Interface TB3 Unit1 PDF

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Teacher’s Book
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Patrick Howarth
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Starter
unit
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Hi, I’m Megan and
these are my best
friends Dan and Rita.
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Introductions Vocabulary
1 Look at the picture. What are the teenagers’ 4 Match adjectives 1–6 with the opposites a–f.
names? How old do you think they are? 1 tall a) bad
Megan, Dan and Rita 2 old b) small
2 Listen and choose the correct words.
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1.02 3 fat c) short

1 Hi, I’m Megan. I’m 14 / 15 / 16. My hobbies are 4 big d) young
reading and listening to music. This is my friend 5 expensive e) slim
Dan. 6 good f) cheap
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2 Hello. I’m Dan. I like playing football / tennis /

computer games and going to the cinema. 5 Choose the odd one out.
3 Hi. I’m Rita. I’m 13 / 14 / 15. I love sport. My 1 trousers, shirt, chemist's, trainers
favourite sport is swimming / tennis / football. 2 bank, cinema, mountain, station
4 We all live / go to school / study in Reading, 3 history, geography, football, science
a town near London. It’s a great place. 4 summer, winter, snow, spring
5 knee, mouth, nose, eye
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3 INTERFACE Introduce yourself to a friend. 6 kitchen, bathroom, sofa, study
6 Add one more word of the same category to each

group in exercise 5.
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Starter unit, Lesson 1
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Lesson Aims: Students practise introducing themselves and revise some opposite adjectives and lexical
sets.
Introductions Vocabulary
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4 • Elicit some opposite adjectives from the class.
Warmer • Ask students to match the adjectives with their
Introduce yourself to the class. Ask some new class opposites.
members their names and what their hobbies are. • Check answers as a class.
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Then revise the alphabet by doing a spelling
dictation. Dictate some English names and surnames 5 • Students read through the words and check they
to the students. Start off with short names like John understand them.
Brown but then make it more difficult by dictating • Individually, they decide which word in each line
longer names, eg Elizabeth Charlotte Robinson. is different from the others and why.
Check students’ answers by asking students to come • Check answers by asking different students
up and write the names on the board. to read the words out and say which one is
different, giving a reason.
1 • Students look at the photo to identify the names • Drill the words and correct pronunciation as
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and guess the age of the teenagers. necessary.
• Explain that it is more informal and friendly to 6 • In pairs students add at least one more word to
say I’m (name) rather than My name’s … each group.
• Elicit the structure I’m … for age and remind • Ask some students to dictate their words to you
them of the incorrectness of the I have (age) and write them on the board.
years… structure.
2 CD1 track 02
• Give students time to read the sentences before
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Ask students to choose four nouns from exercise 5
and match them with adjectives from exercise 4 to
playing the CD.
• Play the CD. Students choose the correct words. create logical phrases, eg expensive trainers or a big
nose. Put some of their ideas on the board and ask
• Check answers as a class.
other students to use the phrases in sentences that
• Ask students questions about the characters, eg are true for them.
How old is Dan? What’s Rita’s favourite sport?
Where do they live?
Homework Workbook page 3.
CD1 track 02
Homework (optional) Students choose a member
of their family and describe him/her using the
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Megan Hi, I´m Megan. I’m 15. My hobbies are reading and
listening to music. This is my friend Dan. ideas practised in class.
Dan Hello. I’m Dan. I like playing computer games and going
to the cinema.
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Rita Hi. I’m Rita. I’m 14. I love sport. My favourite sport is
swimming.
Megan We all live in Reading, a town near London. It’s a great
place.
3 • Give students a model by introducing yourself

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again but this time giving more details like your

age (optionally), hobbies or where you live.
• Ask students to introduce themselves to
a partner in the same way. They should mention
their age, hobbies, and where they live.
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Fast finishers think of more ways to continue the

conversation by asking their partner questions to
find out more about them (eg family members,
favourite music, books, etc).
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Starter unit, Lesson 2
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Lesson Aims: Students revise statements, questions and short answers with be, there is / are, can, have
got, like, Wh- questions, countable and uncountable nouns and classroom language.
Grammar 12 • Elicit from students the words used to express

obligation and ability (can, could, must, should).
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• Students choose the correct words.
Warmer
On the board, write the following words: be, do,
have. In pairs, students list their present simple 13 • Remind students of question forms with can, be,
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forms. Note that in one case there will be more have got, do.
forms than in others. Write students’ answers • Do question 1 together.
on the board (be-am-are-is; do-does; have-has). • Students write the questions individually.
Emphasise that students often make mistakes with • Check answers as a class.
the third person singular.
• Clarify any problems with question formation.
7 • Remind students of the verb be and the auxiliary Answer Key

verb do / does before they do the activity. 1 Can you speak French?
Emphasise that students often make mistakes 2 Does your best friend like chocolate?
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3 Have you got any pets?
with the third person singular.
4 Are you taller than your best friend?
• Do point 1 together. Then ask students to choose 5 Are there any good shops where you live?
the correct words in the other sentences. 6 Could you swim when you were 5?
• Clarify any grammar points with the class as 14 • Drill the questions from exercise 13, encouraging
necessary. students to stress the content words – verbs,
8 • Revise the question words together.
• Students complete the questions with the
question words in the box.
FR nouns, adjectives.
• Remind students of short answers, eg Yes, I can;
No, there isn’t, etc.
• Students ask and answers in pairs. Monitor as
• Check answers as a class. necessary.
9 • Practise some of the questions together as a class. • Ask some students to ask and answer questions
Encourage the correct intonation. Show students in front of the class.
how the voice falls at the end of Wh- questions.
• Students practise asking and answering the Classroom language
questions.
• Ask some pairs to act out their mini-dialogues to
15 • Students read through the questions and check
they understand them.
the class. Correct any mistakes as necessary.
• Together they find the answers.
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• In pairs, they practise the questions and answers.

Language note
If you have a stronger class, it might be useful to
Extra activity
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show the students that some uncountable words

can also be countable, eg A box of chocolates. How Elicit other useful classroom language from
many coffees would you like? You may wish to ask the class, eg What page are we on? What’s for
them for more examples. homework? Can you explain that again, please? Ask
students to make some posters with the language
to put on the classroom walls.
10 • Remind students of the rule for some and any.
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• Students complete the sentences.

• Check answers as a class. Homework Workbook page 4.
Fast finishers work in pairs and take turns Homework (optional) Students write five
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describing the contents of their fridges at home. questions about their school. Tell them to use
Encourage the other partner to ask questions the various grammatical items practised during
(Is there any milk?). the lesson. Students will answer each other’s
questions during the next lesson.
11 • Elicit from students different forms of adjectives
(comparative and superlative). If they don’t
remember the language, ask them for examples
(bigger, the biggest). Emphasise the different
structure used with longer adjectives (more,
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the most).
• Students complete the sentences.
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Grammar 12 Choose the correct words.
1 He could / must / should play the piano when
7 Choose the correct words.
I was 5.
1 Dan and Megan is / are friends. 2 It’s my friend’s birthday. I could / must / should
2 Rita live / lives with her parents in Reading. phone her.
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3 Megan don’t / doesn’t like tennis. 3 Football players couldn’t / mustn’t / shouldn’t
4 Is Rita swim / swimming at the moment? touch the ball with their hands.
5 Dan isn’t / doesn’t going to school now. 4 You couldn’t / mustn’t / shouldn’t eat so many
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6 Has Megan got / Has got Megan any brothers? sweets. You’ll get a stomach ache.
7 Beth is Dan’s best friend and him / his
girlfriend too. 13 Write questions. Change the form of some words
8 Rita go / goes to secondary school in Reading. or add any necessary words.
1 can / you / speak / French / ?
8 Complete the questions with the question words 2 your best friend / like / chocolate / ?
in the box. 3 have got / you / pets / ?
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4 be / you / tall / than / your best friend / ?
What Where When Why Who How 5 be / there / good shops / where you live / ?
6 can / you / swim / when you were 5 / ?
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1 …When is your
is your birthday?
birthday?
2
2 …Howmany
many brothers
brothers oror sisters
sisters have
have youyou got?
got?
3 What
3 … are are
youryour hobbies?
hobbies?
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4 …
5
5 …
6
6…
Who
Why
is your
is your
Where
did you
areareyouyou
best
best
did go
youon
friend?
friend?
goholiday
on holiday
learning
learning English?
English?
last summer?
last summer?
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9 INTERFACE Work in pairs. Ask and answer
the questions in exercise 8.
When is your birthday?
On April, 24th.
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10 Look
Look at at the
the picture.
picture. Complete
Complete the
the sentences
sentences with
with
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Can you speak French?

is // isn’t
is isn’t or
or are
are // aren’t.
aren’t.
Yes, I can.
There is
There is some
some fruit.
fruit.
1 There
1 There …aren’t
anyany apples.
apples.
2 There isn’t any milk.
2 There … any milk.
3 There is some
Classroom language
some bread.
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3 There … bread.
4 There isn’t any chocolate.
4 There … any chocolate. 15 Match questions 1–7 with answers a–g.
5 There are some grapes.
5 There … some grapes. 1 How do you say 'odpowiedź' in English? e
2 What does 'stamp' mean? g
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Complete
Complete the
the sentences
sentences with
with the
the comparative
comparative 3 How do you spell it? f
or
or superlative form of the adjectives in
superlative form of the adjectives in brackets.
brackets. 4 What have you got for number 4? c
1 Planes are faster (fast) than trains. 5 What do you think? d
1 Planes are … (fast) than trains.
2 Netbooks are usually more expensive (expensive) 6 Can you lend me a pencil, please? b
2 Netbooks
than mobile arephones.
usually … (expensive) than
mobile phones.
7 How do you pronounce 'Wales'? a
3 The elephant is the largest (large) land animal. a) /weɪlz/
3 The elephant is … (large) land animal.
4 My sister is the worst (bad) singer in our b) Yes, of course.
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4 My sister is … (bad) singer in our family.

family.
5 My c) I’ve got 'true'.
5 My friend
friend is
is …
the(intelligent) person I know.
most intelligent d) I agree with you.
(intelligent) person I know.
e) 'Answer'.
f) T-H-E-R-E
g) A stamp is something you put on a letter
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to show you have paid to post it.
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Free time
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Unit Contents
• Exam Topics: ŻYCIE RODZINNE I TOWARZYSKIE, CZŁOWIEK, SPORT
• Vocabulary: free-time activities, character adjectives
• Grammar: present simple, adverbs of manner, present
continuous and time expressions
• Reading: a magazine article, a web page
• Listening: an interview
• Speaking: making suggestions
• Writing: a personal profile
• Culture: Famous sporting events
FR 2
• Exam Practice: Rozumienie ze słuchu – wybór wielokrotny,

dobieranie
Now say it!

Vocabulary 1
Free-time activities 4 1.04 Listen to Megan and Dan. What is Megan’s
favourite free-time activity?

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going to her youth group

1 Look at the words in the box. Match pictures 1–4
with activities in the box.
5 Work in pairs. Ask and answer questions about
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your free time.

do voluntary work relax make models
How do you spend your free time?
play an instrument learn a language
chat online go to the cinema play tennis
go to the gym play computer games I do voluntary work.
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go to a disco go out for a meal
go to a youth group draw cartoons
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2 1.03 Listen and repeat.

Reading 1
3 Complete the sentences with words and phrases
in exercise 1.
6 Look at the title of the text. What do you think
1 I … . I go to Spanish classes twice a week. the text is about?
2 I like working with my hands. I … of planes.
a) Teenagers are worried about school.
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3 I do a lot of exercise. I often … or …

b) Teenagers are stressed because they do too
4 I … once a week. I visit people in hospital.
many activities.
5 I sometimes … with my friends. We love pizza!
c) Teenagers’ parents are often stressed.
6 I love technology. I often … or …
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Workbook Vocabulary Plus page 115
6 Rozumienie tekstów pisanych – wybór wielokrotny
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Unit 1, Lesson 1, Vocabulary 1, Reading 1
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Lesson Aims: Students revise some vocabulary for free-time activities and learn some new activities
vocabulary; students read a text about free-time activities for teenagers in the UK for gist and specific
information and identify some collocations.
Vocabulary 1 Now say it!
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Free-time activities 4 CD1 track 04
• Students listen to identify Megan’s free-time
Warmer activity.
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With student books closed, brainstorm some free- • Ask them to note down the key words which
time activities on the board. Encourage students to helped them recognise the activity.
think beyond the obvious ones. Include examples
with play, do and go and revise their use. Students CD1 track 04
vote on their favourite free-time activity.
Megan What’s your favourite free-time activity, Dan?
Dan I like playing computer games and playing tennis, but my
1 • Students look at the pictures (1–4) and the words favourite activity is playing football. What about you?
in the box.
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Megan I like doing artistic things like making models of animals
• Ask them to identify the first picture. or drawing cartoons. My favourite activity is going to my
• Match the other pictures in pairs. youth group. We always do a lot of different fun things
• Check answers as a class. there.
Answer Key
1 play tennis 5 • Students ask each other about their free time.
Encourage them to use the new vocabulary and
2 do voluntary work
3 play computer games
4 play an instrument
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an example with a student.
• Ask a few students to report back on their
2 CD1 track 03 partner’s answers.
• Students listen and repeat the names of the
activities.
3 • If necessary, do the first sentence with the class
as an example.
• Students do the exercise individually.
Answer Key
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1 learn a language
2 make models
3 play tennis, go to the gym
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4 do voluntary work
5 go out for a meal
6 chat online, play computer games
Workbook Vocabulary plus page 115.

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Reading 1 10 • Ask students to think about the question and
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discuss their ideas with a partner. They should
Teens under pressure try to think of the pros and cons of out-of-school
activities.
• Students raise their hands if they agree with the
Before you read statement.
Ask students if they think teenagers have a hard or • Ask some students to explain why they voted
easy life. Ask them to give reasons and examples. how they did.
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Help them express their ideas in English. Elicit the
words stress, stressful and pressure and write them
on the board and make sure students understand Cultural note
them. A lot of people of all ages are involved in theatre
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groups in the UK. These are voluntary groups of
6 • Read out the three options and ask students amateur actors who enjoy acting as a hobby and
which they think is more probable. Then tell usually put on plays and musicals for the local
them to scan the text quickly to get the answer. community several times a year.
7 CD1 track 05
• Play the CD. Students read and listen to the text Homework Workbook page 5.
to identify the activities mentioned in exercise 1.
Homework (optional) Students research the
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Answer Key unusual out-of-school activities people have.
doing voluntary work playing an instrument During the next lesson, the class may compare
playing tennis going to a youth group the results and choose their favourites activities.
learning a language doing a sport
8 • Students read the text again individually and

choose the correct word. Make sure they
understand the fractions in question 2 and the
meaning of nearly and almost.
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9 • Students match the words and then check their
answers in the text.
Fast finishers work in pairs and discuss the ideas

about free-time activities in their families using
the phrases in exercise 9.
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TTeeeennss
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4
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Stressed parents
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Imagine the situation … your parents come home
from work. They’re tired, but they don’t relax. Instead,
they have a full programme of activities. Your dad
has a music lesson, then he does some work for the
next day and then he prepares the evening meal.
After eating, he does voluntary work at the hospital.
Your mum plays tennis, then she studies for an hour,
eats and then goes to her Spanish class. Does this
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sound crazy? Well, for some teenagers, it’s typical!
Busy teenagers
In Britain, doing organised activities outside school,
Use the title to help you guess what such as playing an instrument or going to a youth
group, is popular for teenagers. Around 59% do
the text is about.
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sport as a free-time activity. About 30% of teens
regularly volunteer, for example they help at an
animal refuge. Parents want their children to do
well at school, but they also want them to have
7 1.05 Read and listen. What free-time activities other skills, such as learning languages. They want
does the writer talk about? them to take part in community activities such as
volunteering. But are they putting their children
8 Read the text again and choose the correct words. under too much pressure?
1 The writer is describing a family where A teenager talks

teenagers / parents do a lot of activities. Sixteen-year-old Beth Bailey
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2 Nearly three-quarters / Almost two-thirds of is a typical teenager. ‘You get

British teenagers do sports in their free time. a lot of pressure from your
3 Beth thinks that only parents / parents parents to study and you get
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and friends put pressure on teenagers. pressure from your friends to go

4 In her free time, Beth doesn’t do many / does out and have fun. I’m always
a lot of activities. busy. I’m in a youth theatre and
5 Beth thinks that teenagers should enjoy their / we do a play every year. I go
don’t need much free time. to guitar classes, basketball
club and I help at home too.
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9 Match 1–5 with a–e. Then check your answers I hardly ever watch TV during the week because
in the text. I don’t usually have time! It’s really stressful sometimes.’
1 prepare a) sport
Advice
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2 do b) a meal
However, Beth has some good advice: ‘Don’t try to
3 have c) to guitar classes
do too much. Have fun doing activities and learning
4 go d) at an animal refuge
new things, but don’t get stressed. Remember, you
5 help e) fun need to enjoy your life too!’
10 CLASS VOTE It’s a good idea to do out-of-

school activities. Do you agree?
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Many famous actors, like Orlando

Bloom, were members of the National
Youth Theatre.
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Grammar 1 Pronunciation
/ɒ/ /ɔː/ /əʊ/
Present simple
a 1.06 Listen and repeat the words.
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present simple /ɒ/ volunteer, model, online
/ɔː/ draw, sport, boring
I often meet my friends on Friday. /əʊ/ go, disco, don’t
+
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She is always tired after school.
b 1.07 Listen and repeat the sentences.
– She doesn’t usually have time.
? Do you usually do activities after school?

6 INTERFACE Write five questions with How
often …? Ask and answer in pairs.
1 Look at the sentences in the table. Find examples
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of present simple in the text on page 7. How often do you play football?
2 Choose the correct words to complete the rule I sometimes play football.
for when we use present simple.
We use present simple for actions happening
now / habits and routines. FR
Adverbs of frequency Grammar 2
3 Copy and complete the table with the adverbs of
Present continuous
frequency in the box.
present continuous
always never sometimes
+ I’m watching TV at the moment.
0% 100%
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(1) … hardly ever (2) … often usually (3) … – She isn’t studying maths this week.
4 Look at the sentences in the present simple ? Are you chatting online now?
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table and complete the rules for the position of

adverbs of frequency. 7 Look at the sentences in the table. Choose the
a) Adverbs of frequency go before / after the correct words to complete the rule for when we
main verb except with the verb be. use present continuous.
b) Adverbs of frequency go before / after the
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We use present continuous for actions happening

verb be.
now / habits and routines.
5 Complete the sentences with the adverbs of
frequency and the correct form of the verbs Time expressions
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in brackets.
8 Copy and complete the table with time
I often do sports. (do / often) expressions for present simple and present
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1 She … usually meets her
her friends friends
at the at the(meet /
weekend. continuous.
weekend.
usually) (meet / usually)
2
2 They … arehappy.
sometimes happy. (be / sometimes)
(be / sometimes) every day at the moment now usually
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3 We … hardly ever listen
to music. (listento music.ever)
/ hardly (listen / twice a week often this week always
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hardly
4 He ever) (chat / never)
… online.
4 I …never
5 He a car. chats
(drive online.
/ always) (chat / never) present simple present continuous
5 always
6 IYou drive a car./(drive
… . (volunteer often)/ always)
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7 You
She …often volunteer
to the . (volunteer
gym. (go / sometimes)/ often) every day at the moment
7 She sometimes goes to the gym. (go / usually now
sometimes) twice a week this week
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often
always
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Unit 1, Lesson 2, Grammar 1
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Lesson Aims: Students revise present simple for routines and habits with adjectives of frequency.
Present simple 5 • Students do the exercise individually.

Warmer
Pronunciation
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Elicit some sentences from students about their
free-time activities and routines. Put their ideas on a CD1 track 06
the board.
• Before playing the CD, drill the three vowel sounds,
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showing students the correct mouth position.
1 • Read out the sentences and questions in the • Play the CD and ask students to repeat the words
box and give students a minute to scan the text
on page 7 to find examples of present simple • Elicit more words with the same sounds, eg four,
sentences. more, walk; no, throw, hotel, and drill them.
• Check answers as a class. b CD1 track 07
Answer Key • Students repeat together and individually.
From paragraph 1: He prepares the evening meal Play the CD several times if necessary.
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They’re tired Your mum plays tennis
They don’t relax She studies for an hour
They have a full programme Then goes to her Spanish class CD1 track 07
He does some work 1 I volunteer at a sports centre.
2 I don’t want to go to the disco. It’s boring.
2 • Complete the sentence together. 3 I often draw cartoons online.
4 I don’t make models.
Adverbs of frequency FR
3 • Write the scale on the board and ask a student to 6 • Give students time to write the questions.
come and write the missing adverbs. Encourage them to think of interesting
• S tudents translate the adverbs. questions, eg How often do you tell jokes?
• Drill the questions and practise the stress and
Answer Key intonation.
1 never 2 sometimes 3 always • Students ask and answer each other’s questions.
• Ask some students to tell the class about their
Extra activity partner’s routines.
Students work in pairs and add more adverbs of
frequency to the scale. Homework Workbook page 6, exercises 1–3.
Homework (optional) Students describe the

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4 • Students read the sentences in the grammar box routines in their families. They write 8–10
and complete the rules. sentences about their family members focusing
on vocabulary from the lesson.
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Unit 1, Lesson 3, Grammar 2, Listening

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Lesson Aims: Students revise present continuous for actions happening now and contrast it with present
simple; students listen to a teenager talking about the sports he does and why he likes them.
Grammar 2 Time expressions

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Present continous 8 • Write the following two example sentences

on the board: My sister studies at Salamanca
University. This year she is studying in the UK.
Warmer • Explain that we use present continuous to
Books closed. On the board write the following describe actions happening now and also for
sentences in a column: I’m taking a test now. I go to temporary situations.
school at the moment. I have breakfast every day. • Ask students to copy the column headings and
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I’m playing chess three times a week. Ask students write the expressions under the correct heading.
if the sentences are correct. If not, ask volunteers to • Check answers as a class.
come to the board and correct them.
Extra activity
7 • Students look at the sentences and complete the
rule. Ask students to transform all the sentences on the
board into present continuous.
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9 • Students complete the sentences individually. Ben Oh, I love sports, so I spend a lot of time doing
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• They compare their answers in pairs. them. My favourite sport is running. You don’t need
• Check answers as a class. Write the correct verb any special equipment to do it, just some good
running shoes.
forms on the board.
Interviewer How often do you go running?
10 • Ask students to identify the sport in the picture. Ben Every day, if I can. And I play a lot of tennis, too.
Teach them the word fencing. I practise two or three times a week during the
• Tell them to read the text silently to find the summer, but less in winter.
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names of the three famous fencers. Interviewer And how do you think these activities help you with
• Students read the text again and choose the stress?
correct form of the verbs. Ben Well, when I’m feeling stressed or when I’m having
a difficult time at school or with friends or whatever
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… I go running. I try to run really fast! I put all my
11 • Do the first question together. Students write frustration and negative emotions into the activity.
After that I always feel better!
the others in their notebooks.
Interviewer So what makes you feel stressed?
Ben Oh, problems with friends or too much school
Answer Key work … that can be hard. Especially when we have
1 What do you usually do at the weekend? exams.
2 How often do you watch films? Interviewer And are you feeling stressed now?
3 Where do you usually meet your friends? Ben No, I’m feeling great at the moment. Things are
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4 What are you doing now? going really well! I’m getting good marks at school
5 What are you wearing at the moment? this term. And the weather’s good at the moment
so I’m doing lots of running. I meet my friends
12 • Drill the questions, paying attention to stress and every weekend because I don’t have time during
intonation. the week.
• Students ask and answer the questions with Interviewer Apart from free-time activities, what else helps
reduce stress?
a partner. Ask some students to report back on
their partner.
Extra activity
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Ben Well, I usually talk to my parents or I talk to my
friends if I’ve got problems or feel stressed. That
helps too.
Interviewer Thank you, Ben. And now …
Students imagine they are interviewing the actors
in the text about their fencing hobby. They invent 15 CD1 track 08
some questions to ask them, using present simple • Students read the statements and discuss with
and present continuous. a partner which ones are true or false.
• Play the CD again.
Workbook Grammar reference page 124, • In pairs they correct the false statements.
Grammar exercises page 125. • Check answers as a class. Write the corrected
sentences on the board.
• Play the CD a final time if necessary.
Listening
E
Sport Homework Workbook pages 6–7, exercises 4–8.

PL
Homework (optional) Ask students what they

Before you listen do to overcome stress. What’s the most popular
Ask students what sports and physical activities are activity?
the most popular among young people and people
of their parents’ age. Elicit tennis, running, golf,
yoga, walking.
M
13 • Answer the questions together. First students

identify the sports in the picture.
• Teach running shoes, tennis racket.
SA
14 CD1 track 08
• Give students time to read the questions.
• Play the CD and ask them to choose the correct
option.
CD1 track 08
EE
Interviewer Today, we’re talking about activities and hobbies

that teenagers do, and how they can help you with
stress. Let’s start with you, Ben. How old are you?
Ben I’m 16.
Interviewer And what activities do you usually do in your free
time?
FR
T9

E
PL
9 Complete the sentences with the correct form
of the verbs in brackets. Use present simple or Listening
present continuous.
Sport
Simon isn’t talking (not talk) about his free-time
M
activities now.
1 I play
1 (play)
… (play) computer
computer games
games every
every day
day but
but now
now
I am chatting
… (chat) (chat) online.
online.
2 He doesn’t
2 usually play)
… (not usually play (not usually play)
an instrument, butanhe
SA
instrument,
often … (go)but to he gym. goes (go) to the gym.
theoften
3 At the moment, we aren’t
3 … (notmaking (not make)
make) models.
models. We are
We … (draw) drawing (draw) cartoons.
cartoons.
4 She usually relaxes
4 … (relax)(relax) inevening.
in the the evening.
She … She
isn’t doing
(not do) (not do)atanything
anything at the moment.
the moment.
5 They often go
5 … (go)
(go) to
to the
the cinema
cinema atat the
the weekend.
They are going
weekend. They(go) to a to
… (go) disco this this
a disco week.week.
EE
6 Karen isn’t
6 … (notlearning
learn) (not learn)
French. French.
At the At the
moment,
moment, she is
she … (study) studying (study) Spanish.
Spanish.
10 Choose the correct words.
Tom Cruise and Will Smith (1) is / are both actors. They
(2) share / are sharing an unusual hobby, too – they
both love fencing. Tom Cruise (3) travels / is travelling
a lot for his job, but when he (4) doesn’t make / isn’t
FR
making a film, he spends a lot of time at home. In fact,
he (5) has / have a special room in his house just for
fencing. The two famous actors often (6) practise / are
practising there for hours! The third musketeer is an 13
13 Look at the pictures and answer the questions.
English football player, David Beckham. He (7) lives 1 What sports are these? running and tennis
1
/ is living in America now and he’s playing for an 2 Where do people do these sports? on the street
2
American team. Apparently he often (8) goes / is / on aequipment
track / ondoa you
tennis court
3 What need to do each
going to Tom Cruise’s house to fence with his friends. 3 sport?
What equipment do you need to do each sport?
E
sports
4 Do youshoes (trainers),
do these sports?tennis racket, tennis ball
4 Do you do these sports?
PL
14 Listen to Ben and choose the correct answers.

1.08
14 Listen to Ben and choose the correct answers.
1.08
1 Ben is 15 / 16 years old.
1 His
2 Benfavourite
is 15 / 16sport
yearsisold.
tennis / running.
2 His favourite sport
3 He always / sometimes is tennis
feels/ better
running.
after
3 running
He always / sometimes
really fast. feels better after running
M
really fast.
4 At the moment, things are going really well /
At thefor
4 badly moment,
Ben. things are going really well /
5 Ben meetsBen.
badly for his friends every day / weekend.
11 Write questions using present simple or present 5 Ben meets his friends every day / weekend.
SA
continuous. 15 Listen again. Are the sentences true or false?

15 Correct
Listen again. Are sentences.
the false the sentences true or false?
1 What / you / usually / do / at the weekend? Correct the false sentences.
2 How / often / you / watch films? 1 Ben doesn’t often go running.
3 Where / you / usually / meet your friends?
1 Ben
2 Ben plays
doesn’t often
tennis go running.
every day. F Ben goes
running every day.
3 Ben plays tennis when he feels stressed.
4 What / you / do / now?
2 Ben
4 Ben isn’t
playsfeeling
tennis every
stressedday. F Ben plays tennis
now.
5 What / you / wear / at the moment? two or three times a week in summer.
5 Ben usually talks to his parents about his
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Ben plays tennis when he feels stressed. F Ben

3 problems.
12 INTERFACE Work in pairs. Ask and answer goes running when he feels stressed.
the questions in exercise 11. 4 Ben isn’t feeling stressed now. T
5 Ben usually talks to his parents about his
Workbook Grammar reference page 124 problems. T
Grammar exercises page 125
FR
Rozumienie ze słuchu – prawda / fałsz 9

E
PL
Speaking
At home
M
Listen
1 Look at the picture. Where are Dan, Rita and
SA
Megan? What are they doing? at home, relaxing
2 Listen to the first part of Megan and Rita’s

1.09
conversation. Choose the correct words.

1 The programme on TV is / isn’t very good.
2 Rita suggests playing football / tennis.
EE
3 They don’t go outside because it’s raining / dark.
3 1.10 Listen to the second part of the conversation
and complete the dialogue. Which film do they

decide to watch? Avatar
FR
Hey, do you fancy watching a DVD?
Good idea.
Let’s get some pizza too.

Yeah, that sounds great.
Let’s eat and then watch the film.
OK. What do you want to watch?
I’ve got loads of films: Alice in
E
Wonderland, Avatar, Robin Hood. Oh, (1) …, definitely. It’s brilliant.

PL
OK, (2) … it is. Do you Yeah, cool. I’ll phone Beth now.
want to invite Beth too?
M
Practise
4 Listen again and repeat the dialogue. 6 Complete the dialogues. Choose a, b or c.
SA
1 X Do you want to play tennis?

5
5 Read the dialogue and order the words. Y ...
1
1 fancy / Do / playing / you / a computer game / ? a) Yeah, I want it.
2
2 some music / let’s / No, / instead / listen / to / . b) Yeah, that sounds great.
3
3 listening to / fancy / you / my Prodigy CD / Do / ? c) Definitely, it’s brilliant.
4
4 Let’s / listen to / instead / the new Gorillaz CD / .
2 X ...
5
5 OK //idea
good / OK, idea//..
EE
Y Good idea.
a) Do you like pizza?
b) Which pizza do you want?
c) Do you fancy getting a pizza?
FR
10 Znajomość funkcji językowych – wybór wielokrotny

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Unit 1, Lesson 4, Speaking
PL
Lesson Aims: Students practise making suggestions after listening to a model dialogue.
At home Practise
4 CD1 track 10
Warmer
M
• Play the CD again, allowing time for students to
In pairs, students write a list of activities they
repeat. Help with pronunciation.
could do on a rainy day. Give them two minutes
to write as many activities as they can. Encourage 5 • Explain that Do you fancy is a colloquial way of
SA
them to use their imagination. Ask different pairs saying Would you like to …?
to read out their lists. Help with the English when • Point out that instead always comes at the end
necessary. See who has the longest list. of the sentence.
• Students order the words into sentences.
Listen
Answer Key
1 • Elicit the answers to the questions. 1 Do you fancy playing a computer game?
2 No, let’s listen to some music instead.
2
EE
CD1 track 09 3 Do you fancy listening to my Prodigy CD?
• Tell students they are going to listen to Megan 4 Let’s listen to the new Gorillaz CD instead.
and Rita talking. 5 OK, good idea.
• Play the first part of the conversation.
6 • Students choose the correct options to complete
the dialogues.
• They compare their answers in pairs.
Rita
Megan
CD1 track 09
This programme’s terrible.
Yeah, I’m really bored.
FR • Check answers as a class.
Fast finishers in pairs practise suggesting other

Rita What’s on the other channels? films they could watch.
Megan Nothing! There isn’t anything interesting on TV at all.
Rita Let’s play tennis … oh no! It’s starting to rain!
Megan I don’t want to go outside in the rain!
Rita No!
3 CD1 track 10
• Play the second part of the conversation.
Students complete the dialogue.
E
• Ask students which film Megan and Rita decide

to watch.
PL
CD1 track 10
Rita Hey, do you fancy watching a DVD?
Megan Good idea.
Rita Let’s get some pizza, too.
Megan Yeah, that sounds great. Let’s eat and then watch the
M
film.
Rita OK. What do you want to watch? I’ve got loads of films
… Alice in Wonderland, Avatar, Robin Hood …
Megan Oh, Avatar, definitely. It’s brilliant.
SA
Rita Okay, Avatar it is. Do you want to invite Beth, too?

Megan Yeah, cool. I’ll phone Beth now.
EE
FR
T10

E
Speaking task Step 2: Read the questions and responses with the
PL
class.
Step 3: Students write their dialogue. Tell them to use
Before you speak a variety of expressions from Step 2.
Tell students you are going to suggest different Step 4: Students role-play their dialogue at least twice.
activities to them. They should say Yes please Ask some students to perform for the class.
enthusiastically if they would like to do the
activity and No thank you in a very non-
Extra activity
M
enthusiastic voice if they don’t want to. Suggest
different activities, some of which you know Students pass their dialogue to another pair who
they will like and others they won’t (eg horse- correct any mistakes and then role-play it.
riding, going to a disco, going bowling, doing
SA
homework together, etc.).
Step 1: Look at the instructions and photos together.
Tell students they can use these activities or
their own ideas. Check they know how to
express their own ideas in English.
EE
Unit 1, Optional lesson: Culture
Lesson Aims: Students learn about the history and tradition of the Wimbledon tennis championships.
Famous sporting events

FR
Extra activity
Students find out more about a famous sporting
Warmer event in their country, including its history, and
In pairs, students make a list of sports they think write a description of it.
are popular in Great Britain. Put their ideas on
the board. (The list of eight most popular sports:
football, rugby, tennis, cricket, athletics, snooker, More information
motor racing, boxing.) For further information see www.wimbledon.org
E
7 CD1 track 11 orkbook Culture & CLIL pages 142–143,

W
• Ask students if they recognise the sporting event with worksheets in the Teacher’s Resource
in the photos. Explain that the UK has many File.
PL
big sporting events in the summer and that

Wimbledon is one of the most traditional and Homework Workbook page 9.
enjoyable.
• Play the CD. Students read and listen to the text Homework (optional) Students find out more
about a famous sporting event in Great Britain,
and answer the questions.
including its history, and write a description of it.
• Help with any problems in understanding.
M
• Ask students what they find surprising about it.

Answer Key
1 Wimbledon is a tennis championship. It takes place in the last
week of June and first week of July in Wimbledon, London.
SA
2 Students’ own answers
8 • In pairs, students think of famous sporting events

in Poland.
• Ask different pairs of students for the events
they have thought of and what they know about
them.
• Ask students if they have been to any of these
events. Ask them if they enjoyed them.
EE
FR
T11

E
PL
Speaking task Culture
Write a new dialogue between you and a friend.
Famous sporting
events
Step 1
M
Choose which activity you want to do or use Wimbledon
your own ideas. Wimbledon tennis championship takes
place every year in London in the last
SA
week of June and the first week of
July. All of the world’s top tennis
players compete.
Spectators
Half a million spectators watch
the matches live. The spectators eat
EE
112,000 boxes of strawberries and drink
17,000 bottles of champagne. Around the
play tennis go to a football match world, more than 500 million people watch
the competition in 185 different countries.
Ball boys and ball girls

FR On court with the players are ball boys and
ball girls. There are 250 in total and they all
come from local schools. They start training in
February and have to pass an exam and be fit.
They are usually 15 years old.
go to the cinema go out for a meal History and famous players

Wimbledon started in 1877 and it’s the oldest
tennis championship in the world. Famous
Step 2 champions include Serena and Venus Williams
Think about what suggestions you make. (America), Rafael Nadal (Spain) and Roger
E
Federer (Switzerland).
Do you fancy watching …?
Let’s get some …
PL
Do you want to invite …?

Think about how your friend responds.
Good idea.
OK.
Yeah, cool. 7 1.11 Read and listen. Answer the questions.
M
No, that’s boring.

1 What is Wimbledon? When and where is it?
No, let’s … instead.
2 What fact about Wimbledon do you find most
surprising?
SA
Step 3
8 Are there any famous sporting events in Poland?
Write your dialogue. What do you know about them?
Step 4 The London

History
Marathon
Work in pairs. Practise your dialogues.
EE
Workbook Culture & CLIL pages 142–143

FR
11

E
PL
Vocabulary 2 Reading 2
Character adjectives
M
1 Look at the pictures and choose the correct 5 Before you read, look at the pictures and guess
adjective. Then check the meaning of the other which celebrity has which hobby.
words. skydiving playing golf singing karaoke
SA
doing magic playing the piano
6 1.13 Read and listen. Check your answers.
7 Read the text and answer the questions.

1 2 3 1 What instruments does Robert Pattinson play?
EE
2 Does Nicole Kidman do any sports?
cautious / talkative / quiet friendly /
adventurous unsociable 3 Is Ronaldinho’s hobby related to his job?
4 What does Fernando Alonso do in his free time?
5 What is Alex Rodriguez’s job?
FR
4 5 6 Celebrity
generous / selfish energetic / lazy serious / funny
You’ve probably got loads of hobbies,
but what about these stars? What
do they like doing in their free time?
Read on and find out!
E
7 8
Actor Robert
shy / confident honest / dishonest Pattinson is really
PL
musical. He’s very

good at playing
2 1.12 Listen and repeat. the piano and the
guitar – in fact,
he plays on the
3 Complete the description with the correct
soundtrack of some
M
adjectives in exercise 1. of his films. He

My
My brother
brother Pete Pete has
has got
got lots
lots of
of energy
energy –– he’s very
he’s also enjoys reading.
energetic
very energetic. I suppose that’s why (1)
. I suppose that’s why he’s he’sadventurous
(1) …
and hehe loves
loves exploring
exploring places
places like
like the
the Amazon.
Amazon. He’s
SA
and
He’s got lots of friends because he’s veryfriendly
got lots of friends because he’s very (2) (2) … Film star Nicole Kidman
and
and hehe often
often payspays for
for things
things forfor them
them because
because he’s is very adventurous and
he’sgenerous
(3) (3) … – he – he isn’t
isn’t …selfish
(4)(4) at all. at all. Sometimes
Sometimes he enthusiastic about trying
he doesn’t
doesn’t stop stop talking,
talking, he’she’s
veryvery(5) (5) talkative
… He’s isn’t .shy
He’s new things. She’s keen
isn’tme,
like shy he’s
like me,
veryhe’s very
(6) …, and confident
(6) he can make , and he can
people on doing sports and she
make
laugh people
becauselaugh because
he’s (7) … he’s (7) funny. often goes skydiving.
‘I don’t want to miss out
on anything just because
EE
4 INTERFACE Work in pairs. Which of the it’s dangerous,’ she says.

adjectives in exercise 1 describe you? ‘I love skydiving, it’s
fantastic.’
I’m adventurous, but I’m not very funny.
FR
12

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Unit 1, Lesson 5, Vocabulary 2, Reading 2
PL
Lesson Aims: Students revise character adjectives and learn and practise some new ones; students read
a text about the hobbies of some famous celebrities for gist and specific information.
Vocabulary 2 Reading 2
M
Character adjectives Celebrity hobbies
5 • Students look at the pictures and identify the
Warmer celebrities. Together they try to match each
SA
Books closed. Ask all the students to think of three hobby to a celebrity. Don’t correct their guesses.
adjectives which best describe their character. Ask Answer Key
students to tell you one new adjective each. Write
Robert Pattinson: playing the piano
the adjectives they suggest on the board. Nicole Kidman: skydiving
Ronaldinho: singing karaoke
1 • Students look at the pictures and say what is Fernando Alonso: doing magic
happening in each. Alex Rodriguez: playing golf
• Tell them to look at the adjectives under each
6 CD1 track 13
EE
picture and choose the one which describes the
person. Do the first two together as a class. • Play the CD. Students read and listen to the text.
7 • Give students time to read the questions.
• Ask students to translate the other adjectives
into Polish. • Ask them if their predictions were correct.
• Drill all the words, highlighting the stressed • Students answer the questions.
syllable on ad'venturous, un'sociable, ener'getic. • Check answers as a class.
Language note
Explain that funny describes a person who makes
FR Answer Key
1 Piano and guitar.
2 Yes, she does.
you laugh whereas fun is someone who it is 3 No, it isn’t.
4 Magic tricks.
enjoyable to be with. Ask students to translate both
5 He’s a baseball player.
words into their language.

2 CD1 track 12
• Students listen and repeat the words. Homework Students find out what hobbies other
celebrities have.
3 • Students read through the text on their own.
• In pairs, they complete it with appropriate
E
adjectives.
4 • Tell students to write down three adjectives
PL
which describe them and three which don’t.

• Read out the example sentence and ask students
to say similar sentences to their partner, using
the adjectives.
• Ask some students to tell the class about their
partner.
M
Extra activity
Students work in pairs and use the adjectives to
SA
describe some of their family members. They should

try to give examples to illustrate the adjective, eg
My mum’s very energetic. She goes to the gym every
day.
EE
FR
T12

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Unit 1, Lesson 6, Grammar 3
PL
Lesson Aims: Students learn about and practise using the gerund after certain verbs and prepositions.
Gerunds 11 • Look at the example. Remind students of the

short answers, with either be or do / don’t.
• Get a student to ask you the first question from
Warmer
M
the previous exercise. Give a fuller answer, eg
Ask different students in the class questions with Yes, I do. I really like listening to Rock music.
Do you like … ? Use both verb +ing and verb + • Students ask and answer the questions.
noun. Get them to respond quickly Yes, I do or Encourage them to give fuller answers.
SA
No, I don’t. Then get students to ask each other in
open pairs across the class. Fast finishers invent more questions to ask
their partner using the preference verbs and
8 • Students read the sentences in the grammar expressions.
box. Make sure they understand that the gerund 12 • Students read the text individually and choose
form is the same as the present continuous form the correct options.
(without be). Remind them of the spelling rules.
• Explain that in English, certain verbs and
EE
expressions which end in a preposition take the
gerund. Check they understand the expressions Extra activity
in the box and point out that the expressions use Students work in pairs and ask each other about
the verb be. the activities mentioned in exercise 12. Ask some
• In pairs, students discuss other preference verbs. students to report back to the class.
Put their ideas on the board.
9 • Students write the sentences in their notebooks.
Tell them to think carefully, especially about the
negative forms be + not or doesn’t / don’t + main
verb.
FR Homework Workbook page 11.
Homework (optional) Students write a paragraph

about a member of their family based on their
• Elicit the answers and write the correct sentences answers to the questions from exercise 10.
on the board.
Workbook Grammar reference page 124,
Answer Key Grammar exercises page 125.
1 Kate is good at drawing cartoons.
2 They enjoy meeting their friends.
3 We don’t like running.
4 He hates travelling.
5 She’s not interested in going to the cinema.
6 I’m keen on playing computer games.
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10 • Students practise writing the question forms.

Do the first one together.
PL
• Check answers as a class, writing them on the

board if necessary.
Answer Key
1 Do you enjoy listening to music?
2 Do you love doing sports?
3 What do you like doing on Saturday?
M
4 What are you keen on doing?

5 What kind of films are you interested in watching?
6 Are you good at learning languages?
SA
EE
FR
T13

E
PL
Grammar 3
Gerunds
M
8 Look at the table which shows when we usually 9 Write sentences using gerunds.
use gerunds. What other preference verbs do you
Peter / like / play tennis.
know?
Peter likes playing tennis.
SA
1 Kate / good at / draw cartoons.
after preference verbs
2 They / enjoy / meet their friends.
He likes playing tennis. 3 We / not like / run.
She hates going skydiving. 4 He / hate / travel.
5 She / not interested in / go to the cinema.
after prepositions 6 I / keen on / play computer games.
EE
I’m (not) keen on drawing cartoons. 10 Write questions using gerunds.
They’re (not) interested in reading books. 1 you / enjoy / listen to music / ?
He’s good / bad at playing the piano.
2 you / love / do sports / ?
3 what / you / like / do on Saturday / ?
4 what / you / keen on / do / ?
FR 5 what kind of films / you / interested in / watch / ?
hobbies
6 you / good at / learning languages / ?

Are you keen on playing tennis?

Ronaldinho is a famous
football player, but he’s
got an unusual hobby –
Yes, I am.
he loves singing karaoke!
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He isn’t shy at all!
12 Read the text and choose the correct answers.

PL
Kate and her friend Sam (1) … all over the world.
They are very keen (2) … meeting people. Sam
Fernando Alonso is a (3) … talking to everyone he meets. What does
world champion racing Kate (4) …? She’s a history teacher so she (5) …
driver, but in his free museums and ancient monuments. She’s also very
time he does magic. good at (6) … languages – she can speak four!
M
We bet his guests love She likes (7) … science in her free time. Sam is
watching his magic not very (8) … doing lots of activities – he enjoys
tricks! relaxing!
1 a) love travelling b) love travel c) travelling
SA
2 a) in b) at c) on
Alex Rodriguez is a top 3 a) keen b) enjoys c) hates
baseball player and he’s 4 a) like doing b) likes c) doing
very energetic – he hates 5 a) isn't visiting b) doesn't like c) loves
having nothing to do! In visiting visiting
his free time he’s always 6 a) learning b) learn c) learns
busy – he likes playing 7 a) study b) studies c) studying
EE
golf, running, travelling

8 a) keen b) bad at c) interested in
and boating. No wonder
he’s so fast on court!
Workbook Grammar reference page 124
Grammar excercises page 125
FR
Znajomość środków językowych 13

– wybór wielokrotny

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PL
Writing
A personal
profile My profile
This is me!
M
1 1.14 Read and listen. Answer My name’s Tom Evans and I’m
16 years old. I live in Manchester with
the questions.
my parents and my sister, Fiona. I go
1 Where does Tom go to
SA
to Park Lane Secondary School. This
school? year I’ve got my GCSE exams, so I’m
2 Why is Tom studying a lot studying a lot.
this year?
What do I do in my free time? I learn
3 What are Tom’s hobbies?
the guitar and have lessons twice
4 What types of music does
a week. I love listening to music too,
Tom like?
especially reggae and rap. Once a week
5 What does he do at the
EE
I volunteer at a centre for old people.
weekend?
I enjoy talking to them because they
often tell you really interesting stories
about their lives. I love playing football, although
I don’t like watching sports on TV.
I don’t often go out during the week because
FR I’m usually busy with homework. At the weekend,
I usually meet up with my friends and we watch
Language DVDs or play computer games. Tonight we’re all
going to a party. I’m never bored!
Joining ideas
I’m learning English because I want
to be an interpreter.
I want to be an interpreter, so I’m learning
English.
I want to be an interpreter, although I’m still at 4 Write a personal profile (120–150 words).
school now.
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Writing a personal profile

PL
2 Look at the Language focus. Translate the words Step 1 Plan

in bold into Polish, then find examples in the text.
Write notes with information about yourself to
include in your personal profile. Organise your
3 Complete the sentences with so, because or ideas into three paragraphs.
although.
Step 2 Write
M
We usually go for pizza because it’s cheap.

11 II love
love shopping, … so I often
I often meet my friends Write a first draft. Use your notes from Step 1
in town. to help you.
22 I’m learning to play the guitar, … although
I’m notI’m not
very
SA
very good
good yet! yet! Step 3 Check
33 I’m in aa band.
band. We’ve got aa concert
concert next week, Check your work. Check you have used so,
…so I’m
I’m practising a lot
a lot this week. because and although to join your ideas.
44 I’m going to the gym aa lot lot this month … because
I want
I want
to to get fit.
get fit. Step 4 Write
55 II like although
like sports, … I don’t I don’t often
often play play them.
them. Write your final copy and hand in your work.
EE
FR
14

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Unit 1, Lesson 7, Writing
PL
Lesson Aims: Students write a personal profile about themselves and practise using linkers to join their
ideas.
A personal profile Fast finishers swap their profiles with a partner

and read and correct their partner’s text.
M
Warmer
Explain that a personal profile is a description of Extra activity
yourself. Elicit the type of information you might Create a display of the personal profiles on the
SA
include in a personal profile and write ideas on the classroom walls. Students can add a photo if they
board, eg name, age, hobbies, personality, etc. want. Ask the class to read their profiles and decide
which ones are the most interesting / most original.
1 CD1 track 14
• Play the CD. Students read and listen to the
text to see if their ideas from the warmer are Cultural note
included in the profile. When you apply to university in the UK you have
• Students answer the questions about Tom. to send a personal statement, describing who you
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are and what you have achieved. Universities attach
Answer Key a lot of importance to this personal profile.
1 Park Lane Secondary School in Manchester.
2 Because he’s got his GCSE exams. GCSEs are state exams that teenagers take in the
3 Learning the guitar, listening to music, volunteering and playing last year of compulsory education.
football.
4 Reggae and rap.
Homework Workbook pages 12–13.
5 He meets up with his friends.
2 • Read the Language focus box with the class.

• Focus on the three linking words and ask
FR Homework (optional) Students research
where you can find or why it is useful to write
a personal profile in Great Britain.
students to translate them.
3 • Look at the example. Then ask students to
complete the other sentences in pairs.
Fast finishers work in pairs and take turns to

invent halves of sentences for their partner to
complete using one of the target linkers.
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4 • Ask students to read the step box.

Step 1: Write notes for your own personal profile
on the board as an example. Students
PL
write notes about themselves. If they

want, they can invent the information.
Step 2: Ask students to use some of your notes to
make sentences on the board. Then ask
them to work on their own sentences.
Help as necessary.
Step 3: Write two sentences about you on the
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board. Ask students to join them, using

so, because or although. Tell them to
look at their own sentences and join
them together using the different linkers.
SA
Step 4: Ask students to write down their text

carefully. Collect the texts for marking
and giving feedback.
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FR
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Unit 1, Lesson 8, Progress check
PL
Lesson Aims: Students revise and practise further the grammar and vocabulary of the Unit.
Fast finishers work in pairs and take turns asking

Warmer each other similar questions about other people
In pairs, students make a list of the items taught in in the class.
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the unit. Put their ideas on the board. You may ask
them what they remember about the items. Cumulative grammar
7 • Students read the text and then choose the
Free-time activities
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correct options.
1 • Students match the two columns individually or
in pairs.
• Check answers as a class. Extra activity
Students look back through the unit and choose
Character adjectives five words or expressions that they have learned.
Ask some students to tell you their words.
2 • Tell students to read all the sentences first.
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Note
Present simple and present There are several different ways to do the
progress checks and it’s a good idea to vary the
continuous way you do them from unit to unit. Here are
3 • Remind students of the difference between the some options:
two tenses and tell them to look at the time
expressions in order to decide which tense to use.
FR • Students do the progress check individually in
silence as a test.
• Students do the exercises in pairs.
Answer Key • Students do the exercises individually first, then
1 Sally uses the computer every day.
get together in teams to compare answers.
2 Jamie is playing a computer game at the moment. Teams take turns to give you their answers
3 I’m not relaxing now. and get a point for each correct answer. This is
4 She doesn’t play the guitar on Friday. a good option for weaker classes.
5 We study English three times a week. • In teams as above but without doing the
6 They don’t do sports at the weekend. exercises individually first.
4 • Ask students to read the sentences first and Homework Workbook page 14, for more
decide which tense to use, looking for clues in advanced students also page 15.
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the time expressions or adverbs of frequency.

• Check answers as a class. Homework (optional) Ask students to write
10 questions of their own. You can use these for
PL
revision later in the course.

Gerunds
5 • Remind students to think about third person
endings, auxiliary verbs and the verb be when
writing the sentences.
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Answer Key
1 Simon likes playing computer games.
2 Tim and Sue love watching TV.
3 Maggie is not keen on playing tennis.
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4 Tim and Sue hate going shopping.

5 Paul is not interested in watching TV.
6 Sarah is good at playing football.
6 • Elicit the first question and write it on the board.

Tell students they must decide whether to use
the auxiliary verb do / does or the verb be in the
question.
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Answer Key
1 Do Pete and Debbie hate watching TV?
2 Does Maggie like playing tennis?
3 Does Sue like playing computer games?
4 Is Simon interested in playing football?
5 What do Tim and Sue enjoy doing?
6 What is Mark bad at doing?
FR
T15

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PL
Progress check Gerunds
5 Write sentences using gerunds.
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1 Simon / like / play computer games.
Free-time activities 2 Tim and Sue / love / watch TV.
3 Maggie / not keen on / play tennis.
1 Match 1–8 with a–h to make activities.
4 Tim and Sue / hate / go shopping.
SA
1 learn a) a youth group 5 Paul / not interested in / watch TV.
2 do b) voluntary work 6 Sarah / good at / play football.
3 play c) cartoons
4 go to d) models 6 Write questions using gerunds.
5 draw e) a language 1 Pete and Debbie / hate / watch TV?
6 make f) for a meal 2 Maggie / like / play tennis / ?
7 go out g) tennis 3 Sue / like / play computer games?
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4 Simon / interested in / play football?
Character adjectives 5 What / Tim and Sue / enjoy / do?
2 Complete the sentences with the words in the box. 6 What / Mark / bad at / do?
cautious funny lazy talkative generous Cumulative grammar

1
1
2
generous
Paul’s …,
Kevin is …,
, he gives
he often
cautious
oftenmoney
gives money
, he doesn’t
to charities.
like trying new
FR
to charities.
2 he doesn’t like trying new activities. 7 Choose the correct words.
3 activities.
Kate always makes me laugh, she’s very …
3
4 Kate always
They’re alwaysmakes
on themetelephone,
laugh, she’s very funny
they’re .
very …
4
5 They’re always on the telephone, they’re
He never wants to help at home – he’s very … very To:
Sam
talkative. From:
Jane
5 He never wants to help at home – he’s very lazy.
Present simple and present Subject:
All about me
continuous
Present simple and present Hi! My name’s Jane. I’m English, but
3 continuous
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Write sentences using present simple or present I (1) don’t live / doesn’t live in England,

continuous. I live in France. I (2) go / am going to
3 Write sentences using present simple or present
1 Sally / use the computer / every day. secondary school in my town. At the
PL
continuous.
2 Jamie / play a computer game / at the moment. moment I (3) study / ’m studying a lot
1
3 Sally
I / not/ use
relaxthe computer / every day.
/ now. because we’ve got exams soon. What
2
4 She / not play / the guitargame
Jamie / play a computer / at the moment.
/ on Friday. (4) do I usually / do usually I do in my free
3 I / not relax / now.
5 We / study English / three times a week. time? Well, I (5) go / am going swimming
4
6 She
They/ not
/ notplay
do // sports
the guitar / onweekend.
/ at the Friday. once a week. I love (6) meet / meeting
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5 We / study English / three times a week. my friends at the weekend. I really enjoy
4 6 They / not
Complete thedo / sports / Use
questions. at the
theweekend.
present simple or (7) draw / drawing cartoons and I’m good
present continuous form of the verbs in brackets. (8) in / at art.
4 Complete the questions. Use the present simple or
SA
1 How often … you … (go) shopping?

present continuous form of the verbs in brackets.
Write soon!
2 … you … (watch) TV at the moment? Jane
1 What
3 How often… yourdo friends
you go (go) shopping?
… (do) now?
2 Are you watching (watch)
4 … your teacher usually … (speak) TV at the
inmoment?
English?
Attachment: me.jpg (253 K)
3 What are your friends doing (do)

5 … you always … (do) your homework in your now?
4 Does your teacher usually speak (speak) in English?
bedroom?
5 Do you
6 … you … always
(relax) donow?
(do) your homework in your
bedroom?
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6 Are you relaxing (relax) now?

FR
15

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Exam Practice – poziom podstawowy
Rozumienie ze słuchu – wybór wielokrotny
PL
1 Read the sentences / questions. Where can you 4 Listen to the dialogue and choose the correct
1.15
hear them? Choose from A–D in the box. answers.
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A. home C. sports centre 4.1. Which of these activities does Mark like doing
in his free time?
B. school D. shop A. B.
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1.1. Go to the classroom or you’ll be late. B
1.2. Look at this mess! It’s time to clean
A
your room, Ben.
1.3. How much is that red school bag? D 4.2. What does Mark hardly ever do?
1.4. Do I need to pay anything extra for A. B.
the gym?
C
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Read the dialogue. Where are the boys? In the text,
underline the words and expressions which help
you decide. The boys are in a sports shop. 4.3. Where are Mark and Fiona talking?
A. B.
Exam Kiedy odpowiadasz na pytanie, nie sugeruj

się nazwami miejsc, które usłyszałeś
w nagraniu. Zwróć uwagę na słowa
i zwroty kojarzącymi się z miejscami
FR ZADANIE EGZAMINACYJNE
podanymi jako możliwe opcje odpowiedzi.
5 1.16 Usłyszysz dwukrotnie pięć tekstów.
Ben Why are we here? Na podstawie informacji zawartych w nagraniu
Stan Well, I need to buy a few things for the gym. w zadaniach 5.1.–5.5. spośród podanych odpowiedzi
Ben What exactly? wybierz właściwą. Zakreśl literę A, B lub C.
Stan Some socks and trainers.
Ben Trainers? But you have a pair in your locker! 5.1. What do the boys decide to do?
Stan Yes, but I keep them at school for PE. I don’t
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A. B. C.
want to take them home.
Ben OK. How much money do you have?
PL
Stan Well, I have £50, but I don’t want to spend all

of it. I’d like to keep half for something else. 5.2. Which club does Jenny choose to join?
Ben OK, let’s find the clothes section then. A. B. C.
Stan There’s an assistant over there, maybe he can
help us?
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3 Read the dialogue from exercise 2 again and choose

5.3. Which voluntary work does Jake do?
the correct answers.
A. B. C.
3.1. What does Stan keep in his locker?
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A. B.
5.4. Where are the girls?

A. B. C.
3.2. How much money does Stan want to spend?

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A. B.
5.5. Jed is calling Leslie
A. to congratulate her on her test results.
B. to invite her to his house.
C. to ask her to play tennis with him.
FR
16

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Unit 1, Lesson 9a, Exam Practice – poziom podstawowy
PL
Lesson Aims: Students practise listening for gist and specific information. They learn how to work with
multiple choice tasks.
• Advise students to pay attention to specific

Warmer words and phrases.
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On the board, write the following words: cinema, • Play the CD twice. Students choose the correct
football pitch, restaurant. In pairs, students think answers.
of a sentence that could be said in each of these • Check answers as a class.
places. A student from each pair reads out one
sentence for the rest of the class to guess the place.
SA
CD1 track 16
1 • Students cover the options above the sentences. 5.1.
Tell them to read the sentences and decide Paul What shall we do, John? Do you want to go to that football
match that our school team is playing?
where they could hear them. Ask them to
John No, I don’t really like watching sport, I’d rather do
underline the parts of the sentences they think
something else.
suggest the answer.
Paul OK. Do you fancy going to the swimming pool?
• They uncover the options and match them with John Good idea. We can go cycling, too, if you like.
the sentences.
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Paul Oh, I can’t. My bike is broken.
• Check answers as a class. John Let’s just go swimming then.
2 • Read the Exam Tip with the students. Explain 5.2.
that listening tasks often mention more than one Mum What club would you like to sign up for, Jenny?
place and students should concentrate on other Jenny I don’t know, Mum. Maybe a music club?
clues about where the conversation takes place Mum Well, you need to play an instrument there, and I’m afraid
than just the names of the places. I can’t buy you one at the moment. What about the art
• Students read the text and underline the
expressions that help them decide on the place.
Emphasise they shouldn’t underline the names of
FR club? You love drawing.
Jenny Yes, but it’s on Wednesdays, and that’s when I have English
lessons. You know, the IT club is quite interesting. I could
play computer games and learn something new there. It’s
places.
on Mondays.
• In pairs, students decide where the boys are. They
Mum Great! I can pick you up after work.
support their opinions with appropriate words.
• Check answers as a class. 5.3.
Jake Are you interested in doing some voluntary work with me,
3 • Ask students to read the questions and try to Lucy?
answer them without reading the text again. Lucy I don’t know, Jake. Is it difficult?
• Students look at the text again and check their Jake Not really, it depends on what you want to do. Some of
answers. my friends work at an animal refuge twice a week and it’s
• Check answers as a class. Ask students to explain quite tiring.
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why the other options are wrong. Lucy I can imagine.

Jake But you can do other things, like helping children with their
4 CD1 track 15 homework. You can also clean up the local park. That’s
what I do and I’m sometimes tired.
PL
• Give students time to read the questions and the

options before playing the recording. 5.4.
• Play the CD. Students listen to the dialogue and Beth Look at them! They’re really good. I’d like to play like that,
choose the correct answers. too.
Kate You need to train more if you want to be so good.
Beth I know! But there is so much work to do at school that
I barely have time to come here twice a week.
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CD1 track 15 Kate Twice a week? These girls come here four times a week!
OK, I’m off now. I have to go to the sports shop to buy
Fiona Mark, can I ask you a few questions about your free time? some new trainers. Are you coming with me?
Mark Sure, go ahead! Beth No, I’ll stay and watch. See you tomorrow at school, Kate.
Fiona Do you do any organised activities after school? Kate See you!
SA
Mark Not really. I don’t like doing any sports or going to clubs.
I prefer to play computer games or chat online with my 5.5.
friends. Hi Leslie, it’s Jed here. How was the test today? I hope it was easy
Fiona And how often do you go out? and you get a good mark. Anyway, I’m calling to see if you fancy
watching a DVD tonight. We could get some pizza, too. I finish
Mark Well, I usually stay at home. If I want to watch a film, I can
my tennis lesson at 5, and I’ll be home at 5.30, so you can come
download it, so I don’t need to go to the cinema. And
round at 6 if you want. What do you think? Let me know! Bye!
I hardly ever meet any of my friends, I just chat with them
online.
Fiona OK, the last question before you go to your class. Would
Homework Workbook page 16, exercise 1.
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you like to have more free time?

Mark Of course, I would! Maybe then I could do some sport. Homework (optional) Students go to the text
on page 12 and choose the descriptions of two
5 CD1 track 16 celebrities. They think of two multiple choice
questions similar to the ones practised during
• Students read the instruction for the exam task.
the lesson.
• Give them time to look at the questions and
FR
the options before playing the recording.

Don’t explain any vocabulary at this point.
T16

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Unit 1, Lesson 9b, Exam Practice – poziom rozszerzony
PL
Lesson Aims: Students practise listening for gist and specific information. They learn how to work with
matching tasks.
5.2.
Warmer
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Voluntary work isn’t always fun. I go to the hospital twice a week
Ask students to work in pairs to make a list of to play with children who are ill. I don’t really think that I’m
phrases they would use when expressing their a hero, but I like the fact that someone needs me. That’s the best
opinions. Put their ideas on the board. thing about helping others, you know.
SA
1 • Students read the expressions in the box. Check 6 CD1 track 18
understanding.
• Students read the instruction for the exam task.
• Ask them to read the list of topics and to think of
• Give them time to read the sentences before
their opinions about them.
playing the recording. To make it seem more like
• In pairs, students discuss their opinions using an exam situation, don’t explain any vocabulary
the expressions in the box. They may use the at this point.
expressions from the Warmer, too.
• Advise students to decide which sentence
• Ask a few students to report back to the class on contains the best summary of all the information
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the opinions in their pairs. in each text.
2 • Ask students to explain what a summary is • Play the CD twice. Students listen and match the
(focusing on the most important facts). summaries with the texts. Note there is one extra
• Tell them to summarise their opinions on the summary.
topics in exercise 1. You may encourage them to • Students compare their answers in pairs.
do this by only giving short answers on the lines • Check answers as a class. Clarify any vocabulary
provided. Tell them they don’t have to use the
expressions from the box in exercise 1.
FR issues at this point.
CD1 track 18
3 • Read the Exam Tip with the students. Explain to 6.1.
them that when choosing a good summarising Well, I don’t fancy meeting people online. How can you tell if
sentence they have to make sure it contains someone is energetic or shy if you don’t know them? I mean
all the most important pieces of information. you can’t really describe your personality in a few sentences on
A summary does not have to contain the same a website profile, can you? It takes a lot of time to find out what
words as the ones used in the text. a person is really like. And that’s the main reason why I don’t use
• Students read each text and choose the best dating websites.
summarising sentence. 6.2.
• They compare their answers in pairs. I don’t think I’d like to try it, but dating online definitely works
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• Check answers as a class. for some people. For example, when you’re not very talkative or
don’t like going out and meeting people, dating websites may be
• Stress that both wrong answers contain the
a perfect solution. They help people who are not very confident
words from the texts (energetic, waste), which
PL
and who find it difficult to make new friends.

are used in a different context.
6.3.
4 • Students read the summarising sentences. I don’t visit dating websites, but not because I don’t believe you
They choose one and write a three-sentence can find someone with a character similar to yours this way!
paragraph to match the chosen summary. It’s more a matter of trust. For example, you can’t be sure that
• Ask students to read their paragraphs without the person you chat with is honest. And what if the person is
giving away the summarising sentence. The a criminal or 20 years older than you? No, thank you. I’d rather go
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out and meet someone in the real world.

rest of the class guesses which option, A, B or C,
6.4.
best summarises each student’s paragraph. Pay
attention to correctness. To tell you the truth, I’ve got a profile on a dating website.
Looking for a boyfriend or girlfriend this way has one big
5
SA
CD1 track 17 advantage: you don’t have to go on a million dates before you
find someone! In this way, you don’t waste time on people whose
• Students read the sentences. Check character is completely different from yours. You should try it
understanding. some time!
• Play the CD. Students listen and choose the best
summarising sentence for each text. Note there is
one extra answer. Play twice if necessary. Homework Workbook page 16, exercises 2–3.
Homework (optional) Each student thinks
of summarising sentences for each of the
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CD1 track 17 paragraphs of the text on page 14.

5.1.
Doing voluntary work is really easy. Well, you can’t be lazy, that’s
for sure. But at the same time, you don’t need to have any special
talents or skills: you just need to give some of your time and
enthusiasm to others.
FR
T17

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Exam Practice – poziom rozszerzony
Rozumienie ze słuchu – dobieranie
PL
1 Work in pairs. Give your opinions on the topics 4 Read the sentences, which summarise three opinions
below. Use the expressions from the box. on doing after-school activities. Choose one and
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write a three-sentence text to match the summary.
I personally believe that …
A. Teenagers get stressed because of too many
I think / I don’t think that …
extra activities.
In my opinion, it’s …
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B. Parents want their children to do too much.
I’m not saying it’s ..., but …
C. It’s better to play some sport after school than
I’m not keen on …, but …
study.
A. Watching sport on TV
5 1.17 Listen to two people giving their opinions on
B. Playing computer games
voluntary work. Which sentence (A–C) best matches
C. Teenagers doing voluntary work
each opinion? Write numbers 1 and 2 next to the
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D. Using dating websites correct option. There is one extra answer.
2 Summarise your opinions on the topics from exercise A. It takes a hero to do voluntary work.
1 with one sentence.
B. Voluntary work makes you feel needed. 2
A. C. Doing voluntary work is for energetic people. 1
B.
C.
D.
FR ZADANIE EGZAMINACYJNE
6 1.18 Usłyszysz dwukrotnie cztery wypowiedzi
na temat portali randkowych. Na podstawie

3 Read the texts and choose the sentence (A or B),
informacji zawartych w nagraniu dopasuj do każdej
which best matches each text.
wypowiedzi (6.1.–6.4.) właściwą opinię (A–E).
W każdą kratkę wpisz odpowiednią literę.
Exam Nie sugeruj się pojedynczymi wyrazami,
Uwaga! Jedna opinia została podana dodatkowo
które pojawiają się zarówno w zdaniu,
i nie pasuje do żadnej wypowiedzi.
jak i w tekście. Wybierz to zdanie, które
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najlepiej podsumowuje całą wypowiedź. A. Trying to find a partner online saves a lot of time.
B. It’s difficult to say if the person you date tells the
3.1. truth.
PL
For me, watching sport on TV makes no sense at all! C. People with profiles on dating websites don’t
Sport is something you should do, not watch. I’m very fancy going out.
energetic and feel great when I go to the swimming D. You need to meet someone in the real world
pool, play football with my friends, or go cycling. to know their real character.
When I stay at home and just watch sport on TV, it’s
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E. Dating websites are especially useful for shy

no fun at all.
people.
A. Cycling and swimming are good for energetic
6.1. 6.2. 6.3. 6.4.
people.
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B. Sport is boring to watch but fun to practise. D E B A
3.2.
Playing computer games is a waste of time. Just
imagine all the fun you miss when you sit in front of
your computer all day, for example, meeting friends
and going to the cinema or park. I’m a very sociable
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person, so I don’t understand how someone can sit

in their room for hours without going out.
A. It’s better to go out than play computer games.

B. Sociable people waste their time meeting friends.
FR
17

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(adj) = adjective – przymiotnik (phr) = phrase – wyrażenie
(adv) = adverb – przysłówek (prep) = preposition – przyimek
Wordlist
(conj) = conjunction – spójnik (pron) = pronoun – zaimek
Language Guide
PL
Functional
language (det) = determiner – określnik (v) = verb – czasownik
Can do (n) = noun – rzeczownik
Wordlist enjoy sth (v)

fancy sth (v)
/ɪnˈdʒɔɪ ˌsʌmθɪŋ/
/ˈfænsi ˌsʌmθɪŋ/
lubić coś
mieć na coś ochotę
M
ŻYCIE RODZINNE I TOWARZYSKIE – formy spędzania czasu wolnego
T chat online (phr) /ˈtʃæt ˌɒnlaɪn/ rozmawiać w sieci SPORT – dyscypliny sportu
dating website (n) /ˌdeɪtɪŋ ˈwebˌsaɪt/ portal randkowy boating (n) /ˈbəʊtɪŋ/ wodniactwo, pływanie
SA
T do voluntary work /ˌduː ˈvɒlənt(ə)ri działać w wolontariacie łódką
(phr) ˌwɜː(r)k/ fencing (n) /ˈfensɪŋ/ szermierka
T draw cartoons /ˌdrɔː kɑː(r)ˈtuːnz/ rysować komiksy racing (n) /ˈreɪsɪŋ/ wyścigi
(phr) running (n) /ˈrʌnɪŋ/ bieganie
T go out for a meal /ˌɡəʊ ˌaʊt fə(r) ə ˈmiːl/ wychodzić na posiłek skydiving (n) /ˈskaɪˌdaɪvɪŋ/ akrobacje
(phr) spadochronowe
T go to a disco (phr) /ˌɡəʊ tʊ ə ˈdɪskəʊ/ chodzić / iść do dyskoteki
/ˌɡəʊ tʊ ə ˈjuːθ ˌgruːp/ chodzić / iść na spotkania
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T go to a youth SPORT – imprezy sportowe
group (phr) grupy młodzieżowej championship (n) /ˈtʃæmpiənʃɪp/ mistrzostwa
T go to the cinema /ˌɡəʊ tʊ ðə ˈsɪnəmə/ chodzić / iść do kina compete (v) /kəmˈpiːt/ współzawodniczyć
(phr)
competition (n) /ˌkɒmpəˈtɪʃ(ə)n/ zawody
T go to the gym (phr) /ˌɡəʊ tʊ ðə ˈdʒɪm/ chodzić / iść do siłowni
court (n) /kɔː(r)t/ kort tenisowy
T learn a language /ˌlɜː(r)n ə ˈlæŋɡwɪdʒ/ uczyć się języka event (n) /ɪˈvent/ wydarzenie
(phr)
T make models (phr) /ˌmeɪk ˈmɒd(ə)lz/ zajmować się
modelarstwem
FR match (n)
take place (phr)
/mætʃ/
/ˌteɪk ˈpleɪs/
mecz
mieć miejsce, odbywać
się
T play an /ˌpleɪ ən grać na instrumencie
instrument (phr) ˈɪnstrʊmənt/
INNE
T play computer /ˌpleɪ kəmˈpjuːtə(r) grać w gry komputerowe
games (phr) ˌɡeɪmz/ advice (n) /ədˈvaɪs/ rada
T play tennis (phr) /ˌpleɪ ˈtenɪs/ grać w tenisa although (conj) /ɔːlˈðəʊ/ chociaż, mimo że
T relax (v) /rɪˈlæks/ odpoczywać animal refuge (n) /ˈænɪm(ə)l ˌrefjuːdʒ/ schronisko dla zwierząt
apparently (adv) /əˈpærəntli/ najwyraźniej, widocznie
youth theatre (n) /ˈjuːθ ˌθɪətə(r)/ teatr młodzieżowy
bet (v) /bet/ zakładać się, obstawiać
/ˈbrɪljənt/
E
brilliant (adj) olśniewający, znakomity

CZŁOWIEK – cechy charakteru
community /kəˈmjuːnəti działalność społeczna
T adventurous (adj) /ədˈventʃ(ə)rəs/ śmiały, żądny przygód
activity (n) ækˌtɪvəti/
T cautious (adj) /ˈkɔːʃəs/ ostrożny, uważny
PL
definitely (adv) /ˈdef(ə)nətli/

zdecydowanie
T confident (adj) /ˈkɒnfɪd(ə)nt/ pewny siebie do magic (phr) /ˌduː ˈmædʒɪk/
czarować, wykonywać
T dishonest (adj) /dɪsˈɒnɪst/ nieuczciwy, nieszczery magiczne sztuczki
T energetic (adj) /ˌenə(r)ˈdʒetɪk/ energiczny exactly (adv) /ɪɡˈzæk(t)li/ dokładnie
T friendly (adj) /ˈfren(d)li/ przyjacielski explore (v) /ɪkˈsplɔː(r)/ poszukiwać, badać
funny (adj) /ˈfʌni/ zabawny however (conj) /haʊˈevə(r)/ jakkolwiek, jednakże
M
T generous (adj) /ˈdʒenərəs/ hojny imagine (v) /ɪˈmædʒɪn/ wyobrażać sobie

T honest (adj) /ˈɒnɪst/ uczciwy, szczery include (v) /ɪnˈkluːd/ obejmować, zawierać
T lazy (adj) /ˈleɪzi/ leniwy instead (adv) /ɪnˈsted/ w zamian, zamiast
SA
T quiet (adj) /ˈkwaɪət/ cichy interpreter (n) /ɪnˈtɜː(r)prɪtə(r)/ tłumacz

/ˈselfɪʃ/ loads of sth (phr) /ˈləʊdz əf ˌsʌmθɪŋ/ wiele, mnóstwo czegoś
T selfish (adj) samolubny
locker (n) /ˈlɒkə(r)/ szafka, schowek
T serious (adj) /ˈsɪəriəs/ poważny
meet up with (phr) /ˌmiːt ˈʌp ˌwɪθ/ spotykać się z
T shy (adj) /ʃaɪ/ nieśmiały
mess (n) /mes/ bałagan
T talkative (adj) /ˈtɔːkətɪv/ rozmowny, gadatliwy
miss out on sth /ˌmɪs ˈaʊt ɒn przegapiać coś
T unsociable (adj) /ʌnˈsəʊʃəb(ə)l/ nietowarzyski (phr) ˌsʌmθɪŋ/
EE
no wonder (phr) /ˌnəʊ ˈwʌndə(r)/ nic dziwnego

CZŁOWIEK – zainteresowania prepare (v) /prɪˈpeə(r)/ przygotowywać
be interested in /biː ˈɪntrəstɪd ɪn interesować się czymś put pressure on /ˌpʊt ˈpreʃə(r) ɒn wywierać presję na kogoś
sth (phr) ˌsʌmθɪŋ/ sb (phr) ˌsʌmbədi/
be keen on sth /ˌbiː ˈkiːn ɒn być chętnym, put sb under /ˌpʊt ˈsʌmbədi naciskać na kogoś
(phr) ˌsʌmθɪŋ/ zapalonym do czegoś pressure (phr) ˌʌndə(r) ˈpreʃə(r)/
FR
18

E
PL
related to (phr) /rɪˈleɪtɪd tə/ związany z
sign up for sth /ˌsaɪn ˈʌp fə(r) zapisać się na coś ‘Can do’ Progress Check
M
(phr) ˌsʌmθɪŋ/
How well can you do these things in English
suppose (v) /səˈpəʊz/ przypuszczać, sądzić
now? Give yourself a mark:
yet (adv) /jet/ jeszcze
1 – I can do it very well.
SA
waste time (phr) /ˌweɪst ˈtaɪm/ tracić czas
2 – I can do it quite well.
3 – I have some problems.
4 – I can’t do it.
Functional language
I can talk about free-time activities.
Making suggestions – I can describe somebody's character.
EE
wyrażanie propozycji I can talk about actions and routine using
present simple and adverbs of frequency.
■ Do you fancy watching a DVD? – Czy masz
I can talk about actions happening now,
ochotę obejrzeć film na DVD?
using present continuous.
■ Do you want to invite him? – Czy chcesz go
■
zaprosić?
Let’s get some pizza. – Zamówmy pizzę.
FR I can contrast and use correctly grammar
structures related to the present.
I can correctly use gerunds after certain
■ Good idea. – Dobry pomysł. verbs.
■ Yeah, cool. – Świetnie. I can understand a magazine article about
■ No, that’s boring. – Nie, to jest nudne. teenage pressures.
■ No, let’s watch TV instead. – Nie, w zamian I can understand a web page about
pooglądajmy telewizję. celebrity hobbies.
I can understand an interview about
a teenager’s free-time activities.
E
I can make suggestions and respond to them.

I can understand a short text about famous
sporting events.
PL
I can write a personal profile.
I can do the following exam tasks:
Rozumienie ze słuchu – wybór wielokrotny

M
Rozumienie ze słuchu – dobieranie

Rozumienie ze słuchu – prawda / fałsz
Rozumienie tekstów pisanych – wybór
wielokrotny
SA
Rozumienie tekstów pisanych – prawda /

fałsz
Znajomość środków językowych – wybór
wielokrotny
Znajomość funkcji językowych – wybór
wielokrotny
EE
FR
19 19
19

E
PL
For the Student
M
SA
Student’s CD Workbook CD
EE
Exam Practice pages
Student’s Book Workbook
FR
Exam Practice pages Workbook Extra contents
E
For the Teacher

PL
M
SA
Tests and Exams Interactive DVD Class Audio CDs

Pack Classroom and CD-ROM
Teacher’s Book Teacher’s
Resource File
EE
www.macmillan.pl
ISBN 978-83-7621-199-2
FR

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E

1.02 3 fat c) short

2 Hello. I’m Dan. I like playing football / tennis /

3 INTERFACE Introduce yourself to a friend. 6 kitchen, bathroom, sofa, study

6 Add one more word of the same category to each

01_Interface_TB3_Starter.indd 20 13-10-24 14:39

3 • Give students a model by introducing yourself

again but this time giving more details like your

Fast finishers think of more ways to continue the

01_Interface_TB3_Starter.indd 21 13-10-24 14:39

Grammar 12 • Elicit from students the words used to express

7 • Remind students of the verb be and the auxiliary Answer Key

• In pairs, they practise the questions and answers.

show the students that some uncountable words

• Students complete the sentences.

01_Interface_TB3_Starter.indd 22 13-10-24 14:39

When is your birthday?

14 INTERFACE Work in pairs. Ask and answer

Can you speak French?

4 My sister is … (bad) singer in our family.

to show you have paid to post it.

01_Interface_TB3_Starter.indd 23 13-10-24 14:39

• Exam Practice: Rozumienie ze słuchu – wybór wielokrotny,

Now say it!

favourite free-time activity?

going to her youth group

your free time.

2 1.03 Listen and repeat.

3 I do a lot of exercise. I often … or …

Workbook Vocabulary Plus page 115

6 Rozumienie tekstów pisanych – wybór wielokrotny

02_Interface_TB3_Unit 1.indd 24 13-10-24 14:46

Vocabulary 1 Now say it!

Workbook Vocabulary plus page 115.

02_Interface_TB3_Unit 1.indd 25 13-10-24 14:46

8 • Students read the text again individually and

Fast finishers work in pairs and discuss the ideas

02_Interface_TB3_Unit 1.indd 26 13-10-24 14:46

1 The writer is describing a family where A teenager talks

2 Nearly three-quarters / Almost two-thirds of is a typical teenager. ‘You get

and friends put pressure on teenagers. pressure from your friends to go

10 CLASS VOTE It’s a good idea to do out-of-

Many famous actors, like Orlando

02_Interface_TB3_Unit 1.indd 27 13-10-24 14:46

? Do you usually do activities after school?

table and complete the rules for the position of

We use present continuous for actions happening

02_Interface_TB3_Unit 1.indd 28 13-10-24 14:46

Present simple 5 • Students do the exercise individually.

Homework (optional) Students describe the

Unit 1, Lesson 3, Grammar 2, Listening

Grammar 2 Time expressions

Present continous 8 • Write the following two example sentences

02_Interface_TB3_Unit 1.indd 29 13-10-24 14:46

Sport Homework Workbook pages 6–7, exercises 4–8.

Homework (optional) Ask students what they

13 • Answer the questions together. First students

Interviewer Today, we’re talking about activities and hobbies

02_Interface_TB3_Unit 1.indd 30 13-10-24 14:46

3 • Give students a model by introducing yourself

7 • Remind students of the verb be and the auxiliary Answer Key

8 • Students read the text again individually and

Present continous 8 • Write the following two example sentences

13 • Answer the questions together. First students

7 CD1 track 11 orkbook Culture & CLIL pages 142–143,

8 • In pairs, students think of famous sporting events

Gerunds 11 • Look at the example. Remind students of the

10 • Students practise writing the question forms.

4 What are you keen on doing?

Step 4: Ask students to write down their text