Brainy Klasa 4 Teaching Notes and Answer Key

Teaching notes Elspeth Pollock
klasa
Macmillan Polska Sp. z o.o.
Al. Jerozolimskie 146A
02-305 Warszawa
A division of Macmillan Publishers Limited
Companies and representatives throughout the world
ISBN 978-83-7621-821-2
Text, design and illustration © Macmillan Publishers Limited 2017

Written by Elspeth Pollock
The authors have asserted their right to be identified as the authors of this work in accordance with the Copyright, Designs
and Patents Act 1988.
First published 2017
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form
or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of
the publishers.
Original design by Mikołaj Ostaszewski

Design and page make-up by didi-art
Illustrated by Wojciech Górski p77 (paper hat folding) and Sławomir Kiełbus p10, p14, p19, p22, p23, p24, p26, p30, p34, p35,
p40, p44, p45,
p51, p55, p56, p61, p65, p66, p72, p76, p77 (Freda), p82, p86, p87.
The authors and publishers would like to thank the following for permission to reproduce their photographs:
Thinkstock p6 (microphone icon), p9 (globe icon), p12 (cogwheel icon), p15 (microphone icon), p18 (cogwheel icon),
p21 (earth with plane icon, globe icon, cogwheel icon), p26 (microphone icon), p28 (cogwheel icon), p29 (two girls, boy),
p32 (globe icon), p36 (microphone icon), p37 (cogwheel icon), p38 (globe icon), p47 (microphone icon), p50 (cogwheel icon),
p53 (globe icon), p62 (cogwheel icon), p63 (globe icon), p68 (microphone icon), p74 (cogwheel icon), p78 (cogwheel icon,
microphone icon), p84 (globe icon).
Produced in Poland
Contents
Welcome Unit page 4
Unit 1 We are friends! page 6
Unit 2 Who are you? page 15
Units 1-2 Let’s check page 25
Unit 3 Our possessions page 26
Unit 4 What have you got? page 36
Unit 5 What can you do? page 47
Unit 6 Tasty food page 57
Unit 7 My week page 68
Unit 8 Is it real? page 78
Units 1-2 Let’s talk page 89
Christmas page 91
Easter page 92
Student’s Book Audioscript page 93
Student’s Book Answer key page 105
Workbook Audioscript page 119
Workbook Answer key page 123

Welcome unit Steps 1–2 Warm up your brain!
Step 1. Aims Step 2. Aims

Vocabulary: colours, everyday objects, animals Vocabulary: nouns and adjectives, body parts
(Świat przyrody: zwierzęta) (Człowiek: wygląd zewnętrzny)
Speaking: asking about objects, describing Grammar: regular and irregular plural forms
the colour, naming animals Optional material: nine sticky notes per group
of 4–5 students (for Extra practice 2)
Lead-in Lead-in
Put a piece of red paper on the board. Ask your Sing the song Heads, shoulders, knees and toes with
students if they can tell you in English what colour your students. Get faster and faster each time you
it is. Ask the students to count how many red objects sing it.
they can see in their classroom.
after ex 1 Extra practice 1
after ex 2 Extra practice 1 Ask your students to tell you the names of 6–8
Do a simple picture dictation with students. Tell them famous people. Write the list on the board. Put the
to draw and colour the following in their notebooks: students into small groups. They should assign one
a black road, a red box, a yellow house, a brown cake. or two adjectives from exercise 1 to describe each
famous person. Then they present their choices to
before ex 3 Extra practice 2 the class.
Agree on a class mime with the students for each
animal in exercise 3 (dog, cat, fish, snake, horse,
bird). Say the name of an animal and the students Put your students in groups of 4–5. Give each group
do the mime as a class. Divide the class into groups nine sticky notes. Tell them to write the nine parts
of 5–6. Student 1 mimes an animal and the others of the body, one on each sticky note. Ask for a
in the group guess its name. Continue with the next volunteer in each group. The volunteer stands up.
student miming. The rest of the group stick the sticky notes onto their
corresponding body parts. Remind the students to
after ex 5 Fast finishers be careful with each other’s eyes!
Ask fast finishers to describe in their notebooks all
the colours of the things they can see on the page.
Ask each student to choose one of the objects from
Example:
exercise 4 and draw it any number of times (1–10) in
a black horse
their notebook. When finished, students show their
Happy goodbye notebooks to two or three classmates, who count the
objects and give the answer using the correct plural
Tell your students to choose in secret one colour
form.
from those presented in this lesson. Tell the students
to stand up. Say the names of colours. When Example:
a student hears the colour they have chosen, they sit six women / nine fish
on the floor. Continue until all students are sitting on
the floor.
Happy goodbye
Play a spelling game. Say one of the words from this
Homework lesson and name a student to start spelling it by
Workbook, page 4 giving the first letter. Then the other students say
the next letters.
Homework
Workbook, page 5
4
Welcome Unit Steps 3–4 Warm up your brain!
Step 3. Aims Step 4. Aims

Vocabulary: classroom language, days Vocabulary: learning English
of the week (Edukacja: uczenie się) (Edukacja: uczenie się)
Grammar: imperatives Functions: suggesting
Speaking: giving orders Speaking: suggesting and responding
to suggestions
Lead-in Lead-in
Focus on two orders: open and close. Tell your Write four of the verbs from exercise 1 on the board
students to open and close their eyes / arms / that you think your students will be familiar with.
mouths / fingers / toes. If they have difficulty with Tell each student to put the four verbs in order of
the body parts vocabulary, mime it yourself with preference, with number 1 as their favourite.
them.
before ex 1 Extra practice 1
after ex 1 Extra practice 1 Write the first letter of each verb on the board.
Tell the students to copy the instructions into their The students add the four verbs from the lead-in
notebooks and make a little stickman drawing to activity and try to think of the others. If they find
show what each one means. this difficult, add letters to the verbs until they guess
them. Drill the pronunciation of the verbs as a class.
Remember to tell the students to add the negative
imperative to their notebook list from the previous Tell your students to look at the vocabulary in
exercise. If they haven’t written the imperatives, exercise 2 and make a note in their notebooks of
write them on the board and ask the students to any words they do not know. Ask your students to
make them negative. pool their ideas on the vocabulary in small groups
and help each other discover the meaning of all the
before ex 4 Extra practice 3 words. If they still need help, draw any remaining
Write the days of the week out of order on the board. vocabulary on the board or use an online dictionary
Tell the students to get into pairs and put them in with the class to find out the meaning together.
order. Check as a class.
after ex 3 3 Extra practice 3
after ex 5 Fast finishers Tell your students to write one dialogue they have
Tell fast finishers to do a simple stick drawing of their just practised speaking in their notebooks.
favourite activity next to each day of the week.
Happy goodbye
Happy goodbye Put six of the English learning verbs on the board in
Ask the students to tell you their favourite day of the a grid. Ask for a volunteer who comes to the front of
week. Write it on the board with a big smiley face. the class. Give that student a ball or a rolled up piece
of paper. The student throws the ball at the grid and
Homework tries to hit a word. Whichever verb they hit, they
Workbook, page 6 have to provide the translation in Polish. Change
the word on the grid and continue with a different
volunteer.
Homework
Workbook, page 7
5
1
UNIT
We are friends! lesson 1 It’s selfie time!
Aims after ex 3 Extra practice 3

Vocabulary: the alphabet, the numbers 1–20 If your students are still not confident with the
Listening: for detailed information alphabet, dictate the letters of one of the colours
Speaking: spelling names, saying numbers (yellow, blue, green, red, brown, purple, grey) out
Optional materials: coloured cards / crayons for of order to the students (e.g. E, L, U, B). Have them
teacher to hold up (for Extra practice 2) listen and then write the letters in their notebooks.
Tell them it’s a race for them to sort the letters into
the correct order and then find an object of that
Lead-in colour somewhere in the classroom. Once they find
Introduce your students to the characters Zac, Jeff, it, tell them to touch it with their hands.
Lisa, and Ruby by writing their names on the board
after ex 7 Skills note: Listening
and asking the students to guess who is who before
reading the text boxes. Put your students into pairs. Student A should say
a name from the table and Student B should look at
after ex 2 Extra practice 1 the table and find the correct score.
Some of the letters of the alphabet are difficult to Example:
pronounce, so write the letters they might have Student A: Ruby
problems with (e.g. the vowels E, I, and U – and the Student B: 17
consonants H, J, W, and Y) on the board in a random
order. Say these letters and tell the students to point Happy goodbye
at the one you are saying. If the students do not find Practise the alphabet, or the numbers 1–20 again, by
this difficult, ask one student to say a letter written saying it letter by letter, or number by number, round
on the board for the other students to point at. the class. If a student makes a mistake, the next
student has to start the alphabet / counting again.
Keep going until it is said perfectly. The students will
Quickly revise the colours used in exercise 3 (yellow, find this funny as they usually make lots of mistakes.
blue, green, red, brown, purple, grey) using coloured
cards or crayons. Hold each one up in turn and elicit Dyslexia tip – peer help
the names of colours from the students. You can
have them do the same in pairs with coloured pens in Pair your dyslexic students with non-dyslexic
their pencil cases if you want. students who enjoy helping. Make sure you do
not always pair the dyslexic student with the
Phonics Rap same non-dyslexic student.
1.13 Introduce the idea of a rap by showing

Homework
your students a photo of a famous rapper
(Eminem, Kanye West, Jay-Z) or playing a short Workbook, page 8
rap video. Tell the students to practise the
serious 'attitude' face which rappers seem to
always have in photos. Encourage them to
either dance around (bend their knees, move
their heads, etc.) or just fold their arms like
rappers typically do, while they listen. This
should encourage them to sing / rap along.
6
1 2
UNIT
lesson We’re four friends!
Aims Happy goodbye

Grammar: personal pronouns, verb be: affirmative: Write I am, you are, he is, she is, it is, we are, you are,
full form and short form they are on the board. Tell the students to read the
Reading: for detailed information list together out loud – encourage them to do this
Writing: describing friends and pets at a quick pace. After the first time they have read it,
Optional materials: photos of a cat, dog and rub off I am. The students will still have to remember
goldfish (for Lead-in) it and say it. The second time, rub off you are.
Continue rubbing off the rest until the students can
say the entire list from memory.
Lead-in
Homework
Ask your students if they have a pet. Show them
(or draw) a picture of a dog, a cat, and a goldfish. Ask Workbook, page 9
them which of these three is their favourite pet.

The students have only seen Zac, Jeff, Ruby, and Lisa
once in Lesson 1. Say the names of the four friends
and then tell the students to point at the correct
character in the Grammar presentation picture from
exercise 1. If this is very easy, put the students into
groups of four and do it as a race. The first student to
touch / point at the correct character gets 10 points.
Grammar presentation
Ask your students to tell you what verbs they can
see in the paragraphs in exercise 1. Try and elicit the
different forms of verb be – are, am, is.
G Grammar app
Verb be: affirmative: full form
Tell your students to copy the grammar table
into their notebooks using the green colour to
highlight the verb forms.

Put your students into pairs and tell them to whisper
the text from exercise 3 to each other using the
short forms of the verb. This is a fun way to practise
reading aloud.
after ex 5 Fast finishers

Students write at very different speeds. Ask any fast
finishers to illustrate the text in their notebooks with
a drawing of the pet.
7
1 3
UNIT
lesson In the classroom
Aims Happy goodbye

Vocabulary: classroom objects (Edukacja: szkoła, Write the name of one of the objects from exercise 1
przybory szkolne) on a piece of paper and fold it up. The students
Listening: for detailed understanding should raise their hands to try and guess which one
Speaking: spelling names of objects in the it is.
classroom
Optional materials: flashcards 10–20 Dyslexia tip – concentration
Remember that dyslexic students may have
Lead-in difficulty concentrating. Try to teach in short
chunks and change the activities frequently in
Show the students your pencil case (or one of theirs order to keep their attention and to motivate
if you don’t have one) and ask them to tell you what them.
it is. Encourage them to describe its colour too.
Example: Homework
(a) red and blue pencil case
Workbook, page 10
after ex 1 Vocabulary flashcards
Hold the flashcards with objects in your hands in front
of the class. Turn them round so the students can’t
see them. Gradually raise one flashcard, slowly
revealing the object. Encourage the students to raise
their hand (not shout) to tell you the name of the
object as soon as they guess what it is.
fact
There are many unusual classrooms around
the world. Try to find and show photos of these
unusual classrooms or learning spaces:
yy treehouse learning space in Feltonfleet school
in Cobham (England)
yy a library in a double-decker bus (Rosendale
primary school, London)
yy a museum learning school (the Langley
Academy, England)
yy Vittra school 'Telefonplan' (Stockholm,
Sweden) where classrooms look like
e.g. a cave, a camp site, or the top of
the mountain.
after ex 2 Extra practice

Play Bingo! Tell the students to draw a 3 x 2 grid in
their notebooks and to individually choose six of the
11 objects from exercise 1 and then write the names
of the objects in the grid – one word in each grid
square. Read out the names of the objects in random
order. Have the students listen and then cross off
the object in their grid when they hear it. The first
student to cross off all six objects shouts Bingo! and
wins.
8
1 4
UNIT
lesson Iggy the Inventor: Episode 1 – My dad is an inventor!
Aims
Grammar: articles (a, an, zero article); nouns with
G Grammar app
adjectives Tell your students to close their books. Copy the
Reading: for general understanding and detailed two Grammar apps from the lesson onto the
information about the story board quickly but without the articles. Prepare
Listening: for detailed information a and an on two cards. Ask the students to tell
Speaking: describing classroom objects you where to place the a and an cards – before
Optional materials: two big cards (A4 format) or after the nouns and adjectives.
– one with a, and the other one with an
(for Grammar app)
Around the world
Lead-in Option 1 (5 minutes): Ask the students if they know
how to name in English the means of transport they
In preparation for this lesson, revise the adjectives can see in the photos (school bus, canoe, monorail).
used: big and small. Tell the students to stand up and Elicit some more means of transport and write them
make themselves as big as possible, then to lie down on the board. Finally, ask the students how they get to
and curl up on the floor to be as small as possible. school every day.
after ex 2 Act it out Option 2 (10 minutes): Read the question with the
students and explain to them that they are going to
Divide the class into two groups. Tell Group A that watch a video about different ways of going to school.
they will read the even numbers in the comic strip Play the Unit 1 video from Brainy klasa 4 DVD. Tell
boxes (2, 4, 6, 8) and tell Group B that they will read the students to note down all the means of transport
the odd numbers (1, 3, 5, 7). Read the whole story out presented in the video (by bike, on foot, by train, by
loud together. canoe, by monorail, on the school bus/by bus). Finally,
Useful! ask students how they get to school.
Option 3 (45 minutes): Prepare the handouts from
After your students have written the sentences Unit 1 from Brainy klasa 4 DVD and give them out
and their translations in their notebooks, make to the students. Follow the instruction in the DVD
a happy face and stretch out your hand. Encourage teaching notes for Unit 1 (available on the DVD).
the students to say Nice to meet you. Next, make
a surprised face and try to elicit What a big pencil!
Finally, make a scared face to elicit Be careful! Tell the Happy goodbye
students to continue practising this in pairs, making Use the cards with a and an and stick one on each
faces and saying the correct expression. side of the classroom. They can be small, as it makes
the students more interested to take a look. Tell
Joke
the students to stand up and say the complete
What do you call a guy with a rubber toe? sentences from exercise 3 and then tell the students
to point to the a or an card on the corresponding side
Roberto! of the classroom. When there is no article (–), tell the
students to sit down on their hands.
Grammar presentation Homework
Ask your students to look at the cartoon and tell
Workbook, page 11
you what words they can see after a (a teacher, a big
pencil, a crazy pencil, a big rubber, a big orange car,
a very small notebook, a genius, a (very) bad invention)
and what words after an (an inventor, an amazing
pencil case). Try and get them to guess why they
have to use an. When the students have finished, tell
them to group the words into adjectives and nouns.
9
Here are some activities
1 5
UNIT
lesson Train your brain! to get your brain working!
Aims
General aims: revision of vocabulary (the alphabet, Put the students into groups of 6–8. Give each
numbers 1–20, classroom objects) and grammar student a small piece of paper and tell them to draw
(personal pronouns, verb be: affirmative: full an object (similar to those in exercises 3 and 4) and
form and short form articles: a, an, zero article colour it in secret. Name one student in each group
nouns with adjectives) from lessons 1–4 and tell him/her to hide their picture somewhere in
Special aims: logical thinking (finding hidden the classroom while the other students from that
objects and numbers, following clues in a maze), group have to cover their eyes. After the object has
spacial thinking (puzzles and maze), noticing been hidden, the others should open their eyes
(hidden objects) and look for the object. In order to win the round of
Optional materials: small pieces of (scrap) paper the game, the student who finds the object has to
(for Extra practice 2) for each student; three describe it correctly in English.
pieces of paper (for Extra practice 1)
Happy goodbye
Write a series of numbers on the board in a random
Lead-in circle and ask your students to find and then tell you
Introduce your students to Freddie and Freda. which one in the series is missing.
Explain that they are the students’ personal trainers Example:
and describe them together as a class. Use Polish 13, 14, 15, 16, 18 (written randomly on the board –
as necessary to explain why they are present in missing number 17)
their Student's Book. Talk about how they are there
to help activate brainpower and help the students Dyslexia tip – preparation time
remember English more easily.
Give dyslexic students sufficient time to
before ex 1 Extra practice 1 complete each task, particularly if it’s for a class
activity or game (Extra practice 2) so that they do
Write three different letters of the alphabet on three
not feel discouraged or additionally disrupted by
pieces of paper and hide them partially behind the
time pressure.
board. Choose letters the students found easy when
practising the alphabet to encourage them. Tell the
students to guess which letters they are. Homework
ex 1 Workbook, page 12
Clue: Look for upper case letters as well as lower case

letters.
ex 2
Clue: Tell the students they can turn the puzzle
if necessary and use the jigsaw pieces which fit
together to help.
before ex 3 Encouragement note

Tell your students to do exercise 3 in pairs, with each
student writing in their own notebook. Try to pair
students who are not so strong at writing with those
who are.
10
1 6
UNIT
lesson A new student in the class
Aims Happy goodbye

Vocabulary: the numbers 20–100 Say a number between 20 and 100 to the students.
Functions: asking for and giving personal Each student has to hold up the correct number of
information (name, surname, age, locker number) fingers to represent the number. For example: 85 –
Speaking: giving and receiving personal the students first show you eight fingers and then
information in a dialogue five.
Optional materials: flashcards 1–9, nine cards with
numbers 20–100 in written form Homework:
Workbook, page 13
Lead-in
Ask your students where the children are in the
picture in lesson 6. Elicit at school. Ask the students
what they think the children are doing. Elicit meeting
each other for the first time.
before ex 3 Vocabulary flashcards

Make exercise 3 easier by introducing your students
to the numbers 20–100 on the board first. Get the
flashcards twenty, thirty, forty, fifty, sixty, seventy,
eighty, ninety, a hundred and stick them on the
board out of order. Do the same with 20, 30, 40, 50,
60, 70, 80, 90, 100. Ask the students to match the
written number with the number and then to tell you
what order they should go in. Practise saying the
numbers.

Tell your students to look at the Look box. Ask
them to tell you what they notice about the written
numbers. Elicit (in Polish) that they are hyphenated.
Tell them to write these numbers in their notebooks:
55, 66, and 77.

Tell your students that you are thinking of a number
between 20 and 30. Ask them to raise their hands
and guess the number. Put the students into groups
of 4–5. One student should choose a number and the
others should guess in turn. Encourage turn-taking.
Continue with the numbers 30–40, 40–50, etc. If you
have too wide a range of numbers to choose from, it
will be very difficult to guess.
Fast finishers
Tell your students to write the first three questions
from exercise 5 in their notebooks. Tell them they
can pose the questions to someone in their family at
home.
11
1 7
UNIT
lesson Around the world
Aims
fact
Culture: languages and alphabets Show your students the picture of Egyptian
Reading: for detailed information hieroglyphics and ask them if they know what
Writing: describing an unusual language and they are. Ask them: What was the first alphabet
its alphabet ever created? (Egyptian hieroglyphics).
Optional materials: photos of Egyptian Between 1850 and 1700 B.C., Egyptian
hieroglyphics (for Brainy fact) hieroglyphics were adapted so one symbol
represented one consonant (no vowels as yet),
and this spread to Lebanon and Israel to form
Lead-in an alphabet known as abjad /ˈæbdʒɑːd/. The
Make sure that your students have their books Latin alphabet developed later from the Greek
closed. Ask them to stand up and try to make the alphabet.
vowels A, E, I, O, and U with their bodies.
Cultural note Discover more!

Learning foreign languages is very important for Tell your students that they can look for information
your students, but try to make them aware of online about alphabets. Show them, if you have
cultural competence. An understanding of the a computer in class, the Myanmar alphabet, which
relationship between language and culture may help is fascinating as it is made up of circular shapes that
them use the language more effectively, e.g. when must be drawn clockwise.
giving short answers (Yes vs. Yes, I am) or while
asking for something (Make dinner! vs. Make dinner, Useful search words: alphabets of the world /
please vs. Can you make dinner, please) world scripts
fact Happy goodbye

Spelling and writing in English is often tricky but Tell your students to get into groups of three and
knowing the ‘magic e’ may be very helpful. Tell form the letters of the word BYE together.
the students that the ‘magic e’ is silent. When
they add it to the end of a one-syllable word in Homework
English, it changes the meaning as well as the Workbook, page 14
pronunciation.
Example:
at ate
mad made
tap tape
hat hate
Life skills: Learning

Ask your students to open their books to
page 16 and guess the meaning of the words in
green in the text in exercise 1. Tell them to look
at the photos to figure out the meaning.
12
1 8
UNIT
lesson Revision workout
Aims
Happy goodbye
Revision of lessons 1–6: vocabulary and speaking Tell all the students to stand up. Spell different
in a variety of controlled practice exercises colours and any student who is wearing an item of
clothing in the colour you spell has to put their hands
on their head and stand on one leg. Continue spelling
Lead-in colours until all the students are on one leg with their
hands on their heads.
Put your students into groups of 6–8 with one
notebook / piece of paper for each group. Point at
the various objects in the classroom and tell the Dyslexia tip – self-esteem
groups to write the words to test whether they Some students with dyslexia may have low self-
remember them from previous lessons. esteem. Allow them to show you what they can
do such as in games when they have to show off
Freddie and Freda note their physical skills, not just their English skills.
Tell your students to guess what the prize could You can apply this for instance to the Happy
be if they do the Revision workout. Then tell goodbye game at the end of this lesson.
them to go to the Trainer’s Office on page 126
to check their answers.
Homework
Workbook, page 15
Star rating
Explain to your students that there are two more
difficult exercises in the Revision workout (exercises
3 and 6) and that’s why they get 2 points for each
correct answer 1–5 (but not for each gap they fill).

Tell your students to look at the questions in their
notebooks and try to memorise them. Then tell them
to close their notebooks and ask and answer the
questions. If this is too difficult, ask the students to
say as many as they can recall.

Elicit the forms of the verb be onto the board to help
weaker students complete the exercise.
Evaluation
Ask your students to add up their points from all
the tasks. Tell them to go to the Trainer’s Office on
page 126 to collect their prize. Give the students who
got Try to get fit! or See your trainer now! certificates
the opportunity to improve by doing those more
difficult exercises again with the help of a friend,
perhaps a friend who won the You are very, very fit!
certificate.
13
1
UNIT
Summary Vocabulary summary Grammar summary
Extra practice: A new student in the class Project note

Tell your students to imagine that a new student
You will find that Project 1 always involves some
is coming to their class. Tell them to look at all the
crafts for students whereas Project 2 is more
questions in the A new student in the class box on page
demanding in terms of language use.
18 and then choose three that they think are the most
useful to ask a new student. Put the students into pairs
to practice asking and answering the three questions. Choose your
Are you ready for extra
grammar project!
vocabulary workout?
Project 1 Grammar billboard

Find some pictures of billboards (with advertising
Revision card
written in English if possible) to show the students.
Encourage your students to make a special
Look at the grammar points on page 19 and ask the
bookmark / cover or copy and distribute the
students to choose which one they want to show on
templates available in Brainy klasa 4 Teacher's
the billboard. Remember it should be short. Help the
Resource File. Tell the students that they will be
students write the title for the grammar point before
using it throughout the year while revising the
they add the illustration.
vocabulary in all the revision lessons. Remind
them to keep it in a safe place. Project 2 Our classroom
Provide some old magazines, leaflets, or brochures
Freddie and Freda extra workout: vocabulary for the students to cut up pictures of classroom
objects. The students could write the descriptions
These extra activities have
on sticky notes which can be used as a matching
their own focus and they
activity: students look at their partner’s pictures and
can be done whenever there
then match the correct sticky note with the picture.
is some free time: e.g. after
the Revision workout,
Project work
at the end of the class, or
the beginning of the next class, etc. To motivate weaker students, give two marks
for the project: one for accuracy and one for
Exercise 1 content (layout, ideas, illustrations, etc.).
Ask your students to say the next three letters of Do not correct all their mistakes or cover their
the alphabet. project with red pen. Make light corrections at
A, B, C, … the bottom of the page or on a separate piece
L, M, N, … of paper.
T, U, V, …
Exercise 2
Ask your students to say all the numbers:
yy ending in -teen.
yy ending in -ty.
yy beginning with forty-.
yy beginning with ninety-.
14
UNIT
2 Who are you? lesson 1 What are you like?
Aims
Happy goodbye
Vocabulary: adjectives describing personality Tell your students to make the correct face according
(Człowiek: cechy charakteru) to the adjective you say. Start off as a whole class
Listening: for general understanding activity, then you could do it with small groups /
Speaking: giving an opinion rows / tables of students as a competition.
Optional materials: sticky notes (for the Extra
practice task)
Homework
Workbook, page 16
Lead-in
Tell your students to look at the picture on page 20
and count the total number of red / green / blue
objects they can see.
Phonics Rap
1.31 Tell your students to stand up and
pose like rappers (arms folded, with attitude)

while they listen to the rap. Encourage them to
move around like rappers and speak along with
the recording but switch the volume off at the
end of each line of the rap so only the students
can be heard. Tell them to be as loud as they can.
Gradually reduce the amount of the recording
you play until they can say it on their own.
fact
A rap fact: The fastest rapper in the world is
Ricky Brown, also known as NoClue, from the
United States. On January 15, 2005, he rapped
723 syllables in 51.27 seconds from his track
(that’s 14.1 syllables per second)!

Put your students in groups of 6–8. Give each group
sticky notes (one per each student) and tell them
to copy the eight adjectives, one on each note. Tell
the students to open their books at page 21 and
stick the adjective on each person according to their
personality.

Tell your students to listen to the recording from
task 6 again and justify their answers.
15
2 2
UNIT
lesson Student’s blog
correct answers held up after each sentence by each

Aims
group to give points.
Grammar: verb be: negative – long and short forms
Reading: for detailed information
Speaking: giving personal information
Dyslexia tip: written work
Writing: describing oneself and classmates Involve dyslexic students in oral activities and do
Optional materials: pieces of scrap paper to make not force them to read out written tasks. Monitor
true / false cards (for the Extra practice task) their work by helping with spelling and reading.
Encourage pair and group work.
Lead-in after ex 5 Fast finishers

Tell your students to ask each other How old are you?
If some students finish exercise 5 writing practice
and answer I’m X. Explain to them that they should
quickly, tell them to continue writing the blog with
start asking the question at both end of each row
one more sentence about someone in the class.
(at the front of the class and at the back) at the same
time. When you say Go, one student at the front Happy goodbye
and one at the back of the class pose the question
Tell all the students to stand up. Say sentences using
the student next to them at the same time. The
the adjectives from lesson 1 (friendly, shy, helpful,
question and answer dialogue continues along the
quiet, sporty, funny, kind). Have the students sit
rows towards the back and towards the front of the
down if the sentence is true about them. Include
classroom at the same time. When the crossover
some negative sentences to make it more fun and
happens towards the middle of the row, tell the
harder. Continue until all the students have sat
students to continue in the other direction.
down.
after Quick check Example:

I’m sporty. / I’m helpful. / I’m not quiet. / I’m not
Write the adjectives from lesson 1 on the board
eleven.
(friendly, shy, helpful, quiet, sporty, funny, kind) and
put the students in pairs. Student A tells Student B Homework
Act shy. Student B mimes being shy. The students
Workbook, page 17
should then swap roles and continue.
Grammar in context
Tell your students to find examples of three negative
verbs in the blog.
G Grammar app
Tell your students to use their finger to cover the
verb be in the table and test their partner on the
negative long and short forms of the verb be.

Give each student two pieces of scrap paper. Tell them
to write TRUE on one and FALSE on the other, using
capital letters. The students should then close their
books. Read the sentences from exercise 1 aloud
again, or invent some extra true / false sentences
yourself based on the blog. The students listen and
hold up their piece of paper with TRUE or FALSE. Put
the class into two big groups, count the number of
16
2 3
UNIT
lesson How much is the ruler?
Aims
before ex 6 Skills note: Speaking
Vocabulary: classroom objects and stationery Before playing the game in exercise 6, elicit a written
(Edukacja: przybory szkolne) example of the dialogue which the students should
Listening: for detailed information then copy into their notebooks.
Speaking: asking for and giving prices
Example:
Optional materials: flashcards 21–28
Customer: Good morning, what is in your shop?
Shop assistant: A felt-tip pen, a ruler, …
Customer: How much is the felt-tip pen?
Lead-in Shop assistant: It’s 2 pounds.
Organise a vocabulary brainstorm: put your students
into groups of three and tell them to write a list of as Game
many classroom objects as they can see in 1 minute Tell your students to create a price list for four of
and 30 seconds. Ask the group with the most words their school products. Next, have them stand up and
to read out their list. The others listen and tick off the turn to the student behind them to make a pair. Then
objects on their own lists if they are said. Finally, the have them show the other student their list, but
other groups can read the words that haven’t been make sure they cover the prices by folding over the
mentioned yet. paper. They should then say the dialogue. Then, have
them turn to the student opposite to make a new
after ex 1 Vocabulary flashcards pair and say the dialogue again. Have them repeat
Stick the eight flashcards with objects round this process with new partners as many times as you
the classroom while the students are writing the like.
brainstorm lists of vocabulary for the Lead-in. If
you want, you could slightly hide the flashcards so Happy goodbye
not all of the images are able to be seen clearly (e.g. Ask your students to sit with their pencil cases open.
behind class posters, behind the board, the table, the Say names of objects with a colour. If the students
door). Then, name one of the flashcards and ask the have the object in their pencil case, they get 1 point
students to quickly look round the room and point and then they should take the object out of their
to it. The fastest student(s) get a point, if you want. pencil case. The first student to empty their pencil
Continue until you have named all eight, then ask the case wins.
students to cover their eyes, change the cards round
Example:
and play again. This time tell a student to name the
a black crayon, a blue gel pen, a yellow felt-tip pen
flashcard for the class.
Homework
Workbook, page 18
Tell the student(s) to write a list of all the objects in
his/her pencil case. Encourage them to include the
colour and the correct article.
Example:
a red pen, a blue crayon, a green sharpener
fact
The world’s longest pencil (2015) is 459.97
metres long!
after ex 5 Extra task

Tell your students to draw classroom objects on each
others’ backs instead of in the air and then to guess
the objects.
17
2 4
UNIT
lesson Iggy the Inventor. Episode 2 – Your inventions are dangerous!
Aims Life skills: Sources of information

Grammar: verb be: questions and short answers,
What could Professor Iggy do to feel better in
wh-questions (who, what)
this situation? Suggest these three ideas to the
Reading: for general understanding and detailed
students and tell them to choose the one they
information about the story
like best to make Iggy feel better. Encourage
Listening: for detailed information
them to add their own ideas if they can.
Speaking: asking and answering questions
Idea 1: Iggy should test his inventions more
carefully before using them.
Idea 2: Ellie and Eddy could help Iggy write some
Lead-in instructions on how to use the inventions.
Tell your students to look at the whole cartoon in Idea 3: Iggy should invent machines which are
their student’s books and answer these questions: small and not going to hurt him.
How many crayons can you see? (four) How many
sticky tapes can you see? (one) How many rulers can
you see? (zero) Grammar in context
Before you start looking at the Grammar app table,
after ex 1 Act it out ask your students to count how many questions
Divide the class into three groups. Group 1 is Professor they can see in the comic. (Answer: 5). Ask them how
Iggy, Group 2 is Ellie and Group 3 is Eddy. Play the comic many questions start with what? (Answer: 2).
conversation and tell the students to repeat their lines
with their character twice, copying the pronunciation,
and encourage them to add emotion to their voices.
G Grammar app
After practising, get the whole class to read their parts Tell your students to copy the grammar table
and have the conversation without the audio. into their notebooks and to colour-code it.
Example: use a green pencil to copy all the short
Dyslexia tip – reading aloud answers that start with yes, use a red pencil to
copy all the short answers that start with no.
Dyslexic students may be afraid of reading aloud.
Play short fragments of the text, pause after each
line and ask the students to repeat it in groups. after ex 5 Extra practice 1
After exercise 5, tell your students to have a similar
Useful! conversation in pairs but to also spell their surnames.
Their partner can write it down.
Say sentences to the class with It’s time to …
The students should then listen and act out what it’s Example:
time to do. What’s your surname? Kowalski.
How do you spell it? K-o-w-a-l-s-k-i.
Example:
It’s time to go! (Students close their books.) Happy goodbye
It’s time to read! (Students open their books
Ask the class questions similar to those in exercise 6
and look like they are going to read.)
(Colourful questions). Tell the students to raise their
It’s time to write! (Students get their pens out.)
left arm if they want to say NO! and to raise their right
Joke if they want to say YES! Tell them to remain silent.
Anyone who shouts out the answer loses a point.
When do computers go to the doctors?
Example:
Is Ana a girl? (Yes – right arms up).
When they have a virus.
Am I a student? (No – left arms up).
Homework
Workbook, page 19
18
2 5
UNIT to get your brain working!
lesson Train your brain!
Aims
Happy goodbye
General aims: revision of vocabulary (stationery, Tell your students to write a number between 1 and
adjectives describing people) and grammar 10 on their hand in secret. Tell the students to stand
(verb be – negative and questions, wh-questions) up. Start saying random numbers between 1 and 10.
from lessons 1–4 When a student hears the number he/she has on
Special aims: logical thinking (solving a riddle, his/her hand, he/she sits down. Continue until all the
reading a hidden code), mathematical thinking students are sitting down.
(completion of a shopping list), spacial thinking
(finding the start of game and following the
Homework
route round to the finish), noticing (Iggy's task) Workbook, page 20
Lead-in
Tell your students to name one item of clothing they
can see on page 26 which is blue (jacket, sweater),
and one which is red (shirt).
ex 3
Clue: Letters follow the alphabetical order.
ex 4
Clue 1: The bag can be found in Lesson 1.
Clue 2: Use adjectives from the box on page 20 to
describe Jeff, Lisa, Ruby, and Zac.
ex 5
Clue 1: Is she sporty? Find an answer with she
(not he).
Clue 2: What are they? Find an answer with they
(not it / she / he).
Encouragement note
Tell your students to work with a partner. Encourage
them to have the same answers and help each other.
Ask (in Polish if necessary): Do you have the same
answers? Can you help your partner?
Joke
Why is six afraid of seven?
Because 7 ATE 9.
19
2 6
UNIT
lesson In the playground
Where are you from?

Aims I’m from Spain.
Vocabulary: countries (Człowiek: dane personalne) Oh, that’s cool!
Functions: asking for and giving personal
information (name, country), making invitations Fast finishers
giving and receiving personal information in Write the names of some of the countries in exercise 2
a dialogue on the board with the vowels missing. The students
Optional materials: flashcards 29–36 should copy the incomplete words and fill in
the vowels to spell the countries correctly in their
notebooks.
Lead-in
Example:
Ask your students what places they go to a lot in
their free time. Try to elicit park. (Example answers: Frnc, Plnd, Grmny, etc.
school, home, dance class, park, cinema, etc.)
after ex 2 Vocabulary flashcards Happy goodbye

Divide the students into two groups. Flash the Whisper the name of a country from this lesson to
flashcard of a flag for one of the countries in one student at the start of a row. The students pass
exercise 2 quickly at the students in Group A. the whisper on until everyone in the row has heard
They should raise their hands to tell you the country. and passed it on. When it gets to the final student,
Flash a different flashcard to Group B. And so on. he/she can write the word in their notebook to show
Give points for naming the country correctly. you or just shout it out.
before ex 3 Extra practice 1 Homework

Make exercise 3 easier by writing the words from the Workbook, page 21
gaps on the board (in a mixed order) for the students
to choose from:
are name’s What’s from cool meet play.

Tell your students to copy the list of countries from
exercise 2 into their notebooks.

Write the lines from the dialogue with Maria
(picture 1) on the board in a mixed order. Tell the
students to put the lines in order and copy the
dialogue correctly into their notebooks.
Where are you from?

My name’s Maria.
Oh, that’s cool!
Nice to meet you.
Hi. I’m Ana. What’s your name?
I’m from Spain.
Answers:
Hi. I’m Ana. What’s your name?
My name’s Maria.
Nice to meet you.
20
2 7
UNIT
Aims Useful search words: world flags for children /

Culture: presentation of flags of different flag colouring pages.
countries around the world
yy Tell the students to finish the sentences when
writing about flags:
Writing: describing flags
Optional materials: stickers or stars as rewards /
The flag of is
prizes
(add colours). It has a
(symbol / animal).
Lead-in
yy Remind them to draw the flags you write about
Ask your students to draw any flag they know in and colour them.
their notebooks and tell you the country it is from. yy Get them to make a poster for the classroom about
flags of the world.
Culture note
yy Ask students to look at all the flags and remember
Why do we have flags? Flags show that we are in to tell them they have done a great job!
a community, or nation (and that we share beliefs,
goals, rules and regulations). Every country has got fact
a specific flag as their national symbol. The first flags
to represent countries / nationalities were made in How many people live in the USA / the UK /
the 18th century. France / Poland? Write the numbers on the
board and ask students to guess which number
goes with the population of which country.
Around the world 324,000,000 (the USA)
Option 1 (5 minutes): Ask the students to guess 64,700,000 (the UK)
why the red colour is associated with La Tomatina. 66,800,000 (France)
If they can’t guess, explain to them that people 38,000,000 (Poland)
throw a specific food item at each other during the
festival. Write on red pepper, strawberries, red apples,
Happy goodbye
raspberries, tomatoes, beetroots on the board for
students to guess what food it might be. Put your students into groups of four or five
Option 2 (10 minutes): Read the box with the students. Tell the class the name of a country. Have
students and explain to them that they are going to the students quickly draw and colour the flag of that
watch a video about different festivals from around country. The group that finishes the flag correctly
the world. Play the Unit 2 video from Brainy klasa 4 may get a sticker or a star. Repeat with different
DVD. Ask them two questions: countries if there is enough time.
1 Why is red the colour of La Tomatina?
Because people throw tomatoes) Life skills: Sources of information
2 Which is your favourite festival: La Tomatina, Ice
and snow festival in Harbin, or Songkran water
Tell the students to discuss the questions in
festival?
small groups of two or three. Ask them to make
a list of the different sources of information
Unit 2 from Brainy klasa 4 DVD and give them out to
they use. Tell them to put the sources into two
the students. Follow the instruction in the teaching
groups: 1) reliable information 2) potentially
notes for Unit 2, available on the DVD.
unreliable information.
ex 5 Discover more! Homework

Workbook, page 22
yy Tell your students they can find lots of information
about flags on the Internet.
21
Do our Revision workout. Go to page
2 8
UNIT
lesson Revision workout 126 and see what your prize is!
Put the students in pairs and tell them to practise

Aims
the dialogue from the shop.
Revision of lessons 1–6 in a variety of controlled
practice exercises Example:
Optional materials: sticky notes (about three per How much is the …?
student – you can use cut up pieces of recycling It’s 45 pence.
paper if you prefer)
Evaluation
Ask the students to add up their points from all
Lead-in the tasks. Tell them to go to the Trainer’s office on
Tell your students to open their books at page 29.
got a Get Fit Intensive Camp ticket the opportunity
Form your questions as a game to focus their
to improve by doing those more difficult exercises
attention on the content of the exercises:
again with the help of a friend, perhaps a friend who
yy In what exercise can you see the word TEACHER?
won the Gold Gym pass.
(exercise 2)
yy In what exercise can you see a red object? Happy goodbye
(exercise 2 vocabulary – red sticky tape, exercise 1
Ask your students the questions below and tell them
grammar – red T-shirt)
to lean (in their chairs) left if the answer is yes, and
yy In what exercise can you see the name LISA?
lean right if the answer is no.
(exercise 3 grammar)
Am I a teacher? (Yes – all students lean left)
Is … from the USA? (No – all students lean right)
Freddie and Freda note
Is this a red crayon? (No …)
Tell the students to read the note and tell you
what they think the prize might be before Homework
checking on page 126.
Workbook, page 23
Star rating
difficult exercises in the revision workout (exercise 3
and 6) and that’s why they get 2 points for each

Put your students into pairs. Student A covers their
eyes or turns away from the board. Student B looks
at the board. Choose and write one personality
adjective on the board: helpful, sporty, clever,
friendly, kind, quiet, shy, funny. Let Student B see
it and rub it off yourself. Student B mimes the
adjective for Student A to guess. Ask students to
change roles and repeat the activity. Continue until
all the adjectives have been recycled.

Tell your students to choose three objects from their
pencil case and put them out in front of them. Give
out sticky notes to the students (three per student).
Tell the students to imagine the price of each object
and write it on a sticky note next to the object.
22
2
UNIT
Summary Vocabulary summary
Extra practice 1: In the playground ex 3

Look at the table on the Vocabulary summary page The What’s missing game is more difficult than
and tell the students to put the words in order simply testing yourself by covering one of the
correctly in their notebooks. Ask the students in columns as in exercise 1. Students must remember
what kinds of situations they might use these all the words in the category because they haven’t
phrases: got a prompt in Polish to remind them. Encourage
the students to practise on their own, with all three
and Come with play friends my. lexical categories. If they feel confident enough, ask
cool, that’s Oh! them to play the game in pairs.
are Where from you?
Freddie and Freda extra workout: listening
Answers:
Come and play with my friends. These extra activities have
Oh, that’s cool! their own focus and they
Where are you from? can be done whenever there
Extra practice 2: Memory game the Revision workout,
Have the students place six classroom objects on the at the end of the class, or
table for their partner to remember. Their partner the beginning of the next class, etc.
should then close their eyes while one (or two) object
is removed and then their partner has to say which Listening 1
one(s) has disappeared. Read this description of Luke to the students
twice, quite slowly. Tell them to write the words
Revision card that describe him in their notebooks.
Encourage your students to use the special Luke is my friend. He’s isn’t shy. He’s friendly,
bookmark they made in Unit 1. If any of the but he’s quiet. I’m not quiet, but he’s quiet.
students have lost their bookmark, you can I’m not clever, but he’s very clever. He’s kind,
distribute the templates available in Brainy too, and he’s always helpful.
klasa 4 Teacher's Resource File. Answers:
friendly, quiet, (very) clever, kind, helpful
ex 1
Listening 2
Tell your students to swap the revision card to cover Read the sentences in the affirmative to the
the Polish words and then the English ones. Then tell students one by one. At the end of each sentence,
the students to get into pairs and test each other – stop and tell the students to write the negative
student A says a word from the list in Polish and for sentences 1–4 and the question form for
student B has to say it in English. sentences 5–8.
ex 2 1 He’s quiet.
2 They’re from London.
If the students have difficulty remembering the
3 I’m a teacher.
vocabulary, tell them to draw the word in the shape
4 We’re helpful.
it represents.
5 He’s quiet.
Example: 6 It’s a noticeboard.
7 They are rulers.
8 We are helpful.
Answers:
1 He isn’t quiet. 2 They aren’t from London.
3 I’m not a teacher. 4 We aren’t helpful. 5 Is he quiet?
6 Is it a noticeboard? 7 Are they rulers?
8 Are we helpful?
23
2
UNIT
Summary Grammar summary
Project note Project work

You will find that Project 1 always involves some To motivate weaker students, give two marks
crafts for students whereas Project 2 is more for the project: one for accuracy and another
demanding in terms of language use. for content (layout, ideas, illustrations, etc).
Do not correct all their mistakes or cover their
project with red pen. Make light corrections at
Choose your the bottom of the page or on a separate piece
grammar project! of paper.
Project 1 Grammar poster

Look at the four grammar sections on page 31 and
tell your students to choose one of them. Encourage
the students to think about the grammar point they
have chosen by asking them to think about whether
they want to chose the one that is the most difficult
for them, the easiest, or their favourite.
Tell the students they will have to draw pictures to
illustrate the meaning of the grammar or use real
photos, e.g. printed from the Internet. Remind them
to choose carefully, some grammar is not so easy to
illustrate!
Project 1 is an opportunity for the students with
good handwriting skills, drawing skills or design
skills, who are perhaps not as good at English, to
shine in class.
Project 2 Student’s blog

For extra practice, start with a speaking exercise.
Write the questions for each part of the table and
then put the students into pairs to interview each
other. They can interview more than one partner
each. When they have finished speaking, if they find
the writing difficult, write the following sentences
with gaps on the board for them to copy.
This is . He’s years old

and he’s from . He is
and , but he’s not .
He is friends with .
As a class activity, stick the student blogs round the

room with a sticky note covering the name of the
student and tell the students to read the blogs and
guess who they are about.
24
1–2
UNITS
Let's check
Lesson 1 (ex 1–7). Aims Lesson 2 (ex 8–14). Aims

Revision of grammar and vocabulary from units Revision of grammar, vocabulary and functions
1 and 2 through a variety of controlled practice from units 1 and 2 through a variety of exercises and
exercises. skills work: listening, reading, writing and speaking.
Lead-in Lead-in
Name some objects that the students might or Start drawing a classroom object from exercise 11 on
might not have in their pencil cases. Have the the board. The first student to raise their hand to tell
students put their hands up if they have the object you the correct name of the object wins a point.
or sit on their hands if they don’t.
Example:
To help your students remember the question forms
a blue felt-tip; a red pencil sharpener; a black crayon,
for this exercise, gap fill the questions on the board
etc.
with some letters added. Tell the students to work
after ex 2 Extra practice 1 in small groups to complete the questions. The first
group to finish may write the questions on the board
Tell the students to draw their pencil case in their
for the class to correct.
notebooks with the classroom objects it has in it.
Next, they should label the object. Example:
o y ?
Answer: How old are you?
Write Yes, it is / No, it isn’t on the board if necessary
to help the students (you can erase it halfway after ex 9 Extra practice 2
through this activity). Hold up objects from their Tell your students to imagine that they are new to
pencil cases for the other students to see. Describe the school. Ask them to draw a big face on a piece of
the first object: It’s a big brown ruler. Have the A4 paper to represent their new identities. Put the
students shout Yes, it is or No, it isn’t. After a few students into pairs and tell them to hold up their face
rounds, put them into groups of 5–6 so that they can masks. Student A says the sentences from exercise 9.
continue the same task in groups. Continue until all Student B answers. Then have them swap roles.
the students in each group have had a turn as the
teacher. before ex 14 Extra practice 3
Example: Write the adjectives funny, friendly, sporty, shy,
It’s a small red pencil. (Yes, it is). kind, clever, quiet and helpful on pieces of paper. Ask
Student 1: It’s a big red sharpener (No, it isn’t). a volunteer to come to the front of the class and take
a piece of paper and mime the adjective to the rest of
Happy goodbye the students.
Ask one student to come to the front of the class.
Happy goodbye
Whisper a word from this lesson to the student. The
student should then mime the word to the rest of Tell your students to cover their eyes. Write a word
the class. Whoever guesses the word correctly comes from Units 1–2 Let’s check on the board with the letters
to the front to mime a different word. out of order. Tell the students to open their eyes, look
at the board, and then raise their hands to guess the
Homework correct word. Tell them to spell it to you correctly in
Workbook, page 24, exercises 1–6 order to get points. Repeat.
Example:
NRACYO (crayon)
Homework
Workbook, pages 24–25, exercises 7–13
25
3
UNIT
Our possessions lesson 1 Zac’s a star!
Aims
Happy goodbye
Vocabulary: possessions (Człowiek: rzeczy Put your students into groups of three and tell
osobiste) each group to choose one possession but keep it
Listening: for detailed information a secret from the other groups in the class. Tell all the
Writing: describing an object students to stand up. Start to name the 12 objects
Speaking: guessing objects, spelling names from the lesson. When a group hears the object they
have chosen, they have to stand on one leg with
their hands on their head and remain totally still. Do
Lead-in this until the whole class is standing on one leg with
their hands on their heads.
To help prepare your students for the miming game
in exercise 7, mime for example: using a sharpener,
sticky tape, being helpful, shy, etc. Ask the students Dyslexia tip – spelling
to guess the objects and the adjective you’re miming. Prepare the game in the form of small cards.
Put each letter of each word onto a separate
Phonics Rap small card. The students’ task is to rearrange
the cards in the correct order to form the words
Tell your students to stand up and pose like one by one.
rappers (arms folded, with attitude) while they
listen to the rap. Encourage them to move
around like rappers. Make cut out microphones
Homework
which they can use while rapping. Encourage Workbook, page 26
them to shout the oh no! from the first line of
the rap loudly and confidently.

Write up the list of 12 possessions on the board. Put
the vocabulary flashcards on the board in random
order below the list of words. Tell the students to
match the words with the flashcards. Ask them to
write the words in their notebooks.

Tell your students to draw the missing items from
the list in their notebooks.
Answers:
two hairbrushes, blue comb, green umbrella, charger
Skills note: Writing

Tell your students to check if every sentence they
have written in exercise 6 contains:
yy the subject,
yy the verb be,
yy the adjective from the list.
26
3 2
UNIT
lesson Whose schoolbag is it?
Aims
Grammar: possessive ‘s and possessive adjectives, Write the possessive adjectives on the board.
questions with whose Go round the classroom and pick up different objects
Reading: for detailed information or point to different objects. Tell the students to
Speaking: asking and answering questions about answer the question Whose is it / Whose are they?
possessions, making sentences with possessive
For example:
adjectives
Teacher: (pointing to classroom in general)
Whose is it?
Lead-in Students: It’s our classroom.
Make sure your students have their schoolbags Happy goodbye

easily visible. Tell the students to get into pairs and Put your students into groups of 3–4. Tell the groups
ask each other: What colour is your schoolbag? They to count the number of schoolbags in the classroom
then answer the question: It’s blue / red / … and group them according to colour. When they
after Quick check Extra practice 1 have finished, you can ask: How many blue / green /
brown schoolbags are there in the classroom?
Put your students into pairs and tell them to play The first group to give the correct number wins.
Pictionary in their notebooks. One student should
draw an object from lesson 1 while the other guesses.
Dyslexia tips – confidence
Then they should swap roles.
Build students´ confidence in speaking practice
ex 1 pairwork by pairing a dyslexic student with one
Clue: The owner of the schoolbag is a boy. who is not.
G Grammar app Homework

Whose; possessive ‘s Workbook, page 27
Remind students that it’s refers to it is and is not
a possessive form.

Point to one schoolbag in the classroom and ask
the students Whose schoolbag is it? Students
answer e.g.: It’s Agnieszka’s schoolbag. Repeat and
encourage the students to ask each other in pairs.

If some students finish exercise 3 writing practice
quickly, tell them to invent three more sentences to
continue the exercise.
Example:
8 He’s Luke. It’s his / her schoolbag.
Tell the fast finishers to swap their notebooks and to

circle the correct answers.
27
3 3
UNIT
lesson Our favourite clothes
Aims
fact
Vocabulary: clothes (Człowiek: rzeczy osobiste) More than 2 billion T-shirts are sold in the world
Reading: for detailed information each year!
Speaking: asking and answering questions about 1 Why do we say ‘T-shirt’ and not e.g. ‘P-shirt’?
favourite clothes (Answer: It’s named after the T shape of the
Writing: describing favourite pieces of clothing body and sleeves it makes when laid out flat. )
Optional materials: sticky notes / small pieces of 2 Is it correct to write ‘t-shirt’ instead of
paper (13 for each group of 3–4) and sellotape, 'T-shirt'? Why/Why not? (Answer: No, it isn’t
flashcards (37–49) because a T-shirt doesn’t look like the letter ‘t’.)
Lead-in Life skills: Critical thinking

As a quick revision exercise (and to encourage your
Write these explanations on the board and ask
students to start thinking about the target vocabulary
your students to choose the one they like best.
of clothes), say some of the items of clothing in
Hold a class vote.
exercise 1 that you think they might have come
Some people judge other people by their clothes.
across before. The students should listen and then
Some people want to show off.
touch the item if they are wearing it.
Fashionable clothes make people feel better.
Hold all 13 flashcards in your hands in front of the Happy goodbye
class. Turn them round so the students can’t see Tell your students to stand up. Tell them to sit on
them. Gradually raise one flashcard, slowly revealing their table if they are wearing the clothes you say out
the object. Encourage the students to raise their loud. Continue until they are all sitting on the tables.
hand and tell you the name of the object as soon as
they guess what it is. Example:
Blue shoes. A white T-shirt. Old trousers. A new
after ex 1 Extra practice 1 dress.
Put your students into groups of 3–4. Give each Homework
group 13 sticky notes (or pieces of paper with
sellotape). Tell them to copy the vocabulary from Workbook, page 28
exercise 1 onto the sticky notes (one word for one
note). Then tell them to stick the notes onto their
clothes and label themselves. Tell the different
groups to check each others’ labelling.

Elicit the meaning of the adjectives in exercise 2
(in Polish to help the weaker students).

Tell the students to divide the items of clothing
into the ones which usually take a singular verb
or a plural verb.
Answers:
Singular: shirt, T-shirt, dress, skirt, cap, sweater, jacket;
Plural: trousers, shoes, socks, shorts, trainers, sandals
28
3 4
UNIT
lesson Iggy the Inventor. Episode 3 – Those clothes are weird!
Aims G Grammar app

Grammar: this, that, these, and those
this/that, these/those: questions
Tell your students to fold and unfold a page
Listening: for general understanding and detailed
in their notebook in half vertically. Ask them
information (this, that vs. these, those)
to copy the second grammar table into their
Speaking: controlled practice dialogue (question
notebooks in such a way that the questions and
and answer using this/that and these/those)
answers are on different sides of the vertical
fold. Ask the students to test themselves by
hiding the answers.
Lead-in
Tell your students to look at the comic strip on
page 38 and point to the items as you say them. after ex 4 Fast finishers
Example: Tell your students to draw a picture similar to those in
a green sweater / blue and white shoes / a red and exercise 4 with the hand: the arrow to reflect distance
white T-shirt, etc. if necessary and an item of clothing. They can show
this picture to their partner(s) for them to guess and
after ex 1 Act it out say the correct sentence, e.g. That is a T-shirt.
Tell your students to choose which character they before ex 5 Skills note: Listening
want to be. If you can, regroup them so all the
students of one character are together. Play the audio Simplify the listening task by telling the students to
and then encourage students to repeat the dialogue write the names of four items of clothing on pieces
with their chosen character. Repeat the audio, but of paper and place the pieces of paper next to each
this time turn the volume off halfway through item. This will help them notice the name of the item
a phrase. Gradually turn the audio down until the while listening.
students are saying the dialogue on their own. after 5 Skills note: Listening
Encourage the students to copy the intonation they
hear. Tell your students to listen again but this time, when
they hear those or that, to make a gesture looking
Useful! into the distance. When they hear these or this, tell
Suggest different actions and tell the students to them to point to somewhere near themselves.
react using either: It’s a waste of time! or It’s a waste
of money! Happy goodbye
Example: Say sentences using this / that / these / those about
Teacher: Let’s sleep all day! Let’s play computer the objects in the room and point to the object. If the
games all day! Let’s watch TV! sentence is true, students make the shape of a T with
Students: It’s a waste of time! their body. If it is false, they make an F. Allow them to
Teacher: Let’s buy an expensive smartphone / stand up if necessary.
fashionable clothes / a new game! Examples:
Students: It’s a waste of money!
Those shoes are red. Point to some
Joke distant blue shoes, ask students
to make an F.
What does a house wear?
This shirt is new. Point
Address! (pronounced as ‘a dress’) to someone’s new shirt nearby,
ask students to make a T.
Grammar in context
Homework
Ask your students to count how many examples of
Workbook, page 29
this/that/these/those they can find in the comic.
(Answers: this – 2, that – 2, these – 2, those – 4)
29
3 5
UNIT
to get your brain working!
Aims
Joke
General aims: revision of vocabulary (clothes,
What race is never run?
possessions) and grammar (possessive ‘s,
possessive adjectives, questions with whose) A swimming race!
from lessons 1–4 through speaking, writing and
listening: controlled practice exercises Happy goodbye
Special aims: logical thinking (solving a puzzle),
spacial thinking (finding a way out of a labyrinth), Write this chain of words on the board. Ask the
noticing (Iggy’s task) students to tell you how many words are in it and
what they are:
Lead-in shortsskirttrouserssocksdresssandalscapjacket
Before opening their coursebooks, ask your students Answer:
what sports they do at school. Try and elicit running. eight (shorts skirt trousers socks dress sandals cap jacket)
Ask the students if they like to run.
Homework
ex 2
Workbook, page 30
Clue: To enable the students to do exercise 2
successfully, explain that the hands in the picture are
used to stress the meaning of this, these for nearby
objects and that, those for distant objects.
ex 4
Clues: ask two questions to help students find
the right shoes.
1 Are the shoes for a boy or a girl? (a girl)
2 Are the shoes for outside or inside the house?
(inside)
Use mime to explain outside and inside.
ex 5
Tell your students to use their finger to help follow
the way through the labyrinth and to work with
a partner to invent sentences.
Dyslexia tip – monitoring

Monitor your students carefully during the
exercises with the labyrinth and if necessary pair
them with another student to help.
Encouragement note
Ask your students if they enjoyed finding their way
through the labyrinth. Remind them that if they
couldn’t find their way out, it doesn’t matter, perhaps
next time they can work in pairs to get out together.
30
3 6
UNIT
lesson At the shops
Aims
Happy goodbye
Functions: buying things in shops (asking for Ask for a volunteer to come to the front of the class
the price, saying thank you, saying goodbye in and turn his / her back to the board. Write the name
a polite way) of one of the objects from exercise 6 on the board,
Speaking: acting out a dialogue in a shop between let all the students see except the one student who is
a customer and a shopkeeper at the board. Tell the class to mouth the word to the
student and ask him / her to read their lips. Change
the students at the board and repeat the game.
Lead-in
Homework
Ask your students what they can see in the picture.
Workbook, page 31
Tell them to think about objects, places and people.

Make exercise 4 easier by writing on the board the
prompts with the first letters of the missing words.
1 Here y a . (Here you are)

2 How m a t
shoes? (How much are these shoes?)
3 How m i t shirt?
(How much is this shirt?)
4 Good m . (Good morning.)
5 They’re 15 p . (They’re 15 pounds.)
6 It 10 p . (It’s 10 pounds.)
7 Goodbye. Have a g e .
(Goodbye. Have a good evening.)

Tell your students to write one of the dialogues they
have just invented into their notebooks.
Fast finishers 1
Tell your students to write a list of all the objects in
exercise 6 in their notebooks, including the colour.
Example:
a yellow umbrella
Fast finishers 2
Tell the students to cover the pictures of the objects
in exercise 6 and name all 8 of them from memory –
include the colour if you want to make it harder.
31
3 7
UNIT
Aims Around the world

Culture: presentation of different types of clothes
Option 1 (5 minutes): Write sari and kimono on the
Reading: for general understanding
board and ask the students to match the words with
Speaking: expressing wishes and opinion
the photos. Than ask them if they know where people
Writing: describing items of interesting clothing
wear sari and kimono (India, Japan).
Option 2 (10 minutes): Read the box with the
students and explain to them that they are going to
Lead-in
watch a video about some traditional outfits. Play the
Ask your students what their favourite clothes Unit 3 video from Brainy klasa 4 DVD. Then, ask the
are. Encourage them to include colour in their students to name the clothes in the photos from the
description. box (kimono, sari). Additionally, ask them to tell you if
Example: these sentences are true or false:
My red trousers! 1 Sari is for women. (True)
2 Men wear kimonos too. (True)
Culture note 1 3 Inuit people wear comfortable clothes. (False)
What is the origin of fancy dress costumes? 4 The Guards in the UK wear black and yellow
Fancy dress costumes originated in the 15th century uniforms. (False)
in Venice, Italy, and spread around the world, Option 3 (45 minutes): Prepare the handouts from
for example to the United Kingdom. There were Unit 3 from Brainy klasa 4 DVD and give them out to
enormous balls (formal parties) where everyone the students. Follow the instruction in the teaching
wore a mask to cover their faces – they were called notes for Unit 3, available on the DVD.
masquerades.
Culture note 2 Happy goodbye

There are two types of beefeaters. The Yeomen of Tell your students to draw a mask or their ideal
the Guard (body of the guard) live all over the UK and costume for a fancy dress party or a masked ball in
come together for special occasions. The Yeomen their notebooks.
Warders live and work in the Tower of London. Both
are commonly called beefeaters. Supposedly they Dyslexia tips – pace
got their names because they were once paid in beef. Your dyslexic students may not manage to read
at a set pace. Get them to predict the gist of the
ex 5 Discover more!
text by looking at pictures and give them more
Tell your students they can look for information time to complete the task.
about interesting clothes on the internet by using
these search words: Fun clothing facts for kids,
Fascinating facts about clothes, unusual clothes.
Homework
Workbook, page 32
fact
Spray on clothes from a can may be available on
the market in a few years. Different materials
can be sprayed on to make T-shirts and scarves.
But there is still a problem with the strong
solvent smell it produces.
32
3 8
UNIT
Aims
after 6 Extra practice 2
Revision of lessons 1–6: vocabulary and speaking Tell the students to write four examples of the
in a variety of controlled practice exercises questions and answers about Karol and Maria’s
possessions.
Example:
Lead-in
Whose keys are these? They’re Karol’s.
Ask your students to tell each other what they are
wearing today. Write an example on the board to Evaluation
help them. Ask your students to add up their points from all
Example: the tasks. Tell them to go to the Trainer’s office on
I’m wearing / I have a red T-shirt, brown shoes and page 126 to collect their prize. Give the students
blue trousers. who got the worst gym equipment the opportunity
to improve by doing those more difficult exercises
Freddie and Freda note again with the help of a friend, perhaps a friend who
Tell your students to try to remember who won won the best gym equipment (the golden bar with
the prize from the Revision workout in unit 2 and weights and the weight bench with weights).
encourage them all to try to get the highest score Extra practice 3
this time.
Time permitting, do the extra memory workout.
See the notes on page 34 – Freddie and Freda extra
Star rating workout: memory.
difficult exercises in the Revision workout (exercises 3
Happy goodbye
and 6) and that’s why they get 2 points for each Put your students into pairs and tell them to stand
correct answer (but not for each gap they fill). opposite their partner. Name items of clothing
from exercise 2 and tell the students to point to the
after 2 Extra practice 1 item on their partner (if their partner is wearing it).
Tell your students to do a class survey. Copy the table Include colour if you want. The students will have fun
onto the board and tell the students to copy it into ‘poking’ each other.
their notebooks. Fast finishers can also add items 5 Example:
and 6. Tell the students to study everyone’s clothes black trousers / a blue T-shirt
and write the number for each item of clothing. Then
you can compare the results as a class. Homework
Workbook, page 33
How many … are there Number:
in our classroom?
1 blue trousers
2 white T-shirts
3 black shoes
4 brown jackets
5
6
33
3
UNIT
Optional materials: colours for the T-shirt design, Freddie and Freda extra workout: memory
pieces of card for descriptions in project 2 These extra activities have
Extra practice 1: At the shops is some free time: e.g. after
Copy the gap-filled dialogue below onto the board. the Revision workout,
Tell the students to complete the gaps. If they find at the end of the class, or
this difficult, tell them to look at the At the shop the beginning of the next class, etc.
functional language table on page 44 for help.
Memory workout
A: G m ! After your students have completed the Revision
B: H . workout page, give them five minutes to study
A: H much i th shirt? all the answers. Write on the board: names,
B: 10 p . possessions, clothes, prices. Tell them to focus
A: H you a . on these four categories while looking at
B: T you. the answers.
A: G !
B: Bye! After five minutes, tell them to turn over their
books. Ask these questions:
Answers:
A: Good morning! 1 What colour is the umbrella?
B: Hello 2 Has Karol got a cap?
A: How much is this shirt? 3 How much is the blue T-shirt?
B: 10 pounds 4 What colour is Jakub’s comb?
A: Here you are 5 Whose headphones are they?
B: Thank.
A: Goodbye! Check the answers orally. Write the correct
B: Bye! answers on the board.
Answers:
Revision card 1 yellow 2 yes 3 20 pounds 4 blue 5 Maria’s
Encourage your students to use the special
bookmark they made in Unit 1. If any of the
students have lost their bookmark, you can
distribute distribute the templates available
in Brainy klasa 4 Teacher's Resource File.

Tell your students to completely cover the English
words, or show only one letter (instead of 2) and try
to remember them.

Put your students into groups of four or five with
one notebook (or piece of paper). Tell them to choose
one student to be the group secretary (this person
changes after each question). Name a category:
possessions or clothes and give students two
minutes to write as many words as they can for that
category. The group with the most words wins.
34
3
UNIT
Project note
Choose your
grammar project!
Project 1 Grammar T-shirt

Draw a T-shirt outline on the board. Discuss different
design possibilities – words in circular patterns,
graffiti-type writing, words in the shape of objects
(flowers, a person) with the students. Tell them to
open their books and choose a grammar point from
Unit 3. Tell them to draw a T-shirt outline in their
notebooks and design it using lots of colour.
Project 2 Friends album

Draw a traditional photo album (like a book with
pictures and text underneath) on the board. First,
put the students in pairs and tell them to write about
their partner in their notebook. Check the students’
work as they write.
When they have finished, the students can now get
in groups of four or five and follow the instructions in
the student’s book.
Project work
To motivate weaker students, give two marks
for the project: one for accuracy and another
for content (layout, ideas, illustrations, etc).
the bottom of the page or on a separate piece
of paper.
35
4
UNIT
What have you got? lesson 1 This is my family.
Aims
after ex 2 LOOK
Vocabulary: family (Życie prywatne – rodzina) Tell your students that they can remember the
Reading: for detailed information pronunciation of child by thinking that the letter i
Listening: for detailed understanding in the word is the same as the first person singular
Speaking: asking and answering short questions pronoun I. One person = I. Ask the students to say
about who is who in a family, about age and I’m a child out loud.
personality
Optional material: photos of your family to show Phonics Rap
to students (for Extra practice 1)
Practise saying the rap slowly at first with the
students and then gradually tell them to shout / say
Lead-in the family words extra loudly. This will help them
with their rhythm and the proper word stress.
Write the word FAMILY on the board. Ask your
students to tell you what words they can think of
after ex 5 Skills note: Reading
associated with family (try and elicit basic words like
brother, sister, mother, father). Write these yes/no questions on the board about the
reading text.
Bring some photos of your family to the class. 1 Is Henry clever? (yes)
Write the 11 words of family vocabulary from this 2 Is Lionel Tyler’s uncle? (no)
lesson (mother, father, brother, sister, grandfather, 3 Is Jeff’s aunt friendly? (yes)
grandmother, great-grandmother, great- 4 Are Jeff’s cousins 10 years old? (no)
grandfather, aunt, uncle, cousin) on the board or ask
the students to look at the list of words on page 46. after ex 6 Extra practice 4
Show the pictures to the students. Ask them to raise
Put your students into pairs and tell them to make
their hands to guess which member of your family is
sentences with the information in the table in
in each picture.
exercise 6 and then say the sentences to each other.
after ex 1 Extra practice 2 Do the first row with Mary together as a group or on
the board as a reference.
Tell your students to listen to you and raise both Mary: She is a grandmother. She is 76. She is kind
their hands in the air when you say a sentence that is and helpful.
true about their family.
Examples: after Let’s all sing! Extra practice 5
I’ve got two brothers / I’ve got six cousins / I’ve got When you are playing the song and the students are
one great-grandmother / I’ve got three aunts. singing, turn down the volume suddenly for one or
two words when they are not expecting it so they
You may want to extend this task by putting students
can hear themselves sing and get a surprise.
in groups of 6–8. Tell one student in each group to start
by saying a sentence about their family (the same as Happy goodbye
the extra task). The others in the group should then
Tell one student to tell the rest of the class a family
listen and raise their hands if the sentence is also true
member vocabulary word from this lesson. The other
for them. Each student in each group should have
students listen and then shout the name of that
a turn saying a sentence with I’ve got… family member in their family. Choose a different
before ex 2 Extra practice 3 student and repeat.
Write the words left and right on the board on the Example:
left and right hand sides of the board. Say the names Student A: Sister! (The students with a sister or
of some of the students in the classroom. Ask the sisters will then shout their names.)
students to shout left! or right! according to where Homework
each student you name is sitting.
Workbook, page 34
36
4 2
UNIT
lesson Have you got a pet?
Aims Life skills: Learning outside

Grammar: verb have got: affirmative, negative school
and questions
Try to make your students think about taking
Reading: for general understanding
care of domestic animals. Write these tasks/
Speaking: asking and answering questions about
subjects associated with taking care of animals
pets and possessions
on the board and tell the students to put them
in order of importance 1–7:
Lead-in giving food / cleaning / taking for walks /
playing / taking to the vet / cost.
In preparation for the vocabulary categories listening
in Quick Check, ask your students to name three
possessions, three family members, and three Happy goodbye
animals. Tell your students to write the word (or draw a quick
picture) bear, kangaroo, fish, cat, or snake in secret –
before ex 1 Extra practice 1 they shouldn’t let anyone else see. Ask the question:
Make the task easier: Look at the pictures of Have you got a (bear, kangaroo, fish, cat, snake)?
the snake, bear, and kangaroo in the grammar Those students with that word written (or drawn)
presentation exercise 1 and elicit the names of have to pack up their bags really quickly and get in
the animals from the students. If they don’t know line to leave the classroom.
these names, tell them. Then get them to point to
each animal's name in the poem. Dyslexia tips – extra time
before ex 2 Extra practice 2 Allow the students with dyslexia enough time to
write – make sure you have tasks to keep
Say phrases with have / haven’t got and tell your
the other students busy.
students to listen and then put their thumbs up if
they hear an affirmative phrase; thumbs down if
it’s negative. Homework
Example: Workbook, page 35
We’ve got a dog. (thumbs up). They haven’t got
a snake. (thumbs down)
G Grammar apps: affirmative,

negative, questions
Tell your students to copy the apps into their
notebooks using colour for the different forms
of the verb (green for affirmative, red for
negative, blue for questions) and then to get
into pairs and test each other by covering any
of the columns with their finger and asking their
partner what’s missing.
Fast finishers
Tell your students to learn the poem in exercise 1 by
heart and if there’s time, say it to either their partner
or to you.
37
4 3
UNIT
lesson They look the same!
Face (nose,
Aims Name of person Hair
eyes, mouths)
Vocabulary: hair Lottie Long, wavy, Long face
Reading: for detailed understanding brown
Listening: for detailed understanding Noah Short, brown Long nose, big
Writing: describing twins and their pets eyes
Optional materials: flashcards 50–58 Max No hair! Big mouth,
round face
Name of dog
Lead-in Oscar Long, wavy, Long face
brown
Write the words identical twins on the board. Ask
Leo Brown Long nose, big
your students if they know what it means without
eyes
translating it into Polish. Ask the students if they
Blake Short, brown Big mouth,
know of any identical twins in their family, among round face
friends, at school, etc.
before ex 1 Vocabulary flashcards Around the world

Tell your students that the lesson is going to be Option 1 (5 minutes): Ask the students to read and
about hair. Copy the empty table in exercise 1 onto answer the questions. If they can’t, write some clues
the board with the number of words that should go on the board: zebras, giraffes, elephants, flamingos as
into each column to help the students. Write the well as some distractors: cows, cheetahs, storks etc.
adjectives from exercise 1 underneath the table. Option 2 (10 minutes): Explain to the students that
Without looking at their books, the students should they are going to watch a video about African animals.
be able to tell you in which column the colours Play the Unit 3 video from Brainy klasa 4 DVD. Then,
should go as it is revised vocabulary. Encourage ask the students to read the questions from the box
them to guess the other words, help them by e.g. and answer them.
miming them. Finish the table and ask the students
to copy it into their notebooks. When the students
have finished, show them the flashcards with this
vocabulary and pick student volunteers to come up
notes for Unit 4, available on the DVD.
and put the flashcard next to the word in the table.
length type of hair colour Happy goodbye

(two words) (three words) (four words)
Ask one student to name an animal. The other
students should listen and then imitate the sound
that animal makes (e.g. a horse, a dog, a cat, a lion).
Ask about 5–7 students in total.
Dyslexia tips – reading aloud

short / red / fair / wavy / long / black / curly / Put the students into pairs and tell them to read
grey / straight the text in exercise 4 aloud to each other. Listen
and pick some tricky words for pronunciation
practice. Divide the class into two groups and
tell each group to read the text aloud to the
Tell Fast finishers to write about a friend’s hair. other group. This gives dyslexic students the
opportunity to read aloud with the rest of
after ex 4 Extra practice 1 the class. Repeating the text also gives them
Tell your students to transfer the information from confidence and helps avoid embarrassment.
the reading in exercise 4 to a table to help them
clarify who is who. Tell them to also add information Homework
by looking at the pictures.
Workbook, page 36
38
4 4
UNIT
lesson Iggy the Inventor: Episode 4 – A big mistake
Aims
Grammar: presentation and practice of verb Tell your students to write one or two sentences
has got: affirmative, negative and questions describing their classmate(s)’ hair, eyes, feet, etc.
Listening: for detailed understanding Tell your students to write one or two questions
Speaking: questions and answers about the using Has got about their classmates. Tell the
characters from the comic using has got, students to ask each other their questions.
guess the word game
Example:
Writing: describing of characters
Has Emilia got blue eyes? Yes, she has. / No, she
hasn’t.
Lead-in before ex 7
Tell your students to point to the characters with Before you play the game, set it up clearly with the
black hair (Iggy and his daughter) and the characters students. Write the page numbers so the students
with fair hair (Imogen and his son). can choose words from the board. Write the question
forms Has it got an …? And Is it …? Demonstrate the
after ex 1 Act it out
game in front of the class with one student volunteer
Tell your students to practise moving round the (choose a strong student).
classroom like a robot. They can say I am a robot
(in a machine-like monotone) as well. Then put Happy goodbye
the students into groups of three and tell them to Say some phrases about your students in the class
choose their roles (mother, father, robot) and act out and then tell the other students to point to the
the story. Allow them to change roles and repeat student they think you are describing.
because being the robot is the best one to act out.
Example:
Useful! She’s got curly hair and a blue T-shirt. (Anna)
Give each student a piece of card / paper and ask

each one to choose one of the three phrases in the
Dyslexia tips – extra encouragement
Useful! box. The students then make a sign out of Give your students with dyslexia the opportunity
their chosen phrase by writing it using colours, big to be on the winning team in the class game
graffitti-like writing, etc. Stick the signs up round (exercise 7) by choosing groups carefully and
the classroom and encourage the students to use mixing up the students with differing levels of
them naturally during future lessons. ability.
Example:
Starting a task: 1, 2, 3, go! Or 3, 2, 1, go! Homework
Workbook, page 37
fact
The biggest number of scarecrows together in
one place is 3,812. This record was set in England
in 2014 in a display organised for the sole
purpose of breaking the previous world record.
Grammar presentation
Ask your students to count how many examples of
the question form Has she got…? they can find in the
comic strip.
Answer: 3
39
4 5
UNIT
Aims My robot’s name is It has got hair and

General aims: revision of vocabulary (family, a body. It has got arms and it hasn’t
hair) and grammar (verb have got and has got: got It has got legs.
affirmative, negative, questions and short
answers) from lessons 1–4 Fast finishers
Special aims: spacial thinking (finding a way out
Tell your students to help others finish their
of a maze, building a robot), logical thinking
descriptions after they have finished their own.
(solving a puzzle and), paying attention
to detail (finding hidden letters), noticing (Iggy's Happy goodbye
task)
Put the students’ pictures of robots up around
the classroom to decorate it.
Lead-in Homework:
Tell your students that during this lesson they will Workbook, page 38
build a robot – after each completed task they will
get one part of the robot. Ask the class to suggest
names for the robot. Choose a name together as
a class.
ex 1
Clue: There are six letters to find (C-O-U-S-I-N).
ex 2
Clue: First ‘s is a short form of is, whereas the second
‘s is the genitive.
ex 3
Clues: Tell your students they can look at the family
picture in unit 4 lesson 1.
Who are the people with fair hair in Lisa’s family? (her
brother, her father, Lisa, the dog)
Who are the people with grey hair in Lisa’s family)?
(her grandfather, her grandmother)

Put your students into pairs. Student A secretly
chooses a student in the class and describes their
hair to Student B. Student B guesses who it is.
Change roles and continue.
ex 4 Encouragement note
Play the audio two or three times to ensure all the
students get to the next junction.
ex 5
Write this template for the robot description on
the board so that the students can complete their
description more easily. Add an arrow under each
gap with adjective or noun to help students decide
which word goes in the gap more easily.
40
4 6
UNIT
lesson At a friend’s house
Aims
Functions: welcoming, introducing yourself Tell your students to stand up and repeat exercise 4
and others by pretending they are at the door of their house and
Speaking: welcoming someone and meeting roleplaying the dialogue. Encourage them to shake
them for the first time hands, sit down together, mime eating food, etc.
Optional materials: strips of paper – about They could also use the classroom door to act out
eight for each group of four students the dialogue and make it more authentic.
(for Extra practice 1)
Happy goodbye
Ask for a volunteer to stand in front of the class and
Lead-in mime the action for one of the phrases in this lesson.
Ask your students to look at the picture in lesson 6 Tell the volunteer to mouth the action as well to
and to guess who the people are and what is make it easier.
happening. Example:
Answer: Student mimes Have a seat (motions someone to
They are parents with their children, and they are meeting sit down) / This is my sister (points to a girl) / Help
for the first time. yourself to the pizza (passes a plate), etc.
ex 2 Dyslexia tips – building confidence

When your students are listening and checking,
Allow your students with dyslexia (who often
turn the audio volume off just before each gap and
lack motivation and self-esteem) to shine by
encourage the students to shout out the answer.
encouraging them to act out the dialogues and
Turn the audio on again to check.
by making the acting (welcoming face, using
Look mime) as important as the phrases used.
Explain the use of Ms. to students – this is used

when a woman doesn’t want anyone to know Homework
whether she is married or not, or if you don’t know if Workbook, page 39
she is married or not.

Put your students into groups of four and give each
group eight strips of paper. Tell them to copy each
phrase from the picture dialogue onto one piece
of paper. This means that each student copies two
phrases. Tell the students to organise who copies
what together as a group. When they have finished,
tell the students to close their books and their
notebooks and to put the pieces of paper in the
correct order to make the dialogue. If you have time,
tell the students to act out the dialogue.

Tell your students to choose one of the situations
from the pictures in exercise 3 and copy the picture
into their notebook next to the correct phrase/
phrases.
41
4 7
UNIT
Aims
fact
Culture: robots What is the world’s biggest robot?
Reading: for detailed understanding It’s the fire-breathing dragon from Germany.
Speaking: describing a robot’s body It measures 15.72 m in length, 12.33 m in width,
Writing: describing robots 8.20 m in height. Everyone can see the dragon
in summer at the Spearing the Dragon Festival
in Furth.
Lead-in
Write four essential words, one from each paragraph
Joke
in the reading in exercise 1, on the board: operations
/ breakfast / factories / space. Elicit the meaning What’s a robot’s favourite type of music?
of the words in Polish. Tell the students to open
their books and match each word with one of the Heavy metal!
paragraphs before they read in detail.
Answers:
ex 5 Discover more!
Paragraph 1: factories
Paragraph 2: operations Tell your students they are going to investigate
Paragraph 3: space robots and to look for information to describe the
Paragraph 4: breakfast robot – write What has it got? on the board to help
them. Encourage the students to bring a picture of
Culture note the different robots they have found information
The name ‘robot’ is related to Polish words like about on the Internet to share with the class.
robota, and robotnik. The word ‘robot’ was introduced
Happy goodbye
to the public by the Czech interwar writer Karel
Čapek in his play R.U.R. (Rossum’s Universal Robots), Tell your students to look at their pictures of robots
published in 1920. from lesson 6 and say a sentence to their partner /
Nowadays, robots play an essential part in our lives. group using It’s got … / It hasn’t got. Their partner(s)
Tell your students to think about car production, should listen and then point to the robot described.
space and underwater exploration, or medical
Homework
procedures. Ask the students if people could do that
without robots? Workbook, page 40

Write It’s got and It hasn’t got on the board and
choose a volunteer student to write the words
from the table underneath each verb. Then, ask the
students to work in pairs and do exercise 4.
Answers:
It’s got: hands, arms, legs, feet, eyes, a head
It hasn’t got: a nose, a mouth, ears, hair
42
4 8
UNIT
Aims
Happy goodbye
Revision of lessons 1–6: vocabulary and speaking Ask your students to count the number of times they
in a variety of controlled practice exercises can see the word HAIR in English on the Revision
Workout page 55, lesson 8.
Answer: 12
Lead-in
Divide the class into two groups. Tell Group A to Dyslexia tip – visual prompts
cover their eyes. Tell Group B a hair vocabulary word
Help dyslexic students with individual work
secretly. Tell Group A to open their eyes. Group B has
by writing useful words and phrases for them
to mouth (say the word making no sound) the word
on the board, using different colours to help
to Group A who should shout it out as soon as they
differentiate between he and she, for example.
guess it. Swap roles with a different word.
Freddie and Freda note Homework

Remind your students that they can win a prize Workbook, page 41
and encourage them all to try and do a bit better
than they did in unit 3.
Star rating
difficult exercises in the Revision workout (exercises
3 and 6) and that’s why they get 2 points for each

Tell your students to work in pairs. They should cover
the sentences in exercise 2 and look at the pictures.
Tell student A to point at one of the pictures. Student
B has to describe the person’s hair. Student A listens
and then checks with the book. Then have the
students swap roles.

Put your students in small groups with one book
open so they can all see the pictures in exercise 4.
Each student takes a turn asking a question to the
others in the group about Thea and Logan using Has
he / she got…? The group listens and answers.
Evaluation
the tasks. Tell them to go to the Trainer’s office on
got an old notebook the opportunity to improve by
rewriting any task they didn’t do particularly well.
Ask those students who got the best scores to help
the others.
43
4
UNIT
Extra practice 1: At a friend’s house Freddie and Freda extra workout: spelling
Write this dialogue on the board and tell the
students to fill in the gaps with expressions from
the At a friend’s house box at page 56.
A: Hello
B: Hello, how you?
A: Fine, thanks. And ?
the beginning of the next class, etc.
B: Fine. Have a and
yourself to some pizza.
Spelling 1
A: Thanks. is my dog, Ozzy.
Say the words and sentences listed below. Ask
B: Hello Ozzy. Good boy!
the students to write them in their notebooks.
Answers:
Read the words and phrases list three times: the
A: Hello
first time, the students listen; the second time,
B: Hello, how are you?
the students write the words and phrases; the
A: Fine, thanks. And you?
third time, the students check their answers.
B: Fine. Have a seat and help yourself to some pizza.
Then call some students to the front of the class
A: Thanks. This is my dog, Ozzy.
to write the words and phrases correctly on the
B: Hello Ozzy. Good boy!
board.
Revision card Dictation list:

Encourage your students to use the special sister
bookmark they made in Unit 1. If any of the aunt
students have lost their bookmark, you can uncle
distribute the templates available in Brainy cousin
Teacher's Resource File. medium-height
beard
long hair
after ex 2 Extra practice 2 I haven’t got a jacket.
Put your students into small groups and have them He hasn’t got a charger.
describe the people in their family to each other.
Encourage them to also ask each other questions Spelling 2
with Has he / she got … (curly hair)? Put the students into groups of 4–5. Student A
chooses a word from this lesson and spells it to
before ex 3 Extra practice 3 the others by making the shape of the letters
Divide the class into 4 groups. Give each group one with his/her body. Whoever guesses the word
piece of paper. Group A has CLOTHES at the top of gets to choose the next word and spell the letters
their piece of paper, Group B has FAMILY, Group by making their shapes with his/her body.
C has HAIR, Group D has POSSESSIONS. Tell each
group to name a secretary or person to write. When
you say 1, 2, 3, go!, each group of students should
start saying words for their category to the secretary,
who then writes them down. They mustn’t look at
the list at page 56. They should remember words
from the vocabulary in this unit. Give the students
only about 30 seconds and say Stop! Swap the pieces
of paper round the groups and swap the group
secretary. Say 1, 2, 3, go! Repeat until all four groups
have added their ideas. Then ask the groups to
compare their lists with those on page 56.
44
4
UNIT
Project note
Choose your
grammar project!
Project 1 Grammar flag

Tell your students about this project idea. Look at
the different grammar points in the summary in
Unit 4 and tell the students to choose one. Look
at the picture of the flag in the book and discuss
different possible designs to give the students some
ideas. For example, writing vertically or horizontally
or in wavy lines; using colour for questions,
affirmatives and negatives.
Display the flags around the classroom.
Project 2 Photo album

Elicit a list of famous people from the students and
write them on the board. Tell them to think about
different types of famous people such as sports
personalities, TV and film personalities, famous
politicians, famous people from history. Draw a
traditional photo album (like a book with pictures
and text underneath) on the board. As a class, finish
the description of Agnieszka Radwańska on the
board together. The students should then choose
their own famous person to describe and find
a picture of.
Project work
for content (layout, ideas, illustrations, etc.).
the bottom of the page or on a separate piece of
paper.
45
3–4
UNITS
UNIT
Let's check

Revision of grammar and vocabulary from units 3 Revision of grammar, vocabulary and functions from
and 4 through a variety of controlled practice units 3 and 4 through a variety of exercises and skills
exercises work: listening, reading, writing and speaking
Lead in Lead-in
Tell your students to open the book to page 58 and Say the names of different possessions and
count the number of times they see the word SOCKS different family members. When the students hear
(Answer: 2) a possession, they should find it in the classroom or
point at in the Student’s Book. When they hear the
after ex 3 Extra practice 1 name of a family member, they should say the name
Ask the students to write a list of the members of (e.g. Marta) of their own e.g. grandmother out loud.
their family in their notebook with each person’s
name.
Ask the students to work in pairs and to write
after ex 5 Extra practice 2 possible questions to all the reactions a–f.
Put your students into groups of 2–3 and tell them
to ask and answer questions about the pictures in
exercise 5 without looking at their notebooks. Tell the students to count the number of objects in
the texts and write a list of them in their notebooks
after ex 7 Fast finishers with the price next to each.
Tell the fast finishers to put all the verbs from Answers:
exercise 7 into the opposite form: from the negative headphones – 30 pounds, brown umbrellas – 5 pounds,
into affirmative and the other way round. red purse – 20 pounds, black umbrella – 20 pounds,
Answers: memory stick – 5 pounds, brown wallets – 25 pounds,
1 haven’t got 2 has got 3 have got 4 hasn’t got black wallets – 10 pounds
after ex 8 Extra practice 3 before writing 13 Extra practice 3

Tell your students to get into pairs and write 2–3 When your students have written their three notes,
questions about other students in the class using tell them to choose one of the three and copy it
the question forms in exercise 8. When they have onto a small piece of paper and stick it up round the
finished, put them into new pairs and get the classroom. Tell the students to stand up and go and
students to ask and answer the questions about read each other’s notes, then choose one note, and
their classmates. draw the object mentioned on it below the text.
Example: Happy goodbye
Has Anna got short hair? Yes, she has.
Put your students into groups of 4–5 with one
Happy goodbye Student’s Book open for the group. Student A says
a word from Units 3–4 Let’s check. The others race
Put the students into groups of 4–5. Have the
to find it on the pages. When a student finds the
students choose one item of clothing from this
word, they can only touch it with one finger. The first
lesson and mime putting it on to the other students
student to find and touch the word wins a point. It is
in the group who then have to guess what it is.
then their turn to say a word.
Homework
Homework
Workbook, page 42, exercises 1–4
Workbook, page 42–43, exercises 5–10
46
UNIT
5 What can you do? lesson 1 Slap it!
Aims
before ex 5
Vocabulary: activities 1 (Życie prywatne: spędzanie Make sure your students know the names of each
czasu wolnego) character before doing the reading and listening
Reading: for detailed information in exercise 5. This will enable everyone to count
Listening: for detailed information the points and say the final score.
Speaking: using the activity words in the context
of a game
before ex 6 Skills note: Listening
Optional materials: a flyswatter and ten A4 sheets Tell your students to look at the picture of the
of paper per each group of three students (for children playing Slap it! on page 60 and listen to
exercise 7) the audio to exercise 5 again. Tell them to imagine
they are playing with Jeff, Zac and Ruby and to touch
the picture Jeff says.
Lead-in
ex 7
See which group can write the names of all four
children from the big picture on page 60 the Hand out A4 sheets of paper and the flyswatters.
quickest. Put the students in groups of four or five Tell the students to draw simple pictures illustrating
and then tell them to name the four children in the the actions in exercise 1. Set the rules for the game
picture introduction as quickly as they can. Tell them clearly, otherwise the students may get too excited
to stand up when they finish. and start using the swatters on each other!
If you don’t have enough resources or time to
Answers:
prepare the swatters and drawings, play a simpler
Jeff, Zac, Ruby, Lisa
alternative of the game. Instead of the swatter,
after ex 2 Fast finishers the students may use just one finger to touch the
activity pictures in the big illustration on page 60.
Tell your students to copy the picture of each activity
next to each word in their notebooks. Happy goodbye
Divide the class into two groups. Tell the groups
Phonics Rap
to face each other across the classroom. Show an
Draw the letter S on the board. Tell your students activity from this lesson in written form to group A.
to look at the rap and count how many times the All the group A students should mime the activity to
letter S appears (answer: 15). Encourage them to group B at the same time. Group B students should
exaggerate the S when reciting the rap. shout the answer. Then have them swap roles.
Organise a rap battle by dividing the class into
Homework
two big groups. Don’t forget to also keep the
pronunciation of the short i correct. Workbook, page 44

Write the first two letters of an activity on the
board. The students have to guess which activity it
is and raise their hands to tell you. They may put the
other hand over their mouth to prevent them from
shouting out the answer.

See if your students can copy the noise of each
activity as a class – say an activity and ask the
students to produce a proper sound. Let them make
it as loud as possible!
47
5 2
UNIT
lesson These birds can dance!
Aims
Grammar: verb can: affirmative and negative, Write the template for the correct sentences on the
can with adverbs board.
Who? + CAN/CAN’T + action + how?
Writing: describing one’s abilities
Then add an example under the template, e.g. I can
speak loudly.
Lead-in after ex 5 Fast finishers
Say the names of the four animals in Grammar 1 Ask the fast finishers to make some more mixed
– monkey, fish, snake, bird. Tell your students to sentences for other fast finishers to unjumble. Tell
pretend to be each animal as you say its name. them to use the sentences from the text in exercise 1.
before ex 1 Extra practice 1 before ex 4
Write the names of these animals on the board: Check that your students understand the six
monkey, fish, snake, bird. Tell your students to find activities that are named in exercise 4 – whisper each
each of the four animals in the photos in exercise 1. activity to the students and then have them shout
out what it is.
fact
These are the real names of the animals in the
text in exercise 1: Put your students into pairs. Student A looks at one
• howler monkey (in Polish: wyjec) sentence they have written in exercise 5 and mimes
• mudskipper (in Polish: poskoczek mułowy) it to Student B who guesses what it is. Then have the
• anaconda (in Polish: anakonda) students swap roles.
• blue-footed booby (in Polish: głuptak
Happy goodbye
niebieskonogi)
Say sentences from the article in the grammar
presentation (exercise 1) to the students. They should
after ex 1 Extra practice 1 listen to you and tell you which animal the sentence
Write the most surprising facts from the reading text is about. Encourage the students to use the real
about these animals on the board. Underline can and names of the animals – howler monkey, mudskipper,
can’t and elicit what these words mean. anaconda, and blue-footed booby.
Example:
G Grammar app It can dance (bird / booby). It can scream very loudly
(monkey / howler monkey).
verb can: affirmative and negative
Tell your students to copy the Grammar app into
their notebooks. Tell them to use a different
Dyslexia tips – writing
action for each person. Give your students with dyslexia extra help with
writing. If there are any words you see they have
difficulty with, make sure you write them on the
G Grammar app board so they can refer to them when necessary.
verb can with adverbs

Tell your students to extend the Grammar app Homework
in their notebooks by including true sentences Workbook, page 45
about themselves with these adverbs: well, fast,
quickly, loudly.
48
5 3
UNIT
lesson I can sing, but I can’t whistle.
Aims
Happy goodbye
Vocabulary: activities 2 (Życie prywatne: Practise the rhyme from exercise 2 again but whisper
spędzanie czasu wolnego) it. Divide the class into two big groups and have
Reading: for detailed information them repeat a line in turn, whispering. This makes it
Speaking: describing one’s abilities fun as they have to strain to listen to each other.
Optional material: flashcards 59–68, ten sheets
of paper, each with an activity from exercise 1
Homework
Workbook, page 46
Lead-in
Write sing, swim, drive a car on the board. Ask the
students if they can do any of these actions. Tell
them to raise their hands if they can.

Put the ten activity flashcards on the board and
number them 1–10. Put the ten cards with the
names of each activity in random order around
the classroom. Tell the students to work together,
in pairs or groups, to try to match the word with
the number of the picture. After the students have
finished their preparation, ask different groups or
volunteers to take one written card and place it next
to the correct flashcard.

Decide on a mime for each activity together as
a class. Name each activity in random order and have
the students mime it. Name the activities faster and
faster so the students have to react quicker and
quicker. After this, you can ask one student to be the
teacher and name activities quickly, or do the same
activity in pairs.

Tell the groups who have finished before the others
to learn the rhyme by heart.

Tell your students to count the number of times they
see can and the number of times they see can’t in
each text and then as a whole in all four texts.
Answers:
in each text can x 2 and can’t x 2; total: 8 + 8 = 16
after ex 5 Skills note: Speaking

Ask one student to say one sentence to the class.
The class should listen and if the sentence is true for
them, they should sit down / sit on their hands / put
their hands on their heads, etc.
49
5 4
UNIT
lesson Iggy the Inventor. Episode 5 – What a mess!
Aims
Grammar: verb can: questions and short answers; Elicit a list of action verbs from your students and
wh-questions write them on the board. Example: cook, write,
Reading: for general understanding and detailed play chess, whistle (they can be verbs from this
information about the story unit or any suggestions from the students). Put the
Listening: for detailed information students into pairs and tell them to ask and answer
Speaking: asking and answering questions about questions with Can you… (verb from list). Encourage
one’s abilities them to give the full answer: Yes, I can / No, I can’t.
Optional materials: photos of the useful phrases:
I feel awful, Watch out! What a mess! (for the
Useful! task); four or more A4/A3 sheets of paper
G Grammar app
(for the Grammar app: wh-questions) verb can: wh-questions
Prepare the grammar flashcards: write one word
from the question What can you cook? on each
Lead-in piece of paper. Next, choose four students and
give each a piece of paper. Tell the students to
Tell your students to find these words in the comic
stand in any order in front of the class and hold
strip: pasta and tomatoes. Explain to them in
their word in front of themselves. The class
Polish if necessary or draw them on the board if the
has to put the question in the correct order by
students have difficulty understanding.
moving the students around until it is correct.
after ex 1 Act it out Regroup the students, but each time you do the
task, substitute one grammar flashcard (the verb
Tell your students to decide which person they want
or the pronoun).
to be in the comic strip. Check by asking: Who is
Iggy / Imogen / Eddie / Ellie? Read the comic strip as
a class, with every child reading their particular role.
Life skills: learning new skills
Useful!
Take a quick class survey to find which activity
Stick the photos to represent each phrase round they would all like to learn or which would be
the classroom. Read out the phrases in turn, with the most popular.
exaggerated intonation, and ask the students to
point to the correct photo.
Happy goodbye
ex 2 Tell your students to draw (with two dots and a line
Remind your students that they have to find factual for a smile) a little face on their index finger with a
mistakes, not grammar or lexis mistakes. pen in order to prepare finger puppets. Put them
into pairs. Tell them to ask Can you …? questions to
Grammar in context each other using their puppets.
Tell your students to find questions with can in
episode 5 and to write them down in their notebooks. Dyslexia tips – teacher’s helper
Answers:
Give your students with dyslexia the opportunity
Dad, what can you cook? Ellie, can you cook?
to show their different strengths by choosing
them as a teacher’s helper (with flashcards,
G Grammar app cleaning the board, etc.).
verb can: questions and short answers

Tell your students to copy the table into their Homework:
notebook using different action verbs instead Workbook, page 47
of cook.
50
5 5
Aims
ex 4
General aims: revision of vocabulary (activities) Clue: They can only do the things that are linked to
and grammar (verb can: affirmative, negative, their names.
questions and short answers) from lessons 1–4 Draw a table on the board for the students to copy and
Special aims: spacial thinking (doing a word add the titles for the words they will find in the word
search, finding their way through a maze); puzzle to the table. This will make it easier for them
logical thinking (solving a puzzle); musical to write what the children and the goldfish can do.
intelligence (completing a rhyme); peer help
(learning words) Child’s name activity
Optional materials: one strip of coloured card /
paper for each student (for Happy goodbye) 1
2
Lead-in
3
In preparation for exercise 1, write the letters of each
verb out of order on the board and ask the students
to put them back in order. Goldfish’s name activity
Examples:
N S G I (sing), O K C O (cook), A P L Y (play), L I B M C
(climb)
ex 5
ex 1 Clue: The animals can be found in lesson 2, page 62.
Clue: The children can only do the activities that start
with the same letter as their name. fact
ex 2 Tell your students these facts and ask them to
tell you if they are true or false.
Clue: Put a list of words on the blackboard to help
1 Some fish can fly. (False – they can jump out
the students complete the rhyme: sing, paint, swim
of the water)
cook, climb trees. Two words don’t fit the rhyme.
2 Bats are the only mammal that can fly. (True)
before ex 3 3 Some birds can fly for 200 days non-stop.
(True – e.g. swifts flying from Africa to
Give your students some preparation time before
Europe)
they start. Tell them to look at the activities listed in
Vocabulary summary, page 70, for 30 seconds before
playing. Happy goodbye
Encouragement note Tell your students to write a sentence about what
they can do (something they are really proud of)
Tell your students to add up the number of words
on a piece of coloured card and stick it up in the
they remembered in the game and remind them they
classroom.
all did well. While the students are playing the game,
remember to praise those who are helping their Homework
peers and making an effort to try hard.
Workbook, page 48
51
5 6
UNIT
lesson On a school trip
Aims
Functions: asking for permission (granting Tell each row of students in the class that they are on
permission, saying thank you, showing the bus together. Name one student in each row as
disappointment) the teacher on the bus. Tell the students to think of
Grammar: verb can for permission different expressions and practise the dialogues with
Speaking: asking for permission on a mid-term them asking for permission. If any students have
trip trouble with this, make them the bus driver to ensure
Optional material: strips of coloured card / paper they are involved in the activity.
to write dialogues on and put on the board (for
Example:
Extra practice 1)
call my parents / eat a sweet

Lead-in
Tell the students to change partners and practise
Ask your students to guess from the picture what asking for permission again.
the vehicle is (a school bus) and ask them what colour
their school bus is if they have one. Happy goodbye
Say some of the activities from exercise 3 to the
students. Ask them to mime it in a funny way.
Write the dialogues from exercise 1 on pieces of
card / paper and put them on the board. Ask for Homework:
volunteers to come to the board to put the dialogues Workbook, page 49
in order.

Put the students into pairs and tell them to read
the dialogues from their notebooks after they have
finished exercise 2.
52
5 7
UNIT
difficulty pronouncing. Next, put the students into

Aims pairs and tell them to read the corrected paragraph
Culture: Yosemite National Park from exercise 2 to their partner, focusing on the
Grammar: verb can for possibility difficult words. Then have them swap roles.
Speaking: talking about what you can and cannot after ex 3 Fast finishers
do in Yosemite park Tell the students to write the answers to exercise 3 in
Writing: describing a national park their notebooks.
Optional materials: pictures to put on class poster of
national birds – for example, an emu for Australia; ex 4 Discover more!
a vulture for Andorra; a Canadian goose for Canada; Write a template for how to describe a park for
a green pheasant for Japan (for Around the world) exercise 4 on the board to help the students.
This is park in Poland. In this park, you

Lead-in can see and .
Ask your students what local parks they go to. Talk You can , , but you can’t
about what a ‘national’ park is. , , or . It’s a beautiful park!

Write the gapped sentences on the board. Tell the Around the world
students to choose from the eight words in green
Option 1 (5 minutes): Ask the students to read and
from the text and put them in plural form to fill the
answer the questions. If they can’t, write these birds
gaps in the sentences.
and countries on the board in random order for
students to do the matching: kiwi – New Zealand,
1 eat lots of food and can be dangerous.
peacock – India, emu – Australia.
2 In the park, you can climb lots of high .
3 In the park, you can see many , for Option 2 (10 minutes): Explain to the students that
example an eagle. they are going to watch a video about national birds.
4 People can have in the park. Play the Unit 5 video from Brainy klasa 4 DVD.
Write these birds and countries in random order for
Answers: students to do the matching:
1 Bears 2 mountains 3 birds 4 picnics India - peacock, Sweden - blackbird,
New Zealand - kiwi,
Cultural note the USA - bald eagle, The UK - robin,
Tell your students these facts about Yosemite’s Australia - emu, Mauritius – dodo.
waterfalls and ask them to guess whether they are Option 3 (45 minutes): Prepare the handouts from
true or false. Unit 5 from Brainy klasa 4 DVD and give them out
1 Yosemite park has over 25 waterfalls. (True) to the students. Follow the instruction in the teaching
2 Yosemite Falls, which is the tallest waterfall in notes for Unit 5, available on the DVD.
North America, is 740 metres tall. (True)
3 Yosemite’s waterfalls dry out in summer. (True)
Happy goodbye
Look Play Simon Says ... with can (for ability) + verbs in this
Tell your students they can now use can / can’t in lesson with the class.
three different ways:
1 For ability, e.g.: I can swim. Simon says you:
2 For permission, e.g.: Can I go to the toilet? – can drive a car (students mime driving a car)
3 For possibility, e.g.: You can see lots of animals in
– can’t ride a bike (students listen for the negative
the park.
and e.g. pretend to fall off their bike)
after ex 2 Extra practice 2 – you can swim, etc.
Practise reading aloud. First, drill the words from Homework

exercise 2 that you know the students will have
Workbook, page 50
53
5 8
UNIT
Aims
Evaluation
Revision of lessons 1–6: vocabulary and speaking Ask your students to add up their points from all
in a variety of controlled practice exercises the tasks. Tell them to go to the Trainer’s office on
got water instead of a smoothie the opportunity to
Lead-in improve by correcting at least two mistakes they
have made. The stronger students can help the
Write S, the first letter of the verb speak, on the
weaker students find and correct their mistakes.
board. Tell the students it is a verb and tell them to
guess which one. Repeat with T for tell, P for play, D Happy goodbye
for do and C for climb.
Ask your students to choose their favourite activity
Freddie and Freda note from exercise 1 or 2. Have a class vote to find the
Remind your students that they can win a prize most popular activity.
and encourage them all to try and do a bit better
than they did in unit 4. Dyslexia tips – reading
Allow dyslexic students preparation time for
Star rating reading tasks by writing key words from the
text on the board and asking the students to
Explain to your students that there are two
find these words in the text, and focus on their
more difficult exercises in the Revision workout
meaning.
(exercises 3 and 6) and that’s why they get 2 points
for each correct answer (but not for each gap they
fill). Homework
Workbook, page 51
Write similar instructions to those in the picture in
exercise 3 on the board and tell the students to act
out the dialogue in pairs.
Example:
read a book (✓) order pizza (✗)

Tell your students to practise the questions and
answers using the dialogue in Student's Book
exercise 3 to help.
Joke
Teacher: Why are you late?
Student: Because of the sign.
Teacher: What sign?
Student: The one that says, ‘School Ahead, Go Slow’.
54
5
UNIT
Extra practice: On a school trip Freddie and Freda extra workout: error
Write the halves of the phrases from the school trip spotting
vocabulary box on the board and tell the students to
match a number with a letter to make the complete
phrases.
A Can I ..., 1 me.
B No, I’m afraid 2 please?
C Excuse 3 course.
the beginning of the next class, etc.
D Thank 4 you can’t.
E Yes, what 5 you.
F Oh, that’s 6 is it?
Activity
G Yes, of 7 a pity. Write the sentences from below on the board.
Make sure you cross them out so that the
Answers: students know they are incorrect.
A2, B4, C1, D5, E6, F7, G3 In pairs, the students should find the mistakes
and write the correct sentences in their
Revision card notebooks. Call the students to the front to
Encourage your students to use the special erase one incorrect sentence each and then write
bookmark they made in Unit 1. If any of the the correct one.
distribute the templates available in Brainy Can he climb trees? No, he can.
Teacher's Resource File. Are they friendly? No, they isn’t.
She’s get long fair hair.
before ex 1 Extra practice 1 Where is he for? Germany.
Who socks are these? They’re Zac’s.
Give your students plenty of preparation time in
What are this? They’re pencils.
small groups to choose the ten most difficult words
They haven’t not got a pencil sharpener.
from Unit 5. Encourage them to work together
Lisas cap is red.
and help each other with the meaning before they
Who old are you? I’m ten.
exchange the bookmarks with another group to say
Have he got a computer? No, he hasn’t.
the meaning and spell the words.
after ex 2 Extra practice 2 Answers:

Can he climb trees? No, he can’t.
When your students have illustrated the sentences
Are they friendly? No, they aren’t.
in their workbooks, tell them to cover the written
She’s got long fair hair.
sentence and show the illustration to a partner.
Where is he from? Germany.
The partner should then try to guess the sentence.
Whose socks are these? They’re Zac’s.
What are these/those? They’re pencils.
They haven’t got a pencil sharpener.
Lisa’s cap is red.
How old are you? I’m ten.
Has he got a computer? No, he hasn’t.
55
5
UNIT
Project note
Choose your
grammar project!
Project 1 Grammar app

Tell your students about this project idea. Ask
them to look at the different grammar points in
the summary in Unit 5 and then tell the students to
choose one. Tell them to make the table they choose
and use different colours to underline / highlight
the grammar in the table they print. If they want to
make a big screen, they could cut out a cardboard
rectangle with a sheet of paper as the screen. Or they
could make individual tablets with A4 size paper and
draw the border round it.
Project 2 Spot the mistake

When your students have prepared their project
sentences, check them and in the next lesson, have
a class competition to see who can spot the most
incorrect sentences. In turn, ask the students to
choose one of their sentences. They can decide
whether it is correct or incorrect, and read it to the
class. The class should listen and then vote Yes or No.
Give points to those who guess correctly.
Project work
for the project: one for accuracy and one for
content (layout, ideas, illustrations, etc.). Do not
correct all their mistakes or cover their project
with red pen. Make light corrections at the
bottom of the page or on a separate piece of
paper.
56
UNIT
6 Tasty food lesson 1 It’s party time!
Aims
Vocabulary: food (Żywienie: artykuły spożywcze) Have the students draw the birthday party items
Grammar: countable and uncountable nouns, in a trolley in their notebooks. Next, they label the
quantity: some, a lot of items.
Speaking: repeating a shopping list
Joke
Why do the French like to eat snails?
Lead-in Because they don’t like fast food!
Ask the students to tell you their favourite food.
Happy goodbye
Phonics Rap
Read the food vocabulary words aloud and tell the
Practise the rap by getting the students to students to make a happy or sad face according to
shout the last word of each line loudly. Repeat, whether they like the food item or not.
but this time tell them to whisper the last word
instead. Homework
Workbook, page 52
Pre-teach ‘trolley’ and ‘shelves.’ Draw a trolley on the
board and point to shelves in the classroom or draw
them on the board too. Write ‘trolley’ and ‘shelves’
on the board and ask the students to match the
word with your picture.
Look
Tell your students to look at the two Look boxes on
the page and to compare the amount of biscuits and
cheese. Try to elicit the meaning of ‘some’ and ‘a lot
of’ in Polish.

Tell your students to read the text and count the
number of food words they can see.
Answer:
10

Put the students into pairs. Tell them to memorise
the five sentences in exercise 5. Student A says one
of the sentences and Student B listens and then
gives the number of the sentence from 1–5. Then
have them swap roles.
before ex 6 Skills note: Reading

Tell your students to look at the pictures 1–6, both
a and b, and then get into pairs and tell each other
what they can see using a, some, or a lot of.
Example:
1 a a cake b some cakes
57
6 2
UNIT
lesson There’s some ice cream.
Aims Dyslexia tips – preparation for listening

Grammar: there is / there are: affirmative, quantity: Remind the students that they have to look at
some, a lot of the trolleys to answer the listening questions.
Listening: for detailed information If necessary, give the class time (pair one dyslexic
Speaking: describing the shopping in the trolley student with one non-dyslexic student) to say
what they can see in each trolley before listening.
Lead-in
before ex 5
Tell your students to look at the trolleys in exercise 3
and name the food in each. Give your students time to prepare their true and
false sentences in their notebooks before speaking.
G Grammar app Happy goodbye

here is/There are: affirmative; some, a lot of Divide the class into four groups. Assign each group
Tell your students to copy the app into their an item of food. For example: sausage, biscuit,
notebooks. They should use different items of pizza, cheese. Tell all the students to stand up. Say
food so that they have to think about countable sentences using there is / there are and the four food
/ uncountable nouns. items. When the students hear a sentence with their
food, they have to sit down as quickly as possible.
after ex 2 Extra Practice 1 Example:
Put your students into pairs. Student A has one There are a lot of pizzas. There is some cheese.
minute to remember the pictures in Grammar practice Homework
exercise 2. Student A should cover his/her book and
then tell Student B what they remember using there is Workbook, page 53
/ there are. Student B should listen and give one point
for each correct item. Then have them swap roles.
after 3 Fast finishers

Tell the students to cover the sentences 1–4 in
exercise 3 and look at the trolleys. Have the students
write in their notebooks what they can see in the
trolleys.
before ex 4 Skills note: Listening

In preparation for the listening, write a list of the
food items from the audioscript on the board. The
students should copy the list and then listen. Then
tell them to add ticks next to each food item when
they hear it in the recording to see how many times
it is mentioned in the audio.
biscuits (Answer: 7)
cheese (Answer: 4)
ice cream (Answer: 1)
strawberries (Answer: 4)
cake (Answer: 1)
sausages (Answer: 2)
pasta (Answer: 2)
pizza (Answer: 1)
58
6 3
UNIT
lesson I love smoothies!
Aims
ex 6
Vocabulary: fruit, vegetables, and others Teach the Polish translation of the words from
(Żywienie: artykuły spożywcze) the box used to describe the smoothies. Write
Reading: for detailed information the translation on the board and leave it there for
Speaking: offering to make smoothies the first few minutes while the students are doing
Optional materials: flashcards 69–88 exercise 6.
Happy goodbye
Lead-in Ask one student to describe one item of food
mentioned in lesson 3 without using words, only
Ask your students if they know how to say any
miming and pointing to colours. Repeat with the
names of fruit in English. Write them on the board.
other students or do it in small groups.
Tell the students to open their books to page 75
and see if there are any pictures of fruit they have
mentioned. Dyslexia tips – preparing for reading
out loud
To help your students with dyslexia read out
Write on the board: meat, vegetables, fruit, other. loud, divide the class in half and tell the groups to
Tell the students to look at the pictures of food in read one sentence each together out loud.
exercise 1 and see who can count the quickest how Then repeat in pairs.
many are meat / how many are vegetables / how
many are fruit / how many are other.
Homework
Answers:
meat – 4, vegetables – 2, fruit – 4, other – 2 Workbook, page 54
Vocabulary flashcards
There are 20 food item flashcards. Shuffle them and
put 15 on the board. Ask the students to tell you
which are missing. Take the cards down, shuffle,
and repeat. This can be done as a team game if you
divide the class into two teams. Each team should
get a chance to tell you which cards are missing for
points.

Tell your students to read the text again and put
these words in the order they are mentioned in the
text.
fish chicken blueberry lemon

ham meat recipe
Answers:
blueberry, lemon, recipe, ham, meat, fish, chicken

Tell your students to put numbers 1–9 next to the
name of each smoothie in the text in exercise 3.
Number 1 is their favourite, number 9 is their least
favourite.
59
6 4
UNIT
lesson Iggy the Inventor: Episode 4 – It’s a smoothie!
Aims
Grammar: there is / there are: negative, Tell your students to write the incorrect sentences
quantity: any from exercise 2 correctly in their notebooks after
Reading: for general understanding and they finish the true / false task.
detailed information about the story
Speaking: changing sentences from
G Grammar app
affirmative to negative there is/there are: negative; any
Optional materials: one piece of A4 paper per Give your students a piece of A4 paper and tell
student / pair of students (for Grammar app) them to tear it or cut it into 12 smaller pieces. On
each piece of paper they should write one of the
words from the three sentences in the grammar
Lead-in app box. Tell them to mix up the pieces of paper
and then try and reconstruct the three sentences
Tell your students to tell you the colour of the two
without looking at the book. You may ask your
smoothies they can see in the comic strip.
students to do the activity in pairs, so that they
Answers:
learn to share the workload and work quicker.
purple (picture 3) and grey (picture 5)
after ex 1 Act it out Skills note: Listening

Put your students into pairs. There are only two Before listening, write a list of possible ingredients
speakers in this comic strip, Iggy and his daughter. for Iggy’s smoothie on the board. Tell the students to
Tell them to choose which character they are in their listen and tell you which ingredient is not mentioned.
pair and play the comic strip audio again. Tell the
students to read their role and try and keep up with ham pineapple grapes strawberries
the audio. If you want, have the students repeat jam bacon bread
the dialogue without the audio. Encourage them to
make the faces that appear in the comic strip to add Answer:
emotion and make it more fun. pineapple
Useful! after ex 8 Let’s all sing

Tell your students to copy the useful expressions Tell the students to stand up with their notebooks and
into their notebooks and tell them which syllables the lyrics in front of them on their table / desk. Tell
and words to underline or write in a different colour them to clap along to the song and try and sing the
so that they know which parts are stressed. beginning and the end from memory.
Answers:
Happy goodbye
It’s not quite right. / Let’s try again! / No problem! / Yuck!
Show your students the food flashcards by slowly
fact revealing the card, corner by corner, and tell them to
whisper / shout the answers.
Smoothies became popular in the 1920s after
the electric blender was invented by a Polish- Dyslexia tips – singing songs
American, Stephen J. Poplawski. What flavour
was the first smoothie? It was an orange Students with dyslexia may find it hard to read
smoothie. It was made in the 1920s by Julius and keep up with singing the song at the same
Freed and his friend Bill Hamlin. They both loved time. Pair them with non-dyslexic students and
orange juice but it upset Bill’s stomach, which tell them to read the song in pairs as preparation.
is why he made a mixture of orange juice with
a few choice ingredients to make it less acidic. Homework
Workbook, page 55
60
6 5
Aims
Happy goodbye
General aims: revision of vocabulary (food; Play a memory game with what is on one of the lists
vegetables, fruit, and others) and grammar (there of words in exercise 3. Divide the students into four
is/are: affirmative and negative; quantity: some, big groups. The first group to write a list of all the
a lot of, any) from lessons 1–4 items correctly wins.
Special aims: spacial thinking (making sentences
from a diagram maze), logical thinking (solving
Homework
a code), attention to detail (finding differences Workbook, page 56
in two pictures), noticing (Iggy’s task)
Lead-in
Tell your students to look at lesson 5 and tell you
which exercise looks the most interesting. In order to
break the routine, you may decide to start the lesson
with the task that looks the most interesting to the
students.
ex 1
Clue: It’s not enough to decode the signs. The
students must add the missing letters. Help them
out by saying that the word:
• in 1 belongs to the category of meat,
• in 2 is neither meat, vegetable, nor fruit,
• in 3 and 4 are vegetables,
• in 5 is a fruit,
• in 6 is something sweet.
ex 2
Clue: Tell the students to focus on the aspect of
(un)countability.
ex 3
Clue: Tell the students to look at the conveyor belts
and write in their notebooks what food is on each.
ex 4
Clue: Once the students discover that the picture
is from Lesson 1, explain to them that they should
describe both what is in the trolley and on the
shelves.
ex 5
Clue 1: One word from the grid won’t be used (any in
the first row).
Clue 2: Tell your students that they are trying to
form sentences in the affirmative and the negative.
Remind them that wallets is plural so they need to
use some, and that hairbrush is singular.
61
6 6
UNIT
lesson At the salad bar
Aims Life skills: Healthy food

Functions: ordering food
Elicit food items and write them on the board.
Grammar: verb can for requests
Make sure you include some healthy / unhealthy
Vocabulary: more vegetables (Żywienie: artykuły
options. Tell the students to divide the food into
spożywcze)
two groups. Discuss why they shouldn’t eat too
Speaking: acting out a dialogue ordering food
much/many of the items on the unhealthy list.
in a take-out shop
Happy goodbye
Practise a drill to focus on stressed and unstressed
Lead-in
syllables. Tell the students to clap in unison quite
Draw a salad bowl on the board and ask the students slowly. Start saying the name of the salad in time
to come and draw what they think should go in the with the claps, so the stressed syllable is pronounced
bowl. See how many vegetables they already know. at the same time as the clap. The unstressed syllables
have to fit in around the rhythm of the claps.
Draw another salad bowl on the board and place Tomato and cucumber salad.
three flashcards inside the drawing. Then ask the 1 2 3 4 56
students to name the salad you have just created. Red pepper and carrot salad.
You can ask volunteers to come up to the board and 1 2 3 4 56
make their own salads. Cabbage and onion salad.
1 2 3 4 56
Bean and beetroot salad.
After your students have made sentences to order 1 2 3 45
salads, put them into pairs. Tell Student A to order
a salad and Student B to choose an answer: I’m sorry Dyslexia tips – building confidence
there isn’t any / Yes, of course. Then have them swap
roles. In speaking practice, make sure your dyslexic
students have access to their notebooks /
Look coursebooks for reference when they need extra
Tell your students to look at the Look box and write help to think of what to say.
more prices on the board. Then ask the students to
tell you how they say the price. Homework
Example: Workbook, page 57
£5.50, £10.50, £78.90
after ex 4 Fast finishers 1

Tell your students to sketch the salads they have
invented.

Tell your students to write an example dialogue
from the ones they have just completed in spoken
practice.
62
6 7
UNIT
Option 2 (10 minutes): Explain that the students are

Aims
going to watch a video about healthy and unhealthy
Culture: popular meals and drinks
dishes. Play the Unit 6 video from Brainy klasa 4 DVD.
Write these kinds of food on the board: fisherman’s
Speaking: talking about food in Poland and
soup, Lángos bread, Greek salad, baklava, sushi,
around the world
tempura, nopal salad, Tex-Mex. Ask volunteers to come
Writing: describing a popular dish
up to the board and rub off only the unhealthy dishes.
Lead-in
Before your students open their coursebooks, tell notes for Unit 6, available on the DVD.
them you are going to talk about the food and drink
from four different countries. Ask them to guess
which four. Put the first letter of each country on before ex 3
the board and then add some additional clues, e.g.: Write some speaking prompts on the board to help
Queen Elizabeth II (for England), Lionel Messi (for your students talk about the food in Poland. Add
Argentina), hamburgers (for the USA), and green tea the expressions I agree / I disagree to encourage
or rice (for Japan). conversation. Add smiley faces to help your students
understand the meaning. Elicit some names of
Cultural note typical Polish dishes and translate them into English
In England, people eat a lot of curry. They have been if possible.
eating it for over 200 years. Although chicken curry
is originally an Indian dish, it is so popular in England I think is unhealthy / delicious.
now that it is said to be a national dish (chicken tikka I agree. J / I disagree. L
masala). When the British went to India in the past,
they exported a lot of spices and the recipes to cook
Discover more!
with them too. The spices were more expensive than
gold! Tell your students to add a drawing to their
description of a popular dish and if possible, to make
before ex 2 a poster of it for the classroom. They could also
To help your students, write these popular Polish investigate what children around the world have for
food items on the board and tell them to match the school lunch.
food with the translation in English. Give your students some help by writing a template
on the board with gaps to fill with information about
pierogi kotlet schabowy kotlet mielony the dish or food they are describing.
Polish dumplings pork chops meat patty This popular dish / school lunch is called .
It’s got , , and . It’s famous in
Answers:
. People eat on special occasions /
Pork chops (kotlet schabowy)
every day.
Meat patty (kotlet mielony)
Polish dumplings (pierogi)
Happy goodbye
Around the world Say some sentences from exercise 3 giving your
opinion about different foods. Encourage the
Option 1 (5 minutes): Ask the students to read the
students to respond with a loud I agree / I disagree
questions. Try to elicit ‘sushi’. Then ask them if they
and put their thumbs up / down at the same time.
know where these dishes come from: Greek salad
(Greece), Lángos bread (Hungary), tacos and nachos Homework
(Mexico).
Workbook, page 58
63
6 8
UNIT
Aims
Evaluation
Revision of lessons 1–6: vocabulary and speaking Ask your students to add up their points from all
in a variety of controlled practice exercises the tasks. Tell them to go to the Trainer’s office
on page 127 to collect their prize, a special treat.
Encourage the students to get a better mark by
Lead-in helping each other. Remember to name the students
who have done particularly well and also name those
Tell your students to cover their eyes with their
who have helped their classmates.
hands (or their notebooks). Hold up one food
flashcard and say one, two, three – Open your eyes! Happy goodbye
Quickly hide the flashcard after they have seen it for
Call out some names of food and have the students
a second. Ask them to tell you what food was on the
shout out healthy / unhealthy to give their opinions.
flashcard. Repeat with two flashcards at the same
Write healthy / unhealthy on the board to remind
time, then with three.
them, erase the words after doing a few examples.
Tell your students it’s time to try and get a prize Dyslexia tips – visual prompts
again this lesson. Tell them to look over the Help your dyslexic students with individual work
previous lessons’ progress and try to do a bit by allowing them access to the class flashcards
better. as a reminder, for example in exercises 2, 3, and 5.
You could put them on one classroom wall or on
Star rating your desk for students to borrow as necessary.

difficult exercises in the Revision workout (exercises 3 Homework:
and 6) and that’s why they get 2 points for each Workbook, page 59

Tell your students to make their own list with four
food items with one of them as the odd one out. Put
the students into pairs, or in groups of four or five if
you prefer, and get them to guess each others’ odd
one out.
Example:
bread cake cucumber spaghetti

When your students have written the negative
forms of the sentences, put them into pairs. Student
A should look at his/her notebook and then tell
Student B the positive sentence. Student B should
look at his/her coursebook to check the answer. Then
have them swap roles.
64
6
UNIT
Extra practice 1: At the salad bar Freddie and Freda extra workout: responding
Tell your students to fill in the missing letters in the These extra activities have
expressions: their own focus and they
I´m s _ _ _ y. is some free time: e.g. after
T _ _ _ out? the Revision workout,
Can I h _ _ _ a sa _ _ _ , please? at the end of the class, or
_ _ _ t’s 4.50, please. the beginning of the next class, etc.
Answers:
I´m sorry. Activity
Take out? Say these sentences from Units 1–6 and ask the
Can I have a salad, please? students to react in any suitable way. Give every
That’s 4.50, please. student a chance to respond.
Revision card 1 Eat in or take out?

Encourage your students to use the special 2 I’m sorry, but there isn’t a carrot salad.
bookmark they made in Unit 1. If any of the 3 Here you are.
students have lost their bookmark, you can 4 How much is it?
distribute the templates available in Brainy 5 How many sandwiches have you got?
Teacher's Resource File. 6 What’s your locker number?
7 Nice to meet you.
ex 1 8 Where are you from?
9 Help yourself to the salad.
Help your students cut out the window in their 10 How are you?
revision cards. The simplest way is to first fold the 11 Can I use my mobile phone, please?
revision card in half and cut a small square on the 12 How do you spell ‘whistle’?
edge. This is much safer than stabbing a hole with
scissors and then trying to cut it.

Put your students into groups of four or five. Tell one
student from the group to say one of the words from
the tables in lesson 6 in Polish. The others should listen
and then, without looking, tell the first student what
they think the word is in English. All of the students
that guess the correct meaning get one point.
ex 3
Tell your students to draw their smoothie in a
glass with appropriate colours and write the name
as a design at the top of the page. Display the
smoothies and vote on the healthiest.
65
6
UNIT
Project note
Choose your
grammar project!
Project 1 Grammar stall

Tell your students about this project idea. Tell the
students to quickly draw their stall and then to add
the food on their stall. Pass out sticky notes so the
students can draw pictures of the food and stick
them on their stall. Now they can play a game with
each other by taking the sticky notes off their stall,
swapping their stall with their partner who then
resticks the notes under the correct label.
Project 2 What’s in your fridge?

Make a list of healthy / unhealthy / delicious /
strange / nice foods to help the students think of
the contents of their ideal fridge. When they have
described their fridge, tell them to draw a picture to
accompany the description.
Project work
of paper.
66
5–6
UNITS
Let's check

Revision of grammar and vocabulary from units 5 Revision of grammar, vocabulary, and functions from
and 6 through a variety of controlled practice units 5 and 6 through a variety of exercises and skills
exercises work: listening, reading, writing, and speaking
Lead-in Lead-in
Write seven of the eight verbs from exercise 1 on Hold a quick class survey. Ask the students whether
the board (climb, drive, play, cook, ride, read, and they prefer tomatoes or cucumbers.
tell). Don’t use do as it is too general to mime. Put
the students into small groups. Have one student
choose a verb in secret and mime it to the rest of Tell your students to imagine they are at a camp. In
the group. The group then have to guess what it is. groups of 3–4, tell them to write two things they can
do and two things they can’t do. Play the audio and
after ex 1 Extra practice 1 have the students tick any of the activities which
Tell the students to get into pairs and ask each other they had on their list and which they hear in the
questions with Can you …? and the activities from audio.
exercise 1. Remind them to use Yes, I can / No, I can’t.
after ex 6 Extra practice 2 Tell the fast finishers to think of a good name for the
Tell your students to write two sentences using camp in the reading comprehension.
there is / are to describe their fridge at home. Put
the students into pairs and tell them to draw one
fridge between the two of them. Student A dictates When the students have written the description of
their sentences to Student B. Student B draws what the camp, tell them to make a poster / drawing of it.
Student A says. Then have the students swap roles. Tell them to give the camp a name and display their
The students end up with a picture of their fridge posters on the classroom walls.
which has their four food items in it.
Happy goodbye
after ex 6 Fast finishers Give your students two small pieces of paper each.
Tell the fast finishers to draw the food items next to They should write Yes, I can on one and No, I can’t
the sentences in their notebooks. on the other. Invent some questions with Can you ...
for the students to answer by holding up the correct
Happy goodbye piece of paper.
Tell your students you are going to play a game of
Example:
true or false. Say a sentence with can about yourself
Can you play chess? No, I can’t.
to the class. They have to guess whether it is true or
false by holding their thumbs up or down. Those who Happy goodbye
guess right win a point.
Ask the students to read each other’s descriptions of
Example: camps and say which one they would most like to go
I can play chess very well. (False) to.
Homework Homework
Workbook, page 60, exercises 1–5 Workbook, pages 60–61, exercises 6–10
67
7
UNIT
My Week lesson 1 Ruby’s busy week

Vocabulary: free time (Życie prywatne: formy
Option 1 (5 minutes): Ask the students to read the
spędzania czasu wolnego)
question and elicit the answer – football. Then ask
them if they know any other national sports in other
countries, e.g. in India (cricket, hockey), Canada (ice
Speaking: talking about free time activities
hockey). Try to elicit some famous sports people from
around the world.
Option 2 (10 minutes): Explain to the students that
Lead-in
they are going to watch a video about popular sports.
Play Hangman with the words FREE TIME. Play the Unit 7 video from Brainy klasa 4 DVD. Ask
the students which sport is popular in two countries
that are mentioned in the video (cricket).
Have a class vote to decide the students’ favourite Option 3 (45 minutes): Prepare the handouts from Unit
free time activity. Write them on the board and say 7 from Brainy klasa 4 DVD and give them out to the
the activities from exercise 1 out loud, one by one. students. Follow the instruction in the teaching notes
Ask the students to put their hands up only once for for Unit 7, available on the DVD.
their favourite activity. Write the number of votes
next to each activity.
before ex 2 Extra practice 2 Write the vocabulary from exercise 5 on the board in
Revise the days of the week by putting the letters two columns. Tell the students to match the verbs with
of each day out of order on the board. Have the the nouns and write the full phrases in their notebooks.
students put them in order and copy them into their
notebooks. If this is too easy, have them put the days post homework
in order too. chat judo
do apps
YMNDAO (Answer: Monday) do on my mobile
UTSDEAY (Answer: Tuesday) download photos
SDEWNEDAY (Answer: Wednesday)
DHATURSY (Answer: Thursday) before ex 6 Extra practice 4
DRIAFY (Answer: Friday)
USYATRDA (Answer: Saturday) Prepare the game in writing first. Tell the students to
YSDAUN (Answer: Sunday) individually write five sentences (e.g. three true and
two false) in their notebooks to say to their partner in
the game.
Phonics Rap
Happy goodbye
Invent a mime for each of the activities in the Put your students into groups of four or five, and tell
rap (play a game, make a cake, make a robot, them to choose a free time activity and mime it to
take a photo) or ask the students to invent their the rest of the class together.
own distinctive moves. Encourage the students
to stand up and mime while they listen to the Homework
recording and say the rap. Workbook, page 62
before ex 4 Skills note: Reading

Write two initial reading comprehension questions
on the board before doing the task.
How many activities does Angela do? (Answer: 4)
How many activities does Ryan do? (Answer: 6)
68
7 2
UNIT
lesson Do you go out?
Aims G Grammar app

Grammar: Present simple (I, you, we, they):
Present simple: questions and short answers
affirmative, negative, questions, and short
Tell your students to find their pieces of paper
answers
from the first Grammar app. Ask them to take
the negative don’t away or put it into the
rubbish bin. Next, give each student an extra
free time activities
piece of paper where they should write the
Writing: a conversation with a friend about free
auxiliary verb Do. Tell the students to mix up all
time
their papers and to make questions with all the
Optional materials: sticky notes or small pieces of
verbs. Ask them to get into small groups and ask
paper (for Grammar apps)
each other the questions.
Lead-in before ex 4
Read the activities from exercise 1 in lesson 1 Write the days of the week in order on the board and
(page 86) for the students to mime as a class. check your students’ pronunciation by repeating
them together as a class. You could also put them
out of order and tell the students to order them.
Tell your students to get into pairs to write one more
sentence about the dialogue. It may be either true or after ex 5 Extra practice 2
false. Have the students change pairs and read their Put your students into pairs and tell them to sit
sentences to each other. The students guess if the back-to-back. Tell them to pretend to have the
sentences are true or false. conversation from exercise 5 as a telephone call so
they can practise listening to each other without
G Grammar app being able to see the person they are talking to.
Present simple: affirmative and negative Happy goodbye

Put the students into small groups and have Tell your students to sit on their hands. Say the
them copy the Grammar app onto sticky notes sentences from exercise 2 to the students in the
or small pieces of paper (one note / piece affirmative or negative form. The students should
for each column) and then mix them up. The listen and if the sentence is true for them, they
students should then swap with another group should put their hands on their heads and keep them
and put the notes / pieces of paper in the correct there. Stop when all the students have their hands
order. Tell the students to keep the pieces of on their heads.
paper for the second Grammar app activity!
Dyslexia tips – writing
after ex 2 Fast finishers Give your students with dyslexia extra help with
Put your students into pairs and tell them to mime writing – e.g. make sure the key words they need
the sentences from exercise 2 to each other. Student are within sight on the board or on the classroom
A mimes, Student B says the sentence in the walls for reference. If that is not possible, check
affirmative or negative, depending on the mime. their writing and allow them to correct it by
looking at the dictionary or the wordlists in the
Student’s Book.
Homework
Workbook, page 63
69
7 3
UNIT
lesson They write apps!
Aims
Happy goodbye
Vocabulary: daily routine (Życie prywatne: Read the text in exercise 3 to the students. They
czynności życia codziennego) should listen and mime the activities as they hear
Reading: for detailed information them. If the text has a verb in the negative, they
Speaking: talking about school days in the don’t have to mime it.
affirmative and negative
Homework
Workbook, page 64
Lead-in
Mime the verbs in the vocabulary presentation to the
students and try to elicit them. If the students aren’t
sure, tell them not to worry and make sure you give
these words extra attention in the presentation.
before ex 1 Vocabulary flashcards

Put the activity flashcards on the board randomly.
Tell the students to look at them and tell each other
in pairs if they know how to say any of the activities
in English. When they have had a chance to look
and guess with their partner, put a number next to
each flashcard (1–10) and say e.g. in the morning. The
students should look at the board and tell you the
corresponding flashcard numbers. Continue naming
the vocabulary in any order.

Tell your students to get into pairs and mime the
activities to each other. They should guess which one
their partner is miming. Then have them swap roles.

Ask the students to count the activities in the text as
they quickly read it.
Answer: 7

Tell the students to draw two or three pictures next
to the words they didn’t know before this lesson.

Remind your students of the question form Do
you … from the previous lesson and tell them to ask
each other questions using the vocabulary from this
lesson.
Example:
Do you go to school on Saturday? Do you have
a shower in the afternoon?
70
7 4
UNIT
lesson Iggy the Inventor. Episode 7 – A brilliant idea!
Aims G Grammar app

Grammar: Present simple (he, she, it): affirmative,
Present simple: questions and short forms
negative, question forms
Tell your students to work in pairs and to
substitute ‘make smoothies’ with some
other verb phrases, e.g. those from the first
Grammar app.
what family members do
Tell your students to ask each other the questions
Lead-in
from exercise 5. They should try and remember the
Name the activites from the previous lesson and tell correct answers to tell their partner.
the students to stand up and mime them as you say
them. Then ask one student to be the teacher and Skills note: Listening (ex 6)
have them say some activities for the class to mime. Preparation for listening: Write these words from
the listening on the board. Tell the students to listen
after ex 1 Act it out
to the interview with Iggy and put the words in the
Tell half the class they are Iggy and the other half order they hear them.
that they are all the other characters in the comic.
Read the text aloud across the class to each other. machine vegetables fantastic
Saturday questions
Useful!
Write each phrase on a separate piece of card and Answers:
stick it round the classroom. Tell the students they questions, fantastic, machine, vegetables, Saturday
will get ten points if they can use either of the two
phrases during the lesson correctly. Give those Happy goodbye
students that manage to do this extra praise e.g. Tell your students to write Yes, he/she does and
a sticker. No, he/she doesn’t on two different pages in their
notebooks. Ask the students questions and get them
to hold up their notebooks to show their answers.
Tell the students to match a sentence with a picture
Example:
in the comic.
Does your mother play computer games? Does your
G
father get up late?
Grammar app
Present simple: affirmative and negative Dyslexia tips – understanding grammar
Tell the students to copy the app into their rules
notebooks and to add the 3rd person negative Give plenty of examples and ask the students
forms of the verbs have, go, do, and watch. to suggest their own examples of the questions
using Does he/she…? Tell them to check spelling
Answers: of DOES carefully. Cut up the letters of DOES and
doesn’t have, doesn’t go, doesn’t do, doesn’t watch ask the students to put them in order.

Homework
Tell your students to try and name all the fruits and
Workbook, page 65
vegetables they can see in the comic strip. Tell them
they can use a dictionary if necessary.
Answers:
oranges, carrots, apples, red peppers, pumpkins, beetroots
71
7 5
UNIT
Example:
General aims: revision of vocabulary (free time,
Ana goes out on Saturday. Ana doesn’t do karate on
daily routine) and grammar (Present simple) from
Wednesday.
lessons 1–4
Have the students read their sentences to their
Special aims: spacial thinking (drawing shapes),
classmates to check if they are true or false.
logical thinking (reading a text), visual thinking
(a crossword), and noticing (Iggy’s task) Happy goodbye
Ask one student to be the teacher and name some
activities from lesson 5, for example: take photos /
Lead-in do karate. The other students should listen and act
Tell your students to spell the days of the week to out the activity. Choose another student to be the
each other. Remember to help any students with teacher and repeat the activity.
dyslexia by allowing them to see the days in written
form while trying to spell them. Homework
Workbook, page 66
Tell your students to make a shape for the other
target phrases in this lesson, e.g. a pentagon for:
go to my dance classes.
ex 2
Clue: Tell your students to draw a table with the days
of the week with one empty space for each day. Tell
them to fill it in with verbs from the text. Provide
the first letter of each day to help the students and
remind them that activities are repeated on different
days.
Encouragement note
Try to encourage your students who have
successfully solved the puzzle in exercise 2 to help
others by giving them some more clues (not just
the answer!). Tell the class that this time you expect
everybody to work hard on the task, only then will
you consider the task a group success. This will give
your students a chance to enjoy the feeling of team
spirit and team success.
ex 3
Clue: Tell your students they are looking for verbs
to add to the crossword. Tell them they can look at
exercise 1 for help with the verbs.
ex 4
Clue: Tell the students to look at lesson 3 to find
Daria.

Tell the students to invent two sentences about
a classmate using 3rd person singular verb forms.
72
7 6
UNIT
lesson On a mid-term trip
Aims
Happy goodbye
Functions: telling the time; asking what time it is; Tell the students to put the activities from exercise 4
hurrying up in order: 1 is their favourite activity; 6 is their least
Vocabulary: time favourite.
Speaking: asking and answering about time;
acting out a dialogue on a mid-term trip Dyslexia tips – telling the time
Help your dyslexic students tell the time by
preparing some clocks with cardboard hands and
Lead-in
have the students place the hands at the correct
Draw an analogue clock on the board with the hands time. Repeat lots of examples using o’clock and
set to 8 o’clock. Elicit the time from the students and encourage the students to move the hands of
if necessary, play Hangman with the word O’CLOCK the clock to the correct time. Then move on to
to make sure they are familiar with it. half past, quarter past, etc. Alternatively, you
could ask the students to draw a circle in their
notebooks for a clock face. Then, they should
Use the clock on the board again. Clearly mark draw in the hands.
o’clock, half past, quarter past, past and to using
arrows on the clock. Tell the students to copy this
into their notebooks.
Homework
Workbook, page 67
fact
There are two types of time standards:
astronomical time (based on the movement
of the Earth around the Sun) and atomic time
(based on the frequency of atomic oscillations).
An astronomical ‘second’ is generally longer
than an atomic ‘second’ as the Earth’s rotation
is uneven and on the whole, is slowing down
gradually. Since 1967, we have all been telling
time based on the atomic second.

Tell your students to stand up. Tell them that they
are clocks. Say the times in exercise 3. Have the
students hold up their hands to the correct position
of the hands on the clock to represent the time.

Put your students into pairs. Student A says a time
(they can use the times from exercises 3 and 4 if they
want) and Student B listens and writes the time in
their notebook or represents it using their hands (as
in the previous extra exercise).

Tell the students to write the times from exercise 4 in
their notebooks.
73
7 7
UNIT
Aims
Discover more!
Culture: dangerous journeys to school Tell your students to investigate dangerous journeys
Reading: article about dangerous journeys to to school as homework. You can show them
school in different countries a YouTube video about a dangerous journey or tell
Speaking: asking and answering about their them to find one by themselves (for homework).
journeys to school It will be enough for them to type in these search
Writing: a dangerous journey to school words in the YouTube search box: most dangerous
journeys to school.
Lead-in Life skills: Learning

Ask your students the question from the text: How
Tell your students to think about these areas
do you get to school? Put a table of the possible
when they answer: Is learning at school
answers on the board:
important for you?:
How do you get to school? Number of students:

– Exploring interests
– Technology and the changing world
walk 11 – Helping one’s family
– Different cultures and people
go by car 3
go by bus 2 Encourage them to tell each other their opinion.
.... ... Put a model answer on the board:
It’s important to go to school for me because
before ex 1 Extra practice 1 I want to be… in the future. / I want to learn
about …. / I want to help…
Draw a ladder, a bridge, and a canoe on the board
and label them. With their books closed, ask the
students to imagine how these could be dangerous Happy goodbye
for children on their way to school. You can ask them
Revise the alphabet by telling the students to spell
to mime falling off a ladder, etc. In this way, they are
the countries from this lesson – China, Indonesia,
predicting what they are going to read and it will be
and Nepal. You could make it into a competition
easier and more interesting for them when they see
with four teams of students and extend the spelling
the photos and text in exercise 1.
challenge to include other countries from other
Culture note lessons.
The literacy rate has been on the constant rise, Homework

however, large inequalities remain, notably between
Workbook, page 68
sub-Saharan Africa and the rest of the world. In
Burkina Faso, Niger, and South Sudan, only around
30% of the population can read.

Tell your students to choose one student from their
group of four and write a short paragraph with
information about that student. If necessary, give
the students prompts of the necessary verbs.
Example:
Anna walks to school. She goes to school at 8 oćlock
and she goes home at 5 oćlock. She likes the
journey. J
74
7 8
UNIT
Aims
Evaluation
Revision of lessons 1–6: vocabulary and speaking Ask your students to add up their points from all the
in a variety of controlled practice exercises tasks. Tell them to go to the Trainer’s office on page
127 to collect their prize. Give the students who didn’t
get a SPA treatment the opportunity to improve by
Lead-in working with another student who got a good score
and improve their answers.
Tell your students to ask and answer: What time
do you get up? Start the activity with four or Happy goodbye
five different students in different places in the
Tell your students to get into pairs and close their
classroom. Tell them to pose the question to the
eyes. Write one of the verbs from this lesson on the
student next to them and then pass the question
board and say 3, 2, 1, open your eyes! The students
on. In this way you will get the question being asked
should look at the verb and as quickly as they can,
multiple times round the room in every direction.
tell their partner a sentence that is true for them
Freddie and Freda note using that verb. Repeat with different verbs.
Remind the students they can win a prize and Example:
encourage them all to try and do a bit better HAVE BREAKFAST (on the board) – I have breakfast
than in Unit 6. at 8 oćlock. I have breakfast in the morning.
Star rating Dyslexia tips – spelling

Explain to your students that there are two Allow your students with dyslexia to see the
more difficult exercises in the Revision workout written form of the verbs when spelling them.
(exercises 3 and 6) and that’s why they get 2 points
for each correct answer. Homework
ex 3 Workbook, page 69
Before your students get into pairs and act out the
dialogues, write them on the board to check then
carefully. Ask volunteers to come up to the board
and write the sentences in the correct order. Divide
the class into two groups and ask them to each read
one role aloud to practise together before acting
in their pairs. Now ask the students to act out the
dialogues in their pairs.

Tell your students to change the questions in their
notebooks from the 3rd person to the 2nd person
using Do you … Then put the students into groups
of three or four and tell them to ask each other the
questions and answers using Yes, I do / No, I don’t.
Example:
Do you download apps at night? Yes, I do /
No, I don’t.
75
7
UNIT
Extra practice 1: On a mid-term trip Freddie and Freda extra workout: responding
Draw a bus on the board. Tell the students there are These extra activities have
a teacher, a bus driver, and students on the bus. their own focus and they
Tell the students to look at the phrases from the can be done whenever there
midterm trip vocabulary box and determine who is some free time: e.g. after
says what to whom: the Revision workout,
Example: at the end of the class, or
Am I late? (Answer: a student to the teacher) the beginning of the next class, etc.
Hurry up! (Answer: the teacher to a student)
Take your time. (Answer: the teacher to some Activity 1
students getting on the bus).
Tell the students to work in groups. Put the bingo
It’s time to go! (The bus driver to the teacher
card on the board and ask students to copy it
and the students.)
into their notebooks. Then, they write six free
time activities and daily routine activities in it.
Revision card
Play bingo!
Encourage your students to use the special
bookmark they made in Unit 1. If any of the go out
distribute the templates available in Brainy
Teacher's Resource File.
Activity 2
before ex 1 Extra practice 2 After the revision activity, give the students five
To help your students remember the expressions minutes to study all the vocabulary in the units.
with go, have, and get, write the first letter of the Then ask them to write five activities for each of
word that goes with the verb on the board. these categories:
go h , go t b , go t s , 1 Five things you do in the morning

have a s , have b , have d , 2 Five things you do in the afternoon
have l , get d , get u 3 Five things you do in the evening.
4 Five things you do every day.
after ex 1 Extra practice 3 5 Five things you never do.
6 Five things you can do when you make a lot
Put your students into groups of three or four with of money.
one Student’s Book for the group. One student looks
at the verbs in the Free time and Daily routine tables
and chooses one activity in secret. Then they draw
it for the others. The rest of the group looks at the
drawing and guesses the verb. Then another student
takes the book and does the same thing. Repeat
until all the students have drawn a verb.

Make the poem into a rap / chant by starting
a rhythm using your hands: bang, bang, clap – bang,
bang, clap (repeat and encourage the students
to join in). Start saying the poem in time with the
rhythm and get the students to join in. They can
make the rhythm loudly and softly with just one
finger if they feel it is better.
76
7
UNIT
Project note
Choose your
grammar project!
Project 1 Grammar hat

Tell the students about this project idea. Show the
students how to fold the paper to make the hat.
Remember to tell them to fold it first to see where

the sides of it are and where the grammar points
should be written. Unfold the hat and decorate it
with the grammar before folding it to finish it.
Project 2 Interview
Prepare the project by putting the students into pairs
to choose a famous person and write questions. If you
want them to make a mask of that person, tell them
either to choose fictional characters only or they could
use photos from magazines. Tell the students to look
at the verbs in the Vocabulary summary and check the
Grammar in the grammar summary as they write the
questions for the interview.
Project work
of paper.
77
8
UNIT
Is it real? lesson 1 Brainy Park
Aims
ex 3
Vocabulary: adventure activities (Życie prywatne: Extend exercise 3 to include other classroom objects
czynności życia codziennego) that the students are familiar with.
Speaking: talking about activities that they want Practise pronunciation by putting your students into
to do pairs and telling them to read the dialogue aloud.
Listen for and then write down any pronunciation
problems. When the students have finished, write
Lead-in the mispronounced words on the board and drill the
correct pronunciation as a class.
Tell your students to look at the poster advertising
the attractions in the Brainy Park. Ask them to count before ex 7 Extra practice 3
all the animals that are there.
The memory game is much easier if you allow
Answer:
the students to practise in smaller groups first.
7 (1 dinosaur, 2 crocodiles, 2 bats, 1 teddy bear, and 1 rabbit
Demonstrate with one group of 3–4 students in
in the magician’s hat)
front of the class, then divide the class into groups of
before ex 2 Extra practice 1 4–5 and encourage them to play. You can repeat the
game by making the groups bigger and bigger, with
Tell your students to look at the vocabulary list from
the aim of playing with the whole class as one big
exercise 1 in their Student’s Book and give them one
group (be careful; if you choose to do this, it can be
minute to memorise as much of it as they can. Put
a long wait for each student to have their turn).
them into small groups. Have one student say a verb
and then the other students should say what activity Happy goodbye
goes with it as quickly as possible.
Play bingo with the activities from this lesson. Tell
after ex 2 Extra practice 2 the students to draw a grid of four squares and to
write the names of four of the eight activities from
Tell the students to put the activities in their order
the lesson in each square. Read out the activities
of preference. Have them compare their list with
randomly and have the students cross off the ones
a partner.
they have written in their squares. The winner is the
first student to cross off all four squares.
Life skills: Real or virtual?
Homework
Tell your students to think about these areas
(translate them from Polish first) when talking Workbook, page 70
about the advantages and disadvantages of
virtual reality:
money / making mistakes / student interest /
addiction.
Phonics Rap
Practise the rap by switching off the audio at
random moments as the students are singing
it and check whether they can continue. When
you have done this a few times, hand over the
control of the audio to a student who should
then do the same.
78
8 2
UNIT
lesson I’m fighting a dinosaur!
Aims G Grammar app

Grammar: Present continuous: affirmative and
Present continuous: negative
negative
Put a negative sentence on the board out of
order. Tell the students to tell you the correct
order. Then ask the students to copy and
Speaking: talking about activities happening now
colour-code one negative sentence from
the Grammar app.
Lead-in
Divide your students into two teams. Tell them the after ex 4 Fast finishers
aim is to recall and write the eight activities from
Tell the fast finishers to turn all the positive
lesson 1. Every teammate must write at least one
sentences in the dialogue (exercise 1) into negative
activity. They can’t look at their books, but the
forms.
teammates can help each other by e.g. miming or
giving the first letter of the activity. The first team to before ex 5
write all eight correctly wins.
Tell your students to look at the sentences in
exercise 5 and translate them into Polish with
G Grammar app a partner to ensure everyone understands what
they are listening for.
Present continuous: affirmative
Tell your students to copy and colour-code the ex 6
app into their notebooks. Then tell them to copy
To help your students with this exercise, tell them
the continuous forms of win and dive onto big
to refer back to lesson 1 for a complete list of the
pieces of paper / card to display in the classroom
activities available at Brainy Park.
to help everyone remember them.
Happy goodbye
Test the continuous forms of the verbs from this
Dyslexia tips – positive feedback lesson with a quick written spelling test. Have the
Remember to give positive feedback to your students put smiley faces next to all the correct
students with dyslexia on their copying of the spellings they have.
Grammar apps correctly and/or using colour well.
Homework
after ex 2 Extra practice 1 Workbook, page 71
When you have finished exercise 2, the students can

also add the continuous forms of these verbs to the
display card (learn, ride, sit, take, chat, swim, buy,
find, drive).

Put your students into pairs. Student A reads
a sentence from exercise 3 to student B (who has
their notebook closed) leaving the gap. Student B
listens and tells student A what the verb in the gap
should be. This is essentially a memory exercise,
but it will help the students recall the verb forms in
Present continuous.
79
8 3
UNIT
lesson Look for Brainyballs!
Aims
Vocabulary: places in a town (Miejsce Tell your students to go through the text quickly and
zamieszkania: dom i jego okolica) use their finger to find all the places mentioned in
Reading: for detailed information it. This will help them recognise the new vocabulary
Listening: for detailed information more easily in preparation for reading.
Speaking: describing location and present activities
Optional materials: flashcards (109–118), sticky
notes for students to place on the picture of Tell your students to listen and then put the places
the town below in the order they hear them mentioned in the
audio. There is one extra place which is not listed
here but is mentioned in the dialogue.
Lead-in
train station, cinema, car park, shopping centre,
Play shark attack with the word supermarket. Write school, supermarket, museum, main square, café,
one gap for each letter of the word on the board bus stop
and in turn ask the students to guess a letter in the
word. Draw a shark circling in the water. Each time Answers:
a student guesses a letter which isn’t in the word main square, car park, cinema, supermarket, museum, train
supermarket, the shark jumps out of the water a bit station, café, shopping centre, bus stop (the extra place is
further. Give 8–10 wrong guesses before the shark ‘school’)
eats the students!
ex 3
Example: Check the answers by giving sticky notes to groups
_ _ _ _ _ _ _ _ _ _ _ (supermarket) of 3–4 students and asking them to stick them
on the picture in exercise 1 to show where the
Brainyballs are.
Draw a rough line map of the area where your school before ex 4 Extra practice 3
is. Tell the students to add the flashcards of the Offer some extra help to your students. Leave the
various places to the map so that it represents where sticky note from the previous exercise on the picture
they all live. to help the students produce the sentences orally. If
the students have problems inventing the activities
for the Brainyballs, write some popular activities in
Tell your students to copy the places in a town the continuous form on the board, e.g.:
vocabulary into their notebooks as a list. When they buying …, waiting for the train / bus, sitting in the
have finished, say the names of the places. Warn the car, learning English, having lunch, looking at the
students that there is one place you are not going to fountain, looking at the paintings, etc.
say. Have the students listen and tick each place they
hear. When you stop, they have to tell you the place Happy goodbye
you haven’t said. Ask the students to tell you which places from this
lesson they have near where they live.
Dyslexia tips – focus on form
Homework
Dyslexic students may read too quickly without
Workbook, page 72
paying much attention to the details, so they
may miss out on those little grammar forms such
as the negative. To help your students with the
reading comprehension in exercise 2, make them
aware of the negative don’t. Ask them to tell you
which paragraph has affirmative verbs and which
has negative verbs.
80
8 4
UNIT
lesson Iggy the Inventor: Episode 8 – Success
Aims in such a way that the pronoun and the auxiliary

Grammar: Present continuous: questions and be are on the left side of the fold, and the
short answers; wh-questions continuous form is on the right.
Reading: for general understanding and detailed Then ask them to add the other continuous
information about the story forms of the verbs from the comic strip to –ing
Listening: for detailed information in the second column which is folded over.
Speaking: asking questions and giving answers (other forms: going, looking for, doing, putting,
about location and present activities giving, texting).
Optional materials: one piece of cardboard for
every student to make their own mobile phone before ex 3 Extra practice 1
(for Extra practice 2)
Offer your students some extra help. Tell them to look
at the names of each person in the questions that
Lead-in they have to write. Ask the students what pronoun
they will have to use in their short answers. This will
Tell your students to look through the comic strip
make it easier for them to write the correct form.
quickly and tell you the name of the machine that
makes smoothies. You may also ask the students to
look through the book to find all the other inventions G Grammar app
Iggy has made. Present continuous: wh-questions
Answers: amazing pencil case, big pencil, big rubber, Tell your students to get into pairs. Give the
orange car, felt-tip pens with LEDs, computer, weird students about 4–5 pieces of paper each and
clothes, the robot, shopping bag holder. tell them to write a wh-question, one word per
piece of paper. They can copy the questions in
after ex 1 Act it out the Grammar pratice exercise 3 if they need help.
Put your students into groups of six and tell them to Then tell each student to shuffle their pieces of
choose a role to read. Tell them to start reading aloud paper and give them to their partner who puts
in their group. They can stand up if they want to move them in order. Have the students check each
around and act the comic out. While they are reading, other’s questions.
go round and listen. Note down any pronunciation
mistakes and give feedback to the whole class.
Useful!
Let your students draw their own mobile phones on
Ask the students in what situations they would say a piece of cardboard and have the conversation using
Get a move on! and I’m on top of the world! and to their new mobiles. They could also use their pencil
which people they would say these phrases. cases as pretend mobile phones. In preparation,
remind the students of the prepositions necessary
Grammar in context
with the place.
Ask your students to work in pairs to find all the
questions in Episode 8. Tell them to group them into after ex 7 Let’s all sing
two types (yes/no questions and wh-questions), but When all the groups have finished inventing their
do not tell them what the types are. Let the students stanza, ask each group in turn to sing it to the class.
decide on the division.
Happy goodbye
G Grammar app Choose the best stanza invented from the song. Get
the whole class to vote and then sing it together.
Present continuous: questions and short
answers Homework
Tell your students to fold a page in their
Workbook, page 73
notebooks vertically and copy one of the
questions from the table into their notebooks
81
8 5
UNIT
Aims
fact
General aims: revision of vocabulary (adventure Bats Quiz – true or false?
activities, places in a town) and grammar 1 Bats are the only mammals that can fly. (True)
(Present continuous) lessons 1–4 2 Same bats eat only blood. (True – they are
Special aims: spacial thinking (following clues called vampire bats)
in a map, escaping the castle), logical thinking 3 Some bats can live for more than 40 years.
(solving a crossword, reading clues), noticing (True)
(Iggy’s task) 4 Giant bats have wings 1 metre wide. (False –
around 2 metres wide!)
Lead-in
Encouragement note
Ask the students how many bats they can see on this
page. Look at the students’ notebooks with the work
they have done in lessons 1–4 and give stickers for
Answer: 14
particularly neat / tidy / well-produced / correct
ex 1 work.
Clue: The route is a shape of the first letter of the Happy goodbye
name.
Tell the students to mime sentences in Present
ex 2 continuous from this unit to each other in small
groups of 4–5.
Clue: The students can use each word only once. It’s
better to start with questions (that go diagonally). Example:
Lisa is playing volleyball / Jeff is visiting Spooky
ex 3 Castle.
Clue: Write on the board the initials of Jeff, Lisa, Zac,
Homework
and Ruby next to each question and tell the students
to copy it into their notebooks. Workbook, page 74
1 JLZR
2 JLZR
3 JLZR
Then read the text. Each time you see a negative
sentence, cross out the corresponding initials. The
initials that are left are the answers to this puzzle.
ex 4
Clue: Tell the students to look back at lesson 3 and
find the fountain as quickly as possible.
ex 5
Clue: Tell your students to write any of the questions
and answers (remind them the answers are all short
forms) in their notebooks so they don’t get confused
while trying to find the exit.
82
8 6
UNIT
lesson In the city
Aims
Functions: asking for and giving directions; Tell the fast finishers to draw a square round
inviting their email and format it to make it look more like
Listening: for detailed understanding the email from the Student's Book.
Speaking: giving directions
Reading: for detailed understanding
Happy goodbye
Writing: an email with an invitation Tell the students to read their emails from exercise 5
to each other.
Lead-in Dyslexia tips – dysorthography

Tell the students to look at the map in this lesson and Allow your students with dysorthography to use
tell you the names of the places they can see. coloured felt-tip pens or upper-case letters so
that they feel encouraged when writing.
Tell the students to copy the dialogue into their
Homework
notebooks.
Workbook, page 75
Tell your students to stand up. Practise directions in
exercise 2 by telling the students to move two steps
in whatever direction you say. When you have done
this a few times, tell one student to be the teacher
and have them tell the others which direction to
move in.

Write the names of some places from this unit on
card / paper and put them on the classroom walls.
Tell the students to stand up and find a partner.
When they find a partner, ask them to say the
dialogue from exercise 4, asking for directions to one
of the places on the walls of the room.

Make the students aware of the structure of the
email. Write it on the board for the students to copy.
From: (your email address)

To: (the email address of the person you are
writing to)
Subject: (what the email is about)
Hi (your friend’s name), (don’t forget the comma!)

(content with invitation)
See you soon!
(Your name)
83
8 7
UNIT

Culture: popular main squares
Option 1 (5 minutes): Ask the students to read
Reading: for detailed understanding
the question. Check the answers as a class. Help
Listening: for detailed understanding
the students describe the picture in detail by eliciting
Writing: describing a main square
a list of useful vocabulary based on what they can see.
Write them on the board, e.g.: horses, people, watch,
ride horses. Encourage them to use the Present
Lead-in
continuous.
Draw the shape of a square on the board. Ask the Option 2 (10 minutes): Explain to the students that
students what it is. When they tell you, ask them they are going to watch a video about healthy and
where they can see a square that is not in their math unhealthy dishes. Play the Unit 6 video from Brainy
book. Try and elicit that a square in a town or city is klasa 4 DVD. Write the name of these races
a place, usually near the centre, where people meet on the board: Downmall race, Empire State Building
and there are things to look at and do. Run-Up, London Marathon and Palio horse race.
Ask the students to match them with the countries
Culture note
(Hungary, the USA, the UK, Italy). Ask your students
A lot of squares were made because the town or city which race they would like to watch live.
needed a market to function around. It was where Option 3 (45 minutes): Prepare the handouts from Unit
business was conducted. This is not needed any 8 from Brainy klasa 4 DVD and give them out to the
more, which is why there are very few squares in students. Follow the instruction in the teaching notes
countries like the USA. for Unit 8, available on the DVD.
fact
Happy goodbye
The largest city square in the world is Xinghai
Put your students in small groups and tell them to
square in the city of Dalian, China. It’s more
share their Discover more! research and read it aloud
than ten times bigger than Trafalgar Square in
to their friends.
London.
Homework
before ex 4 Extra practice Workbook, page 76
Tell your students to choose one of the photos, then
have them close their eyes and try to visualise for
one minute every detail of the photo such as: the
people, buildings, etc.
Discover more!
Tell your students they can do research about
a square for homework using the Internet. They
could ask their family about interesting squares and
then find some pictures on the Internet, print them,
and bring them to class.
84
8 8
UNIT
Aims
Happy goodbye
Revision of lessons 1–6: vocabulary and speaking Give one student a piece of paper with a secret
in a variety of controlled practice exercises sentence on it in Present continuous. This student
has to mouth the sentence to the rest of the class.
The class try to guess what they are mouthing.
Lead-in Change students and repeat with a different secret
sentence for them to mouth silently to the class.
Tell the students to look at all the exercises in this
lesson and tell you which one they want to do first. Example:
You’re brushing your hair.
Tell your students it’s time to try and get a prize Dyslexia tips – word cards
again in this lesson. Tell them to check their
To help your dyslexic students with exercise 6,
answers carefully to improve their mark. Allow
write the correct question forms on cards, one
the students to get into pairs and check their
set per each dyslexic student. Cut up the cards
answers as extra help.
into separate words, mix them, and ask the
students to put the words in the correct order.
Star rating
Explain to your students that there are two
Homework
more difficult exercises in the Revision workout
(exercises 3 and 6) and that’s why they get 2 points Workbook, page 77
for each correct answer.

Allow the students to look back through Unit 8 to
find the names of the places.

Put the students in groups of three. Student A
mimes an action from Unit 8. Students B and C say
what Student A is doing.
Example:
She’s watching TV.
Evaluation
the tasks. Tell them to go to the Trainer’s office on
page 127 to collect their trophy. Give the students
who did not get a trophy the opportunity to improve
by doing the more difficult exercises again with
the help of a friend, perhaps a friend who won the
gold or silver trophy.
Finally, tell the students to look over all eight units of
work and see which they did best / worst.
85
8
UNIT
Extra practice 1: In the city Freddie and Freda extra workout: memory
Write the phrases on the board with gaps and tell These extra activities have
the students to finish them by adding the missing their own focus and they
letters. can be done whenever there
Ex____ me. I’m l______ for the sh______ the Revision workout,
centre. at the end of the class, or
Go st _ _ _ _ _ _ on. the beginning of the next class, etc.
L____ g_ to the museum on Friday at 3 oć____.
Th _ _ _ you.
Visual memory workout
Th _ _ , tu _ _ l _ _ _ .
Turn ri _ _ _ . Tell your students to work in pairs. Ask them to
You’re we _ _ _ _ _ ! choose one big illustration with Jeff, Zac, Ruby,
and Lisa from any lesson in one of their Student´s
Books. Tell them to look at it for one minute and
Answers:
to try to remember as many details as they can.
Excuse me. I’m looking for the shopping centre.
After one minute, the students should close
Go straight on.
the books and try to describe as many details
Let’s go to the museum on Friday at 3 o’clock.
as possible. Have the students describe the
Thank you.
illustration in turns.
Then, turn left.
Turn right.
You’re welcome!
Auditory memory workout
Tell your students to play False identities.
Revision card Have them invent false names, surnames, as
Encourage your students to use the special well as false ages. Then they should introduce
bookmark they made in Unit 1. If any of the themselves to three different students in the
students have lost their bookmark, you can class. Their task is to remember all three of the
distribute the templates available in Brainy new names and ages of their fellow students.
Teacher's Resource File.

When your students have finished inventing two
more pictures and writing instructions for them, put
them into pairs and tell Student A to read one set
of instructions to Student B, who should draw the
picture. When Student A has finished reading, they
should compare their pictures and then swap roles.

Put the students into groups of four and tell them
to test each other on the spelling of the places in the
table 2 Vocabulary: Places in a town.
Example:
Student A: How do you spell main square?
Student B: M-A-I-N S-Q-U-A-R-E
86
8
UNIT
Project note
Choose your
grammar project!
Project 1 My grammar book

Tell your students about this project idea. Ask the
students to use new thin notebooks or some old
unused sheets of paper to make their grammar
books. Tell the students they can work in pairs or
small groups to help them remember and look for all
the grammar points in the whole book. Each student
has to produce their own booklet to have as a useful
revision tool.
Project 2 Mannequin challenge

You can use a mobile phone to make a video of the
class doing the mannequin challenge to show in
the next lesson. When the students watch it, they
should write a list of what everyone is doing. If you
don’t want to make a video, put the students into
groups (so they can all participate) and get them
to pose with an action (reading a book, chatting on
their mobile, laughing, etc.) and take a photo of each
group which can easily be shown in a presentation.
Project work
of paper.
87
7–8
UNITS
Let's check

Revision of grammar and vocabulary from Units 7 Revision of grammar, vocabulary, and functions from
and 8 through a variety of controlled practice Units 7 and 8 through a variety of exercises and skills
exercises work: listening, reading, writing and speaking
Lead-in Lead-in
Put your students into groups of four. Tell them to Put your students into pairs and tell them to ask
decide on a digital time (example 03.30, 12.15). Each each other What time do you go to bed? When they
person in the group has to make the shape of one have finished, ask them to tell you their partner’s
of the numbers in the chosen time. The rest of the answers and see who goes to bed the latest.
class should look at the four numbers and guess the
correct time.
Tell your students to get into four groups of their
after 2 Fast finishers own choice: group 1 representing Czekanie, group
Tell the students to make questions with the six 2 representing Pośpieszanie, group 3 representing
sentences in exercise 2 in their notebooks. Niedowierzanie, and group 4 representing Szczęście.
Then each group remember their respective
before ex 4 Extra practice 1 sentence from exercise 8 and say it out loud chorally
Put the students into pairs and tell them to describe each time the teacher points at them. The other
what each student is doing in each of the four groups try to name the categories, e.g. Szczęście.
pictures out loud to their partner. Tell them to
describe as many actions as possible.
Write the five activities from exercise 9 on the
Happy goodbye board and add two extra ones. Play the audio and
Play Pictionary with the class. Draw a picture of some tell the students to listen and then tell you which
action for the students to guess. Remind them to use activities they hear and which are the extra ones.
Present continuous. This will prepare them for exercise 9 where they
have to order the activities.
Homework
Example:
take photographs, read a book (extra), have breakfast,
download music, go to the cinema (extra), go to bed,
get up

Write two structures for suggesting in the email on
the board to help the students.
Example:
How about –ing…? Do you want to ….?
Happy goodbye
Play the Mannequin challenge in groups of 3–4
students. In turns, have the groups describe what
the other groups are doing.
Homework
88
1–2 3–4
UNITS
UNITS
Let's talk Let's talk
Aims Aims
Revision of functional language from Revision of functional language from
Units 1 and 2 Units 3 and 4.
Lead-in Lead-in
Tell your students to get into groups of 3–4 and Ask the students to stand up. Say: Everybody with
spell their surnames to each other. Next, they should a green T-shirt, sit down. Any student wearing
say their locker numbers. If there are no lockers at a green T-shirt has to sit down. Continue with other
school, tell them to say their lucky numbers to each clothes and colours until all the students are sitting
other. down.
before ex 3 Extra practice 1 before ex 1 Extra practice 1

Tell the students to write a list of the adjectives used Put the students in groups of 3–4 with one notebook
in exercise 3 in their notebooks and write the name (or piece of paper). Say each of the 12 objects from
of someone in their family next to each adjective to exercise 1 and tell the students from each group to
reinforce the meaning before doing the activity. draw them. Then ask them to label their drawings.
before ex 4 Extra practice 2 before ex 2 Extra practice 2

Write the first letter of the objects in exercise 4 on Copy the dialogue from exercise 2 onto pieces
the board and tell the students to guess what they of paper or onto the board out of order. Tell the
are. Then have them write a list of them in their students to look at the dialogue and put it in order,
notebooks. either by moving the pieces of paper or numbering
the sentences on the board.
Tell your students to write the questions they are
going to ask in the game in their notebooks before Revise how to say prices in English. Write the model
playing, or write them yourself on the board. Tell answer on the board: £ 15.50 – fifteen pounds fifty
them they can refer to them during the game if they pence.
have problems remembering the questions correctly.
ex 4
Happy goodbye Tell your students to draw two columns in their
Put your students into groups of four. Tell them notebooks. In column 1, they copy How much is this?
to decide on a price that they are then going to In column 2, they copy How much are these? Tell the
represent with their bodies. Ask one group to stand students to look at the pictures in exercise 4 and
up and have each student make one of the numbers write the vocabulary in the singular or plural column
with their body. Next, the group gets in a row to in their notebook.
display the chosen price. The other students should Answers:
then guess the price. Write on the board: £??.?? to Singular: smartphone, memory stick, remote control,
help the students say the price. T-shirt, cap, charger
Plural: trousers/jeans, shoes, boots, socks, headphones
Happy goodbye
Tell the students to look at page 114 of the Student’s
Book and find as many objects as they can which
start with the letter T.
Answers:
trousers, T-shirt, trainers
89
5–6 7–8
UNITS
UNITS
Let's talk Let's talk
Aims Aims
Revision of functional language from Revision of functional language from
Units 5 and 6 Units 7 and 8
Lead-in Lead-in
Ask each student to tell you their favourite free time Write go to the museum / go to the cinema / go to
activity. the shopping centre on the board. Ask the students
what they can see in a museum, what film they want
before ex 1
to see at the cinema, and what they want to buy in a
Write the letters of the verbs from exercise 1 out of shopping centre.
order on the board. Have the students put them in
before ex 1
order and then mime the verbs to each other.
Put your students into pairs. Student A turns away
vdrie, histwle, nsig, payl chses, sbokateard, pkaes and covers their eyes. Student B looks at the board.
Cehinse, coko, imclb eetrs, isk Write a time on the board and then erase it. Student
B looks at the time and draws a clock with that time
on it for Student A. Student A looks at the drawing
Answers:
and writes the time next to it. Then have them swap
drive, whistle, sing, play chess, skateboard, speak Chinese,
roles.
cook, climb trees, ski
before ex 3 before ex 3
Write a list of the places in exercise 3 on the board
Write the word SUPERMARKET on the board
with the vowels taken out. Tell the students to
and put the students into groups of 3–4 with
complete the places with the missing vowels.
one notebook and a pen. Tell them they have two
minutes to write as many items as they can think
of that you can buy in a supermarket. Tell them to
b _ s st _ p, c _ r p _ rk, m _ s _ _ m, tr _ _ n st _ t _ _ n,
include fruit, vegetables, drinks, etc. The winning
m__n squ_r_, c_n_m_, sch__l,
group is the one with the most items.
sh_pp_ng c_ntr_
before ex 4
Answers: bus stop, car park, museum, train station, main
Tell the students to write a list of all the food they square, cinema, school, shopping centre
can see in exercise 4 and then have them put the
food items in order of preference. Find the least
ex 3
favourite food in the class. Time permitting, ask the students to draw the maps
of their cities in their notebooks.
Happy goodbye
Play a spelling game round the class. Spell CARROT
Happy goodbye
– one student says the first letter, the next student Look at the city centre maps the students produced
says the second letter, the next student says the in exercise 3 and decide which map has the best
third, and so on round the class. Spell different layout and which city the students would most like
vegetables. If a student makes a mistake or to visit.
hesitates, they have to start the word again from the
first letter.
90
Christmas
Answers:
Aims 1 When do British people eat turkey? (Christmas Day, 25th
Vocabulary: Christmas symbols and traditions in December, for lunch)
the UK and Poland (Kultura: tradycje i zwyczaje) 2 What do Polish people eat during Christmas Eve
Reading: for general understanding and for supper? (beetroot soup, fish, dumplings, cabbage, etc.)
specific information about Christmas traditions 3 What do British people pull? (Christmas crackers)
in Poland and the UK 4 When do Polish people open presents? (Christmas Eve,
Speaking: talking about Christmas traditions at after supper)
one’s home
Optional materials: the words and music to some after ex 7 Extra practice 3
Christmas carols for students to sing together Tell your students to draw a Christmas tree in their
(for Happy goodbye) notebooks or on a coloured card and decorate it
with the vocabulary from this unit (baubles, crackers,
candy canes, stockings, stars, angels). Tell them to
Lead-in label the objects on their drawing with the colour.
Play Hangman with the word CHRISTMAS to
Example:
introduce the topic.
a gold star, a red and white stocking
after ex 1 Extra practice 1 Happy goodbye
Tell your students to record the vocabulary from
Divide the class into two groups and have a carol
exercise 1 into their notebooks with a drawing next
singing competition. Decide which group sings the
to each of the items.
best!
Culture note Homework
Explain to your students that the British traditions
Workbook, page 80
mentioned in the text are not always strictly
followed. For example, people usually put their tree
up about three weeks before Christmas Eve while
some children get all their presents in a pillow case
on Christmas Eve and don’t wait for Christmas Day to
open them. Point out to the students that in Poland,
traditions are more strictly followed than in Britain at
Christmas.

Write the questions about British and Polish
Christmas traditions on the board with gaps in some
of the words for the students to complete. Have the
students complete the questions and then get into
pairs to ask each other what the answers are.
1 When d British people eat t ?

2 What do Polish people e during
Christmas Eve s ?
3 What do B people p ?
4 When do Polish people o presents?
91
Easter
Aims
Culture note
Vocabulary: Easter symbols and traditions in the Students in Britain usually have a two-week school
UK and Poland (Kultura: tradycje i zwyczaje) break around Easter. They go on egg hunts, eat lots
Reading: for general understanding and for of chocolate, and sometimes go to church on Easter
specific information about Easter traditions Sunday.
in Poland and the UK
Speaking: talking about Easter traditions at
Happy goodbye
one’s home Tell the students to stick their Easter cards up round
Writing: Easter cards the room to decorate it.
Optional materials: pieces of paper, plastic bag
or shoe box (for Extra practice 1)
Homework
Workbook, page 81
Lead-in
Ask your students if Easter is celebrated on the same
day each year. Explain in Polish that the date changes.
The reason the date changes every year is because
Easter must fall on the first Sunday after the first full
moon in spring (after 21 March).

Put your students into groups of four. Tell them to
copy the vocabulary from exercise 1 onto pieces of
paper (one piece of paper per word), then fold them
up, and put them in a plastic bag or shoe box. One
student from each group pulls out a piece of paper
and looks at it in secret. They then draw the item of
vocabulary in their notebook for the other students
to guess. The next student then takes out a piece of
paper and continues the game. Repeat until all the
students have had a chance to draw a vocabulary
word.
ex 3 Extra practice 2
Put your students into pairs and ask them to choose
their favourite Easter tradition from those in exercise
3. Tell them to write a sentence about their favourite
Easter tradition in their notebook.

Tell the students to find similarities between Easter
in Poland and the UK. (Tell them they can look at the
answers to exercise 4 to help them if necessary).
Answers:
Easter basket, eggs, bunny, chicks
92
Student’s Book Audioscript
Welcome unit 2 1.14

Stand up, don’t sit down, open your
one
books, close your books, sit down,
1.01 two
don’t look at the board, pay attention,
blue three
work in pairs, be quiet, please.
red four
3
green five
Stand up, don’t open your books,
yellow six
look at the board, pay attention,
brown seven
don’t sit down, open your books,
black eight
sit down, close your books, work in
white nine
pairs, be quiet, please.
grey ten
purple 1.08 eleven
pink twelve
Monday
orange thirteen
Tuesday
fourteen
Wednesday
1.02 fifteen
Thursday
house sixteen
Friday
road seventeen
Saturday
cake eighteen
Sunday
box nineteen
magazine 1.09 twenty
tree read 1.15
write
1.03 Jeff: Oh, Zac. It’s your turn.
talk
dog; woof, woof Zac: Three … and four … and one.
listen
cat; miaow That’s eight.
draw
fish Jeff: Now it’s Lisa’s turn. Here are the
learn
snake; hiss dice, Lisa.
study
horse; neigh Lisa: One … and six … and five. That’s
go
bird; tweet, tweet twelve.
1.10 Ruby: Now it’s Jeff’s turn. Here are
1.04 the dice, Jeff.
1 Jeff: Thank you. Four … and two …
man Girl: Let’s write a story in English. and three. That’s nine.
woman Boy: OK. Ruby: OK – my turn – at last! Six …
boy 2 and five … and six! Oooh! That’s …
girl Boy: Let’s go to English websites. seventeen!
Girl: Good idea.
1.05
3 1.16
1 ears Girl: Let’s learn English grammar
One, two, [beep, pause] four, five, six,
2 eyes rules.
seven, [beep, pause] nine, ten, [beep,
3 nose Boy: I’m not sure.
pause] twelve, thirteen, fourteen,
4 feet
[beep, pause] sixteen, seventeen,
5 hair Unit 1 [beep, pause] nineteen, [beep, pause]
6 mouth
7 arm 1.17
1.11
8 hand
9 leg Zac: Hello! I’m Zac. I’m ten. Zac
This is Jeff. Jeff is nine. We are four friends. I am Zac, and I am
1.06 This is Lisa. Lisa is ten. 10. My friends are Jeff and Ruby. They
Ruby: Hi! I’m Ruby. I’m nine. What’s are 9. Lisa is my friend too. She is 10.
Stand up.
your name? Sunny is my pet goldfish. It is 2.
Sit down.
Lucky is my pet dog. He is 3.
Look at the board.
1.12 Lucky, you are my friend too!
Open your books.
Close your books. A B C D E F G H I J K L M
1.18
Be quiet, please. N O P Q R S T U V W X Y
Work in pairs. Z 1 book 2 pencil case 3 rubber 4 pen
Pay attention. 5 schoolbag 6 pencil 7 notebook
1.13 8 computer 9 desk 10 chair 11 board
1.07 Listen, hey! A, H, J and K,
1.19
1 Listen to me! B, C, D, E, G, P, T and V,
Stand up, sit down, open your books, Look! Hi! I and Y, Look, students!
don’t close your books, look at the F, L, M, N, S, X and Z. They’re red! We have pens, pencils, schoolbags
board, pay attention, don’t work in Listen, yo! O, o, o! and rubbers for you!
pairs, be quiet, please. Now you! Q, U and W, Do you want a pencil case,
R, r, I’m a rap star! a notebook or a book?
A desk, a chair, a board or a computer?
93
1.20 5 Hawaiian
Look at this! They are small black Hawaiian has a very short alphabet.
1 three desks and two computers
pencil cases. There are only 12 letters: A E I O U
2 fourteen pencils and three school
6 H K L M N P and W. The alphabet is
bags
Look at this! They are very big white easy, but the sounds are difficult for
3 three school bags and four pencil
rubbers. language learners.
cases
4 eighteen pencils and two books 1.24
English
5 one computer and two school bags
Look at the pen! It’s new! The English alphabet has 26 letters.
1.21 It’s a pencil and a rubber too! The number of vowels is five: a, e, i, o
Look at the school bags! They’re cool! and u. People use picture alphabets
pencil
They are small computers for school! for fun. This is an alphabet with
pen
people.
chair
What an amazing invention!
desk
board
What a fantastic idea! Unit 2
Make your brain work for you,
schoolbag
And you can make inventions too! 1.29
notebook
book funny
Look at that chair! It’s fun!
pencil case friendly
It’s a very big chair and it can run!
rubber sporty
Look at that big board! It’s nice!
It can say every word you write! kind
1.22
clever
Iggy the Inventor. Episode 1 - My quiet
What an amazing invention!
dad is an inventor! shy
What a fantastic idea!
Make your brain work for you, helpful
Ellie and Eddie are new students at
And you can make inventions too! 1.30
school.
1 1.25 Zac
Ellie: Hello. I’m Ellie. Hello! It’s me, Zac. I’m funny and
Girl: What’s your name?
Eddie: I’m Eddie. friendly.
Boy: My name’s James.
Teacher: Nice to meet you, Ellie and My friends are in this photo.
Girl: What’s your surname?
Eddie. I’m Miss Blake. I’m a teacher. Ruby is shy and helpful.
Boy: My surname’s Winston.
Welcome. Jeff is quiet and clever!
Girl: How do you spell Winston?
2 Lisa is sporty and kind.
Boy: W – I – N – S – T – O – N.
Student: Wow! What a big pencil! What are you like?
Girl: How old are you?
Ellie: My dad is an inventor. Look at
Boy: I’m 10. 1.31
this! It’s a crazy pencil!
3 1.26 Listen to the sound of y in shy,
Eddie: And a big rubber! In my, buy, fly and why,
twenty thirty forty fifty sixty
4 Listen now to friendly, sporty, funny,
seventy eighty ninety a hundred
Student 1: It’s an amazing pencil case! They sound different – yes, that’s
Student 2: And a very small notebook! 1.27 funny!
5
Narrator: Now it’s time to go home … Teacher: OK, let’s check all the 1.32
6 numbers. What’s your locker
number, James? 1
Student 1: It’s a big orange car! Girl: What is 14 + 5 + 30 + 19 + 46?
Student 2: Your dad is a genius! It’s James: It’s 58.
Teacher: OK, 58 for James. Now, Boy: Hmm, It’s 114.
amazing! 2
7 Alice, what’s your locker number?
Alice: It’s 92. Girl: Hi! Hello! How are you? It’s great
Iggy: Oh no! to see you!
Ellie and Eddie: Be careful! Teacher: Right, that’s Alice – 92. One
more person – Ryan. What’s your 3
8 Boy: My name’s Toby. I’m ten years
Iggy: It’s a bad invention. locker number?
Ryan: It’s 81. old. I’m a student.
Ellie: Yes, Dad. It’s a very, very bad 4
invention. Teacher: Thank you – that’s Ryan, 81.
That’s it. Thanks, everyone. Girl: Happy birthday! This is for you!
5
1.23
1.28 Boy: Oh .. …hello … my … er … my
1 name’s Jack …
Look at this! It’s a big green rubber! Chinese
6
2 There are no letters in Chinese!
Boy: I love basketball and tennis.
Look at this! It’s a small red notebook. Chinese people use over four
I run, swim and play sports
3 thousand symbols. Look at this
everyday!
Look at this! It’s a beautiful orange photo. It’s a school in China. The
7
chair. symbols mean school. Chinese is
Girl: Oh, no, look! My pet cat is in my
4 beautiful, but it’s very difficult to
bag! Why? Oh no. My cat’s at school!
Look at this! It’s a big purple computer. read.
94
8 6 2
Boy: Can I help? Can I take your bag? Iggy: Help! More special prices at English
Oh! It’s very heavy. No, no, that’s OK. Ellie: Are you OK? Mart! Boards for the classroom
Woman: Oh, thank you. Thank you Iggy: No, I’m not. Open it, please! are 25 pounds, and our very big
so much. Eddie: Yes, Dad. noticeboards are 30 pounds.
7 That’s 25 pounds for a board for
1.33
Ellie: Dad, your inventions are the classroom …. and a very big
1 Be friendly. 2 Look shy. 3 Do dangerous. It’s time to make a safe noticeboard for 30 pounds.
something helpful. 4 Be quiet. 5 Do invention. 3
something sporty. 6 Do something Iggy: Yes, I know. But it’s difficult... More fantastic prices at English Mart.
funny. 7 Do something kind. Notebooks are a special price today.
1.39 They are 1 pound 50 pence. Yes,
1.34 1 pound 50 pence for a notebook.
Teacher: What’s your name?
English Mart for great prices!
Zac Jeff: I’m Jeff.
My name’s Zac, and you’re on my new Teacher: And what’s your surname?
school blog page. I’m 10 years old. I’m Jeff: My surname’s Shipton.
Unit 3
friendly and funny, but I’m not quiet. Teacher: Who is he?
Lisa, Jeff and Ruby are students in Jeff: He’s Zac. His surname is Masters. 1.44
my class. We’re friends. Lisa’s 10. Teacher: Thank you. And who is she? hairbrush
She’s sporty and kind. Jeff isn’t 10. Jeff: She’s Ruby Wright. comb
He’s 9 and he’s quiet and clever. Teacher: Thanks. And the last one – wallet
Ruby is 9 too. She’s shy and helpful. who’s she? purse
Jeff and Ruby aren’t sporty. Jeff: She’s Lisa. Her surname’s Green. keys
Teacher: Good. That’s all. Thank you. smartphone
1.35 tissues
ruler sharpener crayon sticky tape 1.40 headphones
noticeboard felt-tip pen gel pen glue Girl: Hi. I’m Julia. What’s your name? charger
stick Boy: My name’s David. Nice to meet umbrella
you. memory sticks
1.36 Girl: Where are you from? remote
The felt-tip pen is 70 pence. Boy: I’m from Argentina.
1.45
The ruler is 20 pence. Girl: Oh, that’s cool! Come and play
with my friends. Oh no! Where’s my comb?
The crayon is 30 pence.
Boy: Sure! Where are my headphones?
The sticky tape is 90 pence.
Where’s my smartphone?
The sharpener is 1 pound.
1.41 I know! They’re at home.
The notice board is 7 pounds fifty.
The glue stick is 2 pounds. Argentina England France Italy 1.46
The gel pen is 3 pounds. Poland Spain Germany the United
1
States of America (the USA)
1.37 Boy: Is that thing a purse?
1.42 Girl: No, I don’t think it is a purse.
a felt-tip pen, a gel pen, a ruler, Boy: Oh, I know. It’s a wallet.
sticky tape, a sharpener, a glue stick Flags of the world Girl: Oh, yes, that’s right. It’s a wallet.
Red, white and blue are popular 2
1.38 colours for flags. The flags of the Boy: What‘s that red thing?
Iggy the Inventor: Episode 2 – Your United States of America (the USA), Girl: Er … I think it’s a hairbrush.
inventions are dangerous! the United Kingdom (the UK), and Boy: A hairbrush? But ….
Professor Iggy is an inventor … but France are all red, white and blue. Girl: Yes … look … you can brush your
his inventions are a problem for his Other popular colours are black, hair with it.
family. yellow and green. The flag of Boy: Oh, yes.
1 Germany is black, red and yellow. The 3
Iggy: Hello, Ellie. Hello, Eddie. flag of Italy is red, white and green. Girl: What’s that?
Ellie, Eddie: Hi Dad! Some flags have symbols. The blue Boy: What? The white thing or the
2 and white flag of Argentina has a black thing?
Ellie: Hey, what are they? yellow sun on it. The red and yellow Girl: The white thing.
Iggy: They’re felt-tip pens with LEDs. flag of Spain has a royal symbol on it. Boy: It’s a charger.
3 Girl: Oh, I see. Yes.
Eddie: Are they rulers? Units 1-2 Let's check 4
Iggy: No, they aren’t. They’re crayons. Girl: What are they?
4 Boy: Oh … what’s the word … they’re
1.43
Iggy: Look! for the television. You can change
1 the channel...
Ellie: Is it a new invention?
Special prices today at English Mart. Girl: Ah! Remotes?
Iggy: Yes, it is.
Today, desks are a very special price Boy: Yes - they’re remotes.
5
– a desk is 15 pounds. Yes, 15 pounds! Girl: But most remotes are black, not
Eddie: What is it?
Chairs are a special price too – chairs white.
Iggy: It’s a computer!
are 10 pounds. Fantastic prices! Boy: True, but these are white
Eddie: Wow! That’s incredible!
remotes.
95
5 1.51 Imogen: No, that T-shirt is 10 pounds.
Boy What are they? That’s a lot of money.
Point to Iggy’s trousers.
Girl I think they’re chargers. Eddie: But …
Boy No, they aren’t chargers. Point to Iggy’s sweater.
Imogen: We can’t buy that T-shirt
Girl I know! They’re memory sticks. Point to Imogen’s dress.
for 10 pounds. We can buy this
Boy Oh, yes, you’re right. Point to Eddie’s shirt.
T-shirt for 2 pounds.
Point to Ellie’s trainers.
Eddie: Aw, Mum ….
1.47 Point to Imogen’s shoes.
hairbrush hairbrush Point to Eddie’s shorts. 1.54
comb Point to Iggy’s shirt.
Woman 1 Good morning. How much
wallet wallet Point to Ellie’s skirt.
is this shirt?
purse Point to the scissors.
Woman 2 It’s 15 pounds.
keys keys Point to the hairbrush.
Woman 1 Here you are.
schoolbag schoolbag Woman 2 Thank you. Have a good
tissues 1.52
day.
headphones headphones Iggy the Inventor: Episode 3 – Those
Woman 1 Thank you. Goodbye.
charger clothes are weird!
comb comb 1 1.55
umbrella umbrella Ellie: Dad … Those clothes are really
smartphone weird. Customer: Good afternoon. How
tissues tissues Iggy: They’re my latest inventions. much are these trainers?
memory stick memory stick This is a shirt, that’s a sweater, these Shop assistant: They’re 20 pounds.
remote remote are trousers and those are shoes. Customer: Here you are.
headphones 2 Shop assistant: Thank you. Have
purse purse Ellie: What’s that, dad? a good evening.
schoolbag Iggy: It’s a hairbrush. Customer: Thank you. Goodbye.
3
1.48
Eddie: What’s this? 1.56
Whose schoolbag is it? Iggy: It’s a comb. Celebrity clothes

Boy: My schoolbag is green. Her Eddie: What are those? This T-shirt has the signature of
schoolbag is red. Their schoolbags Iggy: They’re glasses. a famous footballer Lionel Messi. It’s
are black. Nigel’s schoolbag is big. 4 £374.99 – that’s very expensive!
Girl: Our schoolbags are brown. Ellie: What are these?
Amy’s schoolbag is small. His school Iggy: They’re scissors. Look! Traditional clothes
bag is big. 5 These are the Beefeaters in London.
Imogen: Are those your father’s You can see them at the Tower of
1.49 crazy inventions? London. Their clothes are traditional
shirt Ellie: Yes, they are. and very old. The jacket is red, black
T-shirt 6 and gold and it’s very uncomfortable.
trousers Iggy: Hello, Imogen. Are my new
shoes inventions good? Funny clothes
dress Imogen: No, they aren’t. It’s a waste These children are at a fancy dress
skirt of time. It’s a waste of money too! party. Their clothes are funny, but
cap 7 they aren’t comfortable.
socks Iggy: Oh dear. Imogen isn’t happy.
sweater
1.53 Unusual clothes
jacket
You can make clothes with this
shorts Eddie: Hey, Mum – these trousers spray! It’s easy to make a T-shirt
trainers are great!
sandals or some socks. You can also make
Imogen: These blue trousers? They’re trousers or a dress too, but that’s
20 pounds. That’s very expensive. difficult.
1.50
Eddie: Please, Mum.
Our favourite clothes Imogen: No… those trousers are
a good, have a look!
Unit 4
Tyler: This is my favourite jacket. My Eddie: Those grey trousers? They’re
shorts are very old, but they’re great. horrible, Mum. 2.01
My socks are old too. My trainers are Imogen: Those trousers are mother father brother sister
new and they’re very nice. Tyler 10 pounds. That’s a good price. grandfather grandmother great-
b
Eddie: Aw, Mum. grandmother great-grandfather
Jack: My favourite trousers, an old
Imogen: So, we can’t buy these aunt uncle cousin
shirt and my favourite sweater. Jack
trousers for 20 pounds, but we can
c 2.02
buy those trousers for 10 pounds.
Amy: This is my favourite T-shirt. It’s
really cool. My skirt is nice too, and Eddie: OK ... Lisa
my sandals are very comfortable. My Imogen: Now, you need a T-shirt Hi! This is my great-grandmother’s
cap is old. Amy too. Ah, this yellow T–shirt is good. birthday party. She’s with her family.
d It’s 2 pounds! On the left of the picture is my
Julia: No! It isn’t a comfortable dress! Eddie: It’s horrible! Look, the black brother, my mother and my father.
But my shoes are cool. Julia T-shirt is good. My mother has got a big photo.
96
It’s my sister with her two children. 2.07 5
They’re so cute! Imogen: I’m not a scarecrow! Your
The Smiths and their pets
Then it’s my grandmother and my robot hasn’t got a brain, Iggy.
My mother and my father have got
grandfather. My aunt and uncle are 6
a pet. Imogen: But now it has got a nice hat!
on the right, with my cousin Liam.
They’ve got a snake! It’s true! Robot: Help! What’s happening?
Oh, and there’s our dog too. He’s
My aunt and my uncle haven’t got 7
lovely!
a snake. Iggy: What a disaster! Imogen isn’t
2.03 They’ve got a kangaroo. happy. Robots aren’t a good idea…
And they’ve got a bear, too!
This is my mother,
2.12
And that is my father, 2.08
These are my brother and my sister 1
length: short, long Iggy: This person has got long
too,
type of hair: straight, wavy, curly straight black hair.
Who’s that on the phone?
colour: red, black, fair, grey Robot: OK …. OK …. OK … Got it!
Oh, hello – it’s you!
Look! Look!
2.09
Iggy: No, robot. That’s not right!
2.04
Let’s look at the two women in You’ve got a pair of black trousers.
Lisa
picture 1. They’ve got grey hair, and 2
My grandmother’s name is Mary.
it’s long and wavy. Iggy: Let’s try again. This person has
She’s a kind person, and she is Let’s look at the two women in got short straight fair hair.
helpful too. She’s 76. picture 1. They’ve got grey hair, and Robot: OK … OK …. OK … Got it! Look!
Liam is my cousin. Liam’s 11 and he’s it’s long and wavy. Iggy: No, robot. That’s wrong. You’ve
very funny. got a yellow cap.
My sister’s name is Poppy. She’s 23 OK, let’s look at number 2. They’re 3
and she’s quiet and clever. nice girls. They’ve got long hair, and Iggy: OK, here we go again. This is
it’s curly and fair. an easy one. This person has got
2.05
OK, let’s look at number 2. They’re short, straight black hair.
How many people are there in your nice girls. They’ve got long hair, and Robot: OK … OK …. er … er … Got it!
family? it’s curly and fair. Iggy: No, robot. That’s completely
With your aunts, your uncles and wrong. That’s a black dog.
your cousins too? Next, the two boys in picture 3. Their 4
Or is your family a little bit small? hair is short, it’s straight and black. Iggy: OK. Let’s try something
Your mother and brother, that’s all? Next, the two boys in picture 3. Their different. This has got short,
hair is short, it’s straight and black. straight red hair.
Families of every size are special, Robot: Different … different …
Big and small and in-between too Number 4 – the girls. They’ve got very different … Got it!
And everyone in your family is curly hair, and it’s long and red too. Mark: No, robot. That’s wrong!
special Number 4 – the girls. They’ve got very That’s a red ball. They’re all wrong!
‘Cos you love them and they love you. curly hair, and it’s long and red too. Oh no, what a disaster!
How many people are there in your 2.10 2.13
family? long hair short hair curly hair 1 She’s got straight black hair.
With your grandmothers and great- straight hair brown hair red 2 My friend has got green shorts.
grandmothers too? hair wavy hair fair hair black hair 3G irl: Have you got fair hair?
Or is your family very, very small? grey hair Boy: No, I haven’t.
You, your father and yes, that’s all? 4G irl: Has your brother got a blue
2.11 jacket?
Families of every size are special, Iggy the Inventor: Episode 4 - A big Boy: No, he hasn’t.
Big and small and in-between too, mistake 5G irl: Has your sister got a purse?
And everyone in your family is 1 Boy: Yes, she has.
special Iggy: My new robot is very clever.
2.14
‘Cos you love them and they love you. Imogen: Has he got a brain?
Iggy: No, he hasn’t. He’s got a big Boy: Welcome to my house.
2.06 computer in his head. Girl: Thank you.
1 2 Boy: This is my mother.
brother great-grandfather aunt Iggy: Robot, I want you to find Girl: Hello, Mrs James. My name’s
2 Imogen. She’s my beautiful wife. Alice. How are you?
kangaroo snake dog She’s got short fair hair. Woman: I’m fine, thank you, Alice.
3 Robot: Has she got curly hair? And you?
memory stick charger smartphone Iggy: No, she hasn’t. Girl: I’m fine too.
tissues 3 Boy: Have a seat and help yourself
4 Robot: Has she got straight hair? to the sandwiches.
bear horse fish cat Iggy: Yes, she has. 1, 2, 3 … go! Girl: Thank you.
5 4
Robot: This is Imogen, your beautiful 2.15
great-grandmother uncle cousin
sister wife. She’s got short, straight fair Conrad: Welcome to my flat.
hair and... Tymon: Thank you.
97
Conrad: This is my father. Joe: I want to get some headphones Jeff: No, it’s not that, Zac.
Tymon: Hello, Mr James. My name’s too. Let’s go to the shopping centre Ruby: This picture!
Tymon. How are you? tomorrow and look for new ones. Jeff: Yes! One point for Ruby. That’s
Father: I’m fine, thank you, Tymon. Emma: OK. Good idea. three points for Ruby. Ruby, you’re
And you? the winner!
Tymon: I’m fine, too. Unit 5 2.23
Father: Have a seat and help
yourself to the cake. Jeff: Lisa, do you want to play Slap
Tymon: Thank you. 2.19
it! too?
swim Lisa: Oh, yes, thanks. It looks fun.
2.16 fly Jeff: OK, Lisa, you can play with me.
Factory robots ski And Zac, you can say the words.
There are more than 2 million robots climb trees Zac: Cool! Are you ready?
in factories around the world. These drive a car Jeff: Yes.
robots have got tell jokes Lisa: Yes … I think so.
arms and hands. They make cars, do skateboard tricks Zac: Right. One, two, three, go! Ride
computers and other things. speak English a bicycle.
Medical robots speak Chinese Lisa: That’s it!
Hospitals and doctors have got ride a bicycle Zac: One point for Lisa. Next one, ski.
robots too. Some robots do Jeff: This picture!
complicated medical operations. 2.20 Zac: Well done, Jeff. Next, speak
Some robots give you medicine. Sixty and six is sixty-six. English.
Space robots Let’s do skateboard tricks. Jeff: This picture!
Space robots have got cameras. It’s also fun to swim and ski. Zac: No, Jeff, that picture is speak
They send pictures from the planets. Let’s sing this rap with me. Chinese.
This is the Mars robot Lisa: Ha, I’ve got it! This picture is
Curiosity – and the photo is a selfie! 2.21 speak English!
And in the future … 1 Zac: Yes! One point for Lisa. Next, fly.
It’s six o’clock in the morning. You [sound: speak English] Lisa: That’s it!
are in your bed. Listen! It’s a robot at Zac: One point for Lisa. Lisa is the
2
the door. It’s got your breakfast, and winner!
[sound: skateboard]
your robot car is in the street. Soon, Jeff: Well done, Lisa! It’s my game,
3
you’re at school. Perhaps the teacher but you’re the winner!
[sound: ride a bike]
is a robot too? Lisa: It’s fun, Jeff. Great game!
4
[sound: swim]
Units 3-4 Let's check 5
2.24
1
[sound: climb trees]
2.17 [sound: skateboard]
6 [sound: ride a bike]
1 Girl: This is my father. [sound: tell jokes] 2
2 Boy: How much is this T-shirt? 7 [sound: fly]
3 Girl: Have a seat and help yourself [sound: fly] [sound: drive a car]
to the sandwiches. 8 3
4 Boy: How are you? [sound: ski] [sound: ski]
5 Girl: How much are these trainers? 9 [sound: speak English]
6 Man: Have a good day. [sound: drive a car] 4
[sound: swim]
2.18 2.22
[sound: climb trees]
Joe: Hey, I like your smartphone. Jeff: Hey, this is my new game. [sound: tell jokes]
Emma: Yes, it’s great. It’s new. You’ve It’s called ‘Slap it’. Look at these
got a nice smartphone too. pictures. I say an activity, you find 2.25
Joe: Yes, it’s fine. But I haven’t got it on a card, and you slap it with Amazing animals!
the charger for it. these fly swatters. This monkey can shout very loudly.
Emma: Oh no! Where is it? Zac: Hey that’s fun! You can hear it from six kilometres!
Joe: I don’t know. I need to get a new Jeff: So let’s start! You slap the card All fish can swim, but this fish can
one. first, you get a point. Three points walk too. It can’t walk fast.
Emma: Oh, Joe, have you got a and you win. Are you ready? This snake can swim very well. It’s
memory stick? I want to copy Ruby: Yes, we are! a dangerous snake!
these photos. Jeff: OK, listen! Drive a car. These birds can dance. They move
Joe: Sure. It’s in my bag. Here you are. Zac: This picture! their blue feet at the same time, but
Emma: Thanks. Oh, no. My Jeff: One point for Zac! Next, swim. they can’t dance quickly.
notebook is dirty. Ruby: This picture!
Joe: Do you want a tissue? I’ve got Jeff: One point for Ruby. Next, climb 2.26
tissues here. trees. OK, let’s look at the list. Do skateboard

Emma: Thanks, Joe. Ruby: This picture! tricks, swim, ride a bicycle, tell jokes,
Joe: Are these your headphones? Jeff: One point for Ruby. Next, tell climb trees, speak Chinese …. So, my
Emma: Yes, they are. But they don’t jokes. number 1 activity is do skateboard
work. I need to get some new ones. Zac: This picture! tricks. I can do lots of skateboard
98
tricks, and I can do them very well. Girl: Right. Can you play games? sausages 3
I can swim but I can’t swim fast. I can Zac: Yes, I can play a lot of games. cake 5
ride a bicycle very well. I’m very fast Girl: What can you play? cheese 2
on a bicycle. I can also tell jokes, and Zac: I can play computer games very strawberries 4
my friends laugh, so that’s OK. I can’t well. bread 10
climb trees. That’s OK because it’s Girl: What about music? Can you jam 7
dangerous. And I can’t speak Chinese whistle?
– not one word, nothing ... Zac: No, I can’t. It’s very difficult! 2.35
Girl: Can you sing? It’s party time – where’s my cap?
2.27 Zac: Yes, I can. I can sing well … and The band is great, let’s rap!
1 play chess very loudly! Are you hungry? There’s some salad!
2 cook Girl: What can you sing? I’m the rapper so it’s not a ballad!
3 snowboard Zac: Pop songs. I want to be a pop
4 play the piano star. 2.36
5 read music Lisa

2.31
6 rollerblade It’s Ruby’s birthday party today!
7 ice-skate 1 We’ve got two pizzas and we’ve got
8 sing Girl: Excuse me, Miss Edwards. ten sausages.
9 whistle Woman: Yes, what is it? We’ve got some ice cream, some
10 paint Girl: Can we play now, please? cheese, some strawberries and two
Woman: No, I’m afraid you can’t. cakes.
2.28 Girl: Oh, that’s a pity. Now I can get some biscuits and
rollerblade some pasta. We need some bread
play chess 2
and some jam too.
cook Girl: Excuse me, Miss Edwards.
paint Woman: Yes, what is it? 2.37
Girl: Can I call my parents, please?
play the piano 1
Woman: Yes, of course.
read music Man: Can I help you?
Girl: Thank you.
ice-skate Girl: Yes. Can I have a pizza and some
sing 2.32 pasta, please?
whistle Man: Of course.
Yosemite National Park
snowboard 2
Yosemite is a very big national park
Woman: Do you want something to
2.29 in California in the United States.
eat?
4 million people visit Yosemite every
Iggy the Inventor. Episode 5 - What Man: Yes, a sausage, please, and
year.
a mess! some cheese.
You can camp, you can play games,
1 3
you can swim and you can have
Imogen: I’m sick. I feel awful. Girl: I want some bread and some
picnics there.
Eddie: I’m hungry. Dad, what can jam, please.
You can drive your car in some parts
you cook? Man: Here you are. Some bread and
of the park, and you can ride bicycles
Iggy: Er, hmm. I can’t cook ... some jam.
too.
2 Girl: Thanks.
You can see beautiful trees and
Eddie: Ellie, can you cook? 4
fantastic waterfalls. You can climb
Ellie: Yes, I can. I can cook a pasta Woman: OK, your turn.
the mountains too. Boy: Some ice cream, please … and
dish, but we haven’t got pasta.
The animals of Yosemite are very a cake … and some biscuits.
Iggy: Let’s get some food at the
special. You can see the bald eagle – Woman: That’s ice cream, a cake and
market – and test my new
that’s the national bird of the United some biscuits.
invention!
States. Boy: Yes, please.
3
The bears are popular animals too.
Iggy and the children are at the
They aren’t afraid of people and they 2.38
market.
can be dangerous. You can’t leave Jeff: Have we got all the food on the
Eddie: Dad, this bag is very heavy.
food on the tables in the camps – list?
I can’t carry it.
the bears come and eat it! Lisa: Yes. Look! There’s a pizza, there
Iggy: Let’s use my invention!
5 are some sausages, there’s some
Eddie: Dad, there’s a problem … Unit 6 cheese.
6 Jeff: Where is the pasta? And where
Ellie: Watch out, Dad! 2.33 are the biscuits?
7 pizza pasta ice cream biscuits Lisa: In the blue bag … oh … where’s
Iggy: What a disaster! What a mess! sausages cake cheese the blue bag?
strawberries bread jam Zac: Oh no! I think it’s at the
2.30 supermarket!
Girl: OK, Zac, can you paint well? 2.34
Zac: Yes, I can. 2.39
pizza 6
Girl: What can you paint? pasta 9 1
Zac: Cars. I can paint very good ice cream 1 Woman: Have we got all the food on
pictures of cars. biscuits 8 the list?
99
Boy: I think so, look. There are some 2.42 2.44
biscuits and some cheese.
Iggy the Inventor: Episode 6 - It’s There are some apples in this
Woman: Great!
a smoothie! smoothie.
Boy: And there is a lot of ice-cream,
1 This smoothie is for you.
too.
Iggy: My cooking machine is ready! There isn’t any cream – that’s great.
2
It can cook food. Let’s cook But there aren’t any vegetables.
Man: Have we got all the food on
a meal. We can start with fish. Stop! wait!
the list?
Ellie: There isn’t any fish. Let’s add cabbage and carrots too!
Girl: Er … yes. There is some cheese.
Iggy: Oh. OK, let’s cook a sausage.
There are some biscuits too … oh,
Ellie: There isn’t a sausage. A smoothie with vegetables
and there are some sausages.
2 Is good for you!
Man: What about strawberries? We
Iggy: A lemon. Any potatoes? It tastes great!
need strawberries too.
Ellie: There aren’t any potatoes. And it’s healthy too!
Girl: Oh, yes. There are some
There’s some meat, there’s
strawberries too.
a pineapple and there are There are some grapes in this
Man: That’s good.
some lemons. smoothie.
3
Iggy: No problem! This smoothie is for you.
Girl: Have we got all the food on the
3 There isn’t any sugar – that’s great.
list?
Iggy: Here it is! Oh …. But there aren’t any vegetables.
Boy: Let’s check. There are some
Ellie: Dad, it isn’t a meal. It’s Stop! wait!
strawberries, some biscuits ...
a smoothie. A meat, lemon and Let’s add lettuce and tomatoes too!
Girl: Biscuits?
pineapple smoothie. Yuck!
Boy: Sorry, no biscuits. It’s a cake.
4 A smoothie with vegetables
And there are some sausages, too.
Iggy: Let’s try again. Let’s make Is good for you!
Girl: That’s everything! Let’s go
a tasty smoothie. There’s It tastes great!
home.
some lettuce ... And it’s healthy too!
4
Ellie: And some grapes.
Man: Have we got all the food on 2.45
5
the list?
Iggy: This is a grape and lettuce Woman: Can I have a tomato and
Girl: There’s some pasta. I can make
smoothie! cucumber salad, please?
a pasta dish. And there are some
6 Man: I’m sorry, there isn’t any
pizzas.
Ellie: Dad … it’s good… but it’s not tomato and cucumber salad.
Man: What about cheese and
quite right … Woman: Oh. Can I have a red pepper
biscuits for mum?
Iggy: I think I know how to make the and carrot salad?
Girl: Yes, there is some tasty cheese
perfect smoothie! Man: Yes, of course. Eat in or take
and some biscuits too.
out?
2.43
Woman: Take out, please.
2.40
Ellie: Let’s make another smoothie. Man: Here you are. That’s £4.50,
ham
Eddie: Look, there’s some ham! please.
bacon
Iggy: No, ham isn’t a good idea for Woman: Thank you.
meat
a smoothie. Is there any bread?
chicken 2.46
Ellie: Bread? No, there isn’t any
pineapple
bread. tomato
lemon
Iggy: Oh. No problem. Is there any cucumber
blueberries
jam? red pepper
grapes
Ellie: Yes, there is. carrot
potato
Iggy: Great! Let’s put some jam in. cabbage
lettuce
Are there any strawberries? onion
mushroom
Ellie: Yes, there are. bean
rice
Iggy: Let’s put the strawberries in beetroot
2.41 too. And grapes, are there any
grapes? 2.47
pizza
Ellie: No, there aren’t any. England
strawberry
Eddie: Dad, there’s some bacon here. In England, one of the favourite
fish
Iggy: No, we don’t want bacon in the foods is curry from India! Tea is the
sausages
smoothie. favourite drink, and that’s from India
pasta
Eddie: Oh, please, let’s try bacon … too. In England, people drink tea
bread
Iggy: Well, OK … let’s put it in the with milk.
ham
machine…
pineapple
Iggy: … and start it … Argentina
lemon
Iggy: and here’s the smoothie. In Argentina, people eat a lot of
grapes
Eddie: I want some! Please! beef. Mate tea is a favourite drink in
lettuce
Ellie: Yes, me too, please. Argentina. Mate tea is from a south
meat mushroom
Iggy: OK, let’s try it. American plant called yerba mate.
rice
Iggy: Oh dear. What a disaster. People drink a lot of coffee too.
potatoes,
100
The USA Make a robot, now! 3.08
Hamburgers, pizzas, chips and soft Take a photo, wow!
have lunch
drinks are popular in the USA and all
3.04 get up
over the world. But there’s a problem
have a shower
because this food isn’t healthy. Jeff: I take photos every day.
go to bed
Lisa: Every day? That’s a lot of
Japan get dressed
photos!
In Japan the food is very healthy. have dinner
Jeff: Yes, and I post them all on my
Fish, salad and rice are all favourites. brush your teeth
website.
Green tea is a favourite drink. have breakfast
Lisa: I chat on my mobile every day.
go to school
I chat with Zac and Ruby. We talk
Units 5-6 Let's check about films and books. 3.09
Jeff: Another thing, I do judo on
Wednesday and Friday. Iggy the Inventor: Episode 7 -
2.48
A brilliant idea!
Lisa: I do karate, on Tuesday. What
Listen to me, please. There are rules about your computer? 1
at the camp. Jeff: I download apps on Saturday Eddie: That’s my Dad. He’s an
In the morning, you can rollerblade and Sunday. I love apps! And, of inventor. He doesn’t work in
and do skateboard tricks, but please course, I do homework every day – an office. He works at home.
be careful. You can’t climb the trees on my computer. Simon: Does he work in the evening?
because it’s dangerous. Lisa: Yes, me too, I do homework Eddie: Yes, he does.
In the afternoon it’s time for sports. every day. Too much homework! 2
You can play volleyball, you can do Simon: Does he make good
karate and you can do judo, but you 3.05 inventions?
can’t swim. So please don’t go to the Eddie: No, he doesn’t. His inventions
play ...
area of the swimming pool. are ...
download ...
In the evening, please try to be quiet. Iggy: Boys, come and see my new
hang out …
There’s a piano in the camp house invention!
post ...
but you can’t play it. But you can read 3
do ...
and you can play chess if you like. Iggy: This is The SmoothieMax!
go to ...
So, those are the rules. They’re very Eddie: Wow! Does it make smoothies?
clear, I think, but perhaps you’ve got go …
chat .… Iggy: Yes, it does. Look! I put the
some questions. So, are there any vegetables and fruit in here, then
questions? … watch …
take … I start the machine …
5
Unit 7 3.06 Iggy: Oh no! Sorry! Oh, what
Boy 1: Hi there! How are you? a disaster …
3.01
Boy 2: Hi, I’m fine thanks but I’ve got Eddie: This is for you.
go to my dance class a lot of homework. Simon: But I don’t like fruit. I don’t
play volleyball Boy 1: Oh, homework. I do like vegetables.
go out homework every day, even on 6
do exercise Sunday. Simon: Wait a minute! I like this
chat on my mobile Boy 2: Yes, I do homework on smoothie!
watch TV Sunday too …but it’s Saturday. Eddie: I love it!
hang out with my friends Boy 1: Do you go out on Saturday? Iggy: Imogen! Ellie! Come here! They
post comments Boy 2: Yes, I do. I hang out with my like my new invention! Eddie likes
download music friends. Do you go out with your the smoothie! Simon likes the
take photos friends on Saturday too? smoothie too!
Boy 1: Yes, I do. We go to free English 7
3.02 Imogen: It’s delicious. And it’s
classes. Look at this photo!
Ruby Boy 2: Wow! healthy!
On Monday, I do exercise. Tuesday, Simon: I can’t believe that I love
is a sports day - I play volleyball. On 3.07 vegetables!
Wednesday, I go to my dance class. get up Ellie: Dad, you’re a genius!
On Thursday, I post comments on have a shower
the Internet. On Friday, I download 3.10
get dressed
music. On Saturday, I hang out with brush your teeth Reporter: Hello. My name’s Robby
my friends. Then, on Sunday, I’m at go to school Green from Brainy News. Can I ask
home. I watch TV with my family in go to bed you some questions?
the evening. Of course, I take photos go home Iggy: Yes, but ask the questions
every day. It’s my hobby! have breakfast quickly, please. I’ve got a lot of work.
have lunch Reporter: No problem. Mr Iggy,
3.03 children say your smoothies are
have dinner
What’s your name? in the morning fantastic.
Let’s play a game. in the afternoon Iggy: They are my children’s friends.
Can you make in the evening They come to our house. They like
a tasty cake? at night my smoothies.
101
Reporter: And this machine … this Nepal 3.18
is The SmoothieMax … it’s an Perhaps going to school on the river
1
incredible machine. sounds nice. Not for these students
Boy: I want to fight a dinosaur.
Iggy: Thank you. at a school in Nepal. Girl: No, I don’t want to fight
Reporter: Do you make a lot of There are twenty students in a little a dinosaur. I want to look for
inventions? canoe. brainyballs.
Iggy: Yes, I do, but they aren’t good.
2
The SmoothieMax is different! It’s Unit 8 Girl: I want to find treasure!
a good invention!
Boy: Me too! I want to find treasure
Reporter: Does it make fruit
3.14 too!
smoothies?
3
Iggy: Yes, of course. And it makes buy tickets win prizes fight
Boy: Magic tricks! Wow. I want to
smoothies with vegetables too. a dinosaur dive into a crocodile
learn magic tricks.
Reporter: And do your children like lake find treasure look for
Girl: I hate magic tricks! I want to
your smoothies? brainyballs visit spooky castle learn
dive into a crocodile lake.
Iggy: Yes, they do! And my wife likes magic tricks
4
them.
3.15 Girl: Look at those games! And look
Reporter: Can I have a smoothie?
at the prizes! I want to win prizes!
Iggy: No, not now. I’m sorry. But you Welcome to Brainy Park! Please buy Boy: I don’t want to win prizes.
can have a smoothie on Saturday. tickets first. Then you can choose I want to visit Spooky castle.
Reporter: On Saturday? where to go. You can dive into
Iggy: Yes! Come and see The a crocodile lake, or you can fight 3.19
SmoothieMax in the Main Square. a dinosaur! Do you like puzzles? You
I want everyone to come! I want Ruby: Hi Mum! Brainy Park is great!
can find King Arthur’s treasure or Zac’s fighting a dinosaur now, Jeff
everyone to have my smoothies! you can look for brainyballs. You can
Saturday is smoothie day! and Lisa are visiting
also visit Spooky Castle. But it’s not Spooky Castle, and I’m ... guess!
3.11 all virtual reality here. You can learn Mum: You’re looking for brainyballs!
magic tricks … and you can win real Ruby: No, Mum. I’m not looking for
a prizes! brainyballs now. I’m learning magic
Girl 1: What time is it?
tricks. Bye!
Girl 2: It’s eight o’clock. It’s time to 3.16
get up! 3.20
What’s the time? I don’t know.
Girl 1: Am I late?
Let’s fight a dinosaur! Let’s go! 1
Girl 2: Yes, you are. Hurry up!
Find the treasure, ride and fly. Boy: Two tickets for Spooky Castle,
b
Climb and dive, but don’t be shy! please. For me and my sister. Thank
Girl: Excuse me, what time is it?
you. How much are they? Oh, ok …
Woman: It’s one o’clock. It’s time to 3.17 here you are. Thank you.
have lunch.
Dad: OK, we’re here at last. So, Jeff, 2
Girl: Are we late?
what do you want to do? Girl: Look! This is a little toy dinosaur.
Woman: No, you aren’t. Take your
Jeff: Wow! There’s so much to do, I’m putting this little dinosaur into
time.
look! You can fight a dinosaur. Oh the box. It’s in the box. … I’m closing
3.12 yes, I want to do that! it, abracadabra, and now I’m opening
Dad: It isn’t a real dinosaur. It’s the box. Where’s the dinosaur?
1 It’s ten o’clock.
a virtual dinosaur. 3
2 It’s quarter past ten.
Jeff: Yes, I know! But I want to do it. Girl 1: Come on… be careful! Don’t
3 It’s twenty past ten.
Dad: OK. And …? What about this, walk into the lake. There are
4 It’s half past ten.
you can dive into a crocodile lake? crocodiles. Look! I can see it!
5 It’s twenty to eleven.
Jeff: No way! I hate crocodiles! Girl 2: Yes, that’s right! This is it!
6 It’s quarter to eleven.
Dad: OK. So … look, you can find Girl 1: Let’s open it!
3.13 Girl 2: Oh, wow!
treasure. You like puzzles …
4
Dangerous journeys to school Jeff: Yes, that sounds great.
Boy: Oh, there’s one. I can touch it! …
How do you get to school? Do you Dad: Look at this one too. You can
Yes, that’s one more point! They’re
walk, go by car, or by bus? You’re visit Spooky Castle. I think that’s
flying fast, but I’m getting a lot of
lucky! fun.
points. That’s eight points! And
Jeff: Not really, Dad. What other that means – oh, there’s another ….
China ones are there? one more point!
Children at this school in China go Dad: Let’s see … You can look for 5
up and down these ladders. The first brainyballs … and you can win Girl: Aaagh! … It’s really scary! Oh,
time it is very scary, but soon they prizes! no …. There’s a spider … Are you
are good at it. Jeff: Great! Let’s do that! scared? … No? Oh… a ghost … more
Dad: OK. Is that everything? spiders … Aaagh!
Indonesia Jeff: No, look, this is perfect. You can
This bridge in Indonesia isn’t for learn magic tricks. That’s exactly 3.21
people. It’s a bridge for water what I want to do! main square cinema supermarket
called an aqueduct. It’s old and it’s Dad: OK, that’s a lot of things to do. museum car park train station
dangerous. Children ride their bikes Jeff: Great. I want to go and buy the café school shopping centre
on it when they go to school. tickets! Let’s go! bus stop
102
3.22 1 Are you diving?
Iggy: Get a move on, you two! Are you doing anything?
Girl: I’m standing in the main square.
Ellie: Where are we going? Yes, I am. I’m writing songs.
There’s a car park, I can see the
Iggy: We’re going to the main square. Songs to change everything.
cinema.
Boy: The cinema’s a good place for 2 Use your brain, use it well
brainyballs. Eddie: Are you looking for your Train your brain, (and) keep fit.
Girl: OK, I’m walking to the cinema … tablet? Be brainy on your own,
oh, there’s a brainyball … it’s Iggy: No, I’m not. Be brainy with your friends.
watching the film! I’m touching it. Ellie: Are you looking for your
phone? 3.27
That’s one point!
Boy: Try the supermarket next. Iggy: Yes, I am. Hello, my name is Nick … or Mike
Girl: OK … now I’m in the supermarket Ellie: I’ve got your phone. … Listen carefully and you can find
… there are two brainyballs! They’re 3 the first letter of my name on the
fighting … no, they’re playing. Three Imogen: Look at all the people! They map. Let’s start at the café. Now,
points! What’s next? I can see the all want your smoothies! I’m walking to the car park. Now I’m
museum… I’m walking into the 4 walking again. I’m at the shopping
museum … oh, there’s a brainyball! Man: What is he doing? centre. I’m looking at the cinema, but
It’s sitting on a chair! Four points! Woman: He’s putting vegetables in I’m not going there. I’m going to the
Boy: The car park is next. Don’t go the SmoothieMax. The children are train station. I’m at the train station.
there. giving smoothies to everyone. Now I’m walking to the bus stop.
Girl: OK. I can see a train station. 6 Can you guess my name? Am I Nick
Boy: No, don’t go there. Try the café. Iggy: Can we buy a SmoothieMax for or Mike?
Girl: OK … No, there’s nothing in the our café?
café. We want 50 SmoothieMax 3.28
Boy: Try the school. Hurry up! We machines for our supermarkets! Boy: Excuse me. I’m looking for the
haven’t got a lot of time. Our school needs a SmoothieMax! shopping centre.
Girl: OK, I’m in the school. Oh, yes, People are texting me! Man: Go straight on, then turn left,
there are two brainyballs here! Oh, 7 then turn right.
look … they’re learning English. Imogen: Your smoothies are a big Boy: Thank you.
How cute! Six points! success, Iggy! Man: You’re welcome.
Boy: The shopping centre’s next. Eddie: The SmoothieMax is a great
That’s a good place. invention! 3.29
Girl: OK, I’m running into the Ellie: And you are a great inventor! Turn left, go straight on, turn right.
shopping centre … it isn’t big … Iggy: Thank you, everyone! I’m on Turn left, turn right, turn left, turn
ah, there’s a brainyball here! It’s top of the world! right, go straight on.
jumping. Seven points. Turn left, left, left, turn right, right,
Boy: Great! The bus stop’s next. 3.25
right, go straight on, turn left, left,
Don’t go there. 1 right, right, right, and left!
Girl: The bus stop … you’re right, Ellie: Hi Mum! I’m buying tickets for
there aren’t any brainyballs here … a film this afternoon. 3.30
no, wait, there’s one … it’s driving Imogen: OK! 1
a bus! Eight points! 2 Girl: Excuse me. I’m looking for the
Boy: Brilliant! Imogen: Ellie, what are you doing cinema.
Girl: Oh… I’m back at the cinema now? Man: Go straight on, then turn right.
again. OK, I’m leaving the main Ellie: I’m having lunch with my Girl: Thank you.
square now … what’s next? friends. Man: You’re welcome.
3.23 3 2
Imogen: Ellie, are you walking home Boy: Excuse me. I’m looking for the
1 I’m buying vegetables and meat. now? bus stop.
2 I’m running for the train! Ellie: No, I’m waiting for the bus. Woman: Go straight on, then turn
3 I’m buying some new trousers. 4 right, then turn left.
4 I’m watching a film. Imogen: Ellie, where are you? Are Boy: Thank you.
5 I’m looking for a bus to London. you waiting for the bus? Woman: You’re welcome.
6 I’m walking to my car. Ellie: No, I’m not. I’m at the door.
7 I’m drinking coffee. 3.31
8 I’m looking at very old things … this 3.26
Popular squares
picture is 400 years old. Is she reading?
9 I ’m learning Polish! The teacher is Is she sleeping? Federation Square, Melbourne,
very good. I love this class. Is she doing anything? Australia
10 I ’m walking in a big open place. Yes, she is. She’s writing stories. We’re in a new square. This is
There are big buildings and trees. Stories to change everything. Federation Square in Melbourne,
3.24 Use your brain, use it well Australia. It’s about twenty years old.
Train your brain, (and) keep fit. There are restaurants and cafés, and
Iggy the Inventor: Episode 8 – Be brainy on your own, there’s a theatre too.
Success! Be brainy with your friends. Tourists like the green glass on a lot
Free Smoothies in the main square Are you swimming? of the buildings.
on Saturday!
103
Trafalgar Square, London, England 5 I'm really tired. I can't watch 4 hot cross bun: H-O-T C-R-O-S-S
This is Trafalgar Square in London, television at night. Look, its half B-U-N
England. There is Nelson’s column past eleven! It's very late. I'm going 5 lamb: L-A-M-B
in the middle. Can you guess what’s to my room. Goodnight! 6 Easter bunny: B-U-N-N-Y
on the top? There is a big fountain in 7 catkins: C-A-T-K-I-N-S
the square and there’s the National Christmas 8 Easter eggs: E-G-G-S
Gallery too. There are a lot of beautiful
pictures in the National Gallery. 3.38
3.34
1
Times Square, New York, the USA 1 Christmas stocking: S-T-O-C-K-I-N-G My favourite Easter tradition is the
We’re in Times Square in New York, 2 Sleigh: S-L-E-I-G-H Easter egg hunt. We look for Easter
in the USA. People are walking in 3 Candy cane: C-A-N-D-Y C-A-N-E eggs in the garden or the house.
the square because there aren’t any 4 Reindeer: R-E-I-N-D-E-E-R I always find more eggs than my
cars. They’re going to the cinemas, 5 Christmas cracker: C-R-A-C-K-E-R sister!
theatres, or they’re having dinner in 6 Christmas tree: T-R-E-E 2
cafés and restaurants. My favourite Easter tradition is egg
3.35
rolling. It’s a game where we take
3.32 Santa funny facts eggs to the top of a hill and then roll
1 1 Santa puts presents under Christmas them down the hill. The first egg to
I can’t choose. The theatre, or the trees and in Christmas stockings in get down the hill is the winner.
cinema, or a restaurant … Maybe the about 254 million houses. 3
cinema? I can see lots of cinemas - 2 Santa’s sleigh full of very small My favourite Easter tradition is
let’s check the films. presents weighs 500, 000 tons. going to church with an Easter
2 3 Every Christmas, Santa’s reindeers basket. Lots of people bring their
Oh look at that building – I really travel for 36 hours. own decorated baskets to get them
want to go there. They’ve got some 4 Santa eats 33,000 tons of sugar blessed by the priest.
very famous paintings. Can we go in candy canes hanging on the 4
now? Christmas trees. My favourite Easter tradition is
3 5 A typical Christmas cracker is about preparing my Easter basket with
These new buildings are beautiful. I 20 centimetres long. Easter eggs, sausage, salt and
love this green glass – let’s sit down pepper and a chocolate bunny or
3.36
and have a coffee. Then we can get sugar lamb.
the train at 3 o’clock. 1 5
4 On Christmas Eve, we decorate My favourite Easter tradition is Wet
You want to take a photo of me? the Christmas tree with Christmas Monday when we pour water on
Here, with the fountain? Or with the baubles, angels and candy canes. We each other! Everybody in my family
column? No, there are people sitting also put Christmas stockings full of gets wet. Hope that this year it’s
there … so, in front of the fountain. small presents over the fireplace. The warm and sunny!
children then open all their presents
Units 7-8 Let's check on Christmas Day morning. At
Christmas dinner, we eat Christmas
pudding and turkey. We also pull
3.33
Christmas crackers and have lots of
1 Look at that boat, it's fantastic! fun!
It's flying to the tree. Where's my
camera? Ah, here it is. Look, it's 2
flying to the house now. Hey, look In my house, we decorate the
at these, they're brilliant! Christmas tree with Christmas
2 I love that song! How much is it? baubles and angels. The children
One pound? That's good. All his wait for the first star to shine in
songs are here, fantastic! Let's buy the sky on Christmas Eve and then
the whole album. Hey, the Internet they run to open their presents.
is really fast here. 1, 2, 3, 4, 5... During our Christmas Eve supper,
And I've got all the songs on my we don’t eat any meat - we eat fish
computer now! and other things. We leave an empty
3 What? What are you saying? What? chair at the table for an unexpected
What time is it? Nine o'clock?! Oh guest. We share a wafer and wish
no, I'm late! Where are my school everybody ‘Merry Christmas’!
clothes, and my schoolbag? I
haven't got time for breakfast, I've Easter
got to get a move on!
4 Good morning everyone, can I
3.37
have some bread and jam? I'm so
hungry. Thanks! Are you making 1 chick: C-H-I-C-K
tea? That's good, I like tea in the 2 salt and pepper: S-A-L-T and P-E-
morning. Can I have some tea, P-P-E-R
please? Thank you! 3 Easter basket: B-A-S-K-E-T
104
Student’s Book Answer key
Welcome unit Unit 1 ex 3

two desks, two pencils, one rubber,
one pencil case, one computer, seven
p4 p8
books, three chairs, one board, four
ex 1 ex 1
schoolbags
Student’s own answers Student’s own answers ex 4
ex 2 ex 2 1 d, 2 b, 3 f, 4 a, 5 e;
Student’s own answers Student’s own answers picture C is not described
ex 3 ex 3 ex 5
Student’s own answers yellow - /eɪ/, blue - /i:/, green - /aɪ/, Student’s own answers
ex 4 red - /e/, brown - /əʊ/, purple - /juː/,
Student’s own answers p12
grey – /aː/
ex 5 Useful!
Student’s own answers p9 1 Uważaj/Ostrożnie
ex 4 2 – Cię poznać
p5 3 Witaj/Witajcie
Student’s own answers
ex 1 4 duży ołówek
ex 5
man – a ex 1
1 six, three, eight, two, eighteen
woman – c Because they are new students and
2 twelve, nine, seven, nineteen,
boy – d brought interesting items to school.
fifteen
girl – b ex 2
3 fourteen, sixteen, twenty, five, one
ex 2 4 eleven, seventeen, four, ten, thirteen 1 False 2 True 3 False
1 ears 2 eyes 3 nose 4 feet 5 hair 6
ex 6
mouth 7 arm 8 hand 9 leg p13
1 three and four and six is thirteen
ex 3 2 two and three and five is ten ex 3
Student’s own answers 1 an 2 - 3 a 4 a, an 5 a, a, -
ex 7
ex 4 Zac: eight, ex 4
1 box 2 man 3 woman 4 feet 5 fish Lisa: twelve, 1 It’s a big orange chair.
Jeff: nine, 2 She’s a very good teacher.
p6 3 It’s an amazing red pencil case.
Ruby: seventeen
ex 1 The winner is Ruby. 4 It’s a very big pencil.
Student’s own answers ex 5
ex 8
ex 2 Student’s own answers 1 big, green 2 small, red 3 beautiful,
Student’s own answers orange 4 big, purple 5 small, black
ex 3 p10 6 very big, white
Student’s own answers Quick check ex 6
ex 4 three, eight, eleven, fifteen, eighteen, Student’s own answers
Student’s own answers twenty Around the world
ex 5 ex 1 Student’s own answers (monorail
Student’s own answers 1 False 2 False 3 False 4 True 5 True train, canoe, bus)
6 True ex 7
p7 ex 2 1 a 2 a 3 – 4 an 5 a 6 – 7 a 8 an
ex 1 Student’s own answers 9a
ex 2 1 am 2 is 3 is 4 are 5 are 6 is 7 is p14
1 read a magazine 8 are ex 1
2 write a story ex 4 B C I L O P S U V W
3 talk to a friend I’m Ruby and I’m nine. Jeff’s nine too. ex 2
4 listen to a song He’s my friend. Zac and Lisa are my nineteen
5 study grammar rules friends too. They’re ten. thirteen
6 draw a picture Kitty’s my pet cat. She’s three. Kitty, sixteen
7 learn new words you’re my friend too! ex 3
8 go to a website ex 5 It’s a blue book. It’s an orange pencil.
ex 3 Student’s own answers They are pink rubbers. They are
Student’s own answers black and yellow schoolbags.
ex 4 p11 ex 4
Student’s own answers ex 1 1 board 2 computer / laptop
ex 5 1 book 2 pencil case 3 rubber 4 pen 3 notebook 4 pencil
Student’s own answers 5 schoolbag 6 pencil 7 notebook ex 5
8 computer 9 desk 10 chair 11 board Start Go to a desk. It’s green. Go to
ex 2 a pencil case. It’s blue. Go to a chair.
1 pens 2 pencils 3 schoolbags It’s red. Go to a board. It’s white.
4 rubbers 5 pencil case 6 notebook Go to a notebook. It’s pink. Finish
7 book 8 desk 9 chair 10 board
11 computer
105
p15 ex 5 ex 2
ex 1 1 - 2 an 3 an 4 a big chair 5 small 1 70p, 2 20p, 3 30p 4 90p 5 £1
Student’s own answers red pens 6 £7.50 7 £2 8 £3
ex 2 ex 6 ex 3
1 What’s your name? 2 What’s 1 They are/’re 2 It is/’s 3 You are/’re Student’s own answers
your surname? 3 How do you spell 4 I am/’m 5 We are /’re ex 4
Winston? 4 How old are you? 1 d, 2 b, 3 f, 4 a, 5 e; nie pasuje
ex 3 p18 zestaw c
sixty-seven, fifty-five ex 1 ex 5
ex 4 Student’s own answers Student’s own answers
1a 2c 3b ex 2 ex 6
ex 5 Student’s own answers Student’s own answers
p19 p24
p16 ex 1 Useful:
ex 1 Student’s own answers It’s time to … – używamy, gdy
Chinese ex 2 jesteśmy zniecierpliwieni i chcemy,
ex 2 Student’s own answers aby ktoś coś w końcu zrobił.
1 False 2 True 3 False 4 True That’s incredible! – używamy, gdy
5 False Unit 2 jesteśmy czymś zachwyceni i chcemy
to komuś powiedzieć.
ex 3
2 p20 ex 1
Life skills: learning ex 1 No.
Na kartce jest tort i balon. Na tej Student’s own answers ex 2
podstawie możemy domyślić się, ex 2 1 True 2 False 3 True 4 False
że to kartka urodzinowa i że napis Zac is funny and friendly. Ruby is shy Life skills: Criticism and failure
oznacza ‘Wszystkiego najlepszego and helpful. Jeff is quiet and clever. By poczuć się lepiej, Iggy może
z okazji urodzin’ (Happy Birthday). Lisa is sporty and kind. spróbować zrozumieć, że nie można
To oznacza, że do odgadnięcia ex 3 ciągle odnosić sukcesów, popełnianie
znaczenia słów lub całego tekstu Student’s own answers błędów jest nieodłącznym
możemy wykorzystać kontekst: elementem procesu uczenia się;
fragment tekstu lub zdjęcie/obrazek. p21 może zastanowić się, co zrobił źle
ex 4 ex 4 i jak może ten błąd naprawić.
1 shy, sporty 2 helpful 3 funny,
English Polish p25
friendly, sporty, shy 4 clever, quiet
number of 26 32
ex 3
ex 5
letters 1 Yes, he is. 2 No, they aren’t. 3 Yes,
they are. 4 No, you aren’t. 5 Yes,
number of 5 8 ex 6 you are. 6 No, I’m not. 7 Yes, I am.
vowels 1 clever 2 friendly 3 quiet 4 kind
ex 4
5 shy 6 sporty 7 funny 8 helpful
Is it difficult Student’s Student’s 1 is; Is Lisa a student? Yes, she is.
to learn? own own ex 7 2 aren’t; Are Eddie and Ellie teachers?
answers answers Student’s own answers No, they aren’t.
ex 8 3 are; Are you a student? Yes, I am.
ex 5 Student’s own answers 4 isn’t; Is it a noticeboard? No, it isn’t.
Student’s own answers 5 are; Are they sticky tapes? Yes, they
p22 are.
p17 ex 1 ex 5
Vocabulary & Speaking 1 True 2 False 3 True 4 True Jeff Shipton, Zac Masters, Ruby
ex 1 5 False 6 True Wright, Lisa Green
1 desk 2 chair 3 board 4 schoolbag ex 2 ex 6
5 notebook 6 pencil case 1 am 2 am not 3 are 4 are not Student’s own answers
ex 2 5 are 6 are not 7 is 8 is not
1 eighteen red pens 2 forty-two ex 3 p26
yellow books 3 thirty black schoolbags 1’m 2 ‘m not 3 ‘re 4 aren’t 5 ‘re ex 1
4 a hundred pink rubbers 6 aren’t 7 ‘s 8 isn’t Joe, 12
ex 3 ex 4 Ex 2
1 What’s your name? 2 What’s Student’s own answers 1 sticky tape £2
your surname? 3 How do you spell ex 5 2 glue stick 70p
Edwards? 4 How old are you? Student’s own answers 3 ruler 20p
5 What is your locker number? Ex 3
Grammar p23 r u l r (letter e is missing)
ex 4 ex 1
1 am/’m 2 are 3 is/’s 4 are/’re 1 felt-tip pen 2 ruler 3 crayon
5 are/’re 4 sticky tape 5 sharpener
6 noticeboard 7 glue stick 8 gel pen
106
ex 4 ex 3 Units 1-2 Let’s check
(page 20) Zac and Lisa are 10. Jeff Student’s own answers
and Ruby are 9. Zac is friendly and ex 4 ex 1
funny. Ruby is shy and helpful. Jeff 1 white, red 2 red, white, green 1 case 2 pen 3 stick 4 tape
is clever and quiet. Lisa is sporty and 3 white, blue 4 blue, red, white
ex 2
kind. They are friends. ex 5 1 sharpener 2 noticeboard 3 crayon
ex 5 Student’s own answers 4 ruler 5 desk
START >>>>> Is she sporty? Life skills: Sources of information ex 3
Yes, she is. >>>>> Who is he? Student’s own answers. eighteen, forty-nine, fifty-one,
He’s Jeff. >>>>> What is it? Nie każda informacja jest prawdziwa seventy-six, a/one hundred
It’s a sharpener. >>>>> How much is (zwłaszcza informacje znalezione
ex 4
the sticky tape? w Internecie: Wikipedia, Facebook 1 kind
It’s one pound fifty pence. >>>>> Is etc.; mogą okazać się fałszywe). 2 helpful
he friendly?
3 friendly
No, he isn’t. >>>>> What are they? p29
4 clever
They’re felt-tip pens. >>>>> How Vocabulary & Speaking 5 funny
much are the noticeboards? ex 1 ex 5
They’re twenty pounds. >>>>> Who 1 helpful 2 sporty 3 clever 4 shy Argentina, the USA, Italy, Poland,
is she? 5 funny France.
She’s Ruby. >>>> FINISH ex 2 ex 6
2 Where is this sharpener from? It’s 1 It’s a big pink computer.
p27 from Spain. 3 Where is this gel pen 2 It’s an orange chair.
ex 1 from? It’s from Germany. 4 Where 3 It’s a red board.
Student’s own answers is this ruler from? It’s from France. 4 They’re white noticeboards.
ex 2 5 Where is this noticeboard from? 5 They’re big green crayons.
Argentina, England, France, Poland, It’s from Italy. 6 Where is this sticky ex 7
the USA tape from? It’s from the United 1 Are they students? Yes, they are.
ex 3 States. 2 Is she 13? No, she isn’t.
1 What’s 2 name’s 3 meet 4 are ex 3 3 Is he a teacher? No, he isn’t.
5 from 6 cool 7 play 1 Where are you from? 2 Are you ten? 4 Are they shy? No, they aren’t.
ex 4 3 What is it? 4 Is Jeff clever? 5 Where is the desk from? It’s from
Student’s own answers 5 How much is the ruler? Poland.
Grammar 6 How much is the desk?
p28 ex 4 It’s 65 pounds.
ex 1 1 He is Rob. 2 She isn’t Kate. 3 They ex 8
aren’t eleven. 4 They are Rob and 1 How old are you?
country colour: 2 What’s your surname?
Amy. 5 It is a gel pen.
the United States red, white and ex 5 3 How do you spell ‘Jones’?
of America/the blue 1 she, isn’t 2 Are, are 3 How, It’s 4 What’s your locker number?
USA: 4 Where, from 5 Are, am ex 9
ex 6 1 Where are you from?
the United red, white and 2 That’s cool!
1 How; It 2 Is, isn’t 3 a, is 4 Are, a,
Kingdom / the UK: blue 3 Come and play with my friends.
5 Are, I’m
France: red, white and ex 10
blue p30 1 time 2 careful 3 What 4 incredible
Vocabulary summary ex 11
Germany: black, red, ex 1 1 15 pounds, 10 pounds
yellow Student’s own answers 2 25 pounds, 30 pounds
ex 2 3 1 pound 50 pence
Italy: red, white,
green
ex 3 1 He’s from France.
Argentina: blue, white Student’s own answers 2 (His surname is) Martin.
and yellow 3 No, he isn’t.
p31 4 He’s 11.
Spain red and yellow 5 Yes, she is.
Grammar summary
ex 1 ex 13
Around the world: 1 Elena Summer / Mark Jones
La Tomatina to święto, podczas Student’s own answers
2 USA
którego uczestnicy obrzucają się ex 2
3 helpful
pomidorami. Bitwa na pomidory Student’s own answers 4 shy
odbywa się w ostatnią środę 5 Lina
sierpnia. 6 10
ex 2 7 11
1 Germany 2 Argentina 3 France 8 sporty
4 Italy 5 Poland 6 the USA 7 Spain 9 quiet
10 clever
107
Unit 3 ex 3 ex 4
1 his 2 their 3 her 4 our 5 your 1 These are sandals.
6 my 7 their 2 That is a shirt.
p34
ex 4 3 Those are trousers.
ex 1
Student’s own answers 4 These are socks.
1 wallet
5 Those are jackets.
2 headphones
p37 6 This is a dress.
3 memory sticks
ex 1 7 That is a skirt.
4 remote
5 purse 1 jacket ex 5
6 keys 2 shorts 1 – 20 pounds
7 hairbrush 3 socks 2 – 2 pounds
8 comb 4 trainers 3 – 10 pounds
9 smartphone 5 trousers 4 – 10 pounds
10 tissues 6 shirt ex 6
11 umbrella 7 sweater Student’s own answers
12 charger 8 T-shirt
ex 2 9 skirt p40
hairbrush – szczotka do włosów 10 sandals ex 1
comb – grzebień 11 cap 1 Toby’s 2 Ellen’s 3 Fleur’s
wallet – portfel 12 dress 4 Steven’s
purse – portmonetka 13 shoes ex 2
keys – klucze ex 2 These are Toby’s memory sticks.
smartphone – smartfon favourite: Tyler’s jacket, Jack’s These are Toby’s headphones.
tissues – chusteczki papierowe trousers, Jack’s sweater, Amy’s T-shirt This is Olive’s remote. This is Olive’s
headphones – słuchawki old: Tyler’s shorts, Tyler’s socks, hairbrush. These are Olive’s tissues.
charger – ładowarka Jack’s shirt, Amy’s cap This is Trixie’s smartphone. This is
umbrella – parasol new: Tyler’s trainers, Trixie’s charger.
memory sticks – pamięć przenośna nice: Tyler’s trainers, Amy’s skirt That is Ellen’s comb.
remote – pilot, np. do telewizora comfortable: Amy’s sandals That is Elliot’s umbrella. Those are
ex 3 not comfortable: Julia’s dress Elliot’s headphones.
Student’s own answers cool: Julia’s shoes, Amy’s T-shirt ex 3
ex 3 Olive: dress, jacket, sandals, cap
p35 Student’s own answers Trixie: skirt, shirt, socks, shoes
ex 4 ex 4 Elliot: sweater, trousers, shoes
two hairbrushes, blue comb, green Student’s own answers ex 4
umbrella, charger Life skills They are Imogen’s shoes. Iggy: shirt,
ex 5 Niektórzy zapominają, że wygląd sweater, trousers, socks, trainers;
1f 2d 3a 4i 5g zewnętrzny nie jest ważny. Ważna Imogen: dress, socks, shoes.
ex 6 jest osobowość, zachowanie, bycie ex 5
Student’s own answers dobrym, życzliwym i pomocnym Student’s own answers
ex 7 człowiekiem.
Student’s own answers p41
p38 ex 1
p36 Useful! a shirt
Quick check 1 It’s a waste of money – To strata
ex 2
hairbrush pieniędzy.
Customer: Good afternoon. How
wallet 2 It’s a waste of time – To strata
much are these trainers?
keys czasu.
Shop assistant: They’re 20 pounds.
schoolbag ex 1 Customer: Here you are.
headphones 4 Shop assistant: Thank you. Have
comb ex 2 a good evening.
umbrella 1 A hairbrush 2 Scissors 3 No 4 No Customer: Thank you. Goodbye.
tissues
memory stick ex 3
p39
remote Student’s own answers.
ex 3
purse ex 4
Dad, those clothes are really weird.
ex 1 1 Here you are.
This is a shirt, that’s a sweater, these
It’s Luke’s school bag. 2 How much are these shoes?
are trousers and those are shoes.
3 How much is this shirt?
ex 2 What’s that, dad?
4 Good morning.
1 It’s Luke’s. What’s this?
5 These sandals are 15 pounds.
2 It’s Joe’s. What are those?
6 This sweater is 10 pounds.
3 It’s Ana’s. What are these?
7 Goodbye. Have a good evening.
4 It’s Amy’s. Are those your father’s crazy
5 It’s Natalie’s. ex 5
inventions?!
6 It’s Nigel’s. Student’s own answers
7 It’s Nathan’s.
108
ex 6 ex 4 ex 2
Student’s own answers. Student’s own answers 1 I have not got a new schoolbag.
I haven’t got a new schoolbag.
p42 p45 2 My brother and I have got
ex 1 Grammar summary headphones.
Student’s own answers ex 1 3 We have not got new computers.
ex 2 Student’s own answers We haven’t got new computers.
1c 2a 3b ex 2 4 My mother and father have got
ex 3 Student’s own answers memory sticks.
1 funny clothes 5 They have not got green umbrellas.
2 traditional clothes Unit 4 They haven’t got green umbrellas.
3 celebrity clothes W zdaniach 2 i 4 nie można użyć
4 unusual clothes p46 form skróconych, ponieważ form
ex 4 skróconych używa się tylko po
ex 1
Student’s own answers zaimkach osobowych. W zdaniach,
1 brother 2 sister 3 mother
w których na początku wymienione
ex 5 4 father 5 grandmother
są dwie osoby lub więcej, nie
Student’s own answers 6 grandfather 7 great-grandmother
używamy form skróconych.
8 great-grandfather 9 cousin
p43 10 aunt 11 uncle ex 3
Vocabulary and Speaking Student’s own answers
ex 2
ex 1 Her great-grandfather. ex 4
2 What is this? It’s a charger. Student’s own answers
3 What is this? It’s a smartphone. p47 Life skills: Learning outside school
4 What is this? It’s a wallet. ex 3 Dzięki opiece nad zwierzętami
5 What are these? They’re Student’s own answers domowymi możemy nauczyć się
headphones. odpowiedzialności, opiekuńczości,
ex 4
6 What is this? It’s an umbrella. systematyczności. Uczymy się
1 True 2 False 3 False 4 False
ex 2 o zwierzętach i ich zwyczajach,
5 True 6 True
1 jacket o tym, co lubią, a czego nie lubią.
ex 5 Dowiadujemy się, że zwierzęta
2 trousers 1 His aunt isn’t 36. She is 35.
3 trainers domowe są zależne od opieki
2 His uncle isn’t 35. He is 36. człowieka.
4 shorts 3 His uncle’s name isn’t Harry.
5 shoes p 49
It’s Henry.
6 cap ex 1
4 His cousins aren’t shy. They’re
7 skirt Picture 1: short, wavy, grey
friendly.
8 T-shirt Picture 2: long, straight, fair
ex 6 Picture 3: short, straight, black
9 sweater
ex 3 Mary grandmother 76 kind, Picture 4: long, curly, red
1 of money 2 you are helpful ex 2
3 good day / evening 2 They’ve got long, straight, fair hair.
Liam cousin 11 very 3 They’ve got short, straight, black
Grammar
funny hair.
ex 4
1 Her 2 His 3 your 4 My 5 their 4 They’ve got long, curly, red hair.
ex 5 Poppy sister 23 quiet ex 3
1 is 2 are 3 It 4 Whose 5 They and 1 False 2 False 3 True 4 True
ex 6 clever ex 4
2 Whose keys are these? They’re a Noah and Leo b Max and Blake
Karol’s keys. c Lottie and Oscar
3 Whose memory sticks are those? ex 7 Around the world
They’re Maria’s memory sticks. Student’s own answers giraffe, zebra, flamingo
4 Whose purse is this? It’s Maria’s ex 8 ex 5
purse. 1 cousins 2 brother Daniel and Yoda and
5 Whose umbrella is that? It’s Karol’s 3 grandmothers 4 father David Soda
umbrella.
6 Whose headphones are those? p48
They’re Maria’s headphones. Quick check hair length short long
1 family 2 animals 3 possessions
p44 4 animals 5 family
Vocabulary summary hair type straight straight
ex 1
ex 1 The Smiths have got three pets.
Student’s own answers hair colour black brown
ex 2 and black
other big eyes, short legs
ex 3
happy
109
ex 6 ex 3 Units 3–4 Let’s check
Student’s own answers 1 Hello, Mr White. My name’s Tom.
p 50 How are you? 2 I’m fine, thank you.
p58
Useful! And you? I’m fine too. 3 This is my
Vocabulary
3,2,1 start! sister, Amy. 4 Have a seat and help
ex 1
Co za katastrofa! yourself to the pizza.
1 jacket 2 sweater 3 dress
Co się dzieje? ex 4
4 shorts 5 socks 6 purse 7 tissues
Quick check Student’s own answers
8 charger 9 umbrella 10 wallet
short hair straight hair fair hair p 54
ex 2
ex 1 ex 1
1 She’s got long, wavy, fair hair.
1 Imogen is angry because the robot Student’s own answers
2 She’s got long, straight, black hair.
has mistaken her for a scarecrow. ex 2 3 He’s got short, curly, red hair.
1b 2a 3c
p51 ex 3
ex 3 1 brother (male)
ex 2 1 medical robot 2 space robot
Student’s own answers 2 cousin (not the closest family)
3 robot from the future 4 factory 3 great-grandmother (older
ex 3 robot generation) / grandfather (male)
1 Iggy hasn’t got short brown hair. ex 4 4 aunt (female)
2 Imogen has got big eyes. It’s got legs. It’s got feet. It’s got Grammar
3 Ellie hasn’t got curly hair. eyes. It hasn’t got a nose. It hasn’t
4 Eddie has got fair hair. ex 4
got a mouth. It’s got a head. It’s Student’s own answers
5 The robot has got big feet. hasn’t got ears. It’s hasn’t got hair.
ex 4 ex 5
ex 5 2 Sara’s 3 Whose, are, Sara’s (socks)
Student’s own answers Student’s own answers 4 Whose, is, Jim’s (cap)
ex 5 p55
1 Has Imogen got black hair? ex 6
Vocabulary & Speaking
No, she hasn’t. 1 your 2 His 3 Her 4 Their 5 My
ex 1 6 Our
2 Has Eddie got a yellow T-shirt? 1 sister 2 aunt
No, he hasn’t. ex 7
3 great-grandmother 4 cousin
3 Has Ellie got blue trainers? 1 have got 2 hasn’t got 3 haven’t
5 grandfather
Yes, she has. got 4 has got
ex 2
4 Has the robot got glasses? ex 8
1 grey 2 long 3 red 4 curly 5 fair
No, it hasn’t. 1 Has Sara got wavy hair? No, she
ex 3 hasn’t. 2 Have Jim and Sara got
5 Has the robot got eyes?
1 Thank brown hair? Yes, they have. 3 Have
Yes, it has.
2 are Jim and Sara got fair hair? No, they
ex 6
3 you haven’t. 4 Has Sara got long hair?
1a 2d 3e 4f
4 fine Yes, she has.
ex 7 5 help
Grammar
p 52 1d 2b 3e 4c 5a 6f
ex 4
ex 1 ex 10
1 has got 2 hasn’t got 3 hasn’t got
1 cousin 1 go = 3,2,1, start!
4 hasn’t got 5 has got 6 haven’t got
ex 2 2 happening = Co się dzieje?
7 have got 8 haven’t got
1 grandmother 2 uncle 3 cousin 3 waste = To strata czasu.
ex 5 4 disaster = Co za katastrofa!
4 great-grandfather 5 aunt 1c 2a 3e 4f 5d 6b 5 money = To strata pieniędzy.
ex 3 ex 6
a Lisa’s father has got short, straight, ex 11
Student’s own answers 1 3 4
fair hair.
b Lisa’s dog has got long, straight, ex 12
p56
fair hair. 1 a black wallet (e) 2 a brown
Vocabulary summary
c Lisa’s great-grandmother has got umbrella (b) 3 a memory stick (d)
ex 1
long, straight, grey hair. 4 headphones (a)
ex 4 ex 13
ex 2
1b 2b 3a 4b 5a Example answer
ex 5 Is it your great-grandmother’s
ex 3 birthday? We’ve got nice sweaters
Student’s own answers Student’s own answers
p 53 (£15).
ex 1 ex 14
p57
Student’s own answers Student’s own answers
Grammar summary
ex 2 ex 1
1 flat 2 father 3 Mr James 4 fine Student’s own answers
5 fine 6 cake ex 2
110
Unit 5 ex 4 ex 5
1 do skateboard tricks ✓✓
paint ✓ cars, very
2 swim ✓
p60 good
3 ride a bicycle ✓✓
ex 1 pictures
4 tell jokes ✓
5 climb trees ✗ play games ✓ computer
ex 2 6 speak Chinese ✗ games,
1 drive a car
ex 5 very well
2 ride a bicycle
3 speak Chinese whistle ✗ very
4 swim p63 difficult
5 fly
ex 1 sing ✓ well, very
6 speak English
Student’s own answers loudly, pop
7 climb trees
ex 2 songs
8 do skateboard tricks
9 tell jokes
10 ski ex 3 ex 6
sport Student’s own answers
ex 3
play chess Life skills: Learning new skills
snowboard Student’s own answers
p61 rollerblade Warto uczyć się nowych rzeczy,
ice-skate ponieważ uczenie się utrzymuje
ex 4
music nasz mózg w dobrej kondycji.
1 speak English
play the piano Ponadto zdobywanie nowych
2 do skateboard tricks
read music umiejętności rozwija nas, pozwala
3 ride a bicycle
sing poznać nowe osoby i lepiej
4 swim
whistle wykorzystywać czas wolny. Dzięki
5 climb trees
other nowym umiejętnościom można
6 tell jokes
cook sobie poradzić w różnych,często
7 fly
paint niespodziewanych sytuacjach.
8 ski
9 drive a car ex 4
1 Two p66
ex 5
2 Three ex 1
Ruby – 3 points
3 Two 4 Yes, he can.
Zac – 1 point
4 Three 5 No, he can’t.
ex 6
ex 5 6 He can whistle.
a, d, e, f
ex 7
1 cook
Student’s own answers p64 2 climb trees
Quick check 3 sing
p62
Quick check
Useful! Student’s own answers
1 do skateboard tricks, ride a bicycle
1 feel
2 fly, drive a car ex 4
2 Watch
3 ski, speak English Jeff can ice-skate. Ruby can draw.
3 mess
4 swim, climb trees, tell jokes Zac can paint. Sunny can swim.
ex 1
ex 1 Q T B P X S N Y J
No.
ex 2 p65 I C E - S K A T E
1 can, can’t ex 2 S U N N Y K W Z F
2 can, can’t Imogen can’t cook because she is
3 can, can’t sick. Ellie can cook a pasta dish. Ellie, W L M C D R A W F
4 can’t, can Eddie and Iggy go to the market to I I D N M U S D T
ex 3 buy some pasta. They’ve got food
1 Ruby can ride a bicycle well. in a big bag. The bag is very heavy. M S I N G B Q Z X
2 Jeff can’t run very fast. Eddie can’t carry it. What a disaster!
3 Zac can’t do skateboard tricks very N A H Z T Y M K W
Iggy’s invention isn’t very helpful.
well. ex 3 M L P A I N T V N
4 Ruby’s cat can climb trees very 1 Can Ruby and Lisa ice-skate?
quickly. Yes, they can. C B Y C X S P T M
5 Zac can sing loudly. 2 Can Zac cook? No, he can’t.
3 Can Zac and you play chess? ex 5
Yes, we can. Page 62, lesson 2:
4 Can you whistle well? No, I can’t. a This fish can swim and walk. It can’t
5 Can Ruby sing well? No, she can’t. walk fast.
ex 4 b These birds can dance. They can’t
1e 2 c 3d 4a 5b dance quickly.
111
ex 6 ex 3 Unit 6
1 Can elephants jump? No, they can’t. 1 You can camp, play games, swim,
2 Can dogs swim? Yes, they can. have picnics, drive a car, climb
p72
3 Can cats fly? No, they can’t. the mountains and ride a bicycle.
ex 1
4 Can bears swim? Yes, they can. 2 You can see beautiful trees,
5 Can snakes fly? No, they can’t. fantastic waterfalls and special
animals. ex 2
p67 3 Yes, you can. pizza 6
ex 1 4 Yes, you can. pasta 9
b ice cream 1
ex 4
biscuits 8
ex 2 Student’s own answers
sausages 3
1 Around the world
cake 5
A: Excuse me, Mr Green. Symbolem narodowym Polski jest
cheese 2
Br: Yes, what is it? orzeł bielik; symbole innych krajów
strawberries 4
A: Can we swim here, please? to np.: Nowa Zelandia – kiwi,
bread 10
B: No, I’m afraid you can’t. Wenezuela – Kacyk plamoskrzydły,
jam 7
A: Oh, that’s a pity. Gwatemala – kwezal herbowy;
2 Australia – emu. ex 3
A: Excuse me, Mr Green. in the trolley: pizza, strawberries, ice
B: Yes, what is it? p69 cream, sausages, cake, cheese
A: Can I use my mobile phone, Vocabulary and Speaking on the shelves: biscuits, pasta, bread,
please? ex 1 jam
B: Yes, you can. 1b 2d 3e 4a 5c
p73
A: Thank you. ex 2
ex 4
ex 3 1 read music 2 speak English
Student’s own answers 3 drive a car 4 ride a bicycle we can count we can’t count
ex 4 5 cook spaghetti
Student’s own answers ex 3 pizzas, sausages, ice cream,
1 Excuse me strawberries, cheese, pasta,
p68 2 what is cakes, biscuits bread, jam
ex 1 3 Can I
park – park 4 can’t play ex 5
camp – biwakować 5 Thank you 1 a pizza
picnics – pikniki Grammar 2 some pizzas
waterfalls – wodospady ex 4 3 a lot of pizzas
mountains – góry 1 My brother can’t swim very well. 4 some pasta
bird – ptak 2 My friend can ride a bicycle fast. 5 a lot of pasta
bears – niedźwiedzie 3 I can cook very well. ex 6
leave – zostawiać 4 She can’t sing loudly. 1 a, 2 b, 3 a, 4 b, 5 b, 6 a
Znaczenie słów można odgadnąć na 5 My uncle can paint very quickly. ex 7
podstawie: 6 They can’t do skateboard tricks Student’s own answers
a) podobieństwa do języka very well.
polskiego (park – park, picnics – ex 5 p74
pikniki) 1 Can 2 can’t 3 well 4 very 5 she Quick check
b) załączonych zdjęć (camp – 6 What 1 a pizza, some pasta
biwakować, waterfalls – wodospady, ex 3 2 a sausage, some cheese
mountains – góry, bird – ptak, bears 1 Can he ice-skate? Yes, he can. 3 some bread, some jam
– niedźwiedzie) 2 Can he rollerblade? No, he can’t. 4 some ice cream, a cake, some
ex 2 3 Can he ski? Yes, he can. biscuits
Yosemite National Park is in the 3 What can he cook? He can cook ex 1
United States. 4 million people spaghetti. pasta, biscuits; They are in
visit it every year. You can drive a blue bag. The blue bag is at the
a car in Yosemite, and you can ride p70 supermarket.
a bicycle. The trees and waterfalls ex 1
are beautiful there. Student’s own answers
You can see the bald eagle in the ex 2
park. It’s the national bird of the Student’s own answers
United States. You can see bears
ex 3
too. They aren’t afraid of people.
p71
ex 1
ex 2
112
ex 2 No problem! Gdy widzisz rozwiązanie ‘There’, then follow the red line to
2 There are some biscuits. problemu i nie martwisz się ‘aren’t’
3 There is a cake. przeciwnościami. Sentence 4
4 There are a lot of pizzas. Yuck! Gdy zjesz coś niesmacznego. There aren’t any wallets
5 There is some bread. ex 1
6 There are some sausages. No, it can’t cook. p79
ex 3 ex 1
1 Lucy’s trolley 2 Rosa’s trolley p77 Student’s own answers
3 Troy’s trolley 4 Luke’s trolley ex 2 ex 2
ex 4 1 True 2 False 3 False 4 True Student’s own answers
1 Luke’s trolley 2 Lucy’s trolley ex 3 ex 3
3 Troy’s trolley 4 Rosa’s trolley 1 are 2 is 3 isn’t 4 aren’t 5 is Example answers
ex 5 6 isn’t 1 tomato and cucumber
Student’s own answers ex 4 2 tomato and cucumber
Example answers 3 bean and beetroot
p75 There is some cake. 4 Eat in
ex 1 There is a lemon. 5 Eat in
There isn’t any meat. 6 £4.75
meat vegetable There are some grapes. ex 4
ham potato, lettuce There isn’t a pizza. Student’s own answers
bacon There aren’t any sausages. ex 5
meat There are some strawberries. Student’s own answers
chicken ex 5 Life skills: Healthy food
jam, strawberries, bacon Sałatki są zdrowe, chociaż
fruit other ex 6 niektóre składniki sałatek mogą
Example answers być szkodliwe w nadmiarze (sól,
pineapple, mushroom, rice There aren’t any grapes in his majonez).
lemon, smoothie. Na co dzień nie powinno się jeść
blueberries, There isn’t any ham in his smoothie. słodyczy (ciastek, lodów, tortów)
grapes There are some strawberries in his i śmieciowego jedzenia (pizza,
smoothie. hamburgery, chipsy).
ex 2 There is some bacon in his smoothie.
We can count pineapples, chickens, There is some jam in his smoothie. p80
potatoes, lemons, blueberries, ex 7 ex 1
grapes, mushrooms, lettuces. Student’s own answers Student’s own answers
We can’t count ham, bacon, meat, rice. ex 8 ex 2
ex 3 1 are 2 isn’t 3 aren’t 4 are 5 isn’t
Student’s own answers popular food popular
6 aren’t
ex 4 drink(s)
p78 England curry tea with
very not strange
ex 1 milk
popular popular smoothies
1 sausages 2 pasta 3 potato
4 lettuce 5 strawberry 6 biscuits Argentina beef mate tea,
strawberry lemon ham
coffee
smoothies smoothies smoothies ex 2
banana bacon 1 meat the USA hamburgers, soft
smoothies smoothies 2 cheese pizzas, chips drinks
blueberry meat 3 a grape
smoothies smoothies ex 3 Japan fish, salad, green tea
fish There isn’t any bacon. There aren’t rice
smoothies any sausages. There are some Poland Student’s Student’s
chicken grapes. There is some ice cream. own own
smoothies There are some biscuits. answers answers
ex 4
ex 5 pizza, strawberries, ice cream, Around the world
Student’s own answers sausages, cake, cheese Sushi
ex 6 ex 5 Student’s own answers
Student’s own answers Sentence 1 ex 3
There is a hairbrush. / There isn’t Student’s own answers
p76 a hairbrush. - Go back to ‘START ‘ via ex 4
Useful! blue line, don’t go right. Student’s own answers
It’s not quite right. Gdy coś wymaga Sentence 2
nieznacznych poprawek. There isn’t a hairbrush. / There is a p81
Let’s try again! Gdy chcesz ponownie hairbrush. - Go right to ‘There’ Vocabulary & Speaking
spróbować zrobić coś, co nie udało Sentence 3 ex 1
się za pierwszym razem. There are some wallets. - Go left to 1c 2e 3f 4d 5g 6a 7b
113
ex 2 ex 6 ex 3
1 lemon (not meat) 2 bread (not 1 There is some rice. 2 There are Student’s own answers
a vegetable) 3 lettuce (not a fruit) some sausages. 3 There isn’t any ex 4
4 carrot (only vegetable) 5 fish (not lettuce. 4 There aren’t any biscuits. Student’s own answers
a vegetable) Around the world
ex 3 p85 Germany – football
1 isn’t any ex 7 England – cricket
2 cabbage and onion 1 Excuse me. 2 Can I ride a bike ex 5
3 Take out (here)? 3 Oh, that’s a pity. a post photos - J
4 £3.25 ex 8 b chat on my mobile - L
Grammar 1 sorry c do judo - J
ex 4 2 salads d do karate - L
1f 2c 3e 4a 5b 6d 3 take out e download apps - J
ex 5 4 salad f do homework - J,L
1 There isn’t a pizza. 2 There aren’t 5 carrot ex 6
any sausages. 3 There isn’t any 6 £4.50 Student’s own answers
cheese. 4 There aren’t any cakes. a2 b7 c4 d1 e3 f6 g5
5 There isn’t any salad. 6 There isn’t ex 9 p88
a cake. 1b 2e 3d 4f 5a 6c Quick check
Suggested answers
ex 6 ex 10
play volleyball
1 There is a sausage. 2 There aren’t They can’t climb the trees, swim, play
download music
any sausages. 3 There is a lot of the piano.
hang out with my friends
cheese. 4 There isn’t any cheese. ex 11 post comments / photos
1 Yes, they can. do homework / judo / karate / exercise
p82 2 Yes, there is. go to dance class / school
ex 1 3 No, she can’t. go out
Student’s own answers 4 She/They can’t rollerblade. chat on my mobile
ex 2 ex 12 watch TV
Example answers Student’s own answers take photos
sausage, strawberry ex 13 ex 1
pizza, pineapple, potato Student’s own answers 1 True 2 False 3 True
ex 3 ex 2
Student’s own answers Unit 7 Student’s own answers.
ex 3
p83 p86 1 Do you go out on Monday? Yes,
ex 1 ex 1 I do./ No, I don’t.
Student’s own answers 1 play volleyball 2 Do you chat on your mobile? Yes,
ex 2 2 hang out with my friends I do. / No, I don’t.
Student’s own answers 3 do exercise 3 Do you download music every day?
4 chat on my mobile Yes, I do. / No, I don’t.
Units 5–6 Let’s check 5 go out 4 Do you do homework on Sunday?
6 watch TV Yes, I do. / No, I don’t.
p84 7 post comments 5 Do you take photos on Saturday?
Vocabulary 8 download music Yes, I do. / No, I don’t.
ex 1 9 go to my dance class ex 4
1c 2d 3b 4a 5g 6h 7e 8f 10 take photos Student’s own answers.
ex 2 ex 2 ex 5
1 pizza, biscuit(s), sausage(s), grape(s) Student’s own answers.
Mon. do exercise, take photos
2 bacon, lemon(s), cheese, lettuce
p89
3 bread, cake, ham, meat Tue. play volleyball, take
4 chicken, rice, mushroom, jam ex 1
photos
5 cabbage, bean, onion, carrot 1 get up - wstawać
Wed. go to my dance class, take 2 have a shower - brać prysznic
ex 3
photos 3 get dressed - ubierać się
1 can’t
4 brush your teeth - myć zęby
2 can Thurs. post comments, take 5 go to school - iść do szkoły
3 can’t photos 6 go to bed - iść spać
4 can, very well 7 go home - iść do domu
5 can Fri. download music, take
8 have breakfast - jeść śniadanie
ex 4 photos
9 have lunch - jeść lunch
1 Can she ride a bicycle? Yes, she can. Sat. hang out with my friends, 10 have dinner - jeść obiad/
2 Can they read music? Yes, they can. take photos obiadokolację
3 Can they whistle? No, they can’t. in the morning - rano
ex 5 Sun. watch TV, take photos in the afternoon - po południu
1 a lot of 2 some 3 a 4 any 5 any in the evening - wieczorem
at night - w nocy
114
ex 2 p92 p95
Student’s own answers. ex 1 Vocabulary & Speaking
ex 3 chat on my mobile, go to judo ex 1
Student’s own answers. classes, post photos, post 1 have a shower 2 brush your teeth
ex 4 comments, download music, 3 get dressed 4 go to bed
1 Yes, they do. 2 No, they don’t. download apps 5 go home 6 have breakfast
3 No, they don’t. 4 Yes, they do. ex 2 7 go to school 8 get up
ex 5 She goes to her dance class on ex 2
Student’s own answers Wednesday. 1 on 2 afternoon 3 in 4 at
ex 3 ex 3
p90 Dialog 1
4
Useful A: Excuse me, what time is it?
I can’t believe that … Gdy chcesz G 5 B: It’s half past one. It’s time to have
wyrazić swoje zdziwienie. 2
3
P O S T lunch.
Wait a minute! Gdy prosisz kogoś, A: [brakujące zdanie] Am I late?
D L A
aby dał ci więcej czasu na wykonanie B: Yes, you are. Hurry up!
jakiejś czynności.
1
D O W N L O A D K Dialog 2
Quick check Y E A: Excuse me, what time is it?
Suggested answers B: It’s twenty to four. It’s time to play
ex 4
have lunch - in the afternoon volleyball.
Daria Martinez is in Lesson 3,
get up - in the morning A: Am I late?
exercise 3.
have a shower - in the morning/ in B: [brakujące zdanie] No, you aren’t.
She gets up early, she has a shower,
the evening Take your time.
she gets dressed, she brushes her
go to bed - in the evening/at night Grammar
teeth, she has breakfast, goes to
get dressed - in the morning ex 4
school. She goes home and she
have dinner - in the evening 1 takes 2 take 3 hangs out
writes apps (with her brother).
brush your teeth - in the morning/ 4 hang out 5 watch 6 watches
ex 5
in the evening 7 go 8 goes
5
have breakfast - in the morning ex 5
go to school- in the morning 1 Does he download films at
p93
ex 1 night? 2 Do they write apps in the
ex 1
Yes, it is. evening? 3 Does she work at home
ex 2 on Monday? 4 Does he go to bed
p91 late on Saturday? 5 Does she have
1b 2a 3a 4b
ex 2 breakfast in the morning? 6 Do you
e, c, g, a, f, b, d ex 3
play volleyball on Tuesday?
1b 2f 3d 4e 5a 6c
ex 3 ex 6
1 gets 2 has 3 plays 4 loves ex 4
1 Do you hang out with your friends in
5 does 6 watches 7 goes Student’s own answers
the afternoon? Yes, I do. / No, I don’t.
ex 4 ex 5 2 Does your best friend play
1 Eddie doesn’t work all night. 1 half past seven 2 get up 3 Yes, volleyball on Saturday? Yes, he/she
2 Iggy doesn’t go to office. you are. 4 quarter past eight does. / No, he/she doesn’t.
3 Iggy works at home. 5 have breakfast 6 No, you aren’t. 3 Does your cousin go to school at
4 Imogen doesn’t have a lot of ex 6 night? Yes, he/she does. / No, he/she
problems. Student’s own answers doesn’t.
5 Ellie goes to school by bus.
p94 p96
ex 5
1 Does Ellie get up late? No, she ex 1 ex 1
doesn’t. 1 In China. 2 No, it isn’t. 3 No, they Student’s own answers
2 Does Iggy put fruit in the don’t. 4 Yes, it is. 5 In Nepal. 6 20. ex 2
SmoothieMax? Yes, he does. ex 2 1 past three, 2 to four, 3 to four,
3 Does Eddie brush his teeth at Example answers 1 d, e, f 2 a, b, c 4 o’clock
night? Yes, he does. 3 d, e, f
4 Does Iggy go to bed early? No, he ex 3 p97
doesn’t. Student’s own answers ex 1
5 Does Ellie have breakfast every ex 4 Student’s own answers
day? Yes, she does. Student’s own answers ex 2
ex 6 Life skills: Learning Student’s own answers
1 Yes, he does. 2 No, he doesn’t. Dzieci potrzebują wykształcenia, aby
3 Yes, it does. 4 No, it isn’t. mogły dostać pracę. Nauka pomoże
ex 7 im dowiedzieć się więcej o świecie,
Student’s own answers zdobyć pracę, zarobić pieniądze.
Dzieci lubią swoją szkołę.
115
Unit 8 ex 7 ex 2
Student’s own answers 1 In the main square. 2 They want
to buy the SmoothieMax (machines).
p98
p100 3 Because his invention is a success. /
ex 1 Quick check Because he is a great inventor.
1 buy tickets 2 visit Spooky Castle 1 different 2 same 3 different ex 3
3 dive into a crocodile lake 4 fight 4 different 1 Is Iggy driving the green car?
a dinosaur 5 find treasure 6 look Yes, he is.
ex 1
for Brainyballs 7 learn magic tricks 2 Is Iggy wearing a blue sweater?
1 Ruby
8 win prizes No, he isn’t.
2 Zac
ex 2 3 Jeff and Lisa 3 Is Imogen wearing a white skirt?
buy tickets Yes, she is.
ex 2
dive into a crocodile lake 4 Are Iggy and Imogen drinking
learning, riding, sitting, taking,
fight a dinosaur smoothies? No, they aren’t.
chatting, swimming, buying, finding,
find treasure 5 Is Iggy reading the texts? Yes, he is.
driving
look for Brainyballs ex 4
ex 3
visit Spooky Castle 1 What are you buying? 2 Where
1 are/’re looking for, am/’m winning
learn magic tricks are you buying the T-shirts? 3 What
2 is/’s learning, are taking
win prizes are Zac and Jeff doing? 4 Where are
3 are chatting, is/’s buying
Life skills: Real or virtual? they sitting?
Wirtualna rzeczywistość to obraz ex 4
ex 5
sztucznego świata stworzony 1 We aren’t looking for Brainyballs
1c 2a 3b 4d
przy wykorzystaniu technologii now. I’m not winning prizes!
2 Now, my sister isn’t learning magic ex 6
informatycznej. Czynności, które Student’s own answers
można naprawdę wykonać w Brainy tricks. My mum and dad aren’t
taking photos. ex 7
Park to: buy tickets, win prizes and Student’s own answers
learn magic tricks. Czynności, które 3 Now, my aunt and uncle aren’t
należą do wirtualnej rzeczywistości chatting on their mobiles. My father
p104
to: fight a dinosaur, dive into isn’t buying more tickets!
ex 1
a crocodile lake, find treasure, look ex 5
Mike
for Brainyballs, visit Spooky Castle. 1 is 2 isn’t 3 aren’t 4 isn’t 5 is
ex 2
Zalety grania w gry wykorzystujące ex 6
1 Is 2 No 3 isn’t. 4 having 5 Are
wirtualną rzeczywistość: Student’s own answers
6 Yes, 7 playing
• Dobra zabawa
p101 ex 3
• Robienie rzeczy, których nie można
1 Zac and Ruby 2 Lisa 3 Jeff
naprawdę zrobić (latanie, spotkanie ex 1
1 shopping centre 2 bus stop ex 4
dinozaura)
3 cinema 4 supermarket 5 museum There is a shopping centre, a bus
Wady grania w gry wykorzystujące
6 car park 7 train station 8 café stop, a cinema, a supermarket,
wirtualną rzeczywistość:
9 school 10 main square a museum, a car park, a train station,
• Oderwanie od rzeczywistego świata
a café, a school.
• Uzależnienie od gier ex 2
ex 5
ex 3 They like: main square, cinema,
What is Jeff doing? – He is learning
Student’s own answers school, museum, supermarket
magic tricks. – What is Ruby doing?
ex 4 They don’t like: car park, train
– She’s
1 a T-shirt, a salad, a game, a memory station, bus stop
having lunch. – Is Zac doing
stick ex 3 homework? – No, he isn’t. – Is Lisa
2 a swimming pool, the sea cinema, supermarket, museum, playing volleyball? – Yes, / she is. Exit
3 a T-shirt, a salad, a game, school, shopping centre, bus stop
a memory stick ex 4 p105
4 your grandmother, a swimming Student’s own answers ex 1
pool The shopping centre is number 1.
5 a swimming pool, a T-shirt, a salad, p102 ex 2
a game, your schoolbag, your Quick check Turn left, go straight on, turn right.
grandmother, your trainers, the sea, 1 supermarket 2 train station Turn left, turn right, turn left, turn
a memory stick, 3 shopping centre 4 cinema right, go straight on.
6 a swimming pool, a T-shirt, a salad, 5 bus stop 6 car park 7 café Turn left, left, left, turn right, right,
a game, your schoolbag, your 8 museum 9 school 10 main right, go straight on, turn left, left,
grandmother, your trainers, the sea, square right, right, right, and left!
a memory stick, Useful! ex 3
ex 5 1 Get a move on! Gdy chcesz, żeby cinema 3, bus stop 4
Brainyballs – it’s the favourite of ktoś się pospieszył 2 I’m on top of
ex 4
three people (Jeff’s uncle, aunt, the world. Gdy jesteś szczęśliwy/
cousin). szczęśliwa. .
ex 5
ex 6 ex 1
museum
b, c, e, f He can make more SmoothieMax
ex 6
machines and sell them.
116
p106 p109 ex 3
ex 1 Grammar summary Liam – funny
restaurants – restauracje ex 1 Lily – helpful
fountain – fontanna Student’s own answers Hannah – kind
Gallery – galeria ex 2 ex 4
theatres – teatry Student’s own answers 2 £2.60
ex 2 4 £1.20
1 It’s about twenty years old. 7-8 Let’s check 6 £3.20
2 Federation Square in Melbourne, 8 90p
Australia. 3 In the National Gallery Felt-tip pens £3.20 + 1 ruler 90p +
p110
in Trafalgar Square. 4 Yes, you can. two glue sticks 2x40p = £4.90
Vocabulary
ex 3 ex 1
1c 2b 3a 4b p113
ex 4 ex 1
Grammar 1 What’s your name?
ex 2 3 How do you spell that?
ex 5 1 go 2 don’t go 3 goes 5 Where are you from?
Student’s own answers 4 doesn’t go 5 go 6 don’t go
Around the world ex 3
ex 3 Maya – shy
b
1 Do Mike and Tina go home at Matt – sporty
4 o’clock? No, they don’t. 2 Does Jason – clever
p107
Jane go home at 5 o’clock? No, she ex 4
ex 1 doesn’t. 3 Does Lynda go to bed at
1 visit 2 learn 3 win 4 fight 5 buy 1 £ 3.20
10 o’clock? Yes, she does.
6 find 3 £4.40
ex 4 5 40p
ex 2 1 Archie is reading a book. 2 Archie
1 bus stop 2 car park 3 museum 7 £2.50
isn’t listening to music. 3 Lola isn’t Felt-tip pens £3.20 + 1 ruler 90p +
4 shopping centre 5 train station running. 4 Lola’s listening to music.
6 cinema two glue sticks 2x40p = £4.90
5 Max and Sara aren’t reading
ex 3 a book. 6 Max and Sara are running.
A: Excuse me. I’m looking for the ex 5
Units 3–4 Let’s talk
school. 1 Are Max and Sara listening to music?
B: Go straight on, turn left, then turn No, they aren’t. 2 Are Max and Sara p114
right. running? Yes, they are. 3 Is Amy ex 1
A: Thank you. reading a book? No, she isn’t. 4 Is a hairbrush, a skirt, a charger,
B: You’re welcome. Amy using a computer? Yes, she is. a purse
ex 4 ex 6 ex 4
1 They’re going home. b, a, d, c smartphone £50.20
2 They aren’t watching TV. ex 7 headphones £8.50
3 You’re taking photos. 1 for 2 straight 3 turn 4 then memory stick £12
4 You aren’t playing volleyball. 5 welcome remote £10.99
5 I’m doing homework. ex 8 charger £18.20
6 I’m not cooking. 1 can’t c 2 on b 3 world d 4 minute
ex 5 a p115
1 taking 2 Yes, is 3 Are, doing ex 9 ex 1
4 Yes, am 5 Are, watching 1c 2e 3d 4a 5b a smartphone, keys, a cap,
6 No, aren’t. headphones
ex 10
ex 6 Joe pisze do Charliego, aby wyjaśnić, ex 4
1 Where are they buying clothes? dlaczego nie może iść do kina we cap £13.50
2 What is he watching? wtorek i zaproponować inny dzień. trousers £20.99
3 What is she buying? 1 False 2 True 3 False T-shirt £4
4 Where are you going? ex 11 trainers £15.20
Student’s own answers shoes £30.50
p108 socks £3.30
ex 12
Vocabulary summary Student’s own answers
ex 1 Units 5–6 Let’s talk
Student’s own answers Units 1–2 Let’s talk
ex 2 p116
Go straight on, turn right, then turn ex 1
p112
left, then go straight on. Sally – speak Chinese
ex 1
Students’ own answers. Liam – cook
2 What’s your surname?
ex 3 Jason – play chess
4 How old are you?
6 What’s your locker number?
rice, strawberries, lemon
117
ex 4 ex 7 Let’s all sing
pizza £2.50 the first star PL
cheese £1.20 share a wafer PL p124
sausage £3.00 Christmas cracker GB ex 7
lemons £1.40 presents PL + GB 1a
potatoes 90p empty chair PL 2a
candy cane GB 3–
p117 angel PL + GB 4 an
ex 1 bauble PL + GB 5a
Luke – drive Christmas pudding GB 6–
Lily – whistle fish PL 7a
Laura – sing turkey GB 8 an
Christmas stocking GB 9a
ex 3
mushrooms, potatoes ex 8
ex 4
Easter 1 cousins
biscuits £1.80 2 brother
bread 90p p122 3 grandmothers
cake £2.50 ex 1 4 father
ice-cream £1.20 1 chick
jam £3.00 2 salt and pepper p125
3 Easter basket ex 8
Christmas 4 hot cross bun 1 are
5 lamb 2 isn’t
6 Easter bunny 3 aren’t
p120
7 catkins 4 are
ex 1
8 Easter eggs 5 isn’t
1 (Christmas) stocking
ex 3 6 aren’t
2 sleigh
1 c – GB
3 candy cane
2 e – GB
4 reindeer
3 b – PL
5 (Christmas) cracker
4 a – PL
6 (Christmas) tree
5 d – PL
ex 2
1 Christmas trees, stockings p123
2 sleigh
ex 4
3 reindeers
Easter in Poland
4 candy canes
1 Easter basket
5 Christmas cracker
2 Easter eggs
ex 3 3 salt and pepper
1 baubles 4 lamb
2 star 5 chick
3 fish 6 Easter bunny
4 angel
7 Easter basket
5 wafer
8 catkins
6 presents
9 church
7 Christmas pudding
10 Wet Monday
8 turkey
Easter in Britain
ex 4
1 hot cross buns
1 Christmas in the UK
2 Easter eggs
2 Christmas in Poland
3 Easter basket
p121 4 Easter Egg hunt
5 Easter bunny
ex 5
6 Easter eggs
1 Christmas Day
7 chicks
2 Christmas stockings
8 Wet Monday
3 Christmas pudding; turkey
4 Christmas crackers 9 Egg rolling
5 star 10 Easter egg
6 Christmas Eve
7 wafer
8 fish
9 chair
118
Workbook Audioscript
Welcome unit 4 My name’s Felicity. I’m ten years 5 My name is Angus. My country’s
old. flag is blue and white.
5 Hey, listen to this! 6 My name is Nadia. My country’s
01
6 Are you OK? Let me help you. flag is blue and white. It has a
1 It is a brown horse. Alright? yellow sun on it.
2 It is a grey dog. 7 Girl: Here’s a book for you.
3 It is a black cat. Boy: Thank you! Units 1–2 Let's check
4 It is a purple fish. 8 Hi, um, I’m a new student here,
5 It is a pink snake. um, and I’m called Sophie. 11
6 It is an orange bird.
07 Shop assistant: Hello. Welcome to
02
shy my shop!
1 Sit down! funny Boy: Thank you. What are they?
2 Don’t open your books! cry Shop assistant: They’re gel pens.
3 Work in pairs! friendly Boy: How much are they?
4 Stand up! sunny Shop assistant: The small gel pens
5 Don’t look at the board! why are £1.20. The big gel pens are £1.80.
6 Don’t close your book! sporty Boy: OK, and how much are the
my sharpeners?
03
fly Shop assistant: They’re 80 pence.
A, B, C, D, E, F, G, H, I, J, K, L, M, N, O, slowly Boy: OK. So, two small gel pens, one
P, Q, R, S, T, U, V, W, X, Y, Z big gel pen and three sharpeners,
08 please.
Unit 1 Shop assistant: Sure!
Shop assistant: Hello.
Girl: Hi. Oh, how much is the blue
04 crayon, please? Unit 3
Shop assistant: The crayon? It’s
1 Gavin: My name is Gavin.
50 pence. 12
That’s G-A-V-I-N.
Girl: Fifty pence. OK. And the pens? Boy: What colour is your purse?
I’m fourteen years old.
How much are the pens? Girl: It’s blue.
2 Alexandra: I’m Alexandra.
Shop assistant: The felt-tip pen is Boy: What colour are your
That’s A-L-E-X-A-N-D-R-A.
80 pence and the gel pen is £1.20. headphones?
I’m nineteen years old.
Girl: £1.20 for the gel pen and Girl: My headphones? They’re black.
3 Matthew: My name’s Matthew.
80 pence for the felt-tip pen. Boy: What colour is your hairbrush?
That’s M-A-T-T-H-E-W.
Shop assistant: That’s right. Girl: My hairbrush is pink.
I’m eleven years old.
Girl: OK, and I need sticky tape and Boy: What colour is your charger?
4 Suzy: I’m Suzy.
a sharpener. How much are they? Girl: It’s orange.
That’s S-U-Z-Y.
Shop assistant: The sticky tape is Boy: What colour is your comb?
I’m seven years old.
90 pence. And the sharpener is Girl: My comb is white.
5 Jack: My name’s Jack.
35 pence. Boy: What colour are your keys?
That’s J-A-C-K.
Girl: Thank you. Girl: My keys? They’re yellow.
I’m sixteen years old.
6 Dominique: My name is Dominique. Boy: What colour is your memory
09
That’s D-O-M-I-N-I-Q-U-E. stick?
Boy: Hi! I’m Bob. What’s your name? Girl: It’s grey.
I’m thirteen years old.
Girl: My name’s Ella. Nice to meet
05 you. 13
Boy: Where are you from? comb
Girl: Hi! What’s your name?
Girl: I’m from France. colour
Boy: My name’s Tim.
Boy: That’s cool! I’m from Spain. headphones
Girl: What’s your surname?
Come and play with my friends. smartphone
Boy: My surname’s Palmer.
Girl: Sure. memory
Girl: How do you spell that?
Boy: P-A-L-M-E-R. no
10
Girl: How old are you? crayon
1 My name is Raquel. My country’s remote
Boy: I’m eleven.
flag is blue, white and red. But my orange
Girl: What’s your locker number?
country isn’t
Boy: It’s eighty-six.
the United Kingdom and it isn’t 14
the United States. Daughter: Those black trainers are
Unit 2 2 My name is Tom. My country’s flag cool, Mum.
is green, white and red. But my Mother: No, they aren’t. They’re
06 country isn’t Italy. horrible. But these blue trainers
1 Hey, let’s play football and then go 3 My name is Grete. My country’s are nice.
swimming. flag is yellow, black and red. Daughter:That grey shirt is nice.
2 Well done, Marta. 100% in your 4 My name is Paul. My country’s flag Mother: No, it isn’t! It’s expensive.
test. That’s excellent! is red and white. But my country But this pink shirt is great!
3 Hi, everyone! Hi, Bob! Hello, Sam! isn’t England.
119
Daughter: This green skirt is great. Boy: My uncle Dan? He’s over there. do skateboard tricks
Mother: It’s OK. But that yellow skirt Look! His hair is grey. It’s short and drive a car
is cheap! straight. speak English
Girl: Oh, yes, I see him. ski
15
climb trees
Boy: Good afternoon. How much are 19
speak Chinese
these trousers? Ben: Hi, Jeff!
Shop assistant: They’re£18. Jeff: Hi, Ben! 23
Boy: And how much is this T-shirt? Ben: Welcome to my house. Cheetahs can run very fast, but they
Shop assistant: It’s £7.50. Jeff: Thank you. can’t climb trees very well. They can
Boy: Here you are. Ben: This is my aunt Josephine. swim, but they can’t swim quickly.
Shop assistant: Thank you! Have Jeff: Hello, Josephine. My name’s Jeff. Bears are amazing animals. They can
a good day. How are you? climb trees very well, they can swim
Boy: Thank you! Goodbye. Josephine: I’m fine, thank you, Jeff. fast and they can run quickly, but of
And you? course, they can’t fly!
Unit 4 Jeff: I’m fine too. Penguins are birds, but they can’t
Josephine: Have a seat and help fly. They can swim very well and they
16 yourself to the biscuits. can run, but they can’t run very fast.
Jeff: Thank you.
Girl: Hey, Billy, is that a picture of 24
your family?
Boy: Yes, it is. That’s my sister, Grace,
Units 3–4 Let's check Student: Excuse me, Miss Smith.
Teacher: Yes, Andrew, what is it?
on the left, with my mother and Student: Can we climb trees in the
father. Grace’s fourteen. 20
park?
Girl: What’s she like? Boy: What have you got in your Teacher: No, I’m afraid you can’t.
Boy: She’s clever! schoolbag, Marie? Student: That’s a pity. Can we
Girl: And who are those children on Girl: Um … let’s see. I’ve got two
rollerblade here?
the right? books, a purse and a hairbrush.
Teacher: Yes, you can. You can
Boy: They’re my cousins, Eva and Boy: Have you got a smartphone?
rollerblade here, but you can’t do
Sam. They’re ten years old. Eva’s Girl: Yes, I have. But I haven’t got
skateboard tricks here.
really sporty and Sam’s very funny. a charger. That’s at home. How
Student: OK, thank you. And can we
Girl: Who are the people with Eva about you, Dave? What’s in your
play football here?
and Sam? bag?
Teacher: Yes, you can.
Boy: That’s my uncle, Andrew, and Boy: I’ve got some headphones, my
my aunt, Jane. keys and a smartphone – look!
Girl: And who’s this? Girl: Dave, that isn’t a smartphone. Unit 6
Boy: She’s my grandmother, Betty. That’s a remote.
And she’s with my grandfather, Boy: What? Oh no! It is a remote. 25
Frank. So my remote’s in my bag. But Boy: Have we got the food for the
Girl: How old is Betty? where’s my smartphone? party tonight?
Boy: She’s 75 and Frank’s 73. Girl: Ha ha! Your smartphone’s at Girl: Yes, I think so. We’ve got some
Girl: What are they like? home. biscuits and we’ve got a lot of ice
Boy: My grandmother’s really kind Boy: What a disaster! cream.
and my grandfather’s very quiet Boy: What about bread and cheese?
and shy. Unit 5 Girl: We’ve got a lot of cheese and a
Girl: It’s a great picture. You’ve got lot of bread.
a lovely family. 21 Boy: Great. And the cake?
swim Girl: We’ve got some cakes. And
17
we’ve got a big pizza and some
trick
1 that, the, three drive sausages.
2 mother, thin, their ride Boy: Good, thanks. Oh, and what
3 thirteen, father, this in about strawberries?
4 grandfather, these, thank you six Girl: Yes, we’ve got some
sister strawberries.
18
bird
Boy: Who’s that boy? The boy with 26
girl
the short, curly, red hair. fish rap
Girl: Oh, that’s my cousin Steve. white black
Boy: You’re right! And who’s the girl pink cake
with the long, wavy, fair hair? kind cat
Girl: That’s Sophie. She’s my best listen wallet
friend. And that’s her sister, Gemma. jacket
Boy: That’s funny. Sophie’s hair is 22 jam
fair and Gemma’s hair is black. ride a bicycle hand
Girl: Yes. And Gemma’s hair is short, fly draw
wavy and black. Where’s your tell jokes car
uncle? swim man
120
27 31 35
Rachel: Hi, Bill? My name is Lucy and my favourite time

Bill: Hi, Rachel. Are you OK? day of the week is Saturday! On fight
Rachel: Yes, I’m fine. I’m in the Saturday, I have breakfast in bed. write
supermarket, but I haven’t got my Then, I get up and brush my teeth. fish
shopping list. I don’t have a shower in the morning. drive
Bill: Ah, it’s here, on the table. I get dressed and I do exercise. kind
Rachel: Can you read it to me, please? I don’t do homework on Saturday! pink
Bill: OK, so there are three pineapples Then, I have lunch at one o’clock and rice
on the list and some grapes. I go to my friend’s house. We take white
Rachel: Right, good. photos and download music. I have sister
Bill: Then, there are ten lemons and dinner at six o’clock at my friend’s night
some rice. And a lot of meat. house and then I go home and watch ice cream
Rachel: OK, thanks. TV. At half past nine I have a shower swim
Bill: And then there are six potatoes. and then I go to bed late at night! pineapple
Rachel: Great, thanks Bill! Iźlove Saturdays!
36
28 32 DJ: Hi and welcome to Guess where
Boy: Can I have two bean and lettuce 1 I am! In today’s show, I’m talking to
salads, please? Mum: Daniel! Daniel! four people. But where are they?
Shop assistant: I’m sorry, there isn’t Son: Oh no! What time is it? Can you guess? Let’s listen to person
any bean and lettuce salad. Mum: It’s half past ten. number 1. It’s Bella! Hello, Bella!
Boy: Oh. Can I have one beetroot Son: Half past ten. Am I late? Bella: Hello! I’m looking at some very
and mushroom salad, please, and Mum: Yes, you are! It’s time to go to old pictures.
one carrot and tomato salad. the judo class. DJ: OK, so Bella’s looking at some
Shop assistant: Yes, of course. Eat Son: OK! old pictures. What about person
in or take out? Mum: Hurry up! number 2 – Mike!
Boy: Eat in, please. 2 Mike: Hi, there. Yes, I’m Mike and
Shop assistant: Here you are. That’s Son: What time is it, Mum? I’m buying some bread and some
£9.75, please. Mum: It’s … um, it’s quarter to seven. cheese.
Boy: Thank you. It’s time to have dinner. DJ: Great! I think I know where you
Son: Am I late? are, Mike. OK, let’s talk to Emily
Units 5–6 Let's check Mum: No, you aren’t. Take your time. now. Hello, Emily!
Emily: Hello. I’m walking and I’m
33 looking at a lot of cars.
29
DJ: Hmmm. That’s interesting. Finally,
1
Boy: It’s time to have lunch, but Come on! Get onto the tire. It’s time person number 4, that’s James.
I can’t cook. Can you cook, Lisa? for school. James: Hi! I’m watching a film.
Girl: No, I can’t. But I can make 2 DJ: Shh!
a smoothie. My smoothies are Boy 1: Let’s cross the river. James: Oops, sorry!
delicious! Boy 2: My horse doesn’t like DJ: Right, so now over to you. Can
Boy: Can I have a smoothie, please? the water. you guess where Bella, Mike,
Girl: Yes, of course. I can make Boy 1: Oh, look. Now we can see Emily, and James are?
a pineapple and grape smoothie. the trees.
Boy: Oh no! There aren’t any grapes. 37
3
Girl: Have we got a pineapple? Boy: Are you ready? Go! Girl: Excuse me, I’m looking for the …
Boy: Yes, we have. There’s Girl: It’s so fast! Boy: Oh sure, it’s easy to find. Go
a pineapple and there are some Boy: But it’s fun! straight on and then turn right.
blueberries. Then turn left.
Girl: I don’t like blueberries. Have we Girl: Thank you!
got some lemons?
Unit 8 Boy: You’re welcome.
Boy: No, we haven’t. But there are
some strawberries. 34
Units 7–8 Let's check
Girl: OK, let’s make a pineapple and Girl: Here we are! The Brainy Park!
strawberry smoothie. Here you Let’s buy some tickets. What do 38
are! you want to do?
Boy: Yum! It’s delicious! Thank you, Boy: I want to learn magic tricks and Girl: Hi, Jade. What are you doing?
Lisa. then I want to dive into the lake Boy: Hi, Alison. Oh, I’m having
of crocodiles. After that, I want to breakfast at the café.
Unit 7 visit Spooky Castle and look for Girl: You’re having breakfast? But it’s
treasure. What about you? What half past twelve in the afternoon!
do you want to do? Boy: Yes, I know! It’s a late breakfast.
30
What are you doing?
Girl: I want to fight the dinosaurs
1 name, cake, orange and then find the Brainyballs. Oh, Girl: I’m at the adventure park with
2 pencil case, draw, snake and I want to win prizes. I want to my family. My sister and I are
3 wavy, black, crayon win a lot of prizes! looking for treasure, and my mum’s
4 skateboard, car, sticky tape buying some food for lunch.
121
Boy: What about your dad? Is he
looking for treasure with you?
Girl: No, he isn’t. He isn’t at the
adventure park, he’s watching
a film in the cinema.
Boy: And what’s your brother doing?
Girl: He’s riding his bike in the park.
Easter
39
Listen and draw the Easter eggs.

Two Easter eggs are in the basket.
They are blue. One Easter egg is in
front of the basket. It is pink. Three
Easter eggs are behind the basket.
They are green. Five Easter eggs are
next to the basket. They are yellow.
How many Easter eggs can you see
now?
122
Workbook Answer key
Welcome Unit Body: hand, leg 4

Learning: write, read Students’ own answers
Colours: purple, blue
p4
3 p9
1
Possible answers: 1
1 red 2 green 3 blue 4 purple
Days of the week: Monday, 1 I am 2 She is 3 We are
5 brown 6 yellow 7 pink 4 They are 5 He is
Tuesday, Friday, Sunday
2 2
Animals: cat, snake, bird
1 yellow 2 white 3 blue 4 black 1 are 2 am 3 are 4 are 5 is 6 is
Body: foot, arm, mouth, nose, eye,
3
hair 3
1 tree 2 magazine 3 house 4 box
Learning: talk, draw, learn, study, 1 She is ten.
5 cake
go 2 I am eight.
4 3 You are Anna.
Colours: green, yellow, brown,
1 c brown horse 2 e grey dog 4 It is a dog.
black, white, grey, pink, orange
3 b black cat 4 d purple fish 5 They are goldfish.
4
5 a pink snake 6 f orange bird
1d 2a 3e 4b 5c 4
5 1 ’m/am 2 are 3 ‘s/is 4 ‘s/is 5 are
p5
Possible answers: 6 ‘re/are
1
Let’s draw a house. 5
1b 2a 3a 4b 5a
Let’s talk to friends. Students’ own answers
2
Let’s read books. Train your brain
1 leg 2 hair 3 feet 4 eyes 5 hand
Let’s study English grammar.
6 mouth 7 arm 8 ears 9 nose [START] I am are
Let’s listen to English songs.
The mystery word is: a grey horse.
is eight. It
3
1 one fish, two fish
Unit 1 am a is
2 one woman, two women They dog. dogs.
3 one man, two men p8
4 one box, two boxes 1 are my am
5 one foot, two feet 1 nine 2 ten 3 nine
friend. friends. You
4 4 Students’ own answers
1 two noses 2 ten. eleven. are
2 two hands 1 Lucy is six. [FINISH]
3 two arms 2 Seb is five.
4 one leg 3 Jack is eight. p10
5 two feet 4 Eva is eighteen. 1
5 5 Jon is twenty. 1 rubber 2 computer
Students’ own answers 3 pencil case 4 board 5 chair
Phonics 6 pencil 7 desk 8 book
p6 9 schoolbag 10 pen 11 notebook
two three seven eight nine 2
1
1 up 2 books 3 Look 4 Pay U C L H Y 1 eighteen pencils
5 down 6 quiet 7 pairs 8 Close 2 five schoolbags
W D M J
3 eight computers
2 E N K 4 seventeen chairs
a8 b4 c6 d7 e2 f5 g1
G S 3
3
1b 2d 3a 4c
1a 2b 3a 4a 5b 6b P X
4
4 T Z Students’ own answers
a Wednesday b Sunday
c Thursday d Friday e Tuesday V
p11
f Saturday
Niepasujące litery to: R oraz O 1
5
3 1 an 2 a 3 an 4 an 5 a 6 a
1 Friday, Sunday
1 Name: Gavin 2
2 Sunday, Tuesday
Age: 14 1 an 2– 3 a 4 an 5 a 6 –
3 Thursday, Saturday
4 Monday, Wednesday 2 Name: Alexandra 3
5 Saturday, Monday Age: 19 1 It is a small red desk.
3 Name: Matthew 2 It is a beautiful white notebook.
p7 Age: 11 3 They are very small pencils.
4 Name: Suzy 4 It is an amazing big computer.
1
Age: 7 5 They are very big desks.
1 draw 2 go 3 read 4 study
5 talk 6 learn 7 listen 5 Name: Jack
Age: 16 Useful!
2
6 Name: Dominique 1 Nice to meet you!
Days of the week: Saturday,
Age: 13 2 What a small notebook!
Wednesday
3 Be careful!
Animals: fish, horse
123
Train your brain! 2 Phonics
Possible answers: 1 Picture c shy: cry, why, my, fly
It is a notebook. 2 Picture a funny: friendly, sunny, sporty, slowly
It is a (very) small notebook 3 Picture b 3
It is an amazing notebook. 3 Students’ own answers
2E 3B 4E 5K 6B
They are pens. Life Skills p17
They are (very) small pens. Possible answers: 1
They are amazing pens. copying out the alphabet 1 Alex 2 Jack 3 Jack and Alex
putting up posters on your wall 4 Alex 5 Alex 6 Alex
p12
making up stories about each letter 7 Jack and Alex
1 drawing outlines 2
two making dot-to-dot picture of each 1 ’m 2 isn’t, ’s 3 ’s 4 are 5 isn’t
three letter 6 aren’t 7 ’m not 8 ’re
four
3
seven p15 1 isn’t 2 isn’t, ’s 3 isn’t, ’s 4 ’s , isn’t
fifteen 1 5 aren’t, ’re 6 aren’t, ’re
thirteen 1 thirty-two x two = sixty-four
five 2 four + fifty-three = fifty-seven
twenty 4
3 a hundred – sixty = forty
eleven 4 seventy-four + eight = eighty-two
Students’ own answers
six 5 eleven x two = twenty-two Train your brain!
The hidden message is: We are tree
2
friends.
2 C S L A S O B J p18
1 one, nine, thirteen, seventeen, E C H A I R A T 1
nineteen 1 gel pen 2 felt-tip pen 3 ruler
C H L C R L P E
2 seventeen, sixteen, fourteen, twelve 4 sharpener 5 sticky tape
3 eight, fourteen, seventeen C O M P U T E R 6 noticeboard 7 crayon
3 N O T E B O O K
The mystery word is: glue stick.
1 Tom is eight. 2
T L I N B E T A 1 50p 2 80p 3 £1.20 4 90p 5 35p
2 My dog is three.
3 Greg and Daisy are twelve. S B C D E S K C 3
4 My friend and I are eleven. P A N A R S O H 1 forty-five pounds
5 Students’ own answers. 2 two pounds twenty-five (pence)
4 E G B O A R D P 3 one pound seventy-two (pence)
1 They’re very small chairs. a 4 five pounds forty (pence)
2 It’s an amazing computer. a 1 desk 2 board 3 schoolbag 4
3 It’s a black notebook. b 4 pen 5 rubber 6 notebook Students’ own answers
4 They’re beautiful desks. a 7 computer 8 chair
3 p19
p13 1 What’s your 2 Alfie 3 your 1
1 surname 4 Mansfield 5 do you spell Students’ own answers
1c 2e 3a 4f 5d 6b that 6 What’s your 2
2 7 seventy-two 1 Who is Professor Iggy?
1 ninety-one 2 a hundred 4 2 Are they students?
3 twenty-six 4 sixty-three 1–2 a 3–4 an 5 an 3 What are they?
5 fifty-five 6 thirty-nine 5 4 Is it a good invention?
3 1 It’s an orange notebook. 5 Are they felt-tip pens?
1 What 2 spell 3 old 4 twelve 2 They’re beautiful green 3
4 schoolbags. 1 Is Hal nine years old? Yes, he is.
Name and surname: Tim Palmer 3 I’m Bella. 2 Who are Rick and Ben? They are
Age: 11 4 You’re my friend. students.
Locker number: 86 5 My dog’s ten. 3 Are Rick and Ben funny? Yes, they
5 6 Joe and I are students. are.
1 What’s your surname 7 It’s a very small desk. 4 Are Rick and Ben quiet? No, they
2 Stewart aren’t.
3 do you spell that
Unit 2 Useful!
4 How old are you 1 That’s incredible!
p16 2 It’s time to make
5 I’m
6 What’s 1 Train your brain
7 It’s seventy-four. 1 helpful 2 sporty 3 clever Who is he?
4 quiet 5 funny 6 kind 7 shy Am I a teacher?
p14 2 What is it?
1 1 sporty 2 clever 3 friendly 4 quiet Are you a student?
1H 2C 3E 4C 5H 5 funny 6 helpful 7 kind 8 shy
124
p20 4 Units 1-2 Let’s Check
1
1 The rulers aren’t blue. p24
2 I am eleven.
1
3 Her name is Gemma.
4 Piotr isn’t a teacher. n o t e b o o k s
2 s b o a r d d t h
a ruler 60p
5 c o m p u t e r a
b gel pens £2.25
c noticeboard £15.00 r o i e c k s y r
d sharpeners £1.00 a k t n a p k e p
e sticky tape £1.20
f £21.05 y p e c h a i r e
3a o n v i l c s u n
1 funny 2 clever 3 sporty 4 friendly
n g e l p e n l e
5 shy
3b d r c r u b b e r
2
1 Julie 2 Joe 3 Nathan 4 Amy d o h b l a g r o
1 Austria / Russia 2 Russia / Austria
4 3 Japan 4 Portugal
1 Yes, I am. 2 He’s Ben. 2
Around the world
3 Yes, they are. 4 They’re 75p. 1 clever 2 sporty 3 funny 4 helpful
b
5 No, he isn’t. 3
3
1 France 2 Wales 3 Germany 1 thirty-four - eighteen = sixteen
p21
4 Poland 5 Scotland 6 Argentina 2 sixty-eight ÷ two = thirty-four
1 3 twenty-four + seventy-six =
1 c Spain Life skills
✓ an encyclopaedia a hundred
2 e France
✓ a book from your school library 4
3 g the United States of America
1 you 2 she 3 you 4 it 5 they 6 I
4 f Poland
p23 7 he 8 we
5 d Germany
6 b Italy 1 5
7 a England Countries: Poland, Italy, Germany, 1 They’re big brown desks.
Scotland 2 It’s an orange notebook.
2
Classroom objects: sticky tape, 3 They aren’t big schoolbags.
e1 a2 c3 b4 f5 d6
ruler, crayon, gel pen 4 It isn’t a blue gel pen.
3
Adjectives: shy, funny, helpful, kind.
1 Bob 2 Ella 3 France
2 6
4
Students’ own answers 1 She’s a teacher.
3 2 We aren’t students.
p22 1 name, Nice 2 play, Sure 3 Is he shy?
3 from, from 4 I’m not an inventor.
1
4 5 You’re clever.
1
1 are, ’m/am 2 Is, is 3 Are, aren’t 6 Are they from Spain?
4 is, ’s /is
5 7
1 He isn’t a student. He’s an inventor. 1 name 2 name’s Emily 3 surname
2 They aren’t from Scotland. They’re 4 Bennett 5 How do you spell
from Wales. 6 are you 7 12/twelve
3 I’m not nine. I’m ten.
2 4 You aren’t quiet. You’re noisy. p25
5 It isn’t a crayon. It’s a gel pen. 8
6 [ 4 ] Dhruv: I’m from India.
Possible answers: [ 6 ] Dhruv: Sure!
Her name is Marta. She’s eleven [ 3 ] Rita: Where are you from?
years old. She’s from Italy. She’s [ 1 ] Rita: Hi, I’m Rita. What’s your
funny and friendly. She isn’t shy. She name?
isn’t sporty. [ 5 ] Rita: Oh, that’s cool! Come and
3 play with my friends.
[ 2 ] Dhruv: My name’s Dhruv. Nice
to meet you.
9
1 What 2 Be 3 It’s time 4 That’s
10
1 £1.20 2 £1.80 3 80p 4 1 5 3
6 £2.40 7 £1.80 8 £2.40 9 £6.60
125
11 2b p32
1T 2F 3F 4T 5F 6T 1T 2F 3T 4F 5F 6T 1
12 3 1 not comfortable
Students’ own answers Students’ own answers 2 gold
13 Life skills 3 funny
Students’ own answers Students’ own answers 4 T-shirt
5 expensive
Unit 3 p29 2
1 1B 2D 3C 4A
p26 1 Those 2 That 3 These 3
1 2 Traditional clothes Text 1
1 smartphone 2 comb 3 purse 1 grey 2 pink 3 yellow 4 green Funny clothes Text 4
4 remote 5 memory sticks 5 black 6 blue Unusual clothes Text 2
6 charger 7 keys 8 wallet 3 Around the world
9 hairbrush 10 umbrella 1 What is that? It is a sweater. Students’ own answers
11 tissues 2 What are these? They are glasses.
2 3 What are those? They are shorts. p33
1 purse c 2 charger e 3 memory stick 4 What are those? They are sandals. 1
d 4 keys f 5 comb a 5 What is this? It is a hairbrush. 1 trousers, shorts, skirt
6 headphones g 7 hairbrush b Useful! 2 trainers, shoes, sandals
Phonics 1 time 2 money 3 sweater, T-shirt, jacket
headphones, smartphone, no, Train you brain! 2
remote 1 an umbrella 2 keys 1 memory stick 2 hairbrush
3 3 Students’ own answers 3 charger 4 purse 5 keys
Students’ own answers 6 wallet 7 smartphone 8 comb
p30 9 headphones 10 tissues
p27 1 3
1 sandals [4] B: Thank you. Have a good day.
1 her 2 our 3 his 4 their 5 your memory stick [1] A: Good morning. How much is
hairbrush this T-shirt?
2
T-shirt [5] A: Thank you. Goodbye.
1 twoje 2 jego 3 je 4 nasze 5 wasze
smartphone [3] A: Here you are.
6 ich
umbrella [2] B: It’s £7.50.
3
jacket 4
1 his 2 your 3 her 4 their 5 my
trainers 1 my 2 their 3 our 4 your 5 Martin’s
4
2 6 her
1 Whose comb is it? It’s Jan’s comb.
1 T-shirt 2 trainers 3 glasses 5
2 Whose umbrella is it? It’s Joy’s
4 sweater 1 What are those? They are trousers.
umbrella.
3 2 What is that? It is a hairbrush.
3 Whose memory stick is it? It’s Ava’s
Gemma’s 3 What is this? It is a dress.
memory stick.
4 Whose headphones are they? 4 4 What are those? They are socks.
They’re Dan’s headphones. This is Oliver’s remote. 5 What is this? It is a smartphone.
5 Whose tissues are they? They’re That is Helen’s schoolbag. 6 What are these? They are sandals.
Uma’s tissues. That is Tabitha’s wallet 6
These are Lucy’s shoes. Students’ own answers
Train your brain!
These are Henry’s keys.
1 Whose glasses are they?
2 Whose magic wand is it?
This is Alice’s purse. Unit 4
3 Harry Potter’s
p31 p34
p28 1 1
1C 1 cousin 2 great-grandfather
1
2C 3 mother 4 sister
I L D S A N D A L S 3 SA
2
O T R O U S E R S H 2 1d 2e 3a 4b 5c
1 Good morning 2 It’s 3 are
V E E W E H A S R I 3
4 good day 5 Goodbye
H R S E S O C K S R
1F 2T 3F 4F 5T 6F
3
Phonics
W S S N I R A I I T 1 £18.00 2 T-shirt 3 £7.50 4 £25.50
1 three 2 thin 3 thirteen
4 4 thank you
J A C K E T P R N G
E S H O E S A T R T
2a
1b 2d 3a 4c
126
4 5 3
Julia is my sister. She’s eleven years Possible answers: They haven’t got a computer.
old. / Mike is my brother. He’s nine They’ve got small grey eyes and She’s my aunt.
years old. small mouths. They haven’t got big Has Sarah got a brother?
Bob is my father. He’s forty-one eyes or mouths. They’ve got thin My sister’s got long red hair.
years old. faces. They’ve got long, wavy, fair Have you got a smartphone?
Sally is my mother. She’s thirty-six hair. They haven’t got short, curly 4
years old. hair. They haven’t got straight, black Possible answers:
Beth is my aunt. She’s forty-four hair. Jake has got a big house/a red jacket.
years old. We haven’t got a big house/a red
Isaac is my uncle. He’s fifty years old. p37 jacket.
Noah is my cousin. He’s sixteen 1 Have you got a pet dog/grey hair?
years old. 1 hasn’t got a wallet. Has your uncle got a pet dog?/grey
Ted is my grandfather. He’s sixty- 2 hasn’t got a cap. hair?
nine years old. 3 ‘s got a smartphone.
Emma is my grandmother. She’s 4 ‘s got a schoolbag. p39
sixty-five years old. 5 hasn’t got a computer. 1
2 1 to 2 This 3 How 4 fine 5 seat
p35 1 Has he got a nose? No, he hasn’t. 6 help
1 2 Has he got small feet? No, he hasn’t. 2
1 have got 2 have got 3 have got 3 Has he got big hands? Yes, he has. 1 Help yourself
4 ‘ve got 5 ‘ve got 4 Has he got long hair? No, he hasn’t. 2 How... you
2 5 Has he got two legs? Yes, he has. 3 Welcome to
1 haven’t got 2 haven’t got 3 ‘ve got 3 4 Have... seat
4 Students’ own answers Possible answers: 5 This... mother/father
5 Students’ own answers 1 She’s got short straight black hair. 3
3 She’s got a skirt and a jacket. 1a 2b 3b
1 Have Jodie and Harry got a snake? She hasn’t got long hair. She hasn’t 4
No, they haven’t. got a dress. Students’ own answers
2 Have Tim and Hannah got a dog? 2 He’s got short straight fair hair.
No, they haven’t. He’s got shorts and a T-shirt. p40
3 Have Tim and Hannah got a snake? He hasn’t got trousers. 1
Yes, they have. 3 He’s got short straight black hair. 1 Space 2 Medical 3 Space
4 Have I got a dog? Students’ own He’s got a sweater and trousers. 4 Factory 5 Medical 6 Factory
answers He hasn’t got fair hair. 2
5 Have I got a snake? Students’ own Useful! 1 eyes 2 floor 3 music 4 easy
answers 1 ‘s happening 3
4 2 a disaster 1 therapy robot 2 companion robot
Students’ own answers Train your brain! 3 roomba robot 4 robot pet
Life Skills snake. 4
food, water, place to sleep, regular Students’ own answers
exercise, company, love p38
Train your brain! 1 p41
All 12 months have got 28 days. s t r a i g h t f m o u 1
t h g r e p r w a v y b 1 great-grandfather 2 great-
p36
grandmother 3 grandmother
1 Students’ own answers s g r a n d m o t h e r 4 father 5 mother 6 aunt
2 i c u r l y r l h v b o 7 uncle 8 brother 9 cousin
1e 2d 3a 4c 5b
m o t h e r e a e f l t 2
3 hair length: short, long
1 Steve - short curly red hair l u n c l e d u r a a h
hair type: wavy, curly, straight
2 Sophie - long wavy fair hair o s h o r t a n p i c e hair colour: grey, red, fair, black
3 Gemma - short wavy black hair
4 Uncle Dan - short straight grey
n i e r s i s t e r k r 3
g n f a l a n m i r d y [ 1 ] Welcome to my house.
hair
[ 6 ] I’m fine too.
4
2 [ 8 ] Thank you. I love pizza!
1 I’ve got short curly red hair.
1 Max hasn’t got black hair. [ 3 ] This is my mother.
2 I’ve got short wavy black hair.
2 Tommy’s got curly hair. [ 2 ] Thank you.
3 I’ve got long wavy fair hair.
3 Lewis hasn’t got short hair. [ 5 ] I’m fine, thank you, Leila. And
4 I’ve got short straight grey hair.
4 Millie hasn’t got long hair. you ?
5 Lucy has got wavy hair. [ 4 ] Hello, Mrs Benson. My name’s
6 Christine hasn’t got fair hair. Leila. How are you?
[ 7 ] Have a seat and help yourself
a Lucy b Tommy c Millie d Max to the pizza.
e Christine f Lewis
127
4 [ 1 ] Welcome to my house. p46
1 Has, hasn’t 2 Have, have 3 Has, [ 2 ] Thank you. 1
has 4 Have, haven’t 5 Have, have [ 3 ] This is my father. 1 snowboard 2 play chess 3 sing
6 Have, haven’t [ 7 ] Have a seat and help yourself 4 ice-skate 5 paint 6 rollerblade
5 to the cake. 7 read music
2 Kath and Tom have got a new car. 7 The mystery activity is: whistle
3 Billy’s got short red hair. 1 waste of money 2
4 I haven’t got five cats. 2 waste of time 1 Sam 2 Sam 3 Sam, Bonnie
5 My cousins have got a big house. 3 a disaster 4–5 Sam, Bonnie, Sam’s father
6 You haven’t got a new teacher. 4 go 3
6 5 happening 1 can cook 2 can ice-skate 3 can’t
Julia has got long straight fair hair. 8 play chess 4 can’t snowboard 5 can
James has got short curly black hair. 1T 2F 3F 4F 5T 6T rollerblade 6 can’t ice-skate 7 can’t
Julia has got headphones. James 9 rollerblade 8 can swim
has got a schoolbag. Julia and James 1 Jack, Ada 2 Jack 3 Ada, Ed 4
have got a small black dog. James 4 Ada 5 Ed Students’ own answers
has got a grey cat. 10
Students’ own answers p47
Units 3-4 Let’s Check 1
Unit 5 1 Can he play the piano? No, he can’t.
p42 2 Can you/we cook? No, we can’t.
1 p44 3 Can they snowboard? Yes, they can.
1 short 1 4 Can I/you drive a car? No, I can’t.
2 straight, wavy 1 trees 2 skateboard tricks 2
3 fair, grey, red 3 jokes 4 English 5 a bicycle 1 Can you paint
4 cousin, great-grandmother 6 a car 2 No, I can’t.
5 charger, hairbrush, key, purse 2 3 Can your brother rollerblade?
6 dress, skirt, sock, trainers 1 tell jokes 2 climb trees 3 ski 4 Yes, he can.
2 4 drive a car 5 do skateboard tricks 5 Can your cousins ice-skate?
1 aunt 2 short 3 grey 4 straight 6 fly 7 speak English 8 swim 6 No, they can’t.
5 jacket 6 trousers 7 smartphone 9 ride a bicycle 3
3 Phonics 1 What can Iggy drive?
1 Whose key is this? It’s Paul’s key. trick, in, six, sister, fish, pink, listen 2 What can they speak?
2 Whose umbrella is that? It’s Mark’s 3 3 What can I paint?
umbrella. 1 A monkey can climb trees. 4 What can Imogen play?
3 Whose trainers are these? They’re 2 A fish can swim. 5 What can Ellie cook?
Jodie’s trainers. 3 A bird can fly. Useful!
4 Whose comb is that? It’s Astrid’s 4 A child can ride a bicycle. 1 What a mess!
comb. 5 A robot can speak Chinese. 2 I feel awful.
5 Whose sandals are those? They’re 4 3 Watch out!
Lauren’s sandals. Students’ own answers Train your brain!
4 Can she read music?
1 My 2 ‘ve 3 haven’t 4 ‘ve 5 My p45 No, she can’t.
6 ‘s 7 hasn’t 8 ‘s 9 ‘ve 10 Our 1 What can you play?
11 his 12 Our 13 ‘ve 14 Their 1 can’t swim 2 can’t do 3 can ski I can play chess.
15 Have 16 Have 4 can drive a car 5 can’t speak Life skills
5 6 can’t speak 7 can’t fly Students’ own answers
A: Good morning. How much are 2
these trousers? 1 can 2 can’t 3 can’t 4 can 5 can p48
B: They’re £17.50. 6 can 7 can’t 8 can 9 can’t 1
A: Thank you. And how much is 3 ACROSS 2 sing 4 jokes 5 trees
this T-shirt? 1 can’t ride 6 snowboard 7 fly
B: It’s £8.75. 2 can climb trees very well DOWN 1 whistle 3 rollerblade 6 ski
A: Here you are. 3 can’t swim fast 2
B: Thank you. Have a good day. 4 can ride a bicycle very well 1 ice-skate
A: Thank you. Goodbye. 5 can climb trees 2 You can read music.
4 3 You can play the piano.
p43 4 can fly
6 5 You can drive a car.
Train your brain!
[ 4 ] Hello, Mr Price. My name’s Will. 6 You can cook.
human/person.
How are you? 7 We can speak English.
[ 6 ] I’m fine too.
[ 8 ] Thank you.
[ 5 ] I’m fine, thank you, Will. And
you?
128
3 p51 p53
1 Monkeys can climb trees very well. 1 1
2 Dogs can’t whistle. 1 are 2 is 3 is 4 are 5 are 6 are
P U F D R P S I N R I
3 Fish can’t ride a bicycle. 2
4 Cheetahs can run fast. O T I A R S K I O M E
1 There is a lot of bread.
5 Hippopotami can’t jump. G I C E S K A T E I Y 2 There are some strawberries.
4 E A W H I S T L E E L 3 There is a sausage.
Can she cook? No, she can’t. 4 There is some cheese.
Can she ride a bicycle? No, she can’t. P C T E Z Y E F P B I
5 There are some cakes.
Can she play chess? Yes, she can. R O L L E R B L A D E
3
Can she paint? Yes, she can. S O K A S Y O Y I I A There is a pizza.
Can she swim? Yes, she can. There is a lot of bread.
I K S W I M A E N D L
There is some jam.
p49 D H A G N S R I T C S
There is some ice cream.
1 T M S C G R D H N N C There are some biscuits.
[ 2 ] Yes, what is it?
Train your brain
[ 4 ] Yes, of course. 2 Possible answers:
[ 3 ] Can I read my book, please? 1 skateboard 2 films 3 the USA There are some children. There is
[ 5 ] Thank you. 4 jokes 5 pictures a teacher / man. There are some
[ 1 ] Excuse me, Mr Carter. 3 chairs. There are some desks. There
2 [ 3 ] Can I do skateboard tricks in are some notebooks. There are some
He can rollerblade and he can play the park? school bags. There is a board.
football in the park. [ 1 ] Excuse me, Mrs Price.
He can’t climb trees and he can’t do [ 5 ] Oh, that’s a pity. Can p54
skateboard tricks. I rollerblade? 1
3 [ 7 ] Thank you! 1 pineapple a 2 chicken g
1 is it [ 4 ] No, you can’t. 3 blueberry e 4 lettuce b
2 Can I/we ride a [ 6 ] Yes, you can. 5 mushroom f 6 bacon c 7 lemon d
3 No, I’m afraid you can’t. [ 2 ] Yes, what is it? 2
4 that’s a 4 1 rice 2 grapes 3 pineapple 4 ham
5 Can I/we play 1 Can your sister run fast? 5 potato 6 chicken
6 you can 2 I can’t swim very quickly. 3
4 3 Our teacher can sing very loudly. 1 pineapples 2 grapes 3 lemons
Students’ own answers 4 You can’t speak Chinese. 4 rice 5 a lot of 6 six potatoes
5 What can they climb? 4
p50 6 What can you paint? Students’ own answers
1 5
1 eagles 2 picnics 3 food 4 year 1 Can your sister rollerblade? p55
5 waterfalls, mountains 6 dangerous Yes, she can. 1
2 2 Can your sister dance? 1b 2a 3c 4b 5c
1 Australia 2 old 3 swim 4 can No, she can’t. 2
5 birds 3 Can your brother run fast? 1c 2a
3 No, he can’t.
3
1 20,000 years old. 4 Can your brother ice-skate?
1 There is some lettuce.
2 No, you can’t. Yes, he can.
2 There are some pineapples.
3 More than 250. 5 Can your brother ski?
3 There aren’t any blueberries.
4 Kangaroos and crocodiles. Yes, he can.
4 There is a strawberry.
5 Students should mention two of
5 There isn’t any bread.
the following activities: camp, look Unit 6 Useful!
at the rock art, walk, watch the
birds, see tall trees and amazing 1 Yuck!
p52 2 It’s not quite right.
waterfalls, ride a bike, drive a car, 1
go in a boat, see kangaroos 3 Let’s try again.
1b 2g 3h 4a 5d 6j 7f 8e 9c 4 No problem!
Around the world 2
a kangaroo, an emu, but also: a black Train your brain!
1a 2b 3a 4b 5a 6b 7a 8b A mushroom
swan, a lion and a bird called shrike
3
(dzierzba)
1 some bread 2 a sausage 3 some p56
pasta 4 a lot of cakes 5 a biscuit 1
6 some jam 7 a strawberry biscuits, chicken, lettuce, pineapple,
Phonics bacon, ice cream, potato, bread, jam,
black, cat, jacket, jam, hand, man pizza, sausages, pasta
4 2
Students’ own answers 1 a 2 b 3 b 4 a 5 b 6 a 7 a 8 b Ice
cream.
129
3 4 p61
1 There is a pineapple. 1 There are 2 There isn’t 3 There 7
2 There is some pasta. is 4 There aren’t 5 There is / There 1 Yuck!
3 There isn’t any rice. isn’t 6 There is 2 feel awful
4 There are some biscuits. 5 3 try again
5 There aren’t any cakes. Possible answers: 4 Watch out!
6 There is a potato. There is some bread. 5 What a mess!
7 There isn’t any ham. There isn’t any bread. 8
4 There is a lot of bread 1 can’t 2 can 3 aren’t any 4 is
Possible answers: There is a sausage 5 are some 6 delicious
There is a biscuit. There isn’t any There isn’t a sausage.. 9
bread. There is a cake. There are There is some chicken.
some grapes. There isn’t any jam. There is a lot of chicken can can't
There isn’t a lemon/There aren’t any There isn’t any chicken. Rita sing read music
lemons. There is a potato. There are There are some blueberries Tom tell very sing
some sausages. There aren’t any There are a lot of blueberries funny jokes
strawberries. There aren’t any blueberries
Caitlin paint play the
6 beautiful piano
p57 Possible answers: pictures
1 There are a lot of cakes. There is
1 beetroot 2 tomato 3 carrot a lot of bread. There is some cheese. 10
4 cabbage 5 onion 6 cucumber There is a lot of jam. There aren’t any Students’ own answers
7 red pepper 8 bean strawberries. There isn’t any ham.
2 Unit 7
1 Can 2 sorry 3 have 4 course Units 5-6 Let’s Check
5 in 6 please 7 are 8 Thank p62
3 p60 1
1 beetroot and mushroom 1 1 photos 2 volleyball 3 with my
2 carrot and tomato 1 lemon 2 grapes 3 sausages friends 4 out 5 comments
3 Eat in 4 pizza 5 rice 6 bread 7 lettuce 6 my dance class 7 music 8 TV
4 £9.75 8 biscuit 9 mushroom 9 exercise
4 10 strawberries 2
Students’ own answers 2 1 do exercise, watch TV, take photos
Life Skills 1 do skateboard tricks 2 fly 3 swim 2 hang out with my friends, chat on
b 4 climb trees 5 tell jokes 6 read my mobile, post comments
music 7 play chess 8 paint 3
p58 3 1 Cindy
1 1 Amy can sing. 2 Kuba
1F 2T 3F 4F 5T 6T 2 Can you snowboard? 3 Cindy and Kuba
2 3 We can drive. 4 Cindy
A Canada B Germany C India 4 Can he speak Chinese? 5 Cindy and Kuba
D Australia 5 I can’t cook. 6 Cindy and Kuba
3 6 My sister can play the piano very 7 Cindy
1 coffee well. Phonics
2 a sausage in a curry sauce 4 1 orange 2 draw 3 black 4 car
3 Canadians 1 There are some is a sausages. 4
4 poutine 2 There is a are some cakes. Students’ own answers
5 meat, chicken and fish 3 There is a lot of some pasta.
6 spicy tea with sugar and milk 4 There is a are a lot of blueberry p63
Around the World blueberries. 1
1d 2a 3b 4c 5 There is some isn’t any rice. 1 don’t hang 2 do 3 play 4 don’t go
5 5 don’t watch
p59 There is some ham. 2
1 There isn’t any bacon. 1 Do I/you hang out with my/your
1 biscuit 2 sausage 3 grape There are a lot of biscuits. friends at the weekend? No, I
4 potato 5 bread 6 ice-cream There is a lot of cheese. don’t.
7 jam 8 cheese There is some jam. 2 Do my/your cousins do their
2 There is a pizza. homework on Saturday morning?
1 strawberry 2 lemon 3 chicken 6 Yes, they do.
4 pasta 5 mushroom 6 bacon/beef Here you are. [B] No, I’m afraid you 3 Do you play volleyball after school
7 lettuce 8 blueberry 9 rice can’t. [T] Can I play football, please? on Thursday? Yes, you do.
3 [T] Eat in or take out? [B] That’s 4 Do the students go to their art
1 of 2 to 3 it 4 you 5 there 6 I £6.25, please. [B] Yes, what is it? [T] class on Sunday? No, they don’t.
Excuse me, Mrs Bell. [T] I’m sorry, 5 Do I/you watch TV on Saturday
there isn’t any carrot salad. [B] evening? No, I don’t.
130
3 Useful! 2
1 watch 2 don’t watch 3 go 4 take 1 minute 2 can’t believe 1 horses 2 boat 3 fast
5 do 6 play 7 hang out 8 Do you do Train your brain! 3
9 do 10 play 11 don’t play 12 play Does your brother like sausages? 1 The Philippines 2 Indonesia
13 do She doesn’t brush her teeth at night. 3 Colombia
Saturday Sunday Monday Tuesday He gets up late. 4
Sadie do home- go to play play Students’ own answers
work, music basket- basketball p66
watch TV lesson ball 1 p69
take 1 chat 2 watch 3 breakfast 4 get 1
photos
5 post 6 hang 7 go 8 teeth 1 hang 2 watch 3 post 4 take
Frank play do play do 9 shower 10 music 5 brush 6 chat 7 have 8 get 9 go
football home- chess skateboard
hang work tricks 2
Mystery word: take photos
out with 1 shower 2 exercise 3 dressed
The best present for Freda is a camera.
friends 4 photos 5 a dance class
2
3
Train your brain! do judo play take ski 1 late
1 whistle volley- photos 2 What time is it?
2 watch TV ball 3 Hurry up!
3 don’t ride my bicycle and I don’t Trixie Jodie Trixie Natalie 4 It’s time to... breakfast.
download music 5 Take... time
(She only does things that start with Natalie Bella Jodie Bella
4
the same letter as the day) 1 Do, do 2 Does, doesn’t 3 Do, don’t
3
4 Do, do 5 Does, does 6 Do, don’t
p64 1 I watch TV at night.
2 Do you have a shower in the 5
1
morning every day? 1 doesn’t play football every day
1 dressed b 2 teeth d 3 dinner i
3 Iggy’s robot doesn’t have dinner. 2 don’t go to school on Sunday
4 bed h 5 school c 6 up g 7 lunch e
4 Gerry chats on his mobile in the 3 watch TV after school
8 home f 9 shower a
afternoon. 4 likes sausages
2
5 The students don’t take photos in 5 don’t get up early on Saturday
1 have dinner 2 get up 3 get dressed
the classroom. 6
4 go to school
6 Does your sister download music 1 Do you get up
3
in the morning? 2 do
morning: have breakfast in bed, get
4 3 get up
up, brush her teeth, get dressed, do
Students’ own answers 4 don’t have
exercise
5 go
afternoon: have lunch, go to
p67 6 Does he go
her friend’s house, take photos,
1 7 doesn’t
download music
1 It’s half past two. 8 doesn’t get up
evening: have dinner at her friend’s
2 It’s twenty past eleven. 9 has
house, go home, watch TV
3 It’s ten to eight. 10 hangs out
night: have a shower, go to bed
4 It’s quarter past nine. 11 Do your mum and dad get up
4 12 do
Students’ own answers 5 It’s quarter to nine.
13 don’t go
2
14 don’t hang out
p65 1 Excuse me,
15 play
1 2 It’s time to have lunch.
I watch like do have go 3 Take your time.
4 What time is it?
Unit 8
He/she watches likes does has
goes 5 It’s time to go out.
6 Hurry up! p70
2
3 1
1 doesn’t have, has
2 doesn’t do, plays Conversation 1 1 a lake 2 your grandmother
3 doesn’t drive, rides half past ten 3 your smartphone 4 a robot
4 doesn’t go, goes go to the judo class 5 a new computer 6 English
is 7 treasure 8 £100
3
1 Does he do; No, he doesn’t. Conversation 2 2
2 Does he play; Yes, he does. quarter to seven a8 b4 c3 d7 e5 f1 g2 h6
3 Does he hang out; No, he doesn’t. have dinner Phonics
4 Does he take; No, he doesn’t. isn’t time, fight, write, drive, kind, rice,
4 4 white, night, ice cream, pineapple
1 doesn’t work 2 works 3 puts Students’ own answers Life Skills
4 makes 5 Does it make 6 doesn’t a pilot
7 Does he drink 8 doesn’t p68 3
9 doesn’t drink 10 Does she like 1 Students’ own answers
11 does 1 Nepal 2 old 3 ladders 4 water 5 isn’t
131
p71 4 What is Professor Iggy doing? 4
1 Taking photos. 1–3 Students’ own answers
1F2T3F4T5T6F 5 Is Eddie taking photos? No, he isn’t. 4 Go straight on and turn left. Then
2 6 Is Ellie chatting on her mobile? Yes, turn right.
1 I’m cooking pasta. she is.
2 My cousins aren’t playing 7 What is Eddie doing? Drinking p76
volleyball. a smoothie. 1
3 Steph is having lunch. Train your brain! 1 Times Square 2 Federation Square
4 Tarek isn’t buying a new jacket. Possible answers: 3 Trafalgar Square 4 Trafalgar Square
5 We’re doing skateboard tricks. What is your cat watching/playing/ 2
6 I’m not hanging out with my eating? 1 snakes and monkeys 2 at night
friends. What are the students watching/ 3 at the Polish Art Gallery in the Main
3 playing/eating? Square in Krakow 4 The Sukiennice
1 ‘s/is driving What am I watching/playing/eating? 3
2 ‘s/is swimming 1 climbing 2 tower 3 Main Square
3 ‘s/is visiting p74 4 people 5 shopping 6 pictures
4 ‘m not/am not doing 1 Around the world
5 ‘m/am writing 1 Mary is reading in the cinema. b
4 2 Ted is eating cake in the café.
Students’ own answers 3 Amy is whistling at the bus stop. p77
Train your brain! 2 1
I am diving into a crocodile lake. fight a dinosaur 1 café 2 supermarket 3 museum
The hidden word is: brainy find treasure 4 car park 5 cinema 6 bus stop
buy tickets 7 train station 8 shopping centre
p72 dive into a crocodile lake 2
win prizes 1 visit 2 look for 3 fight 4 buy
1
learn magic tricks 5 find 6 dive into 7 learn 8 win
1d 2f 3b 4e 5a 6c
visit Spooky Castle 3
2
3 Ted: Excuse me. I’m looking for the
1 supermarket 2 bus stop 3 school
1 f Ben café.
4 museum 5 cinema 6 train station
2 g Victor You: Go straight on and turn left.
7 shopping centre
3 e Helena Then turn left.
3
4 a Joe Ted: Thank you
1 is looking at some old pictures
5 b Fiona You: You’re welcome.
2 a museum
6 c Jim 4
3 is buying some bread and cheese
7 d Gloria 1 ‘m watching 2 Are you doing
4 a supermarket
Joe’s winning prizes at the museum. 3 I’m not 4 ‘m playing 5 ‘m winning
5 is walking and looking at a lot of
4 6 isn’t winning 7 Is your dad playing
cars
Are they fighting a robot? 8 he is 9 ‘re singing
6 a car park.
Is your aunt buying tickets? 10 are your aunt and uncle doing
7 is watching a film
I’m looking for my friend. 11 aren’t singing 12 ‘re making
8 a cinema
What are you playing? 13 ‘s buying
4
Where is she going? 5
p75
p73
1
1
1 museum 2 café 3 cinema
1 Is, learning c 2 Are, visiting e
2
3 Are, eating d 4 Is, watching f
1 Excuse me 2 straight on 3 turn left
5 Are, taking a
4 turn right 5 Thank you
2
6 You’re welcome
1 are you reading?
3
2 is she looking for?
cinema
3 are they fighting?
4 am I buying?
5 is he going?
Useful! clothes shop
castle
train station cinema
on top of the world!
Get a move on!
3
1 What is the SmoothieMax making? café car park
school museum
A lot of delicious smoothies.
START
HERE
2 Where is the SmoothieMax making

smoothies? At the supermarket.
3 What are they giving to people?
The smoothies.
132
Units 7-8 Let’s Check 3 SKILLS BOOSTER 1
1 stocking 2 candy canes 3 tree
4 presents 5 turkey 6 pudding Discover more! National public
p78
7 star 8 presents 9 fish 10 wafer holidays, p83
1
4 1
activities: have a shower, do exercise,
Students’ own answers A Australia Day, Australia
play volleyball, find treasure, buy
B the spring bank holiday, England
tickets, download music
places: café, museum, cinema, Easter C Independence Day, the USA
D National Independence Day, Poland
shopping centre, supermarket,
bus stop p81 2
2 1 1 26 stycznia
1f 2d 3e 4a 5b 6c 1 hot cross bun 2 lamb 3 salt and 2 łodzi/statków
pepper 4 basket 5 chick 6 bunny 3 4 lipca
3
The mystery word is: catkin. 4 sztucznych ogni
1 Do you get up 2 I do 3 get up
2 5 11 listopada
4 have 5 Does your father get up
6 doesn’t 7 doesn’t get up 6 parady i pokazy wojskowe
8 works 9 Do you do 10 I don’t 7 w ostatni poniedziałek maja
11 play 12 goes 13 has 8 (rodzinnych) piknikach
14 Do your mother and father have 3
15 do 16 gets up 17 have 18 go Possible answers:
19 hang out 1 historii tego kraju
4 2 znalazła plecak (po koncercie)/chce
1 Rob and Steve are swimming in the oddać plecak właścicielowi
lake. They aren’t visiting the castle. 3 3 (nowy) smartfon
Are they riding a bike? No, they 1 the UK - c
aren’t. 2 Poland - a SKILLS BOOSTER 2
2 I’m finding treasure. I’m not 3 Poland - e
winning prizes. 4 the UK - b REAGOWANIE/PRZETWARZANIE,
Am I/Are you learning magic tricks? 5 the UK - f p84
No, I’m not. 6 Poland - g 1
3 Paul’s buying tickets. He isn’t 7 Poland - d 1B2E3A4C5D
fighting a dinosaur. 4
Is he finding treasure? No, he isn’t. Students’ own answers
2
1 Help yourself to the sandwiches.
p79 SKILLS BOOSTER 1 2 How much are these trousers?
5 3 Have a seat, please.
1 Excuse, what time 2 quarter to REAGOWANIE/PRZETWARZANIE, 4 This is my sister.
3 lunch 4 late 5 you are 6 Hurry p82 5 Here you are.
6 1 3
[ 4 ] You’re welcome. 1B2A3C4E5D 1F2F3P
[ 2 ] Go straight on, then turn right. 2 4
Then turn left. 1 Sure! 1 What is Adam like?
[ 1 ] Excuse me. I’m looking for the 2 It’s time to go home now. 2 Have a good evening.
cinema. 3 That’s incredible! 3 Help yourself to the cake.
[ 3 ] Thank you. 4 Come and play with my friends. 4 Whose jacket is this?
7 5 Where are you from? 5 These shoes are 20 pounds.
1B 2D 3A 4C 3 5
8 1F 2F 3P 1C2B
1e 2c 3d 4b 5a 4
9 1 What is your surname? SKILLS BOOSTER 2
1F 2T 3F 4F 2 How much is the rubber?
10 3 Welcome to my school.
4 Nice to meet you. Discover more! Birthdays, p85
5 How old are you? 1
A Eduardo B Jacek C Olivia D Amy
Christmas 5
2
1D 2B 3A
1 chleb 2 świeczkami 3 słodycze /
p80 cukierki 4 nosy 5 szczęście
1 3
Across 1 Friday/19th March 2 5 3 lesson
2 fish 3 star 6 presents 8 baubles 4 cake
Down
1 wafer 4 turkey 5 reindeer 7 sleigh
2
1 tree 2 pudding 3 stocking
4 cracker 5 angel
133
SKILLS BOOSTER 3 SKILLS BOOSTER 4
REAGOWANIE/PRZETWARZANIE, Discover more! Polish national
p86 food, p89
1 1
1E 2A 3D 4C 5B 1 dumplings 2 dried mushrooms
2 3 sour cream 4 mayonnaise
1 Eat in or take out? 5 stew 6 sauerkraut
2 Can we swim here, please? 2
3 Oh, that’s a pity. 1 polskiej 2 pierogi/bigos
4 Can I have a cabbage and onion 3 bigos/pierogi 4 truskawkami
salad, please? 5 warzywna 6 lody 7 kapustę
5 Watch out! 3
3 1 uncle 2 afternoon 3 mushrooms
1F 2P 3F 4 strawberries 5 sour cream 6 salad
4
1 Can I watch a film? SKILLS BOOSTER 5
2 What is it?
3 Can you play chess? REAGOWANIE/PRZETWARZANIE,
4 Let’s make a pizza. p90
5 I feel awful. 1
5 1E2C3B4D5A
1B 2D 3C 2
1 I’m on top of the world.
SKILLS BOOSTER 3 2 it’s not quite right.
3 I don’t like pineapples.
Discover more! Active holidays 4 Oh, that’s a pity.
in Poland, p87 5 Do you like going to the cinema?
1 3
1C 2A 3B 4D 1F 2P 3P
2 4
B and D 1 It is time to go home.
3 2 Do you want to hang out with my
1 godzinach friends?
2 dzikich 3 I hate playing volleyball.
3 organizuje 4 Let’s watch TV.
5 I feel awful.
SKILLS BOOSTER 4 5
1C 2A 3B
REAGOWANIE/PRZETWARZANIE,
p88 SKILLS BOOSTER 5
1
1C 2E 3D 4A 5B Discover more! Places to visit
2 in Poland, p91
1 Hurry up! 1
2 Excuse me, I’m looking for the 1 B 2 C 3D 4 A
shopping centre. 2
3 I’m on top of the world! 1 Biskupin 2 Krakow 3 Gdansk
4 Excuse me, what time is it? 4 Warsaw
5 You’re welcome! 3
3 1 history 2 films 3 footballer
1P2P3F 4
4 1 muzeum 2 dwóch/2 godzin
1 Wait a minute. 3 90 4 festynie/festiwalu
2 Am I late? archeologicznym
3 Go straight on.
4 Let’s go to the cinema on Saturday
at 5 o’clock.
5 Take your time.
5
1A2C3D
134
KUPUJ TANIEJ
W SKLEPIE INTERNETOWYM
SKLEP.MACMILLAN.PL
ZAREJESTRUJ SIĘ NA WWW.MACMILLAN.PL,

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Brainy Klasa 4 Teaching Notes and Answer Key

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Brainy Klasa 4 Teaching Notes and Answer Key

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Teaching notes Elspeth Pollock

Text, design and illustration © Macmillan Publishers Limited 2017

First published 2017

Original design by Mikołaj Ostaszewski

Unit 1 We are friends! page 6

Unit 2 Who are you? page 15

Units 1-2 Let’s check page 25

Unit 3 Our possessions page 26

Unit 4 What have you got? page 36

Units 3-4 Let’s check page 46

Unit 5 What can you do? page 47

Unit 6 Tasty food page 57

Units 5-6 Let’s check page 67

Unit 7 My week page 68

Unit 8 Is it real? page 78

Units 7-8 Let’s check page 88

Units 1-2 Let’s talk page 89

Units 3-4 Let’s talk page 89

Units 5-6 Let’s talk page 90

Units 7-8 Let’s talk page 90

Student’s Book Audioscript page 93

Student’s Book Answer key page 105

Workbook Audioscript page 119

Workbook Answer key page 123

Step 1. Aims Step 2. Aims

Step 3. Aims Step 4. Aims

Aims after ex 3 Extra practice 3

 1.13 Introduce the idea of a rap by showing

Aims Happy goodbye

before ex 1 Extra practice 1

after ex 4 Extra practice 2

after ex 5 Fast finishers

lesson In the classroom

Aims Happy goodbye

after ex 2 Extra practice

lesson Train your brain! to get your brain working!

Clue: Look for upper case letters as well as lower case

before ex 3 Encouragement note

Aims Happy goodbye

before ex 3 Vocabulary flashcards

before ex 4 Extra practice 2

after ex 4 Extra practice 3

lesson Around the world

Cultural note Discover more!

fact Happy goodbye

Life skills: Learning

after ex 3 Extra practice 1

before ex 4 Extra practice 2

Summary Vocabulary summary Grammar summary

Extra practice: A new student in the class Project note

Project 1 Grammar billboard

pose like rappers (arms folded, with attitude)

after ex 5 Extra practice 1

after ex 6 Skills note: Listening

lesson Student’s blog

correct answers held up after each sentence by each

Lead-in after ex 5 Fast finishers

after Quick check Example:

after ex 1 Extra practice 1

1.13 Introduce the idea of a rap by showing