Voices 2 TB

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RECYCLE pop, reggae, rock, punk, rap, techno, soul, heavy metal

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Unit objectives • Vocabulary: to introduce and practise vocabulary in the following topic areas: musicians and instruments, adjectives of opinion • Language Focus: to revise and practise the present simple, adverbs and other expressions of frequency, verbs used to talk about likes and dislikes (like, love, hate + -ing) • Skills: to read a website article (music band profile), to read an article about music, to listen to a game show, to talk about likes and dislikes, to express opinions, to write an advertisement • CLIL: to learn about symphony orchestras and a famous classical composer • Culture: to learn about Great Britain and music in Wales • Exam: to listen for specific information, to select information, task type: multiple matching

24

Making music

1

Aim To meet and practise the names of instruments and musicians, and the noun suffixes -ist and -er, in preparation for the reading text.

extrA warmer Set a time limit of three minutes for students to make as many words as possible using the letters in the title on page 8 (Making music). Compare lists as a class and find out who has the most words. Elicit and write all the words on the board for students to copy new items.

Cultural note

1 2 3 4

Vocabulary 1 Instruments and musicians 1

Students look at the pictures for a minute and then close their eyes. Ask how many they remember, then ask the student who says the highest number to tell you which instruments are shown. Students look at the pictures again and check. Play the recording for them to write the instruments in the order they hear them. 1.02

5 6 7 8

g recorder b bass guitar h drums f piano

LOOK Ask students to read the information in the LOOK box. Explain that the examples in the box illustrate how to use suffixes to create the words for different types of people (eg musicians) from other words, eg nouns. Tell students that they should complete the rule by analysing the examples. Focus students’ attention on the two exceptions to the rule. You may ask students to copy them into their notebooks. 5 Students look at the photo. Ask if they know Coldplay. They then complete the text about the band using the instruments and musicians in exercise 3. Ask them to compare their answers with a partner and then check them as a class. 6

Students close their books and, in pairs, write down the eight types of music from memory in alphabetical order. Awards points to the first pair to finish.

c keyboards d vocals e saxophone a guitar

4 Put students in pairs to take turns asking and answering questions about the musicians that play the given instruments.

reCYCLe Students find eight types of music

extrA follow-up

Audioscript Exercise 2

3 Tell students to match the musicians with the instruments in exercise 1.

Rafał Blechacz, born on June 30 1985, is a young Polish pianist. He graduated from the Academy of Music in Bydgoszcz. In 2005 he was awarded 1st prize at the International Fryderyk Chopin Piano Competition. He has recorded Chopin’s piano concertos as well as the works of Haydn, Beethoven and Mozart.

in the wordsnake. Check as a class. Then ask students to copy the words into their notebooks in order of preference. Put students in pairs to compare their preferences and report back to the class. Find out which type of music is the most popular and which is the least popular.

1.03

1.03

GUeSS Ask students to read the quiz questions. Give them about two minutes to think about and discuss their ideas in pairs. Elicit answers from the class. Ask: Do you know any other famous Polish classical musicians? Do you play a musical instrument? What is your favourite instrument?

Play the recording for students to listen and check their answers. Play the recording again and ask students to listen and repeat the names of the instruments.

2

Your voice Ask students to look at the examples. Model the activity by asking a student to read the question, then respond giving a true answer. Tell the same student to ask a classmate the question, substituting the type of music for a different one. Elicit a response. Put students in pairs to take turns asking and answering questions about the types of music in the recycling exercise.

Homework Workbook p6 and Workbook Vocabulary plus p116 extrA homework Ask students to write a description of a music band of their choice. Refer them to the text in exercise 5 as a model.

25

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Home

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OURWORLD MUSIC

The ones to watch

SEND US YOUR QUESTIONS!

The Good Karmas We’re an alternative rock band. We are based in the market town of Coleford, near Gloucester. There are four of us in the band: brother and sister, Glen and Polly Jackson (15 & 16), Jason O’Dwyer (16) and John Martin (15). Three of us live in Coleford but John doesn’t live here. He lives in a nearby town called Lydney. Glen is the lead guitarist and Polly – the vocalist. Jason is the drummer and John plays the keyboards. We perform at local music festivals and at other events.

Exercise 1 1 2 3 4 5 6

15 vocals 16 drums keyboards December

1

Q What are your musical Q Who writes your songs? influences? We write them together. Polly We like indie bands like Radiohead writes the words and we add our and we’re fans of American hip hop ideas for the music. groups like The Black Eyed Peas too. Q How often do you have gigs? We don’t like heavy metal. We have lots of gigs in the Q Where do you practise? summer, about twenty or thirty. We practise in Jason’s dad’s garage We don’t have many gigs in the at the weekend. There aren’t any winter. That’s when we practise! people around then. Sometimes Q Have you got any CDs? we practise in Glen and Polly’s Our first CD is coming out in garden and the neighbours come December! It’s called Here We Come! and watch!

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Exercise 3 1 Their names are Glen and Polly Jackson, Jason O’Dwyer and John Martin. 2 Glen, Polly and Jason live in Coleford but John lives in a nearby town called Lydney. 3 They perform at local music festivals and at other events. 4 The band has most gigs in the summer (about twenty or thirty). 5 It’s called Here We Come!

26

Aim To read and answer questions about a band, meeting the present simple and question

1

words in context.

reading The ones to watch extrA warmer Individual students stand up and say I like the ... and mime playing an instrument, or I’m a ... in a band, and mime playing an instrument. The class guess the missing word. Repeat six or seven times. 1

Students look at the text and the picture, and tell you what type of text it is (eg It’s from a magazine, It’s from a news report …, etc), and how they know. They then read the profile and complete the summary in the table. 1.04

1.04 Audioscript Exercise 1 See Student’s Book p9.

extrA follow-up Ask students to think of their favourite band. Ask several students to give you the names of their favourite bands. Choose three questions from the article, modify them slightly and write them on the board, eg Who writes their songs? What / Who are their musical influences? When and where is their next gig? Ask students to answer the questions about the band they have chosen.

CLIL: Music Across the curriculum: Music If you want to develop this topic further then go to Workbook p134, with worksheets in the Teacher’s Resource File.

extrA activity Students find all the words in the text related to music they can and copy them into their notebooks in the form of a word map with MUSIC as a central concept. Compare the word maps as a class. (Words: rock, band, lead guitarist, vocalist, drummer, keyboards, perform, music festivals, events, musical influences, indie, fans, hip hop groups, heavy metal, practise, write songs, gigs, CDs).

extrA homework Students complete the task in the Extra follow-up task above, searching the Internet for extra information to include in their answers.

2 Students read the questions and check their meaning. They then read the text again and find the answers. 3 Students read the questions and check their meaning. They then try to write the answers from memory, using full sentences. Tell them to read the text again to check their answers. Then check answers as a class. extrA follow-up Put students in pairs and ask them to close their books. They work together to write down everything they remember about The Good Karmas on a piece of paper. When they have finished, stick their work on the wall for students to read and decide which pair remembered the most.

27

Exercise 1 Exercise 6

NEGATIVE: don’t, doesn’t QUESTIONS: Do, Does SHORT ANSWERS: do / don’t, does / doesn’t

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Exercise 5 1 2 3 4 5 6

28

Does … Yes, she does. Do … Yes, I do. / No, I don’t. Do … Yes, they do. Does … No, she doesn’t. Do … Yes, they do. Do … Yes, I do. / No, I don’t.

Exercise 7 1 Who 4 When 2 Why 5 What 3 Where

Aim To review the present simple in the affirmative, negative and question forms, and review

1

wh- question words.

Language Focus 1 Present simple

extrA activity Distribute Polish-English dictionaries (eg one per group of 4-5 students, unless there are more dictionaries available). Write the following verbs in Polish on the board: występować na scenie (perform), płakać (cry), mnożyć (multiply), minąć / zdać (pass), płacić (pay), życzyć (wish), łapać (catch), wyjaśniać (explain), wysyłać (send), odkrywać (discover). Ask students to work in groups looking up the words and forming 3rd person present simple verb forms, paying attention to the rules in the LOOK box. After 4-5 minutes collect the answers from the class and write them on the board for students to copy into their notebooks. You may include the new verbs in a test or just expect students to know them receptively.

extrA warmer Tell students to think of two musicians or bands, one they like and one they don’t like. They write three sentences describing each musician / band for a partner to guess who they are and which one they like, eg They are brothers and they’re from Lublin. Their father is a famous singer (Bracia). Or She’s got long black hair. She’s tall. She’s a Polish singer (Kayah). 1 Tell students that they are going to revise the present simple. With a weaker group, you may quickly revise the contexts in which the tense is used. Ask them to read the information in the table and complete the examples with do, does, don’t and doesn’t. After 1-2 minutes allow students to compare their answers in pairs and then check them as a class. Explain any problems or doubts students may have about using the auxiliary verb do. 2 Students complete the sentences using the correct affirmative form of the verbs in the box. 3 Students rewrite the sentences in exercise 2, using the negative present simple form of the verbs. Alternatively, for stronger groups, put students in pairs to take turns reading out a sentence from exercise 2 for their partner to make the negative orally. When they’ve finished, they write down their sentences.

LOOK Ask students to read the information in the LOOK box. Explain that the box provides three rules for forming the -s ending for 3rd person singular in the present simple tense. Students put the verbs into three categories, according to the spelling the verbs have with the -s ending. After 1-2 minutes check answers as a class. 4 Students write down the correct 3rd person singular present simple forms of the verbs. After 2 minutes let students compare their verb forms in pairs and then check as a class.

5 Refer students to the table in exercise 1. Then ask them to complete the questions with Do or Does. Check answers as a class. Then tell students to answer the questions with a short answer, looking at the example for help. Alternatively, elicit all the answers orally from the class before they write them in their notebooks. 6 Tell students to look at the photo and ask them if they know who Susan Boyle is and, if so, if they like her music. Then ask them if they have seen (Britain’s) Got Talent (Mam talent! is the Polish version of the show) or similar TV programmes (eg The X-Factor) and, if so, if they like them. Students complete the text, using the correct form of the verbs in brackets. 7 Students look at the example, then complete the questions with the words in the box. Check as a class, asking students to read out the complete question and checking pronunciation. 8

Your voice Put students in pairs to take turns

asking and answering the questions in exercise 7, including the example question. Tell them to report back to the class about their partner.

Homework

Workbook p7

extrA homework Ask students to answer the questions from exercise 7 in writing.

29

Exercise 1 POSITIVE: cheerful, lively, great NEGATIVE: strange, boring, sad, annoying, terrible BOTH: loud, quiet, slow, traditional

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1 Amy Macdonald 2 six hundred pounds (£600)

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Exercise 7 1 b 2 c 3 b

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Aim To meet and practise some adjectives of opinion and the expression So do I! Then to listen

1

to and answer questions about a TV gameshow about music.

Vocabulary 2 Adjectives of opinion

1.06

extrA warmer

Host: Good afternoon everybody and welcome to today’s edition of Name the Musician. We are going to give you ten pieces of information about a famous musician. All you have to do is call us up and tell us who the mystery musician is. You can win anything between one hundred and one thousand pounds. All right, the first clue for one thousand pounds is: This musician is from Scotland. Have you got any ideas? Do you know any musicians from this country? Is anybody going to call, no? All right, on with clue number two: Clue number two for nine hundred pounds. This musician is a fantastic vocalist! Do you know any Scottish singers? Yes? No? OK, time for another clue. Clue three for eight hundred pounds. This musician was born on the 25th of August, 1987. 1987! So, how old is our mystery musician? Have we got any callers? No, all right, time for another clue. Clue four for seven hundred pounds. This musician usually plays the guitar. So, we know this person is a vocalist and a guitarist and he or she is from Scotland and was born in 1987. Clue number five for six hundred pounds. The mystery musician’s most famous song is called. This is the Life …

Students cover the adjectives in exercise 1 and memorize the pictures for one minute. They close their books and write as many words and phrases as possible related to the pictures, eg band, violin, heavy metal, etc. Set a time limit of four minutes. Find out who has the most words. 1 Go through the adjectives in the box with the students. Check their meaning. Ask students to work individually and put the adjectives in the table into three categories: positive, negative and both. After 2-3 minutes allow students to compare their answers in pairs. Check them as a class. 2 Students look at the pictures and choose the correct adjective in each sentence. Check the answers as a class. 3

1.05

Your voice Students listen to the pieces

6

of music and choose adjectives from exercise 1 to express their opinion on each.

LOOK Ask students to read the information in

Listening 5

Ask students in which situations they are likely to hear formal language (eg a science radio programme, a lecture given by an academic) and what makes the language of these talks formal (eg no slang or colloquial expressions are used, sophisticated words and complex sentences are used). Then play the first part of the recording for students to listen and decide whether its language is formal or informal. 1.06

Students read the questions and then listen to the whole recording and try to answer the questions. 1.07

1.07

the LOOK box. Make sure they understand that the phrase So do I! is used when you agree with someone else’s opinion. With a stronger group, you may give further explanations saying that you can use this phrase when the person’s opinion is stated in the present simple, but not when the verb be is used in the sentence, or when the sentence is negative. 4 Write What’s your opinion of number (1)? on the board. Ask a student Do you like piece number 1? Elicit a positive answer and say So do I! Then ask another student Do you like piece number 2? Elicit a positive answer and respond Oh, I don’t! Put students in pairs to take turns giving their opinions about the pieces of music in exercise 3.

Audioscript Exercise 5

Audioscript Exercise 6

Host: Hello? Have we got a caller? Hello? Mary: Hello. Host: Hello! What’s your name? Mary: My name’s Mary. Host: Hello Mary. Do you know who today’s mystery musician is? Mary: I think so. Host: OK, for six hundred pounds, who is today’s mystery musician? Mary: Is it Amy McDonald? Host: YES! Amy McDonald! Mary, you are today’s winner! You’ve got six hundred pounds! Mary: Thank you! That’s great. Host: Do you like Amy McDonald? Mary: Oh yes, I love her. She’s my favourite singer. Her songs are great. Host: Well, let’s listen now to …

7

1.07 Students try to choose the correct 1.06 answers from memory. Then play the recording again for them to listen and check. Play twice if necessary and allow students to compare their answers with a partner.

Homework

Workbook p8

extrA homework Students write 5 pieces of information about a famous musician on slips of paper, similar to the ones in the listening text in exercise 6, and the name of a mystery musician underneath.

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Music in Wales

ortant to Welsh Music is very imp les is sometimes people. This is why Wa g’. At school, Son of d Lan e ‘Th called ject until sub ory gat obli an is music that, it is optional. r Afte 14. are n dre chil how to play musical Children often learn singing in love ers Oth s. ent rum inst groups or choirs.

Folk music is popular in Wales. It is lively and fast. Folk groups play at special parties called ‘Noson Lawen’. They often play violins and Welsh bagpipes. The Welsh harp is another traditional instrument.

are Classical music and pop also popular. All-men or male voice choirs are typical in some l parts of the country. Successfu pop groups include groups like Manic Street Preachers and us Stereophonics. The most famo Welsh singer is probably Tom Jones.

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Every year there is an important music festival in Wales called the National Eisteddfod. It’s the biggest competitive music festival in Europe. The songs are always in Welsh but people don’t mind travelling from all around the world to watch the performers.

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Aim To read about music in Wales, reviewing expressions and adverbs of frequency in context.

1

Then to answer questions about the reading text and discuss music in students’ own country.

Culture Music in Wales

extrA activity Write the following categories on the board: musical instruments, types of music and people connected with music. Ask students to work in pairs and find words in the text for each of the three categories. Give them 3 minutes to work on the activity, then elicit the words and write them on the board. Answers: musical instruments: bagpipes, violins, harps; types of music: folk, classical, pop; people connected with music: groups, performers, choirs, singers.

extrA warmer If you asked students to write the clues about a famous musician for homework, use them as a quiz to start the lesson. Collect the sets of clues from students. Divide the class into groups of 4. Distribute the slips with clues to the groups, lay them face down on the desks. Students take turns to pick slips and read the clues one by one for their peers to guess who the mystery musician is. Ask students to be honest and inform you if they hear their own clues. 1

Students cover the text and look at the pictures. Ask them what they think the text is about. Elicit and write answers on the board. Play the recording for students to check their ideas. Ask what the correct order of the pictures is. Students uncover the text and read it to check their answers. Discuss as a class. 1.08

Audioscript Exercise 1 See Student’s Book p12. 1.08

3

Your voice Ask students to read the questions

and check their meaning. Students work in groups of 3-4 taking turns asking and answering the questions. After 3-4 minutes discuss the answers as a class.

…learn more! Britain If you want further information on culture, then go to Workbook p125, with worksheets in the Teacher’s Resource File.

Cultural note The music of the UK draws its cultural basis from the ancient and traditional folk music of England, Scotland, Northern Ireland and Wales, from church music and, of course, from Western culture (the US in particular). Nowadays, the UK has one of the world’s largest music industries and is most famous for its pop music. Nevertheless, the Brits also enjoy traditional and classical music.

extrA homework Students write a final version of their answers to two of the questions in exercise 3 as two paragraphs. Use the texts to make a wall display.

2 Students read the sentences and check their meaning. Ask students to read the text again and decide if the sentences are true or false. After 2-3 minutes let them compare their answers in pairs and then check them as a class.

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How often do you go to the disco? I go to the disco once a week. I usually go on Saturdays. Exercise 8 1 2 3 4 5

I like listening to pop music. 13 Suzy hates going to rock concerts. He doesn’t mind dancing. My dad loves writing music. We hate learning about composers.

Exercise 7a 1 2 3 4 5

34

He loves playing the violin. He likes composing music. He doesn’t mind performing at concerts. He doesn’t like doing exams. He hates singing.

Aim To review and practise frequency adverbs and expressions, and like, love, hate, not mind + -ing.

1

Then to look at sentence stress.

Language Focus 2 Frequency adverbs and expressions extrA warmer Draw these lines on the board: _ _ / _ _ _ _ _ _ _ _ / __/________. Play hangman until students guess the phrase (He performs at concerts). Ask them to find the phrase on the page and tell you which word is missing (sometimes). 1 Students read the examples and tell you how to say the words in colour in their language. Elicit and write the answers on the board. 2 Students look at the examples in exercise 1 to see where the adverb goes. They then complete the sentences with an adverb of frequency so that the sentences are true for them. Compare answers as a class.

LOOK Ask students to read the information in the LOOK box. Explain that they are supposed to pay attention to where adverbs of frequency are placed in different types of sentences. After 1-2 minutes discuss the answers as a class explaining any difficulties students may have with the use of adverbs of frequency. 3 Students rewrite the sentences, placing an adverb of frequency in each sentence in the correct place. With a weaker group, do the first one together. After 2-3 minutes check answers as a class. 4 Ask students to read the two sentences with frequency expressions. Ask them to take note of the position of such expressions in a sentence. Make sure students understand that they are placed at the end of a sentence. Then tell them to use the table and write true sentences. Refer students to the example. Give them 4-5 minutes and then elicit sentences from selected students and provide feedback. 5

Your voice Students read the activities in the box and think about how often they do them. Put students in pairs to look at the example and take turns asking and answering questions about the activities, using the frequency adverbs and expressions from exercise 4.

Fast finishers

Workbook p9, exercise 1

like, love, hate, not mind + -ing 6 Students read the sentences and match them with the correct letters a-e. Check answers as a class.

Pronunciation: sentence stress 7a

Students listen to the recording and underline the words with the stress in the sentences in exercise 6. Play the recording twice if necessary. Check answers as a class.

7b

1.09 Play the recording again for the students to listen and repeat. Tell them to be sure to stress the words they underlined. Ask volunteers to read out sentences for the class.

1.09

1.09

1 2 3 4 5

Audioscript Exercise 7a & 7b

He loves playing the violin. He likes composing music. He doesn’t mind performing at concerts. He doesn’t like doing exams. He hates singing.

8 Ask students to read the sentences and complete them with verbs expressing likes and dislikes suggested by the symbols. After 2-3 minutes allow students to compare their answers in pairs and check as a class. extrA follow-up Ask fast finishers to write down two sentences about themselves like the ones in exercise 8, but in Polish, for the class to translate into English. Ask individual students to read out their sentences.

Speaking 9 Students read the activities in the box and decide if they like them or not. They then write two sentences for each, one with a verb from exercise 8 and one with a frequency adverb or expression, eg I hate it. I never go to the disco. Put them in pairs to look at the example and take turns asking and answering similar questions about the activities. Tell students to report back to the class about their partner.

Homework Workbook p9 and Workbook Grammar bank p99 extrA homework Ask students to write down what they found out about their partner in exercise 9.

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Aim To write an advertisement after reading a model and practise the use of and, but and because.

1

Writing Dossier Advertisements extrA warmer Students work in pairs or small groups. Tell them to write down all the words or phrases they can that they’ve learned so far in unit 1 on a sheet of paper. Set a time limit of five minutes. They then exchange their sheets of paper with another pair or group, and categorize all the words (they choose categories themselves, eg music). They then hand the sheet back for the first pair or group to check. 1

1.10 Ask students to look at the three advertisements and say where they are likely to come across such ads (eg teenage / women’s magazines, leaflets, flyers). Then tell them to cover the texts and only look at the pictures and say what they think the advertised products are. Play the recording for students to listen and check if they were right.

Audioscript Exercise 1 See Student’s Book p14. 1.10

LOOK Ask students to read the information in the LOOK box. Explain that the information refers to the conjunctions and, but and because, which help texts to be more logical and easy to follow. Students read the examples and complete the rules. Check answers. Explain any difficulties students may have after completing the rules.

Writing Plan 1 Tell students they’re going to prepare advertisements for three products. Students read the questions and answer them for the products advertised on the page. Then ask students to think of three products they would like to prepare advertisements for, and to think about the answers to the questions for each of the three products. 2 Students write a first version of their advertisements, referring to the advertisements on the page as a model. When students have written their advertisements, ask them to look at the checklist and use the points to proofread their texts and improve the content. Explain that they should pay special attention to the use of and, but and because as well as positive adjectives and punctuation.

TIP Go through the TIP box with the students. Explain that when they write an advertisement, it is important that they underline the positive sides of the product to encourage future clients to buy it.

Homework

Workbook p10

extrA homework Ask students to choose another three products, this time related to music, and write the advertisements, following the steps in the Writing Plan.

2 Students complete the sentences choosing the correct option for each one. After 2 minutes allow them to compare their answers in pairs and then check them as a class. extrA activity Use the following sentence beginnings to practise using the conjunctions and, but and because. Ask individual students to finish their sentences and write their sentence halves on the board asking the other students to work in pairs to complete them. 1. My favourite singer is ... because ... 2. I like school but ... 3. James Blunt is very talented and ... 4. I haven’t got a computer in my room but ... 5. I like spending time with my best friend because ... 6. Behemoth are well-known in Poland and ... 7. It is important to learn English because ... 8. Young people like going to rock concerts but ...

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Exercise 4 POLISH No cóş, wolę‌ Nie mogÄ™ tego znieść. NaprawdÄ™ podoba mi siÄ™. Wydaje mi siÄ™, Ĺźe jest niezĹ‚y. Co sÄ…dzisz o‌ ? Nienawidzę‌ A co z‌ ? Jest w porzÄ…dku.

38

ENGLISH Well, I prefer ‌ I can’t stand it. I really like it. It’s not bad, I suppose. What do you think of ‌? I hate ‌ What about ‌? It’s OK.

Exercise 5 Jack: What do you think of Nelly Furtado’s I’m Like a Bird? Katy: It’s not bad, but I prefer Say It Right. Jack: What about The Killers’ Somebody Told Me? Katy: I really like it. And you? Jack: It’s OK, I suppose. What about Christina Aguilera’s Candyman? Katy: I can’t stand it! Jack: Me neither. I hate that song!

Aim To listen to a recording of Katy giving Oscar her opinion on his music, before practising

1

a similar dialogue about musical taste with a partner.

Language in Action Talking about likes and dislikes extrA warmer Ask students to work in pairs and to think of one title of a song that they both like. Give them a few seconds to decide. Then ask them to write down any words or fragments of lyrics that they remember. Collect the ideas from the students and write down selected ideas on the board. Ask: Do you listen to songs which are at the top of the charts? What’s at the top of the charts now? 1

1.11 Tell students that they are going to listen to fragments of two songs and decide if they like them or not and mark their opinion in the table. Play the recording. Students listen and decide. Elicit opinions.

2

Explain that the songs students have just listened to are going to be mentioned in the dialogue (they are Oscar’s band’s new songs). Ask students to listen to the dialogue and choose the right words to complete it. You may play the recording again for students to check their answers. Check answers as a class. 1.12

1.12

Audioscript Exercise 2

Oscar: Hey, Katy. Have you got a minute? Katy: Well, just a minute then. What do you want? Oscar: Listen to this song. Tell me what you think of it. Katy: Hmm … I’m not sure. What is it? Oscar: It’s my band’s new song. It’s different from our other songs. Katy: Well, I prefer groups like Coldplay. I don’t really like this kind of music. Oscar: But what about the instruments? Do they sound OK? Katy: Err, the bass guitar is OK. The drums are quite good. But the vocals aren’t very good! Sorry. I’m being honest. Oscar: Hmm. OK. And what about this one? Katy: It’s not bad, I suppose. It’s OK. It’s better than the other one. Oscar: So … do you like it? I really like this one. Katy, what do you think of it? Katy: Do you want the truth? Oscar: Yes, of course. Katy: I can’t stand it! Turn it off! I hate it!

3

Students listen to the dialogue again, work in pairs and practise the dialogue. Monitor the activity. Ask selected pairs to act out the dialogue for the rest of the class.

4 Ask students to read the dialogue again and complete the table with the expressions in orange from the dialogue. Make sure they match the expressions with the Polish equivalents. 5 Ask students to look at Katy’s preferences regarding songs. Students complete the dialogue on the basis of the information, using the expressions from exercise 4. After 3-4 minutes let students compare their answers in pairs and then check them as a class. 6 Ask students to complete the table with information about their own music preferences, similar to the way it was done for Katy in exercise 5. Explain that they should think of two titles of songs they like, two they don’t like and two they think are OK. Give students about 2 minutes. 7 Students compare their lists of songs in pairs. They then prepare two dialogues about some of the songs they mentioned in exercise 6. Remind students to use the expressions from exercise 4. Give students 5-6 minutes to work on the dialogues. Monitor the activity. Then ask selected pairs to act out their dialogues for the rest of the class. extrA activity Ask students to think again about the song they chose in pairs during the warm-up section of the lesson. Ask them to work in pairs again and write a short description of the song that could be used when the song is in the charts. Before students start working, elicit ideas from the class about what they may include in the descriptions. Accept ideas both in English and Polish, if necessary helping with the language. You may suggest the following ideas yourself: the song hits the charts (= enters the charts) today, number 10 in the charts today is ..., a song by ..., 3 weeks in the charts, a new entry in the charts, a new hot single by ... / from ... . When students have finished their descriptions, ask the pairs to read them out. If you have enough time, create the class charts on the board.

Homework

Workbook p11

1.12

extrA homework Students write down one of the dialogues they worked on in exercise 7. They should recreate it from memory and add any extra details they think are relevant.

39

Exercise 5 1 2 3 4 5

1

I’m hardly ever late for class. I always walk to school. We study English twice a week. He never listens to pop music. We go on holiday every year.

Exercise 6 1 2 3 4 5

I love listening to music. My father likes playing football. My friends hate doing homework. My sister doesn’t mind speaking English. Our teacher doesn’t like singing.

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Exercise 4 1 2 3 4 5

16 you start school? What time do Where does your sister live? What music do you like? How often do your friends go to the cinema? When do we do PE?

Exercise 7 1 2 3 4

Do you like loves listening likes singing goes

5 6 7 8

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GeNerAL erAL GUIDeLINeS ON HOW tO WOrK WItH tHe SeLF CHeCK SeCtION er 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 self-assessment box at the bottom of the page to assess their results. Fair and poor grades mean that students need to revise the material again to pass the test, a good grade means satisfactory performance and requires further work on problematic areas only, while very good and excellent grades mean that students have mastered the material from the unit.

40

Aim To review the language in unit 1 and earlier by completing simple language exercises.

1

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

Self Check extrA warmer Prepare a short quiz for students, eg with three statements, and ask them to decide if they are correct or not. Example: • Rihanna is a famous singer whose career started through appearing on Britain’s Got Talent. (incorrect – it was Susan Boyle) • The word indie in indie band stands for independent. (correct) • People who take part in an Eisteddfod always sing their songs in Irish. (incorrect – in Welsh) 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.

Instruments and musicians

extrA follow-up Ask fast finishers to write two more questions in the present simple to ask a partner. Then ask them to exchange these questions and the questions in exercise 4 with a partner and answer them.

Frequency adverbs and expressions 5 Students rewrite the sentences, placing the frequency adverbs and expressions in the correct place. With a weaker class, you may revise the rules for placing these adverbs and expressions in a sentence, paying special attention to the rule for the verb be. After 3-4 minutes check answers as a class. Ask students to count the correct answers and to write their points (1 for each correct sentence) in the box.

1 Ask students to complete the table with names of instruments and musicians, as required. Set a time limit of 2 minutes. Encourage students to write the words without looking at the previous lessons in the book. Check answers as a class. Ask students to count the correct answers and to write down their points (1 for each correct word) in the box. Ask if students remember any other names of instruments or musicians.

like, love, hate, not mind + -ing

Adjectives of opinion

7 This cumulative grammar exercise is marked with an asterisk, which means it is more demanding and complex than the remaining ones in the Self Check section. Encourage all students, not just the best ones, to do it and pay special attention to explaining all their doubts after the activity. Ask students to read the text and check its meaning. Tell them to complete the text with the correct form of the verbs in brackets, working individually and then comparing their answers in pairs. Give students a time limit of 4-5 minutes. Check answers as a class. Ask students to count the correct answers and to write their points (1 for each correct answer) in the box.

2 Students complete the adjectives with vowels. Then they decide which three are positive and which three are negative, and write them in the correct boxes. Give students 3 minutes. Check answers as a class. Ask students to count the correct answers and to write their points (1 for each correct word) in the box.

Present simple 3 Students complete the text with the present simple form of the verbs in brackets. Set a time limit of 4 minutes. Check answers as a class. Ask students to count the correct answers and to write their points (1 for each correct verb form) in the box. 4 Students write present simple questions using the prompts provided. After 3-4 minutes check answers as a class. Ask students to count the correct answers and to write their points (1 for each correct question) in the box.

6 Ask students to write the sentences using the correct forms of the verbs in the second column. Set a time limit of 2-3 minutes. Check answers as a class. Ask students to count the correct answers and to write their points (1 for each correct sentence) in the box.

Cumulative grammar

Homework

Workbook pp12-13

extrA homework Ask students to make up two review exercises of their own for their classmates to complete. Compile their exercises to make simple studentmade review worksheets for future use.

41

Exercise 1 Example answers: JAZZ: piano, saxophone, trumpet, drums, guitar, recorder / flute, quiet, sad, slow, traditional, boring, great, strange HEAVY METAL: electric guitar, bass guitar, drums, keyboards, loud, lively, annoying, strange, great, terrible

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42

17

Zadanie egzaminacyjne 1 E 2 D

3 B 4 C

Aim To practise exam skills: listening. Subskills practised: listening for specific information,

1

selecting information. Task type: multiple matching (wybór wielokrotny).

exam Builder Rozumienie ze słuchu 1 Ask students to work in pairs and think of two types of music – heavy metal and jazz. Explain that they should make a list of instruments typical for each of the styles and adjectives that characterise them. Give pairs 3-4 minutes to come up with their lists. Then elicit ideas and write them on the board. 2

1.13 Tell students that they are going to listen to a dialogue between two friends about their favourite types of music. Explain that while listening students need to complete the sentences with the correct type of music. Go through the sentences with students to check their meaning. Play the recording. Students listen and complete the sentences. Let them compare their answers in pairs and then check as a class.

1.13

Audioscript Exercise 2

Peter: I’m going to a techno concert tomorrow. Would you like to come? Emma: Well, I’m not a great fan of techno music. Peter: I’m not very fond of it either but I got two tickets from my cousin who can’t go to the concert himself. Emma: Oh, I see. So, what kind of music do you like most? Peter: When I was in primary school I loved heavy metal like all the other boys in my class. Then I discovered rap and now I think it’s absolutely fantastic! Emma: What is so special about it? Peter: I think the rhythm and lyrics are great. That’s why I like rap so much. And what’s your favourite music? Emma: Oh, it’s a similar story. All the girls in my class were crazy about pop so I listened to it, too. Later I fell in love with rock and I still love it.

3 Students read the sentences in exercise 2 again. Explain that they should decide which of the sentences were Emma’s and which were Peter’s, and which of the sentences refer to the past and which to the present. Tell the students to think about Emma’s and Peter’s favourite music styles at the moment. extrA activity Play the recording again for students to note down the expressions used in the past simple to express how their tastes have changed. Have a quick discussion with students about their tastes in music and how they have changed. Ask the following questions: What can you say about your taste in music now? What do you like? Are you a fan of rock music? Were you a fan of rock in the past? When did you discover soul music?

Exam task Explain that students are going to listen twice to a conversation between two mothers who have decided to enrol their children in a music school. Ask students to read the exam task carefully. Tell students that they need to match each child (1-4) with an instrument (A-E). Remind them that there is one extra instrument that should not be used as it does not match any of the children. Refer students to the TIP box. Explain that they need to be able to understand the entire utterance in order to successfully cope with the task, as answers based only on single words may be incorrect. Play the recording twice. Students listen and complete the exam task. Check the answers as a class. 1.14

1.14

Audioscript Exam task

Mum 1: Hi! It’s great to see you. Mum 2: Good to see you, too. Mum 1: So, what about the instruments Alex and Eliana are going to play? Mum 2: Oh, that’s a long story. It took them almost a week to decide. At first Alex wanted an instrument that is loud and lively like the drums but I suggested something quieter. In the end he chose the saxophone. Mum 1: What about Eliana? Mum 2: She couldn’t decide between the guitar and the recorder. She thought that the guitar was more universal and the recorder more delicate. Finally, we decided that the recorder would suit her better. And what about your boys? Mum 1: Dave and Steve also had lots of different ideas and I had to help them a little. They even had a fight because they both wanted to play the guitar! Mum 2: Really? Mum 1: Yes, but we agreed that Dave would play the bass guitar whereas Steve would choose something else. Mum 2: And what did he choose? Mum 1: The keyboards. Mum 2: So everyone’s happy now? Mum 1: I hope so.

4 Ask students to work in pairs asking and answering the three questions. Monitor the activity. Discuss students’ ideas as a class.

Homework

Workbook pp14-15

43

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SARA RE:

Hi Sara, Thanks for your email. How are you? I’m staying at school long hours because I’m preparing for the exam. You won’t believe it, but all extra classes are (1)_ and we have to attend them! Anyway, you know I love singing and guess what? - I sing in a school (2)_ . Our group has twenty students and four (3)_ singers. These four people sing solo parts. We’re (4)_ the school attic and I think this place is fantastic. It’s our music room and no one else can get there. We (5)_ at important school (6)_ like sports competitions and ceremonies. It’s hard work and we practise twice a week. These classes are (7)_ and they’re great fun. Every year our school organises a music festival. There are parents and relatives and a lot of people from other schools. (Last year I invited my next-door (8)_ . She’s a guitarist and loves singing too and we both have the same musical (9)_.) During the festival there is a special (10)_ with school bands and our choir also presents some songs. I’d really like you to come. It’s on Saturday. You must be there because I want you to meet my boyfriend. See you soon. Kate

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18

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

44

Aim To further practise the material from unit 1, including the more advanced language points.

1

To involve students in project work – presentation of a music band.

extension extrA warmer Ask each student to think of two words they have learned in unit 1. Encourage them to choose words which were quite difficult, mainly those which appeared in reading texts. On separate pieces of paper students write a Polish equivalent of each word and the word itself upside down at the bottom of each piece of paper. They fold the pieces of paper and give them to the teacher. Read out the collected words to the whole class. Ask them to guess the words / look for the words in the unit. To add an element of competition, group students and give points for each correctly guessed word. 1 Students read the list of words (1-6) and match them with the definitions (a-f). All the words can be found in the Glossary sections on pages 9 and 12. Encourage students to find the words without looking at the sections but allow them to look for the words to check the answers. Set a time limit of 4-5 minutes. Check answers as a class. extrA activity Ask students to work in groups of three and write one sentence with as many words from exercise 1 as possible. Set a time limit of 3 minutes. Elicit the sentences from the groups. Write them on the board. The group who uses most words is the winner. 2 Students complete the words with the missing vowels. Tell students that they should also match the words with the Polish equivalents and decide what part of speech the words are. Check answers as a class.

4 Ask students to work in pairs and quickly think of answers to the five questions. After 4-5 minutes have a class discussion about the questions, accepting ideas from all pairs.

Project 1 Students are going to prepare a project – a presentation of a music band or musician for the class. Ask students to think of their favourite musician, singer or band and find information about them according to the prompts provided in the Student’s Book. Remind students that they should collect the information in English. 2 Students are going to prepare a poster or a Power Point presentation for their project. Encourage students to enrich their presentation with fragments of songs, videos, lyrics and pictures. Remind students that it is important to include the sources where the information in their project was taken from, as they should not present this information as their own. Students may also be encouraged to prepare a short quiz (up to 5 questions) for their friends, based on the information from their project. 3 Students present their project to the class during the next lesson and follow the presentation with the quiz questions. Allow the rest of the class to provide feedback on the projects. Homework Ask students to work on their projects and bring them to the next class.

3 Go through the words in the box with students to check their meaning. Ask students to read the email and complete it with the words from the box. Give students 5 minutes to work on the text. After that time let students compare their answers in pairs and check as a class. extrA activity As an alternative to exercise 3 above, you may ask students to cover the words in the box and complete the text of the email with their own ideas or at least think of a part of speech / type of word that is required in each space. Students may be asked to work on the text in pairs.

45

8 Exam Builder

Grammar bank

Zadanie egzaminacyjne

Rozumienie tekstów pisanych

Present perfect: affirmative Present perfect: zdania twierdzące

Przeczytaj teksty 1–4 i odpowiedz na pytania. Zaznacz literę A, B lub C.

1 Przeczytaj poniższy tekst. Następnie pracujcie

w parach i zastanówcie się, dlaczego odpowiedzi na pytania 1–3 są niezgodne z treścią tekstu. Podkreślcie fragmenty zawierające poprawne odpowiedzi.

1 My wife and I visited Gdansk in 2007 and were really impressed by the Dominican Fair (Jarmark Dominikański). This was our first time on the Baltic coast. We enjoyed the concerts in the port as well as the street theatres. We met lots of interesting people and bought fantastic souvenirs.

I/You’ve (have) He/She/It’s (has) We/You/They’ve (have)

What is the text about?

1–3 do odpowiedzi a–c. następnie

It’s hard to believe but Gok Wan, a British fashion stylist and TV presenter, hasn’t always been so slim. In fact, he was an extremely tIp fat teenager. He (1)_ very unhappy because lots of kids at school bullied him. Nowadays Gok (2)_ people look attractive and accept their bodies. For many years he (3)_ involved in supporting an anti-bullying charity Kidscape.

pytanie jest poprawna. Zakreśl B lub C.

The best title for the text is: A Lapland – the place you must visit B Finland has a lot to offer C Active holidays in Finland

podpunkcie a–c zakreśl odpowiednie słowo pasujące do danej luki.

pomogły ci zdecydować, jakie słowo będzie pasowało do każdej z luk.

B I’d like to find out about holiday jobs. C Yes, you helped me a lot.

6

Vocabulary bank

present simple

They live in Belfast.

Przeczytaj tekst. Spośród wyrazów podanych poniżej wybierz właściwe, poprawne pod względem gramatycznym i leksykalnym uzupełnienie luk 1–3. Zakreśl literę a, B lub C.

present continuous

I’m doing my my homework.

Lucy has always been my best friend. I (1)_ her for a long time. When we were kids we (2)_ together all the time. Now we go to the same school and we always meet each other after lessons. Next Saturday, we (3)_ to Portugal together. I hope we’ll like it there.

Czasu present simple używamy do mówienia używamy o nawykach i zwyczajach. Czasu present continuous używamy do używamy czynnościach, które mówienia o czynnościach, które mają miejsce nich. w momencie mówienia o nich.

B have known B playing B fly

Check it out!

The It opened in 1985! Will/won’t używamy do mówienia is Les Misérables. most recorded Computer games The Beatles’ song Yesterday is the o wydarzeniach w przyszłości, co do których nie song in the world. negative jesteśmy pewni, wiec są to tylko przypuszczenia. in Britain 1 Sprawdź znaczenie podanych wyrazów. Jakie lubisz rodzaje gier komputerowych? podanych There are about 67 symphony orchestras Be going to używamy do mówienia o planach They don’t 2 in Wales). (60 in England, 5 in Scotland and i zamierzeniach na przyszłośd.

Zadanie egzaminacyjne 2

1 A will know 2 109 A played 3 A ‘re flying

2 – ___ – Try talking to your parents about it. A What are you going to do? B What are you thinking about? C What’s your advice? 3 – What does your star sign say about you? – ___ A I don’t know. I don’t read horoscopes. B I was born on April 25th so I’m Taurus. C An Aries is stubborn and an Aquarius is sensitive.

live in London.

adventure strategy action role-play flight simulation Czasu present continuous używamy również racing sports war karaoke life simulation do mówienia o konkretnych, ustalonych I’m not wcześniej planach na przyszłośd. Stosujemy doing doing the 2 Jakie rodzaje gier komputerowych przedstawiają rysunki? komputerowych wówczas dodatkowo okoliczniki czasu washing washing up.

C knew C have played C flying

Time expressions

114

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1 2 3 4 5 6 7 8

End of London or on Broadway in New York. Some of his most famous musicals are13-04-11 The Phantom of the 19:41:29 Opera, Cats,4Evita and Jesus Christ Superstar.

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a bracelet drains an artefact mud a settlement a well a brick pots

a) b) c) d) e) f) g) h)

containers, often used for food a piece of jewellery that goes around your wrist a place where people live together a deep hole dug in the ground to provide water the system of passages for water and waste in a town or city a man-made object a mixture of water and earth Mohenjo-Daro a block for building houses

The lost city of Mohenjo-Daro The lost city of Mohenjo-Daro existed more than 4,000 years ago in the Indus Valley in South Asia. People from the Indus Valley

Choirs

7 Pracujcie w parach. Podkreślcie wszystkie

121

Gustav Theodore Holst, born in 1874, is one of Britain’s most famous composers. He started composing when he was just 12 years old. As a child, he played the piano, but he suffered from a nerve condition in his right hand that made playing very painful. For this reason, he played the trombone later on in life. Holst wrote about 200 compositions, including ballets, operas, hymns and songs. The Planets is his most famous piece of music. It was inspired by the planets of the Solar System.

Lost cities

past

yesterday tomorrow only nine years old. Some of Lloyd last week next week Webber’s musicals have run for two years ago more nextthan yearten years in the West

3

czasowniki w tekście zadania egzaminacyjnego. Zastanówcie się, jakich czasów użyto i dlaczego właśnie tych.

Holst and The Planets

The composer Andrew Lloyd Webber was born in London in 1948. He started composing at the age future of six and published his first work when he was 1 Połącz wyrazy z ich definicjami.

present usually at the moment every day

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Scotland and Wales)

Across the curriculum

Andrew Lloyd Webber and West End musicals 2

odnoszące się do przyszłości.

1

Przeczytaj tekst bez patrzenia na odpowiedzi. Spróbuj domyślić się, jakie słowo pasuje do każdej luki, a następnie sprawdź, czy twoje przypuszczenia się potwierdziły.

Zanim przeczytasz możliwe opcje, zastanów się, jak zareagowałbyś/ zareagowałabyś w danej sytuacji.

Student’s Book

present affirmative

1 – Hello. How can I help you? – ___ 4 How much is it? A Great.

He didn’t read the TV guide.

I haven’t had an easy time.

Vocabulary plus

6 Podkreśl w tekście wyrazy/zwroty, które

uzupełnij minidialogi (1–3), wybierając spośród podanych odpowiedzi brakującą wypowiedź jednej z osób. Zakreśl literę a, B lub C.

I’ve had a hard time at school.

Culture: Britain

5 Ponownie przeczytaj tekst i w każdym

a) has felt / felt b) helps / helping c) was / has been

Zadanie egzaminacyjne 1

3 Zdecyduj, która odpowiedź na

It was getting It wasn’t better. getting worse.

add d. Regular verbs ending in e: add d.

Przeczytajcie tekst i zastanówcie się, jakie słowa pasują do każdej z luk 1–3.

zakryj go i zapisz w zeszycie 3 informacje, które udało ci się zapamiętać. Porównaj swoje notatki z kolegą/koleżanką.

He read my horoscope.

present perfect

Most regular verbs: add ed..

4 Pracujcie w parach.

odegrajcie dialogi. Finland is the fifth largest country in Europe but only 5 million people live there. The first 1 Have you got any information about impression you get looking out of an airplane accommodation in London? window is that there are a lot of trees and lakes with a few small towns. However, Helsinki, 2 Thanks for your help. 3 Can I use the Internet here? Tampere and Turku are modern high-tech cities. In Lapland, in the north, you can visit Santa Claus a) Yes, of course. It costs £1 an hour. and meet thousands of reindeer. Here you can b) Yes, we have. What sort of thing are you looking for? also experience white nights in summer, when c) No problem. Just ask if you need anything else. days are 24 hours long. There are plenty of things you can do in Finland, eg you can go cycling, 2 Dodaj po jednym zdaniu z poniższych do sailing, horse riding or fishing. You can do winter dialogów ułożonych w ćwiczeniu 1. Dwa sports from November till May because there is zdania nie pasują do żadnego z dialogów. a lot of snow and when you get cold, you can • Oh, actually I do. Where can I get something relax in a sauna. to eat? 1 What is Finland like? • How often do you use the Internet? Finland hasn’t got any cities, only a few small • I’d like to stay in a youth hostel for a week towns and many forests and lakes. or two. 2 Why are summer nights in Lapland unusual?• The hotel is round the corner, opposite the post Summer nights are 24 hours long. office. 3 How long is Finnish winter? • OK, I’d like two hours, please. Winter in Finland is about 4 months long. 3 Wymyśl jeszcze po jednym zdaniu 2 Przeczytaj tekst po raz kolejny. kontynuującym każdy dialog z ćwiczenia 2.

negative

past simple past continuous

Czasu past simple używamy do mówienia o wydarzeniach, które miały miejsce w przeszłości. Konstrukcja zdania dla wszystkich osób jest taka sama. Czasowniki regularne przyjmują końcówkę -ed. Wykaz czasowników nieregularnych play ➜ (irregular verbs) znajduje się na stronie 96. playedGames Czasu past continuous używamy do Computers receive ➜ mówienia o czynnościach, które trwały przez desktop board games received jakiś czas w przeszłości. Często występuje disc drive chess on w tym samym zdaniu razem z czasem consonant Regular verbs ending in consonant keyboard console try ➜ tried past simple i zaimkami when (przed past + y: change y to i and add ed. laptop controller simple) i while (przed past continuous) i służy consonant Regular verbs ending in consonant memory stick dice wówczas do opisu czynności, która była tłem stop ➜ mouse draughts double the + vowel + consonant: double the dla innych, krótko trwających czynności. stopped printer memory card final consonant and add ed.. future screen pack of cards software Niektóre formy imiesłowowe czasowników imiesłowowe czasowników affirmative negative speakers webcam stylus stosowane w czasie nieregularnych stosowane w czasie present You’ll live You won’t live will te używane perfect są takie same jak te używane w czasie in another in Spain all past simple. country. your life. (England, Useful expressions had – had put – put be going to I’m going to I’m not going Others are different from the past simple I’m of looking for a … see my uncle. to see myWhat should I get then? irregular verbs: I’m thinking of buying … I think you should get … aunt. saw – seen swam – swum I don’t think you should give him/her … Good idea. It’s a bargain! I’m catching I’m not present Wykaz czasowników nieregularnych (irregular nieregularnych catching the continuous the ten stronie 96. verbs) znajduje się na stronie 96. o’clock train. half past ten for future train. longest-running musical in London’s West End Tense review Powtórka czasów spelling rules for past participles

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Znajomość funkcji językowych / Znajomość środków językowych 1 Pracujcie w parach. Dopasujcie wypowiedzi

affirmative

run a marathon. won the Championship. climbed the mountain.

Czasu present perfect używamy do mówienia używamy doświadczeniach, gdy o przeszłych doświadczeniach, gdy nie dokładnie miały wspominamy kiedy dokładnie miały miejsce.

9 exam Builder

past

affirmative

11h.indd 121

Bay of Bengal Arabian Sea

in Britain?

Go to: www.beatleslyricsarchive.com

2 Przeczytaj teksty i zaznacz prawidłowe odpowiedzi. 1 Mohenjo-Daro means … a) … Mound of Indus. b) … Mountain of Death. c) … Mound of the Dead. 2 The city is about ... square kilometres in size. a) 1.5 b) 15 c ) 5.1 3 Many house walls in First Street … a) … aren’t there any more. b) … are still there. c) … are underground. 4 Archaeologists found a system of ... in the houses. a) towns b) drains c) roads 5 They made … from mud. a) walls b) wells c) bricks

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Indus Valley Civilisation

Houses The houses had rooms with windows and doors and some possibly had rooms for bathing. Most houses had drains to take away the dirty water and some had wells to provide fresh water.

Many of the house walls still standing. The people made Which is the most recorded song in the world? bricks from mud and dried them Can you name one of Andrew Lloyd Webber’s the bricks in the sun. They Webused quest musicals? to build foundations, walls, When did the tradition of choral singing start Read the lyrics to some of The Beatles’ songs. buildings and wells.

Test your memory!

12g.indd 125

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Indus

The Beatles

Choirs are veryCivilisation popular in lived there between 2600 and 1900 bc. MohenjoDaro means Mound of themost Dead. Nobody lives and there today, but Britain. The tradition of choral well-known The archaeologists more than 35,000 people lived there in the – singing began in the 15th and think that successful pop group in Britain past. the Theficity 1.5 square kilometres in size. The ruins of the 16th centuries when rst is about and probably in the world – The in Pakistan, are a UNESCO World Heritage Site. 121 choirs started incity, King’s College, Beatles, was formed in Liverpool Cambridge and Christ Church in the late fifties. They sold more Cathedral, Oxford. Now choirs are than a billion records all over the First Street 13-04-11 19:42:47 more popular than ever. world and they had over 40 number First Street is the most famous in Britain alone. The one records street in Mohenjo-Daro; it’s ten four all and Beatles broke up in 1970 metres wide in some places. began solo careers. members are

125 13-04-11 20:40:03

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• Pdf files of two complete exam-like tests (przykładowe zestawy egzaminacyjne) at the basic level. • Audio files for the Listening tasks. All the audio files should be listened to on a CD player.

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d What / done? e Where / been?

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headache sunburn insect bite stomach ache temperature sore throat cut antiseptic cream medicine broken leg 3 sore throat a She’s got a blocked nose and a . She’s got a cold. b Peter’s got a fever. He has a high

10-09-13 3:49 PM

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h My mum injured her hand with a knife when she was chopping vegetables for dinner. Now she has to wear a bandage because she’s got a very bad 10-09-13 3:48 PM .

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. It feels like my head is going to explode! c I’ve got a terrible 3 Work in pairs. Answer questions about your people. Then match the boys and girls to make six . d A mosquito bit me and now I’ve got an couples.

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I’me shy with people I don’t know. I study hard and I’m interested in issues like climate change. I’ve started a magazine for teenagers about important issues. I want to become a journalist when I finish school.

e He spent too long in the sun yesterday and now he’s got 4 Change partners and tell your new partner which people you think make good couples and why. for this terrible cough I’ve got. f I’m taking cough 17 g My dad won’t walk properly for a few weeks because of his

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2 You are going to ask your partner about six teenage girls called Julie, Shelley, Imogen, Molly, 10-09-13 3:50 PM Rachel and Nicole. Prepare questions to ask, using these prompts. Health problems and first aid

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1 Look at the pictures and label the types of transport.

h There isn’t much noise here. It’s nice. 6 Find words on the page for each of these definitions. motorbike i Is there much pollution where you live? No, there isn’t. a go around Josh j There are a lot of people at the leisure centre. b important road I’m stubborn, loyal d and sometimes selfish. I don’t c principal 3 Revision or the I love Paris. There’s a lot of traffic and there are often alike lot parties of tourists, butbeach, there are also a lot of d where ships come in to land but like andparks, and I love beautiful places. It’s fantastic in spring because there are a Ilot ofshopping gardens and games.Near I’ve the never e the opposite of shallow walking there. There are lots and lots of flowers and it’scomputer very romantic. river, there are been to another country some cafés with tables and chairs on the street. There aren’t many cars in that area, so I love having f parts of a skeleton and I don’t croissants for breakfast there. I’m going with my parents this April.want Luckyto! me.

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Unit 8

I’m shy and sometimes moody. I don’t like dance music or discos. I enjoy reading, walking and photography. I’d like to study history at university.

5 Read the texts about Vancouver and Quebec City and look at the map. Write the name of the tram the underground a There isn’t much food in the fridge. Kyle correct city after each fact. b How much snow is there here in winter? I’m funny and friendly, a a French is the only official language. but sometimes jealous and c There’s a lot of water on the bathroom floor. b It is in the east of the country. moody. I like music, football d How many friends of yours are there at the party? and going out with my c You can go skiing and sailing on the same day. e There aren’t many comfortable chairs here. friends. I’ve been to a lot of d It is more than four hundred years old. football matches. I want to f There aren’t many good films on at the cinema. study engineering. e The quality of life is good. g There’s a lot of traffic in this town.

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c There a telephone here, but there’s one a The longest national highway in the world isn’t is the . on the corner. d Is there a free chair? Yes, there is. This one is free. . b The largest city in Canada has over 5 million people. It is called e There’s some chocolate here if you’d like some. lake in Canada. c The Great Slave Lake is the f There isn’t any hot water, but there are four bedrooms! . d 5.5 million people in Canada are 1 Read the information six teenage boys. g Are there any good songs on your computer? Yes, thereabout are. Listen to this one. was invented by a Canadian. e The sport Carl h Thereof are some police offisentences cers near the strange! 4 Read the text about The traditional lifestyle Inuit. Are the truehospital. or false?How the Inuit I’m friendly and cheerful, but sometimes stubborn. I T/F a The Inuit people always lived in Canada. love travelling and extreme i Are there any supermarkets in your village? No, there aren’t, but there’s a small shop. T /I’ve F been to 25 b The Inuit people have never been farmers. sports. different countries! I’m T/F c The Inuit people are traditionally hunters, but they don’t fish. going to pool. study geography at j There isn’t a den in my garden, but there’s an old swimming T/F d The Inuit people traditionally ate caribou and foxes. university.

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Facts & Figures Population Capital

Dopełniacz saksoński

Vocabulary plus ‘s używamy po rzeczowniku/imieniu w liczbie

98

PI A

Culture: Ireland

Its stosujemy w kontekście przedmiotów i zwierząt. Short anSwerS

Czasownika be używamy do mówienia o czyimś wieku, narodowości, itp.

69

TO CO

plural

Your odnosi się zarówno do liczby pojedynczej, jak i mnogiej. His odnosi się do mężczyzny/chłopca, her − do kobiety/dziewczyny.

queStionS

tIp

5

Vocabulary bank

Singular

1.54

and gal.

All the audio files for Listening tasks should be listened to on a CD player.

Zaimki

dzierżawcze negative

Zadanie egzaminacyjne 2

1.53

O

6

Vocabulary bank

affirmative

2

Zadanie egzaminacyjne 1

PH

Zaimki pytające

You odnosi się zarówno do liczby pojedynczej, jak i mnogiej. He odnosi się do mężczyzny/chłopca, she − do kobiety/dziewczyny, a it − do przedmiotu lub zwierzęcia.

3

1

B

4

Voices 2 © Macmillan Publishers Limited 2011

W rozmowie używamy często skróconych form. Inna jest kolejność wyrazów w zdaniach twierdzących i pytających.

plural

W języku angielskim podmiot lub zaimek osobowy w funkcji podmiotu są w zdaniu niezbędne.

4

Zadanie egzaminacyjne Rozumienie ze słuchu 3

E

Singular

2

BL

Zaimki osobowe

1

A

a five mammals b four Canadian cities c four adjectives for origins or nationalities

Voices 2

Rozumienie tekstów pisanych

Worksheet 3

1 Find these things on the Canada culture page.

This Multi-ROM has specially designed software so that unique tests can be generated for use as: Unit Progress Tests, Revision Tests and End-of-Year Tests.

A

Grammar bank

Culture Canada

Test Generator

Voices 1

5

PI

rs L im

2 ka

CO

s he

CD

TO

ill an Pu bl i

O

cm

PH

Ma

Voices 2 © Macmillan Publishers Limited 2011

©

!!Voices 2 - Section A R.indd 38

Teacher’s Resource File Multi-level worksheets

Culture worksheets

Pairwork

Across the curriculum worksheets

Translation & Dictation

10-09-13 3:46 PM

English sketches

www.macmillan.pl ISBN 978-83-7621-040-7

9 788376 210407

Voices_TB2_PL_Cover_spirala.indd 2

25/07/11 12:40

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