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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Pairwork


Culture & Across the curriculum worksheets

English sketches

Contents

!!Voices 2 - Section A R.indd 2 10-09-13 3:45 PM

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

Multi-level

worksheets


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VocabularyNatural phenomena

1 Look at the pictures and complete the words.

a

ts n a m i

e

th nd r nd l ghtn ng

b

rthq k

f

fl d

c

v l nch

g

t rn d

d

h rr c n

h

w ldf r

Adverbs

2 Complete the sentences with the adverb form of the words in brackets.

a She plays the piano beautifully . (beautiful)

b Please speak . I can’t understand you. (slow)

c Always leave the classroom . (calm)

d Read the instructions . (careful)

e Joe always eats his lunch . (quick)

f She did her homework very . (good)

g The two friends were chatting . (happy)

h The car was travelling too . (fast)

Revision Standard Unit 5

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Revision Standard Unit 5GrammarPast continuous: affi rmative 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 Two people were skiing. T / F

g A boy wasn’t taking a photo. T / F h Two women weren’t chatting, T / Fthey were reading books.

4 Correct the false sentences in exercise 3.

1 2

3 4

Past continuous: questions and short answers

5 Circle the correct form of the verb in the questions.

a Was / Were the girl drinking cola?

c What was / were the man reading?

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

b Was / Were the boy eating a salad?

d Was / Were people sleeping in the café?

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 fi sh for lunch yesterday.

c I had / was having lunch when Tina called.

d I was walking home when it started / was starting to rain.

e People slept / were sleeping when the earthquake happened.

Two people were snowboarding.

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d I was walking home when it

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VocabularyNatural phenomena

1 Look at the pictures and complete the words.

a

t

e

t

b

w

f

e

c

f

g

a

d

h

h

t and l

Adverbs

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

calm good noisy slow careful bad easy quick

a Come on! Do it quickly . We’re late!

b Please speak . I can’t understand when you speak quickly.

c He plays the piano very . He started when he was six.

d Read the instructions before you begin the exercise.

e In an emergency, leave the classroom .

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

g You can do things well or you can do them . It’s up to you!

h The children are playing in the garden.

Revision Extra Unit 5

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Revision Extra Unit 5GrammarPast continuous: affi rmative 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.

a Was the little boy eating (eat) an ice cream? Yes, he was.

b some friends (play) beach football?

c the little girl in the water (swim)?

d the woman (read) a book?

e the boys (windsurf) in the sea?

f the man 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.

b They were dancing when the music suddenly (stop).

c Charlie broke his leg while he (play) football.

d We were sleeping when the earthquake (happen).

e She (have) an accident while she (drive) home.

f We (do) our homework when the storm (come).

g I (swim) in the sea when I (hear) someone shouting.

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Extension Unit 5Reading1 Read the text and circle the correct alternatives.

2 Read the text again and answer the questions. Write full answers.

a Who directed the fi lm?

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?

Writing3 Think about a fi lm you saw recently and answer the questions. Use short answers.

a What was the fi lm called?

b Who was the director and when was it released?

c Who were the main actors?

d What happened in the fi lm?

e Did you like it? Why / Why not?

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

The Day after Tomorrow (2004) (a) was / were an American fi lm directed by Roland Emmerich. The story (b) was / were about a climatologist, Dr Hall, played by Dennis Quaid. Dr Hall (c) found / was � nding 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 Sco� ish 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 ge� ing very bad ...

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3 Students’ own answers


Unit 5 Revision Standard

1 a tsunamib earthquakec avalanched hurricanee thunder and lightningf fl oodg tornadoh wildfi re

2 a beautifullyb slowlyc calmlyd carefullye quicklyf wellg happilyh fast

3 a Fb Tc Td Te Ff Fg Fh T

4 1 Two people were snowboarding.

2 One girl was drinking cola.

3 Four people were skiing.4 A boy was taking a photo.

5 a Wasb Wasc wasd Weree weref was

6 1 e2 c3 a 4 d 5 f6 b

7 a wentb hadc was havingd startede were sleeping

Unit 5 Revision Extra

1 a tornadob wildfi rec fl oodd hurricanee tsunamif earthquakeg avalancheh thunder and lightning

2 a quicklyb slowlyc welld carefullye calmlyf easilyg badlyh noisily

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, windsurfi ng

Yes, they were.f Was, wearing

Yes, he was.

5 a was listening tob stoppedc was playingd happenede had, was drivingf were doing, cameg was swimming, heard

Unit 5 Extension

1 a wasb wasc foundd presentede metf toldg was fallingh changedi was beginningj metk werel receivedm wasn was getting

2 a Roland Emmerich directed the fi lm.

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.



Answer KeyV

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Pairwork

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

Pairwork


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Pairwork

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Student A1 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.

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

4 Compare your picture with your partner’s worksheet.

Worksheet 5A

!!Voices 2 - Section B R.indd 9 10-09-13 3:48 PM

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Worksheet 5B

Student B1 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 fi nishes, ask questions to help make your picture perfect.

3 Compare your picture with your partner’s worksheet.

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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Languagethere was / there were

Prepositions of place

Past continuous

Student’s Book referencePages 60–71

Instructions1 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 fi nishes 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.

AnswersSee 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.

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

Pairwork 5A & 5B Teacher’s Notes


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

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

Translation& Dictation


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1 Past continuous: affi rmative 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 fl ood.

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 fi shing at the lake.

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

4 Revision 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 fl oor and my mother sang to us. When my father came home, we were sitting on the fl oor, singing Beatles’ songs and eating cake. Now, I love storms and I often go for walks in the rain.

Translation Worksheet 5

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!!Voices 2 - Section C R.indd 5 10-09-13 3:49 PM

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1 21 Past continuous: affi rmative

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.

d The volcano erupted while he was visiting the island.

e While I was watching a horror fi lm 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.

Dictation Worksheet 5V

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Culture & Across the curriculum

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

Across the curriculumMusic, Worksheet 1 ....................... 19Music, Teacher’s Notes 1 ............... 20History, Worksheet 2 .................... 21History, Teacher’s Notes 2 ............. 22History, Worksheet 3 .................... 23History, Teacher’s Notes 3 ............. 24Literature, Worksheet 4 ................ 25Literature, Teacher’s Notes 4 ......... 26Geography, Worksheet 5 ................ 27Geography, Teacher’s Notes 5 ......... 28ICT, Worksheet 6 .......................... 29ICT, Teacher’s Notes 6 ................... 30Science, Worksheet 7 .................... 31Science, Teacher’s Notes 7 ............. 32Science, Worksheet 8 .................... 33Science, Teacher’s Notes 8 ............. 34Literature, Worksheet 9 ................ 35Literature, Teacher’s Notes 9 ......... 36

Culture & Across the curriculumworksheets


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1 Find these things on the USA culture page.

a fi ve types of building

b fi ve cities

c fi ve fruits or vegetables

d four verbs related to cooking

2 Find these events and put them in the correct chronological order.

a The fi rst subway system started.

b Coca-Cola® fi rst appeared in shops.

c The fi rst students went to Harvard.

d The fi rst bank in the USA opened.

e Chicago’s fi rst skyscraper was built.

f Americans could buy their fi rst stamps.

3 Match the words to make phrases and then fi nd 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

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

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 fl our and sugar. T / F

e Meat is cooked slowly at a Kansas barbecue. T / F

f Green chiles are often used in New Mexico. T / F

5 Find words on the page for each of these defi nitions.

a the opposite of thin .

b ingredients you put on a pizza .

c very important .

d bread before you cook it .

e a large variety .

Culture The USA Worksheet 5

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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 fi nishers can be asked to add two to four defi nitions to exercise 5 for a partner to solve.

6 Check the answers with the class.

Web quest

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 fi nd out about the languages given.

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

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

Worksheet Answer Key

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

2 c – d – f – e – b – a

3 a 5 b 4 c 1 d 3 e 2

4 a True b False (Chicago food never has ketchup) c False (bagels are from Europe) d False (bagels are made from fl our, water and salt) e True f True

5 a thick b toppings c essential d dough e a wide range

Culture The USA Teacher’s Notes 5


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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 fl oor mantle outer core harbour tidal wave tectonic plate seismic wave

the Earth and earthquakes the sea and tsunamis

2 Can you fi nd 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.

a The Scale measures the size of an earthquake.

b When boundaries move they start an earthquake.

c In Japanese, tsunami means wave.

d Tsunamis usually happen on the coastline.

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?

What earthquakes do you know about?

Across the curriculum Geography Worksheet 5


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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 mantleg inner core h tectonic plates i plate boundariesExercise 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 True5 False (they can travel up rivers) 6 True

6 Ask fast fi nishers to correct the false statements in exercise 3.

PROJECT

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 fi rst three questions in the table or the last two. Encourage students to fi nd 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.

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

Across the curriculum Geography Teacher’s Notes 5

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 fl oor, harbour, tidal wave

2 ocean isn’t there

3 a Richter b plate c harbour d Pacifi c


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English sketches

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

Englishsketches


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English sketches Units 1–9Character profi les

1 Think about your main character and complete the profi le with your ideas.

2 Find out about the different characters in your group.

Character 1

Name: _______________________ Age: ______

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: ______


Favourite sport: __________________________

Favourite music: _________________________



Hobbies: ________________________________

Personality: _____________________________

Character 4

Name: _______________________ Age: ______


Favourite sport: __________________________

Favourite music: _________________________



Hobbies: ________________________________

Personality: ______________________________

Character 5 Name: _______________________ Age: ______Brothers and sisters: ______________________Favourite sport: __________________________Favourite music: _________________________Favourite clothes: ________________________Favourite colour: _________________________Hobbies: _________________________________Personality: _____________________________

!!Voices 2 - Section F R.indd 1 10-09-13 3:51 PM

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3

English sketches Units 4–6

Script

CharactersGirls Annie, Meg Boys Pete, Joe Man Neil

In the mountainsAnnie I love skiing, but this is crazy. It was sunny

an hour ago, but now ...!Meg This storm is getting worse and the sky’s

getting darker. It’s getting colder too.Pete Yes. It’s more diffi cult to ski now.Annie I don’t like this. It’s very snowy and windy.Joe There could be an avalanche soon. Let’s

fi nd somewhere to rest. We should wait for the storm to pass.

Pete I saw a small house down to the left a few minutes ago. We should try and fi nd that. There was a light at the window.

Annie OK. Come on then. Let’s go.

At the housePete We’re here. That was hard work!Joe Hello! Hello-o!Annie A light’s on in the window, but the house is

empty. Meg What should we do? It’s dark now. Pete I know. We can’t ski down. Joe Look! The door’s open. We should go in

– the storm is getting stronger!Pete It’s strange. The door’s open but there

aren’t any people inside. Annie There’s food on the table.Meg Yes. And the television is on. They were

watching a music programme. Joe They left quickly … why? Pete I don’t like it. There should be somebody

here. Joe There’s some bread and milk. Pete We shouldn’t touch it. This isn’t our house!Annie But I’m hungry … and cold!Meg There was some wood outside. We should

make a fi re. Come on, Pete.

Back at the house (two minutes later)Meg Quick! Close the door! There was a strange

animal out there.Annie A strange animal?Pete Yes. We saw it for a moment. It had four

legs and four arms!Annie Was it a monster?Joe Or a dream? Monsters don’t exist.Meg It had strange hair and it was walking

slowly towards the house. Joe It was probably …Pete Listen! I heard a noise. Something was

banging on the door a moment ago!

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

Annie 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!

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

Joe What should we do? I’m really scared now.Annie Are all the doors and windows closed? Pete Call the police! Where’s my mobile?Joe I don’t know!Pete Oh no! I left it at the hotel. Meg What can the police do in this storm? Annie Listen! The thing is here in the house! It

broke a window! It’s in the kitchen!Pete We should do something! We need … the

milk! Joe The milk?Pete Yes. Open the door and throw the milk at

the monster! It’s cold. Ready?Annie One, two, three, ... NOW!Neil YEUCH! Couldn’t you hear me? I was trying

to get you to open the door! Meg Who are you?Neil Who am I? This is my house! Who are you?Annie Oh. Oh no. Oh dear. Sorry. Do you need a

towel? We were in the storm and we saw the house and … oh dear.

Neil 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?

Meg [laughing] You were carrying skis? Ah, four arms. It wasn’t a monster or a ghost. It was you!

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

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


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PHOTOCOPIABLE

Units 4-6

1 Put students in groups of four or fi ve.

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

2 Give each group a copy of the character profi les 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 profi le with their own ideas, bearing in mind their character’s personality. Once they have done this, they complete profi les for other characters.

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

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.

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 fi nal 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 fi nal section of the sketch to their classmates.

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

English sketches Teacher’s Notes


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Grammar bankPresent perfect: affirmative Present perfect: zdania twierdzące

affirmativeI/You’ve (have) run a marathon.

won the Championship.climbed the mountain.

He/She/It’s (has)

We/You/They’ve (have)

Czasupresentperfectużywamydomówieniaoprzeszłychdoświadczeniach,gdyniewspominamykiedydokładniemiałymiejsce.

spelling rules for past participlesMostregularverbs:added. play

Regularverbsendingine:add

Regularverbsendinginconsonant+ y:changey to y to y i and add i and add i ed

Regularverbsendinginconsonant+vowel+consonant:doublethefinalconsonantandadded.

Niektóreformyimiesłowoweczasownikównieregularnychstosowanewczasiepresentperfectsątakiesamejakteużywanewczasiepast simple.had – had put – put

Others are different from the past simple of irregularverbs:saw – seen swam – swum Wykazczasownikównieregularnych(irregularverbs)znajdujesięnastronie96.

Tense review Powtórka czasów

present

affirmative negativepresent simple

They live in Belfast.

present continuous

I’mdoingmyhomework.

Czasupresentsimpleużywamydomówieniaonawykachizwyczajach. Czasupresentcontinuousużywamydomówieniaoczynnościach,któremająmiejscewmomenciemówieniaonich.

past

affirmative negative

past simple He read my horoscope.

He didn’t read theTVguide.

past continuous

Itwasgettingbetter.

It wasn’t gettingworse.

present perfect

I’ve had a I haven’t had

Czasupastsimpleużywamydomówieniaowydarzeniach,któremiałymiejscewprzeszłości.Konstrukcjazdaniadlawszystkichosóbjesttakasama.Czasownikiregularneprzyjmująkońcówkę-ed.Wykazczasownikównieregularnych(irregularverbs)znajdujesięnastronie96. Czasupastcontinuousużywamydomówieniaoczynnościach,któretrwałyprzezjakiśczaswprzeszłości.Częstowystępujeon w tym samym zdaniu razem z czasem past simple i zaimkami simple) i while(przedpastcontinuous)isłużywówczasdoopisuczynności,którabyłatłemdlainnych,krótkotrwającychczynności.

futureaffirmative

will

be going to

present continuous for future

Will/won’t używamydomówieniaowydarzeniachwprzyszłości,codoktórychniejesteśmypewni,wiecsątotylkoprzypuszczenia.

Be going toużywamydomówieniaoplanachizamierzeniachnaprzyszłośd. Czasupresentcontinuousużywamyrównieżdomówieniaokonkretnych,ustalonychwcześniejplanachnaprzyszłośd.Stosujemywówczasdodatkowookolicznikiczasuodnoszącesiędoprzyszłości.

present past future

114

1 Find these things on the Canada culture page.

a fi ve mammals

b four Canadian cities

c four adjectives for origins or nationalities

d three sports

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

a 1974

c 7,821

e second

3 Read the Check it out!

a The longest national highway in the world is the

b The largest city in Canada has over 5 million people. It is called

c The Great Slave Lake is the

d 5.5 million people in Canada are

e The sport

4 Read the text about

a The Inuit people always lived in Canada.

b The Inuit people have never been farmers.

c The Inuit people are traditionally hunters, but they don’t fi sh.

d The Inuit people traditionally ate caribou and foxes.

e They used animal skins to make tools.

5 Read the texts about correct city after each fact.

a French is the only offi cial language.

b It is in the east of the country.

c You can go skiing and sailing on the same day.

d It is more than four hundred years old.

e The quality of life is good.

6 Find words on the page for each of these defi nitions.

a go around

b important road

c principal

d where ships come in to land

e the opposite of shallow

f parts of a skeleton

Culture Canada Worksheet 3

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Zaimki osobowe

Singular plural

Wjęzykuangielskimpodmiotlubzaimekosobowywfunkcjipodmiotusąwzdaniuniezbędne.

Youodnosisięzarównodoliczbypojedynczej,jakimnogiej.

Heodnosisiędomężczyzny/chłopca,she − dokobiety/dziewczyny,ait −doprzedmiotulubzwierzęcia.

affirmative

negative

queStionS

Short anSwerS

Czasownikabe używamy domówieniaoczyimświeku,narodowości,itp.

Grammar bank Wrozmowieużywamyczęstoskróconychform. Innajestkolejnośćwyrazówwzdaniachtwierdzącychipytających.

Zaimki pytające

Zaimki dzierżawcze

Singular plural

Your odnosisięzarównodoliczbypojedynczej,jakimnogiej.

Hisodnosisiędomężczyzny/chłopca,her −dokobiety/dziewczyny.

Its stosujemywkontekścieprzedmiotówizwierząt.

Dopełniacz saksoński

‘sużywamyporzeczowniku/imieniuwliczbiepojedynczej

‘sużywamyporzeczowniku/imieniuwliczbiepojedynczejkończącymsięnas.

s’używamyporzeczowniku/imieniuwliczbiemnogiej.

Worksheet 5Australia

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4

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Zadanie�egzaminacyjne�11.53

Rozumienie ze słuchu1

2


98

Zaimki osoboweSingular plural

Wjęzykuangielskimpodmiotlubzaimekosobowywfunkcjipodmiotusąwzdaniuniezbędne.

Youodnosisięzarównodoliczbypojedynczej,jakimnogiej. Heodnosisiędomężczyzny/chłopca,she − dokobiety/dziewczyny,ait −doprzedmiotulubzwierzęcia.

affirmative

negative

queStionS

Short anSwerS

Czasownikabe używamy domówieniaoczyimświeku,narodowości,itp.

Grammar bank Wrozmowieużywamyczęstoskróconychform. Innajestkolejnośćwyrazówwzdaniachtwierdzącychipytających.

Zaimki pytające

dzierżawczeSingular

Yourpojedynczej, Hisdo Itsizwierząt.

Dopełniacz saksoński ‘sużywamyporzeczowniku/imieniuwliczbiepojedynczej ‘sużywamyporzeczowniku/imieniuwliczbiepojedynczejkończącymsięnas. s’używamyporzeczowniku/imieniuwliczbiemnogiej.

Student’s Book

Zadanie1.53UsłyszyszNa podstawiepodanychZakreślWhat are

2 What does Tom have for lunch today?A B C

7

97

2 2.31

3 2.31


Rozumienie ze słuchu1

astronaut composer director explorer inventor politician sculptor writer

tIp

4

to travel

art

to create

theypodmiot lubpodmiotu sąIs French.Is French. ✗Are from Italy.Are from Italy.do liczbymężczyzny/chłopca,it− do

American.from Spain.

British.from England.

Mexican?from Canada?

I’m not.you aren’t.he/she/itwe/you/theyaren’t.do mówienianarodowości, itp.Fernando Torres is Spanish.

twierdzących i pytających.They are Polish.

Vocabu

lary ba

nk

Vocabulary bank

Vocabulary plus

1

2

6

butter cheese

Vocabulary plus

czynnościsightsee write/send a postcard buy souvenirs take photos have a picnic eat an ice cream sunbathe catch the bus ask for directions visit relatives

osoby na

Can I have a/an / some …, please?

Facts & Figures England WalesPopulationCapital CapitalOfficial languages Official languagesCurrency CurrencyInternet domain Internet domain

Culture: Wales

Test your memory!

Wales

Welsh, EnglishPound sterling

Check it out!The monarch’s eldest son is called the Prince of Wales.

When did the English build Beaumaris?thank you

Test Your Memory!

Culture: The USA

Test your memory!

Thanksgiving

130

Facts & Figures USA CanadaPopulation PopulationCapital CapitalOfficial languages Official languagesCurrency CurrencyInternet domain Internet domain

People all over the USA celebrate Thanksgiving Day on the fourth

The White House has 132 rooms.The first man on the Moon was American.Ten percent of the American population

How many rooms are there in the White House?When do people celebrate Thanksgiving Day?Can you name a Native American tribe?

Facts & Figures USA

Across the curriculumTechniques1

Family portraits2

136

5

69

Zadanie�egzaminacyjne

Rozumienie tekstów pisanych

1

2

3

A B

4

5

tIp

4

57

3

Zadanie�egzaminacyjne�1

1.53

Rozumienie ze słuchu

1

2

tIp


1.54

4

Voca

bu

lary

ban

k

121

Vocabulary bank

Vocabulary plus

1

2

6

Worksheet 7

PHOTO

COPIABLE

Culture: Ireland

Test your memory!Web quest

www.gaa.ie/about-the-gea-/our-games/hurling

128

Facts & Figures Ireland ScotlandPopulation Population

Capital Capital

Official languages Official languages

Currency Currency

Internet domain Internet domain

PHOTO

COPIABLE

Worksheet 5A

Across the curriculumTechniques1

Family portraits2

136

well

safe dangerous

snow leopard

Extra Unit 5

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

• Audio fi les for the Listening tasks.

All the audio fi les can be listened to on a CD player.

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109

Exam BuilderRozumienie tekstów pisanych

1 Przeczytaj Przeczytajw parachodpowiedziz treściązawierające

Zadanie�egzaminacyjne�

1 What is Finland like?Finland hasn’t got any cities, only a few small towns and many forests and lakes.

2 Why are summer nights in Lapland unusual?Summer nights are 24 hours long.

3 How long is Finnish winter?Winter in Finland is about 4 months long.

2 Przeczytajzakryjinformacje,Porównaj

3 Zdecyduj,pytanieB lub

The best title for the text is:A Lapland – the place you must visitB Finland has a lot to offerC Active holidays in Finland

Finlandbut only 5 million people live there. The first impression you get looking out of an airplane window is that there are a lot of trees and lakes with a few small towns. However, Helsinki, Tampere and Turku are modern high-tech cities. In Lapland, in the north, you can visit Santa Claus and meet thousands of reindeer. Here you can also experience white nights in summer, when days are 24 hours long. There are plenty of things you can do in Finland, eg you can go cycling, sailing, horse riding or fishing. You can do winter sports from November till May because there is a lot of snow and when you get cold, you can relax in a sauna.

Finland hasn’t got any cities, only a few small towns and many forests and lakes. Why are summer nights in Lapland unusual?Summer nights are 24 hours long.

Winter in Finland is about 4 months long.

A Lapland – the place you must visit

but only 5 million people live there. The first impression you get looking out of an airplane window is that there are a lot of trees and lakes with a few small towns. However, Helsinki, Tampere and Turku are modern high-tech cities. In Lapland, in the north, you can visit Santa Claus and meet thousands of reindeer. Here you can also experience white nights in summer, when days are 24 hours long. There are plenty of things you can do in Finland, eg you can go cycling, sailing, horse riding or fishing. You can do winter sports from November till May because there is a lot of snow and when you get cold, you can

99

121121

Znajomość funkcji językowych / Znajomość środków językowych

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

tIp


tekst. Spośród wyrazów podanychwybierz właściwe, poprawne podgramatycznym i leksykalnymluk 1–3. Zakreśl literęa, B lub C.

Lucy has always been my best friend. I (1)_her for a long time. When we were kids we

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.

1 A will know B have known C knew2 A played B playing C have played3 A ‘re flying B fly C flying


C Yes, you helped me a lot.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.

w parach.Przeczytajcie teksti zastanówcie się, jakie słowa

każdej z luk 1–3.

It’s hard to believe but Gok Wan, a British fashion stylist and TV presenter, hasn’t always been so presenter, hasn’t always been so slim. In fact, he was an extremely fat teenager. He (1)_ very unhappy because lots of kids at school bullied him. Nowadays Gok

people look attractive and accept their bodies. For many years he (3)_ involved in supporting an anti-bullying charity Kidscape.

przeczytaj tekst i w każdympodpunkcie a–c zakreśl odpowiednie słowo

do danej luki.

b) helps / helping c) was / has been

w tekście wyrazy/zwroty, którezdecydować, jakie słowo będziedo każdej z luk.

1

2

3

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

tIp 7 Pracujcie w parach. Podkreślcie wszystkieczasowniki w tekście zadania egzaminacyjnego.Zastanówcie się, jakich czasów użyto i dlaczegowłaśnie tych.

Championship.climbed the mountain.

Czasupresentperfectużywamydomówieniaoprzeszłychdoświadczeniach,gdyniewspominamykiedydokładniemiałymiejsce.

spelling rules for past participles. play

:addd. receive

Regularverbsendinginconsonanted.

Regularverbsendinginconsonant+vowel+consonant:doublethe

Niektóreformyimiesłowoweczasownikównieregularnychstosowanewczasiepresentperfectsątakiesamejakteużywanewczasie

Others are different from the past simple of

saw – seen swam – swum Wykazczasownikównieregularnych(irregularverbs)znajdujesięnastronie96.

Powtórka czasów

affirmative negativeaffirmative negativeThey don’t live in London.

I’mdoingmy I’m not doingthewashingup.

Czasupresentsimpleużywamydomówienia

Czasupresentcontinuousużywamydomówieniaoczynnościach,któremająmiejscewmomenciemówieniaonich.

present perfect

I’ve had a hard time at school.

I haven’t had an easy time.

6

121

Vocabulary bank

Games

board games chess console controller dice draughts memory card pack of cards software stylus

Vocabulary plusComputer games

1 Sprawdźznaczeniepodanychwyrazów.Jakielubiszrodzajegierkomputerowych?

adventure strategy action role-play flight simulation racing sports war karaoke life simulation

2 Jakierodzajegierkomputerowychprzedstawiająrysunki?

Usefulexpressions

I’m looking for a … I’m thinking of buying … I don’t think you should give him/her …

1

3

6

a fi ve mammals

b four Canadian cities

c four adjectives for origins or nationalities

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

Check it out!

a The longest national highway in the world is the

b The largest city in Canada has over 5 million people. It is called

c The Great Slave Lake is the

d 5.5 million people in Canada are

Read the text about The traditional lifestyle of the Inuit

a The Inuit people always lived in Canada.

b The Inuit people have never been farmers.

c The Inuit people are traditionally hunters, but they don’t fi sh.

d The Inuit people traditionally ate caribou and foxes.

e They used animal skins to make tools.

Read the texts about correct city after each fact.

a French is the only offi cial language.

b It is in the east of the country.

c You can go skiing and sailing on the same day.

d It is more than four hundred years old.

e The quality of life is good.

Find words on the page for each of these defi nitions.

b important road

d where ships come in to land

e the opposite of shallow

f parts of a skeleton

1 there is / there is / there is are

a There’s a very old cooker in this house.

b There’s an offi ce on the second fl oor.

c There isn’t a telephone here, but there’s one on the corner.

d Is there a free chair? Yes, there is. This one is free.

e There’s some chocolate here if you’d like some.

f There isn’t any hot water, but there are four bedrooms!

g Are there any good songs on your computer? Yes, there are. Listen to this one.

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

i Are there any supermarkets in your village? No, there aren’t, but there’s a small shop.

j There isn’t a den in my garden, but there’s an old swimming pool.

2 much, manymuch, many and much, many

a There isn’t much food in the fridge.

b How much snow is there here in winter?

c There’s a lot of water on the bathroom fl oor.

d How many friends of yours are there at the party?

e There aren’t many comfortable chairs here.

f There aren’t many good fi lms on at the cinema.

g There’s a lot of traffi c in this town.

h There isn’t much noise here. It’s nice.

i Is there much pollution where you live? No, there isn’t.

j There are a lot of people at the leisure centre.

3 Revision I love Paris. There’s a lot of traffi c and there are often a lot of tourists, but there are also a lot of

beautiful places. It’s fantastic in spring because there are a lot of gardens and parks, and I love walking there. There are lots and lots of fl owers and it’s very romantic. Near the river, there are some cafés with tables and chairs on the street. There aren’t many cars in that area, so I love having croissants for breakfast there. I’m going with my parents this April. Lucky me.

Translation Worksheet 3

Vocabulary plus

Sprawdźznaczeniepodanychwyrazów.Jakielubiszrodzajegierkomputerowych?

adventure strategy action role-play flight simulation racing sports war karaoke life simulation

Jakierodzajegierkomputerowychprzedstawiająrysunki?

I don’t think you should give him/her …

125

Test your memory! Which is the most recorded song in the world? Can you name one of Andrew Lloyd Webber’s

musicals? When did the tradition of choral singing start

in Britain?

Andrew Lloyd Webber and West End musicalsThe composer Andrew Lloyd Webber was born in London in 1948. He started composing at the age of six and published his fi rst work when he was only nine years old. Some of Lloyd Webber’s musicals have run for more than ten years in the West End of London or on Broadway in New York. Some of his most famous musicals are The Phantom of the Opera, Cats, Evita and Jesus Christ Superstar.

Holst and The PlanetsGustav Theodore Holst, born in 1874, is one of Britain’s most famous

Check it out! The longest-running musical in London’s West End The longest-running musical in London’s West End

is Les Misérables. It opened in 1985!

The Beatles’ song Yesterday is the most recorded Yesterday is the most recorded Yesterday

song in the world.

There are about 67 symphony orchestras in Britain There are about 67 symphony orchestras in Britain

(60 in England, 5 in Scotland and 2 in Wales).

Holst and The Planets

The longest-running musical in London’s West End

ales)

are with a /an, some and some and some any

a There’s a very old cooker in this house.

b There’s an offi ce on the second fl oor.

c There isn’t a telephone here, but there’s one on the corner.

d Is there a free chair? Yes, there is. This one is free.

e There’s some chocolate here if you’d like some.

f There isn’t any hot water, but there are four bedrooms!

g Are there any good songs on your computer? Yes, there are. Listen to this one.

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

i Are there any supermarkets in your village? No, there aren’t, but there’s a small shop.

j There isn’t a den in my garden, but there’s an old swimming pool.

much, many and much, many and much, many

a There isn’t much food in the fridge.

b How much snow is there here in winter?

c There’s a lot of water on the bathroom fl oor.

d How many friends of yours are there at the party?

e There aren’t many comfortable chairs here.

f There aren’t many good fi lms on at the cinema.

g There’s a lot of traffi c in this town.

h There isn’t much noise here. It’s nice.

i Is there much pollution where you live? No, there isn’t.

j There are a lot of people at the leisure centre.

I love Paris. There’s a lot of traffi c and there are often a lot of tourists, but there are also a lot of beautiful places. It’s fantastic in spring because there are a lot of gardens and parks, and I love walking there. There are lots and lots of fl owers and it’s very romantic. Near the river, there are some cafés with tables and chairs on the street. There aren’t many cars in that area, so I love having croissants for breakfast there. I’m going with my parents this April. Lucky me.

PairworkStudent A1 Read the information about six teenage boys.

2 You are going to ask your partner about six teenage girls called Julie, Shelley, Imogen, Molly, Rachel and Nicole. Prepare questions to ask, using these prompts.

a What / like?

b What / enjoy doing?

c What / hate doing?

d What / done?

e Where / been?

f What / going to study?

3 Work in pairs. Answer questions about your people. Then match the boys and girls to make six couples.

4 Change partners and tell your new partner which people you think make good couples and why.

Worksheet 9A

Which is the most recorded song in the world? Can you name one of Andrew Lloyd Webber’s

When did the tradition of choral singing start

Andrew Lloyd Webber and West End musicalsThe composer Andrew Lloyd Webber was born in London in 1948. He started composing at the age of six and published his fi rst work when he was only nine years old. Some of Lloyd Webber’s musicals have run for more than ten years in the West End of London or on Broadway in New York. Some of his most famous

The Phantom of the Jesus Christ

1874, is one of Britain’s most famous composers. He started composing when he was just 12 years old. As a child, he

ChoirsChoirs are very popular in Britain. The tradition of choral singing began in the 15th and 16th centuries when the fi rst choirs started in King’s College, Cambridge and Christ Church Cathedral, Oxford. Now choirs are more popular than ever.

Yesterday is the most recorded Yesterday is the most recorded Yesterday

There are about 67 symphony orchestras in Britain

(60 in England, 5 in Scotland and 2 in Wales).

Across the curriculumLost cities1 Połącz słowa z ich defi nicjami.

1 a bracelet2 drains3 an artefact4 mud5 a settlement6 a well7 a brick8 pots

2 Przeczytaj teksty i zaznacz prawidłowe odpowiedzi.

a) … Mound of Indus. b) … Mountain of Death.

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.

a) containers, often used for foodb) a piece of jewellery that goes around your wristc) a place where people live togetherd) a deep hole dug in the ground to provide watere) the system of passages for water and waste in a town or cityf) a man-made objectg) a mixture of water and earthh) a block for building houses

The lost city of Mohenjo-DaroThe lost city of Mohenjo-Daro existed more than 4,000 years ago in the Indus Valley in South Asia. People from the Indus Valley civilization lived there between 2600 and 1900 BCDaro means Mound of the Dead. Nobody lives there today, but archaeologists think that more than 35,000 people lived there in the past. The city is about 1.5 square kilometres in size. The ruins of the city, in Pakistan, are a UNESCO World Heritage Site.

First Street

First Street is the most famous street in Mohenjo-Daro; HousesThe 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.

Indus ValleyCivilization

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

138


1 Read the information about six teenage boys.

Carl

I’m friendly and cheerful, but sometimes stubborn. I love travelling and extreme sports. I’ve been to 25 different countries! I’m going to study geography at university.

Kyle

I’m funny and friendly, but sometimes jealous and moody. I like music, football and going out with my friends. I’ve been to a lot of football matches. I want to study engineering.

Josh

I’m stubborn, loyal and sometimes selfi sh. I don’t like parties or the beach, but I like shopping and computer games. I’ve never been to another country and I don’t want to!

2 You are going to ask your partner about six teenage girls called Julie, Shelley, Imogen, Molly, Rachel and Nicole. Prepare questions to ask, using these prompts.

b What / enjoy doing?

c What / hate doing?

d What / done?

e Where / been?

f What / going to study?

3 Work in pairs. Answer questions about your people. Then match the boys and girls to make six

4 Change partners and tell your new partner which people you think make good couples and why.

Revision Extra Unit 8VocabularyTypes of transport

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

tram the underground motorbiketram the underground motorbike ferry moped barge

a

motorbike

d

b

e

c

f

Health problems and fi rst aid

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

headache sunburn insect bite stomach ache temperaturesore throatsore throat cut antiseptic cream medicine broken leg

a She’s got a blocked nose and a sore throat . She’s got a cold.

b Peter’s got a fever. He has a high of forty degrees.

c I’ve got a terrible . It feels like my head is going to explode!

d A mosquito bit me and now I’ve got an .

e He spent too long in the sun yesterday and now he’s got .

f I’m taking cough for this terrible cough I’ve got.

g My dad won’t walk properly for a few weeks because of his .

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 .

i Emily ate some bad food at the restaurant and now she’s got a .

j If you have a bite from an insect, you should put some on it.

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Now she has to wear a bandage because she’s got a very bad

i Emily ate some bad food at the restaurant and now she’s got a

j If you have a bite from an insect, you should put some

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PHOTOCOPIABLE


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