Teacher’s Resource File - Macmillan Polska...3 say thank you 6 make a decision Fact and ﬁ ction...

Teacher’s Resource File

4

Includes

Multi-level worksheets

Pairwork

Use of English & Dictation

Culture Today worksheets

Across the curriculum worksheets

English sketches

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2Vocabulary

Verb collocations

1 Complete the expressions with the verbs from the box.

tell make tell make say take

a tell a story d sorry

b care e a lie

c a mistake f excuses

2 Match the expressions (1–6) with the pictures (a–f).

1 tell the truth d 4 take a risk

2 take a photo 5 say a prayer

3 say thank you 6 make a decision

Fact and fi ction

3 Match the words to make fact and fi ction phrases.

1 role a script

2 science b seller

3 fi lm c book

4 news d fi ction

5 text e play

6 best f report

4 Complete the sentences with the phrases from exercise 3.

a The students used a role-play to learn about history.

b The director read the and decided to make the fi lm.

c The gave the latest information on the plane crash.

d I need to look at my English before the exam.

e This book is brilliant! It must be a .

f He loves reading , especially if it is set in space.

ab

d

e

f

c

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2Grammar

Past simple and past continuous

5 Circle the correct alternatives.

a It rained / was raining when we fi nished school today.

b I walked / was walking home when I saw Mary.

c We were watching a DVD when my parents came / were coming home.

d I did / was doing my history homework when my friend phoned.

e The students talked / were talking when the teacher arrived.

f It snowed / was snowing when we went outside.

6 Complete the sentences with the verbs in brackets. Use the past simple or the past continuous.

a When I arrived (arrive) at the cinema, my friends were waiting (wait) outside.

b My parents (watch) TV when I (get) home.

c Everyone (dance) when we (arrive) at the party.

d While we (play) football, it (start) to rain.

e I (see) my friends while I (walk) home.

f I (do) my homework when the phone (ring).

Present perfect

7 Complete the sentences with the verbs in brackets. Use the present perfect.

a Our teacher has visited (visit) the USA.

b We (learn) a lot about history this year.

c Help me, please. I think I (make) a lot of mistakes in my English homework.

d It’s OK. We’re friends again. She (say) sorry.

e I (read) this book three times!

f Peter (see) a lot of foreign fi lms.

8 Complete the questions with the verbs in brackets. Use the present perfect.

a Have you ever been (be) to England?

b your teacher (give) you a lot of homework?

c you (see) John today?

d she (fi nish) her homework?

e they (answer) all the questions?

f you (read) The Lord of the Rings?


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Revision Extra Unit 2Vocabulary

Verb collocations

1 Complete the expressions with the correct verb.

a tell a story

b a photo

c a mistake

d thank you

e a lie

f sorry

2 Complete the sentences with the expressions from the box.

tell the truth take a risk make a decision say a prayer take a photo take care

a You should always tell the truth , even if you have made a mistake.

b The Prime Minister needs to . We need to know what to do.

c He likes danger, he always has to .

d Have you got your camera? Let’s .

e when you cross the road.

f The boy went to church to .

Fact and fi ction

3 Complete the expressions.

a role p lay

b science f

c fi lm s

d news r

e text b

f best s

4 Circle the correct alternatives.

a They used a fantasy / role-play to teach the children about history.

b They use this textbook / fi lm script in class.

c His latest book is science fi ction / biography, it’s set in the future.

d In his autobiography / biography the author describes his diffi cult childhood.

e They watched the comic / news report to fi nd out about the plane.

f His latest book has record sales. It will be a best-seller / legend.


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2Grammar

Past simple and past continuous

5 Complete the sentences using the correct form of the verbs from the box.

rain come shine do walk talk

a It was raining when we fi nished school today.

b I home when I saw Jane.

c We were watching a DVD when my parents home.

d I my history homework when my friend phoned.

e The students when the teacher arrived.

f When we went outside, the sun .

6 Complete the sentences with the correct form of the verbs in brackets. You may need to change the order of the verbs.

a When I arrived at the cinema, my friends were waiting outside. (wait / arrive)

b My parents TV when I home. (watch / get)

c Everyone when we at the party. (arrive / dance)

d While we football, it to rain. (play / start)

e I my friends while I home. (walk / see)

Present perfect

7 Complete the sentences with the verbs from the box. Use the present perfect.

visit say learn read see make

a Our teacher has visited the USA.

b We a lot about history this year.

c I think I a lot of mistakes in my English homework.

d It’s OK. She sorry.

e I this book three times!

f Peter a lot of foreign fi lms.

8 Order the words to make questions.

a you / ever / be / to England / ? Have you ever been to England?

b your teacher / give / you / a lot of homework / ?

c you / see / John / today / ?

d she / fi nish / her / homework / ?

e they / answer / all the questions / ?

f you / ever / read / The Lord of the Rings / ?


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Extension Unit 2Reading1 Read the text and decide what it is about. Choose the best option (a, b or c).

The text is about:

a selling books around the world.

b best-selling books.

c the best authors in the world.

Reading has always been a popular pastime so let’s look at the best-selling novels of all time. With over 150 million copies sold around the world, Lord of the Rings, the famous fantasy story comes in at second place. The third place belongs to The Hobbit – a novel by the same author, the South African born J.R.R. Tolkien, wri� en almost 20 years before Lord of the Rings.

So what is the best-selling novel of all time? Well, it is called A Tale of Two Cities and it was wri� en by an English author, Charles Dickens in 1859. It was not wri� en in the 21st century nor even in the 20th century, but it has sold an amazing 200 million copies during the last 150 years.

With more than 57 million copies sold around the world, Dan Brown’s mystery-detective novel The Da Vinci Code (2003) is the best-selling novel of the 21st century. J.K. Rowling’s fantasy novel, Harry Po� er and the Deathly Hallows (2007) comes in at second place, with over 44 million copies sold around the world.

2 Read the text again. Are the statements true or false?

a J.R.R. Tolkien was born in England.

b Tolkien wrote The Lord of the Rings almost 20 years after he wrote The Hobbit.

c The best-selling novel of all time was written in the 19th century.

d The best-selling novel of the 21st century is a Harry Potter story.

e The Da Vinci Code is a science fi ction novel.

3 Correct the false statements from exercise 2.

Writing4 Write about your favourite book. Include full answers to these questions:

• What is the name of the book? • What happens?• Who is the author? • Why do you like this book?• Who are the main characters?


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Pairwork

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Worksheet 2A

Student A1 Look at Picture A. Imagine that Student B was there and write seven questions to ask him/her

about it.

Picture A

a What ?

b How ?

c Why ?

d ?

e ?

f ?

g ?

2 Ask Student B your questions from exercise 1.

A: What did you do on the moon?

B: I looked at the Earth!

3 Student B is going to interview you. Look at Picture B and imagine you were there. Answer Student B’s questions, using your imagination.

Picture B

B: What were you doing when the Titanic sank?

A: I was trying to help the passengers.

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Worksheet 2BPairworkStudent B1 Look at Picture A. Imagine that Student A was there and write seven questions to ask him/her

about it.

Picture A

a What ?

b How ?

c Why ?

d ?

e ?

f ?

g ?

2 Student A is going to interview you. Look at picture B and imagine you were there. Answer Student A’s questions, using your imagination.

Picture B

A: What did you do on the moon?

B: I looked at the Earth!

3 Ask Student A your questions from exercise 1.

B: What were you doing when the Titanic sank?

A: I was trying to help the passengers.

!!Voices 4 - Section B R.indd 4 13-05-16 09:56

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Worksheet 21 Read the text below and, using words from the box, fi ll in each gap (a–e). All the words must be

used in the correct form. There is one extra word.

take change script have say report

2 Complete the sentences (a–g) with the correct form of the words in brackets. Add any other words (eg prepositions, articles) necessary to produce complete, correct sentences. Do not change the order of the words given. You must use no more than four words, including the words given.

a Where (they / go) ? They’re not in the room.

b We (never / see) this fi lm.

c What (you / do) eight o’clock last night, Sir?

d (you / say) your prayer before going to bed last night?

e (she / read) all the information?

f Mike has (always / interested) Tolkien’s biography.

g (we / watch) TV when we heard the story.

3 Translate the parts of the sentences (a–f) into English. You must use no more than four words. Do not change any words given in English.

a [Nie powiedzieli nam] the truth about the fi re last night.

b [Czy przeprosiłeś] to Tim yesterday?

c Sue [popełniła błąd] .

d ‘[Kiedy poszłaś] there?’ ‘Two days ago.’

e [Czy kiedykolwiek czytałeś] a good science fi ction book?

f Mike came to visit me [podczas gdy jadłem] dinner.

4 For the sentences (a–f), complete the second sentence so that it has a similar meaning to the fi rst one. You must use between two and four words. Do not change any words given.

a ‘I enjoyed that new book by R.R. Martin.’ ‘Yes, I enjoyed it too.’

‘I enjoyed that new book by R.R. Martin.’ ‘So, .’

b It’s the fi rst time he’s said ‘thank you’.

He ‘thank you’ before.

c I think he’s lying.

I think a lie.

d I don’t want to hear it anymore! You are going to school today.

Don’t ! You are going to school today.

e ‘I don’t like our new maths textbook.’ Me too.’

‘I don’t like our new maths textbook.’ ‘ I.’

f What is the biggest decision in your life?

What is the biggest decision you in your life?

In general, I like reading autobiographies. Some people have (a) very fascinating lives. There have been a lot of (b) in the last 40 years, so when older people tell their story, they talk about historical events from their own perspective, which is often different from news (c) of that time. Some biographies are even turned into fi lm (d) , but I think some famous people write an autobiography to make money. Perhaps they’ve only done one important thing in their life – the thing that made them famous. The fact is that when you buy the autobiography of a famous person, you are (e) a risk!

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Dictation

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Worksheet 2

1 6 Past simple

a Where did you go after the match last night?

b Did you fi nish your homework yesterday?

c We didn’t have time to visit the museum.

d She read that new bestseller in one day!

e The fi lm script was an adaptation of a writer’s biography.

2 7 Past continuous and past simple

a What were you doing when I arrived?

b I was asking him a question when he walked away.

c She knew her brother wasn’t telling the truth.

d He was reading a comic inside his textbook when his teacher caught him.

e We were sitting on the beach when the sun came up.

3 8 Present perfect: affi rmative and negative

a I’ve never read a science fi ction novel.

b He hasn’t been on a plane, but he’s travelled a lot by train.

c We’ve used a different textbook every year.

d I’ve read a newspaper article about a new bestseller.

e They haven’t given us a good excuse and we’re still annoyed.

4 9 Present perfect: question forms

a Where have you decided to go on holiday?

b Have you read any good comics recently?

c Have you ever told a really big lie?

d Why have you given her your favourite T-shirt?

e Have you heard the story about this old house?

5 10 Revision

Star Trek has always been a very popular TV series and it has millions of fans. Martin Luther King liked the programme because it showed black, white and Asian people working together as equals. One of the original stars was a black actress, Nichelle Nichols, who became a role model for many people. There weren’t many famous black actresses when Star Trek started in 1966. The programme became famous in many countries and they have repeated it many times. There have also been 11 Star Trek fi lms. A lot of people went to see the last one, which came out in 2009.

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Culture Today ...

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Worksheet 2

1 How do you say historical re-enactment in Polish? Have you ever been to one?

2 Complete the words with the missing vowels. Then fi nd them on page 126 and check their meaning.

1 h _ st _ r _ c _ l c _ st _ m _ e 4 _ d _ c _ t _ _ n _ l pr _ gr _ mm _

2 m _ d _ _ v _ l k _ tch _ en 5 sch _ _ l c _ rr _ c _ l _ m

3 w _ r m _ ch _ n _ r _ 6 ‘h _ nds- _ n’ _ ppr _ _ ch

3 Read the Historical re-enactments and Educational programmes texts and choose the correct answers.

1 The purpose of re-enactments is to encourage schoolchildren to take an interest in history and …

a art. c cooking traditions.b architecture. d heritage.

2 Warwick Castle was built in the … century.

a 10th c 12thb 11th d 13th

3 Which of these can you not do at Warwick?

a Dress in historical costume. c Watch two knights fi ght over a princess.b See medieval weapons. d Taste medieval food.

4 The special sessions for schools …

a have always been available. c are related to what students study at school.b will start in the near future. d are organised by teachers.

5 Which of these is not true? Experts say that …

a students are more motivated by re-enactments. c students respond better to re-enactments.b experiencing history for yourself is good. d re-enactments work best when they are

linked to studies.

PREPARE

You are going to discuss this question in pairs. Student A agrees with the question and Student B disagrees with it. Write down four arguments that you can use for your side of the debate.

Student A You think that historical re-enactments should

be a compulsory part of education.

1

2

3

4

Student B You don’t think that historical re-enactments

should be a compulsory part of education.

1

2

3

4

SPEAK

Work in pairs and take turns to give your ideas. Then exchange your personal views on The BIG DEBATE issue.

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Teacher’s Notes 2

Aim To read about historical re-enactments and develop a speaking activity based on a controversial statement. Students use Workbook page 126 and Worksheet 2.

Warm up

• Hand out copies of Worksheet 2. Ask students to do exercise 1. Check answers with the class.

Workbook

1 Tell students to go to page 126 in the Workbook.

2 Ask them to read the BIG DEBATE and the Historical re-enactments and Educational programmes texts and answer the Test your memory! questions. Check answers with the class.

Test your memory! answers: a medieval battlefi eld and war machinery, knights competing for the love of a beautiful princess, a medieval banquet, the fl avours of the medieval kitchen; they can prepare 16th-century food, spend a day with a knight or spend a day at a 19th-century school

3 Ask students to do exercise 2 on Worksheet 2. Check answers with the class.

4 Ask students to do exercise 3 on Worksheet 2 and put them in pairs to compare ideas. Then discuss ideas with the class.

Web quest

Ask students if they know the answer to the question in the Web quest box. If they have access to the Internet, ask them to follow the web link to read about other historical re-enactments in the UK. Alternatively, this could be set for homework.

Web quest answer: going on special weekends with music, demonstrations and fashion shows, attending special festivals, eg the Isle of Man Viking Festival or ‘meeting’ a person from a certain time in history

The BIG DEBATE

1 Explain to the class that they are going to have a debate. Put them into pairs: Student A agrees with the question and Student B disagrees with it.

2 Help students fi nd ideas to support their arguments (eg We learn better when we do things, rather than just read about them. / Historical re-enactments are just fun; you don’t learn any real facts from them, etc.).

3 Give students time to listen to each other’s arguments.

4 Give students another two minutes to come to their personal conclusion.

5 Discuss the ideas from the debate with the class as a whole. Ask students to write a summary of the debate for homework.

Worksheet Answer Key

1 rekonstrukcja historyczna

2 1 historical costume 2 medieval kitchen

3 war machinery 4 educational programme 5 school curriculum 6 ‘hands-on’ approach

3 1 d 2 b 3 a 4 c 5 d


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21

Across the curriculum PE Worksheet 2

PROJECT

1 Can you guess the correct answers?

1 The number 911 was chosen to be the national emergency number in the USA because ...

a it is easy to remember.

b it is easy to dial in the dark.

c it was already the emergency number in Washington DC.

2 The fi rst 911 call was made in ...

a 1958. b 1968. c 1978.

3 The fi rst 911 call was made by a Senator in ...

a Kansas. b Alabama. c Virginia.

4 The number 999 was chosen in Britain because ...

a it is easy to remember.

b it is easy to dial in the dark.

c it was easy to make it a free number.

5 Britain’s emergency number 999 was fi rst used in ...

a 1937. b 1957. c 1977.

2 Find out about three emergency situations related to fi re and complete the table. Use this information to help you with your project.

location potential dangers steps to take


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Teacher’s Notes 2Across the curriculum PE

Warm up

Give students three minutes to write down as many words related to the emergency services as possible, including people, vehicles, equipment, situations, etc. Compare ideas with the class.

Workbook

1 Ask students to do exercise 1.

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

3 Then ask the students to do exercise 2.

4 In pairs, students to compare ideas. Check answers with the class.

Exercise 1 answers: 1 UK 2 Australia 3 USA 4 Europe (NOTE: this number is common to all countries in Europe, Colombia, and worldwide on the GSM network.)

Exercise 2 answers: 1 d 2 a 3 b 4 e 5 c 6 f

5 Ask students if they have ever had to use an emergency number and if so, why? Find out if any of the students has been in any of the situations in exercise 2. Discuss ideas with the class.

6 Ask students to do exercise 3.

7 In pairs, ask students to compare ideas. Check answers with the class.

Exercise 3 answers: 1 Check for danger, fi nd out if they are conscious and call for help2 Check airway, check for breathing, check circulation 3 Students’ own answers

PROJECT

Hand out copies of Worksheet 2 and ask students to do exercise 1. In pairs, ask students to compare ideas. Check answers with the class. Ask students to choose three emergency situations related to fi re. Students look at the table on the Worksheet and fi nd information to complete it. Encourage students to fi nd illustrations and photos to accompany their work. Students show their completed projects to the class.

Aim To fi nd out about emergency fi rst aid and cardio-pulmonary resuscitation. Students also carry out project work about steps to take in an emergency situation involving fi re. They use Workbook pages 136–137 and Worksheet 2.

Worksheet Answer Key

1 1 a 2 b 3 b 4 c 5 a


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English sketches Units 1–2

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1

English sketchesEnglish sketches Units 1–2English sketches Units 1–9Character profi les

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

2 Find out about the different characters in your group and complete the other profi les for them.

Character 1

Name: _______________________ Age: ________

Brothers and sisters: ________________________

Favourite sport: ____________________________

Favourite music: ___________________________

Favourite clothes: __________________________

Favourite colour: ___________________________

Hobbies: ___________________________________

Personality: _________________________________

Character 2 Name: _______________________ Age: ________Brothers and sisters: ________________________Favourite sport: ____________________________Favourite music: ___________________________Favourite clothes: __________________________Favourite colour: ___________________________Hobbies: ___________________________________Personality: ________________________________

Character 3

Name: _______________________ Age: ________


Favourite sport: ____________________________

Favourite music: ___________________________



Hobbies: __________________________________

Personality: ________________________________

Character 4

Name: _______________________ Age: ________


Favourite sport: ____________________________

Favourite music: ___________________________



Hobbies: __________________________________

Personality: _______________________________

Character 5 Name: _______________________ Age: ________Brothers and sisters: ________________________Favourite sport: ____________________________Favourite music: ___________________________Favourite clothes: __________________________Favourite colour: ___________________________Hobbies: __________________________________Personality: _______________________________

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English sketches Units 1–3

Script

CharactersSpecial Agent Green A police investigator Special Agent Brown A police investigatorNick Todd A young man

Mrs Bird Nick’s elderly neighbourMr Bird Her elderly husbandAlien voice

In Mr and Mrs Bird’s living roomGreen You say you saw a spaceship and it was

sitting in your neighbour’s garden. Is that right?

Mr Bird Yes. We were watching television and suddenly we saw a red light coming in through the window.

Brown And what did the spaceship do next?Mrs Bird It fl oated in the air for a moment, over the

garden – isn’t that right, John?Mr Bird Yes, it did, dear.Mrs Bird And then it came down in our neighbour’s

garden. There. Right in front of the garage! Green OK. So the spaceship parked in front of the

garage.Mr Bird Yes, it did. We thought we were dreaming!

We tried to telephone the police, but our phone had stopped working.

Green Curious …Brown [cynically] Very curious. So, what did this

spaceship look like?Mrs Bird It was dark green with red lights. It didn’t

have any windows. It wasn’t enormous. I’d say just a little bigger than a caravan.

Green [taking notes] OK … a caravan with no windows.

Brown So after the spaceship had landed, what happened next?

Mr Bird A fi gure appeared. We didn’t see a door, but we saw a fi gure. Like a person, but purple with blue legs. And it had long, blue hair and a silver headband or something.

Green Purple and blue? Hmm. Long, blue hair … headband … and are you completely sure?

Mrs Bird We both saw it, offi cer. As clear as day.Brown What did this … fi gure do?Mrs Bird It rang on our neighbour’s front door – and

then it pushed it open, and walked in!Mr Bird We haven’t seen our neighbour since then!Mrs Bird We’ve seen pizzas arrive, but we haven’t

seen our neighbour for two days.Green You saw this two days ago and you’ve only

just called us today?Mr Bird Our phone wasn’t working until today and

we don’t go out very often.Brown Uhuh. Fine. Thank you.

Two minutes later, next doorNick [speaking on the phone in his hall] … and

she’s just wonderful! She’s got beautiful hair, amazing eyes. I haven’t learnt her language yet, but [sound of doorbell]. Oh - oh! The door. Speak to you later, yeah?

Green Mr Todd? Nick Yes? Green I’m Special Agent Green. And this is Special

Agent Brown. We’re from Hatton Valley Police – Special Investigations Department.

Nick [alarmed] Really? How can I help?Brown We have reason to believe that there was

a strange vehicle parked in front of your garage two days ago.

Nick [surprised] Was there? Green [referring to his notes] We understand that

it was dark green, with red lights. Brown And … um … an unusual person came

out of the vehicle. Do you know anything about this incident?

Nick A strange person and a dark green vehicle? Two days ago? Um …

Brown That’s right.Nick Ah! They brought my Christmas tree two

days ago. On the roof of a van. It’s a big tree, so it covered the van!

Green [surprised] On the roof … of course! And was the person who brought the tree wearing purple? Did they have long, blue hair?

Nick [laughs loudly] It’s OK. It was a girl! She did have long hair, yes – and she was wearing a large, purple anorak.

Brown And a silver headband?Nick Mm, well, I think she was listening to an

mp3 player. With big headphones. Brown Well, thank you very much for your help.

Sorry to have taken up your time.Nick Not at all. No problem. Bye now!Brown [sighs] Another case of two old people who

read too much science fi ction and need new glasses!

Green Yes. Come on. It’s cold out here! [walking away]

Nick [in a hushed whisper] You can come out now, they’ve gone! What were we talking about?

Alien Dru varan … my ... mm … travels …Nick Oh yes! Have you been on Earth before?

What do you eat?


FREE

SAM

PLE

FR

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AMPL

E

English sketches

Vo

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4 ©

Mac

mill

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ub

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Lim

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3

PHOTO

COPIABLE

PHOTO

COPIABLE

5

Teacher’s Notes

Units 1–3

1 Put students in groups of four or fi ve. Aim to have at least two boys and one girl in each group.

Note: The alien voice can be played by Mrs Bird. When students are working in groups of four, Mr Bird and Nick can be played by the same student.

2 Give each group a copy of the character profi les on page 1 and a copy of the script on page 2. The text in bold in the script shows words that students should stress.

3 Ask students to listen to the sketch and read the script and then, as a group, decide which of the pictures on page 1 illustrate the fi ve characters. They write the names of the characters below the pictures.

Note: There are eight pictures to choose from for the fi ve characters; three pictures will not be used. (A picture is not needed for the alien voice.) Students can decide for themselves whether Special Agents Brown and Green are male or female.

4 Ask students to decide which character they want to be. They listen to the sketch and read the script again. They should complete the profi le for their character (Character 1) with their own ideas about their character’s personality. Once they have done this, they complete profi les for the other characters in the sketch (Characters 2–5), in any order.

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

6 Sitting in a circle, students read through the entire script in their groups. They should focus on pronunciation and being their chosen character. Play the audio clip again, if necessary.

7 Students repeat step 6, but standing up. Then they do it again, this time placing their hand on the shoulder of the character they are speaking to. As they repeat the sketch, they will memorize at least part of it.

8 Allocate each group an area of the classroom to rehearse their sketches, using props and moving around, until they are ready to perform.

Optional activities

This sketch can be recorded as a radio play and uploaded onto a class website as a podcast. Alternatively, it can be videoed for students to watch.

Stronger groups can write an ending to the sketch. Ask students to discuss what they are going to talk about and brainstorm ideas. Write them on the board. If students need help with ideas, suggest that they write about a second visit by Special Agents Green and Brown to the Bird’s house a week later. Ask students to imagine that Mr and Mrs Bird have seen more strange things happening and to think about how the scene ends. Students then write their ending, practise it and perform it to their classmates.

Weaker groups can write a continuation of the story, saying what happened next. The weaker groups then practise and perform the fi nal section of the sketch to their classmates.


FREE

SAM

PLE

FR

EE S

AMPL

E

ISBN 978-83-7621-055-1

9 788376 210551

www.macmillan.pl

Student’s Book

Includes

Grammar bank

Vocabulary bank

Vocabulary plus

Culture Today

Across the curriculum

Wordlist

Katherine & Steve Bilsborough

4Voices_WB4_PL_Cover 7mm front.indd 1 8/04/13 03:11

Workbook

Student’s CD

Student’s Book

Student’s © Macmillan Publishers Limited 2009. First Polish Edition © Macmilla

n Polska 2013.

This recording is copyright and unauthorized copying is illegal.

Student’s CD

4

Voices_SB4_PL_CD_gradient dobry.indd 1 8/04/13 03:46

Workbook CDWorkbook CD

© Macmillan Publishers Limited 2009. First Polish Edition © Macmillan Polska 2013.


Workbook CD

4

Voices_WB3_PL_CD_gradient dobry.indd 1 8/04/13 04:27

Present simple and present continuous

Present simpleWe use the present simple for habits and routines. TheygotoschoolinOxford. with adverbs of frequency. Theynever usepesticides. to describe summaries of events. TheytraveltoTaipur…Theretheyfindanethicalfactory…sotheyorderaboxofshirts.

In the third person singular (he/she/it) we add -s to the verb.

ShegoestoIndiaonceamonth. In negative sentences and questions we use the

auxiliary do. Farmersdon’temployyoungchildrenintheorganicvillage.

Doeshetravelveryoften?

Present continuous We use the present continuous to describe what

is happening at the moment. Herethey’revisitingaremoteorganicvillage. We form the present continuous with subject + be + verb + -ing.

Theyarelookingforafactory. In questions, the order is be + subject + verb + -ing.

Aretheytakingordersfortheshirts? In short answers, we don’t repeat the verb + -ing. Yes,theyare. ✓ Yes,theyaretaking. ✗

State verbs State verbs such as like, know, think, need, want, see and feel do not usually use the continuous form. This is because the continuous form describes an action that is happening at the moment, and the state verbs don’t describe actions, but states of mind, needs, wishes and perceptions.

Theyseethedarkersideoftheclothingindustry. ✓

Theyareseeingthedarkersideoftheclothingindustry. ✗

Grammar bankRelative pronouns

We use relative pronouns (who, which, where, that) to give extra information about people, places or things. We join two sentences by using the relative pronoun.

Itreferstoteenagegirls.Theyliketolookglamorous.

Itreferstoteenagegirlswholiketolookglamorous.

We use who for people, which for things, and where for places.

Hoodiesareyoungpeoplewhowearhoodedsweatshirts.

‘Plastics’isatermwhichcomesfromthepopularteenmovieMean Girls.

Theyoftengotofestivalswherethebandplayslive.

We can use that instead of who or which. Hoodiesareyoungpeoplethatwearhoodedsweatshirts.

‘Plastics’isatermthatcomesfromthepopularteenmovieMean Girls.

98

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Student’s Book

4www.macmillan.pl

Student’s Book

Includes

Grammar bank

Vocabulary bank

Vocabulary plus

Culture Today

Across the curriculum

Wordlist

Katherine & Steve Bilsborough

4Voices_WB4_PL_Cover 7mm front.indd 1 8/04/13 03:11

Workbook

Student’s CD

Student’s Book

Student’s © Macmillan Publishers Limited 2009. First Polish Edition © Macmilla

n Polska 2013.


Student’s CD

4

Voices_SB4_PL_CD_gradient dobry.indd 1 8/04/13 03:46

Workbook CDWorkbook CD



Workbook CD

4

Voices_WB3_PL_CD_gradient dobry.indd 1 8/04/13 04:27

Present simple and present continuous

Present simpleWe use the present simple for habits and routines. TheygotoschoolinOxford. with adverbs of frequency. Theynever usepesticides. to describe summaries of events. TheytraveltoTaipur…Theretheyfindanethicalfactory…sotheyorderaboxofshirts.

In the third person singular (he/she/it) we add -s to the verb.

ShegoestoIndiaonceamonth. In negative sentences and questions we use the

auxiliary do. Farmersdon’temployyoungchildrenintheorganicvillage.

Doeshetravelveryoften?

Present continuous We use the present continuous to describe what

is happening at the moment. Herethey’revisitingaremoteorganicvillage. We form the present continuous with subject + be + verb + -ing.

Theyarelookingforafactory. In questions, the order is be + subject + verb + -ing.

Aretheytakingordersfortheshirts? In short answers, we don’t repeat the verb + -ing. Yes,theyare. ✓ Yes,theyaretaking. ✗

State verbs State verbs such as like, know, think, need, want, see and feel do not usually use the continuous form. This is because the continuous form describes an action that is happening at the moment, and the state verbs don’t describe actions, but states of mind, needs, wishes and perceptions.

Theyseethedarkersideoftheclothingindustry. ✓

Theyareseeingthedarkersideoftheclothingindustry. ✗

Grammar bankRelative pronouns

We use relative pronouns (who, which, where, that) to give extra information about people, places or things. We join two sentences by using the relative pronoun.

Itreferstoteenagegirls.Theyliketolookglamorous.

Itreferstoteenagegirlswholiketolookglamorous.

We use who for people, which for things, and where for places.

Hoodiesareyoungpeoplewhowearhoodedsweatshirts.

‘Plastics’isatermwhichcomesfromthepopularteenmovieMean Girls.

Theyoftengotofestivalswherethebandplayslive.

We can use that instead of who or which. Hoodiesareyoungpeoplethatwearhoodedsweatshirts.

‘Plastics’isatermthatcomesfromthepopularteenmovieMean Girls.

98

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Student’s Book

77

101

Zadanie�egzaminacyjne�

2.24

T F

Exam BuilderRozumienie ze słuchu

1 Workinpairs.Decidewhichofthethingsin Workinpairs.Decidewhichofthethingsintheboxpeoplemaybemostafraidofwhentheyarechildren,teenagersandadults.Howdothethingspeoplefearchangewithage?

big dogs the dark sickness exams losing your job hospital old age

public speaking meeting new people strangers

2 readtheshorttexts(1–2)belowanddecide readtheshorttexts(1–2)belowanddecidewhichsentence(A orB)summariseseachtextbest.

tIp

3 underlinethewordsorphrasesinthetexts underlinethewordsorphrasesinthetextsfromexercise2whichhelpedyouchoosethecorrectanswer.

6

4 2.23 Listentoa fragmentofa lectureaboutfears.Decideifsentences1–3aretrue(t)orfalse(F).

5

1 Well, some of the fears might disappear as we grow older. Let’s take the fear of exams. After all, who normally takes exams when they are 40 or older? Some things are typical of a certain age, just like the fears of them.A Certain fears will probably disappear.B Certain fears won’t probably disappear.B Certain fears won’t probably disappear.

2 The fear of being dismissed, especially in the serious economic crisis that Europe is going through, is very rational. This is something to be expected and many people are already thinking about new employment alternatives.A People may lose their jobs.B People shouldn’t lose their jobs.

101

Zadanie egzaminacyjne

2.24 usłyszyszdwukrotnietekst.napodstawieinformacjizawartychw nagraniuzaznaczw tabeliznakiem7,którez podanychzdań(1–4)sąprawdziwe(truE),a którenie(FALSE).

T FT F

1 In exposure therapy, patients are always shown pictures.

2 Some patients have panic attacks during the therapy.

3 Exposure therapy teaches the brain how to react differently.

4 The recording is a lecture given to doctors.


readtheshorttexts(1–2)belowanddecidewhichsentence(A orB)summariseseachtext

W trakcie nagrania zwracaj uwagę na czasowniki W trakcie nagrania zwracaj uwagę na czasowniki modalne i inne konstrukcje gramatyczne, które mogą zmieniać sens wypowiedzi, np. takie czasowniki, jak may i may i may might wskazują na to, że coś might wskazują na to, że coś mightjedynie może mieć miejsce.

tIp

underlinethewordsorphrasesinthetextsfromexercise2whichhelpedyouchoosethe

6 Workinpairs.Discusswhythefearofflying Workinpairs.Discusswhythefearofflyingisoneofthemostdifficultphobiastotreat,andwhyexposuretherapyisnotverysuccessfulinthiscase.

1 The expert thinks some adults are afraid of the same things as teenagers.

2 Teenage fears always change as a result of current events.

3 It is possible to say that all teenagers fear the same things.

5 Workinpairs.Compareyouranswersand Workinpairs.Compareyouranswersandjustifythemtoyourpartner.

1 Well, some of the fears might disappear as we grow older. Let’s take the fear of exams. After all, who normally takes exams when they are 40 or older? Some things are typical of a certain age, just like the fears of them.A Certain fears will probably disappear.B Certain fears won’t probably disappear.

2 The fear of being dismissed, especially in the serious economic crisis that Europe is going through, is very rational. This is something to be expected and many people are already thinking about new employment

B People shouldn’t lose their jobs.

14

Exam WritingAn email – Giving opinion

Writing Plan1 Do�the�exam�task�below.ZadanieegzaminacyjnePrzebywasz na obozie językowym. Twój lektor języka angielskiego zadał jako pracę domową napisanie e-maila z opisem reklamy, którą lubisz lub której nie lubisz. Napisz do niego e-mail, a w nim:• opisz, co przedstawia reklama;• napisz, do kogo jest ona adresowana;• wyjaśnij, dlaczego ci się podoba / nie podoba.

Podpisz się jako XYZ. Postaraj się rozwinąć swoją wypowiedź w każdym z trzech podpunktów, pamiętając, że długość e-maila powinna wynosić od 50 do 100 słów. Oceniana jest umiejętność pełnego przekazania informacji, spójność, bogactwo językowe oraz poprawność językowa.

2 Plan�an�email.�use�the�model�in�exercise�1�and�the�questions�in�exercise�4�to�help�you.

3 Write�your�email.�Include�answers�to�all�the�questions.

1 Readtheemailbelow.Doesthewriterliketheadvert?

GivingopinionLookattheexpressionsandtranslatethemintoPolish.Whichonescanyoufindinthetext?I think that – … I don’t think that – …In my opinion, – … It seems to me that – …As far as I can see, – … I believe that – …

lookCheck�your�writing:

use the present simple and present continuous correctly

use at least two relative pronouns use at least two of the expressions from the

Look box to give your opinion

Hello Tom,In the last class you asked us to write an email to you describing an advert we like or don’t like, so here is my description. I’m also attaching a picture.In this advert, there are two models: a woman and a man. The woman is wearing blue denim shorts and a plain yellow cotton top. The man is wearing grey denim jeans and a brown cotton shirt. They’re holding hands and standing on the beach. They aren’t talking but they seem to be enjoying themselves.This is an advert for a company which sells jeans. It seems to me that they are trying to sell clothes to young people, because the models in the picture are young and active.I like this advert because it reminds me of going to the beach on holiday. But I don’t think that people actually remember adverts when they go shopping and buy clothes. In my opinion, they just buy things which they like in the shop.See you in the next class,Chloe

3 Workinpairs.Discusstheopinionsinexercise 2.

In my opinion, advertising is a waste of money. What do you think?

4 Thinkaboutanadvertyoulikeordislike.Workinpairs.Askandanswerthequestionsbelow.

1 What kind of company is the advert for?2 What does the advert show?3 Who does the advert target?4 Do you like the advert? Why / Why not?

2 CompletethesentenceswiththeexpressionsfromtheLookbox.Makethemtrueforyou.

1 _ advertising is a waste of money.2 _ some adverts are very clever.3 _ there are adverts everywhere.4 _ a lot of adverts target young people.5 _ adverts influence people when they go shopping.

tIpGdy piszesz e-mail, w którym masz wyrazić swoją opinię, pamiętaj, aby podać kilka argumentów dla uzasadnienia swojej opinii, tak aby przekonać do niej czytelnika.

11to describe summaries of events.

There theybox of shirts.

In the third person singular (he/she/it

month.In negative sentences and questions we use the

young children

We use the present continuous to describe what is happening at the moment.

remote organicWe form the present continuous with subject +

factory. + subject + verb +

the shirts?In short answers, we don’t repeat the verb +

are taking.are taking.

know, think do not usually use the continuous

form. This is because the continuous form describes an action that is happening at the moment, and the state verbs don’t describe actions, but states of mind, needs, wishes

the clothing

side of theside of the

glamorous. It refers to teenage girls who like to lookglamorous.We use who for people, which for things,

Personal qualities

ambitious clever experienced fit good sense of humour mature outgoing punctual reliable works well in a team

Vocabulary bank

Job sectors

agriculture business catering construction education engineering health and social care law retail the media the performing arts tourism

Vocabulary plusPlaces of work

1 Translate these words into Polish. In which place would you find different shops?

workshop factory retail park supermarket farm library DIY shop fast food restaurant travel agency chemist’s

2 Which places can you see in the picture?

Useful expressions

Could I speak to Tom, please? Speaking. I already have some experience in this area.I am writing to apply for the position of waiter.I enclose my CV.I enjoy working as part of a team.I hope to study catering in the future.

I look forward to hearing from you.See you then.Thank you for considering my application.This is … from …We look forward to meeting you.We’d like to invite you for an interview. When do you want to come?Would Saturday morning be all right?

119

44

Voices_WB4_PL_11.indd 119 13-03-28 12:34

mature outgoing punctual

Vocabulary plus

Translate these words into Polish. In which place would you find different shops?


Which places can you see in the picture?

Could I speak to Tom, please?

I already have some experience in this area.I am writing to apply for the position of waiter.

I enjoy working as part of a team.I hope to study catering in the future.

Culture Today

… the BIG DEBATE: Should everyone take a gap year before starting university?

In the UK every year, almost 30,000 students take a gap year between fi nishing school and starting university.

Should everyone take a gap year before starting university? What do you think?

A great gap yearStudents taking a break from their studies spend their gap year in different ways. Some work, some travel and others combine the two.

South AmericaAfter doing her A-levels, Lynne Morgan saved up some money by working for six months. Then she got a place working at Camp America for a year. She had such a good time that she decided not to return to go to university. Instead, she travelled to South America, working for an NGO in Mexico and then Guatemala. Today, Lynne is married to another voluntary worker and is living in Venezuela. ‘I haven’t had a university education, but I have no regrets.’

BilingualJeremy Holden took a gap year before going to Bristol University to study Music and French. ‘I wanted a break from studying. I went to France and got a job on a camp site. Then, when the season ended, I stayed on and worked in a bakery. I stayed in France for 14 months. When I started university, my French was almost perfect! I’d also made lots of friends and felt more prepared for university life.’

I disagree. It’s much better to start university straight away. If you

take a year off, you forget how to write essays and it is diffi cult to go back

to studying again.

I think a gap year is a good idea. When you leave school you have no idea

about real life and you don’t make the most of your time at university. A gap

year helps to prepare you.

Test your memory! How many UK students take a gap year? Where did Lynne travel after school? How long did Jeremy stay in France?

Web questDo you know what kinds of jobs you can do on a gap year?Find out! Go to www.gapwork.com/ultimate-guides/index.html

128

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to studying again.




How many UK students take a gap year? Where did Lynne travel after school? How long did Jeremy stay in France?

Web questDo you know what kinds of jobs you can do on a gap year?Find out! Go to www.gapwork.com/ultimate-www.gapwork.com/ultimate-guides/index.htmlguides/index.html

Across the curriculumEmigration and immigration1 Match the words and phrases (1–6) with their defi nitions (a–f).

1 asylum seeker

2 emigrant

3 displaced person

4 immigrant

5 refugee

6 fugitive

a) someone who leaves their home to escape from war, persecution or natural disaster

b) another way of describing a refugee

c) someone who leaves their country to go and live in another country

d) someone who arrives in a country and wants to live there

e) someone who has committed a crime and is hiding from the police

f) someone who arrives in another country seeking protection because they are in danger

Emigration from Ireland2 Read and complete the text with the words

from the box.

starvation potato fungus landowners disease poverty

3 Read the text again and answer the questions.

1 Who owned most of the land in Ireland?

2 What food did people eat?

3 What caused the potato plants to die?

4 When did the potato famine start?

5 What was the population at that time?

6 How many people emigrated to North America during the famine years?

The potato famineAt the beginning of the 19th century, Ireland was part of the United Kingdom and was one of the poorest regions in Europe. The land was controlled by a few (1) with enormous estates, and peasant families rented small areas of land where they cultivated vegetables at a subsistence level. Many people emigrated to look for a better life for themselves and to escape from (2) . By the 1840s, Irish peasants had come to rely on just one vegetable, the (3) , for food. The potato is rich in nutrients, and people can remain healthy on a diet almost exclusively of potatoes. When a (4) caused by (5) destroyed the potato crop in 1845, millions of people had nothing to eat. It was a disaster, and conditions were made worse by the policies of the British government which ruled Ireland at that time. The crisis continued through the 1840s and over a million people died from (6) or disease. From a population of about 8 million, over 1 million people emigrated to North America.

138

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Teacher’s Book

Class CDsClass CDs

Class CDs

4



Test Generator

This is a Multi-ROM. You should listen to the audio on a normal CD player.Windows: This is an auto-run CD. If the application does not start automati-cally, navigate to your CD-ROM drive (usually D:) and open the file macmillan.htm in a web browser.

Macintosh/Linux: Mount the CD (if necessary) and open the file macmillan.htm in a web browser.

4

Voices4_TG_PL_Multirom_Onbody.indd 1 8/04/13 04:50

Test Generator

CD (if necessary) and open the file in a web browser.


Tests Multi-ROM




4

Voices4_Exams_PL_Multirom_Onbody.indd 1 8/04/13 04:46

FFiiFiF rrssrsr tt PPoolliilil sshh EEd

Tests Multi-ROM

ROM drive (usually D:) and open the file macmillan.htmin a web browser.

Macintosh/Linux: Mount the CD (if necessary) and open the file

in a web browser.


Dictations CD


4

Voices4_Dictations_PL_CD.indd 1 8/04/13 04:48

This is a Multi-ROM. You should listen to the audio on a normal CD player.Windows: This is an auto-run CD. If the application does not start automati-cally, navigate to your CD-ROM drive (usually D:) and open the file macmillan.htmin a web browser.

Macintosh/Linux: Mount the CD (if necessary) and open the file macmillan.htm

©©MMaaccmmiillllaann PPuubbll

CD (if necessary) and open the file macmillan.htm in a web browser.macmillan.htm in a web browser.macmillan.htm

This is a Multi-ROM. You should listen to the audio on a normal CD player.Windows:run CD. If the application does not start automatically, navigate to your CD-ROM drive (usually D:) and ROM drive (usually D:) and open the file in a web browser.

ISBN 978-83-7621-049-0

9 788376 210490

Tests Multi-Pack

Tests Multi-Pack

Includes

Test Generator

Tests Multi-ROM

Dictations CD

Voices 3

Test Generator

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

• Pdf files of two complete exam-like tests (przykładowe zestawy egzaminacyjne) at the extended 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.

© Macmillan Publishers Limited 2009

First Polish Edition © Macmillan Polska 2012

Images from Bananastock/MPL (girl running), Brand X/MPL (Sydney, hang-gliding), Stockbyte/MPL (girl dancing), Corbis/Fotochannels (windsurfer).

www.macmillan.pl

Voices 4

4Voices3_DVD_PL_Inlay.indd 1 8/04/13 05:42

Tests Multi-PackTest Generator

Tests Multi-Rom

Dictations CD


Interactive ClassroomInteractive

Interactive Classroom

Voices 3 Interactive Classroom

Voices 3Interactive Classroom

Voices Interactive Classroom offers the following:

• Digital version of the book, with tools that allow you to interact with the material, including interactive activities, audio and answer keys. • Teacher’s Area that allows you to create your own material.

www.macmillan.pl

Developed to run on Windows XP, Vista and Windows 7

Developed to run on Macintosh OS X 10.4 or higher

Minimum system requirements can be found in the printed booklet inserted in the DVD box. Technical support available at help.macmillan.pl

Voices Interactive Classroom has been developed to be used alongside the printed coursebook to enhance your experience in the classroom.

Voices Interactive Classroom can be used with any make of interactive whiteboard (IWB) or simply with a computer and projector.

4


Pairwork




English sketches

Culture Today ...

Vo

ices

4 ©

Mac

mill

an P

ublis

hers

Lim

ited

2013

PHOTO

COPIABL

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1

Worksheet 1

1 Howdoyousaymaking a statementandfrivolous pastimeinPolish?

2 ReadtheViews on fashiontextanddecidewhoisinfavouroffashionandwhoisagainstit.Completethetablebelow.

name Yves Saint Laurent

Giorgio Armani

Victor Hugo

Ralph Lauren

Quentin Crisp

Dave Barry

v

x

3 Matchthewords(1–5)and(a–f)tomakefashionphrases.Thenfindthemonpage125.HowdoyousaytheminPolish?

1 latest a items

2 fashion b appearances

3 beauty c things

4 retail d products

5 outward e chain

4 Completethesesentenceswiththephrasesfromexercise3.

a People who claim fashion is a frivolous pastime think there are issues that are far more important than .

b Do women in Poland spend as much on as the American women?What do you think?

c Reading fashion magazines is a good way to keep up with the .

d Bershka is a that belongs to the same company as Zara.

e If you buy cheap , you might contribute to the exploitation of children.

The BIG DEBATE: Should fashion be an important part of our lives?

PREPARE


StudentA You think that fashion should be an important

part of our lives.

1

2

3

4

StudentB You don’t think that fashion should be an

important part of our lives.

1

2

3

4

SPEAK

Work in pairs and take turns to give your ideas. Then exchange your personal views on The Big Debate issue.

Teacher’s Book

Fiona Mauchline

4Voices_TB4_PL_Cover_spirala.indd 1 8/04/13 03:20

Views on fashion text and decide who is in favour of fashion and who is against it.table below.

Yves Saint Laurent

words (1–5)say them

these sentences

People who claim fashion is a frivolous pastime think there are issues that are far more important than

Do women in Poland spend as much on What do you think?

Reading fashion magazines is a good way to keep up with the

If you buy cheap



You think that fashion should be an important part of our lives.

Work in pairs and take turns to give your ideas. Then exchange your personal views on The Big

Use of English Worksheet 11 Read the text below and, using words from the box, fill in each gap (a–e). All the words must be

used in the correct form. There is word.

earring stud flower varnish trainer hood

2 Complete the sentences(eg prepositions,order of the words

a ‘Why (you / return)

b (you / know)

c My Mum (not / like)

d I (not / think)

e As far as I can see, he (not study)

f Why (she / want)

g Why (anorexia / become)

3 Translate the partsDo not change

a On [często nosi kraciaste koszule

b What [próbujesz

c I don’t like actresses [leather.

d I enjoy going to [

e She looks great in that [

f The [ubrania, które on kupuje

4 For the sentencesone. You must

a This blouse doesn’t look good with these jeans. Wear a T-shirt.

This blouse doesn’t look good with these jeans.

b It seems to me that the fashion industry encourages eating disorders.

As far

c What problem do you have with these sunglasses?

What’s

d I want to return these shoes and I’d like the money back, please.

I want to return these shoes and I’d like

e Do you want to return this nail varnish or get a different one?

Do you want to return this nail varnish or change it

f I don’t wear make-up very often.

I hardly

Gok is a British style guru who helps fashion

victims. Gok believes you don’t need to buy

expensive designer brands to look good, you just

need to know what clothes look good on you.

In one of his shows, we meet Judy who usually

wears (a) __

trousers and (b)

correct form. There is one extra word.


sentences(eg prepositions, articles)

words given.

‘Why (you / return)

(you / know)

My Mum (not / like)

I (not / think)

As far as I can see, he (not study)

Why (she / want)

Why (anorexia / become)

parts ofany words

[często nosi kraciaste koszule

próbujesz]

I don’t like actresses [

I enjoy going to [sklepów, w których

She looks great in that [

ubrania, które on kupuje

sentences (a–f),use between

This blouse doesn’t look good with these jeans. Wear a T-shirt.


It seems to me that the fashion industry encourages eating disorders.

What problem do you have with these sunglasses?

I want to return these shoes and I’d like the money back, please.


Do you want to return this nail varnish or get a different one?


I don’t wear make-up very often.






__

trousers and (b) __

Pairwork

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Worksheet 1A

Student A1 Choose the words from the box for each model’s clothes. Then draw patterns on the clothes and

colour them.

silk checked flowery leather cotton plain velvet denim striped tie-dyed tartan wool

Andy

Materials:

Patterns:

Sue

Materials:

Patterns:

Mark

Materials:

Patterns:

Danielle

Materials:

Patterns:

2 Describe your models to Student B. Give as much information about them as possible and answer Student B’s questions.

B: What colour are Andy’s jeans?

A: They’re dark grey.

3 Listen to Student B describe his / her models and complete the pictures below. Ask Student B questions if necessary.

Mary Peter Kristine Sam


Choose the words from the box for each model’s clothes. Then draw patterns on the clothes and


Describe your models to Student B. Give as much information about them as possible and answer Student B’s questions.

Listen to Student B describe his / her models and complete the pictures below. Ask Student B questions if necessary.

Revision Standard

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1

Unit 1Revision Standard

Vocabulary

Materials and patterns

1 Matchthewords(1–6)withthepictures(a–f).

1 tartan scarf c 4 leather jacket

2 flowery skirt 5 checked pyjamas

3 tie-dyed T-shirt 6 striped shirt

2 Completetheadjectiveswiththemissingvowels.

a c tt n d pl n

b d n m e s lk

c w l f v lv t

Compound nouns: fashion accessories

3 Lookatthepictures(a–f)andputthelettersinthecorrectorder.

lain shvrain dbhdnaea sohelcase

nail varnish

ghnadba irahsytle rraegins

4 Completethesentenceswiththecorrectcompoundnounsfromexercise3.

a My headband keeps my hair out of my eyes.

b When my hair grows I want a new .

c I like red as it makes my nails look shiny.

d Hold on to your so you don’t lose it.

e He can tie up his own .

f My new make my ears sore.

o o

ba c

c

c

de

f

a

d

b

e

Workbook Extra contents

Exam Builder and Exam Writing pages

Nr MEN 313/4/2013

Podrecznik dopuszczony do uzytku szkolnego. Nr ewidencyjny w wykazie:

ISBN 978-83-7621-052-0

9 788376 210520

Voices 4 Student’s Book Catherine McBeth

Voices_SB4_PL_Cover.indd 1 13-04-30 13:29

77

101

Zadanie�egzaminacyjne�

2.24

T F

Exam BuilderRozumienie ze słuchu

1 Workinpairs.Decidewhichofthethingsin Workinpairs.Decidewhichofthethingsintheboxpeoplemaybemostafraidofwhentheyarechildren,teenagersandadults.Howdothethingspeoplefearchangewithage?

big dogs the dark sickness exams losing your job hospital old age


2 readtheshorttexts(1–2)belowanddecide readtheshorttexts(1–2)belowanddecidewhichsentence(A orB)summariseseachtextbest.

tIp

3 underlinethewordsorphrasesinthetexts underlinethewordsorphrasesinthetextsfromexercise2whichhelpedyouchoosethecorrectanswer.

6

4 2.23 Listentoa fragmentofa lectureaboutfears.Decideifsentences1–3aretrue(t)orfalse(F).

5

1 Well, some of the fears might disappear as we grow older. Let’s take the fear of exams. After all, who normally takes exams when they are 40 or older? Some things are typical of a certain age, just like the fears of them.A Certain fears will probably disappear.B Certain fears won’t probably disappear.B Certain fears won’t probably disappear.

2 The fear of being dismissed, especially in the serious economic crisis that Europe is going through, is very rational. This is something to be expected and many people are already thinking about new employment alternatives.A People may lose their jobs.B People shouldn’t lose their jobs.

101

Zadanie egzaminacyjne

2.24 usłyszyszdwukrotnietekst.napodstawieusłyszyszdwukrotnietekst.napodstawieinformacjizawartychw nagraniuzaznaczw tabeliznakiem7,którez podanychzdań(1–4)sąprawdziwe(truE),a którenie(FALSE).

T FT F

1 In exposure therapy, patients are always shown pictures.

2 Some patients have panic attacks during the therapy.

3 Exposure therapy teaches the brain how to react differently.

4 The recording is a lecture given to doctors.


readtheshorttexts(1–2)belowanddecidewhichsentence(A orB)summariseseachtext

W trakcie nagrania zwracaj uwagę na czasowniki W trakcie nagrania zwracaj uwagę na czasowniki modalne i inne konstrukcje gramatyczne, które mogą zmieniać sens wypowiedzi, np. takie czasowniki, jak may i may i may might wskazują na to, że coś might wskazują na to, że coś mightjedynie może mieć miejsce.

tIp

underlinethewordsorphrasesinthetextsfromexercise2whichhelpedyouchoosethe

6 Workinpairs.Discusswhythefearofflying Workinpairs.Discusswhythefearofflyingisoneofthemostdifficultphobiastotreat,andwhyexposuretherapyisnotverysuccessfulinthiscase.

1 The expert thinks some adults are afraid of the same things as teenagers.

2 Teenage fears always change as a result of current events.

3 It is possible to say that all teenagers fear the same things.

5 Workinpairs.Compareyouranswersand Workinpairs.Compareyouranswersandjustifythemtoyourpartner.

1 Well, some of the fears might disappear as we grow older. Let’s take the fear of exams. After all, who normally takes exams when they are 40 or older? Some things are typical of a certain age, just like the fears of them.A Certain fears will probably disappear.B Certain fears won’t probably disappear.

2 The fear of being dismissed, especially in the serious economic crisis that Europe is going through, is very rational. This is something to be expected and many people are already thinking about new employment

B People shouldn’t lose their jobs.

14

Exam WritingAn email – Giving opinion

Writing Plan1 Do�the�exam�task�below.ZadanieegzaminacyjnePrzebywasz na obozie językowym. Twój lektor języka angielskiego zadał jako pracę domową napisanie e-maila z opisem reklamy, którą lubisz lub której nie lubisz. Napisz do niego e-mail, a w nim:• opisz, co przedstawia reklama;• napisz, do kogo jest ona adresowana;• wyjaśnij, dlaczego ci się podoba / nie podoba.

Podpisz się jako XYZ. Postaraj się rozwinąć swoją wypowiedź w każdym z trzech podpunktów, pamiętając, że długość e-maila powinna wynosić od 50 do 100 słów. Oceniana jest umiejętność pełnego przekazania informacji, spójność, bogactwo językowe oraz poprawność językowa.

2 Plan�an�email.�use�the�model�in�exercise�1�and�the�questions�in�exercise�4�to�help�you.

3 Write�your�email.�Include�answers�to�all�the�questions.

1 Readtheemailbelow.Doesthewriterliketheadvert?

GivingopinionLookattheexpressionsandtranslatethemintoPolish.Whichonescanyoufindinthetext?I think that – … I don’t think that – …In my opinion, – … It seems to me that – …As far as I can see, – … I believe that – …

lookCheck�your�writing:

use the present simple and present continuous correctly

use at least two relative pronouns use at least two of the expressions from the

Look box to give your opinion

Hello Tom,In the last class you asked us to write an email to you describing an advert we like or don’t like, so here is my description. I’m also attaching a picture.In this advert, there are two models: a woman and a man. The woman is wearing blue denim shorts and a plain yellow cotton top. The man is wearing grey denim jeans and a brown cotton shirt. They’re holding hands and standing on the beach. They aren’t talking but they seem to be enjoying themselves.This is an advert for a company which sells jeans. It seems to me that they are trying to sell clothes to young people, because the models in the picture are young and active.I like this advert because it reminds me of going to the beach on holiday. But I don’t think that people actually remember adverts when they go shopping and buy clothes. In my opinion, they just buy things which they like in the shop.See you in the next class,Chloe

3 Workinpairs.Discusstheopinionsinexercise 2.

In my opinion, advertising is a waste of money. What do you think?

4 Thinkaboutanadvertyoulikeordislike.Workinpairs.Askandanswerthequestionsbelow.

1 What kind of company is the advert for?2 What does the advert show?3 Who does the advert target?4 Do you like the advert? Why / Why not?

2 CompletethesentenceswiththeexpressionsfromtheLookbox.Makethemtrueforyou.

1 _ advertising is a waste of money.2 _ some adverts are very clever.3 _ there are adverts everywhere.4 _ a lot of adverts target young people.5 _ adverts influence people when they go shopping.

tIpGdy piszesz e-mail, w którym masz wyrazić swoją opinię, pamiętaj, aby podać kilka argumentów dla uzasadnienia swojej opinii, tak aby przekonać do niej czytelnika.

11to describe summaries of events.

There theybox of shirts.

In the third person singular (he/she/it

month.In negative sentences and questions we use the

young children

We use the present continuous to describe what is happening at the moment.

remote organicWe form the present continuous with subject +

factory. + subject + verb +

the shirts?In short answers, we don’t repeat the verb +

are taking.are taking.

know, think do not usually use the continuous

form. This is because the continuous form describes an action that is happening at the moment, and the state verbs don’t describe actions, but states of mind, needs, wishes

the clothing

side of theside of the

glamorous. It refers to teenage girls who like to lookglamorous.We use who for people, which for things,

Personal qualities

ambitious clever experienced fit good sense of humour mature outgoing punctual reliable works well in a team

Vocabulary bank

Job sectors

agriculture business catering construction education engineering health and social care law retail the media the performing arts tourism

Vocabulary plusPlaces of work

1 Translate these words into Polish. In which place would you find different shops?


2 Which places can you see in the picture?

Useful expressions

Could I speak to Tom, please? Speaking. I already have some experience in this area.I am writing to apply for the position of waiter.I enclose my CV.I enjoy working as part of a team.I hope to study catering in the future.

I look forward to hearing from you.See you then.Thank you for considering my application.This is … from …We look forward to meeting you.We’d like to invite you for an interview. When do you want to come?Would Saturday morning be all right?

119

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mature outgoing punctual

Vocabulary plus

Translate these words into Polish. In which place would you find different shops?


Which places can you see in the picture?

Could I speak to Tom, please?

I already have some experience in this area.I am writing to apply for the position of waiter.

I enjoy working as part of a team.I hope to study catering in the future.

Culture Today

… the BIG DEBATE: Should everyone take a gap year before starting university?

In the UK every year, almost 30,000 students take a gap year between fi nishing school and starting university.







to studying again.




Test your memory! How many UK students take a gap year? Where did Lynne travel after school? How long did Jeremy stay in France?

Web questDo you know what kinds of jobs you can do on a gap year?Find out! Go to www.gapwork.com/ultimate-guides/index.html

128

Voices_WB4_PL_12.indd 128 13-03-28 12:36







to studying again.




How many UK students take a gap year? Where did Lynne travel after school? How long did Jeremy stay in France?

Web questDo you know what kinds of jobs you can do on a gap year?Find out! Go to www.gapwork.com/ultimate-www.gapwork.com/ultimate-guides/index.htmlguides/index.html

Across the curriculumEmigration and immigration1 Match the words and phrases (1–6) with their defi nitions (a–f).

1 asylum seeker

2 emigrant

3 displaced person

4 immigrant

5 refugee

6 fugitive

a) someone who leaves their home to escape from war, persecution or natural disaster

b) another way of describing a refugee

c) someone who leaves their country to go and live in another country

d) someone who arrives in a country and wants to live there

e) someone who has committed a crime and is hiding from the police

f) someone who arrives in another country seeking protection because they are in danger

Emigration from Ireland2 Read and complete the text with the words

from the box.

starvation potato fungus landowners disease poverty

3 Read the text again and answer the questions.

1 Who owned most of the land in Ireland?

2 What food did people eat?

3 What caused the potato plants to die?

4 When did the potato famine start?

5 What was the population at that time?

6 How many people emigrated to North America during the famine years?

The potato famineAt the beginning of the 19th century, Ireland was part of the United Kingdom and was one of the poorest regions in Europe. The land was controlled by a few (1) with enormous estates, and peasant families rented small areas of land where they cultivated vegetables at a subsistence level. Many people emigrated to look for a better life for themselves and to escape from (2) . By the 1840s, Irish peasants had come to rely on just one vegetable, the (3) , for food. The potato is rich in nutrients, and people can remain healthy on a diet almost exclusively of potatoes. When a (4) caused by (5) destroyed the potato crop in 1845, millions of people had nothing to eat. It was a disaster, and conditions were made worse by the policies of the British government which ruled Ireland at that time. The crisis continued through the 1840s and over a million people died from (6) or disease. From a population of about 8 million, over 1 million people emigrated to North America.

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Teacher’s Book

Class CDsClass CDs

Class CDs

4



Test Generator



4

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Test Generator

CD (if necessary) and open the file in a web browser.


Tests Multi-ROM




4

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FFiiFiF rrssrsr tt PPoolliilil sshh EEd

Tests Multi-ROM

ROM drive (usually D:) and open the file macmillan.htmin a web browser.

Macintosh/Linux: Mount the CD (if necessary) and open the file

in a web browser.


Dictations CD


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This is a Multi-ROM. You should listen to the audio on a normal CD player.Windows: This is an auto-run CD. If the application does not start automati-cally, navigate to your CD-ROM drive (usually D:) and open the file macmillan.htmin a web browser.

Macintosh/Linux: Mount the CD (if necessary) and open the file macmillan.htm

©©MMaaccmmiillllaann PPuubbll

CD (if necessary) and open the file macmillan.htm in a web browser.macmillan.htm in a web browser.macmillan.htm

This is a Multi-ROM. You should listen to the audio on a normal CD player.Windows:run CD. If the application does not start automatically, navigate to your CD-ROM drive (usually D:) and ROM drive (usually D:) and open the file in a web browser.

ISBN 978-83-7621-049-0

9 788376 210490

Tests Multi-Pack

Tests Multi-Pack

Includes

Test Generator

Tests Multi-ROM

Dictations CD

Voices 3

Test Generator

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

• Pdf files of two complete exam-like tests (przykładowe zestawy egzaminacyjne) at the extended 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.

© Macmillan Publishers Limited 2009

First Polish Edition © Macmillan Polska 2012

Images from Bananastock/MPL (girl running), Brand X/MPL (Sydney, hang-gliding), Stockbyte/MPL (girl dancing), Corbis/Fotochannels (windsurfer).

www.macmillan.pl

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Tests Multi-PackTest Generator

Tests Multi-Rom

Dictations CD


Interactive ClassroomInteractive

Interactive Classroom

Voices 3 Interactive Classroom

Voices 3Interactive Classroom

Voices Interactive Classroom offers the following:

• Digital version of the book, with tools that allow you to interact with the material, including interactive activities, audio and answer keys. • Teacher’s Area that allows you to create your own material.

www.macmillan.pl

Developed to run on Windows XP, Vista and Windows 7

Developed to run on Macintosh OS X 10.4 or higher

Minimum system requirements can be found in the printed booklet inserted in the DVD box. Technical support available at help.macmillan.pl

Voices Interactive Classroom has been developed to be used alongside the printed coursebook to enhance your experience in the classroom.

Voices Interactive Classroom can be used with any make of interactive whiteboard (IWB) or simply with a computer and projector.

4


Pairwork




English sketches

Culture Today ...

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Worksheet 1

1 Howdoyousaymaking a statementandfrivolous pastimeinPolish?

2 ReadtheViews on fashiontextanddecidewhoisinfavouroffashionandwhoisagainstit.Completethetablebelow.

name Yves Saint Laurent

Giorgio Armani

Victor Hugo

Ralph Lauren

Quentin Crisp

Dave Barry

v

x

3 Matchthewords(1–5)and(a–f)tomakefashionphrases.Thenfindthemonpage125.HowdoyousaytheminPolish?

1 latest a items

2 fashion b appearances

3 beauty c things

4 retail d products

5 outward e chain

4 Completethesesentenceswiththephrasesfromexercise3.

a People who claim fashion is a frivolous pastime think there are issues that are far more important than .

b Do women in Poland spend as much on as the American women?What do you think?

c Reading fashion magazines is a good way to keep up with the .

d Bershka is a that belongs to the same company as Zara.

e If you buy cheap , you might contribute to the exploitation of children.


PREPARE


StudentA You think that fashion should be an important

part of our lives.

1

2

3

4

StudentB You don’t think that fashion should be an

important part of our lives.

1

2

3

4

SPEAK

Work in pairs and take turns to give your ideas. Then exchange your personal views on The Big Debate issue.

Teacher’s Book

Fiona Mauchline

4Voices_TB4_PL_Cover_spirala.indd 1 8/04/13 03:20

Views on fashion text and decide who is in favour of fashion and who is against it.table below.

Yves Saint Laurent

words (1–5)say them

these sentences

People who claim fashion is a frivolous pastime think there are issues that are far more important than

Do women in Poland spend as much on What do you think?

Reading fashion magazines is a good way to keep up with the

If you buy cheap


ou are going to discuss this question in pairs. Student A agrees with the question and Student B disagrees with it. Write down four arguments that you can use for your side of the debate.

ou think that fashion should be an important part of our lives.

ork in pairs and take turns to give your ideas. Then exchange your personal views on The Big

Use of English Worksheet 11 Read the text below and, using words from the box, fill in each gap (a–e). All the words must be

used in the correct form. There is word.


2 Complete the sentences(eg prepositions,order of the words

a ‘Why (you / return)

b (you / know)

c My Mum (not / like)

d I (not / think)

e As far as I can see, he (not study)

f Why (she / want)

g Why (anorexia / become)

3 Translate the partsDo not change

a On [często nosi kraciaste koszule

b What [próbujesz

c I don’t like actresses [leather.

d I enjoy going to [

e She looks great in that [

f The [ubrania, które on kupuje

4 For the sentencesone. You must

a This blouse doesn’

This blouse doesn’

b It seems to me that the fashion industry encourages eating disorders.

As far

c What problem do you have with these sunglasses?

What’s

d I want to return these shoes and I’d like the money back, please.


e Do you want to return this nail varnish or get a dif


f I don’t wear make-up very often.

I hardly






wears (a) __

trousers and (b)

correct form. There is one extra word.


sentencesepositions, articles)

words given.

‘Why (you / return)

(you / know)

My Mum (not / like)

I (not / think)

As far as I can see, he (not study)

Why (she / want)

Why (anorexia / become)

parts ofany words

[często nosi kraciaste koszule

próbujesz]

t like actresses [

enjoy going to [sklepów, w których

She looks great in that [

ubrania, które on kupuje

sentences (a–f),use between

This blouse doesn’t look good with these jeans. Wear a T-shirt.


It seems to me that the fashion industry encourages eating disorders.

What problem do you have with these sunglasses?

I want to return these shoes and I’d like the money back, please.


Do you want to return this nail varnish or get a dif


t wear make-up very often.






__

trousers and (b) __

Pairwork

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COPIABLE

1

Worksheet 1A

Student A1 Choose the words from the box for each model’s clothes. Then draw patterns on the clothes and

colour them.


Andy

Materials:

Patterns:

Sue

Materials:

Patterns:

Mark

Materials:

Patterns:

Danielle

Materials:

Patterns:

2 Describe your models to Student B. Give as much information about them as possible and answer Student B’s questions.

B: What colour are Andy’s jeans?

A: They’re dark grey.

3 Listen to Student B describe his / her models and complete the pictures below. Ask Student B questions if necessary.

Mary Peter Kristine Sam


Choose the words from the box for each model’s clothes. Then draw patterns on the clothes and


Describe your models to Student B. Give as much information about them as possible and answer s questions.

Listen to Student B describe his / her models and complete the picturquestions if necessary.

Revision Standard

Vo

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Mac

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COPIABLE

PHOTO

COPIABLE

1

Unit 1Revision Standard

Vocabulary

Materials and patterns

1 Matchthewords(1–6)withthepictures(a–f).

1 tartan scarf c 4 leather jacket

2 flowery skirt 5 checked pyjamas

3 tie-dyed T-shirt 6 striped shirt

2 Completetheadjectiveswiththemissingvowels.

a c tt n d pl n

b d n m e s lk

c w l f v lv t

Compound nouns: fashion accessories

3 Lookatthepictures(a–f)andputthelettersinthecorrectorder.

lain shvrain dbhdnaea sohelcase

nail varnish

ghnadba irahsytle rraegins

4 Completethesentenceswiththecorrectcompoundnounsfromexercise3.

a My headband keeps my hair out of my eyes.

b When my hair grows I want a new .

c I like red as it makes my nails look shiny.

d Hold on to your so you don’t lose it.

e He can tie up his own .

f My new make my ears sore.

o o

ba c

c

c

de

f

a

d

b

e

Workbook Extra contents

Exam Builder and Exam Writing pages

Voices_TRF4_Cover.indd 2 16-05-13 12:33

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SAM

PLE

FR

EE S

AMPL

E

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