Voices 2 TRF

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Includes Multi-level worksheets Pairwork

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Teacher’s Resource File

Translation & Dictation

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Culture worksheets

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Across the curriculum worksheets

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English sketches

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Pairwork

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Multi-level worksheets

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Contents

Translation & Dictation

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Culture & Across the curriculum worksheets

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English sketches

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Multi-level worksheets

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Multi-level worksheets

Revision Standard Unit 1.................. 1 Revision Extra Unit 1......................... 3 Extension Unit 1................................. 5 Revision Standard Unit 2.................. 6 Revision Extra Unit 2......................... 8 Extension Unit 2............................... 10 Revision Standard Unit 3................ 11 Revision Extra Unit 3....................... 13 Extension Unit 3............................... 15 Revision Standard Unit 4................ 16 Revision Extra Unit 4....................... 18 Extension Unit 4............................... 20 Revision Standard Unit 5................ 21 Revision Extra Unit 5....................... 23 Extension Unit 5............................... 25 Revision Standard Unit 6................ 26 Revision Extra Unit 6....................... 28 Extension Unit 6............................... 30 Revision Standard Unit 7................ 31 Revision Extra Unit 7....................... 33 Extension Unit 7............................... 35 Revision Standard Unit 8................ 36 Revision Extra Unit 8....................... 38 Extension Unit 8............................... 40 Revision Standard Unit 9................ 41 Revision Extra Unit 9....................... 43 Extension Unit 9............................... 45 Answer Key . ...................................... 46

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Unit 5

Standard

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Vocabulary Natural phenomena 1 Look at the pictures and complete the words.

ts u n

c

am i

rthq

k

f

r nd ng

l

nch

fl

d

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rr

w

ldf

c

n

h

g

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th nd l ghtn

v

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e

d

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b

a

t

rn

d

r

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Revision

Adverbs

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

beautifully

She did her homework very

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f

g The two friends were chatting

h The car was travelling too

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. (quick) . (good) . (happy) . (fast)

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e Joe always eats his lunch

. (careful)

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d Read the instructions

. (calm)

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c Always leave the classroom

. I can’t understand you. (slow)

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b Please speak

. (beautiful)

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a She plays the piano

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Unit 5

Standard

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Revision Grammar

Past continuous: affirmative and negative

a Four people were snowboarding.

T/F

c A boy was eating a hamburger.

T/F

e Two girls were drinking cola.

T/F

g A boy wasn’t taking a photo.

T/F

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

b Some people were sitting in the café. T / F d A man was reading a newspaper.

T/F

f

T/F

Two people were skiing.

h Two women weren’t chatting, they were reading books.

T/F

4 Correct the false sentences in exercise 3. 1

Two people were snowboarding.

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3

Past continuous: questions and short answers

Voices 2 © Macmillan Publishers Limited 2011

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5 Circle the correct form of the verb in the questions. a Was / Were the girl drinking cola?

b Was / Were the boy eating a salad?

c What was / were the man reading?

d Was / Were people sleeping in the café?

e What was / were the man and the women doing?

f

What was / were the boy doing with his camera?

6 Look at the picture again. Match the answers with the correct questions in exercise 5. 1 They were reading.

e

2 He was reading a newspaper.

3 Yes, she was.

4 No, they weren’t.

5 He was taking a photo.

6 No, he wasn’t.

Past simple and past continuous

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7 Circle the correct form of the verb in the sentences. a We went / were going to Italy on holiday last year. b They had / were having fish for lunch yesterday. c I had / was having lunch when Tina called. d I was walking home when it started / was starting to rain.

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e People slept / were sleeping when the earthquake happened.

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Unit 5

Extra

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Revision Vocabulary Natural phenomena

1 Look at the pictures and complete the words. a

b

ornado

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t

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g

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t

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c

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e

h

t l

a

and

Voices 2 © Macmillan Publishers Limited 2011

Adverbs

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

quickly

. I can’t understand when you speak quickly.

d Read the instructions

. He started when he was six. before you begin the exercise. .

e In an emergency, leave the classroom

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quick

. We’re late!

c He plays the piano very

f

easy

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

. It’s up to you!

g You can do things well or you can do them

h The children are playing

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.

in the garden.

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b Please speak

bad

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a Come on! Do it

slow

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noisy

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good

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calm

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Unit 5

Extra

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Revision Grammar

Past continuous: affirmative and negative 3 Make sentences in the past continuous. a I / watch / my favourite TV programme.

I was watching my favourite TV programme.

b It / rain / all day. c He / not do / his homework. d They / listen to / the news on the radio.

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e We / not wait / for them after school.

Past continuous: questions and short answers

Was

the little boy

eating

Voices 2 © Macmillan Publishers Limited 2011

Yes, he was.

(eat) an ice cream?

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a

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4 Look at the picture of last summer at the beach. Complete the questions with the past continuous of the verb in brackets. Then aswer the questions with short answers.

b

some friends

c

the little girl in the water

d

the woman

e

the boys

f

the man in the sea

(play) beach football? (swim)?

(read) a book?

(windsurf) in the sea? (wear) sunglasses?

Past simple and past continuous

5 Complete the sentences with the correct form of the verb in brackets. a When the boss arrived, Andy

was listening to

(listen to) the radio. (stop).

b They were dancing when the music suddenly

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c Charlie broke his leg while he

(play) football.

d We were sleeping when the earthquake

e She

(have) an accident while she

f

(do) our homework when the storm

We

g I

(swim) in the sea when I

(happen). (drive) home. (come). (hear) someone shouting.

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Reading 1 Read the text and circle the correct alternatives.

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Unit 5

Extension

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The Day after Tomorrow (2004) (a) was / were an American film directed by Roland Emmerich. The story (b) was / were about a climatologist, Dr Hall, played by Dennis Quaid. Dr Hall (c) found / was finding evidence of a new Ice Age and he (d) presented / was presenting his evidence to a conference on global warming. He said a new Ice Age could happen again in 100 to 1,000 years from now. At the conference he (e) met / was meeting a Scottish professor who (f) tells / told him the temperature of the world’s oceans (g) fell / was falling rapidly. Then the world’s climate (h) changed / was changing suddenly! The new Ice Age (i) begin / was beginning much sooner than everyone thought. Dr Hall ( j) met / was meeting the President of the United States. He told him that everyone must go south to Mexico immediately. There (k) was / were only a few days to save the world! Then he (l) received / was receiving a telephone call from his son, Jack. Jack (m) is / was in New York where the weather (n) got / was getting very bad ...

2 Read the text again and answer the questions. Write full answers. a Who directed the film? b When was it released?

c Who played the part of the main character?

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

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e How much time was there to save the world?

Voices 2 © Macmillan Publishers Limited 2011

Writing

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

b Who was the director and when was it released? c Who were the main actors?

d What happened in the film?

e Did you like it? Why / Why not?

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

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3 Students’ own answers 4 Students’ own answers

Unit 5 Revision Standard

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6 1 2 3 4 5 6

e c a d f b

7 a b c d e

went had was having started were sleeping

tsunami earthquake avalanche hurricane thunder and lightning flood tornado wildfire

2 a b c d e f g h

beautifully slowly calmly carefully quickly well happily fast

1 a b c d e f g h

tornado wildfire flood hurricane tsunami earthquake avalanche thunder and lightning

3 a b c d e f g h

F T T T F F F T

2 a b c d e f g h

quickly slowly well carefully calmly easily badly noisily

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Unit 5 Revision Extra

Voices 2 © Macmillan Publishers Limited 2011

4 1 Two people were snowboarding. 2 One girl was drinking cola. 3 Four people were skiing. 4 A boy was taking a photo. Was Was was Were were was

3 a I was watching my favourite TV programme. b It was raining all day. c He wasn’t doing his homework. d They were listening to the news on the radio. e We weren’t waiting for them after school.

5 a b c d e f g

was listening to stopped was playing happened had, was driving were doing, came was swimming, heard

Unit 5 Extension 1 a b c d e f g h i j k l m n

was was found presented met told was falling changed was beginning met were received was was getting

2 a Roland Emmerich directed the film. b It was released in 2004. c Dennis Quaid played the part of the main character. d The world’s climate changed suddenly. e There were only a few days to save the world. 3 Students’ own answers 4 Students’ own answers

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5 a b c d e f

4 a Was, eating Yes, he was. b Were, playing No, they weren’t. c Was, swimming Yes, she was. d Was, reading No, she wasn’t. e Were, windsurfing Yes, they were. f Was, wearing Yes, he was.

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1 a b c d e f g h

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Answer Key

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Pairwork

Pairwork

Worksheet 1A............................................... 1 Worksheet 1B............................................... 2 Worksheet 2A............................................... 3 Worksheet 2B............................................... 4 Worksheet 3A............................................... 5 Worksheet 3B............................................... 6 Worksheet 4A............................................... 7 Worksheet 4B............................................... 8 Worksheet 5A............................................... 9 Worksheet 5B............................................. 10 Worksheet 6A............................................. 11 Worksheet 6B............................................. 12 Worksheet 7A............................................. 13 Worksheet 7B............................................. 14 Worksheet 8A............................................. 15 Worksheet 8B............................................. 16 Worksheet 9A............................................. 17 Worksheet 9B............................................. 18 Worksheets 1A & 1B Teacher’s Notes . ... 19 Worksheets 2A & 2B Teacher’s Notes . ... 20 Worksheets 3A & 3B Teacher’s Notes . ... 21 Worksheets 4A & 4B Teacher’s Notes . ... 22 Worksheets 5A & 5B Teacher’s Notes . ... 23 Worksheets 6A & 6B Teacher’s Notes . ... 24 Worksheets 7A & 7B Teacher’s Notes . ... 25 Worksheets 8A & 8B Teacher’s Notes . ... 26 Worksheets 9A & 9B Teacher’s Notes . ... 27

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Pairwork

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Worksheet 5A

Student A

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1 Look at the picture. Imagine that you saw all these events yesterday. Then prepare to describe it to a partner, using past tenses. For example, There was a tornado. There were two cats in a tree.

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

Voices 2 © Macmillan Publishers Limited 2011

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

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4 Compare your picture with your partner’s worksheet.

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Worksheet 5B

Student B

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1 Look at the picture. Imagine that you saw all these events yesterday. Then prepare to describe it to a partner, using past tenses. For example, There were two children. They were telling people about the tsunami.

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

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Voices 2 © Macmillan Publishers Limited 2011

3 Compare your picture with your partner’s worksheet.

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

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Language there was / there were Prepositions of place Past continuous

Student’s Book reference Pages 60–71

Instructions

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Teacher’s Notes

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Pairwork 5A & 5B

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

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2 Ask students to look at their picture carefully, and write notes about what they can see. 3 Put students in pairs so that one student has worksheet 5A and the other has worksheet 5B. Tell students they are going to describe their picture so that their partner can draw it. Ask Student A to begin describing and Student B to draw. Tell them to imagine they saw the scene and ask them to use the past continuous and there was / there were appropriately. 4 When Student A finishes describing, encourage Student B to ask questions for more information e.g. Were there any animals? Where was the old man; on the left or on the right? 5 Students reverse roles so that Student B describes and Student A draws. 6 Ask students to compare their drawings with the original.

Answers

Optional activities

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1 Use the pictures as a memory game. Ask students to look at and memorize their partner’s picture for one minute. Then one student looks at the picture and asks questions, e.g. How many trees were there? and their partner answers from memory. Then students change roles and use the other picture.

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Voices 2 © Macmillan Publishers Limited 2011

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

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Translation

Worksheet 1................................. 1 Worksheet 2............................2 Worksheet 3............................3 Worksheet 4............................4 Worksheet 5............................5 Worksheet 6............................6 Worksheet 7............................7 Worksheet 8............................8 Worksheet 9............................9

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Translation & Dictation

Translation Dictation

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Worksheet 1..........................10 Worksheet 2..........................11 Worksheet 3..........................12 Worksheet 4..........................13 Worksheet 5..........................14 Worksheet 6..........................15 Worksheet 7..........................16 Worksheet 8.............................. 17 Worksheet 9.............................. 18

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Dictation

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Translation 1 Past continuous: affirmative and negative a It was raining hard, but the wind wasn’t blowing. b I was waiting for a train at midnight yesterday. c We weren’t laughing at you, I promise! d He wasn’t expecting their visit. e The people were running away from the flood. f

The helicopter was searching for the swimmers.

2 Past continuous: questions and short answers

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Worksheet 5

b Who was eating noisily?

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a Was your sister working last night? Yes, she was. c Why were you taking a photo of the tornado?

d Were they having lunch at that time? No, they weren’t. e What was he thinking about? f

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

3 Past simple and past continuous

a What were you listening to when I arrived? b I was skiing when the avalanche started. c They weren’t feeling very well when I saw them.

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d They were shouting angrily when he walked in. e She fell asleep while she was driving.

The storm started while they were fishing at the lake.

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f

Voices 2 © Macmillan Publishers Limited 2011

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

4 Revision

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When I was little I hated thunder and lightning. One day I was at home with my mother and my sister, and a storm started. My mother decided to make a cake and we forgot about the weather. While we were helping my mother in the kitchen, lightning struck the house and the lights went off. We sat on the kitchen floor and my mother sang to us. When my father came home, we were sitting on the floor, singing Beatles’ songs and eating cake. Now, I love storms and I often go for walks in the rain.

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Dictation 21

Past continuous: affirmative

a I was running in the park yesterday morning. b Our team was playing a match at ten o’clock. c They were talking noisily! d They were studying the tsunami in geography last week. e It was snowing here last week!

2

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Past continuous: negative

b They weren’t playing football. c They weren’t waiting for you. d You weren’t looking! e He wasn’t helping us.

3

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a I wasn’t carrying an umbrella.

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1

Worksheet 5

Past continuous: questions and short answers

a ‘Were you listening?’ ‘No, I wasn’t. Sorry.’ b What was he writing about?

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

d ‘Were you driving fast?’ ‘No, we weren’t. We were driving carefully.’ e What were you doing before the earthquake? 24

Past simple and past continuous

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a We were walking near the river when lightning struck.

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b While they were performing the guitarist fell over. c I was eating my breakfast when I saw the news. Voices 2 © Macmillan Publishers Limited 2011

d The volcano erupted while he was visiting the island. e While I was watching a horror film on TV, I heard a noise upstairs.

5

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Revision

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We were sleeping when the earthquake happened. It was a small earthquake and my parents and I didn’t wake up, but my brother was awake. He was going to the bathroom for some water when he fell. He hit his head on the door. He thought he was dreaming and he went back to bed. The next morning, we didn’t believe his story, but then we saw the news on the television while we were having breakfast.

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Worksheet 1.................................... 1 Teacher’s Notes 1............................ 2 Worksheet 2.................................... 3 Teacher’s Notes 2............................ 4 Worksheet 3.................................... 5 Teacher’s Notes 3............................ 6 Worksheet 4.................................... 7 Teacher’s Notes 4............................ 8 Worksheet 5.................................... 9 Teacher’s Notes 5.......................... 10 Worksheet 6.................................. 11 Teacher’s Notes 6.......................... 12 Worksheet 7.................................. 13 Teacher’s Notes 7.......................... 14 Worksheet 8.................................. 15 Teacher’s Notes 8.......................... 16 Worksheet 9.................................. 17 Teacher’s Notes 9.......................... 18

Across the curriculum Music, Worksheet 1........................ Music, Teacher’s Notes 1................ History, Worksheet 2..................... History, Teacher’s Notes 2.............. History, Worksheet 3..................... History, Teacher’s Notes 3.............. Literature, Worksheet 4................. Literature, Teacher’s Notes 4.......... Geography, Worksheet 5................. Geography, Teacher’s Notes 5.......... ICT, Worksheet 6........................... ICT, Teacher’s Notes 6.................... Science, Worksheet 7..................... Science, Teacher’s Notes 7.............. Science, Worksheet 8..................... Science, Teacher’s Notes 8.............. Literature, Worksheet 9................. Literature, Teacher’s Notes 9..........

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Culture & Across the curriculum

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Culture & Across the curriculum worksheets

Culture

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Culture The USA 1 Find these things on the USA culture page. a five types of building b five cities c five fruits or vegetables d four verbs related to cooking 2 Find these events and put them in the correct chronological order. a The first subway system started.

c The first students went to Harvard. d The first bank in the USA opened. e Chicago’s first skyscraper was built. f

Americans could buy their first stamps.

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b Coca-Cola® first appeared in shops.

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Worksheet 5

3 Match the words to make phrases and then find them on the USA culture page. 1 pizza

b bread

2 cheese

c deep-dish

3 toppings

d pizza

4 rolls

e cream

5 ribs

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a pork

4 Read the text about Food in the USA. Are the sentences true or false? T/F

b Food in Chicago often has ketchup on it.

T/F

c Bagels are originally from the USA.

T/F

d Bagels are made from flour and sugar.

T/F

e Meat is cooked slowly at a Kansas barbecue.

T/F

f

T/F

Green chiles are often used in New Mexico.

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a Chicago is famous for a type of hot dog.

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d bread before you cook it

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e a large variety

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c very important

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b ingredients you put on a pizza

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a the opposite of thin

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

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Teacher’s Notes 5

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Culture The USA

Aim To learn about aspects of American culture, focusing on the food. Students use Workbook page 129 followed by worksheet 5.

Warm up •

In pairs, give students two minutes to write down as many types of food and drink associated with the USA as they can think of.

•

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

Workbook

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1 Ask students to read the Check it out! box and the Facts & Figures. Ask what information about the USA is new for them. 2 Ask students to read all the texts on the page and answer the Test your memory! questions. Test your memory! answers: 1782; Europe; very slowly, partly smoking it

3 Hand out copies of worksheet 5. Ask students to complete exercises 1 to 3 from memory, without looking at the page. 4 In pairs, ask students to compare their answers then allow them to read the page again to check answers. 5 Exercises 4 and 5 could be done in class if there is time or set for homework. Fast finishers can be asked to add two to four definitions to exercise 5 for a partner to solve.

Web quest

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6 Check the answers with the class.

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Ask students if they know the answer to the question in the Web quest box. If the students have computer access to the internet, ask them to follow the web link and find out about the languages given. Web quest answer: English 210 million, Spanish 22.4 million, French 1 million, Russian 334,615, German 90,000

2 c–d–f–e–b–a

1 a bank, college, skyscraper, shops, restaurants b Chicago, Boston, New York City, Kansas City, Albuquerque c onions, tomatoes, lettuce, peppers, green chiles d boil, bake, cook, smoke

3 a5 b4 c1 d3 e2 4 a True b False (Chicago food never has ketchup) c False (bagels are from Europe) d False (bagels are made from flour, water and salt) e True f True 5 a thick b toppings c essential d dough e a wide range

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Worksheet Answer Key

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PROJECT

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Worksheet 5

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Across the curriculum Geography

1 Which words describe earthquakes and which words describe tsunamis? Write the words in the box in the correct column. crust coastline epicentre faultline ocean inner core sea floor mantle outer core harbour tidal wave tectonic plate seismic wave the sea and tsunamis

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the Earth and earthquakes

2 Can you find all the words from exercise 1 on Workbook pages 142 and 143? Which word isn’t there? 3 Complete the sentences with words from the texts on Workbook pages 142 and 143.

boundaries move they start an earthquake.

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c In Japanese, tsunami means

d Tsunamis usually happen on the

wave. coastline. Voices 2 © Macmillan Publishers Limited 2011

b When

Scale measures the size of an earthquake.

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a The

4 Find out about the Earth and complete the table. Use this information to write your text. What makes the tectonic plates of the Earth’s crust move? Is the Earth solid or liquid?

How hot is the centre of the Earth?

Have you experienced an earthquake?

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What earthquakes do you know about?

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Teacher’s Notes 5

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Across the curriculum Geography

Aim To learn about aspects of geography, focusing on earthquakes and tsunamis. Students use Workbook pages 142–143 followed by worksheet 5.

Warm up

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

Workbook 1 Ask students to do exercises 1 and 2.

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Answers: tsunami and tidal wave

2 In pairs, ask students to compare their answers. Check answers with the class. 3 Ask students if there are ever earthquakes in their country, and if so, if they have felt one. Exercise 1 answers: a faultline b epicentre c focus d crust e outer core f mantle g inner core h tectonic plates i plate boundaries Exercise 2 answers: 1 focus 2 crust 3 edges 4 seismometer 5 energy is released 4 Ask students to do exercise 3.

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

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Exercise 3 answers: 1 False (a tsunami is a series of waves) 2 True 3 True 4 True 5 False (they can travel up rivers) 6 True

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

PROJECT

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Hand out copies of worksheet 5 and ask students to complete exercises 1–4. Ask them to prepare their texts and poster using the information and notes on their worksheet. Tell them they may choose which aspects to include by either using their answers to the first three questions in the table or the last two. Encourage students to find or draw illustrations and design a poster to display the information. Use the posters as a wall display and ask the class to vote for the most informative and the most attractive.

Worksheet Answer Key 1 earth and earthquakes: crust, epicentre, faultline, inner core, mantle, outer core, tectonic plate, seismic wave; sea and tsunamis: coastline, ocean, sea floor, harbour, tidal wave 2 ocean isn’t there 3 a Richter b plate c harbour d Pacific

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English sketches

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English sketches

Character profiles.............................1 Sketch Units 1-3 Script.....................2 Sketch Units 4-6 Script.....................3 Sketch Units 7-9 Script.....................4 Sketch Units 1-3 Teacher’s Notes.......5 Sketch Units 4-6 Teacher’s Notes.......6 Sketch Units 7-9 Teacher’s Notes.......7

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Character profiles 1 Think about your main character and complete the profile with your ideas. 2 Find out about the different characters in your group.

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Units 1–9

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English sketches

Character 1 Age: ______ Name: _______________________ __________ Brothers and sisters: ____________ ___________ Favourite sport: _______________ __________ Favourite music: _______________ ____________ Favourite clothes: ____________ __________ Favourite colour: _______________ ____________ Hobbies: _____________________ ____________ Personality: __________________

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Character 2 Name: _______________________ Age: ______ Brothers and sisters: ______________________ Favourite sport: __________________________ Favourite music: _________________________ Favourite clothes: ________________________ Favourite colour: _________________________ Hobbies: ________________________________ Personality: _____________________________

!!Voices 2 - Section F R.indd 1

Voices 2 © Macmillan Publishers Limited 2011

Character 4 Name: _______________________ Age: ______ Brothers and sisters: ______________________ Favourite sport: __________________________ Favourite music: _________________________ Favourite clothes: ________________________ Favourite colour: _________________________ Hobbies: ________________________________ Personality: ______________________________

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Character 5 Name: _______________________ Age: ______ Brothers and sisters: ______________________ Favourite sport: __________________________ Favourite music: _________________________ Favourite clothes: ________________________ Favourite colour: _________________________ Hobbies: _________________________________ Personality: _____________________________

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Character 3 Name: _______________________ Age: ______ Brothers and sisters: ______________________ Favourite sport: __________________________ Favourite music: _________________________ Favourite clothes: ________________________ Favourite colour: _________________________ Hobbies: ________________________________ Personality: _____________________________

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English sketches Script Boys

Pete, Joe

Man

In the mountains

Meg

Annie

Annie

At the house

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Joe Pete

Joe Pete Annie Meg

Back at the house (two minutes later) Meg

Annie Joe Meg Joe Pete

!!Voices 2 - Section F R.indd 3

Meg Neil Annie

Neil

Meg

Neil Joe

Quick! Close the door! There was a strange animal out there. A strange animal? Yes. We saw it for a moment. It had four legs and four arms! Was it a monster? Or a dream? Monsters don’t exist. It had strange hair and it was walking slowly towards the house. It was probably … Listen! I heard a noise. Something was banging on the door a moment ago!

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Annie Pete

Annie Neil

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Annie Meg

Joe Pete

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Pete

Pete

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Meg Pete Joe

We’re here. That was hard work! Hello! Hello-o! A light’s on in the window, but the house is empty. What should we do? It’s dark now. I know. We can’t ski down. Look! The door’s open. We should go in – the storm is getting stronger! It’s strange. The door’s open but there aren’t any people inside. There’s food on the table. Yes. And the television is on. They were watching a music programme. They left quickly … why? I don’t like it. There should be somebody here. There’s some bread and milk. We shouldn’t touch it. This isn’t our house! But I’m hungry … and cold! There was some wood outside. We should make a fire. Come on, Pete.

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Pete Annie Joe

I’m scared. Turn the lights off. And the television. Quickly! Oh no! I saw it! It was at the window! There was a face there at the window. And it had four arms, like Pete said. It was waving two of its arms! I saw it too. It was shouting. I couldn’t hear it because of the storm, but it was moving its mouth angrily. What should we do? I’m really scared now. Are all the doors and windows closed? Call the police! Where’s my mobile? I don’t know! Oh no! I left it at the hotel. What can the police do in this storm? Listen! The thing is here in the house! It broke a window! It’s in the kitchen! We should do something! We need … the milk! The milk? Yes. Open the door and throw the milk at the monster! It’s cold. Ready? One, two, three, ... NOW! YEUCH! Couldn’t you hear me? I was trying to get you to open the door! Who are you? Who am I? This is my house! Who are you? Oh. Oh no. Oh dear. Sorry. Do you need a towel? We were in the storm and we saw the house and … oh dear. I only went outside for a minute! I left my keys and skis in the car and I went to get them! Why did you close the doors? [laughing] You were carrying skis? Ah, four arms. It wasn’t a monster or a ghost. It was you! And why did you throw the milk at me? I’m freezing! We’re so sorry. What’s your name? We can make a fire, and I can explain.

FR EE

Meg

I love skiing, but this is crazy. It was sunny an hour ago, but now ...! This storm is getting worse and the sky’s getting darker. It’s getting colder too. Yes. It’s more difficult to ski now. I don’t like this. It’s very snowy and windy. There could be an avalanche soon. Let’s find somewhere to rest. We should wait for the storm to pass. I saw a small house down to the left a few minutes ago. We should try and find that. There was a light at the window. OK. Come on then. Let’s go.

Neil

Voices 2 © Macmillan Publishers Limited 2011

Characters Girls Annie, Meg

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Units 4–6

3

10-09-13 3:51 PM

Units 4-6 1 Put students in groups of four or five. Note: Neil should be played by the student who plays Pete.

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Teacher’s Notes

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English sketches

2 Give each group a copy of the character profiles on page 1. Then give each student a copy of the script on page 3. Ask students to listen to the sketch and read the script and then, as a group, decide which pictures illustrate the characters. On the board, write: Where are the friends at the beginning? Where do they go? What happens at the end? Elicit answers. Play the audio clip again, if necessary.

4

Ask students to decide which character they want to be. They listen to the sketch and read the script again. They should then complete their character profile with their own ideas, bearing in mind their character’s personality. Once they have done this, they complete profiles for other characters.

FR EE

3

5 Students discuss and justify their ideas within their groups, referring to the completed profiles. 6

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

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

Optional activities

E

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

SA M PL

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.

Voices 2 © Macmillan Publishers Limited 2011

Stronger groups can write a continuation to the sketch, when the friends are explaining what happened to Neil, and making plans for how to spend the night. Ask students to discuss what they are going to talk about, and brainstorm ideas onto the board. Groups then write their ending, practise it and perform the scene for their classmates. Weaker groups can re-write the final section of the sketch, substituting Neil’s reaction when he sees the people in his house. Remind them that the alternative reaction must be convincing! The weaker groups then practise and perform the final section of the sketch to their classmates.

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

!!Voices 2 - Section F R.indd 6

10-09-13 3:51 PM

E Grammar bank

Zadanieegzaminacyjne

Present perfect: affirmative Present perfect: zdania twierdzące

1 Przeczytaj

w parach odpowiedzi z treścią zawierające

affirmative I/You’ve (have) He/She/It’s (has) We/You/They’ve (have)

Czasu present perfect używamy do mówienia o przeszłych doświadczeniach, gdy nie wspominamy kiedy dokładnie miały miejsce.

9

spelling rules for past participles

Znajomość funkcji językowych / Znajomość środków językowych 1

w parach. Przeczytajcie tekst i zastanówcie się, jakie słowa każdej z luk 1–3.

Finland but only 5 million people live there. The first impression you get looking out of an airplane window is that there are a lot of trees and lakes with a few small towns. However, Helsinki, Tampere and Turku are modern high-tech cities. In Lapland, in the north, you can visit Santa Claus and meet thousands of reindeer. Here you can also experience white nights in summer, when days are 24 hours long. There are plenty of things you can do in Finland, eg you can go cycling, 2 sailing, horse riding or fishing. You can do winter sports from November till May because there is a lot of snow and when you get cold, you can relax in a sauna.

1 A will know 2 109 A played 3 A ‘re flying

Zaimki osobowe Singular

W rozmowie używamy często skróconych form. Inna jest kolejność wyrazów w zdaniach twierdzących i pytających.

plural

2

W języku angielskim podmiot lub zaimek osobowy w funkcji podmiotu są w zdaniu niezbędne.

4

Zadanieegzaminacyjne

Zaimki pytające

6

You odnosi się zarówno do liczby pojedynczej, jak i mnogiej. He odnosi się do mężczyzny/chłopca, she − do kobiety/dziewczyny, a it − do przedmiotu lub zwierzęcia.

Vocabulary bank

Rozumienie ze słuchu 3

1

2

Zaimki

dzierżawcze Singular

negative

Zadanieegzaminacyjne2

plural

Culture: Ireland

1.54

Your odnosi się zarówno do liczby pojedynczej, jak i mnogiej. His odnosi się do mężczyzny/chłopca, her − do kobiety/dziewczyny.

queStionS

Capital

Dopełniacz saksoński

pojedynczej 1

s’ używamy po rzeczowniku/imieniu w liczbie mnogiej.

Currency Internet domain

Techniques 1

tIp

Family portraits

Workbook

57

Exam Builder pages

2

121

Test your memory!

Web quest

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Voices 1

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Worksheet 3

a 1974

e second 3 Read the Check it out!

1 there is / are with a /an, some and any a There’s a very old cooker in this house. b There’s an office on the second floor.

Pairwork

c There a telephone here, but there’s one on the corner. a The longest national highway in the world isn’t is the d Is there a free chair? Yes, there is. This one is free. b The largest city in Canada has over 5 million people. It is called e There’s some chocolate here if you’d like some. c The Great Slave Lake is the f There isn’t any hot water, but there are four bedrooms! d 5.5 million people in Canada are 1 Read the information six teenage boys. g Are there any good songs on your computer? Yes, thereabout are. Listen to this one. e The sport Carl h There are some strange! 4 Read the text about The traditional lifestyle of the Inuitpolice officers near the hospital. How I’m friendly and cheerful, but sometimes stubborn. I a The Inuit people always lived in Canada. love travelling and extreme i Are there any supermarkets in your village? No, there aren’t, but there’s a small shop. b The Inuit people have never been farmers. sports. I’ve been to 25 different countries! I’m c The Inuit people are traditionally hunters, but they don’t fish. going to pool. study geography at j There isn’t a den in my garden, but there’s an old swimming d The Inuit people traditionally ate caribou and foxes. university.

Worksheet 9A

Student A

Revision

Unit 8

Extra

Vocabulary Types of transport

e They used animal skins to make tools. 5 Read the texts about correct city after each fact.

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

2 much, many and

tram the underground a There isn’t much food in the fridge. Kyle b How much snow is there here in winter? I’m funny and friendly, a a French is the only official language. but sometimes jealous and c There’s a lot of water on the bathroom floor. b It is in the east of the country. moody. I like music, football d How many friends of yours are there at the party? and going out with my c You can go skiing and sailing on the same day. e There aren’t many comfortable chairs here. friends. I’ve been to a lot of d It is more than four hundred years old. football matches. I want to f There aren’t many good films on at the cinema. study engineering. e The quality of life is good. g There’s a lot of traffic in this town.

Interactive Classroom

motorbike

h There isn’t much noise here. It’s nice. 6 Find words on the page for each of these definitions. motorbike i Is there much pollution where you live? No, there isn’t. a go around Josh j There are a lot of people at the leisure centre. b important road I’m stubborn, loyal d and sometimes selfish. I don’t c principal 3 Revision or the I love Paris. There’s a lot of traffic and there are often alike lot parties of tourists, butbeach, there are also a lot of d where ships come in to land but like andparks, and I love beautiful places. It’s fantastic in spring because there are a Ilot ofshopping gardens and games.Near I’ve the never e the opposite of shallow walking there. There are lots and lots of flowers and it’scomputer very romantic. river, there are been to another country some cafés with tables and chairs on the street. There aren’t many cars in that area, so I love having f parts of a skeleton and I don’t croissants for breakfast there. I’m going with my parents this April.want Luckyto! me.

ferry

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2 You are going to ask your partner about six teenage girls called Julie, Shelley, Imogen, Molly, Rachel and Nicole. Prepare questions to ask, using these prompts. Health problems and first aid a What / like?

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

b What / enjoy doing? c What / hate doing? d What / done? e Where / been? f

What / going to study?

headache sore throat

sunburn insect bite stomach ache cut antiseptic cream medicine

a She’s got a blocked nose and a

sore throat

temperature broken leg . She’s got a cold.

b Peter’s got a fever. He has a high

of forty degrees.

. It feels like my head is going to explode! c I’ve got a terrible 3 Work in pairs. Answer questions about your people. Then match the boys and girls to make six . d A mosquito bit me and now I’ve got an couples. e He spent too long in the sun yesterday and now he’s got 4 Change partners and tell your new partner which people you think make good couples and why. for this terrible cough I’ve got. f I’m taking cough g My dad won’t walk properly for a few weeks because of his

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h My mum injured her hand with a knife when she was chopping vegetables for dinner. Now she has to wear a bandage because she’s got a very bad .

38

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

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4 Archaeologists found a system of ... in the houses. a) towns b) drains c) roads 5 They made … from mud. a) walls b) wells c) bricks

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Przeczytaj teksty i zaznacz prawidłowe odpowiedzi.

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Houses The houses had rooms with windows and doors and some possibly had rooms for bathing. Most houses had drains to take away the dirty water and some had wells to provide fresh water.

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

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

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Choirs are verycivilization popular in lived there between 2600 and 1900 BC Daro means Mound of the Dead. Nobody lives there today, but Britain. The tradition of choral archaeologists singing began in the 15th and think that more than 35,000 people lived there in the past. the Theficity 16th centuries when rst is about 1.5 square kilometres in size. The ruins of the in Pakistan, are a UNESCO World Heritage Site. 121 choirs started incity, King’s College, Cambridge and Christ Church Cathedral, Oxford. Now choirs are First Street more popular than ever.

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Dictations

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containers, often used for food a piece of jewellery that goes around your wrist a place where people live together a deep hole dug in the ground to provide water the system of passages for water and waste in a town or city a man-made object a mixture of water and earth a block for building houses

a five mammals

d three sports

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a bracelet drains an artefact mud a settlement a well a brick pots

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Lost cities

Workbook Extra contents

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Across the curriculum

The composer Andrew Lloyd Webber was born in London in 1948. He started composing at the age future of six and published his first work when he was 1 Połącz słowa z ich definicjami. only nine years old. Some of Lloyd Webber’s musicals have run for more than ten years in the West End of London or on Broadway in New York. Some of his most famous musicals are The Phantom of the Opera, Cats, Evita and Jesus Christ Superstar.

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Dictations CD

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

Katherine & Steve Bilsborough

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

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past

1 Find these things on the Canada culture page.

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First Polish Edition © Macmillan Polska 2011 snow leopard

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Gustav Theodore Holst, born in 1874, is one of Britain’s most famous composers. He started composing when he was just 12 years old. As a child, he

Test your memory!

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The longest-running It opened in 1985!

Will/won’t używamy do mówienia is Les Misérables. most recorded Computer games The Beatles’ song Yesterday is the o wydarzeniach w przyszłości, co do których nie song in the world. negative jesteśmy pewni, wiec są to tylko przypuszczenia. in Britain 1 Sprawdź znaczenie podanych wyrazów. Jakie lubisz rodzaje gier komputerowych? There are about 67 symphony orchestras Be going to używamy do mówienia o planach 2 in Wales). (60 in England, 5 in Scotland and i zamierzeniach na przyszłośd. adventure strategy action role-play flight simulation Czasu present continuous używamy również racing sports war karaoke life simulation do mówienia o konkretnych, ustalonych I’m not wcześniej planach na przyszłośd. Stosujemy doing the 2 Jakie rodzaje gier komputerowych przedstawiają rysunki? wówczas dodatkowo okoliczniki czasu washing up.

Which is the most recorded song in the world? Can you name one of Andrew Lloyd Webber’s musicals? When did the tradition of choral singing start in Britain?

Voices 2

Worksheet 7

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contains:

two complete exam-like tests (przykładowe zestawy yjne) at the basic level.

Teacher’s Resource File Multi-level worksheets

Culture worksheets

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Across the curriculum worksheets

Translation & Dictation

English sketches

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Worksheet 5

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Currency Internet domain

Across the curriculum

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4

Teacher’s Book

Vocabulary plus ‘s używamy po rzeczowniku/imieniu w liczbie

Czasownika be używamy do mówienia o czyimś wieku, narodowości, itp.

5

69

Ireland

Official languages

Short anSwerS

1.53

udent’s Book

s he

CD

114

121

Tests Multi-ROM

Facts & Figures Population

Its stosujemy w kontekście przedmiotów i zwierząt.

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Zadanieegzaminacyjne1

ook

Student’s

I’m doing my homework.

1

Exam Builder pages

affirmative

B

4

Vocabulary bank

3

A

ill an Pu bl i

They live in Belfast.

Czasu present simple używamy do mówienia o nawykach i zwyczajach. Czasu present continuous używamy do mówienia o czynnościach, które mają miejsce w momencie mówienia o nich.

C knew C have played C flying

E

Grammar bank 1

cm

present simple present continuous

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Zanim przeczytasz możliwe opcje, zastanów się, jak zareagowałbyś/ zareagowałabyś w danej sytuacji.

Voices 2

Voices 1

5 Rozumienie tekstów pisanych

Ma

B have known B playing B fly

Games

Przeczytaj tekst bez patrzenia na odpowiedzi. Spróbuj domyślić się, jakie słowo pasuje do każdej luki, a następnie sprawdź, czy twoje przypuszczenia się potwierdziły.

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present

Lucy has always been my best friend. I (1)_ her for a long time. When we were kids we together all the time. Now we go to the same school and we always meet each other after lessons. Next Saturday, we (3)_ to Portugal together. I hope we’ll like it there. 2 – ___ – Try talking to your parents about it. A What are you going to do? B What are you thinking about? C What’s your advice? 3 – What does your star sign say about you? – ___ A I don’t know. I don’t read horoscopes. B I was born on April 25th so I’m Taurus. C An Aries is stubborn and an Aquarius is sensitive.

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receive

affirmative

C Yes, you helped me a lot.

Student’s Book

play

Regular verbs ending in e: add : add d.

Tense review Powtórka czasów Vocabulary

w tekście wyrazy/zwroty, które zdecydować, jakie słowo będzie do każdej z luk.

tekst. Spośród wyrazów podanych wybierz właściwe, poprawne pod gramatycznym i leksykalnym luk 1–3. Zakreśl literę a, B lub C.

pytanie B lub

I haven’t had an easy time.

Useful expressions

Zadanieegzaminacyjne2

The best title for the text is: A Lapland – the place you must visit B Finland has a lot to offer C Active holidays in Finland

I’ve had a hard time at school.

sama. Czasowniki regularne przyjmują końcówkę Vocabulary bank -ed. Wykaz czasowników nieregularnych

Most regular verbs: add ed..

perfect są takie same jak te używane w czasie past simple.

b) helps / helping c) was / has been

3 Zdecyduj,

He didn’t read the TV guide.

It was getting It wasn’t better. getting worse.

had – had put – put be going to Others are different from the past simple I’m of looking for a … irregular verbs: I’m thinking of buying … saw – seen swam – swum I don’t think you should give him/her … present Wykaz czasowników nieregularnych (irregular continuous verbs) znajduje się na stronie 96. for future

przeczytaj tekst i w każdym podpunkcie a–c zakreśl odpowiednie słowo do danej luki.

Zadanieegzaminacyjne1

negative

He read my horoscope.

present perfect

FR EE

zakryj informacje, Porównaj

affirmative

past simple

past continuous

board games jakiś czas w przeszłości. Często występuje chess on w tym samym zdaniu razem z czasem Regular verbs ending in consonant console past simple i zaimkami + y: change yy to i and add ed. ed controller simple) i while (przed past continuous) i służy Regular verbs ending in consonant dice wówczas do opisu czynności, która była tłem draughts + vowel + consonant: double the dla innych, krótko trwających czynności. memory card final consonant and add ed. future pack of cards software Niektóre formy imiesłowowe czasowników affirmative stylus nieregularnych stosowane w czasie present

It’s hard to believe but Gok Wan, a British fashion stylist and TV presenter, hasn’t always been so slim. In fact, he was an extremely fat teenager. He (1)_ very unhappy because lots of kids at school bullied him. Nowadays Gok people look attractive and accept their bodies. For many years he (3)_ involved in supporting an anti-bullying charity Kidscape.

1 What is Finland like? Finland hasn’t got any cities, only a few small towns and many forests and lakes. 2 Why are summer nights in Lapland unusual? Summer nights are 24 hours long. 3 How long is Finnish winter? Winter in Finland is about 4 months long. 3 2 Przeczytaj

past

run a marathon. won the Championship. climbed the mountain.

Voices 2 © Macmillan Publishers Limited 2011

Rozumienie tekstów pisanych

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