Teaching notes and key

Unit 5 this stage. You can provide your own true examples to
help the students with the task, e.g. I can’t run fast.
Lesson 2
• In pairs, the students take turns to name the activities
These birds can dance! they have completed the sentences with. Their partner
speculates on the rest of the sentence as in the example
1 for step b.
• The students then change pairs and report on their
Type of activity: Completing sentences. previous partner’s abilities as in the example for step c.
Organisation: Individual and whole class work. • Ask different students to report back on their findings
Time: 10 minutes. to the whole class.
Preparation: Copy one worksheet per student.
To use: After Activity 4.

Unit 5
INSTRUCTIONS
Lesson 3
• Hand out the copies of the worksheet. Ask the students
to complete the sentences in the table with the names I can sing, but I can’t whistle.
of their friends or family members and can or can’t,
depending on whether the person can do a given 1
activity or not.
• You can use yourself as an example: ask the students Type of activity: Game: Draw, guess and match.
to start every sentence with My English teacher and Organisation: Pair and group work.
to decide whether you can or can’t do a given activity. Time: 30-45 minutes (depending on the class size).
They should do this orally. Ask a few students for their Preparation: Copy one worksheet per pair.
opinions about each sentence. Reveal the correct This should be cut up into sentence slips either by
answer after they have finished speculating. the teacher or by the students.
• The students complete the activity without showing To use: After Activity 5.
their answers to anyone. They should choose
a different person for each sentence. Ask a volunteer to
INSTRUCTIONS
read out the beginning of a random sentence without
• Give each pair a set of sentence slips (or ask the students
revealing the sentence number, e.g. My uncle Mateusz
to cut the worksheet into slips). Go through the
can’t … and the rest of the class try to guess the activity,
sentences with the whole class and explain anything that
e.g. speak Chinese. The student waits until someone
is unclear.
has a correct answer. Have each student read out a few
• Explain the rules of the game. Each pair selects six of
sentence beginnings for the class to speculate on the
the sentences to illustrate. They take a separate piece
ending. In a large class, the students do this activity in
of paper and draw six pictures illustrating the
smaller groups.
sentences. They need to sign the piece of paper with
their illustrations. Ultimately, they should have six
2
drawings, each illustrating a different sentence. Next,
each pair passes their drawings to the neighbouring
Type of activity: Gap fill. pair, who study the pictures and select six sentences
Organisation: Individual work. from their slips that they think correspond to each of
Time: 15 minutes. the pictures. The pair who originally drew the pictures
Preparation: One worksheet per student – use checks to see if the answers are correct. The drawings
the same worksheet as in Activity 1 above. are then passed on to the next pair and the game
To use: After Activity 3. continues until everyone has seen all the drawings.
• When the pictures have been returned to the pair that
INSTRUCTIONS drew them, ask everyone to place the sentence slips
face down. Each pair of students looks at their own
• Go through the rubrics and the example with the class.
pictures and tries to recall the sentences from memory.
Make sure the students remember the meaning of all
They may choose to either write these sentences down
the adverbs. The students complete the sentences
or recall them orally. Finally, they compare their answers
with different activities in order to make them true. It
with the original sentences on the slips of paper.
is important not to show these sentences to anyone at
 Teaching notes and key

Unit 5 • Ask the students to draw an illustration of the dish /

meal they can either cook or make. They should also
Lesson 4 describe their drawing. Write sentence beginnings on
Iggy the Inventor the board for the students to choose from and copy:
I can cook …, I can make … Monitor their work and help
1 with the English translation of their dishes / meals.
• In pairs, the students compare their dishes / meals and
read out their descriptions. Next, the students present
Type of activity: Word order in a sentence.
their work in groups of 4. They may also choose to
Organisation: Individual work.
cover the sentence and ask their classmates to guess
Time: 10 minutes. the dish / meal on the basis of the drawing.
Preparation: Copy one worksheet per student.
To use: After Activity 4. KEY
Ellie can cook a pasta dish.

INSTRUCTIONS
• Ask the students to summarise the story in their own
words.
• Hand out the copies of the worksheet. The students Unit 5
number the pictures in the correct order.
Lesson 6
• Ask the students to try and recall the missing
sentences. Next, they compare their answers with the On a school trip
jumbled up sentences, which they need to put in the
correct order and write down in an appropriate space. 1
• When the students have finished, they compare their
answers in pairs. Check the answers with the whole Type of activity: Classifying requests.
class. Organisation: Individual and pair work.
Time: 15 minutes.
KEY
Preparation: Copy one worksheet per each
Kolejność obrazków:
student.
3 I can’t carry it.
To use: After Activity 4.
4
5 What a mess!
2 can you cook? … Yes, I can. INSTRUCTIONS
1 What can you cook? … I can’t cook.
• Hand out the copies of the worksheet. Go through the
list of activities with the whole class. Elicit or explain the
meaning of any unfamiliar words.
2 • Point out that the activities complete the sentence: Can
I … please, turning them into requests. Ask the class to
Type of activity: Picture description. decide upon and mark with a tick which of the requests
Organisation: Individual and pair work. are typical for a classroom setting, which for a school
Time: 15 minutes. trip and which are typical for both. Explain that the
Preparation: One worksheet per student – use students should think of logical, every day requests, not
the same worksheet as in Activity 1 above. unusual ones, e.g. Can I climb a tree, please? would be
To use: After Activity 4. likely to be considered strange in a classroom setting.
However, point out that the suggestions may, and
probably will, vary.
INSTRUCTIONS
• The students compare their answers in pairs and justify
• Elicit what Ellie can cook. Then ask: What can you
their classification if there are variations. They can use
cook? Ask volunteers to present their answers to the
L1 for this part. Go through the list again and find out
whole class. If the students say they can’t cook, explain
how the students classified each request. Ask for an
they should think of something they can make, e.g.
explanation if there are any doubts.
a sandwich, scrambled eggs, tea.
 Teaching notes and key

KEY
Unit 5
Answers will vary. Allow the students to be creative in
providing an explanation for their suggestions. Lesson 7
Around the world
2 1

Type of activity: Game and role play. Type of activity: Matching headings and guessing
Organisation: Pair work. from context.
Time: 20 minutes. Organisation: Individual work.
Preparation: One worksheet per student – use Time: 15 minutes.
the same worksheet as in Activity 1 above. Preparation: Copy one worksheet per student.
Each pair needs a dice or a coin. To use: After Activity 4.
To use: After Activity 4.

INSTRUCTIONS
INSTRUCTIONS • Explain that the students are going to read an article
• Explain that the students are going to play a game that about an interesting city. Give them a clue: It’s in the
uses the requests from Activity 1. Ask the students to USA. Ask the students to try and guess the city. Do not
work in pairs. They will need one worksheet between give any information regarding the name of the city at
them and they should label themselves Student A this stage. Give out the copies of the worksheet for the
and Student B. They should each have a different students to check whether they were right or not.
coloured pencil. • Point out that the text consists of 5 paragraphs
• Give each pair a dice or a coin and explain the rules of (akapity). Explain that usually each paragraph is related
the game. Student A selects a field from Activity 1 and to a different idea. For example, the first one tends to
makes a request (in the role of a student) that includes be an introduction. Point to the headings in the box
one of the phrases, e.g. Can I use my mobile, please? and elicit or explain the meaning of the words. Ask the
Student B (in the role of the teacher) either rolls the dice students to read the text and match the headings to
or tosses a coin. If he or she gets an odd number/heads, the paragraphs.
the answer is Yes, of course. If it is an even number/tails, • Check the answers with the whole class. Ask the
the answer is No, I’m afraid you can’t. Student A reacts students to justify their answers by quoting relevant
accordingly, as in the instructions to Activity 2. If their extracts, e.g. for sights they can mention the Empire
request has been granted, they should cross out the State Building and the Metropolitan Museum of Art.
field containing the phrase, e.g. use my mobile, with • The students then look at the words in bold and try to
their coloured pencil. If their request was denied, the guess their meaning from the context. Elicit any ideas.
field containing the request is left as it is. Students then Find out what helped them decide on whether they had
change roles and Student B selects a field and the game guessed correctly.
continues. The game is over when all the fields have
• Ask a few comprehension questions about each
been used up. The student with the most fields crossed
paragraph, e.g. What can you see in Manhattan? What
out in their colour wins the game.
can you do in Central Park? Alternatively, copy the table
from Activity 2 onto the board and ask volunteers to
complete it with information from each paragraph.
• If you have access to the Internet in class, show
the students photos of the places, food or events
mentioned in the article.

KEY
Parks Sights Sport Food
 Teaching notes and key

• Explain that Activity 5 is a self-assessment task and

2
that students do not need to show their responses to
anyone. It does not affect their grade. Explain that the
Type of activity: A description.
students should colour in right face depending on how
Organisation: Individual work. well they can perform each task, e.g. they can colour the
Time: 30 minutes. smiling face for perfect, the neutral face for average,
Preparation: One worksheet per student – use and the sad face for I need to revise this.
the same worksheet as in Activity 1 above.
To use: After Activity 4. KEY
1
1 do skateboard tricks 2 swim 3 speak Chinese
INSTRUCTIONS
4 climb trees 5 drive a car 6 tell jokes 7 speak English
• Ask the students to think of an interesting city. It could 8 fly 9 ski 10 ride a bicycle 11 sing 12 whistle
be a place they have visited or a place they want to visit 13 paint 14 play chess 15 cook 16 snowboard 17 read
or even their hometown. music 18 rollerblade 19 play the piano 20 ice-skate
• The students then complete the table with information 2
about that particular city and the activities tourists can 1 can’t 2 can 3 can 4 can’t 5 can … No, I can’t
do there. If you have access to the Internet in class, 6 can … Yes, we can
ask the students to find the information they need; 3
otherwise, assign the research task as homework. Students’ own answers
Once the table is completed and has been checked by 4
you, the students use it to write a description of the 1 Excuse me, Mr Hill. (Student) 2 Yes, what is it? (Teacher)
city. Refer them to the text in Activity 1 as a model. 3 Can I use my mobile? (Student)
Optionally, they can print out photos to attach to their 4 Yes, of course (Teacher) 5 Thank you. (Student)
project or prepare a slide show on their chosen city.
Monitor the task and provide help if necessary.
• Extension: The students present their city to the whole
class. They read out their descriptions. The rest of Unit 5
the class listens and chooses the city they would most Grammar summary
like to visit.

Type of activity: Bingo - vocabulary and grammar

revision.
Unit 5 Organisation: Group and whole class work.
Time: 20 minutes.
Lesson 8 Preparation: Copy one worksheet per each group
Revision workout of 4 students. This should be cut up into sentence
slips either by the teacher or by the students.
To use: After Grammar summary.
Type of activity: Vocabulary and grammar
revision.
Organisation: Individual and pair work. INSTRUCTIONS
Time: 30 minutes. • Divide the class into groups of 4 and give each one a set
Preparation: Copy one worksheet per student. of Bingo cards or one worksheet to cut up into cards.
To use: After Activity 3, Grammar. The members of each group take one Bingo card each.
Point out that each card within the set is different.

INSTRUCTIONS • The students read about the abilities on their cards

and make sure they understand everything. Provide an
• Hand out the copies of the worksheet. Go through the
explanation if necessary.
rubrics to Activity 1, explaining anything that is unclear.
Give the students sufficient time to complete the task. • Explain that the task is to mingle and ask individual
Then ask them to compare their answers in pairs before members of their group about the abilities on their card.
you check with the whole group. In order to do so, they first need to form a question:
Can you …? They can ask one question per person but
• Repeat the procedure for the remaining activities: 2-4.
then they have to change partners. They are allowed to
 Teaching notes and key

return to an individual they have already spoken to, but

they cannot ask more than one question at a time. Their
partner should give a true answer: Yes, I can or No,
I can’t. If the answer is affirmative, they need to prove
they have the ability either by demonstrating it or by
adding any necessary information, e.g. if the question
is Can you name Zac’s 3 friends?, they should do so,
but if it is Can you cook?, they must give information
about what they can cook. They can use L1 if necessary
to provide details. If the interviewer accepts the answer,
he or she notes down the individual’s name in the space
provided. Help if there are any doubts regarding the
answers.
• The first person to complete all six squares in any of the
groups calls out Bingo! and the game is stopped. Check
the student’s answers by having him/her report back
on the results to the whole class, e.g. Bartek can whistle
loudly. Next assign numbers 1-4 to the members of
each group. Ask all the students to form new groups:
everyone with number 1 is in one group, everyone
with number 2 in another, etc. In their new groups the
students report back on their previous group members’
abilities, using their own Bingo card.
• Alternative version: The students play Bingo as a whole
class mingling exercise, looking for a different person
for each ability. The first person to complete their Bingo
card with six different names calls out Bingo. They
then report back on their findings. Following this, the
students return to their desks and report back on their
findings to each other in pairs.