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4 Screen stories
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▶ Życie rodzinne i towarzyskie
▶ Kultura
Unit objectives
• Vocabulary: to introduce and practise vocabulary in the topic areas: TV programmes, types of film
• Language Focus: to revise and practise the past simple affirmative, negative, questions and short answers, past forms of the verb be, past simple with ago
• Skills: to read a programme chronicle about web series, to read an interview, to listen to a radio programme,
to ask and answer questions about the past, to talk about preferences, to write a description of a film
• CLIL: to learn about famous film adaptations
• Culture: to learn about film locations in New Zealand
• Exam: to listen for general understanding, to listen for specific information; task type: multiple choice,
multiple matching
AIM
Vocabulary 1
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Student’s Book page 44
TV programmes
To meet and practise vocabulary related to TV
programmes, and to review the time, in preparation
for the following reading text.
EXTRA warmer
Set a time limit of four minutes. Ask students
to write down the names of films or TV series in
English beginning with each letter of the alphabet,
eg Ant Bully, Babe, CSI: Miami, Daredevil, etc. Find
out who has written the most, elicit ideas from the
class and write them on the board.
1 Ask students to read the words in the box and
check their meaning. They then match the words
with the pictures. Do not check answers as a class
at this point.
2 1.44 Play the recording for students to listen,
check answers to exercise 1 and repeat the words.
1.44 Answer key Exercise 1, p44
and Audioscript Exercise 2, p44
1cartoon
2 soap opera
3 the news
4 reality show
5 chat show
6documentary
7 sports programme
GUESS Ask students to read the quiz questions.
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Give them about two minutes to think or consult
their ideas in pairs. Elicit answers from the class.
Ask: Did you like ‘Kung Fu Panda’? Which is your
favourite character? Which famous actors were the
characters’ voices in the original version? Who dubbed
the characters in the Polish version? What do you
think of ‘The Lord of the Rings’ films?
LOOK Ask students to read the information in
the LOOK box and complete the rule. Make sure
students notice the difference between how news
is used in English and in Polish. Additionally, ask
students to translate the sentence in the box into
Polish, paying special attention to the expression
be on. Explain that the two prepositions standing
together are absolutely correct, as one belongs to
the expression be on, and the other (at) is used to
talk about the time.
Answer key
1 a panda
2b
Cultural note
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Kung Fu is a number of martial arts from China.
Meditation is often an important feature of Kung
Fu training, because it helps to develop mental
focus and clarity. In the 1970s, the Kung Fu films of
Bruce Lee made martial arts popular in the USA and
Europe. Actors such as Jet Li and Jackie Chan have
maintained the appeal of movies of this genre.
RECYCLE Students write six sentences about TV
programmes in their country using six adjectives in
the box.
8comedy
9 game show
10 music programme
11drama
12 weather forecast
13 talent show
14makeover
Answer key
is
3
USEFUL PHRASES Prompt students to
read the phrases on the left. Make sure that they
understand them. Then, ask students to guess or
suggest the prepositions that form the opposite
expressions. Check the answers as a class. Practise
the pronunciation of the phrases.
Answer key
1 off 2 down 3 on
New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015
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Tell students to read the piece of information.
Ask students about the payments that you need to
make in order to watch TV in Poland.
AIM
Reading
Turn off your TV and turn on the web!
Answer key
5 weather forecast
6 music programme
7 reality show
5 Ask students to quickly read the sentences and
check their meaning. Then students complete the
sentences about their own TV preferences.
Your voice Draw students’ attention to
the examples. Put them in pairs to take turns
asking and answering similar questions about
the programmes they have written about in the
sentences in exercise 5. Ask them to report back to
the class about their partner.
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6
EXTRA warmer
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Homework ➜ Workbook (economy v.) p17
Workbook p36
Vocabulary plus p116
If you want to provide students with some additional
practice of vocabulary, go to Student’s Book p116.
Vocabulary plus Answer key, p116
Exercise 1 remote control – pilot od TV,
flat screen TV – płaski ekran TV,
surround sound – dźwięk przestrzenny,
turn the TV on/off – włączyć/wyłączyć TV,
turn the volume up/down – podgłośnić/
ściszyć dźwięk,
aerial – antenna,
satellite dish – talerz satelitarny,
change channels – zmieniać kanały
EXTRA homework
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Before opening their books, put students in pairs
to discuss how they use YouTube – ask them if
they only watch films or if they upload their own
productions too. Elicit student ideas on why
YouTube has become so popular.
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Put students in pairs and ask them to write two
questions including the time about weekly TV
programmes in Poland, eg What’s on channel 2 at
half past ten on Wednesdays? Ask pairs to read out
their questions and elicit answers.
Student’s Book page 45
To read and answer questions about a web series,
and to look at the past simple in context.
4 In pairs, students read the short summaries of TV
programmes and decide what type of programme
each one is. Let them compare their answers with
another pair. Then check as a class.
EXTRA follow-up
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▶ Życie rodzinne i towarzyskie
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Did you know ...?
1 makeover
2 soap opera
3 talent show
4 game show
4
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Teaching notes
Students write about the similarities and
differences between their and their partner’s
viewing habits, eg We both hate soap operas. Tomek’s
favourite programme is X Factor, mine is M.D. House.
1 Ask students to work in pairs. Set a time limit of
four minutes for students to answer the questions
about web series that they know and watch. Elicit
ideas from the class.
2
1.45
TEST TRAINER Tell students to
read the headings and check if they understand
them correctly. Then students read the text and
match the headings with paragraphs A–D. Give
them enough time to compare their answers with
a partner. Finally, students listen to the recording in
order to check their answers. Check the answers as
a class as well.
1.45 Audioscript Exercise 2
See Student’s Book p45.
Answer key
1C 2D 3A 4B
3 Ask students to read the sentences and check their
meaning. Students read the text again and write the
correct answers in their notebooks. Allow students
to compare their choices in pairs and then check as
a class.
Answer key
1 the Internet
2 Children wrote
3 Amateur
4 bigger
5 is
EXTRA follow-up
Ask fast finishers to write two or three more
sentences, with two options to choose from, for
a classmate to solve.
New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015
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Ask students to analyse the text in order to find
the pieces of information they find the most
interesting or valuable / information they would like
to remember from the text. While reading the text
they draw a mind map (a spidergram or any other
diagram or graphic representation of the text). Then
they work in pairs and only looking at their mind
map (and not the original text) they tell their partner
about what they have selected from the text / what
they remember from the text.
Answer key
Regular verbs end in -ed in the past simple: launched,
created, watched, appeared, started, uploaded, looked
Irregular verbs usually change their form in the past
simple: make – made, put – put, become – became,
grow – grew, write – wrote, have – had
CLIL: Literature
Student’s Book page 46
To review and practise the past simple and was /
were in the affirmative and negative forms.
Language Focus 1
Past simple: affirmative and negative
EXTRA warmer
Students find the names of the following on the
page: the title of an American comedy series,
two talent shows, three Polish TV series, and an
American cartoon (The Big Bang Theory, X-Factor,
Must be the music, Ojciec Mateusz, Niania, Barwy
szczęścia, The Simpsons). Award points to the
students who find them. Check as a class.
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4 Revise contexts for use of and basic information
about the past simple. Ask students to read the
rules about past tense verb forms. Students read
the text again and complete the table with the
regular and irregular past forms of the verbs. Allow
students to compare the forms in pairs and check
them as a class.
AIM
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▶ Życie rodzinne i towarzyskie
▶ Kultura
EXTRA activity
1 Ask students if they remember the text they read
during the last lesson. Ask if they can recall any
details. Explain that students are going to read
the text again, find the sentences in the table and
complete them with the missing elements – past
tense verb forms in the affirmative and negative.
Answer key
E
Across the curriculum: Literature If you want to develop this topic further, then
go to Workbook p140, with worksheets in the
Teacher’s Resource File.
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Homework ➜ Workbook p119, Reading
EXTRA homework
Ask students to find out about another web series,
perhaps one they liked, or one they particularly
disliked, and write a short text about it, including
answers to the following questions: What is the
name of the series? What did it involve? Why did
students like / dislike it?
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4
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Teaching notes
1 launched
2 didn’t appear
3 went
4 didn’t know
LOOK Ask students to read the information in the
LOOK box. Explain that the box contains rules of
forming past tense forms for regular verbs. Students
write in the correct past forms of the verbs
provided. Check as a class. Finally, refer students to
the list of irregular verbs on p123.
Answer key
1 watched
2 appeared
3 uploaded
4 created
5 liked
6 tried
7 studied
8 travelled
2 Ask students to refer to the spelling rules and
irregular verbs list again and complete the text
about the comedy series The Big Bang Theory with
the past simple form of the verbs in brackets.
Answer key
1 created
2 appeared
3 loved
4 had
5 didn’t stop
6 didn’t want
7 made
8 won
EXTRA follow-up
Ask fast finishers to close their books and note down
everything they can remember about the comedy
series The Big Bang Theory. Check by reading the text
in exercise 2 again.
New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015
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4b
Answer key
1 Enej didn’t appear in X-factor. They appeared in Must
be the music.
2 The BBC didn’t begin broadcasting in 1929. They
began broadcasting in 1932.
3 Ewa Drzyzga didn’t create a makeover. She created
a chat show.
4 Ojciec Mateusz didn’t first appear in 2001. It appeared
in 2008
5 Agnieszka Dygant didn’t become famous in Barwy
szczęścia. She became famous in Niania.
Pronunciation: /d/, /t/ and /ɪd/
1.46 Model the sounds /t/, /d/ and /ɪd/ and
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point out that /ɪd/ adds a syllable to the infinitive.
Play the recording for students to listen and repeat.
Ask if they know which verbs add a syllable when
the -ed is pronounced. Elicit answers (verbs with
a base form ending with a final /t/ or /d/ sound).
FR
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1.46
1.47 Audioscript Exercises 4a & 4b
See Student’s Book p46.
Answer key
1 was 2 weren’t 3 Was 4 was 5 wasn’t
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Ask students to think of a celebrity whom they
know a lot about. Write the following verbs on the
board: appear, get married, be born, become, begin,
record. Ask students to write a short text about the
celebrity they have chosen, using past verb forms
of the verbs on the board or other verbs they need.
Give students 4–5 minutes. Monitor the activity.
Ask selected students to read out their descriptions
to the class, who try to guess the name of the
celebrity.
/d/: appeared, followed
/t/: washed, laughed
/ɪd/: created, wanted
1.47 Play the recording for students to listen
and repeat. They then write the verbs in the correct
column in the table. Play the recording again
for them to listen and check. Alternatively, put
students in pairs to decide which column each verb
should be in. Play the recording for them to listen
and check. Play the recording again for students to
listen and repeat.
was / were
EXTRA activity
Answer key
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▶ Życie rodzinne i towarzyskie
▶ Kultura
3 Ask students to correct the sentences using
a negative and an affirmative sentence. With
weaker groups, do the first sentence as a class.
4a
4
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Teaching notes
5 Ask students to read the rules concerning past
forms of the verb be and choose the correct words
to complete the sentences. Allow students to
compare their answers in pairs and then check as
a class.
6 Students read and complete the dialogue using
the correct form of was or were.
Answer key
1 Was
2 were
7
3 wasn’t
4 were
5 was
6 was
USE OF ENGLISH Get students to read the
text and to complete it with the correct options
from a, b and c. Students then compare their
answers with a partner. Finally, check the answers
as a class.
Answer key
1b 2a 3c 4c 5a 6b 7a 8b
Homework ➜ Workbook (economy v.) p18
Workbook p37
EXTRA homework
Ask students to find out about one of the first
Polish animated films (Bolek i Lolek, Kot Filemon,
Zaczarowany ołówek, Miś Uszatek) and write a short
paragraph about it.
New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015
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Student’s Book page 47
AIM
6
To meet and practise the names of some types of
film, before listening to and answering questions
about a radio programme.
Types of film
Students look at the irregular verbs list on p123
for three minutes, then close their books. Put them
in two teams. Ask one person from each team to
come to the board. Call out the infinitive of an
irregular verb for the two students to write the
past form on the board. Award a point to the team
which writes the correct answer first. Repeat seven
or eight times.
1 Ask students to look at the pictures and to choose
the correct film types and to write them in their
notebooks. Allow students to compare answers in
pairs but do not check as class at this point.
1.48 Play the recording for students to listen,
check their answers to exercise 1 and repeat the
words.
1.48 Answer key Exercise 1, p47
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and Audioscript Exercise 2, p47
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5 animated film
6action-adventure
7cartoon
3 Students complete the sentences with the types of
film. Then ask them to compare their ideas in pairs
before checking them with the class.
Answer key
1 horror
2 musical
4
3 historical
4 martial arts
5 western
6 cartoon
WORD FORMATION Prompt students to
copy the table and to complete it with the missing
adjectives and nouns. Give students enough time to
check their answers in pairs before checking them
as a class. Practise the pronunciation of adjectives
and nouns whenever necessary.
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Answer key
1 musical 2 history 3 fiction 4 comic 5 thriller
5
Your voice Ask students to work in pairs
describing films and guessing their titles. Refer
them to the example. Monitor the activity. Ask
selected students to share their descriptions with
the class.
Bob Hello listeners and welcome to this week’s edition of
Film Fans. Our first guest today is Carla from Bristol. Hello
Carla, welcome to the show.
Carla Thanks Bob.
Bob Now Carla, you’re a fan of The Mortal Instruments. Is
that right?
Carla Yes, Bob. I loved the books and I also love the film.
It’s fantastic.
Bob Well, before we move on, I’m going to test Carla to
see how much she knows about The Mortal Instruments.
Are you ready Carla?
Carla Yes.
Bob OK. Question number one. Who wrote the book?
Carla Cassandra Clara.
Bob Correct! Question number two. They released the film
in 2013. What is the full title?
Carla It’s The Mortal Instruments: City of Bones.
Bob Yes, that’s right. Next question. Which actors played
the part of Clary Fray and Jace Weyland, the two main
characters?
Carla I think Lily Collins played the part of Clary and Jamie
Campbell Bower played Jace.
Bob Yes! Well done. Now for the last question. This is
a difficult one, OK.
Carla OK.
Bob There is lots of great music in The Mortal Instruments.
Who sang the song Magnetic?
Carla Oh, hang on. I know this … It’s on the tip of my
tongue … Jessie J!
Bob Yes! Well done Carla. You really are a Mortal
Instruments fan. Tell me Carla, what first attracted you to
the film?
Carla Well, I read the books first. I thought they were
fantastic. When they made the film I didn’t expect it to be
very good. Do you know what I mean? Sometimes when
they make film adaptations from books … well, they are
sometimes disappointing.
Bob So, were you disappointed when you saw The Mortal
Instruments?
Carla Oh no! Not at all. I thought it was fantastic. The
characters were exactly as I imagined them. It was really
great.
Bob Carla, they based the film on the first book in the
series. How many books are there?
Carla There are six books. They started making the second
film recently, based on the second book, City of Ashes.
I can’t wait to see it!
Bob Well, that’s all we have time for today. Thank you
Carla …
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EXTRA warmer
1horror
2fantasy
3 war film
4 science fiction
1.49 Ask students to read the sentences about
the Mortal Instruments and choose the correct
options. Allow students to compare their answers
with a partner before you play the recording for
students to listen and check.
1.49 Audioscript Exercises 6–8, p47
Vocabulary 2
2
Listening
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Teaching notes
Answer key
1b 2b 3a 4b 5a
New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015
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Lead-in
1.49 Ask students to read the two questions.
You may ask students to note down fragments
which are markers of style. Then students listen
to the radio programme and find answers to the
questions. Elicit the answers and fragments from
students.
Ask students to look at the fact box and tell you
what other facts they know about New Zealand,
eg Wellington is the capital city; the kiwi (bird) is the
national symbol of the country, etc. Write their ideas on
the board for the class to copy into their notebooks.
Answer key
Cultural note
1.49
TEST TRAINER Get students
to read the questions. Check that they fully
understand them. Tell them to try and answer the
questions in their notebooks and then play the
recording again for the students to check their
answers. Finally, check the answers as a class.
Answer key
1 False
2 True
3 False
4 False
5 True
The Maori are the indigenous people of New
Zealand. Today, they make up 15% of a total
population of 4.4 million people. They call their
country Aotearoa, which means land of the long
white cloud. They arrived in New Zealand in the
13th century from the islands of Eastern Polynesia
in special canoes.
Ta moko (the Maori tattoo) is the traditional
permanent marking of the body and face. Men have
ta moko on their faces, buttocks, thighs and arms,
whereas women usually have it on the chin and lips.
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1 She answers four questions correctly.
2 It is informal.
8
1
Homework ➜ Workbook (economy v.) p19
Workbook p38
EXTRA homework
2 Students read the sentences. Check meaning. Ask
students to read the text again and choose the
correct options. Alternatively, ask students to do
the task from memory and only read to check their
answers.
Answer key
1b 2b 3b 4a 5a 6a
Student’s Book page 48
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AIM
EXTRA follow-up
To read about film location tourism in New Zealand,
reviewing the affirmative and negative forms of
the past simple, and meeting the question form
in context. Students then answer questions about
what they have read, and discuss the film industry
in their country.
Ask fast finishers to write one more sentence with
two options for a partner to choose from,
(eg. 7 C
harlie saw some hobbits in ...
a the film b Matamata).
EXTRA follow-up
Culture
Ask students to read the text again and find all
the past simple forms. Check as a class.
Film location tourism
EXTRA warmer
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Play a memory game. Start by saying I went to
Hollywood and I visited a studio. A student continues
by repeating what you said and adding a sentence
using another verb in the past simple, eg I went to
Hollywood, I visited a studio and I saw Will Smith.
Continue around the class, with students adding
sentences without repeating verbs. Finally, ask
them to write down the sentences.
1.50 Ask students to read the text and listen
to it. Explain that students should only be able to
understand the general idea of the text as their task
is to tell their partner in Polish what it is about.
1.50 Audioscript Exercise 1
See Student’s Book p48.
E
Ask students to write a description (up to 10
sentences) of a film, cartoon or TV series they like.
They may use the information they talked about in
exercise 5 and add more details.
4
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▶ Życie rodzinne i towarzyskie
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Teaching notes
3
Your voice Ask students to work in groups of
3–4 to discuss the best locations for the films
described in 1–4. Monitor the activity. After 4–5
minutes elicit ideas in a whole-class discussion.
New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015
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4
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Teaching notes
EXTRA activity
2 Tell students to use the cues to make questions in
the past simple form, referring to the example and
exercise 1 as models. Students then read the text
about Tania and write short answers.
Ask students to work in pairs or small groups. They
should think of a famous film director and make
a list of 3–4 questions they would like to ask him /
her about how they choose their film locations.
Then they spend 3–4 minutes thinking about and
writing down possible answers to the questions.
Answer key
…learn more: New Zealand If you want further information on culture then go to
Workbook p128, with worksheets in the Teacher’s
Resource File.
Encourage students to choose one film or film
series that they like and to write a paragraph about
the film location(s). Alternatively, students can
write about their village, town or city if it has been
used as a film location (eg the village of Jeruzal in
the series Ranczo, Toruń in Lekarze, Sandomierz in
Ojciec Mateusz, London in Sherlock etc.).
Use the texts to make a display on the wall.
1 Did she go to film school? Yes, she did.
2 Did she make many friends there? Yes, she did.
3 Did she want to be an actor? No, she didn’t.
4 Did she start a film location service with her brother?
No, she didn’t.
5 Did she find many locations last year? Yes, she did.
3
Your voice Ask students to make past simple
questions, each time using one word from each
column and the pronoun you. After 3–4 minutes
ask students to work in pairs to ask and answer the
questions. Monitor the activity.
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Homework ➜ Workbook p119, Culture
EXTRA homework
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▶ Życie rodzinne i towarzyskie
▶ Kultura
Answer key
Example answers:
What did you do last night?
Where did you go last night/last summer?
Where did you go to primary school?
What did you have for lunch yesterday?
Where did you go last weekend?
What did you do this morning?
How/Why did you meet your best friend?
What did you have for breakfast?
EXTRA activity
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AIM
Student’s Book page 49
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To review and practise the past simple in the
question form, focusing on the use of ago.
Language Focus 2
Past simple: questions and short answers
EXTRA warmer
Draw these lines on the board:
_ _ _ /_ _ _ _ _ _ /_ _ _ _ _ _ /_ _ _ _ /_ _ /_ _ _ _ _ _ ?
Play hangman until students guess the question
(Did Tania’s family move to London?). Students
find the question on the page and try to predict
the answer.
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1 Ask students to read the examples and tell you if
see is regular or irregular in the affirmative form.
They then answer the questions. Compare answers
as a class.
Answer key
1 Yes, we do.
2 the infinitive
3 No. We use did or didn’t.
Ask students to write down three of the questions
they were asked and provide more detailed answers
to these questions in writing, specifying a context
for the events. Collect the answers and provide
feedback or ask selected students to read them out.
4 Students read and complete the questions with
the correct form of the verbs in brackets. Check
as a class. Then ask students to guess the correct
answers to the quiz questions. Discuss answers
as a class, asking if students found any of them
surprising etc.
Answer key
1 did, start; a
2 did, build; a
3 did, come from; b
4 did, make; b
5 did, win; a
ago
LOOK Ask students to read the information in
the LOOK box. They should read the sentences and
choose the correct answer to complete the rule.
Check as a class. Explain the use of ago in case of
any doubts.
Answer key
at the end
New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015
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5 Students read the expressions, checking meaning,
then write them in the correct chronological order.
Answer key
Answer key
6 Tell students to write questions in the past simple
form, using the cues. With weaker groups, do the
first question as a class.
1c 2a 3b
LOOK Ask students to read the information in
the LOOK box. Explain that the information refers
to the way descriptions of films should be written.
Students read the rules and complete them with
the missing words. Discuss the rules as a class.
Your voice Put students in pairs to take turns
asking and answering the questions in exercise 6,
using ago. Allow them to make up the answers if
they wish. Alternatively, for weaker groups, allow
students to write down their answers before
working with a partner as above.
Homework ➜ Workbook (economy v.) p20
Workbook p39
Workbook Grammar exercises p105
EXTRA homework
Answer key
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Answer key
7
Check the answers as a class. Find out if anyone
has seen The Princess Diaries and, if so, what they
thought of it and what the story was like.
1.51 Audioscript Exercise 1
See Student’s Book p50.
three months ago, two weeks ago, four days ago,
an hour ago, five minutes ago
1 When did you leave your home this morning?
2 When did you start learning English?
3 When did your teacher start working at this school?
4 When did your family last have a celebration?
5 When did you go shopping?
4
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Teaching notes
Ask students to write their partner’s answers to
exercise 7 in their notebooks.
1 plan 2 three 3 notes
2 Students read Elena’s description again, then find
and fill in the paragraph notes with the required
information from the text. Check answers as
a class.
Answer key
1 The Princess Diaries
2 American / English
3 romantic comedy
4 the princess, her mum, the queen (her grandmother)
5 the acting
6 the queen
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EXTRA activity
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Student’s Book page 50
AIM
To write a description of a film after reading
a model and practising how to plan paragraphs.
Writing
A description of a film
EXTRA warmer
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Put students in pairs with a sheet of paper to write
down all the past simple forms they can. Set a time
limit of four minutes. Pairs exchange papers and
write the infinitive of each verb next to the past
form. Find out which pair got the most correct.
1
1.51 Get students to read the advertisement
on the left and to find out why Saint Mary’s
School is asking its students to describe a film. Tell
students to find as much information as possible.
Elicit answers from the class. Then, tell the students
to read and listen to Elena’s description of a film
and to match the paragraphs to the questions 1–3.
Ask students to work in groups of 3–4. Write the
following categories referring to the description of
a film on the board: characters, plot, setting (explain
meaning if necessary). Distribute dictionaries. Ask
the groups to think of and find as many words and
expressions for each category as possible. You may
either ask each group to work on each category
or assign categories to groups. Set a reasonable
time limit, according to how you proceed with the
activity, elicit ideas and write them on the board.
Encourage students to use the new language in
their descriptions.
Writing Plan
1 Students think of a film they’ve seen and make
similar notes to the ones in exercise 2.
2 Tell students to copy the gapped text from exercise
2 and add information about any film of their
choice. Monitor the task and help out with spelling
whenever necessary.
3 Ask students to write a three-paragraph description
using their notes, referring to Elena’s description
as a model. When students have written the
descriptions, ask them to look at the checklist and
use the points to proofread their texts and improve
the content. Explain that they should pay special
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4
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Teaching notes
attention to the use of tenses (the present simple or
the past simple) and the use of vocabulary to refer
to different types of film.
Oscar How can you say that? This soap opera is boring!
Katy No, it isn’t. It’s better than watching an action film!
Oscar Well, I’d rather watch James Bond. It’s a classic!
Katy Why don’t you record it? You can watch it tomorrow.
Oscar No, I want to watch it now. I’ve got a football match
tomorrow.
TIP Go through the TIP box with students. Explain
that a description of a film should be written in
a formal style.
Homework ➜ Workbook p40
Answer key
1F 2T 3F
EXTRA homework
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3 Go through the expressions in the box with
students and check their meaning. Ask students
to complete the dialogue with the expressions.
Students compare their answers in pairs.
Ask students to describe the setting in their
favourite film. They should write up to 10
sentences.
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Answer key
1 Shall we watch
2 No way
3 rubbish
Student’s Book page 51
AIM
4
To listen to a recording of Oscar and Katy trying
to decide what to watch on TV, before practising
a similar dialogue with a partner.
Language in Action
1 Why don’t you …
2 I’d rather watch …
3 Shall we watch …
Set a time limit of three minutes for students to
brainstorm adjectives of opinion, eg fantastic,
terrible, boring. Write the adjectives on the board.
Put students in pairs and ask them to agree on
a film for each adjective. Compare ideas as a class.
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Answer key
4 the national weather forecast
5 Students’ own answers
1.52 Tell students that they are going to listen
to a dialogue between Katy and Oscar deciding
what to watch on TV. Ask students to read the
statements. Students listen to the dialogue and
decide if the statements are true or false. Ask
students whose opinion they agree with more,
Katy’s or Oscar’s.
1.52 Audioscript Exercises 2 & 4, p51
Oscar Shall we watch the new James Bond film? It’s starting
now.
Katy Watch a James Bond film? No way!
Oscar Why not?
Katy I hate action films, especially James Bond films.
They are rubbish!
4 It’s better than …
5 rubbish
6 No way!
EXTRA activity
Ask students to work in pairs and test each other
on the expressions from exercise 5. One student
provides a phrase in Polish or in English and asks
a partner to provide the equivalent. Monitor the
activity.
1 Students read the TV guide and answer the
questions. Allow students to compare their answers
in pairs and then check as a class.
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check their answers. Ask students to work in pairs
and practise the dialogue. Ask selected students to
perform the dialogue for the class.
5 Students read the expressions in Polish and
complete the table with their English equivalents.
EXTRA warmer
2
1.52 Play the recording. Students listen and
Answer key
Talking about preferences
1 soap opera
2 James Bond film
3 Channel 2
4 It’s better than
5 I’d rather watch
6 Why don’t you
6
TEST TRAINER Ask students to read the
situations 1–4 and decide which answer option: a, b
or c, is the correct one in each case. After 2 minutes
check answers as a class.
Answer key
1A 2C 3B 4A
EXTRA activity
Divide students into 4 groups, and within the
groups into pairs. Give each group one situation
from exercise 6 and ask each pair to write a 4-line
dialogue in the situation described, incorporating
the correct answer. Set a time limit of 3–4 minutes.
Elicit the dialogues from selected pairs.
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7 Students work in pairs. Refer students to the
instructions for student A and student B on p121
and p122. Students follow the instructions and
work on the dialogues for 4–5 minutes. Monitor
the activity. Ask selected pairs to present their
dialogues to the class.
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Teaching notes
Vicky So, what do you usually watch on TV, Sam?
Sam I watch the news and sports programmes. And you?
Vicky I love The Bold and the Beautiful.
Sam Oh come on! Soap operas are such a waste of time!
Vicky Maybe, but I enjoy them a lot.
Sam I will never understand girls! So, what’s on TV this
evening?
Vicky Well, there is a western on at 7.45 pm, a science
fiction film at 8.15 and a romantic comedy with Meg Ryan
at 8.30.
Sam Let me guess. You’d like to watch the romantic
comedy, wouldn’t you?
Vicky Of course! You see, you do understand girls, Sam!
Homework ➜ Workbook p41
EXTRA homework
Ask students to write down the dialogues they
worked on with their partner in exercise 7, adding
extra details and improving them in terms of
language.
Answer key
AIM
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1B 2B
Student’s Book page 52
To practise exam skills: listening. Subskills practised:
listening for general understanding, interpreting,
listening for specific information. Task type:
multiple choice (wybór wielokrotny).
Test Practice – poziom podstawowy
Rozumienie ze słuchu
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Answer key
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1 Ask students to read the three conversation topics.
Then go through the words from the box with
students and check their meaning. Students work
in pairs and match the words with the topics of
conversations in which they may appear.
1 TV programme – 7 o’clock, The News, channel
2 Favourite book – illustrations, author, great story
3 The Oscars – nomination, ceremony, the best actress
2 Students read the dialogue and match it which the
appropriate topic from exercise 1. Check as a class.
Ask students what words and expressions used in
the dialogue made them decide on the topic.
Answer key
3
1.53 Ask students to look at the two
comprehension questions and the visually
presented answer options. Students listen to the
dialogue and choose the correct answers. Allow
students to compare their answers in pairs and then
check as a class.
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3
1.53 Audioscript Exercise 3, p52
Sam Wow, you’ve got a TV in your bedroom.
Vicky We’ve got a bigger telly in the kitchen.
Sam In my house there’s only one TV set – in the living
room.
Zadanie testujące
1.54 Explain that students are going to hear
five short dialogues / utterances and choose the
correct answer from three options provided for
each comprehension question. Tell students that
they are going to hear the recording twice. Refer
students to the TIP box. Tell students that it is
not necessary to understand all the details in the
dialogues and advise them to listen only for the
information required to answer the comprehension
questions. Give students a few seconds to read the
task. Play the recording. Students listen and choose
the correct answers. Play the recording again.
Check as a class.
1.54 Audioscript Zadanie testujące, p52
1
Mum Mary, what’s on channel 1 this evening?
Mary Let me see … There’s a documentary about World
War II on at 6 pm, then the news at 7.30 as usual …
and thirty minutes later there’s a new game show called
Anything for Money.
Mum Thanks, Mary.
Mary Are you going to watch it, mum?
Mum Well, I think I’ll read a book.
2
Lisa Hi Patrick!
Patrick Lisa! I guess you’re here to see this new comedy …
Lisa You mean The Watch? No, I saw it two weeks ago. I’m
going to see Men in Black 3 with Will Smith.
Patrick Oh, I’ve seen it. It’s a good film.
Lisa What are you going to watch?
Patrick I want to watch Madagascar 3 in 3D.
3
Ann Have you watched the weather forecast for the
weekend?
Kate Yes, I have.
Ann So, what clothes shall I take to the seaside: a raincoat
or a sunhat?
Kate Take both. Friday is going to be wet and windy. It’s
going to be warm but cloudy on Saturday and Sunday is
going to be nice and sunny.
Ann Better one sunny day than nothing.
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Answer key
4 Students work in pairs and write a dialogue on one
of the topics selected from the three presented in
exercise 1. Give the pairs 4–5 minutes. Ask selected
pairs to present their dialogues to the class who try
to guess the topic.
Homework ➜ Workbook p42, Poziom podstawowy
Student’s Book page 53
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To practise exam skills: listening. Subskills practised:
listening for general understanding, interpreting,
listening for specific information. Task type:
matching (dobieranie).
Test Practice – poziom rozszerzony
Rozumienie ze słuchu
EXTRA warmer
Ask students the question: What happens when
a film is a success? Elicit a variety of answers. Then
write these two sentence starters on the board:
When a film is a blockbuster, it/people/everyone/
actors … When a film is a disaster, it/people/everyone/
actors … Get students to work in pairs to add 2–3
different endings to each of the sentence prompts.
Elicit answers and write some examples on the
board. Practice the sentence structure(s) asking
individual students to repeat them.
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1 C 2 B 3 A 2 Get students to work in pairs in order to discuss the
questions. Make sure that they repeat the phrases
to be an instant success and to go viral as many
times as possible. Monitor the class and then elicit
answers from students.
3 Ask students whether they have ever seen a silent
film and, if so, what they thought about it. Tell them
that they are going to read a short text about an
early silent film A Trip to the Moon. Get students
to go over the numbers in 1–3 and the answers
A–C. Give students 2–3 minutes to read the text in
order to match 1–3 with A–C and to compare their
answers. Check the answers as a class.
Answer key
1B 2C 3B 4B 5C
AIM
Answer key
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4
Kate Betty, I’ve read a fantastic book recently. It’s
Pandemonium by Lauren Olivier.
Betty That’s the book about vampires?
Kate No, it’s about love.
Betty Kate, you know I don’t like such books.
Kate But this one is different. It’s really amazing! It’s not
like the typical romantic love or a romantic comedy films
style.
Betty I don’t know ...
Kate Just read it! I’ll bring it to school for you.
5
It was my birthday yesterday. I got lots of different presents
like books, clothes and computer games but the gift I like
most is a DVD with my favourite film Lord of the Rings.
I think the film is fantastic! I’ve already seen it in the
cinema, now I can watch it at home.
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Teaching notes
1 Tell students to match the sentence starters 1–3
with the endings A–C. Give them enough time to
compare their answers in pairs and then check the
answers as a class. Prompt students to read out the
words that made it possible for them to match the
appropriate sentence parts.
1C 2B 3A
4
1.55 Tell students that they are going to listen
to a dialogue. Go over the questions and elicit
what type of answers they would expect to find.
Accept any reasonable answers (1 quiz, talent show,
game show, 2 Yes, they do. / No, they don’t.). Play
the recording once. Get students to compare their
answers with their partners and then check the
answers as a class.
1.55 Audioscript Exercises 4 & 5, p53
Host Sylvie and Betty, are you ready for the next question?
The jackpot at this level is 50 pounds, you’ve got 30
seconds to answer. Choose the category: the film industry
or sport?
Sylvie You choose, Betty.
Betty eeer… maybe the film industry. I know you’re not all
that interested in sport…
Host OK, the film industry. Good luck with the question.
Here it is. In the film industry an under-five is: A) a child
actor who is younger than 5 years old, B) an actor who
says less than five lines in a film or C) a film scene which is
shorter than 5 minutes. 30 seconds! Start!
Sylvie OK, an under-five… well, I’m quite sure it is a person,
so A or B …
Betty Is it? Are you sure?
Sylvie Yes, yes, a child under five or an actor who says very
little …
Host 10 seconds left! Make your decision quickly or you
will have to leave the game!
Sylvie A child, I think it’s a child!
Betty I have no idea …
Host Is that your final answer? Five seconds left … 5 …,
4 …, 3 …, 2 …
Sylvie Goodness! We’ll have to make a guess – B, let’s say B!
Betty Why do you …?
Host Time is up! Yeeeah, it’s B! Good guess, Sylvie! You win
50 pounds and move on to the next round!
Betty Lucky us!
Answer key
1 Quiz show
2 They win the round.
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1.55 Prompt students to write the contestants’
names in their notebooks from memory. Then
play the recording for the students to check their
answers. Give them enough time to compare
their answers with a partner before checking the
answers as a class.
Answer key
1 Betty 2 Sylvie 3 Sylvie
4
I usually spend my free time doing some sport like volleyball
or cycling, but I watch TV from time to time. There’s one
programme I really enjoy. It’s a makeover in which a famous
cook visits different restaurants and changes them. It’s on
TV every Saturday morning. Unfortunately, I usually have
to argue with my baby brother who wants to watch his
cartoons just then. It’s so irritating!
Answer key
1E 2A 3D 4C
Zadanie testujące
6 Get students to look at the three film posters and
to answer the questions 1–3 in pairs. Monitor their
work and then elicit some answers from the class.
Homework ➜ Workbook p42, Poziom rozszerzony
Workbook p45
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1.56 Tell students that they are going to listen
to four people talking about some films and TV
programmes. They have to match the speakers 1–4
to the sentences A–E. There is one extra sentence
which does not match any speaker. Get students
to read the sentences first. If necessary, check that
students understand the meaning of the sentences.
Draw their attention to the TIP which says that they
should not base their matching answer on the first
sentence they hear. They should listen to the very
end of each speaker’s utterance. Play the recording
and then give students enough time to compare
their answers in pairs. Play the recording again for
students to check their answers in pairs and then
check answers as a class.
If a class is more advanced and independentminded, give students 2–3 minutes to read the task
quietly without giving any clues or suggestions.
Play the recording twice. Students listen and
complete the task. Check the answers as a class.
This procedure is designed to give the students an
idea of how they can deal with a listening task in
a quasi-exam situation.
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1.56 Audioscript Zadanie testujące, p53
1
Watching films is a kind of Friday evening tradition in my
family. Every week my brother chooses something from an
online film rental service. We all sit in the living room, with
a big bowl of popcorn and some nachos, turn down the
lights and watch a film together. I really enjoy it, but I’m not
so happy when my brother chooses a documentary film,
they’re pretty boring for me.
2
It’s hard for me to say what my favourite TV programmes
are, as I hardly ever watch TV. I simply prefer online series or
some YouTube films. I loved watching makeovers a few years
ago, but now I find them boring. In fact I don’t understand
why some people still watch them, because they’re all the
same. But I still enjoy some music programmes and watch
them from time to time.
3
I enjoy watching TV. The most interesting programmes for
me are real life situations from some exotic places, you
know, like live reports from Africa. I also like interviews with
famous people, celebrities and their families, and all types of
chat shows in which people tell the stories of their lives or
discuss the problems they have.
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Student’s Book page 54
GENERAL GUIDELINES ON HOW TO WORK WITH
THE SELF CHECK SECTION
Depending on the group you are teaching, you can
approach this section in two ways. If you are working
with a weaker or not well-disciplined class, follow the
procedure for the Self Check described below, i.e. treat
each exercise separately, follow it with feedback and
interweave with extra activities. With a class of students
who work well autonomously and are self-reliant, set
a time limit of about 20 minutes for the students to
complete all the exercises. In both cases, after checking
the answers, ask the students to count the points for
each activity in the section according to the criteria
described in the teaching notes. Refer them to the selfassessment box at the bottom of the page to assess their
results. Fair and poor grades mean that students need to
revise the material again to pass the test, a good grade
means satisfactory performance and requires further
work on problematic areas only, while very good and
excellent grades mean that students have mastered the
material from the unit.
AIM
To review the language in Unit 4 and earlier by
completing simple language exercises. To allow
students to self-assess their progress and reflect on
their own learning.
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Self Check
Language in Action
3 Get students to rearrange the words so as to form
correct sentences. If necessary, draw their attention
to the capital letters and punctuation clues. Check
the answers as a class. Students count their points
(1 point for each correct sentence).
EXTRA warmer
TV programmes
1 Students find 5 types of TV programmes in the
wordsnake. Set a time limit of 1 minute. Check
answers as a class. Ask students to count the
correct answers (0,5 point for each correct word).
Ask if students remember any other names of TV
programmes.
Answer key
1 I’d rather watch this adventure film.
2 How about watching the soap opera?
3 Shall we watch a cartoon?
Past simple: affirmative and negative
4 Ask students to read the sentences and complete
them with the past forms of the verbs in the box.
Check answers as a class after 2–3 minutes. Ask
students to count the correct answers (1 point for
each correct verb form).
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Prepare a short quiz for students, eg with three
statements and three answer options, and ask
students to decide which one is correct. Example:
• The Princess Diary is a ... .
a comedy
b fantasy film c horror
• YouTube became a platform for filmmakers in ... .
a 2000
b 2005
c 2010
• On a film location tour in New Zealand, you can
see ... .
a the elephants from The Narnia Chronicles
b Mount Fujiyama
c Hobbiton from Lord of the Rings
Ask students to think of one more quiz question
in pairs. Refer them to the previous lessons from
the book to look for ideas. Give pairs 2 minutes
to formulate the statements. Then ask pairs to
read them out to the rest of the class to discuss.
(Answers: 1-a, 2-b, 3-c)
Answer key
1 started
2 watched
3 did
4 got up
5 studied
5 Students make the sentences from exercise 4
negative. With a weaker group, revise the rules
for forming negative sentences in the past simple
before the activity. Check answers as a class. Ask
students to count the correct answers (1 point for
each correct sentence).
Answer key
Answer key
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game show, documentary, cartoon, weather forecast,
reality show
Types of film
2 Ask students to match the types of film 1–5
with their definitions a–e. Check answers as a
class. Ask students to count the correct answers
(0,5 point for each correct match).
Answer key
1e 2d 3b 4a 5c
EXTRA activity
Ask students to write 5 titles of different films
and TV programmes. Then ask students to work
in pairs. One student in a pair provides a title and
the other the type of film / TV programme. Monitor
the activity.
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Teaching notes
1 The geography lesson didn’t start twenty minutes ago.
2 We didn’t watch the news this morning.
3 My brother didn’t do his homework on the bus!
4 I didn’t get up at eleven o’clock last Sunday.
5 We didn’t study Spanish last year.
was / were
6 Ask students to read the dialogue and complete
it with the correct form of the verb be in the past
simple. Check answers as a class. Ask students to
count the correct answers (1 point for each correct
verb form).
Answer key
1 Was 2 was 3 Were 4 were 5 was
Past simple: questions
7 Ask students to read the questions and use
the prompts in brackets to complete them. Give
students 2–3 minutes for the activity. Check
answers as a class. Ask students to count the
correct answers (1 point for each correct question).
Answer key
1 did you go
2 did you meet
3 did you have
New Voices 2 Teaching notes © Macmillan Publishers Limited 2009 and Macmillan Polska 2015
4 did you speak
5 did you do
59
ago
8 Students read the questions from exercise 7 again.
Tell students that they should use ago in each
answer. Give students 3–4 minutes for the activity.
Check answers as a class. Ask students to count the
correct answers (1 point for each correct sentence).
Cumulative grammar
Answer key
1 was
2 became
3 went
4 won
5 made
6 many
7 a lot of
8 ago
 9 acted
10 many
1 Students are going to prepare a project –
a quiz about films, TV programmes and film
stars. Tell students that they are going to work
first individually and then in groups of four (or
three, depending on the number of students in
the class). At this stage each student looks for
interesting facts about films, TV programmes
and film stars.
2 Put students in groups of four (or three).
Students exchange the pieces of information
they have found and decide on the most
interesting facts and prepare ten quiz
questions. Allow students to make different
types of quiz questions, eg yes / no questions,
questions with a, b, c answer options provided
etc.
3 Tell the groups to make pair of two groups and
compete with each other. The groups assign
one of their members the role of a leader.
The leaders are going to read the questions
prepared by their group to their opponents.
Mediate the activity and give points to groups
for each correct answer.
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Homework ➜ Workbook pp43–44
Film Quiz
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9 This cumulative grammar exercise is more
demanding and complex than the remaining ones
in the Self Check section. Encourage all students
to do it and pay special attention to explaining all
their doubts after the activity. Ask students to read
the text and check meaning. Tell them to choose
the correct words to complete the text, working
individually and then comparing answers in pairs.
Give students a time limit of 4–5 minutes. Check
answers as a class. Ask students to count the
correct answers (1 point for each correct answer).
Project
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Teaching notes
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