Voices 2 TRF

Teacher’s Resource File Includes Multi-level worksheets Pairwork Translation & Dictation Culture worksheets Across the curriculum worksheets English sketches

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Contents

Multi-level worksheets Pairwork Translation & Dictation Culture & Across the curriculum worksheets English sketches

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Multi-level worksheets

Multi-level worksheets

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Revision Standard Unit 1.................. 1 Revision Extra Unit 1......................... 3 Extension Unit 1................................. 5 Revision Standard Unit 2.................. 6 Revision Extra Unit 2......................... 8 Extension Unit 2............................... 10 Revision Standard Unit 3................ 11 Revision Extra Unit 3....................... 13 Extension Unit 3............................... 15 Revision Standard Unit 4................ 16 Revision Extra Unit 4....................... 18 Extension Unit 4............................... 20 Revision Standard Unit 5................ 21 Revision Extra Unit 5....................... 23 Extension Unit 5............................... 25 Revision Standard Unit 6................ 26 Revision Extra Unit 6....................... 28 Extension Unit 6............................... 30 Revision Standard Unit 7................ 31 Revision Extra Unit 7....................... 33 Extension Unit 7............................... 35 Revision Standard Unit 8................ 36 Revision Extra Unit 8....................... 38 Extension Unit 8............................... 40 Revision Standard Unit 9................ 41 Revision Extra Unit 9....................... 43 Extension Unit 9............................... 45 Answer Key . ...................................... 46

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Revision

Unit 5

Standard

Vocabulary Natural phenomena 1 Look at the pictures and complete the words.

ts u n

c

am i

rthq

k

f

e

th nd l ghtn

d

v

l

nch

fl

d

rr

w

ldf

c

n

h

g

r nd ng

h

t

rn

d

r

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b

a

Adverbs 2 Complete the sentences with the adverb form of the words in brackets. a She plays the piano

beautifully

b Please speak c Always leave the classroom d Read the instructions e Joe always eats his lunch f

She did her homework very

g The two friends were chatting

. I can’t understand you. (slow) . (calm) . (careful) . (quick) . (good) . (happy) . (fast)

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h The car was travelling too

. (beautiful)

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Revision

Unit 5

Standard

Grammar Past continuous: affirmative and negative 3 Look at the picture of last Christmas at a ski resort. Are the sentences true or false?

a Four people were snowboarding.

T/F

b Some people were sitting in the café. T / F

c A boy was eating a hamburger.

T/F

d A man was reading a newspaper.

T/F

e Two girls were drinking cola.

T/F

f

T/F

g A boy wasn’t taking a photo.

T/F

h Two women weren’t chatting, they were reading books.

Two people were skiing.

T/F

4 Correct the false sentences in exercise 3.

1

Two people were snowboarding.

2

3

4

Past continuous: questions and short answers

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5 Circle the correct form of the verb in the questions. a Was / Were the girl drinking cola?

b Was / Were the boy eating a salad?

c What was / were the man reading?

d Was / Were people sleeping in the café?

e What was / were the man and the women doing?

f

What was / were the boy doing with his camera?

6 Look at the picture again. Match the answers with the correct questions in exercise 5.

1 They were reading.

e

2 He was reading a newspaper.

3 Yes, she was.

4 No, they weren’t.

5 He was taking a photo.

6 No, he wasn’t.

Past simple and past continuous 7 Circle the correct form of the verb in the sentences. a We went / were going to Italy on holiday last year. b They had / were having fish for lunch yesterday. c I had / was having lunch when Tina called. d I was walking home when it started / was starting to rain.

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e People slept / were sleeping when the earthquake happened.

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Revision

Unit 5

Extra

Vocabulary Natural phenomena 1 Look at the pictures and complete the words. a

b

t

ornado

w

e

h

f g

f

t

d

c

e

h

t l

a

and

Voices 2 © Macmillan Publishers Limited 2011

Adverbs 2 Complete the sentences with the correct adverb form of the adjectives in the box. calm

good

noisy

a Come on! Do it

slow

careful

quickly

b Please speak

bad

quick

. We’re late! . I can’t understand when you speak quickly.

c He plays the piano very d Read the instructions

. He started when he was six. before you begin the exercise. .

e In an emergency, leave the classroom f

easy

She’s good at maths and she passed the test very

. It’s up to you!

g You can do things well or you can do them in the garden.

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h The children are playing

.

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Revision

Unit 5

Extra

Grammar Past continuous: affirmative and negative 3 Make sentences in the past continuous. a I / watch / my favourite TV programme.

I was watching my favourite TV programme.

b It / rain / all day. c He / not do / his homework. d They / listen to / the news on the radio. e We / not wait / for them after school.

Past continuous: questions and short answers 4 Look at the picture of last summer at the beach. Complete the questions with the past continuous of the verb in brackets. Then aswer the questions with short answers.

Was

Voices 2 Š Macmillan Publishers Limited 2011

a

eating

the little boy

Yes, he was.

(eat) an ice cream?

b

some friends

(play) beach football?

c

the little girl in the water

d

the woman

e

the boys

f

the man in the sea

(swim)?

(read) a book? (windsurf) in the sea? (wear) sunglasses?

Past simple and past continuous 5 Complete the sentences with the correct form of the verb in brackets. a When the boss arrived, Andy

was listening to

(listen to) the radio. (stop).

b They were dancing when the music suddenly c Charlie broke his leg while he

(play) football.

d We were sleeping when the earthquake e She

(have) an accident while she

f

(do) our homework when the storm

We

g I

(swim) in the sea when I

(happen). (drive) home. (come). (hear) someone shouting.

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Extension

Unit 5

Reading 1 Read the text and circle the correct alternatives.

The Day after Tomorrow (2004) (a) was / were an American film directed by Roland Emmerich.

The story (b) was / were about a climatologist, Dr Hall, played by Dennis Quaid.

Dr Hall (c) found / was finding evidence of a new Ice Age and he (d) presented / was presenting his evidence to a conference on global warming. He said a new Ice Age could happen again in 100 to 1,000 years from now. At the conference he (e) met / was meeting a Scottish professor who (f) tells / told him the temperature of the world’s oceans (g) fell / was falling rapidly. Then the world’s climate (h) changed / was changing suddenly! The new Ice Age (i) begin / was beginning much sooner than everyone thought. Dr Hall ( j) met / was meeting the President of the United States. He told him that everyone must go south to Mexico immediately. There (k) was / were only a few days to save the world! Then he (l) received / was receiving a telephone call from his son, Jack. Jack (m) is / was in New York where the weather (n) got / was getting very bad ...

2 Read the text again and answer the questions. Write full answers. a Who directed the film? b When was it released? c Who played the part of the main character? d What suddenly happened for the new Ice Age to begin sooner than Dr Hall thought?

e How much time was there to save the world?

Voices 2 © Macmillan Publishers Limited 2011

Writing 3 Think about a film you saw recently and answer the questions. Use short answers. a What was the film called? b Who was the director and when was it released? c Who were the main actors? d What happened in the film? e Did you like it? Why / Why not?

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4 Write about the film in exercise 3 using full sentences. Use the text in exercise 1 as a model.

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Answer Key 3 Students’ own answers 4 Students’ own answers

Unit 5 Revision Standard

e c a d f b

7 a b c d e

went had was having started were sleeping

1 a b c d e f g h

tsunami earthquake avalanche hurricane thunder and lightning flood tornado wildfire

2 a b c d e f g h

beautifully slowly calmly carefully quickly well happily fast

1 a b c d e f g h

tornado wildfire flood hurricane tsunami earthquake avalanche thunder and lightning

3 a b c d e f g h

F T T T F F F T

2 a b c d e f g h

quickly slowly well carefully calmly easily badly noisily

4 1 Two people were snowboarding.

2 One girl was drinking cola.

3 Four people were skiing.

4 A boy was taking a photo.

Voices 2 © Macmillan Publishers Limited 2011

6 1 2 3 4 5 6

5 a b c d e f

Was Was was Were were was

Unit 5 Revision Extra

3 a I was watching my favourite TV programme. b It was raining all day. c He wasn’t doing his homework. d They were listening to the news on the radio. e We weren’t waiting for them after school.

4 a Was, eating Yes, he was. b Were, playing No, they weren’t. c Was, swimming Yes, she was. d Was, reading No, she wasn’t. e Were, windsurfing Yes, they were. f Was, wearing Yes, he was.

5 a b c d e f g

was listening to stopped was playing happened had, was driving were doing, came was swimming, heard

Unit 5 Extension 1 a b c d e f g h i j k l m n

was was found presented met told was falling changed was beginning met were received was was getting

2 a Roland Emmerich directed the film. b It was released in 2004. c Dennis Quaid played the part of the main character. d The world’s climate changed suddenly. e There were only a few days to save the world.

3 Students’ own answers 4 Students’ own answers

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Pairwork

Pairwork

Worksheet 1A............................................... 1 Worksheet 1B............................................... 2 Worksheet 2A............................................... 3 Worksheet 2B............................................... 4 Worksheet 3A............................................... 5 Worksheet 3B............................................... 6 Worksheet 4A............................................... 7 Worksheet 4B............................................... 8 Worksheet 5A............................................... 9 Worksheet 5B............................................. 10 Worksheet 6A............................................. 11 Worksheet 6B............................................. 12 Worksheet 7A............................................. 13 Worksheet 7B............................................. 14 Worksheet 8A............................................. 15 Worksheet 8B............................................. 16 Worksheet 9A............................................. 17 Worksheet 9B............................................. 18 Worksheets 1A & 1B Teacher’s Notes . ... 19 Worksheets 2A & 2B Teacher’s Notes . ... 20 Worksheets 3A & 3B Teacher’s Notes . ... 21 Worksheets 4A & 4B Teacher’s Notes . ... 22 Worksheets 5A & 5B Teacher’s Notes . ... 23 Worksheets 6A & 6B Teacher’s Notes . ... 24 Worksheets 7A & 7B Teacher’s Notes . ... 25 Worksheets 8A & 8B Teacher’s Notes . ... 26 Worksheets 9A & 9B Teacher’s Notes . ... 27

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Pairwork

Worksheet 5A

Student A 1 Look at the picture. Imagine that you saw all these events yesterday. Then prepare to describe it to a partner, using past tenses. For example, There was a tornado. There were two cats in a tree.

2 Student B is going to draw your picture. Describe it and answer your partner’s questions, giving as much detail as possible.

Voices 2 © Macmillan Publishers Limited 2011

3 Listen to your partner’s description and draw the picture. When Student B finishes, ask questions to help make your picture perfect.

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4 Compare your picture with your partner’s worksheet.

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Pairwork

Worksheet 5B

Student B 1 Look at the picture. Imagine that you saw all these events yesterday. Then prepare to describe it to a partner, using past tenses. For example, There were two children. They were telling people about the tsunami.

2 Listen to your partner’s description and draw the picture. When Student A finishes, ask questions to help make your picture perfect.

Voices 2 © Macmillan Publishers Limited 2011

3 Compare your picture with your partner’s worksheet.

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4 Student A is going to draw your picture. Describe it and answer your partner’s questions, giving as much detail as possible.

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Pairwork 5A & 5B

Teacher’s Notes

Language there was / there were Prepositions of place Past continuous

Student’s Book reference Pages 60–71

Instructions 1 Divide the class in half and give one half worksheet 5A and one half worksheet 5B. 2 Ask students to look at their picture carefully, and write notes about what they can see.

3 Put students in pairs so that one student has worksheet 5A and the other has worksheet 5B. Tell students they are going to describe their picture so that their partner can draw it. Ask Student A to begin describing and Student B to draw. Tell them to imagine they saw the scene and ask them to use the past continuous and there was / there were appropriately.

4 When Student A finishes describing, encourage Student B to ask questions for more information e.g. Were there any animals? Where was the old man; on the left or on the right?

5 Students reverse roles so that Student B describes and Student A draws.

6 Ask students to compare their drawings with the original.

Answers See pictures

Optional activities 1 Use the pictures as a memory game. Ask students to look at and memorize their partner’s picture for one minute. Then one student looks at the picture and asks questions, e.g. How many trees were there? and their partner answers from memory. Then students change roles and use the other picture.

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2 Ask students to write a description of their partner’s picture from memory.

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Translation & Dictation

Translation

Worksheet 1................................. 1 Worksheet 2............................2 Worksheet 3............................3 Worksheet 4............................4 Worksheet 5............................5 Worksheet 6............................6 Worksheet 7............................7 Worksheet 8............................8 Worksheet 9............................9

Dictation

Translation Dictation

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&

Worksheet 1..........................10 Worksheet 2..........................11 Worksheet 3..........................12 Worksheet 4..........................13 Worksheet 5..........................14 Worksheet 6..........................15 Worksheet 7..........................16 Worksheet 8.............................. 17 Worksheet 9.............................. 18

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Translation

Worksheet 5

1 Past continuous: affirmative and negative a It was raining hard, but the wind wasn’t blowing. b I was waiting for a train at midnight yesterday. c We weren’t laughing at you, I promise! d He wasn’t expecting their visit. e The people were running away from the flood. f

The helicopter was searching for the swimmers.

2 Past continuous: questions and short answers a Was your sister working last night? Yes, she was. b Who was eating noisily? c Why were you taking a photo of the tornado? d Were they having lunch at that time? No, they weren’t. e What was he thinking about? f

Was I talking in my sleep? Yes, you were!

3 Past simple and past continuous a What were you listening to when I arrived? b I was skiing when the avalanche started. c They weren’t feeling very well when I saw them. d They were shouting angrily when he walked in. e She fell asleep while she was driving. f

The storm started while they were fishing at the lake.

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g He wasn’t listening when his teacher told them what to do for homework.

4 Revision

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When I was little I hated thunder and lightning. One day I was at home with my mother and my sister, and a storm started. My mother decided to make a cake and we forgot about the weather.

While we were helping my mother in the kitchen, lightning struck the house and the lights went off. We sat on the kitchen floor and my mother sang to us. When my father came home, we were sitting on the floor, singing Beatles’ songs and eating cake. Now, I love storms and I often go for walks in the rain.

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Dictation 1

21

Worksheet 5

Past continuous: affirmative

a I was running in the park yesterday morning. b Our team was playing a match at ten o’clock. c They were talking noisily! d They were studying the tsunami in geography last week. e It was snowing here last week!

2

22

Past continuous: negative

a I wasn’t carrying an umbrella. b They weren’t playing football. c They weren’t waiting for you. d You weren’t looking! e He wasn’t helping us.

3

23

Past continuous: questions and short answers

a ‘Were you listening?’ ‘No, I wasn’t. Sorry.’ b What was he writing about? c ‘Was she wearing her new uniform?’ ‘Yes, she was.’ d ‘Were you driving fast?’ ‘No, we weren’t. We were driving carefully.’ e What were you doing before the earthquake?

4

24

Past simple and past continuous

a We were walking near the river when lightning struck. b While they were performing the guitarist fell over. c I was eating my breakfast when I saw the news.

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d The volcano erupted while he was visiting the island. e While I was watching a horror film on TV, I heard a noise upstairs.

5

25

Revision

We were sleeping when the earthquake happened. It was a small earthquake and my parents and I didn’t wake up, but my brother was awake. He was going to the bathroom for some water when he fell. He hit his head on the door. He thought he was dreaming and he went back to bed. The next morning, we didn’t believe his story, but then we saw the news on the television while we were having breakfast.

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Culture & Across the curriculum worksheets

Culture

Worksheet 1.................................... 1 Teacher’s Notes 1............................ 2 Worksheet 2.................................... 3 Teacher’s Notes 2............................ 4 Worksheet 3.................................... 5 Teacher’s Notes 3............................ 6 Worksheet 4.................................... 7 Teacher’s Notes 4............................ 8 Worksheet 5.................................... 9 Teacher’s Notes 5.......................... 10 Worksheet 6.................................. 11 Teacher’s Notes 6.......................... 12 Worksheet 7.................................. 13 Teacher’s Notes 7.......................... 14 Worksheet 8.................................. 15 Teacher’s Notes 8.......................... 16 Worksheet 9.................................. 17 Teacher’s Notes 9.......................... 18

Across the curriculum

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19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36

Culture & Across the curriculum

Music, Worksheet 1........................

Music, Teacher’s Notes 1................

History, Worksheet 2.....................

History, Teacher’s Notes 2..............

History, Worksheet 3.....................

History, Teacher’s Notes 3..............

Literature, Worksheet 4.................

Literature, Teacher’s Notes 4..........

Geography, Worksheet 5.................

Geography, Teacher’s Notes 5..........

ICT, Worksheet 6...........................

ICT, Teacher’s Notes 6....................

Science, Worksheet 7.....................

Science, Teacher’s Notes 7..............

Science, Worksheet 8.....................

Science, Teacher’s Notes 8..............

Literature, Worksheet 9.................

Literature, Teacher’s Notes 9..........

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Culture The USA

Worksheet 5

1 Find these things on the USA culture page. a five types of building b five cities c five fruits or vegetables d four verbs related to cooking 2 Find these events and put them in the correct chronological order. a The first subway system started. b Coca-Cola® first appeared in shops. c The first students went to Harvard. d The first bank in the USA opened. e Chicago’s first skyscraper was built. f

Americans could buy their first stamps.

3 Match the words to make phrases and then find them on the USA culture page. a pork

1 pizza

b bread

2 cheese

c deep-dish

3 toppings

d pizza

4 rolls

e cream

5 ribs

a Chicago is famous for a type of hot dog.

T/F

b Food in Chicago often has ketchup on it.

T/F

c Bagels are originally from the USA.

T/F

d Bagels are made from flour and sugar.

T/F

e Meat is cooked slowly at a Kansas barbecue.

T/F

f

T/F

Green chiles are often used in New Mexico.

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4 Read the text about Food in the USA. Are the sentences true or false?

5 Find words on the page for each of these definitions. .

b ingredients you put on a pizza

.

c very important

.

d bread before you cook it

.

e a large variety

.

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a the opposite of thin

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Culture The USA

Teacher’s Notes 5

Aim To learn about aspects of American culture, focusing on the food. Students use Workbook page 129 followed by worksheet 5.

Warm up •

In pairs, give students two minutes to write down as many types of food and drink associated with the USA as they can think of.

•

Check their ideas. Ask them to look at page 129 and tell you if any of their ideas are there.

Workbook 1 Ask students to read the Check it out! box and the Facts & Figures. Ask what information about the USA is new for them.

2 Ask students to read all the texts on the page and answer the Test your memory! questions.

Test your memory! answers: 1782; Europe; very slowly, partly smoking it 3 Hand out copies of worksheet 5. Ask students to complete exercises 1 to 3 from memory, without looking at the page.

4 In pairs, ask students to compare their answers then allow them to read the page again to check answers.

5 Exercises 4 and 5 could be done in class if there is time or set for homework. Fast finishers can be asked to add two to four definitions to exercise 5 for a partner to solve.

6 Check the answers with the class.

Web quest

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Ask students if they know the answer to the question in the Web quest box. If the students have computer access to the internet, ask them to follow the web link and find out about the languages given.

Web quest answer: English 210 million, Spanish 22.4 million, French 1 million, Russian 334,615, German 90,000

Worksheet Answer Key

2 c–d–f–e–b–a

1 a bank, college, skyscraper, shops, restaurants b Chicago, Boston, New York City, Kansas City, Albuquerque c onions, tomatoes, lettuce, peppers, green chiles d boil, bake, cook, smoke

3 a5 b4 c1 d3 e2 4 a True b False (Chicago food never has ketchup) c False (bagels are from Europe) d False (bagels are made from flour, water and salt) e True f True 5 a thick b toppings c essential d dough e a wide range

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Across the curriculum Geography

Worksheet 5

PROJECT 1 Which words describe earthquakes and which words describe tsunamis? Write the words in the box in the correct column. crust coastline epicentre faultline ocean inner core sea floor mantle outer core harbour tidal wave tectonic plate seismic wave the Earth and earthquakes

the sea and tsunamis

2 Can you find all the words from exercise 1 on Workbook pages 142 and 143? Which word isn’t there?

3 Complete the sentences with words from the texts on Workbook pages 142 and 143.

b When

Scale measures the size of an earthquake. boundaries move they start an earthquake.

c In Japanese, tsunami means d Tsunamis usually happen on the

wave. coastline.

Voices 2 © Macmillan Publishers Limited 2011

a The

4 Find out about the Earth and complete the table. Use this information to write your text.

What makes the tectonic plates of the Earth’s crust move?

Is the Earth solid or liquid?

How hot is the centre of the Earth?

Have you experienced an earthquake?

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What earthquakes do you know about?

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Across the curriculum Geography

Teacher’s Notes 5

Aim To learn about aspects of geography, focusing on earthquakes and tsunamis. Students use Workbook pages 142–143 followed by worksheet 5.

Warm up Play hangman with the words EARTHQUAKE, TSUNAMI and TIDAL WAVE. Ask students which two of the words mean something similar.

Answers: tsunami and tidal wave

Workbook 1 Ask students to do exercises 1 and 2.

2 In pairs, ask students to compare their answers. Check answers with the class.

3 Ask students if there are ever earthquakes in their country, and if so, if they have felt one.

Exercise 1 answers: a faultline b epicentre c focus d crust e outer core f mantle g inner core h tectonic plates i plate boundaries Exercise 2 answers: 1 focus 2 crust 3 edges 4 seismometer 5 energy is released 4 Ask students to do exercise 3.

5 In pairs, ask students to compare their answers. Check answers with the class.

Exercise 3 answers: 1 False (a tsunami is a series of waves) 2 True 3 True 4 True 5 False (they can travel up rivers) 6 True 6 Ask fast finishers to correct the false statements in exercise 3.

PROJECT Voices 2 © Macmillan Publishers Limited 2011

Hand out copies of worksheet 5 and ask students to complete exercises 1–4. Ask them to prepare their texts and poster using the information and notes on their worksheet. Tell them they may choose which aspects to include by either using their answers to the first three questions in the table or the last two. Encourage students to find or draw illustrations and design a poster to display the information. Use the posters as a wall display and ask the class to vote for the most informative and the most attractive.

Worksheet Answer Key 1 earth and earthquakes: crust, epicentre, faultline, inner core, mantle, outer core, tectonic plate, seismic wave; sea and tsunamis: coastline, ocean, sea floor, harbour, tidal wave 2 ocean isn’t there 3 a Richter b plate c harbour d Pacific

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English sketches

Character profiles.............................1 Sketch Units 1-3 Script.....................2 Sketch Units 4-6 Script.....................3 Sketch Units 7-9 Script.....................4 Sketch Units 1-3 Teacher’s Notes.......5 Sketch Units 4-6 Teacher’s Notes.......6 Sketch Units 7-9 Teacher’s Notes.......7

English sketches

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English sketches

Units 1–9

Character profiles 1 Think about your main character and complete the profile with your ideas.

2 Find out about the different characters in your group.

Character 1 Age: ______ Name: _______________________ __________ Brothers and sisters: ____________ ___________ Favourite sport: _______________ __________ Favourite music: _______________ ____________ Favourite clothes: ____________ __________ Favourite colour: _______________ ____________ Hobbies: _____________________ ____________ Personality: __________________

Character 2 Name: _______________________ Age: ______ Brothers and sisters: ______________________ Favourite sport: __________________________ Favourite music: _________________________ Favourite clothes: ________________________ Favourite colour: _________________________ Hobbies: ________________________________ Personality: _____________________________ Character 3 Name: _______________________ Age: ______ Brothers and sisters: ______________________ Favourite sport: __________________________ Favourite music: _________________________ Favourite clothes: ________________________ Favourite colour: _________________________ Hobbies: ________________________________ Personality: _____________________________ Voices 2 Š Macmillan Publishers Limited 2011

Character 4 Name: _______________________ Age: ______ Brothers and sisters: ______________________ Favourite sport: __________________________ Favourite music: _________________________ Favourite clothes: ________________________ Favourite colour: _________________________ Hobbies: ________________________________ Personality: ______________________________

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Character 5 Name: _______________________ Age: ______ Brothers and sisters: ______________________ Favourite sport: __________________________ Favourite music: _________________________ Favourite clothes: ________________________ Favourite colour: _________________________ Hobbies: _________________________________ Personality: _____________________________

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English sketches

Units 4–6

Script Boys

Pete, Joe

Man

In the mountains

Meg

Annie

Annie

Annie

At the house Pete Joe Annie Meg Pete Joe Pete Annie Meg Joe Pete Joe Pete Annie Meg

We’re here. That was hard work!

Hello! Hello-o!

A light’s on in the window, but the house is empty.

What should we do? It’s dark now.

I know. We can’t ski down.

Look! The door’s open. We should go in – the storm is getting stronger!

It’s strange. The door’s open but there aren’t any people inside.

There’s food on the table.

Yes. And the television is on. They were watching a music programme.

They left quickly … why?

I don’t like it. There should be somebody here.

There’s some bread and milk.

We shouldn’t touch it. This isn’t our house!

But I’m hungry … and cold!

There was some wood outside. We should make a fire. Come on, Pete.

Back at the house (two minutes later) Meg Annie Pete Annie Joe Meg

Pete Joe Pete Annie Neil Meg Neil Annie

Neil

Meg

Neil Joe

Quick! Close the door! There was a strange animal out there.

A strange animal?

Yes. We saw it for a moment. It had four legs and four arms!

Was it a monster?

Or a dream? Monsters don’t exist.

It had strange hair and it was walking slowly towards the house.

It was probably …

Listen! I heard a noise. Something was banging on the door a moment ago!

PH

O

TO CO PI

Joe Pete

Joe Annie Pete Joe Pete Meg Annie

E

Pete

Meg

BL

Pete Annie Joe

I’m scared. Turn the lights off. And the television. Quickly!

Oh no! I saw it! It was at the window!

There was a face there at the window.

And it had four arms, like Pete said. It was waving two of its arms!

I saw it too. It was shouting. I couldn’t hear it because of the storm, but it was moving its mouth angrily.

What should we do? I’m really scared now.

Are all the doors and windows closed?

Call the police! Where’s my mobile?

I don’t know!

Oh no! I left it at the hotel.

What can the police do in this storm?

Listen! The thing is here in the house! It broke a window! It’s in the kitchen!

We should do something! We need … the milk!

The milk?

Yes. Open the door and throw the milk at the monster! It’s cold. Ready?

One, two, three, ... NOW! YEUCH! Couldn’t you hear me? I was trying to get you to open the door!

Who are you?

Who am I? This is my house! Who are you?

Oh. Oh no. Oh dear. Sorry. Do you need a towel? We were in the storm and we saw the house and … oh dear.

I only went outside for a minute! I left my keys and skis in the car and I went to get them! Why did you close the doors? [laughing] You were carrying skis? Ah, four arms. It wasn’t a monster or a ghost. It was you!

And why did you throw the milk at me? I’m freezing!

We’re so sorry. What’s your name? We can make a fire, and I can explain.

A

Meg

I love skiing, but this is crazy. It was sunny an hour ago, but now ...!

This storm is getting worse and the sky’s getting darker. It’s getting colder too.

Yes. It’s more difficult to ski now.

I don’t like this. It’s very snowy and windy.

There could be an avalanche soon. Let’s find somewhere to rest. We should wait for the storm to pass.

I saw a small house down to the left a few minutes ago. We should try and find that.

There was a light at the window.

OK. Come on then. Let’s go.

Neil

Voices 2 © Macmillan Publishers Limited 2011

Characters Girls Annie, Meg

!!Voices 2 - Section F R.indd 3

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English sketches

Teacher’s Notes

Units 4-6 1 Put students in groups of four or five.

Note: Neil should be played by the student who plays Pete.

2 Give each group a copy of the character profiles on page 1. Then give each student a copy of the script on page 3.

3

Ask students to listen to the sketch and read the script and then, as a group, decide which pictures illustrate the characters. On the board, write: Where are the friends at the beginning?

Where do they go? What happens at the end? Elicit answers. Play the audio clip again, if necessary.

4

Ask students to decide which character they want to be. They listen to the sketch and read the script again. They should then complete their character profile with their own ideas, bearing in mind their character’s personality. Once they have done this, they complete profiles for other characters.

5 Students discuss and justify their ideas within their groups, referring to the completed profiles.

6

Sitting in a circle, students read through the entire script in their groups. They should focus on pronunciation and being their character. Play the audio clip again, if necessary.

7 Students repeat step 6, but standing up. They then do it again, but this time placing their hand on the shoulder of the character they are speaking to. As they repeat the sketch, they will memorize at least part of it.

8 Allocate each group an area of the classroom to rehearse their sketches, using props and moving around, until they are ready to perform.

Optional activities This sketch can be recorded as a radio play, and uploaded onto a class website as a podcast.

Alternatively, it can be videoed for students to watch.

Voices 2 © Macmillan Publishers Limited 2011

Stronger groups can write a continuation to the sketch, when the friends are explaining what happened to Neil, and making plans for how to spend the night. Ask students to discuss what they are going to talk about, and brainstorm ideas onto the board. Groups then write their ending, practise it and perform the scene for their classmates.

Weaker groups can re-write the final section of the sketch, substituting Neil’s reaction when he sees the people in his house. Remind them that the alternative reaction must be convincing! The weaker groups then practise and perform the final section of the sketch to their classmates.

Audio clips with recordings of the English sketches are available on the Dictations CD.

E BL

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!!Voices 2 - Section F R.indd 6

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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?

A The text is about the Baltic coast.

B The text is about having a good time at the Dominican Fair.

C The text is about people who live in Gdansk.

exam Builder

affirmative

negative

past simple

He read my horoscope.

He didn’t read the TV guide.

past continuous

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

present perfect

I’ve had a hard time at school.

I haven’t had an easy time.

6

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 (irregular verbs) znajduje się na stronie 96.

Computers Czasu past continuous używamy do 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 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 Regular verbs ending in consonant memory stick dice wówczas do opisu czynności, która była tłem stop ➜ mouse draughts + 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 affirmative negative speakers webcam stylus nieregularnych stosowane w czasie present You’ll live You won’t live will 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 catching the continuous the ten 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 Most regular verbs: add ed.

wybierz odpowiedź odnoszącą się do jego 1 Pracujcie w parach. Dopasujcie wypowiedzi 4 Pracujcie w parach. całości, a nie jedynie do fragmentów.

Vocabulary bank

play ➜ playedGames

Regular verbs ending in e: add d.

1–3 do odpowiedzi a–c. następnie Przeczytajcie tekst odegrajcie dialogi.

Finland is the fifth largest country in Europe i zastanówcie się, jakie słowa I came to Croatia from Italy by train and then took but only 5 million people live there. The first 1 Have you 2 pasują do każdej z luk 1–3. gota any information about flight from Zagreb, which is the capital of Croatia, impression you get looking out of an airplane accommodation in London? to Dubrovnik.

I explored Dubrovnik on foot. It’s It’s hard to believe but Gok Wan, window is that there are a lot of trees and lakes help. old city with amazing sights, lovely a British fashion stylist and TV a beautiful with a few small towns. However, Helsinki, 2 Thanks for your presenter, hasn’t always been so friendly people.

3 Can I use thebeaches Internetand here?

Tampere and Turku are modern high-tech cities. slim. In fact, he was an extremely In Lapland, in the north, you can visit Santa Claus a) Yes, of course. It costs £1 an hour. tIp fat teenager.

He (1)_ very and meet thousands of reindeer. Here you can b) Yes, we have.How Whatdid sort of person thing are you looking for? wykonywanie the unhappy because lots of kids at Zacznij also experience white nights in summer, when Croatia? c) No problem.get Justtoask if you need anything else. school bullied him. Nowadays Gok zadania days are 24 hours long. There are plenty of things A He/she came by plane.

(2)_ people look attractive and accept their egzaminacyjnego you can do in Finland, eg you can go cycling, 2 Dodaj po jednym zdaniu z poniższych do B He/she came on foot. bodies. For many years he (3)_ involved in od wyeliminowania sailing, horse riding or fishing. You can do winter C He/she took a train. dialogów ułożonych w ćwiczeniu 1. Dwa supporting an anti-bullying charity Kidscape. błędnych odpowiedzi. 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 5 Ponownie przeczytaj tekst i w każdym • Oh, actually I do. Where can I get something relax in a sauna.

3 The first hot air balloon was up in the air on 19thpodpunkcie a–c zakreśl odpowiednie słowo to eat?

September 1783. The passengers were a sheep, pasujące do danej luki.

1 What is Finland like?

• How often doa duck you use thea chicken.

Internet? The balloon stayed in the air and for Finland hasn’t got any cities, only a few small a) has felt / felt b) helps / helping c) was / has been minutes before crashing back to the ground.

• I’d like to stayfifteen in a youth hostel for a week towns and many forests and lakes. or two.

How long did the first hot air balloon stay in 6 the air?

2 Why are summer nights in Lapland unusual?• The hotel is round Podkreśl w tekście wyrazy/zwroty, które the corner, opposite the post A quarter of an hour Summer nights are 24 hours long. pomogły ci zdecydować, jakie słowo będzie office.

B half an hour pasowało do każdej z luk.

3 How long is Finnish winter?

• OK, I’d like two please.

C hours, nineteen minutes Winter in Finland is about 4 months long.

Culture: Britain

Check it out!

Vocabulary plus

uzupełnienie luk 1–3. Zakreśl literę a, B lub C. uzupełnij minidialogi (1–3), wybierając spośród pytanie jest poprawna. Zakreśl literę A, How many people take part in the World Sauna podanych odpowiedzi brakującą wypowiedź Lucy has always been my best friend. I (1)_ B lub C. Championships every year? jednej z osób. Zakreśl literę a, B lub C. her for a long time. When we were kids we A about 25 B 110 C more than 160 (2)_ together all the time. Now we go to 1 – Hello. How can I help you? the same school and we always meet each other after – ___ 4 How lessons. Next Saturday, we (3)_ to Portugal Wymyśl tytuły do dwóch wybranych A Great. much is it? tekstów z zadania egzaminacyjnego. together. I hope we’ll like it there.

B I’d like to find out about holiday jobs.

C Yes, you helped me a lot.

1 A will know B have known C knew 2 – ___ 2 109 A played B playing C have played – Try talking to your parents about it.

3 A ‘re flying B fly C flying A What are you going to do?

Voices_SB2_PL_U08.indd 109 17_04_11 13:06 B What are you thinking about?

C What’s your advice? tIp 3 – What does your star sign say about you?

Przeczytaj tekst bez patrzenia na odpowiedzi.

– ___ Spróbuj domyślić się, jakie słowo pasuje do każdej luki, a następnie sprawdź, czy twoje A I don’t know. I don’t read horoscopes. przypuszczenia się potwierdziły.

B I was born on April 25th so I’m Taurus.

C An Aries is stubborn and an Aquarius is sensitive.

The

Will/won’t używamy do mówienia is Les Misérables.

present

3 Wymyśl jeszcze po jednym zdaniu 4 The World Sauna Championships take place every 2 Przeczytaj tekst po raz kolejny. Następnie kontynuującym każdy dialog z ćwiczenia 2.

Zadanie egzaminacyjne 2 August in Heinola, Finland. Over 160 participants from zakryj go i zapisz w zeszycie 3 najważniejsze 25 countries travel to Heinola to see who can Przeczytaj tekst. Spośród wyrazów podanych stay informacje, które udało ci się zapamiętać. the longest in a very hot sauna. In 2009 a Finn, Timo poniżej wybierz właściwe, poprawne pod Porównaj swoje notatki z kolegą/koleżanką.

Zadanie egzaminacyjne 1 Kaukonen, won the championships. He stayed in 110 względem gramatycznym i leksykalnym degrees Celsius for 3 minutes and 46 seconds.

3 Zdecyduj, która odpowiedź na poniższe

It opened in 1985!

most recorded Computer games The Beatles’ song Yesterday is the o wydarzeniach w przyszłości, co do których nie

song in the world. jesteśmy pewni, wiec są to tylko przypuszczenia. in Britain 1 Sprawdź znaczenie podanych wyrazów. Jakie lubisz rodzaje gier komputerowych?

There are about 67 symphony orchestras Be going to używamy do mówienia o planach 2 in Wales).

(60 in England, 5 in Scotland and i zamierzeniach na przyszłośd.

affirmative

negative

present simple

They live in Belfast.

They don’t live in London.

present continuous

I’m doing my homework.

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 the 2 Jakie rodzaje gier komputerowych przedstawiają rysunki? wówczas dodatkowo okoliczniki czasu washing up. odnoszące się do przyszłości.

Andrew Lloyd Webber and West End musicals 2

1

Czasu present simple używamy do mówienia o nawykach i zwyczajach.

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

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

Time expressions

114

Voices_SB2_PL_U09.indd 121

Workbook

Across the curriculum

11h.indd 121

Test your memory!

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 a block for building houses

Mohenjo-Daro

Indus

The Beatles

Choirs are verycivilization 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 aboutand 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 over 40 number more popular than ever. world and they had in Mohenjo-Daro; First Street is the most famous street one records in Britain alone. The it’s ten metres wide in some broke up in 1970 and all four Beatles walls places. Many of the house members began solo careers.

Bay of Bengal Arabian Sea

are still standing. The people made bricks from mud and dried

Przeczytaj teksty i zaznacz prawidłowe odpowiedzi.

2

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.

Student’s CD

This recording is copyright and unauthorized copying is illegal.

Workbook CD

Indus Valley Civilization

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.

Which is the most recorded song in the world? them in the sun. They used the Can you name one of Andrew Lloyd Webber’s foundations, walls, bricks to build Web quest musicals? buildings and wells.

When did the tradition of choral singing start Read the lyrics to some of The Beatles’ songs. in Britain?

Go to: www.beatleslyricsarchive.com

12g.indd 125

This recording is copyright and unauthorized copying is illegal.

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.

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

17_04_11 13:46

Exam Builder pages

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.

3

121

Holst and The Planets

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

10h.indd 114

czasowniki w tekście zadania egzaminacyjnego.

Zastanówcie się, jakich czasów użyto i dlaczego właśnie tych.

Scotland and Wales)

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 słowa z ich definicjami.

present usually at the moment every day

7 Pracujcie w parach. Podkreślcie wszystkie

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

Student’s Book

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

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

9

tIp

Znajomość funkcjiPodczas językowych / Znajomość językowych określania głównej myśliśrodków tekstu

tIp

past

affirmative

125

4 Archaeologists found a system of ... in the houses. a) towns 13-04-11 20:40:03 b) drains c) roads 5 They made … from mud. a) walls b) wells c) bricks

138 13g.indd 138

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Web quest What is hurling? www.gaa.ie/about-the-gea-/our-games/hurling

2 The title of the painting is Family of Saltimbanques.

Workbook CD

1 Francisco Goya completed this painting between 1800–01.

2 The title of the painting is Family of Saltimbanques.

3 The artist painted it in 1905.

4 This oil on canvas shows the royal family on a visit to the artist’s studio.

5 The family wear simple circus clothes.

6 The artist is also in the painting. He is on the left, next to his canvas.

7 Picasso painted this in his ‘Pink Period’.

8 The family have servants and beautiful clothes.

9 The title is Charles IV of Spain and his family.

10 This oil on canvas shows a group of circus people in an empty landscape.

1 Francisco Goya completed this painting between 1800-01.

Workbook Extra contents

1.

01

Voices 1

Culture Australia

Test Generator 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.

es for Listening tasks can be listened to on a CD player.

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

Interactive Classroom

Tests Multi-ROM

First Polish Edition © Macmillan Polska 2011

ub lish e

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11 20

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ISBN 978-83-7621-035-3

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1 Look at the picture and match the animals with the pictures. a There were Iberian people in Spain before the Romans. tiger rhino snow leopard whale owl polar bear b There weren’t tomatoes or potatoes in Europe before 1492.

Revision

c There was a king in France before the Revolution.

b Da Vinci painted the Mona Lisa in about 1504.

Vocabulary

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a Uruguay won the World Cup in 1930 and 1950.

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Interactive Classroom

b Amelia Earhart flew across the Atlantic alone in 1932.

d The Aboriginal language has many written forms. e Uluru is a World Heritage Site. f

5 Revision

e

Unit 5

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snow leopard

b

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because she’s very old.10-05-28

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3:04 PM

in the library. You must be

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because I’ve got too many bags.

1.

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Tests Multi-Pack Tests Multi-Rom

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10-05-28 3:08 PM

b)

3 Complete the sentences with adjectives or adverbs.

c Don’t speak

Dictations Ma

d

f

f

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Adverbs of manner

3 Now take turns to ask and answer questions with your partner. Find the differences (without 2 Complete the table with the correct adverbs. looking at your partner’s picture!). adjective good bad quiet loud slow

!Voices1 TRF Section B.indd 9

!Voices1 TRF Section A.indd 23

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10-05-28 4:06 PM

Teacher’s Resource File Multi-level worksheets

Culture worksheets

Pairwork

Across the curriculum worksheets

Translation & Dictation

English sketches

www.macmillan.pl

Test Generator

Ma

© Macmillan Publishers Limited 2009

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Test Generator ©

Images from Corbis, Macmillan Publishers Ltd / ImageSource, Macmillan Publishers Ltd / Pixtal, Macmillan Publishers Ltd / Macmillan Australia

d

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m n7 o 2 You are going to find the differences between your picture and your partner’s. Write at least eight questions to ask Student B, e.g. What are the owls doing? Is the snow leopard walking? !Voices1 TRF Section C.indd 7

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This audio CD contains all the Dictations and English Sketches files from the Teacher’s Resource File.

Includes

First Polish Edition © Macmillan Polska 2011

1 Label the pictures.

T/F

The official language of Australia is English.

T/F John Lennon was born in Liverpool.

He went to Hamburg with his friends Paul, George, Pete and Stuart in 1960. They had a group, The Silver Beetles, and they played rock ‘n’ roll. They also played g skiffle, a type of music very popular in the 1960s in Britain. John played the guitar and wrote songs. He also painted pictures. They lived in Hamburg and in 1962 they went back to England and 9 became The Beatles, with Ringo Starr. They were probably the most famous group in the history of rock music.

!Voices1 TRF Section E.indd 9

wolf

b

Endangered animals c

c Karl Marx lived and died in London. d Beethoven composed his music in the early 1800s. e Hitler invaded Poland on 1st September 1939.

4 Past simple affirmative: irregular verbs

T in / F the Battle of Lepanto. c Cervantes lost his left arm

orang-utan

Extra

d There weren’t DVDs or computers when his parents were young.

a Australia is an island.

b There are more than 3,000 species dof spider inEiffel Australia.

T / FStatue of Liberty in 1885–1886.

Gustave designed the

c The capital of Australia is Sydney. e Roman emperors wore purple T / F and white togas; normal Roman citizens wore white togas.

rs L im

• Audio files for the Listening tasks.

All the audio files can beThis listened to isoncopyright a CD player. recording and

Macintosh/Linux: Mount the CD (if necessary) and open the file macmillan.htm in a web browser.

© Macmillan Publishers Limited 2009

2 there was / there were

5 Are the sentences true or false?

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Class CDs

Uluru location English name height colours other information

u a u s t r a l i a a b o r i g i n e b b o o m e r a n g o e n d e s e r t s u a g n t r e m t o t c a n b e r r a a s

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a 4 Find ten words related to Australia in the word square. e There was a film about El Dorado on TV last night. u b d o l l a r w w l i s p i d e r l a 3 Past simple affirmative: regular verbs u l e j a r m n e l a Zinedine Zidane played for Real Madrid. r l i t h d c t e k

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b Were you here this morning? c Roman Emperors Trajan and Hadrian weren’t from Rome, they were from Spain.

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Translation

d What is a didgeridoo?

e What do Aborigines call a long journey on foot? d Alexander Graham Bell was a famous Scottish scientist and inventor.

What is unusual about the Aborigine language? f

• Pdf files of two complete exam-like tests (przykładowe zestawy egzaminacyjne) at the basic level.

Windows: This is an autorun CD. If the application does not start automatically, navigate to your CDROM drive (usually D:) and open the file macmillan.htm in a web browser.

e Where 3 Read about Uluru and complete the fact file. was Carthage? I think it was in North Africa.

PHOTOCO

llan Publishers Ltd / ImageSource, Pixtal, Macmillan Publishers Ltd /

illan.pl

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Macintosh/Linux: Mount the CD (if necessary) and open the file macmillan.htm in a web browser.

Includes

millan Polska 2011

This audio CD contains all the Dictations and English Sketches files from the Teacher’s Resource File.

a Dr Livingstone was a famous explorer. Where was he from? b How many Aborigine tribes exist today? c What is a billabong?

• Editable Word files and ready-to-print Pdf files of all photocopiable tests designed for classroom use. (These include: Diagnostic Test, Unit Progress Tests, Revision Tests and End-of-Year Test.)

• Pdf files of two complete exam-like tests (przykładowe zestawy egzaminacyjne) at the basic level.

Tests Multi-Pack 1

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2 Read about Aborigines and answer the questions. a How long have Aborigines lived1in Past Australia? simple:

This Multi-ROM contains: This is a Multi-ROM. You can listen to the audio on a normal CD player.

Windows: This is an autorun CD. If the application does not start automatically, navigate to your CD-ROM drive (usually D:) and open the file macmillan.htm in a web browser.

• Audio files for the Listening tasks.

Worksheet 5

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• Pdf files of two complete exam-like tests (przykładowe zestawy egzaminacyjne) at the basic level.

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

1 Find these numbers on the Australia culture page. What do they refer to?

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10-09-13 3:49 PM

of forty degrees.

. 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. 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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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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Tests Multi-Pack Test Generator

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2 Complete the sentences with a correct word in the box.

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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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Class CDs

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

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.

Interactive Classroom

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.

Types of transport

T/F

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17_04_11 18:41

Dictations

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!!Voices 2 - Section C R.indd 3

Teacher’s Book

Worksheet 9A

Student A

Ma

Macintosh/Linux: Mount the CD (if necessary) and open the file macmillan.htm in a web browser.

9 788376 210407

Pairwork

This is a Multi-ROM. You should listen to the audio on a normal CD player.

9 788376 210353

f 33 million a There’s a very old cooker in this house.

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 There are some police offi cers near the hospital. strange!

4 Read the text about The traditional lifestyle of the Inuit. Are the sentences true or false?How I’m friendly and cheerful, but sometimes stubborn. I a The Inuit people always lived in Canada.

T/F love travelling and extreme i Are there any supermarkets in your village? No, there aren’t, but there’s a small shop. b The Inuit people have never been farmers.

T /I’ve F been to 25 sports. different countries! I’m c The Inuit people are traditionally hunters, but they don’t fish.

T/F going to pool. study geography at j There isn’t a den in my garden, but there’s an old swimming d The Inuit people traditionally ate caribou and foxes.

T/F university.

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2 Find these dates and numbers. What do they refer to?

c 7,821

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Tests Multi-Pack

Student’s CD

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Interactive Classroom

Tests Multi-ROM

This is a Multi-ROM. You should listen to the audio on a normal CD player.

Voices 2 © Macmillan Publishers Limited 2011

Saint Patrick is the patron saint of Ireland. Legend says that there informacje do obrazów. are no snakes in Ireland because of him.

The shamrock is a famous symbol of 121 Ireland. It has three leaves and it is a symbol of good luck. Saint Patrick used the three leavesof the shamrock to explain the Holy Trinity to the Irish people.

The harp is a political symbol of Ireland and appears on the Irish euro coins.

What is the currency of Ireland?

What is Eire?

Who is Saint Patrick?

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6 You use a camera to take a photograph.

Family portraits

Saint Patrick, the shamrock and the harp 2 Spójrz na obrazy przedstawiające dwie rodziny i przeczytaj podane informacje. Dopasuj

Workbook

57

Test your memory!

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• Editable Word files and ready-to-print Pdf files of all photocopiable tests designed for classroom use. (These include: Diagnostic Test, Unit Progress Tests, Revision Tests and End-of-Year Test.)

BL

5 You use a special pen or brush and coloured inks to make an ink drawing.

3 You’re always late.

4 I hate vegetables.

5 Remember to do your homework before you go out!

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A

1 Is this the only reason?

2 How about going to a school rock concert?

Przed wysłuchaniem nagrania zapoznaj się dokładnie z treścią zadania. Łatwiej ci będzie zrozumieć nagranie, jeśli będziesz wiedzieć, czego dotyczy.

5,100,000 Edinburgh English, Gaelic Pound sterling .uk

2 You add water to watercolour paints and use them on paper.

3 You cut up pieces of paper and other materials and stick them down to make a collage.

4 You use charcoal to sketch a drawing.

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1 You mix oil paints from tubes and paint on a canvas.

1 Dopasuj obrazki do opisów.

is short, clever and very rich.

He wears an emerald green coat and he carries a pot of gold.

Teacher’s Book

tIp

Scotland

4,300,000 Dublin English, Gaelic Euro .ie

Across the curriculum

Techniques

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Leprechauns

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tea toast

possessive ’s Dopełniacz saksoński

shoemakers.

2 Co robią poszczególne osoby na rysunku?

The leprechaun

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TO CO

potatoes

Culture: Ireland sugar Check it out!

do kobiety/dziewczyny.

The Irish name for Ireland is Eire.

His name is Juan. Her name is Raquel.

Can I help you?

Anything else? on Saint Patrick’s Day. wear green People Its stosujemy w kontekście przedmiotów around the world have How much is a …?

Anything to drink? people 370 million i zwierząt.

Can I have a/an / some …, please? your change. ancestry.

IrishHere’s I have a dog. Its name is Rex. I’d like a/an / some …, please.

Enjoy your meal.

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Test Generator

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O

our your their

vegetables Your odnosi się zarówno do liczby pojedynczej, jak i mnogiej.

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98

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Voices 1

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my your his/her/its

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Am I Are you Is he/she/it Are we/you/they Short anSwerS

No, I’m not.

Yes, I am.

No, you aren’t.

Yes, you are. ‘s używamy po rzeczowniku/imieniu w liczbie No, he/she/it isn’t.

Yes, he/she/it is. pojedynczej Yes, we/you/they are. No, we/you/they Activities on a day trip Eva’s bag is pink.

Ireland is famous for myths and legends. aren’t. ‘s używamy po rzeczowniku/imieniu w liczbie The most popular myth is the leprechaun.

1 Przetłumacz poniższe czynności na język polski. pojedynczej kończącym się na s.

People say that leprechauns live in the Czasownika be używamy do mówienia o Carlos’s best friend is Irish. sightsee write/send a postcard buy souvenirs take photos countryside in czyimś wieku, narodowości, itp. s’ używamy po rzeczowniku/imieniu w liczbie have a picnic eat an ice cream sunbathe catch the bus Ireland and Fernando Torres is Spanish. ask for directions visit relatives mnogiej. work as We are 13.

My friends’ names are Emma and Jack.

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Voices 2

Voices 2 © Macmillan Publishers Limited 2011

I’m not (am not) You aren’t (are not) He/She/It isn’t (is not) We aren’t (are not) You aren’t (are not) They aren’t (are not)

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‘messages’. Select ‘create new 1.54 Zapoznaj się z treścią zadania.

A I like history and French. message’. Type your message.

Usłyszysz dwukrotnie trzy krótkie wypowiedzi.

2 Select a phone number from Na podstawie informacji zawartych w nagraniu i zdecyduj, w jakim celu zostały napisane B Oh, I like French, too. the phone book and w zdaniach 1–3 z podanych odpowiedzi press 2 _ lub gdzie można je przeczytać. Wybierz ‘Send’.

A Do you like maths? wybierz właściwą. Zakreśl literę a, B lub C. odpowiedź a lub B zgodną z treścią tekstu.

4 Przeczytaj poniższe fragmenty tekstów

What are Lucy and Tom talking about?

A Tom’s favourite subject.

B Tom’s school timetable.

C the subject Tom hates.

Are they Polish?

Vocabulary bank

Do każdego tekstu (1–3) dopasuj odpowiednie

odpowiednią literę. Jedno zdanie zostało 3 Pracujcie w parach. Jakich wyrażeń podane dodatkowo i nie pasuje do żadnego Przeczytaj uważnie treść zadania egzaminacyjnego 2, a następnie odpowiedz użylibyście w rozmowie na każdy tekstu. na pytania dotyczące poszczególnych z poniższych tematów?

wypowiedzi.

A B 1 A school timetable 1 Can you give me a hand?

1 Jakie miejsca przedstawiają rysunki?

B subjects you like 2 Sorry, but I can’t see you on 2 Jakie jedzenie widzisz na obrazkach?

C subjects you hate A letter to: Friday.

Hi Marta, a say thank you 3 Jakie wyrażenia mogą zostać użyte przy opisie 3 Thanks a lot for the present.

Thanks for your email. It’s great to hear your b ask somebody for2help tych sytuacji?

Przeczytaj trzy krótkie dialogi (1–3) 4 WWF protects wildlife around school is helping wild animals. Maybe I can suggest c give information i każdemu z nich przyporządkuj temat the world. something similar at my school? Write me more d ask for information przewodni (a, B lub C) z ćwiczenia 1.

5 Why don’t you go to the about what you and your schoolmates are doing. e suggest something cinema with us?

1 _ Love, f say you are sorry.

Zadanie egzaminacyjne 2 6 What time does the homework A What’s your favourite subject?

Sue. 3 Open the phone menu. Select club start?

B English. Which subjects do you like?

B No, I don’t. What about you? tomorrow? We are going 1 Where is Tom now?

1 It’s an international organisation trying to help to the London Eye. Do you A I hate it. I think it’s horrible!

A B C animals in danger of extinction. If you want to want to come? Pete 3 _ know more, go to our website.

A What have you got on Monday morning?

A You can read the text online tIp B Music. And you?

B You can read the text in a brochure Bardzo dokładnie przeczytaj cały A I’ve got biology. Then I’ve got history, 2 How about going to the IMAX on Friday? The film tekst zanim zdecydujesz, w jakim English and maths. starts at 5pm. Let’s meet outside the cinema. celu został napisany.

A to suggest something B to ask for information A The text is a thank you email.

1 2 What does Tom have for lunch today?

3 I’m very busy tomorrow. I’m teaching my brother B You can read the text in a phone 2 A B C how to ride a bike. I’m really sad we can’t meet. instruction book.

3 A to say you are sorry C The text is an offer to spend time together.

B to ask for information D The author of the text asks for information Zadanie egzaminacyjne 1 4 I‘ve got a problem and I need help. I don’t know how to download a new computer program.

3 What does Tom’s mum want him to do?

1.53 Zapoznaj się z treścią zadania.

5 Napisz krótki list/fragment listu a następnie Can you show me how to do it?

Usłyszysz dwukrotnie rozmowę Lucy i toma. poproś kolegę/koleżankę, aby odgadł/ A eat lunch A to say thank you Na podstawie informacji zawartych w nagraniu odgadła, w jakim celu został napisany. B meet her at the cinema B to ask somebody for help z podanych odpowiedzi wybierz właściwą.

C do his homework

Zakreśl literę a, B lub C.

W rozmowie używamy często skróconych form.

Inna jest kolejność wyrazów w zdaniach twierdzących i pytających.

They are Polish.

E

Zadanie egzaminacyjne

Exam Builder

Rozumienie ze słuchu zdanie (a–D). W każdą kratkę wpisz

3 Których zdań z kolumny a użyłbyś/użyłabyś 1

w poszczególnych typach listów z kolumny B?

plural we you they

W języku angielskim podmiot lub zaimek question words Zaimki pytające osobowy w funkcji podmiotu są w zdaniu niezbędne. what’s your name?

My name’s María.

David is French. ✓ Is French. ✗ where are you from?

I’m from Spain.

We are from Italy. ✓ Are from Italy. ✗ when’s your birthday?

It’s in August.

You odnosi się zarówno do liczby how are you?

I’m fine. pojedynczej, jak i mnogiej. how old are you?

I’m 13.

He odnosi się do mężczyzny/chłopca, she − who’s she?

She’s my teacher. do kobiety/dziewczyny, a it − do przedmiotu lub zwierzęcia.

What wprowadza pytanie o rzecz i czynność.

Food and drink Places to visit Where wprowadza pytanie o miejsce. bacon castle When wprowadza pytanie o czas jakiegoś butter cathedral zdarzenia. cheese department store affirmative + How wprowadza pytanie o sposób zrobienia chips gallery czegoś.

I’m (am) egg garden Who wprowadza pytanie o osoby.

You’re (are) fish market American.

He/She/It’s (is) grapes museum from Spain. possessive adjectives Zaimki We’re (are) ice cream palace 12.

You’re (are) dzierżawcze juice square They’re (are) meat stadium Singular plural mushrooms statue negative –

4

give information ask for information suggest/offer something say you are sorry

Singular I you he/she/it

Vocabulary bank

który napisałeś/napisałaś lub otrzymałeś/ otrzymałaś? W jakim celu został napisany?

Zaznacz ✓ odpowiednią rubrykę poniżej.

a(n) letter/email/text message to: say thank you ask somebody for help

5 The guitar from you is great! I play it every day and all my friends think it’s a fantastic present.

I love it!

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17_04_11 20:50

A

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2 Czy pamiętasz ostatni list/e-mail/SMS,

Voices 2

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13-04-11 20:31:42

Workbook Extra contents

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!!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 978-83-7621-041-4

9 788376 210414

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