Revision - Macmillan

Includes 

Multi-level worksheets 

Pairwork 

Translation & Dictation 

Culture worksheets 

Across the curriculum worksheets 

English sketches 

Teacher’s Resource File 

FREE SAMPLE FREE SAMPLE

Contents 


Pairwork 


Culture & Across the curriculum 

worksheets 



Multi-level 

worksheets 

Revision Standard Unit 1.................. 1 

Revision Extra Unit 1......................... 3 

Extension Unit 1................................. 5 

Revision Standard Unit 2.................. 6 

Revision Extra Unit 2......................... 8 

Extension Unit 2...............................10 

Revision Standard Unit 3................11 

Revision Extra Unit 3.......................13 




















Answer Key .......................................46 

FREE SAMPLE FREE SAMPLE 

Multi-level 

worksheets

Revision Standard Unit 5 

Vocabulary 

Natural phenomena 

1 Look at the pictures and complete the words. 

a 

e 

ts u n a m i 

th nd r nd 

l ghtn ng 

Adverbs 

b 

f 

fl 

rthq 

d 

k 

c 

g 

v l nch 

t rn d 

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

a She plays the piano beautifully . (beautiful) 

b Please speak 

c Always leave the classroom 

d Read the instructions 

e Joe always eats his lunch 

f She did her homework very 

g The two friends were chatting 

h The car was travelling too 

. I can’t understand you. (slow) 

. (careful) 

. (calm) 

. (quick) 

. (good) 

. (fast) 

. (happy) 

d 

h 

h rr c n 

w ldf r 


Voices 2 © Macmillan Publishers Limited 2011 

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Revision Standard Unit 5 


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22 

Grammar 

Past continuous: affirmative and negative 

3 Look at the picture of last Christmas at a ski resort. Are the sentences true or false 

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

c A boy was eating a hamburger. T / F d A man was reading a newspaper. T / F 

e Two girls were drinking cola. T / F f Two people were skiing. T / F 

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

they were reading books. 

4 Correct the false sentences in exercise 3. 

1 Two people were snowboarding. 

2 

3 4 

Past continuous: questions and short answers 

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

a Was / Were the girl drinking cola 

c What was / were the man reading 

e What was / were the man and the women 

doing 

b Was / Were the boy eating a salad 

d Was / Were people sleeping in the café 

f What was / were the boy doing with his 

camera 

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

e 

1 They were reading. 

2 He was reading a newspaper. 

3 Yes, she was. 4 No, they weren’t. 

5 He was taking a photo. 6 No, he wasn’t. 

Past simple and past continuous 

7 Circle the correct form of the verb in the sentences. 

a We went / were going to Italy on holiday last year. 

b They had / were having fish for lunch yesterday. 

c I had / was having lunch when Tina called. 

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

e People slept / were sleeping when the earthquake happened. 


Revision Extra Unit 5 

Vocabulary 

Natural phenomena 

1 Look at the pictures and complete the words. 

a 

e 

t 

t 

Adverbs 

ornado 

b 

f 

w 

e 

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

calm good noisy slow careful bad easy quick 

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

b Please speak 

c He plays the piano very 

d Read the instructions 

c 

g 

f 

a 

. I can’t understand when you speak quickly. 

. He started when he was six. 

before you begin the exercise. 

e In an emergency, leave the classroom . 

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

g You can do things well or you can do them 

h The children are playing 

in the garden. 

d 

h 

h 

. It’s up to you! 

t and 

l 



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Grammar 

Past continuous: affirmative and negative 

3 Make sentences in the past continuous. 

a I / watch / my favourite TV programme. 

b It / rain / all day. 

c He / not do / his homework. 

d They / listen to / the news on the radio. 

e We / not wait / for them after school. 

Past continuous: questions and short answers 

I was watching my favourite TV programme. 

4 Look at the picture of last summer at the beach. Complete the questions with the past continuous 

of the verb in brackets. Then aswer the questions with short answers. 

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

b some friends (play) beach football 

c the little girl in the water (swim) 

d the woman (read) a book 

e the boys (windsurf) in the sea 

f the man in the sea (wear) sunglasses 

Past simple and past continuous 

5 Complete the sentences with the correct form of the verb in brackets. 

a When the boss arrived, Andy was listening to (listen to) the radio. 

b They were dancing when the music suddenly 

c Charlie broke his leg while he 

d We were sleeping when the earthquake 

(play) football. 

(stop). 

(happen). 

e She 

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

f We 

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

g I 

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


Extension Unit 5 

Reading 

1 Read the text and circle the correct alternatives. 

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

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

Dr Hall (c) found / was finding evidence of a new Ice Age and he (d) presented / was presenting 

his evidence to a conference on global warming. He said a new Ice Age could happen again 

in 100 to 1,000 years from now. At the conference he (e) met / was meeting a Scottish 

professor who (f) tells / told him the temperature of the world’s oceans (g) fell / was falling 

rapidly. Then the world’s climate (h) changed / was changing suddenly! The new Ice Age (i) 

begin / was beginning much sooner than everyone thought. Dr Hall ( j) met / was meeting 

the President of the United States. He told him that everyone must go south to Mexico 

immediately. There (k) was / were only a few days to save the world! Then he (l) received / 

was receiving a telephone call from his son, Jack. Jack (m) is / was in New York where the 

weather (n) got / was getting very bad ... 

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

a Who directed the film 

b When was it released 

c Who played the part of the main character 

d What suddenly happened for the new Ice Age to begin sooner than Dr Hall thought 

e How much time was there to save the world 

Writing 

3 Think about a film you saw recently and answer the questions. Use short answers. 

a What was the film called 

b Who was the director and when was it released 

c Who were the main actors 

d What happened in the film 

e Did you like it Why / Why not 

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



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Answer Key 


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3 Students’ own answers 


Unit 5 Revision 

Standard 

1 a tsunami 

b earthquake 

c avalanche 

d hurricane 

e thunder and lightning 

f flood 

g tornado 

h wildfire 

2 a beautifully 

b slowly 

c calmly 

d carefully 

e quickly 

f well 

g happily 

h fast 

3 a F 

b T 

c T 

d T 

e F 

f F 

g F 

h T 

4 1 Two people were 

snowboarding. 

2 One girl was drinking 

cola. 

3 Four people were skiing. 

4 A boy was taking a photo. 

5 a Was 

b Was 

c was 

d Were 

e were 

f was 

6 1 e 

2 c 

3 a 

4 d 

5 f 

6 b 

7 a went 

b had 

c was having 

d started 

e were sleeping 

Unit 5 Revision 

Extra 

1 a tornado 

b wildfire 

c flood 

d hurricane 

e tsunami 

f earthquake 

g avalanche 

h thunder and lightning 

2 a quickly 

b slowly 

c well 

d carefully 

e calmly 

f easily 

g badly 

h noisily 

3 a I was watching my 

favourite TV programme. 

b It was raining all day. 

c He wasn’t doing his 

homework. 

d They were listening to the 

news on the radio. 

e We weren’t waiting for 

them after school. 

4 a Was, eating 

Yes, he was. 

b Were, playing 

No, they weren’t. 

c Was, swimming 

Yes, she was. 

d Was, reading 

No, she wasn’t. 

e Were, windsurfing 

Yes, they were. 

f Was, wearing 

Yes, he was. 

5 a was listening to 

b stopped 

c was playing 

d happened 

e had, was driving 

f were doing, came 

g was swimming, heard 

Unit 5 Extension 

1 a was 

b was 

c found 

d presented 

e met 

f told 

g was falling 

h changed 

i was beginning 

j met 

k were 

l received 

m was 

n was getting 

2 a Roland Emmerich directed 

the film. 

b It was released in 2004. 

c Dennis Quaid played the 

part of the main character. 

d The world’s climate 

changed suddenly. 

e There were only a few 

days to save the world. 




Pairwork 

Worksheet 1A............................................... 1 

Worksheet 1B............................................... 2 

Worksheet 2A............................................... 3 

Worksheet 2B............................................... 4 

Worksheet 3A............................................... 5 

Worksheet 3B............................................... 6 

Worksheet 4A............................................... 7 

Worksheet 4B............................................... 8 

Worksheet 5A............................................... 9 

Worksheet 5B.............................................10 

Worksheet 6A.............................................11 

Worksheet 6B.............................................12 

Worksheet 7A.............................................13 

Worksheet 7B.............................................14 

Worksheet 8A.............................................15 

Worksheet 8B.............................................16 

Worksheet 9A.............................................17 

Worksheet 9B.............................................18 

Worksheets 1A & 1B Teacher’s Notes ....19 










Pairwork

Pairwork 

Student A 

1 Look at the picture. Imagine that you saw all these events yesterday. Then prepare to describe it to 

a partner, using past tenses. For example, There was a tornado. There were two cats in a tree. 

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

much detail as possible. 

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

to help make your picture perfect. 

4 Compare your picture with your partner’s worksheet. 

Worksheet 5A 



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Pairwork 


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10 

Student B 

Worksheet 5B 

1 Look at the picture. Imagine that you saw all these events yesterday. Then prepare to describe it 

to a partner, using past tenses. For example, There were two children. They were telling people 

about the tsunami. 

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

to help make your picture perfect. 

3 Compare your picture with your partner’s worksheet. 

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

much detail as possible. 


Pairwork 5A & 5B 

Language 

there was / there were 

Prepositions of place 

Past continuous 

Student’s Book reference 

Pages 60–71 

Instructions 

1 Divide the class in half and give one half worksheet 5A and one half worksheet 5B. 

2 Ask students to look at their picture carefully, and write notes about what they can see. 

3 Put students in pairs so that one student has worksheet 5A and the other has worksheet 5B. Tell 

students they are going to describe their picture so that their partner can draw it. Ask Student 

A to begin describing and Student B to draw. Tell them to imagine they saw the scene and ask 

them to use the past continuous and there was / there were appropriately. 

4 When Student A finishes describing, encourage Student B to ask questions for more information 

e.g. Were there any animals Where was the old man; on the left or on the right 

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

6 Ask students to compare their drawings with the original. 

Answers 

See pictures 

Optional activities 

1 Use the pictures as a memory game. Ask students to look at and memorize their partner’s picture 

for one minute. Then one student looks at the picture and asks questions, e.g. How many trees 

were there and their partner answers from memory. Then students change roles and use the 

other picture. 

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

Teacher’s Notes 



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Translation 

& Dictation 

Translation 

Worksheet 1.................................1 

Worksheet 2...........................2 

Worksheet 3...........................3 

Worksheet 4...........................4 

Worksheet 5...........................5 

Worksheet 6...........................6 

Worksheet 7...........................7 

Worksheet 8...........................8 

Worksheet 9...........................9 

Dictation 

Worksheet 1.........................10 

Worksheet 2.........................11 

Worksheet 3.........................12 

Worksheet 4.........................13 

Worksheet 5.........................14 

Worksheet 6.........................15 

Worksheet 7.........................16 

Worksheet 8.............................. 17 

Worksheet 9.............................. 18 


Translation 

& Dictation

Translation Worksheet 5 

1 Past continuous: affirmative and negative 

a It was raining hard, but the wind wasn’t blowing. 

b I was waiting for a train at midnight yesterday. 

c We weren’t laughing at you, I promise! 

d He wasn’t expecting their visit. 

e The people were running away from the flood. 

f The helicopter was searching for the swimmers. 

2 Past continuous: questions and short answers 

a Was your sister working last night Yes, she was. 

b Who was eating noisily 

c Why were you taking a photo of the tornado 

d Were they having lunch at that time No, they weren’t. 

e What was he thinking about 

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

3 Past simple and past continuous 

a What were you listening to when I arrived 

b I was skiing when the avalanche started. 

c They weren’t feeling very well when I saw them. 

d They were shouting angrily when he walked in. 

e She fell asleep while she was driving. 

f The storm started while they were fishing at the lake. 

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

4 Revision 

When I was little I hated thunder and lightning. One day I was at home with my mother and my 

sister, and a storm started. My mother decided to make a cake and we forgot about the weather. 

While we were helping my mother in the kitchen, lightning struck the house and the lights went 

off. We sat on the kitchen floor and my mother sang to us. When my father came home, we were 

sitting on the floor, singing Beatles’ songs and eating cake. Now, I love storms and I often go for 

walks in the rain. 



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Dictation Worksheet 5 


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1 21 Past continuous: affirmative 

a I was running in the park yesterday morning. 

b Our team was playing a match at ten o’clock. 

c They were talking noisily! 

d They were studying the tsunami in geography last week. 

e It was snowing here last week! 

2 22 Past continuous: negative 

a I wasn’t carrying an umbrella. 

b They weren’t playing football. 

c They weren’t waiting for you. 

d You weren’t looking! 

e He wasn’t helping us. 

3 23 Past continuous: questions and short answers 

a ‘Were you listening’ ‘No, I wasn’t. Sorry.’ 

b What was he writing about 

c ‘Was she wearing her new uniform’ ‘Yes, she was.’ 

d ‘Were you driving fast’ ‘No, we weren’t. We were driving carefully.’ 

e What were you doing before the earthquake 

4 24 Past simple and past continuous 

a We were walking near the river when lightning struck. 

b While they were performing the guitarist fell over. 

c I was eating my breakfast when I saw the news. 

d The volcano erupted while he was visiting the island. 

e While I was watching a horror film on TV, I heard a noise upstairs. 

5 25 Revision 

We were sleeping when the earthquake happened. It was a small earthquake and my parents and I 

didn’t wake up, but my brother was awake. He was going to the bathroom for some water when he 

fell. He hit his head on the door. He thought he was dreaming and he went back to bed. The next 

morning, we didn’t believe his story, but then we saw the news on the television while we were 

having breakfast. 


Culture & 

Across the 

curriculum 

worksheets 

Culture 

Worksheet 1................................... 1 

Teacher’s Notes 1............................ 2 

Worksheet 2................................... 3 


Worksheet 3................................... 5 


Worksheet 4................................... 7 


Worksheet 5................................... 9 

Teacher’s Notes 5.......................... 10 

Worksheet 6................................. 11 


Worksheet 7................................. 13 


Worksheet 8................................. 15 


Worksheet 9................................. 17 


Across the curriculum 

Music, Worksheet 1....................... 19 

Music, Teacher’s Notes 1................ 20 

History, Worksheet 2..................... 21 

History, Teacher’s Notes 2.............. 22 

History, Worksheet 3..................... 23 

History, Teacher’s Notes 3.............. 24 

Literature, Worksheet 4................. 25 

Literature, Teacher’s Notes 4.......... 26 

Geography, Worksheet 5................ 27 

Geography, Teacher’s Notes 5......... 28 

ICT, Worksheet 6........................... 29 

ICT, Teacher’s Notes 6.................... 30 

Science, Worksheet 7..................... 31 

Science, Teacher’s Notes 7............. 32 

Science, Worksheet 8..................... 33 

Science, Teacher’s Notes 8............. 34 

Literature, Worksheet 9................. 35 

Literature, Teacher’s Notes 9.......... 36 


Culture & Across 

the curriculum

Culture The USA Worksheet 5 

1 Find these things on the USA culture page. 

a five types of building 

b five cities 

c five fruits or vegetables 

d four verbs related to cooking 

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

a The first subway system started. 

b Coca-Cola® first appeared in shops. 

c The first students went to Harvard. 

d The first bank in the USA opened. 

e Chicago’s first skyscraper was built. 

f Americans could buy their first stamps. 

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

a pork 

b bread 

c deep-dish 

d pizza 

e cream 

1 pizza 

2 cheese 

3 toppings 

4 rolls 

5 ribs 

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

a Chicago is famous for a type of hot dog. 

b Food in Chicago often has ketchup on it. 

c Bagels are originally from the USA. 

d Bagels are made from flour and sugar. 

e Meat is cooked slowly at a Kansas barbecue. 

f Green chiles are often used in New Mexico. 

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

a the opposite of thin . 

b ingredients you put on a pizza . 

c very important . 

d bread before you cook it . 

e a large variety . 


T / F 

T / F 

T / F 

T / F 

T / F 

T / F 


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Culture The USA Teacher’s Notes 5 

Aim To learn about aspects of American culture, focusing on the food. Students use Workbook 

page 129 followed by worksheet 5. 

Warm up 

• In pairs, give students two minutes to write down as many types of food and drink associated 

with the USA as they can think of. 

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

Workbook 

1 Ask students to read the Check it out! box and the Facts & Figures. Ask what information about 

the USA is new for them. 

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

Test your memory! answers: 1782; Europe; very slowly, partly smoking it 

3 Hand out copies of worksheet 5. Ask students to complete exercises 1 to 3 from memory, 

without looking at the page. 

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

answers. 

5 Exercises 4 and 5 could be done in class if there is time or set for homework. Fast finishers can be 

asked to add two to four definitions to exercise 5 for a partner to solve. 

6 Check the answers with the class. 

Web quest 

Ask students if they know the answer to the question in the Web quest box. If the students have 

computer access to the internet, ask them to follow the web link and find out about the languages 

given. 

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

German 90,000 

Worksheet Answer Key 

1 a bank, college, skyscraper, shops, 

restaurants 

b Chicago, Boston, New York City, Kansas 

City, Albuquerque 

c onions, tomatoes, lettuce, peppers, green 

chiles 

d boil, bake, cook, smoke 

2 c – d – f – e – b – a 

3 a 5 b 4 c 1 d 3 e 2 

4 a True b False (Chicago food never has 

ketchup) c False (bagels are from Europe) 

d False (bagels are made from flour, water 

and salt) e True f True 

5 a thick b toppings c essential d dough 

e a wide range 


Across the curriculum Geography Worksheet 5 

PROJECT 

1 Which words describe earthquakes and which words describe tsunamis Write the words in the 

box in the correct column. 

crust coastline epicentre faultline ocean inner core sea floor mantle outer core 

harbour tidal wave tectonic plate seismic wave 

the Earth and earthquakes 

the sea and tsunamis 

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

there 

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

a The 

b When 

c In Japanese, tsunami means 

d Tsunamis usually happen on the 

Scale measures the size of an earthquake. 

boundaries move they start an earthquake. 

wave. 

coastline. 

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

What makes the tectonic plates of 

the Earth’s crust move 

Is the Earth solid or liquid 

How hot is the centre of the Earth 

Have you experienced an earthquake 

What earthquakes do you know about 



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Across the curriculum Geography Teacher’s Notes 5 

Aim To learn about aspects of geography, focusing on earthquakes and tsunamis. Students 

use Workbook pages 142–143 followed by worksheet 5. 

Warm up 

Play hangman with the words EARTHQUAKE, TSUNAMI and TIDAL WAVE. Ask students which two 

of the words mean something similar. 

Answers: tsunami and tidal wave 

Workbook 

1 Ask students to do exercises 1 and 2. 

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

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

Exercise 1 answers: a faultline b epicentre c focus d crust e outer core f mantle 

g inner core h tectonic plates i plate boundaries 

Exercise 2 answers: 1 focus 2 crust 3 edges 4 seismometer 5 energy is released 

4 Ask students to do exercise 3. 

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

Exercise 3 answers: 1 False (a tsunami is a series of waves) 2 True 3 True 4 True 

5 False (they can travel up rivers) 6 True 

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

PROJECT 

Hand out copies of worksheet 5 and ask students to complete exercises 1–4. Ask them to prepare 

their texts and poster using the information and notes on their worksheet. Tell them they may 

choose which aspects to include by either using their answers to the first three questions in the 

table or the last two. Encourage students to find or draw illustrations and design a poster to display 

the information. Use the posters as a wall display and ask the class to vote for the most informative 

and the most attractive. 

Worksheet Answer Key 

1 earth and earthquakes: crust, epicentre, faultline, inner core, mantle, outer core, tectonic 

plate, seismic wave; sea and tsunamis: coastline, ocean, sea floor, harbour, tidal wave 

2 ocean isn’t there 

3 a Richter b plate c harbour d Pacific 


English 

sketches 

Character profiles.............................1 

Sketch Units 1-3 Script.....................2 



Sketch Units 1-3 Teacher’s Notes.......5 




English sketches

English sketches Units 1–9 

Character profiles 

1 Think about your main character 

and complete the profile with 

your ideas. 

2 Find out about the different 

characters in your group. 

Character 1 

Name: _______________________ Age: ______ 

Brothers and sisters: ______________________ 

Favourite sport: __________________________ 

Favourite music: _________________________ 

Favourite clothes: ________________________ 

Favourite colour: _________________________ 

Hobbies: _________________________________ 

Personality: ______________________________ 

Character 3 

Character 2 

Name: _______________________ Age: ______ 






Hobbies: ________________________________ 

Personality: _____________________________ 

Name: _______________________ Age: ______ 






Hobbies: ________________________________ 

Personality: _____________________________ 

Character 4 

Name: _______________________ Age: ______ 






Hobbies: ________________________________ 

Personality: ______________________________ 

Character 5 

Name: _______________________ Age: ______ 






Hobbies: _________________________________ 

Personality: _____________________________ 



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English sketches Units 4–6 

Script 

Characters 

Girls Annie, Meg Boys Pete, Joe Man Neil 

In the mountains 

Annie 

Meg 

Pete 

Annie 

Joe 

Pete 

Annie 

At the house 

Pete 

Joe 

Annie 

Meg 

Pete 

Joe 

Pete 

Annie 

Meg 

Joe 

Pete 

Joe 

Pete 

Annie 

Meg 

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

an hour ago, but now ...! 

This storm is getting worse and the sky’s 

getting darker. It’s getting colder too. 

Yes. It’s more difficult to ski now. 

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

There could be an avalanche soon. Let’s 

find somewhere to rest. We should wait for 

the storm to pass. 

I saw a small house down to the left a few 

minutes ago. We should try and find that. 

There was a light at the window. 

OK. Come on then. Let’s go. 

We’re here. That was hard work! 

Hello! Hello-o! 

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

empty. 

What should we do It’s dark now. 

I know. We can’t ski down. 

Look! The door’s open. We should go in 

– the storm is getting stronger! 

It’s strange. The door’s open but there 

aren’t any people inside. 

There’s food on the table. 

Yes. And the television is on. They were 

watching a music programme. 

They left quickly … why 

I don’t like it. There should be somebody 

here. 

There’s some bread and milk. 

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

But I’m hungry … and cold! 

There was some wood outside. We should 

make a fire. Come on, Pete. 

Back at the house (two minutes later) 

Meg 

Annie 

Pete 

Annie 

Joe 

Meg 

Joe 

Pete 

Quick! Close the door! There was a strange 

animal out there. 

A strange animal 

Yes. We saw it for a moment. It had four 

legs and four arms! 

Was it a monster 

Or a dream Monsters don’t exist. 

It had strange hair and it was walking 

slowly towards the house. 

It was probably … 

Listen! I heard a noise. Something was 

banging on the door a moment ago! 

Meg 

Annie 

Meg 

Joe 

Annie 

Pete 

Joe 

Pete 

Meg 

Annie 

Pete 

Joe 

Pete 

Annie 

Neil 

Meg 

Neil 

Annie 

Neil 

Meg 

Neil 

Joe 

I’m scared. Turn the lights off. And the 

television. Quickly! 

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

There was a face there at the window. 

And it had four arms, like Pete said. It was 

waving two of its arms! 

I saw it too. It was shouting. I couldn’t hear 

it because of the storm, but it was moving 

its mouth angrily. 

What should we do I’m really scared now. 

Are all the doors and windows closed 

Call the police! Where’s my mobile 

I don’t know! 

Oh no! I left it at the hotel. 

What can the police do in this storm 

Listen! The thing is here in the house! It 

broke a window! It’s in the kitchen! 

We should do something! We need … the 

milk! 

The milk 

Yes. Open the door and throw the milk at 

the monster! It’s cold. Ready 

One, two, three, ... NOW! 

YEUCH! Couldn’t you hear me I was trying 

to get you to open the door! 

Who are you 

Who am I This is my house! Who are you 

Oh. Oh no. Oh dear. Sorry. Do you need a 

towel We were in the storm and we saw 

the house and … oh dear. 

I only went outside for a minute! I left my 

keys and skis in the car and I went to get 

them! Why did you close the doors 

[laughing] You were carrying skis Ah, four 

arms. It wasn’t a monster or a ghost. It was 

you! 

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

freezing! 

We’re so sorry. What’s your name We can 

make a fire, and I can explain. 



3 

PHOTOCOPIABLE


PHOTOCOPIABLE 

6 


Units 4-6 

1 Put students in groups of four or five. 

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

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

script on page 3. 

3 Ask students to listen to the sketch and read the script and then, as a group, decide which 

pictures illustrate the characters. On the board, write: Where are the friends at the beginning 

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

necessary. 

4 Ask students to decide which character they want to be. They listen to the sketch and read 

the script again. They should then complete their character profile with their own ideas, bearing 

in mind their character’s personality. Once they have done this, they complete profiles for other 

characters. 

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

6 Sitting in a circle, students read through the entire script in their groups. They should focus 

on pronunciation and being their character. Play the audio clip again, if necessary. 

7 Students repeat step 6, but standing up. They then do it again, but this time placing their hand 

on the shoulder of the character they are speaking to. As they repeat the sketch, they will 

memorize at least part of it. 

8 Allocate each group an area of the classroom to rehearse their sketches, using props and moving 

around, until they are ready to perform. 

Optional activities 

Teacher’s Notes 

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

Alternatively, it can be videoed for students to watch. 

Stronger groups can write a continuation to the sketch, when the friends are explaining what 

happened to Neil, and making plans for how to spend the night. Ask students to discuss what they 

are going to talk about, and brainstorm ideas onto the board. Groups then write their ending, 

practise it and perform the scene for their classmates. 

Weaker groups can re-write the final section of the sketch, substituting Neil’s reaction when he sees 

the people in his house. Remind them that the alternative reaction must be convincing! The weaker 

groups then practise and perform the final section of the sketch to their classmates. 

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


1 

tor 

M has specially designed software so that unique tests can be 

use as: Unit Progress Tests, Revision Tests and End-of-Year Tests. 

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

ROM 

M contains: 

Word files and ready-to-print Pdf files of all photocopiable 

igned for classroom use. (These include: Diagnostic Test, 

gress Tests, Revision Tests and End-of-Year Test.) 

of two complete exam-like tests (przykładowe zestawy 

acyjne) at the basic level. 

es for the Listening tasks. 

files can be listened to on a CD player. 

ISBN 978-83-7621-035-3 

This recording is copyright and 

unauthorized copying is illegal. 

CD 

contains all the Dictations and English Sketches files from the 

ource File. 

tor 

Limited 2009 

acmillan Polska 2011 

cmillan Publishers Ltd / ImageSource, 

td / Pixtal, Macmillan Publishers Ltd / 

illan.pl 

ISBN 978-83-7621-035-3 

dition © Macmillan Polska 2011. 

er. 

sts Multi-ROM 

ISBN 978-83-7621-035-3 



ted 2009. First Polish Edition © Macmillan Polska 2011. 

-3 

t and 

llegal. 

9 788376 210353 

Workbook CD 



© Macmillan Publishers Limited 2009. First Polish Edition © Macmillan Polska 2011. 

Interactive Classroom 


Pairwork 


Grammar bank 

Zaimki osobowe W rozmowie używamy często skróconych 

form. 

Singular 

plural 

Inna jest kolejność wyrazów w zdaniach 

twierdzących i pytających. 

W języku angielskim podmiot lub zaimek 

Zaimki pytające 

osobowy w funkcji podmiotu są w zdaniu 

niezbędne. 

6 

You odnosi się zarówno do liczby 

pojedynczej, jak i mnogiej. 

He odnosi się do mężczyzny/chłopca, she Vocabulary − 

bank 

do kobiety/dziewczyny, a it − do przedmiotu 

lub zwierzęcia. 

affirmative 

Zaimki 

dzierżawcze 

negative 

Singular 

plural 

Culture: Ireland 

Your odnosi się zarówno do liczby 

pojedynczej, jak i mnogiej. 

His odnosi się do mężczyzny/chłopca, her − 

queStionS 

do kobiety/dziewczyny. 

Facts & Figures Ireland Scotland 

Population 

Population 

Its stosujemy w kontekście przedmiotów 

i zwierząt. 

Capital 

Capital 

Official languages 

Official languages 

Short anSwerS 

Dopełniacz saksoński 

Currency 

Currency 

Vocabulary plus 

Internet domain 

Internet domain 

‘s używamy po rzeczowniku/imieniu w liczbie 

pojedynczej 

1 

‘s używamy po rzeczowniku/imieniu w liczbie 


pojedynczej kończącym się na s. 

Czasownika be używamy do mówienia o 

czyimś wieku, narodowości, itp. 

s’ używamy po rzeczowniku/imieniu w liczbie 

mnogiej. 

Techniques 

1 

2 

98 

Workbook CD 

Australia 

128 

Test your memory! 

Worksheet 5 

PHOTOCOPIABLE 

Family portraits 

2 

121 

Web quest 

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

136 

Workbook Extra contents 

Worksheet 7 

snow leopard 

Worksheet 5A 

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worksheets 


well 

Extra Unit 5 

ISBN 978-83-7621-040-7 

9 788376 210407 

safe 

dangerous 

PHOTOCOPIABLE 


© Macmillan Publishers Limited 2009 

First Polish Edition © Macmillan Polska 2011 

Images from Corbis, Macmillan Publishers Ltd / ImageSource, 

Macmillan Publishers Ltd / Pixtal, Macmillan Publishers Ltd / 

Macmillan Australia 



ISBN 978-83-7621-035-3 

9 788376 210353 

Rozumienie tekstów pisanych 

1 Przeczytaj 

w parach 

odpowiedzi 

z treścią 

zawierające 

Finland 

but only 5 million people live there. The first 

impression you get looking out of an airplane 

window is that there are a lot of trees and lakes 

with a few small towns. However, Helsinki, 

Tampere and Turku are modern high-tech cities. 

In Lapland, in the north, you can visit Santa Claus 

and meet thousands of reindeer. Here you can 

also experience white nights in summer, when 

days are 24 hours long. There are plenty of things 

you can do in Finland, eg you can go cycling, 2 

sailing, horse riding or fishing. You can do winter 

sports from November till May because there is 

a lot of snow and when you get cold, you can 

relax in a sauna. 

1 What is Finland like 

Finland hasn’t got any cities, only a few small 

towns and many forests and lakes. 

2 Why are summer nights in Lapland unusual 

Summer nights are 24 hours long. 

3 How long is Finnish winter 

Winter in Finland is about 4 months long. 

3 

2 Przeczytaj 

zakryj 

informacje, 

Porównaj 

3 Zdecyduj, 

pytanie 

B lub 

The best title for the text is: 

A Lapland – the place you must visit 

B Finland has a lot to offer 

C Active holidays in Finland 

Znajomość funkcji językowych / Znajomość środków językowych 

1 

C Yes, you helped me a lot. 

2 –___ 

– Try talking to your parents about it. 

A What are you going to do 

B What are you thinking about 

C What’s your advice 

3 – What does your star sign say about you 

–___ 

A I don’t know. I don’t read horoscopes. 

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

C An Aries is stubborn and an Aquarius is 

sensitive. 

Zanim przeczytasz możliwe opcje, 

zastanów się, jak zareagowałbyś/ 

zareagowałabyś w danej sytuacji. 

tIp 

w parach. 

Przeczytajcie tekst 

i zastanówcie się, jakie słowa 

każdej z luk 1–3. 

It’s hard to believe but Gok Wan, 

a British fashion stylist and TV 

presenter, hasn’t always been so 

slim. In fact, he was an extremely 

fat teenager. He (1)_ very 

unhappy because lots of kids at 

school bullied him. Nowadays Gok 

people look attractive and accept their 

bodies. For many years he (3)_ involved in 

supporting an anti-bullying charity Kidscape. 

przeczytaj tekst i w każdym 

podpunkcie a–c zakreśl odpowiednie słowo 

do danej luki. 

b) helps / helping c) was / has been 

w tekście wyrazy/zwroty, które 

zdecydować, jakie słowo będzie 

do każdej z luk. 

tekst. Spośród wyrazów podanych 

wybierz właściwe, poprawne pod 

gramatycznym i leksykalnym 

luk 1–3. Zakreśl literę a, B lub C. 

Lucy has always been my best friend. I (1)_ 

her for a long time. When we were kids we 

together all the time. Now we go to 

the same school and we always meet each other after 

lessons. Next Saturday, we (3)_ to Portugal 

together. I hope we’ll like it there. 

1 A will know B have known C knew 

2 A played B playing C have played 

3 A ‘re flying B fly C flying 

Przeczytaj tekst bez patrzenia na odpowiedzi. 

Spróbuj domyślić się, jakie słowo pasuje do 

każdej luki, a następnie sprawdź, czy twoje 

przypuszczenia się potwierdziły. 

Windows: This is an autorun 

CD. If the application 

does not start automatically, 

navigate to your CD- 

ROM drive (usually D:) and 

open the file macmi lan.htm 

in a web browser. 

Macintosh/Linux: Mount the 

CD (if necessary) and open the file 

macmi lan.htm 





Windows: This is an auto- 

run CD. If the application 

does not start automatically, 

navigate to your CD- 

ROM drive (usually D:) and 

open the file 

macmi lan.htm 


Macintosh/Linux: Mount the 

CD (if necessary) and open the file 

macmi lan.htm in a web browser. 


li 

l 

tIp 

7 Pracujcie w parach. Podkreślcie wszystkie 

czasowniki w tekście zadania egzaminacyjnego. 

Zastanówcie się, jakich czasów użyto i dlaczego 

właśnie tych. 

© Macmillan Publishers Limited 2009 

First Polish Edition © Macmillan Polska 2011 

Images from Corbis, Macmillan Publishers Ltd / ImageSource, 

Macmillan Publishers Ltd / Pixtal, Macmillan Publishers Ltd / 

Macmillan Australia 






Firs 

r 

li 

t Poli 




past simple He read my He didn’t read 

affirmative 

horoscope. the TV guide. 

I/You’ve (have) run a marathon. 

past 

It was getting It wasn’t 

He/She/It’s (has) won the 

continuous better. getting worse. 

We/You/They’ve 

Championship. 

present 

I’ve had a 

I haven’t had 

(have) 

climbed the mountain. 

perfect hard time at an easy time. 

school. 

Czasu present perfect używamy do mówienia 

o przeszłych doświadczeniach, gdy nie 

Czasu past simple używamy do mówienia 

wspominamy kiedy dokładnie miały miejsce. 

o wydarzeniach, które miały miejsce w przeszłości. 

Konstrukcja zdania dla wszystkich osób jest taka 

spelling rules for past participles 

sama. Czasowniki regularne przyjmują końcówkę 

-ed. Wykaz czasowników nieregularnych 

Most regular verbs: add ed. . play 

(irregular verbs) znajduje się na stronie 96. 

Czasu past continuous używamy do 

Regular verbs ending in e: : add d. receive 

mówienia o czynnościach, które trwały przez 

board games 

jakiś czas w przeszłości. Często występuje 

chess 

Regular verbs ending in consonant 

on w tym samym zdaniu razem z czasem 

console 

+ y: change y 

to 

i 

and add 

ed. 

past simple i zaimkami 

controller 

simple) i while (przed past continuous) i służy 

Regular verbs ending in consonant dice 

wówczas do opisu czynności, która była tłem 

+ vowel + consonant: double the draughts 

dla innych, krótko trwających czynności. 

final consonant and add ed. 

memory card 

pack of cards future 

Niektóre formy imiesłowowe czasowników software 

affirmative 

nieregularnych stosowane w czasie present 

stylus 

will 

perfect są takie same jak te używane w czasie 

past simple. 

had – had put – put 

be going to 

Others are different from the past simple of 

I’m looking for a … 

irregular verbs: 

I’m thinking of buying … 

saw – seen 

swam – swum 

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

Wykaz czasowników nieregularnych (irregular present 

verbs) znajduje się na stronie 96. 

continuous 

for future 

past 

affirmative 

negative 

Gustav Theodore Holst, born in 

present 

Will/won’t używamy do mówienia 

1874, is one of Britain’s most famous 

o wydarzeniach w przyszłości, co do których nie 

affirmative 

negative 

composers. He started composing when 

jesteśmy pewni, wiec są to tylko przypuszczenia. 

1 Sprawdź znaczenie podanych wyrazów. Jakie lubisz rodzaje gier komputerowych 

he was just 12 years old. As a child, he 

present They live in They don’t 

Be going to używamy do mówienia o planach 

simple Belfast. live in 

i zamierzeniach na przyszłośd. 

adventure strategy action role-play flight simulation 

London. 

racing 

Czasu sports 

present war 

continuous karaoke 

używamy life simulation 

również 

do mówienia o konkretnych, ustalonych 

present 

I’m doing my I’m not 

wcześniej planach na przyszłośd. Stosujemy 

continuous homework. doing the 2 Jakie rodzaje wówczas gier komputerowych dodatkowo okoliczniki przedstawiają czasu 

rysunki 

washing up. 

odnoszące się do przyszłości. 

1 

Czasu present simple używamy do mówienia 

The composer Andrew Lloyd Webber was born in 

o nawykach i zwyczajach. 

London in 1948. He started composing at the age 

Czasu present continuous używamy do 

present past future 

of six and published his first work when he was 

mówienia o czynnościach, które mają miejsce 

w momencie mówienia o nich. 

only nine years old. Some of Lloyd 1 Połącz słowa z ich definicjami. 

Webber’s musicals have run for 

1 a bracelet 

a) containers, often used for food 

more than ten years in the West 

2 drains 

b) a piece of jewellery that goes around your wrist 

End of London or on Broadway in 

3 an artefact 

c) a place where people live together 

New York. Some of his most famous 

4 mud 

d) a deep hole dug in the ground to provide water 

musicals are The Phantom of the 

5 a settlement 

e) the system of passages for water and waste in a town or city 

Opera, Cats, Evita and Jesus Christ 

3 

6 a well 

f) a man-made object 

Superstar. 

7 a brick 

g) a mixture of water and earth 

8 pots 

h) a block for building houses 

1 Find these things on the Canada culture page. 

a five mammals 

b four Canadian cities 

c four adjectives for origins or nationalities 

d three sports 

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

a 1974 

c 7,821 

e second 

1 there is 

/ 

are with a /an, some 

and 

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

Yesterday 

song in the world. 

Which is the most recorded song in the world 

Can you name one of Andrew Lloyd Webber’s 

musicals 

When did the tradition of choral singing start 

in Britain 

3 Read the Check it out! 

b There’s an office on the second floor. 

a The longest national highway in the c There world isn’t the 

a telephone here, but there’s one on the corner. 

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

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

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

c The Great Slave Lake is the 

f 

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

d 5.5 million people in Canada are 

g Are there any good songs on your 1 Read computer the information Yes, there about are. Listen six teenage to this one. 

boys. 

e The sport 

Carl 

4 Read the text about The traditional lifestyle h There of are the some Inuit 

police officers near the hospital. How strange! 

I’m friendly and cheerful, 

a The Inuit people always lived in Canada. 

but sometimes stubborn. I 

i 

Are there any supermarkets in your village No, there 

love aren’t, 

travelling but there’s 

and extreme 

a small shop. 

b The Inuit people have never been farmers. 

sports. I’ve been to 25 

different countries! I’m 

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

j 

There isn’t a den in my garden, but there’s an old swimming going to pool. study geography at 

d The Inuit people traditionally ate caribou and foxes. 

university. 

Types of transport 

e They used animal skins to make tools. 

2 much, many 

and 

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

5 Read the texts about 

correct city after each fact. 

a There isn’t much food in the fridge. 

tram the underground motorbike ferry moped barge 

Kyle 

b How much snow is there here in winter 

a French is the only official language. 

I’m funny and friendly, a 

b 

c 

c There’s a lot of water on the bathroom floor. but sometimes jealous and 

b It is in the east of the country. 

moody. I like music, football 

d How many friends of yours are there at the party 

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

and going out with my 

e There aren’t many comfortable chairs here. friends. I’ve been to a lot of 

d It is more than four hundred years old. 

f 

There aren’t many good films on at the cinema. 

football matches. I want to 

e The quality of life is good. 

study engineering. 

g There’s a lot of traffic in this town. 

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

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

motorbike 

i 

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

a go around 

j 

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

b important road 

I’m stubborn, loyal dand 

c principal 

3 Revision 

sometimes selfish. I don’t 

d where ships come in to land 

I love Paris. There’s a lot of traffic and there are often a 

like lot 

parties of tourists, 

or the but 

beach, 

there are also a lot of 

beautiful places. It’s fantastic in spring because there are 

but a 

I lot 

like of 

shopping gardens and 

and 

parks, and I love 

e the opposite of shallow 

walking there. There are lots and lots of flowers and it’s 

computer very romantic. 

games. Near 

I’ve the 

never 

river, there are 

some cafés with tables and chairs on the street. There aren’t 

been to many 

another cars in 

country 

that area, so I love having 

f 

parts of a skeleton 

croissants for breakfast there. I’m going with my parents 

and this 

I don’t April. 

want Lucky 

to! 

me. 

any 

2 You are going to ask your partner about six teenage girls called Julie, Shelley, Imogen, Molly, 

Rachel and Nicole. Prepare questions 

Health to ask, 

problems using these 

and prompts. 

first aid 

a What / like 

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

b What / enjoy doing 

headache sunburn insect bite stomach ache temperature 

c What / hate doing 

sore throat cut antiseptic cream medicine broken leg 

d What / done 

e Where / been 

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

f 

What / going to study 

The lost city of Mohenjo-Daro 

The lost city of Mohenjo-Daro existed more than 4,000 years ago 

in the Indus Valley in South Asia. People from the Indus Valley 

Choirs are very civilization popular in lived there between 2600 and 1900 BC 

Britain. The tradition Daro means of choral Mound of the Dead. Nobody lives there today, but 

singing began in archaeologists the 15th and think that more than 35,000 people lived there in the 

16th centuries when past. the The first city is about 1.5 square kilometres in size. The ruins of the 

choirs started in city, King’s in Pakistan, College, are a UNESCO World Heritage Site. 

Cambridge and Christ Church 

Cathedral, Oxford. Now choirs are 

more popular than ever. 

c I’ve got a terrible 

. It feels like my head is going to explode! 

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

couples. 

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

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

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

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

38 

First Street 

2 Przeczytaj teksty i zaznacz prawidłowe odpowiedzi. 

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

b) 15 

c) 5.1 

3 Many house walls in First Street … 

a) … aren’t there any more. b) … are still there. 

c) … are underground. 

b Peter’s got a fever. He has a high 

e 

Houses 

Indus Valley 

Civilization 

4 Archaeologists found a system of ... in the houses. 

a) towns 

b) drains 

c) roads 

5 They made … from mud. 

a) walls 

b) wells 

c) bricks 

of forty degrees. 

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

h My mum injured her hand with a knife when she was chopping vegetables for dinner. 

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

. 

i 

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

. 

j 

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

on it. 

f 

Workbook 

Tests Multi-Pack 1 

Interactive 

Classroom 


Vocabulary bank 

Student’s Book 

Voices 1 Teacher’s Book Fiona Mauchline 

Voices 2 

Test Generator 

Teacher’s Book 

Class CDs 

Katherine & 

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Class CDs 

This Multi-ROM has specially designed software so that unique tests can be 

generated for use as: Unit Progress Tests, Revision Tests and End-of-Year Tests. 

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

Tests Multi-ROM 

This Multi-ROM contains: 

• Editable Word files and ready-to-print Pdf files of all photocopiable 

tests designed for classroom use. (These include: Diagnostic Test, 

Unit Progress Tests, Revision Tests and End-of-Year Test.) 

• Pdf files of two complete exam-like tests (przykładowe zestawy 

egzaminacyjne) at the basic level. 

• Audio files for the Listening tasks. 

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

Dictations CD 

This audio CD contains all the Dictations and English Sketches files from the 

Teacher’s Resource File. 

www.macmillan.pl 

Student’s CD 

Fiona Mauchline 

Exam Builder 


Voices 2 

Tests Multi-Pack 

Includes 



Dictations CD 

Zadanieegzaminacyjne 

Zadanieegzaminacyjne1 

Exam Builder pages 


This is a Multi-ROM. You 

should listen to the audio 

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Macmillan Publi 

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Dictations CD 


This audio CD contains all the Dictations and English Sketches files from the 

Teacher’s Resource File. 


This is a Multi-ROM. You 

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8 

Zadanieegzaminacyjne2 

109 

9 

121 

Voices 1 


This Multi-ROM has specially designed software so that unique tests can be 

generated for use as: Unit Progress Tests, Revision Tests and End-of-Year Tests. 

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


This Multi-ROM contains: 

• Editable Word files and ready-to-print Pdf files of all photocopiable 

tests designed for classroom use. (These include: Diagnostic Test, 

Unit Progress Tests, Revision Tests and End-of-Year Test.) 

• Pdf files of two complete exam-like tests (przykładowe zestawy 

egzaminacyjne) at the basic level. 

• Audio files for the Listening tasks. 

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

Dictations CD 



l sh Ed 

Workbook 

Tests Multi-Pack 1 


Interactive Classroom 

Interactive 

Classroom 



Pairwork 

Grammar bank 

Present perfect: affirmative 

Present perfect: zdania twierdzące 

Tense review Powtórka czasów 

Vocabulary plus 

Workbook CD 


114 

Vocabulary bank 

Games 

Useful expressions 

Computer games 

Check it out! 

The longest-running musical in London’s West End 

is Les Misérables. It opened in 1985! 

The Beatles’ song Yesterday is the most recorded 

There are about 67 symphony orchestras in Britain 

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

Andrew Lloyd Webber and 

West End musicals 

Test your memory! 

Culture Canada Worksheet 3 

Translation Worksheet 3 

Pairwork 

Student A 

Choirs 

138 



worksheets 


6 

Lost cities 

121 

Holst and 

The Planets 

ales) 


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

ISBN 978-83-7621-041-4 

9 788376 210414 

125 

Worksheet 9A 

The houses had 

rooms with windows 

and doors and some 

possibly had rooms for 

bathing. Most houses 

had drains to take 

away the dirty water 

and some had wells to 

provide fresh water. 

Workbook Extra contents 




PHOTOCOPIABLE 

Vocabulary

Revision - Macmillan

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