Lesson 1.

1
Vocabulary
Warm-up
(Books closed) Play
Snowman with words from
Unit 0. On the board, write
a dash for each letter of
a word. Students work in
two teams and take turns
to guess the letters of the
word. Draw a part of the
snowman for each wrong
guess (snowballs, sticks
for arms, a hat, eyes,
a nose, a mouth, buttons).
The team who guesses the
word before the snowman
is complete wins a point.
If a team makes a wrong
guess and you draw the last
part of a snowman, it loses
a point.
Lead-in
Write Family and friends
on the board. Students
predict what they will
learn. With books closed,
brainstorm family words
with the class.
Exercise 1
Choose one word from
the box, translate it and say
I know that! with a thumbs
up gesture. Volunteers
continue.
Exercise 2 1.16
• Students look at page 10.
Say This is Mark. This is
Mark’s family. Pairs use the
colours of each character’s
clothes to work out who
they are.
• Play the recording. Pause
for students to repeat
each word and to point
to the corresponding
person. Alternatively, with
a weak class get different
volunteers to hold up their
books and point. Explain
where necessary.
Answers → student page
Exercise 4 Exercise 5 Exercise 6
Exercise 3 • Students do the matching Students complete Help weaker students by
• Make sure students exercise individually. the exercise in pairs. Then pairing them with strong
understand that the words • Pairs compare answers. divide the class into two ones.
on the left are masculine groups. Ask one student Students complete
Answers → student page from each group to come the sentences individually.
and those on the right are
feminine. up. Raise the book and say Then they check each
Look! Mark’s (uncle). other’s answers and give
• Students complete the
table in pairs. Using the picture on page 10, The student who first points at feedback.
point at Mark and then at his the right person in the picture
Answers → student page dad. Say Mark. Dad. Mark’s wins a point for his/her group. Answers → student page
dad. Explain that in this Continue with other pairs.
example ‘s is not a short form
of to be. It is used to express Answers → student page
relationship between people.
10
 Exercise 8
• Students do the activity
in their notebooks.
Alternatively, if you have
class time, they could
make a poster.
• Pairs or small groups
point and tell each other
about their family. As you
monitor, try to give positive
feedback and challenge
strong students to use
complete sentences.
Finishing the lesson
• Students write down the
new words they have
learnt. Remember to
praise and encourage
them. Tell weaker
students they will be able
to practise the words
again in the other units
and activities.
• Ask Can you talk about
people in a family?
Students copy the
objective into their
notebooks and draw the
emoticon that reflects their
progress.
Activity for fast finishers
• Pairwork. (Book open)
Student A names someone
in Mark’s family. (Book
closed) Student B says his/
her relationship to Mark,
e.g. Mark’s uncle. They
swap roles and continue.
• Students close their books
and write all the family
words they can remember
in their notebook. They
open their books and
check.
• Students write sentences
about a friend’s family,
e.g. Martin is Anna’s
brother or Martin – Anna’s
brother.

Audio scripts: page 129

Further practice
Extra activity He/She imitates one • Vocabulary: Photocopiable
Exercise 7 1.17 Resource 1, page 157
• (Books open) The class of the character’s posture
• Pause after the example
look at Mark’s family and/or facial expression. • Workbook, page 6
Student B guesses who to make sure students
pyramid for one minute. understand the exercise.
• (Books closed) Divide it is, e.g. Mark’s uncle
• Students work individually.
the class into two teams, (one point) or Mark’s
uncle, Peter (two points). (Pause after each question
A and B. Invite one to help a weak class.)
student from each team Continue with different
students. Then they compare their
to the front. Secretly show answers in pairs.
Student A the pyramid. • Get a strong class to
correct the false answers.
Answers → student page

11
 Lesson 1.2
Grammar
Warm-up
• (Books closed) Pointing to
your lips, say Look! Mouth
a family word but don’t say
it aloud. The class guesses
the word by reading your
lips. Pairs continue.
• Write a few sentences
with to be on the board,
e.g. I am your teacher.
You are students. Ask
What’s the verb? Explain
the lesson objectives.
Lead-in
• (Books open) Pointing to
the photos on page 12,
ask Who is he/she? (Alex./
Jen.) Students guess who
the new characters are.
• Use the photos to pre-
teach cake, present and
card. A strong student
translates Spain.
Exercise 1  2 1.18
• Read the questions. The
class predicts the answers.
• Play the video. If you don’t
have access to a computer
and projector, play the
recording.
• Check answers by writing
on the board: 1 seven,
seventy, seventeen;
2 Granny’s son, Alex’s
cousin, Alex’s brother.  2
Students queue in front
of the correct answers.
Answers → student page

Exercise 2
Check answers using T/F
response cards.
Answers → student page
Correct sentences:
2 They are at Sophie’s /  2
Granny’s house.
3 There’s a birthday cake
in the box.
4 He’s in Spain.
Exercise 4 Extra video activity  2 Get Grammar!  4
Exercise 3  2 1.19
• Pre-teach mess (show)
• Play the recording, and mouse (draw). (Books closed) Play a short • Introduce Hammy and the

pausing for student to • Say Hands up for a/b/c!

scene, e.g. 2, with no sound. characters.
repeat each expression. Individuals explain their Pause after each character • Play the Get Grammar!

choice. Don't confirm yet! speaks. Elicit what they say, video. The class repeats
• Play the video again.
using gestures. Pairs/groups the examples after you
Students shout STOP! when
they hear each expression. Answers → student page act it out. Weak student in chorus.
read the lines in their books. • Explain contractions.
Answers → student page Exercise 5  3 1.20
Say I am ten. Hold up
one finger on each hand.
Play the video or recording Then say I’m ten. Bring
to check. both fingers together.

12
 Exercise 10 1.21
• Pairs do the exercise.
• Play the recording.
Students check.
 4
Answers → student page

Exercise 11
Pre-teach/elicit classmates
by pointing to different pairs.
Answers → student page

Exercise 12
• Students write in their
notebooks.
• When monitoring, explain
why work is good or needs
improvement.
Extra activity
Pairs write three sentences
about a classmate similar
to those in Exercise 12. They
read the sentences to another
pair/the class but they don’t
say the classmate's name.
Students guess who it is.
Exercise 13
Read the poem aloud with
students, clapping a rhythm
as you read. Pairs continue,
changing the words in red.
Finishing the lesson
• Ask individuals to say
sentences with to be.
Then ask the class Can you
use the verb ‘to be’?
• Students copy the
objectives into their
notebooks and draw
the emoticons that reflect
their progress.
Activity for fast finishers
• Students write more T/F
sentences about the photo
story. They ask the class
at the end of the activity/
lesson.
• Students look at the pictures
in the photo story and write
down the words they know.

Video scripts: page 140

Exercise 6 Exercise 8 and you’re. Make sure
Students work individually • Students write in their students understand which Audio scripts: page 129
and then compare their notebooks. are the possessive forms.
answers in pairs. • Choose student to read
Exercise 9 Further practice
their answers.
Answers → student page Students complete the • Photocopiable Resource 2,
Answers sentences and then work page 158
Exercise 7 2 I’m here. 3 We’re happy. in pairs. They look at each • Photocopiable Grammar
Pairs in a weak class try to 5 It’s a present for you. other’s answers, discuss Roleplays, page 191
find the subject of each and decide what’s wrong
and why. • Workbook, page 7
sentence first. Look!
• Extra Online Homework:
Ask students if they know the Answers → student page Grammar Video Extra
Answers → student page
difference between, e.g. your Activities

13
 Lesson 1.3
Grammar
Warm-up
• (Books closed) Write on the
board:
1 The bag __ blue.
2 Alex __ twelve.
3 I __ in my classroom.
4 You __ the teacher.
5 We __ cool.
6 Dug and Kit __ best
friends. Different students
come to the board and
complete the sentences
with am/are/is. Ask
students to reflect on how
much they remember from
Lesson 1.2.
• (Books open) Pairs look
at pages 14–15. Ask
What will you learn in this
lesson? Volunteers give
their ideas. Explain the
lesson objectives. Then
students look at the board
again. Ask who can make
the sentences negative.
Lead-in
• (Books open) Pointing to
Picture 1 in the cartoon,
ask Who’s he? (Superdug.)
Who’s she? (Kit.) Student
tell you what they know
about them. (Superdug is
a superhero. Kit is his best
friend.)
• Students tell you what they
can see in the other
pictures. Use Picture 1 to
pre-teach family album.
Pre-teach/Elicit happy.
Point to Picture 3, shake
your head and say Dug
isn’t … (happy)! Pre-teach
hungry. Rubbing your
stomach, say I’m …
(hungry)!
Exercise 1
Tell pairs to look at each
picture carefully. Make this
a race!
Answer
There are eight types of dogs.
Exercise 3 • It’s advisable not to teach Answers
Pairs do the exercise. the alternative negative
Exercise 2 1.22
forms you’re not, he’s 2 Kit is not a dog.
• Write on the board British, Answers → student page not, etc. at this point. 3 Dug’s parents are not
French, Polish and Spanish This could be confusing. superheroes. 4 Dug: ‘I am
for a weak class and elicit not happy.’ 5 Kit: ‘You are
Get Grammar!  5
Exercise 4
the meaning. not in the photo, Dug.’
• Play the Get Grammar! • Pairs write in their 6 Dug is not hungry.
• Play the recording.
Students listen and read. video. The class repeats notebooks.
• Have a class discussion
the examples after you • Choose student to write Exercise 5
and ask students to justify in chorus. the answers on the board. • Students write in their
their answers. • Use your fingers to draw Involve the class. Ask Is this notebooks.
students' attention to the correct? The class helps
Answers → student page contractions. (See Lesson 1.2, if necessary.
Get Grammar! notes)
14
 Exercise 8
• Pairs write in their
notebooks.
• Invite different pairs to
write the answers on the
 5
board.
Answers
2 We aren’t from Spain.
We’re from the UK.
3 Granny Susie isn’t from
France. She’s from the UK.
4 My cousins aren’t from
the USA. They’re from
China.

Extra activity
• Students write negative
and affirmative sentences
about their friends and
family similar to those
in Exercise 8.
• Strong students could
write about world
celebrities instead. They
find words they don’t know
in a dictionary.
Exercise 9
• Choose a confident
pair to demonstrate the
activity.
• Pairs continue, taking turns
to guess.
Finishing the lesson
• Say affirmative sentences
about this lesson that are
false. Individuals correct
you, e.g. Dug’s mum is
British. (No, she isn’t. She’s
Polish.); cousin Chen is
French. (No, he isn’t. He’s
Chinese.); granny Flossie
is Spanish. (No, she isn’t.
She’s American.)
• Read the lesson objectives.
Students copy the
objectives into their
notebooks and draw the
emoticons that reflect
their progress.
Activity for fast finishers
• Students look at the
pictures in the cartoon
• When monitoring, • Divide students into groups
and write down the names
Exercise 6 1.23 of the things they know.
remember to praise as well of five, making sure that
• Pre-tech the words if • Students find the English
as correct. Explain why one person in each group
students' work is good or necessary. is strong ('an expert'). names of three more
needs improvement. Make • Play the recording, pausing
Students complete the countries/nationalities
positive comments first. for student to repeat each sentences and ‘the expert’ in a dictionary.
word in chorus. assists them if necessary.
Answers Video scripts: page 140
Exercise 7
2 Kit isn’t a dog. 3 Dug’s Answers → student page
• Make sure students
parents aren’t superheroes. understand the flags Correct sentences: Further practice
4 Dug: ‘I’m not happy.’ show the characters’ 2 He is Italian. 4 She is • Vocabulary: Photocopiable
5 Kit: ‘You aren’t in the nationalities. Chinese. Resource 3, page 159
photo, Dug.’ 6 Dug isn’t
hungry. • Workbook, page 8

15
 Lesson 1.4
Speaking
Culture notes
Pre-teens in the UK may
call a married woman they
don’t know well or a teacher
Mrs + surname, e.g. Mrs Hall.
Warm-up
• (Books closed) Pairs write
three negative sentences
about a character from
the book. One is false.
They read the sentences to
another pair who say True
or False.
• Speak to two students.
Say: X, this is Y. He’s/She’s
my student. Y, this is X. He’s/
She’s my friend. Then ask
the class to guess what
they will learn and explain
the lesson objective.
Lead-in
 6
(Books open) Pointing to the
photo, ask Who’s she? (Jen.)
Where are they? (At home.)
Pre-teach/elicit neighbour.
Draw two houses with two
people by each. Say They
are … (neighbours).
Exercise 1  6 1.24
Play the video. Students
watch. If you don’t have
access to a computer
and projector, play the
recording.
Answers → student page

Exercise 2 1.25
Make sure students
understand all the phrases
in the box first.
Extra activity
Students invent new
names and work in two
independent groups. Each
student says hello to the
student on his/her left, then
introduces himself/herself
and all the student that have
spoken so far, for example: Exercise 4 Exercise 6
S1: Hello. I’m X. Monitor students as Students work in groups of Video scripts: page 140
S2: Hello. I’m Y. This is X. they work. Don’t correct four. The celebrity should
S3: Hello. I’m Z. This is X immediately. Try to give speak, too.
and this is Y. Further practice
positive feedback first.
The first group to make Finishing the lesson • Vocabulary: Photocopiable
a mistake loses. Exercise 5 Resource 4, page 160
Students copy the lesson
Ask stronger students objective into their notebooks • Workbook, page 9
Exercise 3 1.26
to explain why the other and draw the emoticon that
Pairs write their answers in options are incorrect. • Extra Online Homework:
their notebooks. Ask students reflects their progress. Speaking Video Extra
to justify their answers. Answers → student page Activities

Answers → student page

16
 Exercise 2
• Pairs complete the
sentences.
• Ask Are you sure? and
challenge students to
justify their answers.
Answers → student page

Exercise 3
Students work individually.
Then they compare each
answer with a different
student.
Answers → student page

Exercise 4 1.28
Students read the words
before listening. Challenge
strong students to translate
words they know.
Exercise 5
In a weak class, ask
different students for the
answers first.
Answers → student page

Exercise 6 1.29
Play the recording twice,
stopping if necessary.
Answers → student page

Exercise 7
Pairs describe their photos
to each other. Encourage
students to help each other.
Finishing the lesson
• Read the lesson
objective. Students copy
the objective into their
notebooks and draw the
emoticon that reflects their
progress.
Activity for fast finishers
Students write sentences
about the pictures in Alice’s
blog.

Audio scripts: page 129

fun, near and great

• Write
Further practice
Lesson 1.5 Lead-in
on the board. Students • Workbook, page 10
Reading • (Books open) Pairs look at
find the words in the text.
each photo and say the
Warm-up Pairs use the context
words they know.
• (Books closed) Different
to guess the meaning.
• Students predict how old
groups of four act out Students tell you their
the people in each photo
introducing a celebrity for ideas.
are.
the class (See Lesson 1.4, Answers → student page
Exercise 6). Exercise 1 1.27
• (Books open) Students • Pairs find Alice in the
look at page 17. Ask what photos.
they expect to learn in this • Students find Alice’s age
lesson. Explain the lesson in each paragraph. (Four,
objectives. nine, eleven.)
17
 Lesson 1.6
Listening and Writing
Culture notes
International Friendship Day
is celebrated on different
dates around the world.
Warm-up
• (Books closed) Play
Chinese Whispers with the
new words in Lesson 1.5.
Students form two lines.
Whisper a word to the last
student in each line. Each
student whispers it to the
person directly in front of
him/her once. The students
at the front say the word
aloud!
• (Books open) Explain the
lesson objectives.
Lead-in
(Books closed) Write on the
board Are friends important?
Pairs discuss. Then groups of
four compare their answers.
Have a class discussion.
Exercise 1
• Pairs look and decide.
• Appoint a student to explain
International Friendship Day.
Answers → student page

Exercise 2 1.30
Play the recording twice if
necessary. Students write
down key words.
Answers → student page

Exercise 3 1.30
Students work in pairs
and think if they remember
any answers. Then they
listen again and answer
the questions individually.
Then they compare their
answers in pairs.
Answers → student page

Exercise 4
• Write these prompts on
the board: 1 Name 2 Age Answers → student page Exercise 7 Activity for fast finishers
3 Classmate/Neighbour/ Try to indicate the good Students find the capital
Family? Writing time aspects of Ss’ work and list letters in the text on p. 17.
• Ask students to use these things to improve.
Pre-teach/check capital
prompts to tell the class letter. Audio scripts: page 129
Finishing the lesson
about their best friend.
Appoint a student to take Exercise 6 Read the lesson objectives.
notes on the board. Challenge pairs to compare Students copy the Further practice
the rules from the Writing objectives into their • Workbook, page 11
Exercise 5 notebooks and draw the
box with the rules in Polish.
• Students read and emoticon that reflects their
complete the table Answers → student page progress.
individually. Then pairs
compare answers.
18
Wordlist 1

LESSON 1.1 school trip /ˈskuːl trɪp/ wycieczka Lucas, this is my mum. /lukəs ðɪs

Family Rodzina szkolna ɪs maɪ mʌm/ Lucas, to jest moja
aunt /ɑːnt/ ciocia She is 70 years old. /ʃi ɪz ˌsevənti mama.
ˌjɪəz ˈəʊld/ Ona ma 70 lat. Mum, this is Lucas. /mʌm ðɪs ɪs
brother /ˈbrʌðə/ brat
yummy /ˈjʌmi/ smaczny lukəs/ Mamo, to jest Lucas.
cousin /ˈkʌzən/ kuzyn/kuzynka
Nice to meet you. /naɪs tə mi:t jə/ 
dad /dæd/ tata LESSON 1.3 Miło cię poznać.
daughter /ˈdɔːtə/ córka
Countries and nationalities Nice to meet you too. /naɪs tə
father /ˈfɑːðə/ ojciec Kraje i narodowości mi:t jə tuː/ Ciebie także miło
grandfather / grandad  American /əˈmerəkən/  poznać.
/ˈɡrændˌfɑːðə, ˈɡrændæd/ dziadek
amerykański
grandmother / granny  British /ˈbrɪtɪʃ/ brytyjski bag /bæɡ/ plecak, torba
/ˈɡrænˌmʌðə, ˈɡræni/ babcia famous /ˈfeɪməs/ sławny
China /ˈtʃaɪnə/ Chiny
mother /ˈmʌðə/ matka film star /fɪlm stɑː/ gwiazda
Chinese /ˌtʃaɪˈniːz/ chiński
mum /mʌm/ mama filmowa
France /frɑːns/ Francja
parents /ˈpeərənts/ rodzice kids /kɪdz/ dzieciaki
French /frentʃ/ francuski
sister /ˈsɪstə/ siostra Let’s go. /ˌlets ˈɡəʊ/ Chodźmy.
Italian /ɪˈtæliən/ włoski
son /sʌn/ syn neighbour /ˈneɪbə/ sąsiad
Italy /ˈɪtəli/ Włochy
uncle /ˈʌŋkəl/ wujek pop star /pɒp stɑː/ gwiazda pop
Poland /ˈpəʊlənd/ Polska
Polish /ˈpəʊlɪʃ/ polski sports person /spɔːts ˈpɜːsən/ 
LESSON 1.2 sportowiec
Spain /speɪn/ Hiszpania
Out of class
Spanish /ˈspænɪʃ/ hiszpański
Be careful! /ˌbi ˈkeəfəl/ Bądź LESSON 1.5
ostrożny! the UK /ðə ˌjuː ˈkeɪ / Wielka
Places Miejsca
Brytania
Hold this, please. /ˈhəʊld ðɪs at a party /ət ə ˈpɑːti/ 
ˌpliːz/ Potrzymaj to, proszę. the USA /ðə ˌjuː es ˈeɪ/ Stany
na przyjęciu
Zjednoczone
I’ve got it! /ˌaɪv ˈɡɒt ɪt/ Zajmę się at home /ət ˈhəʊm/ w domu
tym. at school /ət ˈskuːl/ w szkole
Bye now! /ˈbaɪ naʊ/ 
Do zobaczenia! in the garden /ɪn ðə ˈɡɑːdn/ 
best friend /ˌbest ˈfrend/  w ogrodzie
najlepszy przyjaciel / najlepsza family album /ˈfæməli ˌælbəm/ 
rodzinny album ze zdjęciami in the park /ɪn ðə ˈpɑːk/ w parku
przyjaciółka
Help! /help/ Pomocy! on holiday /ɒn ˈhɒlədeɪ/ 
birthday /ˈbɜːθdeɪ/ urodziny
hungry /ˈhʌŋɡri/ głodny na wakacjach
birthday cake /ˈbɜːθdeɪ keɪk/ tort
urodzinowy in the photo /ɪn ðə ˈfəʊtəʊ/ 
na zdjęciu favourite /ˈfeɪvərət/ ulubiony
cake /keɪk/ ciasto great /ɡreɪt/ świetnie
card /kɑːd/ kartka (z życzeniami) name /neɪm/ imię
No idea. /ˌnəʊ aɪˈdɪə/ Nie mam I’m four. /ˌaɪm ˈfɔː/ Mam cztery
class /klɑːs/ klasa lata.
pojęcia.
classmate /ˈklɑːsmeɪt/ kolega/ near /nɪə/ blisko
koleżanka z klasy Sorry. /ˈsɒri/ Przepraszam.
superhero /ˈsuːpəˌhɪərəʊ/  She’s fun! /ˌʃiz ˈfʌn/ Ona jest
eat /iːt/ jeść fajna!
superbohater
friend /frend/ przyjaciel / too /tuː/ też
przyjaciółka What about you? /wɒt əˈbaʊt jə/ 
A co z tobą?
from /frɒm/ od LESSON 1.6
You’re right. /ˌjɔː ˈraɪt/ Masz
happy /ˈhæpi/ szczęśliwy interesting /ˈɪntrəstɪŋ/ 
rację.
Happy birthday! /ˌhæpi ˈbɜːθdeɪ/  interesujący
Wszystkiego najlepszego z okazji
LESSON 1.4 International Friendship Day 
urodzin! /ɪntəˌnæʃənəl ˈfrendʃɪp deɪ/ 
Introductions Przedstawianie
Let’s have a break. /lets həv Międzynarodowy Dzień Przyjaźni
ə breɪk/ Zróbmy sobie przerwę. He is my classmate. /hɪ ɪz maɪ
spell /spel/ literować
ˈklɑːsmeɪt/ To mój kolega z klasy.
lovely /ˈlʌvli/ uroczy
He is my friend. /hɪ ɪz maɪ ˈfrend/ 
mess /mes/ bałagan
On jest moim przyjacielem.
my darling /ˌmaɪ ˈdɑːlɪŋ/ mój
Hello, Lucas. /helˈəʊ lukəs/ 
drogi / moja droga
Cześć, Lucas.
present /ˈprezənt/ prezent

Unit 1 19
 Revision
Further • Workbook, pages 12–13 • Extra
Online Homework:
practice Check yourself! Extra Activities

VOCABULARY GRAMMAR
1 In your notebook, complete the family words. 4 In your notebook, write sentences with
What seven other family words do you know? possessive ’s.
1 grandad 1 Luke / cake It’s Luke’s cake.
2 granny 2 Granny / birthday It’s Granny’s birthday.
3 uncle 3 Megan / son Jason is Megan’s son.
4 aunt 4 Dad / sister Megan is Dad’s sister.
5 mum
5 Read and complete Maria’s profile with am,
6 dad
are or is. Write the answers in your notebook.
7 cousin
8 sister
My name’s Maria.
9 brother
I 1 am thirteen.
2 Choose the odd one out. Write the answers I 2 am from the USA.
in your notebook. My best friend
1 a Chinese b Spain c the UK
3
is Isabel. Her family
4
is English.
2 a the USA b Italian c the UK
We 5 are classmates.
3 a France b Poland c American Her two brothers
4 a Spanish b British c China 6
are my friends too.
5 a French b the USA c Polish
1 a Chinese
6 Match sentence beginnings 1–5 to endings
3 Look at the pictures. Choose the correct a–e. Write the answers in your notebook.
answers. Write them in your notebook. 1 Jane’s best a your schoolbag.
2 Your brother is b George is eleven.
1 a in the park
3 It’s my c friend is her neighbour.
b at school
4 That isn’t d in my class.
c in the garden
5 His cousin e birthday today!
1 c 2 d 3 e 4 a 5 b

7 In your notebook, write negative sentences.

a at home Which sentences are true for you? Tell your
2
b on holiday partner.
c at a party 1 I’m fifteen. I’m not fifteen.
2 My best friend is my cat. My best friend
isn’t my cat.
3 My brother’s name is Ben. My brother’s
name isn’t Ben.
3 a on holiday 4 We’re at home. We aren’t at home.
b at home 5 It’s my birthday. It isn’t my birthday.
c in the garden 6 My neighbours are my classmates.
My neighbours aren’t my classmates.

20 Unit 1
 Audio scripts: pages 129–130

Emily’s blog
Hi! My name’s Emily and this is my favourite
photo. This is my family: mum, dad, granny,
grandad, my brother and me. We are British.
We are from Brighton in the UK. We aren’t on
holiday, we are at a party in my grandfather’s
garden. Grandad is sixty years old in this photo.
His name is Tom and he’s my dad’s father.
My brother’s name is Jake. He is my best friend!
I’m ten in this photo, and he is seven.
The birthday cake is a present for my grandad.
We are ready for the cake! We’re very happy!

PRONUNCIATION 13 Read the text again. Complete the sentences

with one word. Write the answers in your
8 1.31 Listen and repeat: /v/ or /w/?
notebook.
It’s Vicky’s brown dog Vincent 1 Emily’s family is British.
and Will’s white cat Vanda! 2 They are at a party.
3 Emily’s grandad is sixty in this photo.
4 Jake is Emily’s best friend.
5 In this photo, Jake is seven years old.

14 In your notebook, write six sentences about

yourself and your family.
DICTATION
9 1.32 Listen to the recording. Write the
LISTENING
sentences in your notebook. 15 1.33 Listen to the recording. Are the
sentences true or false?
SPEAKING 1 Rose is Jim’s sister. true
10 Complete the dialogue with the words in the 2 Paul is ten years old. false
box. Write the answers in your notebook. 3 The birthday cake is for Alex’s mum. true
Then act out the dialogue with two friends. 4 Uncle Mark and Alex are at school. false
5 Peter is Ana’s cousin. false
Nice this meet this
6 Ana is from Spain. true
Jamie: Mum, 1 this is my friend, David.
David, 2 this is my mum. Check yourself!
David: Hello, Mrs Smith. 3 Nice to meet you. ✓ Potrafię opowiadać o swojej rodzinie.
Mum: Nice to 4 meet you too, David. ✓ Potrafię stosować czasownik to be w zdaniach
twierdzących i przeczących.
READING AND WRITING ✓ Potrafię rozmawiać o krajach i narodowościach.
✓ Potrafię przedstawiać kolegów i koleżanki
11 Look at the photo. Where are the people? swoim rodzicom.
In the garden. ✓ Potrafię zrozumieć wypowiedzi ustne i pisemne
12 Read the text. Find Tom in the photo. na temat rodziny i przyjaciół.
Tom is the man in the blue hat. ✓ Potrafię napisać krótki tekst o swoim najlepszym
przyjacielu.

Unit 1 21
 Get Culture! English around the world

1 Look at the map. Name countries 1–3 using the words in the box. Write the answers in your notebook.

the UK the USA Australia

Canada Ireland

the UK 2
the USA 1

Australia 3

South Africa
New Zealand

2 1.34 People in the UK, the USA and Australia speak the same language. What language is it?
Read, listen and check. English.

The UK The capital city of the United Kingdom, or UK,

is London. The UK is four different countries: England, Wales,
Scotland and Northern Ireland. There are about 65 million
people in the UK and English is the official language.

The USA The USA is short for the United States of America.
The capital of the USA is Washington. There are 324 million
people in the USA. They speak English but about 37 million people
speak Spanish too.

Australia 24 million people live in Australia. Its capital city is Canberra and
Sydney is its biggest city. Most people speak English in Australia. Here’s an
interesting fact: when it’s winter in the UK and the USA, it is summer in Australia.

22 Unit 1
 Audio scripts: page 130

3 Look at the map and read the text again. 4 1.35 Listen. In your notebook, match
Read tasks 1–6 and follow the instructions. names 1–4 to sentence endings a–d.
1 Which is the Australian flag? 1 Erin c a is from the USA.
a b c 2 Peter a b is from Australia.
3 Ollie b c is from Leeds.
4 Mary d d is from London.

5 1.35 Listen again. Choose the correct

2 Complete the sentence in your notebook. answers. Write them in your notebook.
Scotland is in the UK. 1 Leeds is in England / the USA.
3 In your notebook, number the countries 2 Peter speaks English and Italian / Spanish.
from 1 to 3 (very big, big, small number of
3 Ollie’s city / country is very big.
people).
4 Mary is in London / New York now.
a The UK 2
b The USA 1
6 Say three facts about the UK, the USA
c Australia 3 or Australia for your partner to guess
4 Is this sentence true or false? the country.
Christmas is in the summer in Australia. true
A: The capital city is Canberra.
5 Choose the correct answer. Write it in your
B: It’s Australia!
notebook.
Sydney is in Australia / the USA.
6 Complete the sentence in your notebook. Further
• Get Culture! video – Workbook, page 88
Many people speak Spanish in the USA. practice
• Video script - Teacher's Book, page 144

PR JECT More • Project Worksheet, page 189

• Work in four groups. Prepare a digital

presentation about one of these CANADA
countries.
• The Republic of Ireland
• New Zealand
• The Republic of South Africa
• Canada

• Find information about the country. The capital of Canada is …

Use these questions to help you.
• How many people live in this country?
• What is the capital city? What are other big cities?
• What language(s) do people speak there?

• Add a map of the country, its flag and photos of important and/or interesting places.

• Share your presentation with the class.

Unit 1 23