow-up
Ask students to write their partner’s answers.
Unit grammar check
1 Ask students to read the dialogue quickly and
tell you who or what it’s about. Then ask them
to complete the gaps using the past simple or
present perfect form of the verbs in brackets.
2 2.04 Play the recording for students to listen
and check their answers to exercise 1. Check
answers as a class.
2.04 Audioscript Exercise 2
Ann: I’ve just finished my book. Can you recommend a new one?
Ben: Well, I’ve just started an e-book. My uncle gave it to me for
my birthday last week.
Ann: Which one is it?
Ben: It’s Moby Dick by Herman Melville. It’s quite old – he
wrote it in 1851.
Ann: Yes, I read it years ago.
Ben: Did you like it?
Ann: Yes, it was good. I’ve never seen an e-book. Have you got it
with you?
Ben: No, I haven’t. It’s at home – I’ll bring it in and show you
tomorrow.
Homework Workbook p49 and Workbook
Grammar bank pp106-107
Book corner
Moby Dick, written in 1851 by Herman Melville, is
considered one of the most important works of
American literature. It was published at a time when
natural history was very popular, and American
literature was experiencing a Golden Age (The Scarlet
Letter, Uncle Tom’s Cabin and Whitman’s poetry were
contemporary).
extra homework
Ask students to write down their answers to
questions from exercise 5.
135
 Exercise 1
advantages: 2, 4, 5
5 disadvantages: 1, 3
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68 1 Moreover – ponadto, poza tym
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3 However – jednak(że)
B9RLFHVB6%B3/B8LQGG
4 but – ale
136
Dear Editor,
I’ve just read an article about young people’s favourite websites in your
magazine and I’d like to write about one website I really like.
It is a social networking site called Bebo. I’ve used it since I was 13, and
I’ve had my own account for about a year. I use this site to communicate
with all my friends.
One advantage of Bebo is that you can talk to all your friends at the same
time. Moreover, it’s free to use so it’s cheaper than using the mobile phone.
In addition, this site is very easy to use and everyone can be creative. I’ve
put up a lot of pictures and drawings on my page, and some of my friends
have uploaded videos too.
However, there are also some disadvantages with this kind of websites.
Some people have had problems with privacy settings. For example, there
was a girl who invited her friends to a party and then hundreds of people
turned up and destroyed her parents’ house.
Bebo has helped me keep in touch with people, but sometimes I think
I spend too much time on the computer!
Yours faithfully,
Luke Meadows
:ULWLQJ3ODQ

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 Aim To write an email, after reading a model and practising linking devices of addition
and contrast.
Exam Writing
An email – favourite website
extra warmer
Ask students to work in pairs and test each
other on the words and phrases from Vocabulary 2
section. One student has his/her book closed,
while the other gives a definition of the word/
phrase, eg It’s a magazine where you can check what’s
on TV. The person listening must guess the word/
phrase. Then students swap roles.
1 Tell students to read the sentences about social
networking sites. Ask them which ones they think
are advantages and which ones are disadvantages.
Then tell them to read the review and check their
answers. Check as a class. Ask if anyone is familiar
with the website and if they have ever used it. If
so, find out if they agree with the advantages and
disadvantages.
extra activity
Ask students to make up two questions about
the review. Then elicit the questions and write
them on the board. Ask students to answer as
many as they can. Check their answers as a class.
LOOK Ask students to read the information in
the LOOK box. Tell them to read the sentences
and complete the rules with the words in purple.
Check answers as a class.
2 Ask students to translate the words in purple in the
LOOK box into Polish. Discuss answers as a class.
3 Ask students to think about what their favourite
websites are. Tell them to read the questions and
think about the answers. Put students in pairs to
take turns asking and answering the questions.
Monitor and help whenever necessary. Discuss
their answers as a class.
5
Writing Plan
1 Tell students they are going to write an email. Ask
them to read the exam task. Tell students that in
order to complete the task, they have to complete
all the three points.
2 Ask students to plan the email they are going to
write. Tell them to use the model in exercise 1 and
the questions from exercise 3 to help them.
3 Students write the first draft of their email,
including the answers to all the questions. When
they have written their letters, ask them to look
at the checklist and use the points to proofread
their texts and improve the content. Explain that
they should use the present perfect to talk about
how long they have used the website. They should
also write about advantages in one paragraph and
disadvantages in another paragraph. They should
also use some linking devices of contrast and
addition.
    TIP Go through the TIP box with students. Explain
that they should use linking devices of addition
and contrast to create grammatical and logical
links between the sentences in their writing.
Homework Workbook p50
extra homework
Ask students to imagine that you are going to
describe your favourite online shop as an entry
to a competition. They must write a second email
describing that shop, following the steps in the
Writing Plan.
137
 Exercise 1
All the expressions mean something
positive, though sick may also mean
something really bad, disgusting. 5
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BB
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Exercise 5
1 How’re you doing?
Exercise 4 2 Have you spoken to Tanya? 69
1 They are watching a programme on TV. 3 We’re meeting at the Megastore this evening.
2 Amy is going to the library. 4 I’m busy this afternoon – I’m going to the library.
B9RLFHVB6%B3/B8LQGG 5 What time are you meeting? 
3 Chris is helping his dad (to download
music on the computer).

138
 Aim To listen to a recording of Tanya asking Luis out, before practising a similar dialogue
with a partner.
Language in Action
Making arrangements
extra warmer
Ask students to cover the text and look at the
pictures. Put students in pairs and ask them to
make up a four-line conversation between Tanya
and Luis. Then tell them to practise it for three
minutes. Ask pairs to perform their conversations
for the class.
1 Tell students to look at the slang words in the
bubbles. Elicit if the words are positive or negative.
Ask what situations they might use each word in.
Finally, ask students if there are similar slang words
or expressions in Polish.
2 Ask students to look at the dialogue and the
sentences in the box below. Tell them to read the
dialogue and complete it with the sentences from
the box. Remind them that there is one sentence
they do not need to use. Tell students to compare
answers with a partner.
3 2.05 Play the recording for students to check
their answers. Check as a class. Ask students to
work in pairs and practise the dialogue. Ask
selected pairs to act out their dialogues for the
rest of the class.
2.05 Audioscript Exercise 3
Luis: I’m fine, thanks. And you?
Tanya: Yeah, cool. Listen, are you doing anything this afternoon?
Luis: No, I’m not. Why?
Tanya: Well, have you heard of a band called Mighty Boosh?
Luis: No, I haven’t. What are they like?
Tanya: They rock! The singer’s fit and the music’s awesome!
Luis: I’ve never heard of them.
Tanya: Well, I’ve just heard that they’re playing some songs at
the Megastore later. Do you want to come?
Luis: Yes, that sounds great. I’ll ask Chris and Amy.
Tanya: Oh ... OK. See you later then.
Luis: Bye!
LOOK Ask students to read the information in
the LOOK box. Ask them to read the sentence and
complete the rule. Ask selected students: What are
you doing this weekend? Remind them that they should
answer with the present continuous only if they
have already arranged something for the weekend.
5
4 2.06 Ask students to read the questions and
listen to Luis talking to Chris and Amy. Play the
recording for students to write down their answers.
Allow them to compare their answers in pairs. If
necessary, play the recording again. Check their
answers as a class.
2.06 Audioscript Exercise 4
Chris: Hi Luis, how’re you doing?
Luis: Fine, great. And you?
Chris: Yeah, good. We’re watching this programme …
Amy: Have you spoken to Tanya?
Luis: Yeah, she called me. We’re meeting at the Megastore this
afternoon. There’s a band playing. Do you want to come too?
Amy: Er, no, I can’t. I’m busy this afternoon – I’m, erm, I’m
going to the library …
Luis: Chris? Do you want to come?
Chris: Sorry, Luis, I can’t. I’m helping dad this afternoon. I’m
showing him how to download music on the computer … You go,
though!
Luis: Hmm, I’m not sure. I should call Tanya … Oh, it’s Tanya
again …
Amy: Yeah, you and Tanya! It’ll be cool! What time are you
meeting?
5 2.06 Ask students to translate the following
sentences from the dialogue in exercise 4 into
English. Tell them to compare their answers. Play
the recording for students to check their answers.
Check answers as a class.
6 Ask students to work in pairs and take turns
asking and answering the questions. Then
students swap roles and practise the dialogue
again. Ask selected students to ask one question
to another person in the class.
7 Students work in pairs. Refer them to the
instructions for student A and student B on p135
and p137. They then follow the instructions and
work on the dialogues for 4-5 minutes. Monitor
the activity. Ask selected pairs to act out their
dialogues to the rest of the class.
Homework Workbook p51
extra homework
Ask students to work in pairs. Tell them to write
down one of the dialogues from exercise 7 and
prepare for acting it out, using the right intonation,
gestures and body language.
139
 Exercise 4
1 How long has he studied English? He’s studied English since 2002.

5
2 How long has she designed websites? She’s designed websites for a long time.
3 How long have you lived in Kielce? I’ve lived in Kielce since I was born.
4 How long have they been friends? They’ve been friends for three years.

6HOI&KHFN 5 How long has he worked in a shop? He’s worked in a shop since he left school.

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a new phone. 7KH\ijUHIDQVRIRQOLQHJDPLQJWZR\HDUV
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horoscope. They’ve been fans of online gaming for two years. 
3 We’ve just got
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70

B9RLFHVB6%B3/B8LQGG 

GENERAL GUIDELINES ON HOW TO WORK WITH THE SELF CHECK SECTION

Depending on the group you are teaching, you can approach this section in two ways. If you are working with a weaker or not
well-disciplined class, follow the procedure for the Self Check described below, i.e. treat each exercise separately, follow it with
feedback and interweave with extra activities. With a class of students who work well autonomously and are self-reliant, set
a time limit of about 20 minutes for the students to complete all the exercises. In both cases, after checking the answers, ask
the students to count the points for each activity in this section according to the criteria described in the teaching notes. Refer
them to the self-assessment box at the bottom of the page to assess their results. Fair and poor grades mean that students
need to revise the material again to pass the test, a good grade means satisfactory performance and requires further work on
problematic areas only, while very good and excellent grades mean that students have mastered the material from the unit.

140
 Aim To review the language from unit 5 and earlier by completing simple language exercises.
5
To allow students to self-assess their progress and reflect on their own learning.

Self Check

extra warmer Present perfect and past simple

Prepare a short quiz for students, eg with three 6 Students complete the sentences with the present
statements, and ask them to decide if they are perfect or the past simple form of the verbs in
true or false. Example: brackets. Remind students to look at the time
• The Crazy Frog ringtone was invented by a 17-year- expressions. Give students 3-4 minutes to finish
old student from the UK. (false – from Sweden) the task. Check answers as a class. Ask students
• The adjective “massive” means “weighing a lot, very to count their correct answers and to write down
heavy” (false – it means “very large”) their points (1 point for each correct answer) in
• Wireless broadband does not require wires to access the the box.
Internet. (true)
Ask students to think of one more quiz question in Cumulative grammar
pairs. Refer them to the previous lessons from the
7 This cumulative grammar exercise is marked with
book to look for ideas. Give the pairs 2 minutes to
an asterisk, which means it is more demanding
formulate the statements. Then ask them to read
and complex than the remaining ones in the Self
out their statements to the rest of the class to
Check section. Encourage all students, not just the
discuss.
best ones, to do it and pay special attention to
explaining all their doubts after the activity.
Digital media Ask students to read the text. Then ask students
1 Ask students to match the two parts of each to choose their answers, working individually and
expression. Set a time limit of 2 minutes. Check then compare their answers in pairs. Give students
answers as a class. Ask them to count their correct a time limit of 4-5 minutes. Check answers as a
answers and to write down their points (1 point for class. Ask students to count their correct answers
each correct answer) in the box. and to write down their points (1 point for each
correct answer) in the box.
Websites, newspapers and magazines
Homework Workbook pp52-53
2 Ask students to complete the words with missing
letters. Set a time limit of 2 minutes. Check answers extra homework
as a class. Ask students to count their correct Ask students to make up two review exercises
answers and to write down their points (1 point for of their own for their classmates to complete.
each correct answer) in the box. Compile their exercises to make simple student-
made review worksheets for future use.
Present perfect with for and since
3 Tell students to complete the sentences with for
and since. Give students 2 minutes. Check answers
as a class. Ask students to count their correct
answers and to write down their points (1 point for
each correct answer) in the box.
4 Students write questions using How long and the
present perfect. Refer them to the example below.
Then ask them to write answers with for or since.
Give students 4-5 minutes to finish the task. Check
answers as a class. Ask students to count their
correct answers and to write down their points
(1 point for each correct answer) in the box.

Present perfect with just

5 Ask students to look at the example and rewrite
the sentences, using just. After 3 minutes check
answers as a class. Ask students to count their
correct answers and to write down their points
(1 point for each correct answer) in the box.

141
 Exercise 2

5
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B, C – addition

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Exercise 3
1 them – celebrities
71
2 it – Facebook
3 this – Twitter
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4 these – text messages, emails
and instant messaging

142
 Aim To practise exam skills: reading. Subskills practised: reading for specific understanding,
5
interpreting. Task type: multiple matching (wybór wielokrotny).

Exam Builder
Rozumienie tekstów pisanych 5 Ask students to work in pairs talking to each other
about when and where it would be a good idea to
1 Ask students to read the two extracts of the same
use an e-book and whether they would like to use
text. Students have to choose the sentence (A-B
one. Monitor the activity. Discuss students’ ideas
and C-D) which goes best with each part of the
as a class.
text. Compare answers as a class.
Homework Workbook pp54-55
2 Ask students to look at the linkers underlined in
sentences A-D in exercise 1. Elicit from students
what their function is in the text. Ask students to
work in pairs and underline fragments in the texts
1 and 2 to which the correct linking devices refer to.
3 Ask students to read the sentences and decide
what the highlighted words refer to. Put them in
pairs to compare their answers. Discuss answers
as a class. Explain to students that pronouns like
these (them, it, this, these) are often used in reading
texts to avoid repeating the same words and
phrases.
4 Ask students to read the last part of the text
and to choose the sentence A-B and C-D which
goes best with each extract. After students have
finished, put them in pairs and ask them to
compare their answers. Check answers as a class.
Exam task
    TIP Explain that when students read a gapped exam
task, they should check how sentences are linked.
It is important to check how every sentence is linked
with the previous and the following sentences
(eg check the use of pronouns and linkers).
Explain that students are going to read a text
with gaps and five sentences (A-E). They have to
do a matching task and fill in each gap with one
sentence (A-E) so that the whole text is coherent
and logical. Inform students that there is one extra
sentence which should not be used. Explain that
students should not check the meaning of unknown
words whether by asking you or checking in
a dictionary. In the exam they are not allowed to
do that, so they should try to guess the meaning of
vocabulary in the text from context. Give students
5 minutes to work on the exam task. Check
answers as a class

143
 Exercise 2
Exercise 1 być wartym: be worth
celebrity – sławna osoba reach – osiągnąć ukazać się, wyjść: come out
założyć: set up
5
announce – ogłosić nowadays – obecnie
decade – dziesięciolecie disadvantage – wada przerzucić się na: turn to
massive – ogromny gossip – plotka

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1 creation 5 setting
2 massive 6 announced
3 reached 7 decades
4 turning 8 disadvantages
72

B9RLFHVB6%B3/B8LQGG 

GENERAL GUIDELINES ON HOW TO WORK WITH THE EXTENSION SECTION

The Extension section is a selection of complementary activities devoted to further practice of language from reading texts.
Depending on the group you are teaching, you can approach this section in various ways. It may be used as a regular sequence
of exercises for a lesson, to additionally revise the lexical material from the unit in an attractive, more creative way, or it may
be only used with more ambitious students or fast-finishers. In both cases, follow the teacher’s notes, though it should be
remembered that, in the latter case, monitoring and providing feedback after the exercises should be done in an individualized
way. It is also possible that only some of the exercises in this section will be selected for use, to suit the individual needs of
students in a group.

144
 Aim To further practise the material from unit 5, including the more advanced language points.
5
To involve students in project work – presentation about online magazines for teenagers.

Extension

extra warmer 5 Ask students to work in groups of three. Students

Ask each student to think of two words or phrases
they have learned in unit 5. Encourage them to
choose words/phrases which were quite difficult,
mainly from the reading texts. On separate pieces
of paper students write a Polish equivalent of
each word and the word itself upside down at the
bottom of each piece of paper. They fold the
pieces of paper and give them to the teacher.
Read out the collected words to the whole class.
Ask them to guess the words and phrases/look for
them in the unit. To add an element of
competition, group students and give points for
each correctly guessed word.
1 Student find English words and phrases in the
wordsnake and match them with their Polish
equivalents from the box. Ask students to check the
answers in pairs. Check their answers as a class.
2 Ask students to match the verbs from column A with
the words from column B to make phrases which
match the Polish equivalents. Check as a class.
extra follow-up
Ask students to write the definitions in English of
selected words and phrases from exercises 1 and
2 for the other students to guess what they are.
3 Ask students to match the two halves of the
sentences. Check their answers as a class.
discuss the following ideas and decide if they
agree with them or not. Remind them that they
can use some of the phrases below. They should
also try to always give their own reasons for
agreeing or disagreeing with something. Monitor
and help whenever necessary. Discuss students’
opinions as a class.
extra follow-up
Ask students to make a survey among 10 people
of their age, asking them if they agree with the
statements in exercise 5 or not. Tell them to
prepare a poster with the numbers of the answers
they get (eg 10 people agree that reading celebrity
gossip magazines is a waste of time). You can hang the
posters on the class wall and discuss their results.
Project
1 Students are going to prepare a project –
a presentation about an imaginary online magazine.
They have to use their imagination to think of an
online magazine in Poland which would be really
interesting for teenagers
2 Students are going to make a Power Point
presentation or a poster for their project. They
should present the title of their magazine and the
sections it might have. They might also make their
presentations more attractive with a graphic design
of the title, a sample page with pictures, etc.

extra activity 3 Students present their project to the class during

the next lesson. Hold a class vote to decide which
Ask students to use long fragments of sentences
of the magazines the students like best. Allow
in exercise 3 to write down their own ideas, eg
the rest of the class to provide feedback on the
Adele’s “21” has reached number one in the UK album
projects.
charts; The creation of the Internet has changed the way
we watch films. Students compare their answers in Homework
pairs and discuss their partner’s statements. Ask students to work on their projects and bring them
to the next class.
4 Ask students if they prefer to use laptops or tablets.
Discuss their answers as a class. Ask students to
complete the text below with the correct form of
the words from the box. Explain that the words
must match the text grammatically and must be
spelled correctly as well. Ask students to check the
answers in pairs. Check their answers as a class.

145
 6 Final frontiers
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Exercise 4b
/uː/ /aʊ/ /ɒ/ /əʊ/
through round across boat

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74

B9RLFHVB6%B3/B8LQGG 

Unit objectives
• Vocabulary: to introduce or revise prepositions of movement and extreme adjectives
• Language Focus: to revise and practise will and might; be going to; the first conditional
• Skills: to read an article about a hotel in space, to read a leaflet about Antarctic cruise, to listen to a conversation
about a trip, to talk about future plans and intentions (holidays), to book a room in a hotel, to write an informal letter –
a description of a place
• CLIL: to learn about chemical elements and the periodic table
• Culture: to learn about adventure tourism
• Exam: to build language awareness, to recognise and use linguistic resources, task type: word formation cloze, partial
translation

146
Final frontiers
6
Aim To meet and practise prepositions of movement in preparation for the reading text.

extra warmer 2 2.07 Play the recording for students to listen,

Set a time limit of four minutes. Ask students check and repeat.
to brainstorm names for geographical terms and
places inside a city, eg mountain, road, lake, and
2.07 Audioscript Exercise 2
building, church, hotel, etc. Compare words as a class 1 towards 7 along
and find out who has found the most. Write all the 2 away from 8 under
words on the board and allow students time to 3 out of 9 round
4 into 10 through
write down any new vocabulary in their notebooks.
5 over 11 down
6 across 12 up
GUESS Ask students to read the quiz questions.
Give them about two minutes to think about and
3 Ask students to read the descriptions and fill in
discuss their ideas in pairs. Elicit answers from the
the gaps with the correct prepositions. Ask them
class. Ask: Are you interested in geography? Which part
to compare their answers in pairs. Check their
of the world would you be most interested to learn about?
answers as a class.
Cultural note Pronunciation: /u:/ /aʊ/ /ɒ/ /əʊ/
1 The Caspian Sea in Asia (surface area 371,000
4a 2.08 Play the recording for students to listen
km2) is usually classed as the biggest lake in
and repeat. Draw their attention to the different
the world, though geologically it is a small
vowel sounds.
ocean. The second biggest lake is Michigan-
Houron (surface area 117,702 km2) in Canada/ 2.08 Audioscript Exercise 4a
USA. In this classification the third biggest lake
/uː/ /aʊ/ /ɒ/ /ǝʊ/
is Lake Superior in Canada/USA (surface area
into down along over
82,414 km2) and the fourth – Lake Victoria, the
biggest lake in Africa (69,485 km2).
4b 2.09 Ask students to copy the table. Then play
2 Mercury is the closest planet to the Sun and is
the recording for them to listen and write the
the smallest planet in the Solar System (5.5%
words in the correct column. Check answers as a
of the Earth’s mass). Mercury is dry and
class. Then play the recording again for students
extremely hot (the temperature may reach over
to listen and repeat the words.
400 degrees Celsius during the day but at night
it may drop below -170 degrees Celsius). The 2.09 Audioscript Exercise 4b
sunlight on Mercury’s surface is 6.5 times more
round boat through across
intense than it is on Earth due its closeness to
the sun.
5 Your voice Ask students to read the questions
and think about the answers. Put them in pairs
 RECYCLE Ask students to look at the types of and ask them to take turns asking and answering
transport in the box and write a true sentence for
the questions. Monitor and help whenever
each one. Compare sentences as a class.
necessary. Discuss answers as a class.
Vocabulary 1 Homework Workbook p56 and Workbook
Prepositions of movement Vocabulary plus p121
1 Tell students to look at the list of prepositions. extra homework
Elicit how they would mime the prepositions Ask students to write five more questions using
or draw them on the board. Check the the prepositions from exercise 1. Tell them to
difference in meaning between through, across use the questions from exercise 5 as a model, eg
and over. (eg through the mountains/across the Have you ever travelled across a sea? Can you jump into
desert/over the fence). Then students match the the swimming pool/lake? to ask their classmates.
prepositions with the pictures.
147
 Exercise 4
1 According to director, Xavier Claramunt, the Galactic Suite hotel is going to open soon.
2 This will be the most expensive hotel in the Galaxy.

6
3 They will go round the Earth every 80 minutes.
4 They’ll wear special Velcro suits.
5 The price includes an eight-week training course on a tropical island.
5HDGLQJ 6 British and American companies are also planning to offer space tourism.

)URPVSDLQWRRXWHUVSDFH
Imagine the scene – you’re on holiday, and you’re looking out of the hotel
window at an amazing view: planet Earth! Soon, this idea might not be
science fiction. A company in Barcelona has got plans for the world’s
first space hotel. According to director, Xavier Claramunt, the Galactic
Suite hotel is going to open soon. Six lucky millionaires will have the
opportunity to be the first guests. This will be the most expensive hotel in
the Galaxy – $4 million for a three-day holiday!
Guests will get into a spaceship in the city before travelling into space.
Then they’ll go round the Earth every 80 minutes, and see 15 sunrises
every day. They won’t be able to walk around – they’ll wear special
Velcro suits, and climb up the walls like Spiderman. They won’t be able
to have a bath until they get home, and using the toilet in zero gravity will
be quite a challenge!
But how many people are going to have enough money to visit the
Galactic Suite? About 40,000 people in the world are rich enough, but
they won’t all want to go. Claramunt insists that it will be the holiday
of a lifetime. The price includes an eight-week training course on a tropical island, where galactic tourists will learn everything
they need to know. That’ll surely be more luxurious than life in zero gravity!
Barcelona is not the only contender in the race for space tourism. British and American companies are also planning to offer
space tourism before the end of this decade. It might not be the reality today, but perhaps one day, Mars will be more popular
than Marbella!

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148
 Aim To read and answer true-false questions about a holiday in space, meeting will and might in
6
context.

Reading
From Spain to outer space!
extra warmer
Ask students to work in pairs and test each
other on prepositions from Vocabulary 1
section. They then take turns drawing pictures
which illustrate selected prepositions.
Alternatively, they can ask each other to choose
the best preposition for a phrase, eg ______the
mountains, _______ the river, etc. For this option,
however, you must allow for a variety of possible
answers, eg in/through/over/up/down the mountains,
etc.
1 Tell students to read and listen to the text.
2.10
5 Your voice Put students in pairs to take turns
asking and answering the questions. With weaker
groups, ask them to read the questions and write
their answers before speaking with a partner.
Monitor and help if necessary. Ask students to
report back to the class about their partner.
Compare ideas as a class.
CLIL: Science
Across the curriculum: Science
If you want to develop this topic further, then
go to Workbook p144, with worksheets in the
Teacher’s Resource File.

Play the recording and ask students to choose

extra homework
the best alternative title for the text. Compare
Ask students to write three more questions
opinions as a class.
about world geography using superlatives (the
2.10 Audioscript Exercise 1
largest ocean, the longest river, the biggest city,
See Student’s Book p75. the biggest island, etc) to ask classmates.
2 Words in context Ask students to find the
seven words/phrases in the text and use the
context to help them match the words/phrases
with their definitions. Check their answers as
a class. Additionally, you can ask students to
translate the words/phrases into Polish. Ask them
to compare their answers with a partner. Check
answers as a class.

extra follow-up
Ask students to cover the book and write down
the words/phrases from exercise 2 from memory.
Tell them to compare their answers in pairs.

3 Ask students to read the text again and put the

events in the correct order. Allow them to compare
their answers. Check answers as a class.
4 Ask students to cover the text and read the
sentences. Check that they understand the
meaning. Ask students if they can decide if the
sentences are true or false from memory. Ask them
to compare their answers with a partner. Then tell
them to read the text again and find evidence in
the text. Check answers as a class.

149
 Exercise 1 Exercise 5
Exercise 2
1 Galactic Suite will be 1 He’s going to open the hotel soon.
will/won’t
2 People might go 2 He isn’t going to work there.

6
might/might not
3 Some people won’t want 3 Is he going to stay there?
-s
4 It might not be 4 Yes, he is. No, he isn’t.

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Who are you going to take with you?
Exercise 3 Exercise 6
76 1 might become 1 are you going to go
2 will walk 2 are you going to take
3 won’t go 3 ’m going to ask
B9RLFHVB6%B3/B8LQGG 
4 might not buy/won’t buy 4 are you going to stay
5 will be 5 ’m going to spend
6 might win 6 ’re going to prepare

150
 6
Aim To introduce/review and practise will and be going to.

Language Focus 1
will and might
extra warmer
If you have chosen to do extra homework, ask
selected students to present their questions to
classmates.
Lead-in
On the board write: What are you doing tonight? What are
you doing this weekend? Ask these questions to selected
students. Elicit when we can use the present
continuous to talk about the future (to talk about
future arrangements).
Speaking
7 Tell students to look at the pictures and imagine
they’ve won one of the holidays. Ask them to write
questions using the correct form of be going to and
the prompts. Check questions as a class. Then
ask students to think about their answers to the
questions for their imaginary holiday. Put students
in pairs to take turns asking and answering the
questions. Ask students to report back to the class
about their partner’s plans for their holiday.
Homework Workbook p57 and Workbook
Grammar bank pp108-109

1 Tell students they are going to introduce/revise extra homework

other ways of talking about the future. Ask Ask students to write their partner’s plans for
students to read the puzzle and put the words their imaginary holiday in exercise 7.
in the correct order to make sentences. Check
answers as a class.
2 Students read the examples from exercise 1 and
complete the rules. Check their answers as a
class. Tell students that these verbs are modal verbs.
Check their level of understanding by asking them
to choose the best modal for It ... be very hot at this
time of year in Africa and I … go abroad for holidays this
summer. Discuss or explain the difference between
the two sentences.
3 Tell students to read the sentences. Check that
they understand the meaning. Ask students to
complete the sentences with modal verbs and the
verbs in brackets. Check ideas as a class.
4 Your voice Ask students to look at the words
in A, B and C. Then tell them to write at least five
sentences using these words and will, won’t, might
or might not. Put students in pairs to compare, and
then compare as a class.
be going to
5 Ask students to read the rule and the examples.
Students write he forms of the sentences. Ask
students to choose the correct ending of the rule
below. Elicit whether the two sentences: I am
learning to dive this summer/I’m going to learn to dive
this summer are the same (no – the first sentence is
about an arranged activity, the second – about a
plan or intention).
6 Ask students to look at the short text and the
dialogue, and elicit why Tom is so excited. Then
tell them to complete the gaps in the dialogue
with the correct form of be going to and the verbs
in brackets. Put students in pairs to compare, and
then check answers as a class.

151
 Exercise 6

Exercise 4 1 Yes, it is. It’s freezing!

2 Yes, it is. It’s boiling!
awful bad 3 Yes, it is. It’s huge!
tiny small 4 Yes, it is. It’s tiny!

6
huge big 5 Yes, they are. They’re amazing!
boiling hot 6 Yes, it was. It was fascinating!
freezing cold
fascinating interesting
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Hi Mum!
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Exercise 7
1 amazing 77
2 huge
3 freezing
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4 tiny
5 awful

152

Aim To listen to Chris talking about a school trip. To introduce and practise extreme adjectives.
Listening
extra warmer
Ask students to complete these lines to write a
rap/poem: When I’m old, I’m going to …, I’m not
going to … and I’m going to … ; I might … but I’ll
never …, no, I think I’ll never … when I’m old.
Students practise their rap/poem for two
minutes then perform for the class.
1 2.11 Tell students they are going to listen to
Chris talking to his mum about a school trip.
Ask them to complete the information. Play the
recording for students to listen and complete
the task. Ask students to compare their answers.
Play the recording again, if necessary. Check their
answers as a class.
2.11 Audioscript Exercise 1
C = Chris M = Mum
C: Mum, there’s going to be a school trip to Scotland – can I go?
M: Where to, exactly?
C: Erm … they’re going to take us to Aviemore, in the
mountains. We’re going to go skiing!
M: Skiing? And where are you going to stay?
C: Well, Mr O’Connor says we’ll stay at a youth hostel – it’s
near the village, apparently …
M: Mr O’Connor? Is he going, then?
C: Yeah …
M: And will there be any other teachers there?
C: Yeah, Mrs Reilly will be there too, and one other teacher I
think …
M: And how many students will there be?
C: Oh, about 20. Richard’s going to go, and Pete, I think …
M: Hmm. How much will it cost? Have they told you?
C: Yeah, here’s the letter. It’ll be £120 for the transport and
accommodation and the food and everything. Then there’s just
pocket money and optional excursions …
M: Excursions? Where to?
C: Well, one day they’re going to go to the ‘Ice Factor’ – it’s this
place where you can do indoor ice climbing …
M: Ice climbing?
C: Yeah, and then another day I think there’s going to be a trip
to Glasgow … So, can I go then?
M: OK – it’ll be amazing! Skiing in Scotland! When is it, did
you say? What will the weather be like?
C: It’s in January, so it’ll be cold – well, I guess it’ll be freezing!
That’s why we’re going to stay at the youth hostel, and we aren’t
going to go camping!
M: Yeah, good job! You’ll need a new coat, then. And some
thermals!! When do you need the money?
C: We need to give Mr O’Connor a £30 deposit next week.
M: OK. Well, I hope nothing terrible happens! You aren’t going
to fall over and break your leg, are you?
C: Nah, ’course not. I’ll be fine! Thanks, Mum …
6
2 2.11 Ask students to read the sentences
below. Check that they understand the meaning.
Ask students to check whether they are able to
answer any questions now and decide which of
the sentences are true and which are false. Play
the recording for them to check their answers.
If necessary, play the recording again. Check
answers as a class.
3 Your voice Put students in pairs to take turns
asking and answering the questions. Ask students
to report back about their partner. Alternatively, if
students have all been on the same school trips,
ask them to make up their answers. When they
report back, vote for the most imaginative school
trip.
Vocabulary 2
Extreme adjectives
4 Ask students to match the normal adjectives
with the extreme adjectives. Tell them to use a
dictionary to look up the meaning of any unknown
words. Match the first pair as a class (hot – boiling).
Elicit why some adjectives are called extreme (they
represent extreme, ultimate meaning) and whether
they can have a comparative or superlative form (no).
5 2.12 Play the recording for students to listen,
check and repeat.
2.12 Audioscript Exercise 5
awful – bad tiny – small huge – big boiling – hot
freezing – cold fascinating – interesting amazing – nice
6 Students read the example then answer the
questions using suitable extreme adjectives.
Discuss answers as a class.
7 Tell students to read and copy the postcard
Chris sent to his mother, replacing the numbered
adjectives with extreme adjectives.
8 Your voice Put students in pairs to take turns
asking and answering the questions. Monitor and
help if necessary. Ask students to report back to
the class about their partner. Compare ideas as a
class.
Homework Workbook p58
extra homework
Tell students to write an imaginary postcard from
their school trip (see exercise 3), including at
least three extreme adjectives.
153
 Exercise 1
2 It isn’t ice like in the
Arctic, but it’s 98%
Adventure tourism quiz
6 covered by ice.
1 Antarctica is …
a) an ocean.
2 What percentage of
Antarctica is ice?
3 Antarctica is in the …
a) north.

&XOWXUH7RGD\ b) a continent.
c) a country.
a) 50%
b) 85%
b) south.
c) east.
c) 98%
ADVENTURE TRIPS

Antarctic cruise Did you know …?

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• see huge icebergs • watch penguins and whales
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Join us on a fascinating trip to the world’s most remote continent. We’ll 2010 tourist season, over 37,000
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you at the airport in Buenos Aires. 1 c The Polar Star has got a gym, continent.
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During your journey to the South Pole, you’ll see some amazing
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If you’ve got any questions, our team of experts will be there to help
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2 b You’ll see the tiny penguin chicks if you visit in February. You can
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3 a There’s lots of time to
enjoy the trip because it’s light
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If you choose this holiday,
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It’s a  unique opportunity to
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FRUUHFWJDSVļLQWKHWH[W7KHQ
OLVWHQDQGFKHFN If tourism becomes more popular in Antarctica,
D ,I\RXijUHEUDYH\RXijOOEHDEOHWRJRIRU people will destroy the fragile environment forever.
DbVZLP
E 2QHRIRXUPRVWSRSXODUWULSVLVDbYLVLW If people visit Antarctica, they’ll see how beautiful
WRWKHSHQJXLQFRORQLHVRQ+DOI0RRQ it is and they’ll want to protect it.
,VODQG
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…the BIG DEBATE ª:RUNERRNS

78

B9RLFHVB6%B3/B8LQGG 

154
 Aim To read and listen to a leaflet with information about an Antarctic cruise. To answer questions
6
about the reading text and to find logical connections between different text parts. To talk about the
ethics of visiting the Antarctic.

Culture Today
Antarctic cruise
extra warmer
Tell students to look at the pictures on pp78 and
79 and brainstorm as many words as possible
related to what they can see, eg iceberg, freezing.
Compare ideas as a class, and write the words
on the board.
4 Words in context Ask students to find the six
words/phrases in the text and use the context
to help them match the words/phrases with
their definitions. Check their answers as a class.
Additionally, you can ask students to translate the
words/phrases into Polish. Ask them to compare
their answers with a partner. Check answers as a
class.

1 2.13Tell students they are going to do the quiz extra follow-up

and choose the correct answers. Allow students to Ask fast finishers to write three questions about
compare their answers in pairs. Play the recording the text to ask the rest of the class after the
for students to listen and check their answers. answers to exercise 4 have been checked.
Check answers as a class.
5 Your voice Tell students to read the opinions
2.13 Audioscript Exercise 1 and the questions, and think about their answers.
Adventure tourism quiz Put them in groups and tell them to compare
1 Antarctica is … and discuss their answers. Ask groups to report
a) an ocean. back about their discussion. Alternatively, if your
b) a continent.
class has difficulty giving personal opinions,
c) a country.
put students in pairs. Tell half of the pairs (A) to
b – a continent
prepare arguments in favour of the first opinion
2 What percentage of Antarctica is ice? given. Tell the other half (B) to prepare arguments
a) 50% in favour of the second opinion given. Then put
b) 85% pairs together (A+B) to try and convince each
c) 98%
other that they are correct. Ask one member of
c – 98%
each group to report back about their group’s
3 Antarctica is in the … discussion.
a) north.
b) south. … the BIG DEBATE: Should we prohibit to
c) east. protect?
b – south If you want to develop the topic of tourism and
the environment further and have a class debate,
2 Ask students to read the text to choose the best
then go to Workbook p130, with worksheets in the
option. Check answers as a class.
Teacher’s Resource File.
3 2.14 Ask students to read the text again and do

the matching task. Explain that in this task, three

extra homework
sentences (a-c) have been removed from the text
and students have to decide where each sentence Ask students to write a summary of their
fits (1-3). Students compare their answers with a discussion in exercise 5 and to add their own
partner. Play the recording for them to check their personal opinion.
answers. Then check as a class.
2.14 Audioscript Exercise 3

See Student’s Book p78.

extra follow-up
Ask fast finishers to write one or two more
statements with two options for a partner to
solve.

155
 Exercise 2
1 No, it isn’t. LOOK!
2 The present simple. 1 Unless you go on this trip
3 The future simple. 2 Unless he comes on time

s in the …
4 No. We use a comma if the first
part of the sentence contains if. 6
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SDUWVRIWKHVHQWHQFH" Surviving in the mountains
Touching the Void is a true story about two friends called Joe and
3  &LUFOHWKHFRUUHFWDOWHUQDWLYHV
Simon. They (1) ’re / ’s going to climb a huge mountain in Peru.
Joe and Simon reach the top of the mountain, but then Joe has an
accident and breaks his leg. They (2) don’t / won’t survive
(3) if / unless they get down quickly. They might (4) die / to die
in the mountains.
The two friends decide to stay together and they hold the same
rope. Then, something terrible happens. Joe falls and pulls the
rope. Simon must make a rapid decision. If he cuts the rope, Joe
(5) falls / will fall further. If he (6) doesn’t / won’t cut the rope,
they will both fall.
Simon cuts the rope and he returns to the camp alone.
He feels terrible. A couple of days later, he (7) ’s / ’m going
to leave the camp when he sees a figure in the distance.
 ,IWKHVKLSKLWVDQLFHEHUJVRPHRQHUHVFXHV Will Joe (8) return / to return?
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ZRQijWIRUJHWLW
by Joe Simpson
79

B9RLFHVB6%B3/B8LQGG 

156
 Aim To intoduce and practise the first conditional. To review the grammar from unit 6, working
with a text about Touching the Void.
Language Focus 2
First conditional
extra warmer
Tell students they are going to revise adjectives
from Vocabulary 2 section. One student has his/
her book closed. He/she has to give an extreme
adjective corresponding to a normal adjective
given by his/her partner. The students then swap
roles.
Lead-in
On the board write: I might and three ways to finish
this sentence eg go to Hel, learn windsurfing, go to a
concert. Tell students to write three sentences like that
about their summer holidays. Put them in pairs to
share their sentences. Ask them to add some
questions, eg When would you like to go? What concert
would you like to go to? etc. Elicit from students when we
use might (to talk about speculations concerning the
future).
1 Tell students they are going to talk about possible
future situations and their possible consequences.
Ask them to match the situations in the box with
the consequences in the table to make sentences.
Tell them to check the answers with the text on
p78.
2 Ask students to read the sentences from exercise 1
again and answer the questions. Compare
answers as a class. Elicit from students how the
first conditional sentences can be translated into
Polish. Remind them that although in Polish we
have the future form after if, in English present
simple is used. Elicit some answers to the
examples you or students gave in the Lead-in, eg If
I go to Hel …, If I learn windsurfing …, etc.
3 Ask students to choose the correct alternatives.
Put students in pairs to check their answers.
Check their answers as a class.
extra activity
Ask students to write the first half of three
sentences beginning If … Tell students to
exchange sentences with a partner and
complete them with their own ideas. Then ask
students to read out their complete sentences
and vote for the most original, the funniest, etc.
LOOK Ask students to read the information in
the LOOK box. Ask them to read the rule and
rewrite the sentences with unless. Point out that
unless never goes with not. Check answers as a
class.
6
4 Your voice Tell students to copy and complete
the sentences with their own ideas. Put students
in pairs to compare ideas, and then compare as a
class.
Unit grammar check
1 Ask students to read the text very quickly and tell
you who the story is about and what happens.
Then ask them to read it again and choose the
correct answers.
2 Play the recording for students to listen
2.15
and check their answers to exercise 1.
2.15 Audioscript Exercise 2
Surviving in the mountains
Touching the Void is a true story about two friends called Joe
and Simon. They’re going to climb a huge mountain in Peru.
Joe and Simon reach the top of the mountain, but then Joe has
an accident and breaks his leg. They won’t survive unless they
get down quickly. They might die in the mountains.
The two friends decide to stay together, and they hold the same
rope. Then, something terrible happens. Joe falls and pulls the
rope. Simon must make a rapid decision. If he cuts the rope, Joe
will fall further. If he doesn’t cut the rope, they will both fall.
Simon cuts the rope, and he returns to the camp alone. He feels
terrible. A couple of days later, he’s going to leave the camp
when he sees a figure in the distance. Will Joe return?
Homework Workbook p59 and Workbook
Grammar bank pp108-109
Book corner
Touching the Void is the incredible, true story of Joe
Simpson and Simon Yates’ nightmare attempt to
climb Siula Grande in the Andes, in 1985, during
which Yates had to cut the rope from which
Simpson was suspended over a crevasse. An
award-winning documentary of the climb was
made in 2003.
extra homework
Ask students to find more information about the
film that was based on Touching the Void: who
directed it, who starred in it, why it was special
and whether it was successful to share with the
classmates.
157
 Exercise 2
1 Zakopane hasn’t got an airport, so all visitors arrive by train or car.
2 The beaches in Lanzarote in Spain are black because the island is volcanic.
3 It’s boiling in Greece in summer, so you’ll need a sun hat and sun cream.

6
4 It’s like a desert in Malta in summer because it hardly ever rains.
5 You can ski in the Alps in winter because it’s freezing.

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Dear Uncle William,

As this is my last letter from the holiday in the USA,
I’d like to write about the most amazing place I’ve seen so far.
of
This place is Death Valley, and it is a national park in the states
California and Nevada. It’s the (1) hottest / coldest place in the USA.
The scenery there is amazing!
it isn’t
The best time to visit Death Valley is in spring or autumn because
too hot. In summer it’s boiling – the highest recorded temperature was
can
(2) 34°C / 54°C! There is a road that goes through the park, so you
drive or cycle there.
in
The most famous place to see is Badwater. That’s the lowest point
to
the whole country – it’s 86m below sea level. If you go (3) up / down
View, you’ll have a great view of Badwate r. There is
the top of Dante’s
a hotel in the village of Furnace Creek, where I stayed for the night.
home.
I’ll show you a lot of pictures of Death Valley when I see you back
Kisses to Aunt Susan,
Daniel

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B9RLFHVB6%B3/B8LQGG 

158
 Aim To write an informal letter – a description of a place, after reading a model and practising
linking devices of reason and result (because, so).
Exam Writing
An informal letter – a description of
a place
extra warmer
Ask students to come to the board and write
down the names of 1-2 most amazing places on
Earth they can think of. Put them in pairs and
tell them to choose the names from the board
and talk about those places. You can write down
model question on the board, eg Do you think
New Zealand is special? Why do you think so? Would
you like to go there? What would you like to see there?
Discuss the opinions as a class. You can choose
top 3 most amazing places on Earth.
1 Tell students to look at the picture and ask if they
know exactly where Death Valley is. Ask a student
to imagine they’re going on a day trip to Death
Valley, and elicit what they’ll need to take. Set a
time limit of one minute. Tell students to read the
text to find which states Death Valley is in and
what they’ll need if they go there (California and
Nevada; sunhat, suncream, water and camera).
Elicit answers. Then ask them to read the text
again and guess the correct words for 1–3. Check
ideas as a class.
LOOK Ask students to read the information in
the LOOK box. Tell students to read the letter
again and underline all the sentences with because
and so in the letter. Ask them to complete the rules
below. Ask students how they say because and so in
Polish.
2 Ask students to read the pairs of sentences then
copy and join them with because or so. With weaker
groups, do the first one together on the board.
Check answers as a class.
Fast finishers Workbook p62, exercise 1
3 Ask students to think about an amazing place they
have visited. Tell them to read the questions and
think about the answers, trying to recall as many
details as possible. (Alternatively, you can ask
students to close their eyes and you can read the
questions slowly to allow time for their memories
to work better). Put students in pairs and ask them
to take turns asking and answering the questions.
6
Writing Plan
1 Tell students they are going to write an informal
letter that includes a description of a place. Ask
them to read the exam task. Tell students that in
order to complete the task, they have to complete
all the three points.
2 Ask students to plan an informal letter they are
going to write. Tell them to use the model from
exercise 1 and the questions from exercise 3 to
help them.
3 Students write the first draft of their letter,
including the answers to all the questions. When
they have written their letters, ask them to look
at the checklist and use the points to proofread
their texts and improve the content. Explain
that they should check if they have written three
paragraphs. They should use linking devices
because and so. They should also use at least one
example of the first conditional in their informal
letter.
    TIP Go through the TIP box with students. Explain
that when they are describing a place, they should
give a lot of details about this place and explain
why they have chosen to describe this particular
place. Do the same for writing a description of an
event or a person.
Homework Workbook p60
extra homework
Ask students to imagine that they have visited
one of the most amazing places in Poland or the
world which they have always wanted to visit.
Write a second informal letter describing this
place, following the steps in the Writing Plan. Tell
them they might need to search the Internet for
information about the place and include a
picture of it.
159
 Exercise 6
Exercise 3 1 two twin rooms
1 a twin room 2 40 pounds per person
Exercise 1 2 for a weekend 3 Yes, all the rooms are en suite – they have a bathroom.
1 C 3 28 pounds per night per person 4 Yes, breakfast is included in the price.

6
2 B 4 Yes, he can as there is a kitchen there.
A
3 A 5 Edinburgh Youth Hostel B

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Exercise 4
1 How can I help you?
2 book a twin
3 for a weekend
4 Friday August 19th to Sunday August 21st
5 a private room
B9RLFHVB6%B3/B8LQGG
6 28 pounds per night per person
7 make a reservation
160
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Exercise 7
1 twin room
2 en suite 81
3 in a dormitory
4 dining area

5 is included in the price
6 make a reservation
 Aim To listen to a recording of Luis booking a room in a hotel, before practising a similar dialogue
with a partner.
Language in Action
Booking a room in a hotel
extra warmer
Ask students to work in groups of 5-6. On the
board write: If I go to the cinema on Sunday evening, I
will ... Tell them that their task is to continue talking
about this situation until they run out of ideas (or
set a time limit). The first person must finish the
sentence on the board, eg … I will come back home
very late. Then the second person must start with
the same clause but used as a condition: If I come
back home very late, I will not have the time to do
homework. The third person continues, and so on.
1 Ask students to look at the pictures and say what
they can see in them. Discuss suggestions as a
class. Ask them to match the pictures with the
descriptions.
Cultural note
B&B (Bed and Breakfast) is typically a private home where
tourists can stay overnight and have breakfast in the morning,
but it does not offer any other meals. Most B&Bs are quite
small and may only have 2, 3 rooms for visitors, while the
owners prepare breakfast themselves. Some other are more
like small hotels with professional staff.
2 Tell students that below they will find some of
the vocabulary used in exercise 1. Ask them to
match the words and phrases 1-7 with their Polish
equivalents a-g. Ask students to compare their
answers in pairs. Check their answers as a class.
3 2.16Tell students they are going to listen to Luis
who wants to spend a weekend in Edinburgh with
his cousin Matt. He is phoning one of the hotels to
book a room. Tell students to cover the dialogue in
the book. Ask them to listen to the dialogue and
answer the questions below. Play the recording for
students to listen and make notes. Allow them to
compare their answers in pairs.
2.16 Audioscript Exercise 3
HR = Hotel receptionist L = Luis
HR: Good morning. How can I help you?
L: Good morning. I’d like to book a twin room.
HR: When would you like to stay?
L: Oh, I’d like to stay for a weekend, from Friday August 19th to
Sunday August 21st.
HR: Would you like a twin room or two beds in a dormitory?
L: I’d prefer a private room if that’s possible.
HR: OK, hang on a minute. I’ll just check it for you ... Yes, we have a
room that you’d like. It will be 28 pounds per night per person.
L: Right. Have you got a place where we could cook something?
HR: Yes, we have a kitchen and a dining area.
L: Great, can I make a reservation, then? My name is Luis Domínguez
and my phone number is +34 792 876 334
6
HR: OK, that’s a twin room, and the name is Luis Domínguez ... Thanks
for calling and we look forward to your visit.
L: Thanks a lot. Bye!
4 2.16Ask students to look at the dialogue.
Play the recording again for students to fill the
gaps. Ask them to check their answers in pairs.
If necessary, play the recording again. Check
answers as a class.
5 Ask students to work in pairs and practise the
dialogue. Tell them to swap roles and practise the
dialogue again. Ask selected pairs to act it out for
the class.
6 Tell students they are going to listen to
2.17
Amy booking a room in Alfa House. Ask them to
answer the questions below. Play the recording for
them to listen and make notes. Ask students to
compare their answers in pairs. If necessary, play
the recording again. Check answers as a class.
2.17 Audioscript Exercise 6
R: = Receptionist A = Amy
R: Alpha House, may I help you?
A: I’d like to book a room for four people for a weekend, from August 26th
to 28th, please.
R: We have two twin rooms available at that time.
A: How much would that be?
R: A twin room is 80 pounds per night.
A: Do the rooms have bathrooms?
R: Yes, all our rooms are en suite.
A: How about breakfast?
R: Breakfast is included in the price, of course.
A: OK. I’d like to make a reservation, then. My name is ...
7 Ask students to translate the highlighted phrases
into English. Ask them to compare their answers in
pairs. Check answers as a class.
8 Ask students to work in pairs. Tell them to imagine
that one of them is a guest who wants to book a
room while the other is a receptionist. Tell them to
use the words and phrases from exercises 2 and 7,
and the dialogue from exercise 3. Monitor the
activity. Ask selected pairs of students to act out
the dialogues to the class.
Homework Workbook p61
extra homework
Ask students to search the Internet or local
tourist information for information on local
hotels and other types of accommodation. Tell
them to prepare a leaflet with three different
types of accommodation in your area similar to
those from exercise 1. Tell students they might
use pictures. Hang the leaflets on the class wall.
161
 Exercise 2 Exercise 4
1 We stayed at a huge hotel. 1 I’m going to visit London.
2 Our room was tiny. 2 We aren’t going to study.

6 3 The views were amazing.

4 The food was awful.
5 It was freezing at night.
3 Are you going to speak English?
4 I’m not going to stay in a hotel.
5 It’s going to be cold.
6HOI&KHFN 6 It was boiling in the afternoon. 6 Is it going to rain?

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82

B9RLFHVB6%B3/B8LQGG 

GENERAL GUIDELINES ON HOW TO WORK WITH THE SELF CHECK SECTION

Depending on the group you are teaching, you can approach this section in two ways. If you are working with a weaker or not
well-disciplined class, follow the procedure for the Self Check described below, i.e. treat each exercise separately, follow it
with feedback and interweave with extra activities. With a class of students who work well autonomously and are self-reliant,
set a time limit of about 20 minutes for the students to complete all the exercises. In both cases, after checking the answers,
ask the students to count the points for each activity in this section according to the criteria described in the teaching notes.
Refer them to the self-assessment box at the bottom of the page to assess their results. Fair and poor grades mean that
students need to revise the material again to pass the test, a good grade means satisfactory performance and requires further
work on problematic areas only, while very good and excellent grades mean that students have mastered the material from
the unit.

162
 Aim To review the language in unit 6 and earlier by completing simple language exercises.
6
To allow students to self-assess their progress and reflect on their own learning.

Self Check

extra warmer First conditional

Prepare a short quiz for students, eg with three
statements and three answer options, and ask
them to decide which answer option is correct
for each statement. Example:
• Which of these planets is the smallest?
a. Mercury b. Venus c. Saturn
• A three-day holiday in the Galactic Suite hotel will cost …
a. 4 million dollars b. 4 million pounds 6 This cumulative grammar exercise is marked with
c. 4million euros
• Freezing means the same as …
a. a bit warm b. a bit cold c. very cold
Ask students to think of one more quiz question
in pairs. Refer them to the previous lessons from
the book to look for ideas. Give them 2 minutes
to formulate the statements. Then ask pairs to
read out their quiz questions to the rest of the
class to discuss. (Answers: 1a, 2a, 3c)
Prepositions of movement
1 Ask students to match the pictures with the
prepositions. Set a time limit of 1 minute. Check
answers as a class. Ask students to count their
correct answers and to write down their points
(1 point for each correct answer) in the box.
Extreme adjectives
2 Ask students to rewrite the sentences with the
extreme adjectives from the box. Set a time limit
of 3 minutes. Check answers as a class. Ask
students to count their correct answers and to
write down their points (1 point for each correct
answer) in the box.
5 Ask students to correct the sentences. Tell them to
look at the example. After 3 minutes check answers
as a class. Ask students to count their correct
answers and to write down their points (1 point for
each correct answer) in the box.
Cumulative grammar
an asterisk, which means it is more demanding
and complex than the remaining ones in the Self
Check section. Encourage all students, not just the
best ones, to do it and pay special attention to
explaining all their doubts after the activity.
Ask students to read the text. Then ask students to
choose the correct answers, working individually
and then comparing their answers in pairs. Give
students a time limit of 4-5 minutes. Check
answers as a class. Ask students to count their
correct answers and to write down their points
(1 point for each correct answer) in the box.
Homework Workbook pp62-63
extra homework
Ask students to make up two review exercises of
their own for their classmates to complete.
Compile their exercises to make simple student-
made review worksheets for future use.

will and might

3 Tell students to circle the correct alternatives. Give
students 2-3 minutes. Check answers as a class.
Ask students to count their correct answers and to
write down their points (1 point for each correct
answer) in the box.

be going to
4 Students order the words to make complete
sentences. Give students 3 minutes to finish the
task. Check answers as a class. Ask students to
count their correct answers and to write down
their points (1 point for each correct answer) in
the box.

163
 Exercise 1
largest (adj) → large highest (adj) → high
nearest (adj) → near freezing (adj) → freeze Zadanie egzaminacyjne 2
disappointed (adj) → disappoint skiing (noun) → ski 1 you choose this holiday
carries (verb) → carry lucky (adj) → luck

6
2 I might not stay
national (adj) → nation decision (noun) → decide 3 I have just visited
tourism (noun) → tourist/tour sunrises (noun pl) → sunrise 4 we will go through
5 am not going
([DP%XLOGHU 6 unless it rains

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won’t be disappointed! visit → noun (a person): visitor
train → noun: training/trainer
real → noun: reality
boil → adjective: boiling
love → noun (a person): lover
scene → noun: scenery
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83


164
 Aim To build language awareness (to recognise and use language resources). Task type: word 6
formation close (uzupełnianie luk podanymi wyrazami w odpowiedniej formie), partial translation
(częściowe tłumaczenie).

Exam Builder
Znajomość środków językowych Exam task 2
1 Elicit from students whether they know the     TIP Explain that in a partial translation task,
following parts of speech: adjective, noun students sometimes have to use a different English
and verb. Elicit a few examples to check grammar structure from the one which is used in
understanding. Ask them to look at the words in the Polish part of the original sentence. Point out
the table and decide what part of speech they that students should not expect that the number
are. Then ask students to put these words in their of words in English to be the same as in Polish – in
base form as in the example. Check answers as a fact, it may be different for the two languages.
class.
Explain that for each point in the task, students
2 Ask students to change the base forms of the are have to translate the part of the English
words below into the required part of speech as in sentence given in Polish. They should translate the
the example. Allow them to compare their answers Polish part in such a way that it grammatically and
in pairs. Check answers as a class. logically fits the rest of the sentence. Tell students
that they should not use more than 4 words to
Exam task 1
complete each sentence. The missing parts must
    TIP Go through the TIP box with the students. be grammatically correct and spelled correctly.
Explain that when students complete a text with Give students 6 minutes to work on the exam task.
gaps, they must always make sure that each word Check answers as a class.
they are going to put into a gap must be used
Homework Workbook pp64-65
in the correct grammatical form (check noun for
number, adjectives – comparative and superlative
forms, verbs – number, person, tense, etc).
Explain that students are going to read a short
text with five gaps (1-5). They have to complete
the text with the words from the box in the correct
form. Explain that the words must match the text
grammatically and must be spelled correctly as
well. Inform students that there is one extra word
which should not be used. Give students 5 minutes
to work on the exam task. Check answers as a
class.
3 Ask students to read the sentences 1-7. Students
decide which of the two options is the correct
English translation of the underlined parts.
4 Students work in pairs. Ask them to compare their
answers in exercise 3 and explain which answer is
correct and why. Discuss and explain the answers
as a class. Elicit why the other option is not
correct.

165
 Exercise 1
1 wsiadać na statek 5 wyjątkowa atmosfera
2 gorące źródło 6 strój zapinany na rzepy

6 3 okazja, która zdarza się raz w życiu 7 nieważkość

4 odległy kontynent

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Burj Al-Arab hotel in Dubai is the
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Exercise 3
84 1 most luxurious 6 According
2 unique/once-in-a-lifetime 7 gravity
B9RLFHVB6%B3/B8LQGG
3 disappointed 8 Board 
4 unique/once-in-a-lifetime 9 remote/unique/beautiful/sunny/amazing etc.
5 springs 10 sunrise

GENERAL GUIDELINES ON HOW TO WORK WITH THE EXTENSION SECTION

The Extension section is a selection of complementary activities devoted to further practice of language from reading texts.
Depending on the group you are teaching, you can approach this section in various ways. It may be used as a regular
sequence of exercises for a lesson, to additionally revise the lexical material from the unit in an attractive, more creative
way, or it may be only used with more ambitious students or fast-finishers. In both cases, follow the teacher’s notes, though
it should be remembered that, in the latter case, monitoring and providing feedback after the exercises should be done in
an individualized way. It is also possible that only some of the exercises in this section will be selected for use, to suit the
individual needs of students in a group.

166
 Aim To further practise the material from unit 6, including the more advanced language points.
To involve students in project work – presentation about amazing places to stay in Poland.
Extension
extra warmer
Ask each student to think of two words or
phrases they have learned from unit 6.
Encourage them to choose words/phrases which
were quite difficult, mainly those which
appeared in reading texts. On separate pieces of
paper students write a Polish equivalent of each
word and the word itself upside down at the
bottom of each piece of paper. They then fold
the pieces of paper and give them to the
teacher. Read out the collected words to the
whole class. Ask them to guess the words and
phrases/look for them in the unit. To add an
element of competition, group students and give
points for each correctly guessed word.
1 Students match words 1-7 with words a-g to make
correct expressions. Tell them to translate the
expressions into Polish. Ask students to check the
answers in pairs. Check answers as a class.
2 Ask students to translate the Polish words and
phrases in brackets into English. Tell them to
compare their answers in pairs. Check answers as
a class.
extra activity
Ask students to work in groups of three and
write one sentence with as many words from
exercises 1 and 2 as possible. Set a time limit of
3 minutes. Elicit the sentences from the groups.
Write them on the board. The group who uses
most words in a grammatically correct, logical
sentence is the winner.
3 Students read the advertisements for different
hotels. Check that they understand the meaning.
Ask students to complete the texts with the
correct forms of the words from exercises 1
and 2. Remind them that the words need to be
grammatically correct. They also need to be
spelled correctly. Ask students to work in pairs.
Check answers as a class.
4 Put students in pairs. Ask them to discuss which of
the places in exercise 3 they would like to visit and
why. Compare their answers as a class.
6
extra follow-up
Ask students to prepare a gap fill exercise for
their classmates. Tell them to search the Internet
and to find a short leaflet or brochure
advertising an interesting hotel similar to those
in exercise 3. Tell them to rewrite the text and
leave five gaps for their classmates to fill in.
They must also give the five words in their basic
form and explain any difficult new words their
classmates might not know. You can collect their
exercises, copy them and do them together later.
Project
1 Students are going to prepare a project – a
presentation about an amazing hotel or another
place to stay in Poland. Ask them to search the
Internet or media to look for information about
such a place. Remind the that they should collect
the information in English.
2 Students are going to make a Power Point
presentation or a poster for their project.
Encourage them to make their presentation more
attractive with pictures or videos, as appropriate.
They should also discuss the advantages of the
place and the most interesting things about it.
Remind students that it is important to include
the sources where the information in their project
has come from, as they should not present
this information as their own. They may also
be encouraged to prepare a short quiz (up to
5 questions) for their colleagues, based on the
information from their project.
3 Students present their project to the class during
the next lesson and follow their presentation with
the quiz questions. Hold a class vote to decide
which hotel would be the most interesting to visit.
Allow the rest of the class to provide feedback on
the projects.
Homework
Ask students to work on their projects and bring them
to the next class.
167
 4-6 Revision
1-3 Revision
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ar

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4 huge

5
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7
under 6
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8
parachuting

11 12
kayaking
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embarrassed 9
10 tiny
across 13

freezing
14

i s h
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horoscope surprised
16 interactive whiteboard
the World Wide Web

86

B9RLFHVB6%B3/B5LQGG 

168
Revision 2
4 -6
Aim To play a vocabulary game to review vocabulary from units 4-6.

The Revision section offers extra practice of the material covered in units 4-6. It consists of four sections:
Vocabulary, Language Focus, Exam Practice and Self-assessment. The language section (grammar and
vocabulary) provides opportunities for students to recycle vocabulary and grammar in context. The Exam
Practice section allows students to improve their performance in typical exam tasks. The section contains all
vital exam features, i.e. reading, listening, writing and language awareness tasks. The Self-assessment section
contains a detailed list of can-do statements referring to language structures and skills, including both
receptive and productive exam skills.

Vocabulary

extra warmer extra homework

Ask students to look through their notebooks to
find five or six words they’ve learned in units 4–6
that they like. Then ask a student to come to the
board and draw one of their words for classmates
to guess. When someone guesses correctly, ask
another student to come and draw one of their
words for the class to guess. Continue as a class
with several more words, or put students into
smaller groups with paper to continue playing.
Ask students to think of a simple question and
make a game similar to the game on the page,
with clues for words whose first letters spell out
the question. Encourage them to use words from
units 4–6. Use their games as a warmer in a later
lesson (see p171).

Explain to students that they have to find a word for

each of the pictures in the game. Ask them to cover
the vocabulary box above the game. Then ask
students to look at the picture clues in each box and
write the words as a list in their notebooks. If they
don’t know a word, they should leave a blank space in
the list. When they’ve finished, tell them to look at the
vocabulary box and use the words to complete any
spaces in their list. Finally, ask them to take the first
letter of each word and make a question. Check as a
class. Alternatively, if you wish, play this as a
vocabulary race and put students in pairs or teams to
try to compile their lists and find the question first.

169
 Exercise 3
Exercise 1 1 The next Olympic Games won’t be in Wellington.
1 ’ve lived 2 I’m not going to try zorbing next year.
2 travelled 3 My team might not win the match.
3 discovered
4 became
4 My parents aren’t going to move to New Zealand.
5 It won’t be snowy there at Christmas.
4-6
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first Maoris (2) _ (travel) to New Zealand by boat
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(2)_ since we arrived. At the moment,
we’re visiting my uncle
Tony in Auckland. He’s got a beautiful hous
e with an amazing view.
We’ve been here (3) _ since Saturday.
Uncle Tony has lived in New Zealand (4) _ for ten years, so
I haven’t seen him (5) _ for ages. Now he’s got three children.
They all love sailing – they’ve had a boat (6) since
_ they were
little. So tomorrow we’re going sailing with them
!
See you soon,
Helen

87

B9RLFHVB6%B3/B5LQGG 

170
 4-6
Aim To review and practise the present perfect and past simple, for and since, will, might,
be going to, and the first conditional by completing information about New Zealand.

Language Focus

extra warmer extra activity

Play a guessing game with the clues written by
students after the vocabulary game on p86 (see
Extra follow-up on p169 of this book). Put
students in pairs, or teams if you wish, and ask
pairs/teams to exchange clues and find the
questions. Check answers as a class.
Ask students to write a postcard similar to the
one from exercise 3. Tell them to imagine they
are on holiday abroad, and they are writing a
postcard to a friend. They can also include a
picture of the place. The postcards can be used
to make a wall display.

Present perfect and past simple Error correction

1 Tell students to read the text and complete it
using the correct form of the verbs in brackets.
Tell weaker groups that two of the verbs should be
in the present perfect, and elicit which two. Ask
students to justify their choices (the use of for and
since in the sentences). Check answers as a class.
extra follow-up
Ask fast finishers to write two questions about
the text for a partner to answer, eg What did the
Maoris call New Zealand? How long has New Zealand
been independent? etc.
extra follow-up
Students close their books and write down
everything they can remember about New
Zealand, working either individually or with a
partner.
5 Tells students that each sentence has one error in
it. Ask them to find the error in each sentence and
write the correct sentences in their notebooks. Ask
students to compare their answers in pairs. Check
their answers as a class.
extra homework
Ask students to write five incomplete sentences
in the first conditional for their classmates to
complete (eg If I get a new laptop for Christmas …,
I will be very unhappy if …,). Use their sentences
as a warmer in the next lesson: students will
swap their sentences with their partners and
complete them. You can then ask selected
students to read out some of their sentences to
the rest of the class.

Present perfect with for and since

2 Tell students to read the text and complete it with
for or since. With weaker groups, do the first two
together as a class. Check as a class.

will, might and be going to

3 Ask students to write the sentences in the negative
form in their notebooks. With weaker groups, do
the first one together on the board. Monitor and
help if necessary. Check answers as a class.

First conditional
4 Elicit which part of the conditional sentence is
in the present simple: the part with if or the part
without. Tell students to complete the sentences
with the correct form of the verbs in brackets,
noticing where the if is. Check answers as a class.

171
 4-6
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172
 4-6
Aim To practise exam skills: reading, listening and writing; to build language awareness (to
practise the use of communicative functions), to recognise and use lexico-grammatical structures.

Exam Practice
Poziom podstawowy Language functions
Lead-in (Znajomość funkcji językowych)
Ask students to work in pairs or small groups and 2 Ask students to read the three situations (1-3) and
make a list of things teenagers use the Internet for. choose the correct reaction A, B or C, for each of
When they have finished, put them in groups of four the situations. Allow them to work on the task for
and tell them to rank their ideas from the most to the 3-4 minutes. Ask students to compare and discuss
least popular. Elicit ideas from students and write the their answers in pairs. Check their answers as a
most popular things on the board. You may expect class.
students to come up with the following ideas: reading
about different things, finding information for school, chatting, extra follow-up
gaming, etc. Tell students to work in pairs and ask them to
Listening (Rozumienie ze słuchu) look at the answer options A, B or C, which were
not selected for exercise 2. Ask them to think
1 2.18 Tell students that they are going to listen to about situations in which those answers could
a conversation between two girls about different be used. Discuss their answers as a class.
ways of using the Internet. Explain that they are
going to match each person (1-4) with the activity
(A-E) the person does most often. Give students 2 Reading
minutes to read the questions. Play the recording (Rozumienie tekstów pisanych)
twice. Let students compare answers in pairs and
3 Tell students that they are going to read four
then check as a class. Discuss the answers as a
texts (1-4) and answer questions about each
class and explain doubts.
text by choosing the correct answer A, B or C, to
complete a summary sentence after every text.
2.18 Audioscript Exercise 1
Give them 3-4 minutes to work on the exam task.
Emily: Hi Maya, what are you doing?
Ask students to compare their answers in pairs
Maya: Oh, hi, Emily. I’m just checking the news. Have you
and then check as a class.
heard? Lourdes Leon has just started her own fashion blog!
Emily: Who’s Lourdes Leon? Someone famous?
extra follow-up
Maya: Oh, come on! She’s all the rage! She’s Madonna’s
daughter and she’s now a fashion designer. Would you believe it? Ask students to work in pairs or small groups
Emily: Come on, Maya, isn’t it just a waste of time? Reading all and talk about which of the places mentioned in
that stuff is really stupid. You’re just like my younger brother the fours texts from exercise 3 they would like to
Jack, who spends hours playing silly games on the Net. He visit and why, and which of them would be most
pretends he’s doing his homework so that our parents don’t come interesting for foreigners and why. Discuss the
into his room and catch him. answers as a class.
Maya: Well, don’t you waste time talking to people about music?
Who cares what Sergio from Spain thinks about Kasabian or
some other band you like listening to?
Emily: At least I get to practise my Spanish (giggle). And I can
talk to people, not just read about them.
Maya: Yeah, sure. Nothing beats Sophie, though. How much
time can you spend choosing just the right shade of green? She’s
so crazy about eBay! I also like shopping but not on the Net. I
need to see things in real life, not just on the screen.
Emily: Yeah, you’re right.

173

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89

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Lexico-grammatical structures
(Znajomość środków językowych)
Lead-in
Ask students to work in groups of 3 and discuss which
modern technological inventions (television,
computers, mobile phones, Internet, mp3 players,
smartphones, etc) it would be impossible for them to
live without. Discuss their answers as a group.
4 Explain that students are going to read a short
text with three gaps (1-3). They have to complete
the text with the words from the box. Explain that
the words must match the text both grammatically
and lexically. Remind students that there are
three extra words which should not be used. Give
students 4-5 minutes to work on the exam task.
Allow them to discuss their answers in pairs.
Check as a class.
5 Ask students to read the text and choose the
correct answer A, B or C, to complete each of the
gaps. Alternatively, you can ask students to cover
the options and complete the text with their own
ideas, and use the options later to confirm their
answers. Check as a class. Discuss why the other
options are wrong.
extra follow-up
Ask students to write a short paragraph of 4-5
sentences about their favorite technical
appliance: what it is, what they use it for, how
long they’ve had it, and why they like it. Give
them 5-6 minutes to work on their texts and
then ask them to swap the texts in pairs for
proofreading. Collect the texts, check them and
provide feedback or ask selected students to
read the texts out to the class.
4-6
2.19 Audioscript Exercise 1
1 Well, generally it was OK. I’m really into diving and Egypt is
such a good place to learn it. But just when we arrived, some
kind of revolution started there. We were told it wasn’t
dangerous, but it felt like it was. We couldn’t even go to Cairo
for a trip. I was so scared when I saw the airport full of people
wanting to leave.
2 I would never believe it if someone told me that but it’s
actually true: you can swim in the Gulf of Bothnia in the
Baltic Sea near the polar circle. I went there last summer and
I did it! The place is so clean and empty especially in
comparison to London. The days were really long and the
water in the sea quite warm. That was something I never
expected.
3 Everybody says it’s lovely. They promise you fantastic castles
and wonderful nature. But if you ask me, it’s rubbish. Only
a few castles have been restored, and most of them are in
ruins or just heaps of bricks. And as for wonderful nature?
Well, it’s nice, but just go to Norway or Canada and you’ll
see really amazing wildlife and landscapes. The entire holiday
is just good marketing. I’ll never go there again.
4 Well, I was on this little island of Brac in Croatia. I mean,
don’t get me wrong: the climate is nice, the food was good,
but I’m not really into all those water sports. I like shopping
malls, video arcades and hanging around with my mates. So,
it really wasn’t for me. I ended up spending two weeks
looking at girls and playing computer games.

Poziom rozszerzony
Lead-in
Ask students to work in pairs or small groups, and
talk about what kind of things are most important for
them on holidays, and what can go wrong on
holidays. Discuss their answers as a class. You can
write down some of their ideas on the board.

Listening (Rozumienie ze słuchu)

1 2.19Explain that students are going to listen
twice to four people. Each one will describe a
place where they spent their holiday. Tell students
that they need to match the correct opinion (A-E)
with the correct person (1-4). Remind them that
there is one extra opinion which does not need
to be used. Play the recording twice. Students
listen and complete the exam task. Allow them to
compare their answers in pairs. Check as a class.

175
 Exercise 4
1 tourism
2 attractions
4-6 3 crowded
4 watching
5 done
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NEW ZEALAND has always been a great At first, Andrew was worried that
destination for adventure sports: people might be sick while they
everything from climbing and skiing were zorbing. Just imagine
to mountain biking and kite – that would be awful!
surfing. (1) _ E It’s the latest But in fact, no one has
craze that has come over ever been sick inside
here from New Zealand. the ball. I hope
So what is zorbing I won’t be the
exactly? (2) _ D A friend first!
of mine has just tried it (4) _B So
at an adventure centre if you want to
in Devon, and she said watch, you’ll
it was an amazing find a video
experience. It’s not clip of the
as frightening as experience on
parachuting or bungee the home page
jumping, but I imagine of my blog.
it’s really exciting! Wish me luck!
The New Zealander I’ll tell you about
Andrew Akers invented it in next week’s
zorbing in 2000. (3) _ A magazine.

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90

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Reading
(Rozumienie tekstów pisanych)
2 Explain that students are going to read a text with
gaps (1-4) and five sentences (A-E). They have to
do a matching task and fill in each gap with one
sentence so that the whole text is coherent and
logical. Inform students that there is one extra
sentence which should not be used. Give them 5-6
minutes to work on the exam task. Let students
discuss their answers in pairs. Check as a class.
extra follow-up
Ask students to work in pairs or small groups
and discuss whether they would like to try
zorbing and why/why not. Tell them to talk
about what other unusual sports or activities
they would like to try and why. Discuss their
answers as a class.
4-6
Lexico-grammatical structures
(Znajomość środków językowych)
3 Explain that for each point of the task, students
have to translate the part of the English sentence
which is given in Polish. They should translate the
Polish part in such a way that it fits the rest of the
sentence. Tell students that they can use no more
than 4 words for each sentence. The missing parts
of sentences must be grammatically correct and
spelled correctly as well. Give them 6 minutes to
work on the exam task. Check answers as a class.
4 Tell students to read a short text with five gaps
(1-5). They have to complete the text with the
words from the box in the correct form. Explain
that the words must match the text grammatically
and be spelled correctly as well. Inform students
that there is one extra word which should not be
used. Give them 5 minutes to work on the exam
task. Allow students to check their answers in
pairs. Check as a class.
extra follow-up
Ask students to work in pairs or small groups
and discuss whether they would like to try farm
tourism and why/why not. Tell them to talk about
other unusual forms of tourism they have heard
of (like disaster tourism – going to a disaster site
out of curiosity). Discuss their answers as a class.
177
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91

Writing
(Tworzenie wypowiedzi pisemnej)
5 Ask students to read the exam task. Tell students
that in order to complete the task, they have to
cover all the three points. Tell students to plan
their email first. Give them 20 minutes to complete
the task. When they have written their emails, ask
4-6
them to proofread their texts and correct them
if necessary. Alternatively, you can ask students
to exchange the texts in pairs for proofreading.
Collect the texts, check them and provide
feedback.

Aim To enable students to self-assess their progress and reflect on their own learning.

Self-assessment

The self-assessment section consists of a list of can-do statements for different categories. The can-do
statements let students assess their progress over time. Here are some general guidelines on how to work
with the self-assessment section:
• The assessment should be done individually, but may be accompanied by the teacher’s guidance and
supervision.
• Alternatively, self-assessment can be set as homework, but should never be checked as a whole-class
activity; students’ self-assessment should be treated with caution and necessary sensitivity.
• Progress should be mainly judged according to individual students’ achievements, not in terms of the
general achievements of students in the group. This will help cater for individual speed of learning and
different learning styles.

Teacher’s Notes
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