New voices 2 tn unit4 by Macmillan Polska Sp. z o.o.

4 Screen stories

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Unit objectives • Vocabulary: to introduce and practise vocabulary in the topic areas: TV programmes, types of film • Language Focus: to revise and practise the past simple affirmative, negative, questions and short answers, past forms of the verb be, past simple with ago • Skills: to read a programme chronicle about web series, to read an interview, to listen to a radio programme, to ask and answer questions about the past, to talk about preferences, to write a description of a film • CLIL: to learn about famous film adaptations • Culture: to learn about film locations in New Zealand • Exam: to listen for general understanding, to listen for specific information; task type: multiple choice, multiple matching

Student’s Book page 44

AIM

Vocabulary 1 TV programmes

To meet and practise vocabulary related to TV programmes, and to review the time, in preparation for the following reading text.

EXTRA warmer Set a time limit of four minutes. Ask students to write down the names of films or TV series in English beginning with each letter of the alphabet, eg Ant Bully, Babe, CSI: Miami, Daredevil, etc. Find out who has written the most, elicit ideas from the class and write them on the board.

1 Ask students to read the words in the box and check their meaning. They then match the words with the pictures. Do not check answers as a class at this point. 2 1.44 Play the recording for students to listen, check answers to exercise 1 and repeat the words. 1.44 Answer key Exercise 1, p44

and Audioscript Exercise 2, p44

1 cartoon 2 soap opera 3 the news 4 reality show 5 chat show 6 documentary 7 sports programme

GUESS Ask students to read the quiz questions.

Give them about two minutes to think or consult their ideas in pairs. Elicit answers from the class. Ask: Did you like ‘Kung Fu Panda’? Which is your favourite character? Which famous actors were the characters’ voices in the original version? Who dubbed the characters in the Polish version? What do you think of ‘The Lord of the Rings’ films?

LOOK Ask students to read the information in

the LOOK box and complete the rule. Make sure students notice the difference between how news is used in English and in Polish. Additionally, ask students to translate the sentence in the box into Polish, paying special attention to the expression be on. Explain that the two prepositions standing together are absolutely correct, as one belongs to the expression be on, and the other (at) is used to talk about the time.

Answer key 1 a panda

Cultural note

Kung Fu is a number of martial arts from China. Meditation is often an important feature of Kung Fu training, because it helps to develop mental focus and clarity. In the 1970s, the Kung Fu films of Bruce Lee made martial arts popular in the USA and Europe. Actors such as Jet Li and Jackie Chan have maintained the appeal of movies of this genre.

RECYCLE Students write six sentences about TV

programmes in their country using six adjectives in the box.

8 comedy 9 game show 10 music programme 11 drama 12 weather forecast 13 talent show 14 makeover

Answer key is

USEFUL PHRASES Prompt students to read the phrases on the left. Make sure that they understand them. Then, ask students to guess or suggest the prepositions that form the opposite expressions. Check the answers as a class. Practise the pronunciation of the phrases. Answer key 1 off 2 down 3 on

New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015

Teaching notes Did you know ...? Tell students to read the piece of information. Ask students about the payments that you need to make in order to watch TV in Poland. 4 In pairs, students read the short summaries of TV programmes and decide what type of programme each one is. Let them compare their answers with another pair. Then check as a class. Answer key 1 makeover 2 soap opera 3 talent show 4 game show

AIM

Reading Turn off your TV and turn on the web!

5 weather forecast 6 music programme 7 reality show

Put students in pairs and ask them to write two questions including the time about weekly TV programmes in Poland, eg What’s on channel 2 at half past ten on Wednesdays? Ask pairs to read out their questions and elicit answers. 5 Ask students to quickly read the sentences and check their meaning. Then students complete the sentences about their own TV preferences. Your voice Draw students’ attention to the examples. Put them in pairs to take turns asking and answering similar questions about the programmes they have written about in the sentences in exercise 5. Ask them to report back to the class about their partner.

Homework ➜ Workbook (economy v.) p17 Workbook p36 Vocabulary plus p116 If you want to provide students with some additional practice of vocabulary, go to Student’s Book p116. Vocabulary plus Answer key, p116 Exercise 1 remote control – pilot od TV,

flat screen TV – płaski ekran TV, surround sound – dźwięk przestrzenny, turn the TV on/off – włączyć/wyłączyć TV, turn the volume up/down – podgłośnić/ ściszyć dźwięk, aerial – antenna, satellite dish – talerz satelitarny, change channels – zmieniać kanały

EXTRA homework Students write about the similarities and differences between their and their partner’s viewing habits, eg We both hate soap operas. Tomek’s favourite programme is X Factor, mine is M.D. House.

Student’s Book page 45

To read and answer questions about a web series, and to look at the past simple in context.

EXTRA warmer Before opening their books, put students in pairs to discuss how they use YouTube – ask them if they only watch films or if they upload their own productions too. Elicit student ideas on why YouTube has become so popular.

EXTRA follow-up

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1 Ask students to work in pairs. Set a time limit of four minutes for students to answer the questions about web series that they know and watch. Elicit ideas from the class. 2

1.45 TEST TRAINER Tell students to read the headings and check if they understand them correctly. Then students read the text and match the headings with paragraphs A–D. Give them enough time to compare their answers with a partner. Finally, students listen to the recording in order to check their answers. Check the answers as a class as well. 1.45 Audioscript Exercise 2 See Student’s Book p45.

Answer key 1C 2D 3A 4B

3 Ask students to read the sentences and check their meaning. Students read the text again and write the correct answers in their notebooks. Allow students to compare their choices in pairs and then check as a class. Answer key 1 the Internet 2 Children wrote 3 Amateur

4 bigger 5 is

EXTRA follow-up Ask fast finishers to write two or three more sentences, with two options to choose from, for a classmate to solve.

New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015

Teaching notes EXTRA activity Ask students to analyse the text in order to find the pieces of information they find the most interesting or valuable / information they would like to remember from the text. While reading the text they draw a mind map (a spidergram or any other diagram or graphic representation of the text). Then they work in pairs and only looking at their mind map (and not the original text) they tell their partner about what they have selected from the text / what they remember from the text. 4 Revise contexts for use of and basic information about the past simple. Ask students to read the rules about past tense verb forms. Students read the text again and complete the table with the regular and irregular past forms of the verbs. Allow students to compare the forms in pairs and check them as a class. Answer key Regular verbs end in -ed in the past simple: launched, created, watched, appeared, started, uploaded, looked Irregular verbs usually change their form in the past simple: make – made, put – put, become – became, grow – grew, write – wrote, have – had

CLIL: Literature Across the curriculum: Literature If you want to develop this topic further, then go to Workbook p140, with worksheets in the Teacher’s Resource File. Homework ➜ Workbook p119, Reading

EXTRA homework Ask students to find out about another web series, perhaps one they liked, or one they particularly disliked, and write a short text about it, including answers to the following questions: What is the name of the series? What did it involve? Why did students like / dislike it?

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Student’s Book page 46

AIM

To review and practise the past simple and was / were in the affirmative and negative forms.

Language Focus 1 Past simple: affirmative and negative

EXTRA warmer Students find the names of the following on the page: the title of an American comedy series, two talent shows, three Polish TV series, and an American cartoon (The Big Bang Theory, X-Factor, Must be the music, Ojciec Mateusz, Niania, Barwy szczęścia, The Simpsons). Award points to the students who find them. Check as a class. 1 Ask students if they remember the text they read during the last lesson. Ask if they can recall any details. Explain that students are going to read the text again, find the sentences in the table and complete them with the missing elements – past tense verb forms in the affirmative and negative. Answer key 1 launched 2 didn’t appear

3 went 4 didn’t know

LOOK Ask students to read the information in the

LOOK box. Explain that the box contains rules of forming past tense forms for regular verbs. Students write in the correct past forms of the verbs provided. Check as a class. Finally, refer students to the list of irregular verbs on p123. Answer key 1 watched 2 appeared 3 uploaded

4 created 5 liked 6 tried

7 studied 8 travelled

2 Ask students to refer to the spelling rules and irregular verbs list again and complete the text about the comedy series The Big Bang Theory with the past simple form of the verbs in brackets. Answer key 1 created 2 appeared 3 loved

4 had 5 didn’t stop 6 didn’t want

7 made 8 won

EXTRA follow-up Ask fast finishers to close their books and note down everything they can remember about the comedy series The Big Bang Theory. Check by reading the text in exercise 2 again.

New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015

Teaching notes 3 Ask students to correct the sentences using a negative and an affirmative sentence. With weaker groups, do the first sentence as a class.

Answer key 1 Enej didn’t appear in X-factor. They appeared in Must be the music. 2 The BBC didn’t begin broadcasting in 1929. They began broadcasting in 1932. 3 Ewa Drzyzga didn’t create a makeover. She created a chat show. 4 Ojciec Mateusz didn’t first appear in 2001. It appeared in 2008 5 Agnieszka Dygant didn’t become famous in Barwy szczęścia. She became famous in Niania.

EXTRA activity Ask students to think of a celebrity whom they know a lot about. Write the following verbs on the board: appear, get married, be born, become, begin, record. Ask students to write a short text about the celebrity they have chosen, using past verb forms of the verbs on the board or other verbs they need. Give students 4–5 minutes. Monitor the activity. Ask selected students to read out their descriptions to the class, who try to guess the name of the celebrity.

Pronunciation: /d/, /t/ and /ɪd/ 4a

1.46 Model the sounds /t/, /d/ and /ɪd/ and

point out that /ɪd/ adds a syllable to the infinitive. Play the recording for students to listen and repeat. Ask if they know which verbs add a syllable when the -ed is pronounced. Elicit answers (verbs with a base form ending with a final /t/ or /d/ sound). Answer key /d/: appeared, followed /t/: washed, laughed /ɪd/: created, wanted

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1.47 Play the recording for students to listen and repeat. They then write the verbs in the correct column in the table. Play the recording again for them to listen and check. Alternatively, put students in pairs to decide which column each verb should be in. Play the recording for them to listen and check. Play the recording again for students to listen and repeat. 1.46 1.47 Audioscript Exercises 4a & 4b See Student’s Book p46.

Answer key 1 was 2 weren’t 3 Was 4 was 5 wasn’t

was / were 5 Ask students to read the rules concerning past forms of the verb be and choose the correct words to complete the sentences. Allow students to compare their answers in pairs and then check as a class. 6 Students read and complete the dialogue using the correct form of was or were. Answer key 1 Was 2 were

3 wasn’t 4 were

5 was 6 was

USE OF ENGLISH Get students to read the text and to complete it with the correct options from a, b and c. Students then compare their answers with a partner. Finally, check the answers as a class. Answer key 1b 2a 3c 4c 5a 6b 7a 8b

Homework ➜ Workbook (economy v.) p18 Workbook p37

EXTRA homework Ask students to find out about one of the first Polish animated films (Bolek i Lolek, Kot Filemon, Zaczarowany ołówek, Miś Uszatek) and write a short paragraph about it.

New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015

Teaching notes Student’s Book page 47

AIM

Types of film

EXTRA warmer Students look at the irregular verbs list on p123 for three minutes, then close their books. Put them in two teams. Ask one person from each team to come to the board. Call out the infinitive of an irregular verb for the two students to write the past form on the board. Award a point to the team which writes the correct answer first. Repeat seven or eight times. 1 Ask students to look at the pictures and to choose the correct film types and to write them in their notebooks. Allow students to compare answers in pairs but do not check as class at this point. 1.48 Play the recording for students to listen, check their answers to exercise 1 and repeat the words. 1.48 Answer key Exercise 1, p47

and Audioscript Exercise 2, p47

1 horror 2 fantasy 3 war film 4 science fiction

5 animated film 6 action-adventure 7 cartoon

3 Students complete the sentences with the types of film. Then ask them to compare their ideas in pairs before checking them with the class. Answer key 1 horror 2 musical

3 historical 4 martial arts

5 western 6 cartoon

WORD FORMATION Prompt students to copy the table and to complete it with the missing adjectives and nouns. Give students enough time to check their answers in pairs before checking them as a class. Practise the pronunciation of adjectives and nouns whenever necessary. Answer key 1 musical 2 history 3 fiction 4 comic 5 thriller

1.49 Ask students to read the sentences about the Mortal Instruments and choose the correct options. Allow students to compare their answers with a partner before you play the recording for students to listen and check. 1.49 Audioscript Exercises 6–8, p47

Vocabulary 2

Listening 6

To meet and practise the names of some types of film, before listening to and answering questions about a radio programme.

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Your voice Ask students to work in pairs

describing films and guessing their titles. Refer them to the example. Monitor the activity. Ask selected students to share their descriptions with the class.

Bob Hello listeners and welcome to this week’s edition of Film Fans. Our first guest today is Carla from Bristol. Hello Carla, welcome to the show. Carla Thanks Bob. Bob Now Carla, you’re a fan of The Mortal Instruments. Is that right? Carla Yes, Bob. I loved the books and I also love the film. It’s fantastic. Bob Well, before we move on, I’m going to test Carla to see how much she knows about The Mortal Instruments. Are you ready Carla? Carla Yes. Bob OK. Question number one. Who wrote the book? Carla Cassandra Clara. Bob Correct! Question number two. They released the film in 2013. What is the full title? Carla It’s The Mortal Instruments: City of Bones. Bob Yes, that’s right. Next question. Which actors played the part of Clary Fray and Jace Weyland, the two main characters? Carla I think Lily Collins played the part of Clary and Jamie Campbell Bower played Jace. Bob Yes! Well done. Now for the last question. This is a difficult one, OK. Carla OK. Bob There is lots of great music in The Mortal Instruments. Who sang the song Magnetic? Carla Oh, hang on. I know this … It’s on the tip of my tongue … Jessie J! Bob Yes! Well done Carla. You really are a Mortal Instruments fan. Tell me Carla, what first attracted you to the film? Carla Well, I read the books first. I thought they were fantastic. When they made the film I didn’t expect it to be very good. Do you know what I mean? Sometimes when they make film adaptations from books … well, they are sometimes disappointing. Bob So, were you disappointed when you saw The Mortal Instruments? Carla Oh no! Not at all. I thought it was fantastic. The characters were exactly as I imagined them. It was really great. Bob Carla, they based the film on the first book in the series. How many books are there? Carla There are six books. They started making the second film recently, based on the second book, City of Ashes. I can’t wait to see it! Bob Well, that’s all we have time for today. Thank you Carla …

Answer key 1b 2b 3a 4b 5a

New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015

Teaching notes 7

1.49 Ask students to read the two questions. You may ask students to note down fragments which are markers of style. Then students listen to the radio programme and find answers to the questions. Elicit the answers and fragments from students.

Answer key 1 She answers four questions correctly. 2 It is informal.

1.49 TEST TRAINER Get students to read the questions. Check that they fully understand them. Tell them to try and answer the questions in their notebooks and then play the recording again for the students to check their answers. Finally, check the answers as a class.

Answer key 1 False 2 True

3 False 4 False

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5 True

Lead-in Ask students to look at the fact box and tell you what other facts they know about New Zealand, eg Wellington is the capital city; the kiwi (bird) is the national symbol of the country, etc. Write their ideas on the board for the class to copy into their notebooks.

Cultural note

The Maori are the indigenous people of New Zealand. Today, they make up 15% of a total population of 4.4 million people. They call their country Aotearoa, which means land of the long white cloud. They arrived in New Zealand in the 13th century from the islands of Eastern Polynesia in special canoes. Ta moko (the Maori tattoo) is the traditional permanent marking of the body and face. Men have ta moko on their faces, buttocks, thighs and arms, whereas women usually have it on the chin and lips. 1

Homework ➜ Workbook (economy v.) p19 Workbook p38

EXTRA homework Ask students to write a description (up to 10 sentences) of a film, cartoon or TV series they like. They may use the information they talked about in exercise 5 and add more details.

1.50 Ask students to read the text and listen to it. Explain that students should only be able to understand the general idea of the text as their task is to tell their partner in Polish what it is about. 1.50 Audioscript Exercise 1 See Student’s Book p48.

2 Students read the sentences. Check meaning. Ask students to read the text again and choose the correct options. Alternatively, ask students to do the task from memory and only read to check their answers. Answer key

AIM

1b 2b 3b 4a 5a 6a

Student’s Book page 48

EXTRA follow-up

To read about film location tourism in New Zealand, reviewing the affirmative and negative forms of the past simple, and meeting the question form in context. Students then answer questions about what they have read, and discuss the film industry in their country.

Ask fast finishers to write one more sentence with two options for a partner to choose from, (eg. 7 Charlie saw some hobbits in ... a the film b Matamata).

EXTRA follow-up

Culture

Ask students to read the text again and find all the past simple forms. Check as a class.

Film location tourism

EXTRA warmer Play a memory game. Start by saying I went to Hollywood and I visited a studio. A student continues by repeating what you said and adding a sentence using another verb in the past simple, eg I went to Hollywood, I visited a studio and I saw Will Smith. Continue around the class, with students adding sentences without repeating verbs. Finally, ask them to write down the sentences.

Your voice Ask students to work in groups of 3–4 to discuss the best locations for the films described in 1–4. Monitor the activity. After 4–5 minutes elicit ideas in a whole-class discussion.

New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015

Teaching notes

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EXTRA activity Ask students to work in pairs or small groups. They should think of a famous film director and make a list of 3–4 questions they would like to ask him / her about how they choose their film locations. Then they spend 3–4 minutes thinking about and writing down possible answers to the questions.

…learn more: New Zealand If you want further information on culture then go to Workbook p128, with worksheets in the Teacher’s Resource File. Homework ➜ Workbook p119, Culture

EXTRA homework

2 Tell students to use the cues to make questions in the past simple form, referring to the example and exercise 1 as models. Students then read the text about Tania and write short answers. Answer key 1 Did she go to film school? Yes, she did. 2 Did she make many friends there? Yes, she did. 3 Did she want to be an actor? No, she didn’t. 4 Did she start a film location service with her brother? No, she didn’t. 5 Did she find many locations last year? Yes, she did.

Your voice Ask students to make past simple questions, each time using one word from each column and the pronoun you. After 3–4 minutes ask students to work in pairs to ask and answer the questions. Monitor the activity.

Encourage students to choose one film or film series that they like and to write a paragraph about the film location(s). Alternatively, students can write about their village, town or city if it has been used as a film location (eg the village of Jeruzal in the series Ranczo, Toruń in Lekarze, Sandomierz in Ojciec Mateusz, London in Sherlock etc.). Use the texts to make a display on the wall.

Answer key Example answers: What did you do last night? Where did you go last night/last summer? Where did you go to primary school? What did you have for lunch yesterday? Where did you go last weekend? What did you do this morning? How/Why did you meet your best friend? What did you have for breakfast?

EXTRA activity

AIM

Student’s Book page 49

To review and practise the past simple in the question form, focusing on the use of ago.

Language Focus 2 Past simple: questions and short answers

EXTRA warmer Draw these lines on the board: _ _ _ /_ _ _ _ _ _ /_ _ _ _ _ _ /_ _ _ _ /_ _ /_ _ _ _ _ _ ? Play hangman until students guess the question (Did Tania’s family move to London?). Students find the question on the page and try to predict the answer. 1 Ask students to read the examples and tell you if see is regular or irregular in the affirmative form. They then answer the questions. Compare answers as a class. Answer key 1 Yes, we do. 2 the infinitive 3 No. We use did or didn’t.

Ask students to write down three of the questions they were asked and provide more detailed answers to these questions in writing, specifying a context for the events. Collect the answers and provide feedback or ask selected students to read them out. 4 Students read and complete the questions with the correct form of the verbs in brackets. Check as a class. Then ask students to guess the correct answers to the quiz questions. Discuss answers as a class, asking if students found any of them surprising etc. Answer key 1 did, start; a 2 did, build; a

3 did, come from; b 4 did, make; b

5 did, win; a

ago LOOK Ask students to read the information in

the LOOK box. They should read the sentences and choose the correct answer to complete the rule. Check as a class. Explain the use of ago in case of any doubts. Answer key at the end

New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015

Teaching notes 5 Students read the expressions, checking meaning, then write them in the correct chronological order. Answer key three months ago, two weeks ago, four days ago, an hour ago, five minutes ago

6 Tell students to write questions in the past simple form, using the cues. With weaker groups, do the first question as a class. Answer key 1 When did you leave your home this morning? 2 When did you start learning English? 3 When did your teacher start working at this school? 4 When did your family last have a celebration? 5 When did you go shopping?

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Your voice Put students in pairs to take turns

asking and answering the questions in exercise 6, using ago. Allow them to make up the answers if they wish. Alternatively, for weaker groups, allow students to write down their answers before working with a partner as above.

Homework ➜ Workbook (economy v.) p20 Workbook p39 Workbook Grammar exercises p105

EXTRA homework Ask students to write their partner’s answers to exercise 7 in their notebooks.

Check the answers as a class. Find out if anyone has seen The Princess Diaries and, if so, what they thought of it and what the story was like. 1.51 Audioscript Exercise 1 See Student’s Book p50.

Answer key 1c 2a 3b

LOOK Ask students to read the information in

the LOOK box. Explain that the information refers to the way descriptions of films should be written. Students read the rules and complete them with the missing words. Discuss the rules as a class. Answer key 1 plan 2 three 3 notes

2 Students read Elena’s description again, then find and fill in the paragraph notes with the required information from the text. Check answers as a class. Answer key 1 The Princess Diaries 2 American / English 3 romantic comedy 4 the princess, her mum, the queen (her grandmother) 5 the acting 6 the queen

EXTRA activity

AIM

Student’s Book page 50

To write a description of a film after reading a model and practising how to plan paragraphs.

Writing A description of a film

EXTRA warmer Put students in pairs with a sheet of paper to write down all the past simple forms they can. Set a time limit of four minutes. Pairs exchange papers and write the infinitive of each verb next to the past form. Find out which pair got the most correct. 1

1.51 Get students to read the advertisement on the left and to find out why Saint Mary’s School is asking its students to describe a film. Tell students to find as much information as possible. Elicit answers from the class. Then, tell the students to read and listen to Elena’s description of a film and to match the paragraphs to the questions 1–3.

Ask students to work in groups of 3–4. Write the following categories referring to the description of a film on the board: characters, plot, setting (explain meaning if necessary). Distribute dictionaries. Ask the groups to think of and find as many words and expressions for each category as possible. You may either ask each group to work on each category or assign categories to groups. Set a reasonable time limit, according to how you proceed with the activity, elicit ideas and write them on the board. Encourage students to use the new language in their descriptions.

Writing Plan 1 Students think of a film they’ve seen and make similar notes to the ones in exercise 2. 2 Tell students to copy the gapped text from exercise 2 and add information about any film of their choice. Monitor the task and help out with spelling whenever necessary. 3 Ask students to write a three-paragraph description using their notes, referring to Elena’s description as a model. When students have written the descriptions, ask them to look at the checklist and use the points to proofread their texts and improve the content. Explain that they should pay special

New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015

Teaching notes

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attention to the use of tenses (the present simple or the past simple) and the use of vocabulary to refer to different types of film.

Oscar How can you say that? This soap opera is boring! Katy No, it isn’t. It’s better than watching an action film! Oscar Well, I’d rather watch James Bond. It’s a classic! Katy Why don’t you record it? You can watch it tomorrow. Oscar No, I want to watch it now. I’ve got a football match tomorrow.

TIP Go through the TIP box with students. Explain that a description of a film should be written in a formal style. Homework ➜ Workbook p40

Answer key 1F 2T 3F

EXTRA homework Ask students to describe the setting in their favourite film. They should write up to 10 sentences.

3 Go through the expressions in the box with students and check their meaning. Ask students to complete the dialogue with the expressions. Students compare their answers in pairs. Answer key 1 Shall we watch 2 No way 3 rubbish

Student’s Book page 51

AIM

To listen to a recording of Oscar and Katy trying to decide what to watch on TV, before practising a similar dialogue with a partner.

Language in Action

1 Why don’t you … 2 I’d rather watch … 3 Shall we watch …

Set a time limit of three minutes for students to brainstorm adjectives of opinion, eg fantastic, terrible, boring. Write the adjectives on the board. Put students in pairs and ask them to agree on a film for each adjective. Compare ideas as a class.

Ask students to work in pairs and test each other on the expressions from exercise 5. One student provides a phrase in Polish or in English and asks a partner to provide the equivalent. Monitor the activity. 6

1.52 Tell students that they are going to listen

to a dialogue between Katy and Oscar deciding what to watch on TV. Ask students to read the statements. Students listen to the dialogue and decide if the statements are true or false. Ask students whose opinion they agree with more, Katy’s or Oscar’s. 1.52 Audioscript Exercises 2 & 4, p51

Oscar Shall we watch the new James Bond film? It’s starting now. Katy Watch a James Bond film? No way! Oscar Why not? Katy I hate action films, especially James Bond films. They are rubbish!

4 It’s better than … 5 rubbish 6 No way!

EXTRA activity

1 Students read the TV guide and answer the questions. Allow students to compare their answers in pairs and then check as a class. 4 the national weather forecast 5 Students’ own answers

check their answers. Ask students to work in pairs and practise the dialogue. Ask selected students to perform the dialogue for the class.

Answer key

EXTRA warmer

1 soap opera 2 James Bond film 3 Channel 2

1.52 Play the recording. Students listen and

5 Students read the expressions in Polish and complete the table with their English equivalents.

Talking about preferences

Answer key

4 It’s better than 5 I’d rather watch 6 Why don’t you

TEST TRAINER Ask students to read the situations 1–4 and decide which answer option: a, b or c, is the correct one in each case. After 2 minutes check answers as a class. Answer key 1A 2C 3B 4A

EXTRA activity Divide students into 4 groups, and within the groups into pairs. Give each group one situation from exercise 6 and ask each pair to write a 4-line dialogue in the situation described, incorporating the correct answer. Set a time limit of 3–4 minutes. Elicit the dialogues from selected pairs.

Teaching notes

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7 Students work in pairs. Refer students to the instructions for student A and student B on p121 and p122. Students follow the instructions and work on the dialogues for 4–5 minutes. Monitor the activity. Ask selected pairs to present their dialogues to the class. Homework ➜ Workbook p41

EXTRA homework Ask students to write down the dialogues they worked on with their partner in exercise 7, adding extra details and improving them in terms of language.

Vicky So, what do you usually watch on TV, Sam? Sam I watch the news and sports programmes. And you? Vicky I love The Bold and the Beautiful. Sam Oh come on! Soap operas are such a waste of time! Vicky Maybe, but I enjoy them a lot. Sam I will never understand girls! So, what’s on TV this evening? Vicky Well, there is a western on at 7.45 pm, a science fiction film at 8.15 and a romantic comedy with Meg Ryan at 8.30. Sam Let me guess. You’d like to watch the romantic comedy, wouldn’t you? Vicky Of course! You see, you do understand girls, Sam!

Answer key 1B 2B

AIM

Student’s Book page 52

To practise exam skills: listening. Subskills practised: listening for general understanding, interpreting, listening for specific information. Task type: multiple choice (wybór wielokrotny).

Test Practice – poziom podstawowy Rozumienie ze słuchu 1 Ask students to read the three conversation topics. Then go through the words from the box with students and check their meaning. Students work in pairs and match the words with the topics of conversations in which they may appear. Answer key 1 TV programme – 7 o’clock, The News, channel 2 Favourite book – illustrations, author, great story 3 The Oscars – nomination, ceremony, the best actress

2 Students read the dialogue and match it which the appropriate topic from exercise 1. Check as a class. Ask students what words and expressions used in the dialogue made them decide on the topic. Answer key 3

1.53 Ask students to look at the two comprehension questions and the visually presented answer options. Students listen to the dialogue and choose the correct answers. Allow students to compare their answers in pairs and then check as a class. 1.53 Audioscript Exercise 3, p52 Sam Wow, you’ve got a TV in your bedroom. Vicky We’ve got a bigger telly in the kitchen. Sam In my house there’s only one TV set – in the living room.

Zadanie testujące 1.54 Explain that students are going to hear five short dialogues / utterances and choose the correct answer from three options provided for each comprehension question. Tell students that they are going to hear the recording twice. Refer students to the TIP box. Tell students that it is not necessary to understand all the details in the dialogues and advise them to listen only for the information required to answer the comprehension questions. Give students a few seconds to read the task. Play the recording. Students listen and choose the correct answers. Play the recording again. Check as a class. 1.54 Audioscript Zadanie testujące, p52 1 Mum Mary, what’s on channel 1 this evening? Mary Let me see … There’s a documentary about World War II on at 6 pm, then the news at 7.30 as usual … and thirty minutes later there’s a new game show called Anything for Money. Mum Thanks, Mary. Mary Are you going to watch it, mum? Mum Well, I think I’ll read a book. 2 Lisa Hi Patrick! Patrick Lisa! I guess you’re here to see this new comedy … Lisa You mean The Watch? No, I saw it two weeks ago. I’m going to see Men in Black 3 with Will Smith. Patrick Oh, I’ve seen it. It’s a good film. Lisa What are you going to watch? Patrick I want to watch Madagascar 3 in 3D. 3 Ann Have you watched the weather forecast for the weekend? Kate Yes, I have. Ann So, what clothes shall I take to the seaside: a raincoat or a sunhat? Kate Take both. Friday is going to be wet and windy. It’s going to be warm but cloudy on Saturday and Sunday is going to be nice and sunny. Ann Better one sunny day than nothing.

Teaching notes 4 Kate Betty, I’ve read a fantastic book recently. It’s Pandemonium by Lauren Olivier. Betty That’s the book about vampires? Kate No, it’s about love. Betty Kate, you know I don’t like such books. Kate But this one is different. It’s really amazing! It’s not like the typical romantic love or a romantic comedy films style. Betty I don’t know ... Kate Just read it! I’ll bring it to school for you. 5 It was my birthday yesterday. I got lots of different presents like books, clothes and computer games but the gift I like most is a DVD with my favourite film Lord of the Rings. I think the film is fantastic! I’ve already seen it in the cinema, now I can watch it at home.

Answer key

Answer key 1 C 2 B 3 A

2 Get students to work in pairs in order to discuss the questions. Make sure that they repeat the phrases to be an instant success and to go viral as many times as possible. Monitor the class and then elicit answers from students. 3 Ask students whether they have ever seen a silent film and, if so, what they thought about it. Tell them that they are going to read a short text about an early silent film A Trip to the Moon. Get students to go over the numbers in 1–3 and the answers A–C. Give students 2–3 minutes to read the text in order to match 1–3 with A–C and to compare their answers. Check the answers as a class. Answer key

1B 2C 3B 4B 5C

4 Students work in pairs and write a dialogue on one of the topics selected from the three presented in exercise 1. Give the pairs 4–5 minutes. Ask selected pairs to present their dialogues to the class who try to guess the topic. Homework ➜ Workbook p42, Poziom podstawowy

AIM

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Student’s Book page 53

To practise exam skills: listening. Subskills practised: listening for general understanding, interpreting, listening for specific information. Task type: matching (dobieranie).

Test Practice – poziom rozszerzony Rozumienie ze słuchu

EXTRA warmer Ask students the question: What happens when a film is a success? Elicit a variety of answers. Then write these two sentence starters on the board: When a film is a blockbuster, it/people/everyone/ actors … When a film is a disaster, it/people/everyone/ actors … Get students to work in pairs to add 2–3 different endings to each of the sentence prompts. Elicit answers and write some examples on the board. Practice the sentence structure(s) asking individual students to repeat them. 1 Tell students to match the sentence starters 1–3 with the endings A–C. Give them enough time to compare their answers in pairs and then check the answers as a class. Prompt students to read out the words that made it possible for them to match the appropriate sentence parts.

1C 2B 3A

1.55 Tell students that they are going to listen to a dialogue. Go over the questions and elicit what type of answers they would expect to find. Accept any reasonable answers (1 quiz, talent show, game show, 2 Yes, they do. / No, they don’t.). Play the recording once. Get students to compare their answers with their partners and then check the answers as a class. 1.55 Audioscript Exercises 4 & 5, p53 Host Sylvie and Betty, are you ready for the next question? The jackpot at this level is 50 pounds, you’ve got 30 seconds to answer. Choose the category: the film industry or sport? Sylvie You choose, Betty. Betty eeer… maybe the film industry. I know you’re not all that interested in sport… Host OK, the film industry. Good luck with the question. Here it is. In the film industry an under-five is: A) a child actor who is younger than 5 years old, B) an actor who says less than five lines in a film or C) a film scene which is shorter than 5 minutes. 30 seconds! Start! Sylvie OK, an under-five… well, I’m quite sure it is a person, so A or B … Betty Is it? Are you sure? Sylvie Yes, yes, a child under five or an actor who says very little … Host 10 seconds left! Make your decision quickly or you will have to leave the game! Sylvie A child, I think it’s a child! Betty I have no idea … Host Is that your final answer? Five seconds left … 5 …, 4 …, 3 …, 2 … Sylvie Goodness! We’ll have to make a guess – B, let’s say B! Betty Why do you …? Host Time is up! Yeeeah, it’s B! Good guess, Sylvie! You win 50 pounds and move on to the next round! Betty Lucky us!

Answer key 1 Quiz show

2 They win the round.

Teaching notes 5

1.55 Prompt students to write the contestants’ names in their notebooks from memory. Then play the recording for the students to check their answers. Give them enough time to compare their answers with a partner before checking the answers as a class.

Answer key 1 Betty 2 Sylvie 3 Sylvie

Zadanie testujące 1.56 Tell students that they are going to listen to four people talking about some films and TV programmes. They have to match the speakers 1–4 to the sentences A–E. There is one extra sentence which does not match any speaker. Get students to read the sentences first. If necessary, check that students understand the meaning of the sentences. Draw their attention to the TIP which says that they should not base their matching answer on the first sentence they hear. They should listen to the very end of each speaker’s utterance. Play the recording and then give students enough time to compare their answers in pairs. Play the recording again for students to check their answers in pairs and then check answers as a class. If a class is more advanced and independentminded, give students 2–3 minutes to read the task quietly without giving any clues or suggestions. Play the recording twice. Students listen and complete the task. Check the answers as a class. This procedure is designed to give the students an idea of how they can deal with a listening task in a quasi-exam situation. 1.56 Audioscript Zadanie testujące, p53 1 Watching films is a kind of Friday evening tradition in my family. Every week my brother chooses something from an online film rental service. We all sit in the living room, with a big bowl of popcorn and some nachos, turn down the lights and watch a film together. I really enjoy it, but I’m not so happy when my brother chooses a documentary film, they’re pretty boring for me. 2 It’s hard for me to say what my favourite TV programmes are, as I hardly ever watch TV. I simply prefer online series or some YouTube films. I loved watching makeovers a few years ago, but now I find them boring. In fact I don’t understand why some people still watch them, because they’re all the same. But I still enjoy some music programmes and watch them from time to time. 3 I enjoy watching TV. The most interesting programmes for me are real life situations from some exotic places, you know, like live reports from Africa. I also like interviews with famous people, celebrities and their families, and all types of chat shows in which people tell the stories of their lives or discuss the problems they have.

▶ Życie rodzinne i towarzyskie ▶ Kultura 4 I usually spend my free time doing some sport like volleyball or cycling, but I watch TV from time to time. There’s one programme I really enjoy. It’s a makeover in which a famous cook visits different restaurants and changes them. It’s on TV every Saturday morning. Unfortunately, I usually have to argue with my baby brother who wants to watch his cartoons just then. It’s so irritating!

Answer key 1E 2A 3D 4C

6 Get students to look at the three film posters and to answer the questions 1–3 in pairs. Monitor their work and then elicit some answers from the class. Homework ➜ Workbook p42, Poziom rozszerzony Workbook p45

Student’s Book page 54 GENERAL GUIDELINES ON HOW TO WORK WITH THE SELF CHECK SECTION Depending on the group you are teaching, you can approach this section in two ways. If you are working with a weaker or not well-disciplined class, follow the procedure for the Self Check described below, i.e. treat each exercise separately, follow it with feedback and interweave with extra activities. With a class of students who work well autonomously and are self-reliant, set a time limit of about 20 minutes for the students to complete all the exercises. In both cases, after checking the answers, ask the students to count the points for each activity in the section according to the criteria described in the teaching notes. Refer them to the selfassessment box at the bottom of the page to assess their results. Fair and poor grades mean that students need to revise the material again to pass the test, a good grade means satisfactory performance and requires further work on problematic areas only, while very good and excellent grades mean that students have mastered the material from the unit.

AIM To review the language in Unit 4 and earlier by completing simple language exercises. To allow students to self-assess their progress and reflect on their own learning.

Teaching notes Self Check EXTRA warmer Prepare a short quiz for students, eg with three statements and three answer options, and ask students to decide which one is correct. Example: • The Princess Diary is a ... . a comedy b fantasy film c horror • YouTube became a platform for filmmakers in ... . a 2000 b 2005 c 2010 • On a film location tour in New Zealand, you can see ... . a the elephants from The Narnia Chronicles b Mount Fujiyama c Hobbiton from Lord of the Rings Ask students to think of one more quiz question in pairs. Refer them to the previous lessons from the book to look for ideas. Give pairs 2 minutes to formulate the statements. Then ask pairs to read them out to the rest of the class to discuss. (Answers: 1-a, 2-b, 3-c)

TV programmes 1 Students find 5 types of TV programmes in the wordsnake. Set a time limit of 1 minute. Check answers as a class. Ask students to count the correct answers (0,5 point for each correct word). Ask if students remember any other names of TV programmes. Answer key game show, documentary, cartoon, weather forecast, reality show

Types of film 2 Ask students to match the types of film 1–5 with their definitions a–e. Check answers as a class. Ask students to count the correct answers (0,5 point for each correct match). Answer key 1e 2d 3b 4a 5c

EXTRA activity Ask students to write 5 titles of different films and TV programmes. Then ask students to work in pairs. One student in a pair provides a title and the other the type of film / TV programme. Monitor the activity.

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Language in Action 3 Get students to rearrange the words so as to form correct sentences. If necessary, draw their attention to the capital letters and punctuation clues. Check the answers as a class. Students count their points (1 point for each correct sentence). Answer key 1 I’d rather watch this adventure film. 2 How about watching the soap opera? 3 Shall we watch a cartoon?

Past simple: affirmative and negative 4 Ask students to read the sentences and complete them with the past forms of the verbs in the box. Check answers as a class after 2–3 minutes. Ask students to count the correct answers (1 point for each correct verb form). Answer key 1 started 2 watched 3 did

4 got up 5 studied

5 Students make the sentences from exercise 4 negative. With a weaker group, revise the rules for forming negative sentences in the past simple before the activity. Check answers as a class. Ask students to count the correct answers (1 point for each correct sentence). Answer key 1 The geography lesson didn’t start twenty minutes ago. 2 We didn’t watch the news this morning. 3 My brother didn’t do his homework on the bus! 4 I didn’t get up at eleven o’clock last Sunday. 5 We didn’t study Spanish last year.

was / were 6 Ask students to read the dialogue and complete it with the correct form of the verb be in the past simple. Check answers as a class. Ask students to count the correct answers (1 point for each correct verb form). Answer key 1 Was 2 was 3 Were 4 were 5 was

Past simple: questions 7 Ask students to read the questions and use the prompts in brackets to complete them. Give students 2–3 minutes for the activity. Check answers as a class. Ask students to count the correct answers (1 point for each correct question). Answer key 1 did you go 2 did you meet 3 did you have

4 did you speak 5 did you do

Teaching notes ago 8 Students read the questions from exercise 7 again. Tell students that they should use ago in each answer. Give students 3–4 minutes for the activity. Check answers as a class. Ask students to count the correct answers (1 point for each correct sentence).

Cumulative grammar 9 This cumulative grammar exercise is more demanding and complex than the remaining ones in the Self Check section. Encourage all students to do it and pay special attention to explaining all their doubts after the activity. Ask students to read the text and check meaning. Tell them to choose the correct words to complete the text, working individually and then comparing answers in pairs. Give students a time limit of 4–5 minutes. Check answers as a class. Ask students to count the correct answers (1 point for each correct answer). Answer key 1 was 2 became 3 went 4 won

5 made 6 many 7 a lot of 8 ago

Homework ➜ Workbook pp43–44

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9 acted 10 many

Project Film Quiz

1 Students are going to prepare a project – a quiz about films, TV programmes and film stars. Tell students that they are going to work first individually and then in groups of four (or three, depending on the number of students in the class). At this stage each student looks for interesting facts about films, TV programmes and film stars. 2 Put students in groups of four (or three). Students exchange the pieces of information they have found and decide on the most interesting facts and prepare ten quiz questions. Allow students to make different types of quiz questions, eg yes / no questions, questions with a, b, c answer options provided etc. 3 Tell the groups to make pair of two groups and compete with each other. The groups assign one of their members the role of a leader. The leaders are going to read the questions prepared by their group to their opponents. Mediate the activity and give points to groups for each correct answer.