330437507-Steps-Forward-1-Teachers-Book1.pdf

Teacher’s Power Pack

1

Tamzin Thompson © Copyright Oxford University Press

Great Clarendon Street, Oxford, ƭƶɁ ɅƢƮ, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press ɁȿɀɄ

The moral rights of the author have been asserted First published in ɁȿɀɄ ɁȿɀɈ Ɂȿɀɇ ɁȿɀɆ ɁȿɀɅ ɁȿɀɄ 10 9 8 7 6 5 4 3 2 1 No unauthorized photocopying All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work ƧƱƠƬ ƧƱƠƬ ƧƱƠƬ ƧƱƠƬ

ɈɆɇ ȿ ɀɈ ɃɇɃɁɇȿ ɇ ɈɆɇ ȿ ɀɈ ɃɇɃɁɆɆ ɇ ɈɆɇ ȿ ɀɈ ɃɇɃɁɆɈ Ɂ ɈɆɇ ȿ ɀɈ ɃɇɃɁɆɇ Ʉ

Pack Teacher’s Book Class audio CDs Teacher’s Resource DVD-ROM

Printed in China This book is printed on paper from certified and well-managed sources ACKNOWLEDGEMENTS Cover image by Gareth Bowden Photography DVD CLIPS The publisher would like to thank the following for their permission to reproduce photographs and video footage Alamy Images, Corbis, Getty Images, Photolibrary DVD WORKSHEETS Illustrations by Doreen Lang REINFORCEMENT WORKSHEETS Illustrations by Mark Draisey Limited EXTENSION WORKSHEETS Illustrations by Mark Draisey Limited The publisher would like to thank the following for their permission to reproduce photographs Alamy Unit 4 surferStephen Bardens , Unit 8 hockeyRichard Mittleman Corbis UK Ltd. Unit 2 Billy*im Craigmyle Getty Images Unit 6 *ay-:Al Bello PRO*ECT WORKSHEETS Illustrations by Mark Ruffle The publisher would like to thank the following for their permission to reproduce photographs iStockphoto Unit 5 Lion cubChristina Ipsen WRITING WORKSHEETS Illustrations by Paul Daviz Units 5, 7 ex 1 Mark Draisey Unit 3 ex 1 *ames HartSylvie Poggio Unit 7 ex 2 *ohn Haslam Unit 3 ex 9 The publisher would like to thank the following for their permission to reproduce photographs OUP 1 girl listening to musicStockbyte , 2 schoolboy writing Chris King , 3 black and white kittenCreative Element Photos , 4 children outsideRubberBall , 5 white kittenShutterstock , 6 girls sharing secrets Corbis . EXTENSIVE READING WORKSHEETS The magic pen cartoon story by Paul Shipton Illustrations by Pete SmithBeehive Illustration VOCABULARY EXTRA WORKSHEETS Illustrations by Paul Daviz Units 1, 6 Mark Draisey Units 4, 8 *ames HartSylvie Poggio Unit 7 *ohn Haslam Units 3, 5 Mark Ruffle Unit 2 FLASHCARDS Illustrations by Paul Daviz

© Copyright Oxford University Press

Contents Introduction Introducing Steps Forward

4

Course components

4

A tour of Student’s Book 1

7

Unit aims and materials

16

Teaching notes First Steps

25

Unit 1

28

Unit 2

34

Review Units 1–2

40

Unit 3

41

Unit 4

47

Review Units 3–4

53

Unit 5

54

Unit 6

60

Review Units 5–6

66

Unit 7

67

Unit 8

73

Review Units 7–8

79

Festivals

80

Contents © Copyright Oxford University Press

3

Class audio CDs

Introduction

Each set of Class audio CDs contains listening material for the Student’s Book.

Steps Forward Steps Forward is a fun, modern and colourful course designed to lead students in grades 4–6 from their first few words in English to the primary school leaving exam, step by step.

Teacher’s Resource DVD-ROM There is a Teacher’s Resource DVD-ROM for each level of Steps Forward. The Teacher’s Resource DVD-ROM contains:

Overview of components

• short documentary films giving an insight into life in the UK and

Student’s Book

• photocopiable worksheets to go with the documentary films • a wealth of other teacher’s resources including: • photocopiable Reinforcement and Extension worksheets to

other English-speaking countries

The Student’s Book contains:

• eight main units and four review units • a First Steps unit revising basic vocabulary and providing a

reinforce the grammar and vocabulary presented in the Student’s Book, and provide extended practice for stronger students

bridge from lower to upper primary

• a Steps to Success lesson in every unit with realistic practice

• photocopiable Grammar cards designed to make the

material covering all four sections of the upper primary exam

grammar structures presented in Student’s Book 1 and 2 more accessible to visual and kinaesthetic learners

• a Culture lesson in every unit giving an insight into life in the UK through the eyes of a Polish boy

• • • •

• an entertaining cartoon story that consolidates the language presented in each unit

• a song in every unit • two Festival lessons • a Wordlist with Polish translations and a pronunciation guide

photocopiable support worksheets for projects and writing photocopiable extensive reading practice photocopiable extra vocabulary activities to challenge strong students

• photocopiable Flashcards with illustrations of all the key

Student’s audio MP3 disk

vocabulary in the Student’s Book

The Student’s audio MP3 disk contains all listening material for the Student’s Book.

• ideas for supplementary games and activities • suggestions for ways of supporting dyslexic students, and for

MĆ Wersja podstawowa

supporting strong and weak students

• ideas for ways of helping students prepare for the upper

MĆ W. podstawowa contains basic consolidation exercises to practise the main vocabulary set and key grammatical structures of every unit. There is also a reading comprehension exercise for every unit.

primary exam

• background cultural information • classroom management tips • answer key for the MĆ Wersja podstawowa and MĆ Wersja

MĆ Wersja pełna

pełna

MĆ W. pełna contains:

• graded exercises to consolidate and practise the grammar, vocabulary and skills presented in the Student’s Book. Exercises on the Grammar Steps pages are starred to indicate how challenging they are

• two Steps to Success pages in every unit, which build on the tips and learning strategies presented in the Student’s Book

• a Self-evaluation page in every unit to consolidate new language

iTools Oxford iTools is software that allows teachers to present Student’s Book content on screen, and manipulate it in an interactive way. It can be used either on an interactive whiteboard (IWB) or on a data projector with a laptop or PC. Interactive iTools activities include:

Teacher’s Power Pack

• • • • •

The Teacher’s Power Pack contains:

The interactive audio and DVD player also appears on screen.

and develop students’ ability to reflect on their work and revise effectively

• a Grammar summary section at the back of the book • accompanying audio available online

• a tour of a Student’s Book unit • an overview of unit objectives and materials available both in print and online

• teaching tips and answers for all the Student’s Book material • interesting facts teachers can motivate their students with • audio transcripts

4

ideas for ways of using Grammar cards

animated stories drag-and-drop and listen-and-click language practice exercises photocopiable worksheets to go with the documentary films flashcards karaoke songs

Digital practice material on Oxford English Online Practice material for the upper primary English exam is available on OEO. Exam practice questions cover various topic areas and are graded to ensure success for students at all stages in their preparation for the exam.

Introduction © Copyright Oxford University Press

Oxford Teachers’ Club website The photocopiable teaching resources on the Teacher’s Resource DVD-ROM are also available online on the Oxford Teachers’ Club website. The website also includes:

• planning materials • listening material for the MĆ Wersja pełna • answer keys for all MĆ Wersja podstawowa and MĆ Wersja pełna material editable progress tests listening material for the tests

• • • ideas for optional activities

Student’s website • www.oup.com/elt • The Student’s Fun Zone includes language games and exercises providing further practice of the structures and vocabulary presented in each unit of the course.

Oxford Parents is a new website where your students’ parents can find out how they can help their child with English. They can find lots of activities to do in the home or in everyday life. Even if the parent has little or no English, they can still find ways to help. We have lots of activities and videos to show parents how to do this. Studies have shown that practising English outside the classroom can really help children become more confident using the language. If they speak English with their parents, they will see how English can be used in real-life situations and this can increase the students’ motivation. Parents can help by practising stories, songs, and vocabulary that the students have already learned in the classroom. Tell your students’ parents to visit www.oup.com/elt/oxfordparents and have fun helping their children with English!

Steps Forward Student’s Book 1 The Student’s Book presents all the language covered by the course. It is based on a solid grammatical syllabus, and provides thorough practice of vocabulary, structures, functions and exam skills.

Step by step vocabulary Each unit opens with a vocabulary lesson, Word, words, words, in which 10–12 topic-related words are presented. The vocabulary presentation in the Student’s Book can be supported with the Flashcards, available to print from the Teacher’s Resource DVDROM and the Oxford Teachers’ Club website. Vocabulary has been chosen to correspond with the students’ own lives and interests and to cover the requirements of the Polish ministry syllabus (podstawa programowa). The topics include home, school, friends, family, travel, sports, music, health and nature. The students have a guide for these pages: a cartoon character who addresses them directly and introduces them to her world. Her presence in the artwork, and also in the audio, helps the students to connect with the new vocabulary and appreciate how it relates to their own life. Wherever possible, students are asked to personalize new vocabulary. Acquiring a broad and useful vocabulary in English means learning more than just individual words. Steps Forward also teaches frequent collocations (have breakfast, do your homework) and fixed expressions (It’s your turn. No way!). Furthermore, it enables students to develop vocabulary-learning skills, which they can use autonomously to expand their own vocabulary. Glossaries help students to understand occasional difficult words in reading texts, and a comprehensive wordlist at the back of the Student’s Book, arranged unit by unit, is an essential reference.

Step by step grammar Bringing new structures to life is an important step in language learning, especially with younger students. That’s why the initial language presentation in every unit takes the form of a humorous and engaging photostory. The story revolves around a Polish character who has recently moved to England. Each episode is selfcontained and connected with the unit topic, but at the same time forms part of an overall plot which will maintain students’ interest right through the book. Encountering new language in this format has several benefits. Firstly, it emphasizes the communicative value of the language and gives clear examples of the contexts in which the language can be used. Secondly, it allows students to hear and make sense of the language before they are asked to analyse or produce it. Thirdly, acting out the story gives the students controlled practice of the new language. Each new grammar point is then consolidated with clear grammar tables and graded practice, which begins with controlled exercises and gradually moves towards freer activities. This sequence of short, fun activities is motivating and rewarding for students and ensures that even grammar lessons are lively and engaging! Different students have different learning styles, which is why Steps Forward includes a variety of vehicles for new language. In every unit, a cartoon story with fun characters is used to consolidate the new structures that have been learnt. There are catchy, upbeat songs which serve the same purpose. The grammar tables have an engaging and original audio accompaniment to make them more appealing to auditory learners. They are supported by a set of Grammar cards, available to print from the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website, which makes grammar more accessible to visual and kinaesthetic learners, too. Learning grammar with Steps Forward is a multisensory experience! The approach to grammar in Steps Forward will cater for every student in your class whatever their learning style. There are even extra activities for students who finish early. And teachers and students who enjoy using technology in the classroom can opt to use the same rich variety of material on the interactive iTools as well!


5

Step by step skills

Step by step progress

There are many different kinds of Speaking activities throughout the book, with frequent opportunities for students to voice opinions, exchange information and describe the people and places they are familiar with. Specific training is given in important Functional language areas like making suggestions, giving directions and talking on the phone. Students are given simple model dialogues which they practise in pairs; they then prepare and perform their own dialogues. There is also a regular focus on Pronunciation, which prioritizes the sounds which Polish students have particular difficulty with.

Steps Forward is designed to produce real results in your English classroom. Each unit is carefully controlled in terms of language input and structured outcomes. New vocabulary and grammar are practised in a variety of contexts and formats so that students genuinely have time to absorb them.

Reading texts are factual and engaging, but also carefully graded and accessible. They cover a range of text types and present information about a wide variety of topics, all chosen to accord with young learners’ interests. Students interpret and react to the overall meaning of a text before being asked to find specific information. Task types for checking reading comprehension include multiple choice and true/false questions.

All teachers know that motivation is a key factor for successful language learning. Nothing is more motivating for students than to see that they are making measurable and steady progress, and Steps Forward allows them to do this in a lively and enjoyable manner.

Recycling is crucial when it comes to making progress. Each unit ends with a Revision page which consolidates the new language and skills, and each level of Steps Forward begins with a Welcome unit to revise and consolidate what the students have already learnt.

Short Listening activities occur whenever new vocabulary and grammar are presented, but there is also a dedicated Listening section which focuses exclusively on developing the Listening skill. The audio in these sections always features the characters from the photostory and usually continues and develops the photostory episode earlier in the unit. Students are tested on their understanding of the general meaning, and then asked to search for more detailed information. Each Writing section includes information about a specific subskill (punctuation, pronouns, sequencing words, etc.), which is practised in isolation before being incorporated into the final writing task. A model text makes clear what is required of the students and the outcome is always achievable and well-supported. Adequate preparation is the key to successful writing tasks.

Step by step culture Students learning English want to know about the country and culture, not just the vocabulary and grammar. Each unit includes a blog entry in which a particular aspect of British culture is seen through the eyes of the Polish character from the photostory. This gives students a clear insight into the British way of life and allows them to make comparisons with their own culture. These comparisons can be explored further by watching the documentary films on the Teacher’s Resource DVD-ROM or iTools and also by doing the projects that are included in every unit. Of course the culture sections are not the only parts of the book which broaden the students’ knowledge of life in English-speaking countries. Many of the reading texts also serve this function. More importantly, the photostory gives the students direct access to everyday life in Britain and even the incidental details in the photos can be illuminating. The inclusion of authentic songs in Steps Forward 3 exposes students to another important aspect of British culture.

Step by step to exam success Steps to Success pages conclude every unit, and provide realistic practice questions covering all four sections of the upper primary exam. In Steps Forward 1, vocabulary and grammar are carefully graded, so that the questions are at an appropriate level and students gain confidence whilst familiarizing themselves with the types of questions they will need to answer in the upper primary exam. Tips are provided to encourage students to develop good strategies and the skills they need to succeed.

6


A tour of Student’s Book 1 The Words, words, words section presents the main vocabulary set of the unit through an amusing picture and a listening activity. It also encourages students to remember other related vocabulary items previously taught, and enables students to use the new vocabulary in a personalized context.

New words are illustrated in an amusing picture.

Students use the picture to revise known words.

Students listen and repeat the new words.

Fast finishers can do the Extra Steps activity while the teacher works with weaker students.

Students produce the new words in a meaningful context.

Presenting the new words

Vocabulary revision

• You can present the new words using the Flashcards, available

• Use the picture in the Student’s Book to revise known

• •

to print from the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. Hold up each flashcard in turn, say the word, or play the Class audio CD and ask the class to repeat chorally, then individually. Repeat several times. Hold up each flashcard and invite the class to say the word without your help. Correct pronunciation as necessary. The main units in the Teacher’s Power Pack contain a variety of ideas and activities for presenting and practising the new words using the Flashcards, the picture in the Student’s Book, mime and other classroom games.

vocabulary. Point to known items in the picture and ask students What’s this? Ask students to find more known words in the picture.

Keeping a vocabulary record • Students can record all new vocabulary in topic sets at the back of their notebooks. Use unit headings as the label for each vocabulary set.

A tour of Student’s Book 1 © Copyright Oxford University Press

7

The Language Steps section presents the target grammar structures and the everyday English phrases of the unit in context, through a story featuring the main course characters. Students also practise the language by acting out the story. The Learning Steps section helps students to build important learning and study strategies, which they will need to succeed in the upper primary exam.

Students see new grammar and everyday English in context.

Students act out the story.

Students check their comprehension of the story.

Students practise the everyday English phrases from the story.

• Prepare students to read the story by using the Before Reading

• • • •

8

Students try a tonguetwister to practise the pronunciation of a sound.

• Ask students to read out their lines without the recording, then

Story

•

Students develop strategies for exam success.

questions available on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website (Tips for teaching stronger and weaker students). Point to the photos and discuss what is happening. Ask students to tell you, in Polish, where the children are and what they are doing in each picture. Play the recording. Point to the speech bubbles in the story as students listen. Play the recording again. Ask students to point to the correct pictures as they listen. Ask some simple comprehension questions about the events in the story. Ask students to read the story again and find any of the words from the Words, words, words section that appear in the story. Divide the class into groups, assigning each student a role in the story. Play the recording again. Each student says the lines of their assigned character.

allow students time to practise reading out the story in their groups. You can invite confident groups to the front of the class to act out the story.

Pronunciation • Model the new sound for students to repeat. • Encourage students to think of words they know with the new sound in them.

• Play the recording and encourage students to repeat the tongue-twister at normal speed.

• Have fun with the tongue-twister! How fast can students say it?

Learning Steps • Complete the activities with the class. The main units of the Teacher’s Power Pack contain a variety of tips to help you prepare your students for the exam tasks.


The Grammar Steps 1 section presents the target grammar structures in clear, concise tables and provides a variety of activities through which students can practise the new structures. Most Grammar Steps 1 sections also provide exam practice activities, under the heading Steps to Success.

Students listen to and repeat the grammar drill and study the grammar structure presented in the table.

Students complete carefully graded examstyle questions to train them for success.

Students learn a second set of vocabulary.

Students recognize the target grammar in a listening exercise.

Fast finishers can do the Extra Steps activity while the teacher works with weaker students.

Students recognize and use the target grammar in practice exercises.

• If your students need extra practice of the target grammar

Grammar • Use the Class audio CD to present the grammar examples. •

•

Students listen to the grammar drill and repeat in time with the rhythm. Use the Grammar cards, available to print from the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website, to practise the new structures. The downloadable material contains a variety of ideas for activities and games to be used with the grammar cards. Complete the activities with the class and check answers together. Allow students time to write full answers in their notebooks when it is useful to do so. The main units of the Teacher’s Power Pack contain tips and ideas for keeping fast finishers occupied while the rest of the class complete the grammar activities.

structure, or you have extra time at the end of a lesson, you can find a variety of games on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website (Ideas for optional games and activities), which can be adapted to practise different grammar structures.


9

The Functional Steps section presents a situational dialogue for students to listen to, complete with missing phrases, and repeat. The students then practise the dialogue and act out their own variations of it.

Students listen to the model dialogue.

Students complete the dialogue with missing phrases.

Students act out their own variation of the dialogue.

Students practise the dialogue in pairs.

Students complete a graded exam-style listening activity.

Functional Steps • Read out the reading for gist question, then use the Class audio •

• • •

10

CD to play the model dialogue. Students listen and answer the reading for gist question. Play the dialogue again for students to complete the gapped dialogue in their notebooks with the missing phrases. You could ask students to copy the gapped dialogue into their notebooks before completing the activity, so that they have the entire dialogue to refer to later. Play the dialogue again, one line at a time, for students to listen and repeat. Then divide the class into pairs for further practice. Complete the listening activity to give students extra practice of listening to a dialogue on a similar topic. Divide the class into pairs. Tell students to replace information in the model dialogue with their own ideas in order to create their own similar dialogue. Allow students time to practise their dialogues, then invite them to act out their personalized dialogues for the class.

Preparing students for the upper primary exam • Give students lots of praise if they can identify which cat the dialogue in exercise 4 is about. Then explain that there will probably be questions of this type in the Listening section of the upper primary exam. Reassure students that there will be plenty of opportunities to practise this question type further as they work through the three levels of Steps Forward.


The Grammar Steps 2 section presents new target grammar structures in clear, simple tables and provides a variety of activities through which students can practise the new structures. This section contains a song through which students can practise grammar in context, and a cartoon story revising the grammar structures of the unit. Students can also practise the new language by acting out the story.

Students listen to and repeat the grammar drill and study the grammar structure presented in the table.

Students recognize and use the target grammar in practice exercises.

Students review the grammar of the unit in the context of a story.

Students practise the target grammar in the context of a song.

Students act out the story.

Grammar

Cartoon story

• Use the Class audio CD to present the grammar examples.

• Prepare students to read the story by asking questions about the

•

Students listen to the grammar drill and repeat in time with the rhythm. Use the Grammar cards, available to print from the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website, to practise the new structures. The downloadable material contains a variety of ideas for activities and games to be used with the grammar cards.

pictures and reviewing vocabulary.

• Have fun with the story! You might like to encourage students to act out the story by mimicking the voices of the cartoon characters and using funny sound effects.

Song • Play the recording and ask students to follow the lines in their •

books. Invite students around the class to tell you the missing words. Then allow students time to complete the task. Using Steps Forward iTools, invite pairs of students to the front of the class to sing karaoke. The other students in the class can vote for their favourite performance.


11

The Skills Steps section provides a focused study of skills all related by topic. There are a variety of different Reading text types, which reinforce the language students have learnt throughout the unit. The Listening texts feature the characters from the photostory and develop the skills of listening for gist and for specific information.

Students read and comprehend texts which recycle and expand on the language of the unit.

Students complete an exam-style reading task.

The section contains a suggested activity for fast finishers.

Students practise the language of the unit through a listening task.

Students complete an exam-style reading task.

• Before reading – ask students to look at the pictures and the text

•

styles and guess what kind of text they are about to read and what information they might find. Reading for gist – play the recording and ask students to follow the lines in their books. Ask students some simple comprehension questions to check that they have understood the general meaning of the texts. Reading for detail – allow students time to read the texts again and complete the comprehension task.

Writing • Check that students are confident about carrying out the writing task by asking them questions to help them complete their notes. Invite students to tell you what they are going to write about and what information they are going to include in their composition.

• Help students to understand the context of the listening activity

12

Students complete a writing task.

then listen and write their answers in their notebooks. Check answers with the class.

Listening

•

Students practise the writing skill of the unit.

• Listening for detail – Ask the students to read the questions,

Reading

•

In the Writing section, students read and analyse a model writing text and learn a new writing skill before producing a piece of writing of their own. Further exam practice is also provided on the Skills Steps pages.

by asking them where the speakers are, why they are talking and what they are talking about. Listening for gist – Ask students to read the listening for gist question. Play the recording for students to listen and find the answer.


The Culture Steps section provides extended reading practice and the chance for students to learn about an aspect of British culture thematically linked to the unit. Cultural information is presented through the eyes of a Polish child, in the form of a blog.

This gives students a clear insight into the British way of life and allows them to make comparisons with their own culture. This section also provides an optional project for students to do in class or at home, allowing them to personalize the language of the unit in written form.

Students read and comprehend a text about an aspect of British culture.

The meaning of any difficult vocabulary is given in a glossary box.

Students complete comprehension activities to check their understanding of the text.

Students collaborate on a project.

Culture Steps reading texts

Project

• Before reading – ask students to look at the photos and the title

• Each project is connected to the topic of the lesson, and

•

•

and guess what information they might find in the text. Reading for gist – play the recording and ask students to follow the text in their books. Ask students some simple comprehension questions to check that they have understood the general meaning of the text. Reading for detail – allow students time to read the text again and complete the comprehension tasks which follow.

•

provides a means of comparing British and Polish culture. Prepare students to do the project by asking them questions and finding out what they know about the topic in question. If necessary, help students to use reference books or the Internet to find the information they need. Students can complete their projects in class or as homework. You can ask students to present their completed projects to the class, then display students’ work around the classroom.


13

The Revision section provides students with the chance to review and practise the vocabulary, grammar and functional language presented in the unit.

Vocabulary is revised through a fun activity.

Students revise the grammar of the unit through a variety of tasks.

• Ask individual students what aspects of the unit they found easy

Revision • This section can be carried out in class or set as homework. • If you carry out the revision exercises in class, ask students

•

14

around the class to complete the items in each exercise orally, then allow students time to write the answers in their notebooks. Once students have completed the tasks, invite them to read out their answers. Encourage other students to check the answers and correct politely if necessary. If you set the exercises in this section as homework, check the answers at the beginning of the next lesson. Invite one student to read out his / her answers for the others to check their work against. Students should raise their hand if they think they’ve spotted a mistake. Encourage students to discuss answers respectfully and considerately.

/ difficult and provide extra support where necessary. The MĆ W. podstawowa and pełna, Reinforcement and Extension worksheets and Steps Forward iTools provide extensive additional practice of the vocabulary and grammar for each unit.


The Steps to Success section familiarizes students with the types of questions they will need to answer in the upper primary exam and helps students to gain confidence in exam techniques.

Students read a useful tip.

Students complete exam tasks (Listening, Language Functions in Use, Grammar and Vocabulary in Use or Reading).

Students refer to a wordlist containing useful topic-related items.

• Allow students time to write the answers in their books, then

Steps to Success • Read the tip together and discuss with students how it will help them in the upper primary exam.

check answers as a class. Ask students to tell you what they found easy / difficult and provide extra support where necessary.

• Invite students to read out the words in the wordlist. Check that

•

students are familiar with all the words. Ask them to find pictures of the words in their Student’s Books or in the classroom, to mime the words or make a sentence with each word. Initially, you might prefer to carry out the exam tasks as you would normally work through a listening or reading activity with the class. However, as the students become more confident, you might like to set these tasks under more exam-like conditions to prepare students for the exam. Tell students to read through the instructions and put up their hands if they have any questions. Then tell students to complete the exam task on their own, without talking.


15

First Steps Aims Vocabulary: the alphabet, food, bedroom items, colours, stationery, numbers 1–20, days of the week, months, seasons, Classroom language

Step

Section aims

Materials

Tomek and friends, Spelling SB + iTools pp4–5

• Present course characters, everyday English and useful

Class audio CD 1, tracks 1–4 MĆ W. podstawowa p4 MĆ W. pełna p3

• •

Words, words, words SB + iTools pp6–7

• • •

language (asking for and giving your name, spelling) in context. Practise the alphabet through a chant. Practise and act out a dialogue asking for, giving and spelling your name. Practise spelling foods and other words. Present words for clothes, bedroom items, colours, toys and stationery. Consolidate and practise the new words.

Numbers 1–20 SB + iTools p8

• Present numbers 1–20 and Classroom language. • Consolidate and practise the new language.

Days, months and seasons SB + iTools p9

• Present words for days, months and seasons. • Consolidate and practise the new language.

First Grammar Steps SB + iTools p10

• Read and understand the target grammar structures: a / an

Classroom language SB + iTools p10

16

Grammar: a / an, this / that Speaking: asking for and giving your name, spelling

and this / that. Recognize and use the target grammar in practice exercises.

• • Present some useful Classroom language. • Consolidate and practise the new language.

Unit aims and materials © Copyright Oxford University Press

Class audio CD 1, tracks 5–10 MĆ W. podstawowa p4–5 MĆ W. pełna p4–6 Class audio CD 1, tracks 11–13 MĆ W. podstawowa p6 MĆ W. pełna p7 Class audio CD 1, tracks 14–16 MĆ W. podstawowa p6 –7 MĆ W. pełna p8 Class audio CD 1, track 17 MĆ W. podstawowa p7 MĆ W. pełna p9 Class audio CD 1, track 18 MĆ W. pełna p9

1

Family and friends

Aims Vocabulary: family members Grammar: possessive ’s, be Speaking: introducing yourself

Writing: using capital letters Culture: The British royal family

Step

Section aims

Materials

Words, words, words SB + iTools p11

• Present words for family members. • Present possessive ’s. • Consolidate and practise the new words.

Language Steps SB + iTools pp12–13 Learning Steps SB + iTools p13

• Present new grammar and everyday English in context. • Practise the pronunciation of /s/ and /ʃ/. • Practise listening for key information in preparation for the

Class audio CD 1, tracks 19–20 MĆ W. podstawowa p8 MĆ W. pełna p10 Vocabulary extra worksheet 1 Class audio CD 1, tracks 21–22

Grammar Steps 1 SB + iTools p14

• Repeat and understand the target grammar structure: be

Functional Steps SB + iTools p15

• • • • • •

Grammar Steps 2 SB + iTools pp16–17

• • • • • •

Skills Steps SB + iTools pp18–19

• • •

Culture Steps SB + iTools p20 Revision SB + iTools p21 Steps to Success Repetytorium SB + iTools p22

Class audio CD 1, tracks 23–25

Listening section of the exam.

• • • • • •

affirmative statements . Recognize and use the target grammar in practice exercises. Produce the target grammar (be) in a personalised context. Write sentences using possessive ‘s. Listen to, complete and practise a dialogue Introducing yourself. Practise listening for specific information in preparation for the Listening section of the exam. Practise choosing the correct responses to questions as preparation for the Language Functions in Use section of the exam. Act out similar dialogues. Repeat and understand the target grammar structure: be negative statements. Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar orally. Review the grammar of the unit in the context of a story. Act out the story. Read and understand a text which recycles and expands on the language of the unit. Practise reading for specific information in preparation for the Reading section of the exam. Consolidate and practise words for ages and months through a listening activity. Read and complete a chart with information about someone. Practise using capital letters for names, cities and months. Write a personal profile. Read and understand a text about the British royal family. Do a project. Make a family tree. Review and practise the vocabulary, grammar and functional language presented in the unit.

• Practise the exam technique highlighted in the tip box. • Complete a listening task from the Listening section of

Class audio CD 1, track 26 MĆ W. podstawowa p8 MĆ W. pełna p11

Class audio CD 1, tracks 27–28 MĆ W. pełna p12

Class audio CD 1, tracks 29–32 MĆ W. podstawowa p9 MĆ W. pełna p13 Reinforcement worksheet 1 Extension worksheet 1

Class audio CD 1, tracks 33–34 MĆ W. podstawowa p9 MĆ W. pełna p14–15 Writing worksheet 1 Extensive reading worksheet

Class audio CD 1, track 35 Project worksheet 1 MĆ W. pełna p16 Unit test 1 (A, B and C) Class audio CD 1, track 36 OEO exam practice

the exam.


17

2 School Aims Vocabulary: classroom it ems, school subjects Grammar: be (questions and short answers), question words (what, when, where, who)

Step

Section aims

Materials


• Present words for classroom items. • Consolidate and practise the new words.

Language Steps SB + iTools pp24–25 Learning Steps SB page 25 Grammar Steps 1 SB + iTools p26

• Present new grammar and everyday English in context. • Practise sentence stress in questions and answers. • Practise listening for details in preparation for the Listening

Class audio CD 1, track 37 MĆ W. podstawowa p10 MĆ W. pełna p17 Vocabulary extra worksheet 2 Class audio CD 1, tracks 38–39

• Repeat and understand the target grammar structure: be


• • • •


• • • • • • •


• • •


Class audio CD 1, track 40

section of the exam.

• • •

18

Speaking: telling the time Writing: using commas and and Culture: Primary schools in Britain

questions and short answers Recognize and use the target grammar in practice exercises. Produce the target grammar in a personalized context. Practise choosing the correct responses to questions in preparation for the Language Functions in Use section of the exam. Practise telling the time. Listen to, complete and practise a conversation telling the time. Act out similar conversations. Practise listening for specific information as preparation for the Listening section of the exam. Repeat and understand the target grammar structure: question words (what, when, where, who). Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar orally. Present words for school subjects. Consolidate and practise the new words. Review the grammar of the unit in the context of a story. Act out the story. Read and understand a text, which recycles and expands on the language of the unit. Practise matching topics to paragraphs in preparation for the Reading section of the exam. Consolidate and practise words for school subjects through a listening activity. Practise using commas. Write about your school and the subjects you study. Read and understand a text about primary schools in Britain. Do a project. Make a plan of your classroom.

• • • • • Review and practise the vocabulary, grammar and functional language presented in the unit.

• Practise the exam technique highlighted in the tip box. • Complete exam tasks from the Language Functions in Use section of the exam.


Class audio CD 1, track 41 MĆ W. podstawowa p10–11 MĆ W. pełna p18




Class audio CD 1, track 54 Project worksheet 2 Class audio CD 1, tracks 55–56 MĆ W. pełna p23 Unit test 2 (A, B and C) OEO exam practice

3 My home Aims Vocabulary: rooms in a house Grammar: There’s ... / There are ...(affirmative, negative and questions); prepositions of place

Speaking: giving personal information Writing: adjective order Culture: Warwick Castle

Step

Section aims

Materials


• Present words for rooms in the house. • Consolidate and practise the new words.

Language Steps SB + iTools pp38–39 Learning Steps SB + iTools p39

• Present new grammar and Everyday English in context. • Practise the pronunciation of /u:/. • Practise making predictions about what you are going to hear



• Repeat and understand the target grammar structures:


• • • • • •


• • • • •


• • •


Class audio CD 1, track 62

as preparation for the Listening section of the exam.

• • • •

There’s / There are (affirmative) and prepositions of place. Recognize and use the target grammar in practice exercises. Produce the target grammar in a personalized context. Practise giving personal information. Listen to, complete and practise a dialogue giving personal information. Act out similar dialogues. Practise listening for specific information as preparation for the Listening section of the exam. Repeat and understand the target grammar structures: There’s / There are (negative, questions and short answers). Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar orally. Review the grammar of the unit in the context of a story. Act out the story. Read and understand a text, which recycles and expands on the language of the unit. Consolidate and practise words for rooms in a house through a listening activity. Practise listening for specific information as preparation for the Listening section of the exam. Practise using adjectives in the correct order. Write about your bedroom. Read and understand a text about a famous castle in Britain. Do a project. Make a poster for a castle in your country.

• Review and practise the vocabulary, grammar and functional language presented in the unit.

• Practise the exam technique highlighted in the tip box. • Complete a reading task from the Reading section of the exam.

Class audio CD 1, tracks 63–65 MĆ W. podstawowa p12 MĆ W. pełna p25 Class audio CD 1, tracks 66–68 MĆ W. pełna p26



Class audio CD 1, track 77 Project worksheet 3 DVD + DVD worksheet 1 MĆ W. pełna p30 Unit test 3 (A, B and C) OEO exam practice


19

4 Get moving! Aims Vocabulary: action verbs Grammar: can (affirmative, negative, questions and short answers) for abilities and permission

Step

Section aims


• Present words for action verbs. • Consolidate and practise the new words.

Language Steps SB + iTools p50–51 Learning Steps SB + iTools p51

• Present new grammar and everyday English in context. • Practise the pronunciation of /a:/ and /æ/. • Practise responding in conversations as preparation for the


• Repeat and understand the target grammar structure: can



• • • •

• • • • •


Materials Class audio CD 2, tracks 1–2 MĆ W. podstawowa p14 MĆ W. pełna p31 Vocabulary extra worksheet 4 Class audio CD 2, tracks 3–4

Language Functions in Use section of the exam.

• •

• • • • •

20

Speaking: asking for and giving permission Writing: using notes Culture: school sports

(affirmative and negative). Recognize and use the target grammar in practice exercises. Produce the target grammar in a personalized context. Practise asking for and giving permission. Listen to, complete and practise a dialogue asking for and giving permission. Act out similar dialogues. Practise matching situations to reactions in preparation for the Language Functions in Use section of the exam. Repeat and understand the target grammar structure: can (questions and short answers). Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar orally. Review the grammar of the unit in the context of a story. Act out the story. Read and understand a text, which recycles and expands on the language of the unit. Practise writing notes. Write about your favourite sportsperson. Consolidate and practise words for action verbs through a listening activity. Practise listening for specific information in preparation for the Listening section of exam. Read and understand a text about school sports in Britain. Do a project. Do a class survey about sports.

Culture Steps SB + iTools p58

• •

Revision SB + iTools p59

• Review and practise the vocabulary, grammar and functional

Steps to Success Repetytorium SB + iTools p60

• Practise the exam technique highlighted in the tip box. • Complete two tasks from the Grammar and Vocabulary section

language presented in the unit.

of the exam.


Class audio CD 2, tracks 5–6 MĆ W. podstawowa p14 MĆ W. pełna p32 Class audio CD 2, tracks 7–9 MĆ W. pełna p33

Class audio CD 2, tracks 10–15 MĆ W. podstawowa p15 MĆ W. pełna p34 Reinforcement worksheet 4 Extension worksheet 4 Class audio CD 2, tracks 16–17 MĆ W. podstawowa p15 MĆ W. pełna p35–36 Writing worksheet 4 Extensive reading worksheet

Class audio CD 2, track 18 Project worksheet 4 DVD + DVD worksheet 2 Class audio CD 2, tracks 19–20 MĆ W. pełna p37 Unit test 4 (A, B and C) OEO exam practice

5 Animals Aims Vocabulary: pets, parts of animals Grammar: has/have got (affirmative and negative) Speaking: describing a pet

Writing: using and Culture: pets in Britain

Step

Section aims

Materials


• Present words for pets. • Consolidate and practise the new words.

Language Steps SB + iTools pp64–65 Learning Steps SB + iTools p65 Grammar Steps 1 SB + iTools p66

• Present new grammar and Everyday English in context. • Practise the pronunciation of /ı/ and /i:/. • Practise describing a picture in preparation for the Grammar

Class audio CD 2, track 22 MĆ W. podstawowa p16 MĆ W. pełna p38 Vocabulary extra worksheet 5 Class audio CD 2, tracks 23–24

and Vocabulary in Use section of the exam.

• Repeat and understand the target grammar structure: has got • • • •


• • • • •


• • • • •


• • •


• • • •

(third person singular, affirmative and negative). Present words for parts of animals. Consolidate and practise the new words. Recognize and use the target grammar in practice exercises. Practise identifying items in a picture in preparation for the Grammar and Vocabulary in Use section of the exam. Produce the target grammar in a personalized context. Practise giving a description. Listen to, complete and practise a dialogue giving a description. Act out similar dialogues. Practise listening to identify the correct picture for the Listening section of the exam. Repeat and understand the target grammar structure: has got / have got (all forms, affirmative and negative). Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar orally. Review the grammar of the unit in the context of a story. Act out the story. Read and understand short texts, which recycle and expand on the language of the unit. Practise reading for specific information in preparation for the Reading section of the exam. Consolidate and practise the language of the unit through a listening activity. Practise using and. Write about an imaginary pet. Read and understand a text about pets in Britain. Do a project. Write a profile about a pet.

• Review and practise the vocabulary, grammar and functional language presented in the unit.

• Practise the exam technique highlighted in the tip box. • Complete two listening tasks from the Listening section of





Class audio CD 2, track 36 Project worksheet 5 DVD + DVD worksheet 3 MĆ W. pełna p44 Unit test 5 (A, B and C) Class audio CD 2, tracks 37–38 OEO exam practice

the exam. Unit aims and materials © Copyright Oxford University Press

21

6 People Aims Vocabulary: adjectives (describing people and things), adjectives describing hair Grammar: has / have got (questions and short answers), possessive adjectives, this, that, these those

Step

Section aims

Materials


• Present adjectives for describing people and things. • Consolidate and practise the new words.

Class audio CD 2, track 39 MĆ W. podstawowa p18 MĆ W. pełna p45 Vocabulary extra worksheet 6

Language Steps SB + iTools p76–77 Learning Steps SB + iTools p77 Grammar Steps 1 SB + iTools p78

• Present new grammar and Everyday English in context. Class audio CD 2, tracks 40–41 • Practise the pronunciation of /ð/. • Practise identifying nouns and adjectives in preparation for the Grammar and Vocabulary in Use section of the exam.

• Repeat and understand the target grammar structures: has / • • • •


• • • •


• • • • •


• • •

Culture Steps SB + iTools p84 Revision SB + iTools p85 Steps to Success Repetytorium SB + iTools p86 22

Speaking: talking about your family Writing: using and and but Culture: Multicultural Britain

• • •

have got (questions and short answers). Present adjectives for describing hair. Consolidate and practise the new words. Recognize and use the target grammar in practice exercises. Practise listening for specific information in preparation for the Listening section of the exam. Practise asking about family. Listen to, complete and practise a dialogue asking about family. Act out similar dialogues. Practise choosing the correct reaction to questions in preparation for the Language Functions in Use section of the exam. Repeat and understand the target grammar structures: possessive adjectives and this, that, these, those. Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar orally. Review the grammar of the unit in the context of a story. Act out the story. Read and understand a text, which recycles and expands on the language of the unit. Consolidate and practise the language of the unit through a listening activity. Practise listening for specific information in preparation for the Listening section of the exam. Practise using and and but. Write about someone in your family. Read and understand a text about multicultural celebrations in Britain. Do a project. Write about a Polish celebration.

• • Review and practise the vocabulary, grammar and functional language presented in the unit.

• Practise the exam technique highlighted in the tip box. • Complete two tasks from the Reading section of the exam.




Class audio CD 2, tracks 47–51 MĆ W. podstawowa p18–19 MĆ W. pełna p48 Reinforcement worksheet 6 Extension worksheet 6


Class audio CD 2, track 54 Project worksheet 6 DVD + DVD worksheet 4 MĆ W. pełna p51 Unit test 6 (A, B and C) OEO exam practice

7

My Day

Aims Vocabulary: verbs for daily routines Grammar: present simple (affirmative), adverbs of frequency Speaking: buying a ticket

Writing: using then and after that Culture: Pocket money and jobs

Step

Section aims

Materials


• Present verbs for daily routines. • Consolidate and practise the new words.

Language Steps SB + iTools p90–91 Learning Steps SB + iTools p91 Grammar Steps 1 SB + iTools p92

• Present new grammar and Everyday English in context. • Practise the pronunciation of verb endings with /z/. • Practise identifying topic words in preparation for the Reading


section of the exam.

• Repeat and understand the target grammar structures: present Class audio CD 3, tracks 5–7 • • •


Grammar Steps 2 SB + iTools p94–95

• • • • • • • • • •


• • •


• • •

simple (affirmative–he / she / it). Practise the pronunciation of verb endings with /s/ /z/ and /ız/. Recognize and use the target grammar in practice exercises. Practise completing a gapped text from a set of answer options in preparation for the Grammar and Vocabulary in Use section of the exam. Produce the target grammar in a personalised context. Practise buying a ticket. Listen to, complete and practise a dialogue buying a ticket. Act out similar dialogues. Practise choosing the correct reaction to questions and requests in preparation for the Language Functions in Use section of the exam. Repeat and understand the target grammar structures: present simple (affirmative–all forms) and adverbs of frequency. Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar orally. Review the grammar of the unit in the context of a story. Act out the story. Read and understand a text, which recycles and expands on the language of the unit. Practise reading for specific information in preparation for the Reading section of the exam. Consolidate and practise the language of the unit through a listening activity. Practise using then and after that. Write about your routine on Friday. Read and understand a text about pocket money and jobs in Britain. Do a project. Do a class survey about pocket money.

• • Review and practise the vocabulary, grammar and functional language presented in the unit.

• Practise the exam technique highlighted in the tip box. • Complete a listening task from the Listening section of

MĆ W. podstawowa p20 MĆ W. pełna p53



Class audio CD 3, tracks 16–17 MĆ W. podstawowa p21 MĆ W. pełna p56–57 Writing worksheet 7 Extensive reading worksheet DVD + DVD worksheet 5

Class audio CD 3, track 18 Project worksheet 7 MĆ W. pełna p58 Unit test 7 (A, B and C) Class audio CD, track 19 OEO exam practice

the exam. Unit aims and materials © Copyright Oxford University Press

23

8 Free time Aims Vocabulary: hobbies Grammar: present simple (negative, questions and short answers)

Step

Section aims

Materials


• Present words for hobbies. • Consolidate and practise the new words.

Language Steps SB+ iTools pp102–103 Learning Steps SB + iTools p103 Grammar Steps 1 SB + iTools p104

• Present new grammar and Everyday English in context. • Practise the pronunciation of /h/. • Practise reading for specific information in preparation for the



Reading section of the exam.

• Repeat and understand the target grammar structures: present Class audio CD 3, tracks 24–26 • • • • • • • •


• • • • •


• • • • •

24

Speaking: talking about hobbies Writing: using or Culture: holidays

simple (negative–all forms). Practise the pronunciation of /h/. Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar in a personalised context. Practise talking about hobbies. Listen to, complete and practise a dialogue talking about hobbies. Act out similar dialogues. Practise matching situations to reactions in preparation for the Language Functions in Use section of the exam. Repeat and understand the target grammar structures: present simple (questions and short answers–all forms). Recognize and use the target grammar in practice exercises. Produce the target grammar orally. Practise listening for gist in preparation for the Listening section of the exam. Review the grammar of the unit in the context of a story. Act out the story. Read and understand a text, which recycles and expands on the language of the unit. Practise matching topics to paragraphs in preparation for the Reading section of the exam. Practise using or. Write about your hobbies. Consolidate and practise the language of the unit through a listening activity. Read and understand a text about holidays in Britain. Do a project. Make a travel brochure about holiday destinations in your country.

Culture Steps SB + iTools p110

• •

Revision SB + iTools p111

• Review and practise the vocabulary, grammar and functional

Steps to Success Repetytorium SB + iTools p112

• Practise the exam technique highlighted in the tip box. • Complete a reading task from the Reading section of the exam.

language presented in the unit.





Class audio CD 3, tracks 33–34 MĆ W. podstawowa p23 MĆ W. pełna p63–64 Writing worksheet 8 Extensive reading practice worksheet

Class audio CD 3, track 35 Project worksheet 8 DVD + DVD worksheet 6 Class audio CD 3, track 36 MĆ W. pełna p65 Unit test 8 (A, B and C) OEO exam practice

First Steps Answer key

SB pp4–5 Teaching tips – Tomek and friends Before reading questions for exercise 1 • Explain to students that Dylan, Amy and Tomek are the main characters in the book and that you will be following a story about them throughout the book. Point to the characters and introduce them to students. Explain that Dylan and Amy are English, but that Tomek is Polish. He moved to England with his family and is starting his first day at his new school. • In a weaker class, prepare to read and listen by looking at the photos and discussing what is happening. Ask students, in Polish: Where are the children? What are the children doing in Picture (1)? Pictures 1–2: Amy and Tomek are at school. They are talking. • Picture 3: Amy is introducing Dylan to Tomek. Picture 4: Tomek is holding up his mobile phone. • In a stronger class, ask students to guess what the children are saying to each other in Pictures 1 to 3. (They are introducing themselves.) Acting out the story • Read the story around the class. Then invite volunteers to read out the lines. • Ask students to form groups of three. Assign characters and give students time to practise acting out the story. Invite groups of students to act out the story in front of the class. Class discussion Ask students to tell you whether or not they have a mobile phone and how often they use it to call or text. Alphabet chant Say the letter sounds slowly and clearly. Encourage students to listen to you and repeat. Then play the Class audio CD. Encourage students to listen and repeat the chant in time with the rhythm, first chorally, then individually. Optional activities • Write the alphabet on the board, with some letters missing. Invite students to call out the missing letters. • Play a spelling game in two teams. Ask students from each team in turn to spell a word from SB pp4–5.

EXERCISE 2

1 England

2 Tomek

3 Amy 4 Poland

5 Polish

EXERCISE 3

1 b

2 c

3 a

4 d

w 1•3 EXERCISE 5

1 2 3 4 5 6 7 8 9

o orange c cake e egg i ice cream a apple y yoghurt b banana p pizza s sandwich

For extra practice: MĆ W. podstawowa p4 MĆ W. pełna p3

SB pp6–7 Teaching tip – Words, words, words When presenting the new words in this section, ask students to point to the items in the picture. Say Show me the (desk). to students around the class. As students become more familiar with the new words, you can say the words from each set faster and faster as students race to point to the correct items in the picture. Optional activities • Ask students to say what colour each item is in the picture on SB p6. • Ask students to think of an item in the picture and say what colour it is. Invite other students to guess what the item is. The student who guesses correctly then takes a turn to think of an item, e.g. It’s blue. It’s a book. No! It’s the bookcase. Yes! • Play a game of Draw and guess. (You can find instructions for this and other games on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website.) Divide the class into two teams. Start drawing an item on the board. Students from each team call out guesses as to what the item is. The student who guesses correctly wins a point for their team and takes a turn to draw an item on the board.

First Steps © Copyright Oxford University Press

25

EXERCISE 11

Answer key and audio transcript WARM UP QUESTION

Millie is running away from Emma and Willie is under the kite.

w 1•5

MĆ W. podstawowa pp4–5 MĆ W. pełna pp4–6

hat socks dress shoes jacket skirt T-shirt jeans

SB p8 Teaching tips – Numbers 1–20 • Write the numbers 1–20 on the board. Point to each number in order and say the word. Students repeat after you, chorally first, then individually. • Point to the numbers and ask students to say the words. Point to them in order first, then randomly. If you have time, you can ask students to make a number chart for the classroom wall. • Divide a large sheet of paper or card into 20 squares (4x5). • Write the numbers 1–20 in the top left corner of each square and the word for each number in the top right corner of each square. • Students can then draw small pictures of the correct number of items in each square (e.g. one apple, two kites, three rulers, etc.), or use coloured stickers to complete the number chart. Song Steps iTools contains a karaoke version of the song so that students can try to sing along to the tune. As an optional activity, give students numbers to sing, so three or five different students sing the lines with numbers in them (lines 1, 3, 5, 7 and 9).

w 1•6 EXERCISES 2 AND 3

1 2 3 4 5 6 7 8

poster bed window clock wardrobe bookcase chair desk

SB p7 w 1•7 EXERCISES 4 AND 5

Red and yellow is orange. Black and white is grey. Blue and yellow is green. Red and blue is purple. White and red is pink.

Answer key and audio transcript

EXERCISE 7

1 camera 2 kite 3 football 4 doll 6 bike 7 teddy 8 skateboard

5 computer

Possible questions and answers What colour is the book? What colour is the pen? What colour is the pencil? What colour is the pencil case? What colour is the rubber? What colour is the ruler?

One, two, three, four, five, Five little fish in the sea. Six, seven, eight, nine, ten, Ten little fish in the sea.

It’s blue. It’s green. It’s red. It’s yellow. It’s green. It’s white.

Eleven, twelve, thirteen fish, Thirteen fish in the sea. Fourteen, fifteen, sixteen fish, Sixteen fish in the sea.

w 1•10 EXERCISE 10

26

Seventeen, eighteen, nineteen fish, Nineteen fish in the sea. Splish, splash, splish, splash, splosh. Nineteen fish in the sea.

The football is orange. The wardrobe is black. The hat is green. The teddy is blue. The computer is black. The socks are yellow and red. The dress is pink and white. The bike is grey. The jacket is blue.

1 ✓

2 ✗

w 1•11–1•12 EXERCISE 1

EXERCISE 9

1 2 3 4 5 6 7 8 9

The pencil is yellow. 2 The rubber is orange. The desk is grey. 4 The chair is green. The bed is pink. 6 The dress is white. The kite is blue. 8 The bike is red.

For extra practice:

EXERCISE 1

a b c d e f g h

1 3 5 7

3 ✓

4 ✗ 5 ✓

SNAP! SNAP! Goodbye, fish! No little fish in the sea! 3 three 7 seven 9 nine 12 twelve 16 sixteen 17 seventeen 19 nineteen 20 twenty 6 ✗

7 ✓

8 ✗

9 ✗

First Steps © Copyright Oxford University Press

EXERCISE 2

What colour is one? What colour is two? What colour is three? What colour is four? What colour is five? What colour is six? What colour is seven? What colour is eight? What colour is nine? What colour is ten? What colour is eleven? What colour is twelve? What colour is thirteen? What colour is fourteen? What colour is fifteen? What colour is sixteen? What colour is seventeen? What colour is eighteen? What colour is nineteen? What colour is twenty?

SB p10

It’s blue. It’s green. It’s red. It’s pink. It’s yellow. It’s blue. It’s green. It’s grey. It’s purple. It’s yellow. It’s pink. It’s grey. It’s green. It’s white. It’s white. It’s purple. It’s yellow. It’s blue. It’s purple. It’s red.

Teaching tip – First Grammar Steps The grammar cards are available on the Oxford Teachers’ Club website. You can use these to play a variety of games to reinforce each new grammar structure. • To practise a and an, invite individual students to the front of the class. Hand out the nouns which students know in the grammar card pack. Add some more, writing the words on pieces of paper. Hold up the a and an cards. Ask students with the noun cards to choose which article goes with their word and to write the combination on the board. • In a weaker class, ask students to sound out the word as they write it to help students work out whether the word begins with a vowel or a consonant. Classroom language • Play a game of Simon Says. You can find full instructions for this game on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. Use the classroom language. • In a stronger class, invite individual students to come to the front of the class and call out the instructions. Remind them that they should say some instructions without beginning with Simon Says …

w 1•13 EXERCISE 3

three, five, fifteen, one, nine, thirteen, eighteen, eight, twenty, two, twelve, seven, eleven, nineteen, six, sixteen The winning card is 2. N.B. You can find the rules for Bingo in the list of games and optional activities on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website.

EXERCISE 1

EXERCISE 4

14 pencils 9 rubbers


11 eggs

1 an orange 2 a dress 5 an ice cream

12 cakes

For extra practice:

3 an egg

4 a pencil

EXERCISE 3


1 2 3 4

SB p9 Teaching tip – Days, months and seasons Use the Class audio CD to practise saying the days, months and seasons. Tell students to say the words along with the recordings, first chorally, then individually. Make the days, months and seasons into a chant to repeat with students. Optional activity Tell students to make a birthday calendar showing the birthday months of their family and friends. You can also make a calendar for the class showing when everyone’s birthday is.

This is an apple. That is a poster. This is my friend. That is my teacher.


1 b, Open your books. 2 f, Close your books. 3 d, Stand up. 4 g, Sit down. 5 i, Look at the board. 6 a, Write. 7 j, Listen. 8 e, Repeat. 9 h, Read. 10 c, Draw.


For grammar summary:


MĆ W. pełna p66

EXERCISE 2

1 Sunday 2 Monday 3 Tuesday 4 Wednesday 5 Thursday 6 Friday 7 Saturday

w 1•15 EXERCISE 4

January, February, March, April, May, June, July, August, September, October, November, December

For extra practice: MĆ W. podstawowa p6–7 MĆ W. pełna p8 First Steps © Copyright Oxford University Press

27

1

Family and friends

SB p11

SB pp12–13

Teaching tip – Words, words, words Tell students to turn their notebooks upside down and back to front, so that the back page of their notebooks becomes the first page. Tell them to write the heading Vocabulary at the top of this page, then to write the sub-heading Unit 1 underneath. Students should write the new words from each unit in this section of their notebooks, under appropriate headings. For example, the heading for this unit should be Family. To help students remember the meanings of the words in their Vocabulary sections, ask them to draw small pictures, a family tree or write short sentences (e.g. Helen is my mum.). Warm up questions In grade 4, it’s fine for students to answer warm up questions in Polish if they do not have sufficient knowledge of English vocabulary and structures to do so in English. For stronger students Photocopiable vocabulary extra worksheets are provided on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website to extend the vocabulary set of the unit. You can download the worksheets and hand them out to your stronger students. Tip The Family topic is a particularly frequent one in the upper primary exam: students often have to identify which family member is speaking, or identify family members in pictures. It’s therefore important that students are confident about using words for family members.


Emma is on the sofa and her mice are on and next to the table. w 1•20

EXERCISE 2

1 Dan and Sam are twins. 2 Sam is Emma’s dad. 3 Dan is Emma’s uncle. 4 Tina is Emma’s mum. 5 Sue is Emma’s aunt. 6 Holly and Tom are Emma’s cousins. 7 Holly is Sue’s daughter. 8 Tom is Sue’s son. 9 Luke and Jack are Emma’s brothers. 10 Emma is Jack’s sister. EXERCISE 3

1 son 2 aunt 3 grandma 5 grandad 6 daughter

4 cousin

Teaching tip – Language Steps Suggest students revise Everyday English phrases by writing the expressions on individual cards, with the English on one side and the Polish on the other. Tell them to keep the cards in a convenient place so they can take them out from time to time and look at them. Students can test themselves by looking at the English expressions and remembering the Polish, or as they get better at remembering, look at the Polish and think of the English.

Answer key EXERCISE 2

1 c

2 b

EXERCISE 3

1 False

2 False

4 False

5 False

6 True

EXERCISE 4

1 c

2 a

3 f

4 e

5 d

6 b

SB p13 Teaching tip – Learning Steps This section of each unit helps students to build learning strategies that will help them in their preparation for the upper primary exam, and in their language learning generally. In this unit, Learning Steps helps to prepare students for the Listening section of the exam in simple steps. • Before doing the exercises in this section, tell students that when they listen for key information, they shouldn’t worry if they don’t understand every word. • Tell students to look at the questions in each exercise and to think about what kind of information they need to listen for (a name, a place, an object). • Play the recording and tell students to put their hands up when they hear each piece of key information for the answers.

Answer key and audio transcript w 1•23

EXERCISE 1

1 b

2 b

3 a

w 1•24

EXERCISE 2

Amy Hi, Tomek! Hi, Dylan! Tomek Hi, Amy! How are you? Amy Fine, thanks. Look, here’s my ball. Let’s play football! Tomek Great idea! 1 b

2 b

3 b

For extra practice: MĆ W. podstawowa p8 MĆ W. pełna p10 28

3 True

Unit 1 © Copyright Oxford University Press

w 1•25

SB p15

EXERCISE 3

Amy Mum? Mum Yes, Amy? Amy Where are my new shoes? Mum They’re in your bedroom. Amy Thanks, Mum! 1 At home.

2 Her mum.

3 Some shoes.

SB p14 Teaching tip – Grammar Steps 1 The grammar tables are recorded by Clanker in a fun and rhythmical way so they’re easy to remember. These grammar chants are helpful for students with auditory intelligence, and provide important pronunciation practice of the new structures in a lively, fun way. Play the recording and encourage students to listen and repeat the sentences in time with the rhythm. There is a sound on the audio to indicate when students should begin each sentence. The grammar summary in the back of the WB provides a clear reference which students can easily refer to when completing activities in class or at home. Make sure students are aware of this section and know where to find it. Extension idea for exercise 2 • In a weaker class, write incorrect sentences on the board and ask students to correct them, e.g. My best friend are Maria. My socks am blue. • In a stronger class, begin a sentence orally, or on the board, and ask students to complete it, e.g. My best friend … My socks …

EXERCISE 1

Kelly Hi. I’m Kelly. What’s your name? Will My name is Will. Kelly How old are you, Will? Will I’m ten. Kelly Me too! When’s your birthday? Will It’s in March. What about you? Kelly My birthday is today. Will Oh! Happy birthday, Kelly!

1 Kelly

4 is 5 ’m 6 is 7 are

EXERCISE 5

That’s Mrs White’s desk. That’s Harry’s notebook. That’s Tom’s bag. That’s Beth’s T-shirt. That’s Joe’s mobile phone. That’s Ella’s cake. That’s Megan’s book. That’s Jack King’s jacket.

For extra practice: MĆ W. podstawowa p MĆ W. pełna p11

2 Will

3 ten

4 March

5 today

w 1•28

EXERCISE 4

1 I’m in town. – d 2 She’s my grandma. – c 3 We’re twins. – f 4 They’re English. – b 5 It’s Sunday today. – a 6 You’re my best friend. – e 1 2 3 4 5 6 7 8

w 1•27

EXERCISE 2

EXERCISE 2

2 is 3 are


It’s Kelly’s birthday.

Answer key 1 is

Teaching tip – Functional Steps Encourage students to have fun with the model dialogue when they practise it in pairs. Teach them to copy the intonation of the speakers on the audio. If you like, you can also ask students to deliver the dialogue as different characters. They could play a shy person or a confident person, a noisy person or a quiet person, a very old person or a very young person, etc. Steps to Success Exercise 5 helps students to prepare for the Language Functions in Use section of the upper primary exam. You can give your students extra practice in choosing the correct responses to questions by having a short question and answer session at the start of each lesson. Ask everyday questions such as How are you? How old are you? When’s your birthday? What day is it today?, etc. and elicit answers from students around the class. Extension idea for exercise 2 Tell students to close their books. Play audio 1.27 again, but pause the CD after each question. Students answer the question as though they’re Kelly or Will.

EXERCISE 4

Anna Hi! My name’s Anna. What’s your name? Ben I’m Ben. Hi! Anna How old are you, Ben? Ben I’m 11. Anna Oh, I’m 10. When’s your birthday? Ben It’s in July. What about you? Anna Me too! That’s amazing! Name: Anna, Age: 10; Birthday: July Name: Ben; Age: 11; Birthday: July EXERCISE 5

1 a

2 b

3 b

For extra practice: MĆ W. pełna p12

For grammar summary: MĆ W. pełna p66


29

SB pp16–17 Teaching tip – Grammar Steps 2 Grammar cards Grammar cards are available online on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. They can be used to enhance the grammar presentation, e.g. • Invite groups of students to the front of the class. • Hand each student a grammar card. • Ask students to stand in a row, holding their cards in the correct order to form a sentence. • Alternatively, ask other students in the class to tell the students at the front where to stand. You can find a list of other grammar card activities on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. Extension activity for exercise 3 When students have completed exercise 3 in their notebooks, ask them to put a cross (g) next to each sentence with the negative form of be and a tick (f) next to each sentence with the affirmative form of be. Tell students to underline the forms of be in each sentence. This will help them to remember the difference between affirmative and negative forms of be. Song Audio track 1.31 is a karaoke version of the song that students can sing along to. As an optional activity, you can invite pairs of students to the front of the class to sing karaoke. The other students in the class can vote for their favourite performance. Notebook work If you have time, you can ask students to write full sentences in their notebooks for some exercises, such as exercise 5. This will be more meaningful for them when they look back at their work. If you like, you can tell students to underline the forms of be in their notebooks when they have completed the sentences. Before reading questions for exercise 7 • In a weaker class, prepare to read and listen by looking at the story frames and discussing what is happening. Ask students in Polish (if necessary): Who can you see in the pictures? Where are they? What are they doing? Picture 1: Ben and Nicky are watching Ben’s mum make a robot, Clanker, in a shed. Picture 2: Clanker is in the garden taking a cup of tea to Ben’s dad. Picture 3: Clanker is giving the tea to Nicky. Picture 4: Clanker is giving the tea to a rabbit. Picture 5: Ben is showing Clanker where Dad is – in the house. Picture 6: Dad is scared of Clanker. Ben and Nicky are laughing. • Ask students to tell you why Clanker is sorry at the end of the story. Tell them to answer in Polish. (Clanker frightened Ben’s dad.)

Acting out the story Getting students to act out the story will build their confidence in speaking. • Read the story around the class by inviting volunteers to read out the lines. • Ask students to form groups of four and practise acting out the story. Then invite groups to perform their story for the class. DID YOU KNOW?

George Devol and Joseph Engelberger formed the world’s first robot company in 1956. In the 1960s, robots were used in car factories to move car parts around. Today, there are more than a million industrial robots in use. Nearly half of them are in Japan.

Answer key and audio transcript EXERCISE 2

1 aren’t

2 aren’t

3 aren’t

5 isn’t

EXERCISE 3

1 Emma’s dad isn’t 50. Emma’s dad is 40. 2 Luke’s jeans aren’t on the bed. Luke’s jeans are on the chair. 3 Jack’s football isn’t white. Jack’s football is red and black. 4 Emma’s shoes aren’t red. Emma’s shoes are green.

w 1•30 EXERCISE 4

When my life isn’t easy, When Mum and Dad aren’t near. When my other friends aren’t with me, You’re always here. You’re my best friend, you’re my best friend. You aren’t big and you aren’t strong, But you’re with me all along. You’re my best friend. 1 isn’t 2 aren’t

3 aren’t

4 aren’t

5 aren’t

EXERCISE 5

Students write their own answers. Possible answers: 1 is / isn’t 2 ’re / aren’t 3 is / isn’t 4 ’m / ’m not 5 is / isn’t 6 ’m / ’m not EXERCISE 8

1 2 3 4 5 6

Ben isn’t an inventor. Ben, his mum and Nicky aren’t in the house. The robot’s name is Clanker. Ben and Nicky are friends. Fluffy is a rabbit. Dad isn’t in the garden.

EXERCISE 9

1 ’m

2 ’s

3 ’s

4 ’re

For extra practice: MĆ W. podstawowa p9 MĆ W. pełna p13 Reinforcement worksheet 1 Extension worksheet 1

For grammar summary: MĆ W. pełna p66 30

4 ’m not



SB pp18–19 Teaching tip – Skills Steps Reading skills tip Prepare the class for reading the text by asking some pre-reading questions. • Ask students to look at the photos and discuss the people in them. Ask Who are the people in the photos? Are the men in the ties friends or family members? • In a weaker class, you can ask the questions in Polish if your students cannot understand them in English at this stage. • In a stronger class, ask students in English and help them give their answers in English too. Steps to Success Tell students that exercise 3 is similar to a question type that will be included in the upper primary exam. However, in the exam, students will be expected to choose from three answer options. Writing skills tip • In a weaker class, help students to complete the chart and prepare for the writing activity by asking the following questions: What’s your name? Where are you from? How old are you? When’s your birthday? Who are your brothers and sisters? How old are they? • Once students have completed their charts, invite them to ask and answer the same questions in pairs. • In a stronger class, tell students to write a profile about their best friend as well as about themselves. If your students require more writing practice, you can find extra worksheets to help develop writing skills on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. DID YOU KNOW?

Siva and his twin, Kumar, appeared in the 2008 British TV drama series Rock Rivals. They played the roles of twin brothers Carson and Caleb Coombs.

w 1•33 EXERCISE 1

They’re Siva and Kumar (Kaneswaran). EXERCISE 2

1 Kumar 2 Dublin, Ireland 3 Sri Lanka 5 Kumar, Gail 6 November

4 Siva, Hazel

EXERCISE 3

1 b

2 a

3 b

4 b

w 1•34 EXERCISE 4

Amy Look at that mobile phone. It’s so cool! Dylan Yes, but it’s £100! Amy Hmm. Maybe for my birthday … Tomek When is your birthday? Amy It’s in June. Tomek Really? So how old are you now? Ten? Amy Yes. Tomek How old are you, Dylan? Dylan I’m eleven. My birthday is in February. Amy How old are you, Tomek? Tomek I’m ten. Dylan When’s your birthday? Tomek It’s in April. Amy It’s April now. Tomek Yes. My birthday is this weekend! I’m eleven on Saturday! a 10

b 11

c 10

EXERCISE 5

1 June

2 February

3 April

EXERCISE 6

Name Country Age Birthday Family

Kelly England 10 October brother: Matt; age:14 sister: Janey; age: 7

EXERCISE 7

1 2 3 4 5 6

His name is Will. He’s ten years old. He’s from England. His birthday is in March. His sister is Anna. She’s twelve.

For extra practice: MĆ W. podstawowa p MĆ W. pełna pp14–15 Writing worksheet 1 Extensive reading worksheet


31

SB p20

SB p21

Teaching tip – Culture Steps • In a weaker class, prepare to read and listen to Tomek’s blog by looking at the photos and discussing the people in them. Ask students (in Polish if necessary): Who are the people in the two photos? • In a stronger class, ask students to write three sentences saying what they know about the British royal family, e.g. Elizabeth is the Queen. Charles is the Queen’s son. Students can then check their ideas against the information in the blog. Teaching tip – Project Photocopiable preparation worksheets for all projects are provided on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. You can download them and hand them out to your students. Encourage students to give their presentations in different ways, such as using PowerPoint, flipcharts, etc.

Teaching tip – Revision If you set the exercises in the Revision section as homework, check the answers at the beginning of the next lesson. Invite a student to read out his / her answers for the others to check their work against. Students should raise their hand if they think they’ve spotted a mistake. Encourage students to discuss answers respectfully and considerately. If you do the revision exercises in class and have fast finishers, ask them to write an email to an Internet pen friend, using the email in exercise 3 as a model. Teaching tip – Extensive reading If your students enjoy reading and you want to give them more practice, you can find a cartoon story – The magic pen – on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. Encourage students to read it for pleasure.

DID YOU KNOW?

DID YOU KNOW?

Queen Elizabeth II doesn’t stay at Buckingham Palace all the time. She often spends time in her other homes: Balmoral Castle in Scotland, Windsor Castle, outside London, and Sandringham House in Norfolk. Buckingham Palace has got 240 bedrooms and 78 bathrooms. There are 1,514 doors and 760 windows in the palace. The windows are cleaned every six weeks. There’s also a huge garden, where the Queen holds parties every summer. Queen Elizabeth II has many guards, but the most famous ones are the Queen’s Guard. They wear red jackets and big hats called bearskins. The bearskins are made of real bear skin from Canadian brown bears. The Queen’s Guardsmen are not allowed to move, but they only stand still for about ten minutes at a time. After about ten minutes, they march up and down.

When we’re learning a language, we need regular practice to make us fluent and confident. Revising the language regularly helps us to remember what we have learnt.

Answer key and audio transcript w 1•35 George is Kate and William’s son. He’s also the Queen’s first great-grandson. EXERCISE 2

1 Queen Elizabeth II 2 Prince Philip 3 Charles 4 Anne 5 Andrew 6 Edward 7 William 8 Kate 9 George EXERCISE 3

For extra practice:

EXERCISE 1

1 grandad 2 grandma 3 dad 4 mum 6 uncle 7 Me 8 sister 9 brother 10 cousin 11 cousin EXERCISE 2

1 2 3 4 5 6 7

Harry’s pen Tom’s T-shirt Kate’s pencil case Mark’s trainers Pam’s cat Grandad’s hat Erin’s skateboard

4 sons

1 ’re / are 2 is 7 is 8 is

3 ’m / am

4 is

5 are

EXERCISE 4

1 2 3 4 5 6

I’m / ’m not from New York. My mum and dad are / aren’t pop stars. I’m / ’m not in an Internet café. My grandad isn’t twenty. My friends and I aren’t in town. My cat’s name is / isn’t Fred.

For extra practice: MĆ W. pełna p16 Unit test 1 (A, B and C)

Project worksheet 1

32

5 aunt

EXERCISE 3

EXERCISE 1

1 Elizabeth 2 corgis 3 husband 5 great-grandson 6 April

Answer key


6 ’re / are


SB p22 Teaching tip – Steps to Success In several parts of the upper primary exam (listening comprehension, and knowledge of grammar and vocabulary), students will need to look carefully at pictures of a scene and think about what they can see. Prepare students for this by giving them plenty of practice observing detail in busy pictures. You can use pictures from the Student’s Book or bring pictures to class. Encourage students to ask and answer questions about the pictures, e.g. Where are the (people / animals)?, How many (children / dogs) can you see?, Who has got (long hair / red shoes)?, etc. The exercise on this page prepares students for the listening comprehension question identifying the position of people in a picture. Before starting this exam practice activity, focus students’ attention on the picture and ask: Who are the people in the picture? (A family. Mum, Dad, brother, sister.) Where is the family? (In the garden.) What animal is in the picture? (A dog.) Is the dog small? (No, it isn’t. It’s big.) What else is in the picture? (A tree.) Focus attention on the wordlist box. Read out the words, one at a time, and ask students to point to the correct people in the picture. Then point to the people in the picture and ask students to say the correct words from the wordlist. To complete the activity: • Tell students to read the instructions carefully. • Read out the list of names and ask students to say whether each name is for a boy / man or a girl / woman. • Read out the Tip box and check that students understand. • Play the recording for the first time. Students listen and write their answers in their notebooks in pencil. • Play the recording again. Students listen and check their answers, correcting any answers they got wrong the first time. • Check answers as a class, by asking Who is (James)? and asking students to point to the correct people in the picture.

w 1•36 EXERCISE 1

Boy Hello Suzie! Girl Hi. Look at my photo! Boy Is this your family? Girl Yes! That man is my dad. Boy What’s his name? Girl Bob. And the woman with the baby is my mum. Her name is Jenny. The baby is my brother. His name is James. Boy That dog is big! Is it friendly? Girl Yes, that’s me with my dog. His name’s Rover. And he’s very friendly! 1 c

2 b

3 d

4 a

For extra practice: Oxford English Online practice materials

DID YOU KNOW?

The foreign language primary school leaving exam paper is divided into parts testing basic language skills: • Listening • Language Functions in Use • Grammar and Vocabulary in Use • Reading The recordings in the Listening section of the exam last approximately 17 minutes and feature English native speakers.


33

2 School SB p23

SB pp24–25

Teaching tip – Words, words, words You can find printable flashcards for each unit on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. These can be used to present the new words in each unit. Hold up each flashcard, say the word and ask the class to repeat chorally, then individually. Correct pronunciation as necessary. You can also use the flashcards to play games to check understanding of the new vocabulary items or revise words from a previous unit. For stronger students Photocopiable Vocabulary extra activities are provided on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website to extend the vocabulary set of the unit. You can download them and hand them out to your stronger students. Tip You can use the pictures in each Words, words, words section to practise identifying items in pictures of scenes with your class. Ask students around the class questions about the picture, e.g. How many children are there? What colour is the door? How many desks are there? Where is the computer? What colour is the teacher’s jacket?

Answer key and audio transcript Emma is at her desk next to the boy in a blue T-shirt. Her mice are in her school bag.

w 1•37 EXERCISE 1

light dictionary bookcase poster whiteboard door window computer wall bin shelf school bag notebook floor EXERCISE 2

4 computer

EXERCISE 3

1 2 3 4 5 6

Where’s the dictionary? It’s on the bookcase. Where’s the clock? It’s on the shelf. Where’s the red school bag? It’s on the floor. Where’s the yellow pencil case? It’s on the bookcase. Where’s the computer? It’s on the teacher’s desk. Where’s the purple notebook? It’s on the floor.

EXERCISE 4

1 floor

2 whiteboard

3 a desk

4 a desk

EXTRA STEPS

1 computer 2 window 3 notebook 5 whiteboard 6 school bag

For extra practice:


1 b

2 a

3 a

5 b

6 b

EXERCISE 3

1 c

2 a

3 f

4 b

5 e

6 d

4 bookcase

Teaching tip – Learning Steps This section helps to prepare students for the Listening section of the upper primary exam, in particular for questions identifying the position of objects in a picture. Before doing the exercises in this section tell students that when they listen for details in the exam, it helps to think about what words they need to listen for. Tell them that they can underline key words in exam questions (e.g. home) before listening and think about what people and things are connected to that key word (e.g. bedroom, kitchen, living room, Mum, etc.). Play the recording for exercise 1 and ask students to say what place (home or school) they think each group of words is describing. For exercise 2, ask what the key words are in the question (home and school).

Answer key and audio transcript w 1•40 EXERCISE 1

Boy Dad Boy Dad Boy Dad Boy

Where’s my notebook? I don’t know. Is it in your room? No, it isn’t. And it isn’t in my school bag. Is it on your desk? No, it isn’t. Yes, it is. Look! It’s under the computer. Oh yes! Thanks, Dad!

MĆ W. podstawowa p10 MĆ W. pełna p17 34

4 b

SB p25

WARM UP QUESTION

1 floor 2 bookcase 3 whiteboard 5 door 6 bin 7 window 8 shelf

Teaching tip – Language Steps To encourage students to use the Everyday English phrases naturally, you can keep a score of every time a student uses one of the phrases in an everyday situation. Have a sheet of paper with all of your students’ names on it, and add a point for a student every time they use one of the phrases in the correct way to their friends or to you. For example, if a student asks you how you are, greets you with Good to see you, or says Bye! when they leave the class, you can award them one point. You can announce the winner at the end of each lesson and / or at the end of the week. Teaching tip – Pronunciation • Encourage students to listen and repeat the questions and answers and clap on the words which are stressed. • Encourage students to do this with more questions and answers using single syllable words from Student’s Book p23, e.g. Where’s the bin? It’s near the door. Where’s the shelf? It’s near the floor.


Students hear the words in group 1.

SB p27

EXERCISE 2

Teaching tip – Functional Steps Encourage students to have fun with the model dialogue when they practise it in pairs. Tell students that they can add gestures and actions to their dialogue to make it more realistic, e.g. looking at their watch, hitting their foreheads to show panic, leaving in a rush, etc. Optional activity Draw a blank clock face on the board. Invite individual students to the front of the class. The student asks What’s the time? Choose another student in the class to say a time, e.g. It’s half past four. Then the student at the board draws the correct time on the clock face. Optional activity Ask students to make a timetable for their day’s lessons. • In a weaker class, ask students questions about their timetable, e.g. What time is your maths lesson? (It’s at ten o’clock.) • In a stronger class, ask students to describe their timetable to the class, e.g. Maths is a ten o’clock.

The conversation is at home. The words ‘your room’ and ‘Dad’ should help students to decide. EXERCISE 3

a Under (the computer) gives students the answer.

SB p26 Teaching tip – Grammar Steps 1 If you have time, you can use the grammar cards from the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website to play a game. Invite two pairs of students to the front of the class. Hand one pair of students grammar cards to form a question and hand the other pair of students grammar cards to form the short answer. Make sure there’s an extra card in each set which students do not need to use. Ask students to stick their grammar cards on the board in the correct order. Then hold up the extra card. Extension activity – exercise 5 • In a weaker class, ask students questions Are you eleven? Is your mum a singer? Are your friends English? and elicit answers. • In a stronger class, ask students to ask and answer questions around the class.

w 1•43

EXERCISE 2

2 b

3 a

4 b

5 a

6 b

EXERCISE 2

1 2 3 4 5 6

EXERCISE 3

1 b

2 a

3 f

4 c

5 e

6 d

EXERCISE 4

1 2 3 4 5

Is, Yes, he is. Are, No, they aren’t. Is, Yes, it is. Are, Yes, they are. Is, No, he isn’t.

EXERCISE 3

1 b

Are your shoes black? Yes, they are. / No, they aren’t. Is your teacher English? Yes, he / she is. / No, he / she isn’t. Are you good at PE? Yes, I am. / No, I’m not. Are you from Greece? Yes, I am. / No, I’m not. Is your dad a pop star? Yes, he is. / No, he isn’t.

EXERCISE 6

1 a

2 b

For extra practice: MĆ W. podstawowa p10–11 MĆ W. pełna p18


It’s two o’clock. It’s half past ten. It’s twelve o’clock. It’s half past six. It’s half past three. It’s four o’clock.

w 1•44

EXERCISE 5

1 2 3 4 5

The oldest clock in the world is in Salisbury, England. It was built in 1386.


Answer key 1 b

DID YOU KNOW?

2 d

3 a

4 c

w 1•45 EXERCISE 5

1 Dave Hey, Daisy! What’s the time? Daisy The time? It’s nine o’clock. Dave Oh, no. We’re late for school! Daisy Oh no. 2 Maria Hi, Tom! What’s the time? Tom The time? It’s half past nine. Maria Oh, no. I’m late for history class! See you later! Tom OK. Bye, Maria. 1 a

2 b



35

SB pp28–29


Teaching tip – Grammar Steps 2 After students have repeated the questions and answers in the table. Encourage them to ask and answer more questions using question words. Write prompts on the board for them to ask and answer in pairs, e.g. your favourite colour / TV programme, your dad’s / mum’s birthday, your school bag / pencil case You can play a game using the grammar cards. Divide the class into two teams. Hand one team the grammar cards for the four question words. Write a question on the board with the question word left blank, e.g. (____’s her name? / ____’s his birthday? / ____ is your teacher? / ____ are my books?). The first team puts the correct card on the board to complete the question. Award two points for each correct question. The second team gives a suitable answer. Award one point for each suitable answer. Swap teams and repeat the game to see who gets the most points. Song Ask students to think of other ideas for the questions in the song. Remind them that the words will need to have the same beats as the version in the book. Invite students to sing their versions along with the karaoke music. The other students in the class can vote for the best song. Vocabulary You can use the flashcards to teach the school subjects. • Hold up each flashcard, say the word and ask the class to repeat chorally, then individually. Correct pronunciation as necessary. • Ask two students to come to the front of the class. Show the students a flashcard. The students write the word on the board as quickly as they can. The student who spells the word correctly first is the winner. Extension idea for exercise 7 • In a weaker class, ask individual students questions about their timetable, e.g. When’s your maths lesson? It’s on Thursday. • In a stronger class, invite students to ask and answer questions in pairs. Before reading questions for exercise 8 • In a weaker class, prepare students to read and listen by looking at the story frames and discussing what is happening. Ask students in Polish: Where is (Ben / Nicky / Clanker)? What is (Ben / Nicky / Clanker) doing in Picture (1)? Picture 1 – Ben and Clanker are arriving at school. Picture 2 – Clanker is running in the school. Picture 3 – Ben, Nicky and Clanker are in an art lesson. Picture 4 – Clanker is showing Ben and Nicky his picture. Picture 5 – Clanker is covering a boy in yellow paint. Picture 6 – The boy is chasing Clanker and Clanker is running away. • Ask students to tell you why Clanker is running at the end of the story. (He’s running away from the boy, who is angry with Clanker for covering him in yellow paint). Class discussion Ask students to tell you about works of art they have seen. Ask them whether they find art ‘difficult’ and why.

w 1•47 EXERCISE 2

1 Man When’s your party? Woman On Saturday. 2 Man Where are you from? Woman Warsaw. 3 Man Who’s your favourite pop star? Woman Ewa Farna. 4 Man What’s your favourite colour? Woman Purple. 1 When’s 2 Where 3 Who’s 4 What’s

w 1•48 EXERCISE 3

1 Where’s 2 Who 3 How 4 When 5 What 6 Where 7 Who 8 What EXERCISE 4

1 2 3 4 5 6 7 8

It’s in the United States. He’s a funny TV / film character. (Born 21st June 1982.) It’s on 31st October. It’s a website. It’s in Japan. Elizabeth II. It’s water.

EXERCISE 5

1 ICT 2 science 3 music 4 English 5 art 6 history 7 maths 8 PE 9 RE 10 geography

w 1•50 EXERCISE 7

Girl Hi George. Here’s the new school timetable. Boy Oh, great! When’s art? Art is my favourite subject. Girl It’s on Monday. Boy When’s science? Girl Science is on Wednesday. Boy Is English on Wednesday, too? Girl No, it isn’t. English is on Tuesday. Boy Is PE on Friday? Girl RE? Boy PE. Girl Erm, no. PE isn’t on Friday. It’s on Thursday. My favourite subject is music. That’s on Friday. Boy And after that it’s the weekend! Both Hurray! 1 Art 2 English

4 PE

5 Music

EXERCISE 9

1 Yes, he is. 2 Yes, it is. 5 No, they aren’t.

3 No, it isn’t.

4 Yes, it is.

EXERCISE 10

1 Who 2 When 3 What 4 Where 5 What



36

3 Science


SB pp30–31 Teaching tip – Skills Steps Reading skills tip Prepare the class for reading the text by looking at the photos and discussing what they show. (A classroom and African countryside.) • In a stronger class, ask students to say what they think the text is going to be about (a school in Nigeria) and what information they expect to read in the text (a description of Aliko’s classroom, the subjects he studies and his favourite subject). Steps to Success Tell students that exercise 2 is similar to a question type that will be included in the upper primary exam. However, in the exam, there will be an additional extra option (a distractor). Writing skills tip If you have fast finishers, ask them to swap their work with a partner and check that their partner has used commas in the correct places. Alternatively, ask students to write more questions about Aliko for their partners to answer. If your students require more writing practice, you can find extra worksheets to help develop writing skills on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. DID YOU KNOW?

The school year in Nigeria starts in September. All children have to go to school for 38 or 39 weeks of the year. Most Nigerian schools have school uniforms. There are often rules about hairstyles, jewellery and accessories, too.

Teacher OK. Ready? Go! 3 Dylan That’s a good picture, Amy. Amy Thanks! This is my favourite subject. Teacher Dylan, show me your picture, please. Dylan Here it is. It’s a crocodile. Teacher Really? But it’s red. Crocodiles are green. Dylan I know. But my green pencil is at home. 4 Dylan Hi Tomek. How are you? Tomek Fine! This is my favourite lesson. Dylan Really? Teacher OK, stop talking. … Now, from the beginning 5 Teacher Listen carefully and watch the ball. Look! It goes up … and down. Up … and down. But why? … Give me your pencil case, please, Anna. Look again! The pencil case goes up … and … Oops! Oh, I’m sorry. Dylan The pencil case goes up and the pencils come down. Amy It isn’t funny, Dylan. Dylan Yes, it is! That’s why this is my favourite lesson! 1 2 3 4 5

d, ICT b, PE e, art c, music a, science

EXERCISE 6

1 Amy’s favourite subject is art. 2 Dylan’s favourite subject is science. 3 Tomek’s favourite subject is music. EXERCISE 7

There are seven school subjects in the text: English, maths, science, ICT, history, geography and art. EXERCISE 8

1 2 3 4


Aliko’s favourite subject is ICT.

For extra practice:

EXERCISE 2

1 b

2 a

3 c

EXERCISE 3

1 True

2 False

3 True

4 True

My favourite colours are blue, orange, yellow and green. My favourite subjects are maths, science, PE and art. My favourite days are Friday, Saturday and Sunday. My favourite toys are my kite, my skateboard and my football.

5 True

6 False

MĆ W. podstawowa p11 MĆ W. pełna pp21–22 Writing worksheet 2 Extensive reading worksheet

EXTRA STEPS

1 Where’s 2 How many 3 Who’s 4 What’s EXERCISE 4

a science

b PE

c music d ICT

e art

w 1•53 EXERCISE 5

1 Teacher OK, today’s lesson is about websites. So, are you all near a computer? Tomek Are you OK, Amy? Amy Yes, I’m fine. But ICT isn’t my favourite lesson! 2 Teacher OK! Take a ball. Now, are you ready? … Dylan! Dylan Sorry! Unit 2 © Copyright Oxford University Press

37

SB p32

SB p33

Teaching tip – Culture Steps • Tell students they are going to read about British primary schools. Ask them what information they expect to find in the text. Write a list of ideas on the board and refer back to it later. Tick the ideas that were correctly predicted. Teaching tip – Project Photocopiable preparation worksheets for all projects are provided on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. You can download them and hand them out to your students. Encourage students to give their presentations in different ways, such as using PowerPoint, flipcharts, etc.

Teaching tip – Revision If you set the exercises in the Revision section as homework, check the answers at the beginning of the next lesson. Invite a student to read out his / her answers for the others to check their work against. Students should raise their hand if they think they’ve spotted a mistake. Encourage students to discuss answers respectfully and considerately. If you do the revision exercises in class and have fast finishers, ask them to write sentences about the picture in exercise 1, e.g. The dictionary is on the bookcase. DID YOU KNOW?

Your brain will learn best when you’re feeling happy and calm. Focus on what you have achieved rather than what you don’t know. Try to feel positive. You can do it!

DID YOU KNOW?

Many schools in the UK have after school Club websites where students can have extra practice in sports, computers, music, art, dancing or drama. Lots of schools also have a breakfast Club website where students can go before school. These are very useful for children who start school after their parents go to work. They can have breakfast with their friends before they start lessons. Some primary schools in the UK have school pets. Pets can help children develop social skills, learn about human behaviour, identify body language, and develop self-esteem. Regular contact with animals can also help children to concentrate, be more cooperative and become calmer.

Answer key EXERCISE 1 EXERCISE 2

4 Harry

5 Jessie

The secret word is: maths Children in Britain are at school from four years old. Lessons are from nine o’clock to half past three. British children are at school for lunch. In Sam’s school the Club websites are for music, computers, art and sport. 5 The pets at Toby’s school are two hamsters.

For extra practice: Project worksheet 2

EXERCISE 3

Horizontally from top to bottom: science, geography, history, maths, ICT Vertically from left to right: art, English, PE, RE, music Are you ten? Yes, I am. Is she your sister? No, she isn’t. Are Max and Jess English? Yes, they are. Are we late? Yes, you / we are. Is it your birthday today? No, it isn’t. Is Harry in the classroom? No, he isn’t. Are they new students? No, they aren’t.

w 1•55

EXERCISE 3

1 2 3 4

EXERCISE 2

The mouse is in the bin.

EXERCISE 4

Tomek’s school is Greenpark Primary School. 2 art 3 ICT

EXERCISE 1

1 window 2 door 3 dictionary 4 poster 5 bookcase 6 whiteboard 7 light 8 computer 9 wall 10 floor 11 notebook 12 teacher

1 2 3 4 5 6 7

w 1•54

1 music


EXERCISE 5

Girl Boy Girl Boy Girl Boy Girl Boy Girl Boy

Who’s next to you in the photo? My brother. What’s his name? Simon. How old is he? 12. When’s his birthday? In March. Where is he now? I don’t know! Let’s phone him and ask!

1 Who 2 What 3 How 4 When 5 Where

38


w 1•56

To complete the second activity: • Tell students to read the instructions carefully. • Read out the first Polish sentence and ask students to say which of the options is the correct answer. Tell them to write the correct letter (f) in their notebooks. • Allow time for students to complete the remaining items on their won. • Check answers as a class by reading out the Polish sentences and eliciting the correct answers form students around the class.

EXERCISE 6

1 2 3 4 5 6

Millie Millie Millie Millie Millie Millie

1 f

It’s half past seven. It’s eight o’clock. It’s half past six. It’s half past five. It’s eleven o’clock. It’s nine o’clock.

2 g

3 g

4 f

5 f 6 g


DID YOU KNOW?

SB p34 Teaching tip – Steps to Success In the knowledge of language functions part of the upper primary exam, there are two types of question (multiple choice reactions in an illustrated dialogue, and matching reactions to descriptions of situations in Polish). In both question types, students need to choose the correct response from a set of options. Help students to prepare for this section of the exam by having regular question and answer sessions in which you ask a variety of everyday questions such as How are you? How old are you? What’s your name? Where are you from? Where’s the computer? What’s the time? Is it Monday today? etc. and elicit answers from students around the class. Before starting the first activity, focus students’ attention on each of the pictures and ask: Who are the people in the picture? Where are the people? Who is asking the question? Focus attention on the wordlist box. Read out the sentences, one at a time, and ask students to think of a suitable answer for each question and a suitable question or sentence to go before each sentence, (e.g. What’s the time? It’s one o’clock / When’s your birthday? It’s in March.) The first exercise prepares students for questions involving multiple choice relations in an illustrated dialogue. To complete the first activity: • Read out the Tip box and ask questions to check that students understand it. • Tell students to read the instructions carefully. • Read out the first question and ask students to say which of the options is the correct answer. Tell them to write the correct letter (c) in their notebooks. • Allow time for students to complete the remaining two items on their own. • Check answers as a class, by asking the questions and eliciting the correct answers from students around the class. Before starting the second activity (matching reactions to descriptions of situations in Polish), focus students’ attention on the Polish sentences and ask students to suggest what the key words are: hurry, late, can’t stop. Tell students that finding the key words in exam questions will help them to find the correct answers.

The Language Functions in Use part of the primary school leaving exam counts for approximately 20% of the total exam points. Students should be able to: • supply basic personal information as well as introduce themselves and family members • say how old they are and where they live • talk about preferences • talk about possessions and abilities • ask for information • express emotions • make requests and express thanks But knowledge of language functions is tested in written form.


1 c

2 b

3 a

EXERCISE 2

1 f

2 c

3 b

4 a

5 e



39

Review Units 1–2 EXERCISE 6

SB pp35–36 Objectives To revise the following: Vocabulary: family members, months, school subjects, days of the week, times, colours, classroom objects Grammar: be (all forms), question words, possessive ’s Vocabulary revision • Select / Print the flashcards for Units 1–2. • Divide the class into two teams, A and B. Ask a student from Team A to come to the front of the class. Hand the student a flashcard. Ask the student to say a sentence using the word on the flashcard. A correct sentence wins a point for the team. Repeat with students from each team in turn. Extension idea for exercise 3 • In a weaker class, ask students: What’s the time? and elicit answers for each picture. • In a stronger class, ask children to ask and answer questions in pairs. Extension idea for exercise 13 • If you have fast finishers, ask students to write a reply to the email in exercise 13, describing their own family and answering the questions in the email.


Family: cousin, sister, uncle Months: May, August, October School subjects: art, music, RE Days: Monday, Friday, Sunday Colours: purple, grey, pink In the classroom: bookcase, notebook, poster EXERCISE 2

1 dictionary 2 March 3 history 5 T-shirt 6 apple 2 e

3 a

4 b

EXERCISE 4

1 2 3 4 5 6 7

What’s your name? How old are you? Where are you from? What’s your favourite school subject? When’s your birthday? What’s the time?

EXERCISE 8

1 2 3 4

Rosie’s dictionary Jason’s trainers Sara’s pens Tim’s jacket

EXERCISE 9

1 c

2 b

3 a

40

5 c

6 a

EXERCISE 10

1 b

2 e

3 a

4 d


Ben Hi, Sam. Sam Hi, Ben. How are you? Ben Fine, thanks. This is my friend Joe. He’s new. Sam Hello, Joe. Joe Hi, Sam. Nice to meet you. Sam Where are you from, Joe? Joe I’m from London. Sam How old are you? Joe I’m 11. I’m in Mr White’s class. How old are you, Sam? Sam I’m 10. Ben What’s the time? Sam It’s two o’clock. Ben It’s time for the next lesson. Sam What is the next lesson? Ben Maths. Sam Great. It’s my favourite subject. Ben Come on! Let’s go to the classroom. See you later, Joe. Joe Bye. EXERCISE 11

is ’m not / am not is aren’t ’re / are is isn’t

5 d

6 f

EXERCISE 12

1 London

2 eleven

3 ten

EXERCISE 13

1 b

2 b

3 a

EXERCISE 5

1 2 3 4 5

4 a

Joe is new at school.

EXERCISE 3

1 c

4 Wednesday

1 2 3 4 5 6

Are / No, I’m not. Are / No, they aren’t. Is / Yes, it is. Is / No, he isn’t. Are / Yes, I am.

Review Units 1–2 © Copyright Oxford University Press

4 b

5 a

4 two

5 maths

3 My home SB p37

SB pp38–39

Teaching tip – Words, words, words The pictures in each Words, words, words section are ideal for vocabulary revision, as they contain many items which students will be familiar with. You can use these pictures to review the words from previous units at the start of each new unit. • Ask students to look at the picture and make a list of the words they know. • Call out words, e.g. cat, dog, bike, table and tell students to point to the things in the picture. • In a stronger class, call out the words very fast. Optional activity • Tell students to think of an object in the picture on Student’s Book p37. Students work in pairs and guess the object, e.g. Is it in the kitchen? No, it isn’t. Is it in the garden? Yes, it is. Is it a tree? Yes, it is! Tip Use the picture on Student’s Book p37 to help your students identify places, in preparation for the listening comprehension section of the upper primary exam. • Tell students to look at the picture. Describe one of the rooms, saying what there is in the room, e.g. It’s a big room. The wall is yellow. There’s a bookcase and there are two beds. The beds are blue. … • Students point to the correct room and say the correct word.


Teaching tip – Language Steps Encourage students to personalize the stories when they act them out. In this unit, students can replace the characters’ names with their own names and replace details about the houses with details about their own houses and flats (imaginary or real). Class discussion Ask students to tell you about what houses and flats are like in their country. Teaching tip – Pronunciation Encourage students to listen to the pronunciation rhyme and say the tongue twister as fast as they can.


1 False

2 False

3 True

4 False

5 True

EXERCISE 3

1 No, they aren’t. 4 Yes, they are.

2 No, it isn’t.

3 No, he isn’t.

EXERCISE 4

1 a

2 d

3 e

4 c

5 b

SB p39 Teaching tip – Learning Steps This section helps to prepare students for the listening comprehension questions in the upper primary exam. Making predictions will help students prepare for what they’re going to hear. Ask students to look at the pictures and make guesses about the content of the recording.

WARM UP QUESTION

Emma is in her bedroom and her mice are in the attic.

EXERCISE 1

w 1•58

1 kitchen

EXERCISE 1

1 balcony 2 attic 3 bedroom 4 bathroom 5 toilet 6 living room 7 kitchen 8 dining room 9 hall 10 garage 11 basement 12 stairs 13 garden

1 bathroom 2 bedroom 3 garage 4 stairs 5 garden 6 kitchen 7 toilet 8 dining room EXERCISE 3

1 bedroom 2 kitchen 3 balcony 4 hall 5 garage 6 living room 7 basement 8 attic 9 garden EXERCISE 4


3 shop

2 b

3 a

EXERCISE 3

2 shop assistant 3 dad

w 1•62

EXERCISE 2

For extra practice:

2 classroom

EXERCISE 2

1 c

1 teacher

w 1•59

1 Yes, she is. 2 No, it isn’t. 5 No, they aren’t.


3 No, he isn’t. 4 Yes, it is.

EXERCISE 4

1 Teacher Michael, where’s your English book? Michael It’s in my bag. Teacher Put it on my table, please. Then sit down. Thank you, Michael. 2 Girl Excuse me! Shop assistant Yes? Girl Where are the jeans, please? Shop assistant They’re over there. Girl Thank you. Unit 3


41

w 1•65

3 Dad Penny, where are the bananas? Penny They’re in the shopping bag. Dad But where’s the bag? Penny It’s on the table. Dad Oh yes. Thank you! 1 b

2 a

EXERCISE 5

1 2 3 4 5 6 7 8

3 c

EXERCISE 5

1 classroom

2 shop

3 kitchen

EXERCISE 6

1 True 2 False 3 True 7 False 8 False

1 English book, sit down, my table 2 Excuse me, please, thank you 3 Penny, shopping bag, table

Teaching tip – Grammar Steps 1 • For further practice of There’s (is) / There are, write gapped sentences on the board or use the grammar cards to form gapped sentences, e.g. There ____ a cat in the garden. Invite individual students to the front of the class. Ask the student to write the correct word (or stick the correct grammar card) on the board to complete the sentence. Extension idea for exercise 5 • In a weaker class, say false sentences about the picture and ask individual students to correct them, e.g. There’s a ruler on the desk. No! There’s a ruler in the bin. • In a stronger class, ask students to say and correct sentences in pairs. Tip Being familiar with prepositions of place will help students in the upper primary exam, as they will need to identify where people and things are, which is useful in the Listening and Reading sections. You can help to prepare your students for this by playing a variety of games from the list of optional activities on the Oxford Teachers’ Club website (such as That’s wrong!, What is it?, Where is it? or an adaptation of Simon Says in which you tell students where to put a small item, such as a rubber or pencil sharpener).


Students’ own answers for True or False. 1 There’s a kitchen. 2 There are three bedrooms. 3 There’s a basement. 4 There’s a hall. 5 There are stairs. 6 There are two bathrooms.

EXERCISE 4

1 2 3 4 5 6

Millie is on the hat. Now she’s in the hat. Millie is in front of the hat. She’s behind the hat. She’s next to the hat. Oh! Now Millie is under the hat.

5 False

6 True

There’s a frog on the shelf. There are two frogs on the desk. There’s a frog behind the bin. There’s a frog behind the door. There are two frogs on the bookcase. There’s a frog in the schoolbag (under the desk). EXERCISE 7

Possible answers: 1 There’s a bed next to the bin. 2 There’s a frog on the shelf / in the school bag / behind the bin / door. 3 There are two frogs on the bookcase / desk. 4 There are three pencils (in a pot) on the desk. 5 There’s a poster on the wall. 6 There’s a chair in front of the desk.



SB p41 Teaching tip – Functional Steps Being able to give your name and address in English is a useful and important skill. Invite students to practise the dialogue in exercise 1 again using their own details. You could ask students to complete membership cards for their partners in their notebooks as they act out the dialogue. Extension activity If you have time, ask students to think about what other Club websites they might want to join (a computer Club website / sports Club website / music Club website, etc.) and act out similar dialogues to complete membership cards for those Club websites. Help students to think of opening lines for each dialogue (e.g. What time does computer Club website start? / What time does the football match start? / What time does the concert start?), then allow them time to practise their dialogue in pairs.

1 on 2 in 3 in front of 4 behind 5 next to 6 under 42

4 True

EXERCISE 6

SB p40

w 1•64

There’s a desk in front of the window. There’s a computer under the desk. There’s a notebook next to the computer. There’s a bin next to the desk. There’s a ruler behind the bin. There’s a bookcase behind the door. There’s a bag on the desk. There’s a shoe in front of the chair.



SB pp 42–43

w 1•66 EXERCISE 1

Lucy Hello. What time is the film, please? Assistant It’s in ten minutes. Are you a film club member? Lucy No, I’m not. Assistant OK. What’s your name? Lucy Lucy Brown. Assistant What’s your address? Lucy 12 Newton Road. Assistant What’s your postcode? Lucy OX1 4PT. Assistant Thank you. Here’s your membership card. Lucy Thank you. 1 c

2 b

3 a

w 1•67 EXERCISE 3

Tom Hello. What time is the swimming class, please? Assistant It’s in twenty minutes. Are you a swim club member? Tom No, I’m not. Assistant OK. What’s your name? Tom Tom Black. Assistant What’s your address? Tom Flat 4, Queen Street. Assistant What’s your postcode? Tom BY20 2HD. Assistant Thank you. Here’s your membership card. Tom Thank you. The correct membership card is b.

w 1•68 EXERCISE 4

Tina Hello. What time is the singing lesson, please? Assistant It’s in fifteen minutes. Are you a singing club member? Tina No, I’m not. Assistant OK.What’s your name? Tina Tina Brown. Assistant What’s your address? Tina 17 Prince Street. Assistant What’s your postcode? Tina EH12 6LG. Assistant Thank you. Here’s your memebership card. Tina Thank you. 1 Brown 2 17 Prince Street 3 EH12 6LG


Teaching tips – Grammar Steps 2 Grammar audio Encourage students to listen and repeat the sentences in time with the rhythm, first chorally, then individually. Grammar cards • For further practice of sentences with There isn’t / There aren’t, divide the class into two teams. Invite a student from each team to the board. Stick the grammar cards for a plural sentence and a singular sentence on the board, but jumbled up in a similar way. Tell one student that they have to form a plural sentence. Tell the other student that they have to form a singular sentence. Students race to form their sentences from the jumbled grammar cards. The first student to correctly finish their sentence wins a point for their team. • For further practice of questions and answers, divide the class into two teams. Hand one team grammar cards to form questions. Hand the other team the grammar cards with the answers. The first team holds up the grammar cards to form a question (in the correct order). The second team holds up cards to give the correct answer. The first team gets two points for making a correct question and the other team gets one point for making a correct answer. Swap teams and repeat the game to see which team gets the most points. Song Divide the class into two groups. The first group sings the questions in the song. The second group sings the answers. Then ask students to swap roles, so they have a turn at singing both roles. Extension idea for exercise 2 • In a weaker class, ask individual students questions about Picture B, e.g. Is there a red door? No, there isn’t. • In a stronger class, invite students to ask and answer questions in pairs. Before reading questions for exercise 7 • In a weaker class, prepare students to read and listen by looking at the story frames and discussing what is happening. Ask students in Polish: Where is (Clanker / Ben / Nicky)? What is (Clanker / Ben / Nicky) doing in picture (1)? Picture 1: Ben and Clanker are in the house. Clanker is carrying lots of clothes. Picture 2: Ben and Nicky are looking for Clanker. Picture 3: Ben and Nicky are confused. Picture 4: Clanker is watching the washing machine. Picture 5: Ben is running away from the bathroom. Picture 6: Ben is looking at a pile of burnt clothes which were in the oven. • Ask students to tell you in Polish why Clanker is sorry at the end of the story. (Because he has burnt all the clothes by putting them in the oven instead of the washing machine.) Class discussion Ask students to tell you what appliances they have in their house and whether they have any appliances which go wrong sometimes. Unit 3


43

For extra practice:


MĆ W. podstawowa p13 MĆ W. pełna p27 Reinforcement worksheet 3 Extension worksheet 3

EXERCISE 2

1 There isn’t, B 2 There isn’t, B 3 There aren’t, B 4 There isn’t, A 5 There aren’t, A

w 1•71


EXERCISE 4

1 Are there any 4 Are there any

2 Are there any 5 Are there any

3 Is there a

SB pp44–45

w 1•73

Teaching tip – Skills Steps Reading skills tip Students often find it easier to focus on reading a text after they have been immersed in a creative activity. This helps to engage their minds. You can play one of the games from the optional activities sheet on the Teacher’s Resource DVD-ROM and Oxford Teachers’ Club website before carrying out each reading activity to help engage your class. Writing skills tip Knowing that there’s an audience for their writing will encourage students to produce better quality writing. You can tell students to style their work as an email to a friend, or display work in the classroom so that students know their writing will be read. If you have fast finishers, ask them to write about another room in their house. If your students require more writing practice, you can find extra worksheets to help develop writing skills on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website

EXERCISE 5

1 Man Are there any chairs? Woman Yes, there are. Man Is there a computer? Woman No, there isn’t. 2 Woman Is there a bookcase? Man Yes, there is. Woman Is it yellow? Man No, it isn’t. It’s red. 3 Woman Are there any posters? Man Yes, there are. Woman Are there two posters? Man Yes, there are. 4 Man Is there a desk? Woman Yes, there is. Man Are there any pens on it? Woman Yes, there are. 5 Man Are there any lights? Woman Yes, there are two lights. Man Is there a window? Woman Yes, there is. Man Is there a door? Woman Yes, there is. Man What colour is it? Woman Green.


1 B

w 1•75

2 B

3 A

4 B

DID YOU KNOW?

There are 35 bathrooms, 8 staircases, and 412 doors in the White House. Michelle Obama started to grow vegetables in one of the gardens to feed her children. Some of the vegetables also feed poor people in Washington. About 100,000 people visit the White House every month!

5 A

EXERCISE 1

EXERCISE 6

Is there a blue door? No, there isn’t. It’s is green! Are there any chairs? Yes, there are. Is there a computer? Yes, there is. Are there any children? No, there aren’t. Is there a desk? Yes, there is. Is there a red bookcase? No, there isn’t. It’s yellow. EXERCISE 8

1 2 3 4 5

There isn’t a washing machine in the kitchen. There’s a washing machine in the bathroom. There isn’t a TV in the bathroom. There aren’t any clothes in the washing machine. There are clothes in the oven.

EXERCISE 9

1 hall

44

2 bathroom 3 kitchen

There are 132 rooms in the White House. EXERCISE 2

1 2 3 4 5 6

Bo and Sunny White House Washington, D.C. first Oval Office five

EXTRA STEPS

1 There are lots of offices. 2 There’s a swimming pool. 3 There are five big gardens. EXERCISE 3

1 2 3 4

Tomek’s mum Tomek’s dad Tomek’s brother Tomek’s sister


w 1•76

SB p46

EXERCISE 4

Amy Is this your home? Tomek Yes, it is. Our flat is upstairs. Dylan Cool! Tomek Come and see! My mum and sister are there, but my brother isn’t at home. Amy Where’s your brother? Tomek He’s at university in Poland! And my dad is at work. Come on! Dylan Are we there? Tomek Yes, we are. It’s the brown door. Tomek Come in. … Mum! Mum Hello! Tomek Mum, this is my friend Amy. And this is Dylan. Amy Hi! Dylan Pleased to meet you. Tomek Where’s Agata? Mum I don’t know. Maybe she’s in the bathroom. Tomek Come on. Let’s go in the living room. Dylan It’s a big flat! Tomek Yes, there are three bedrooms. But there’s only one bathroom. And my sister, Agata, is always in the bathroom! Agata No, I’m not! Tomek Oops. Sorry. She’s in the living room! Amy, Dylan … this is my sister, Agata. Amy Hello! Dylan Hi! a 3

b 2

c 1

d 4

2 c

3 a

4 b

5 c

EXERCISE 6

The description matches a. EXERCISE 7

1 2 3 4 5

DID YOU KNOW?

Many people say they have seen ghosts at Warwick Castle. The ghost which people see the most often, and the one Dylan talks about, is Sir Fulke Greville. He died in 1628, and people say that his ghost comes out from his portrait. Some people say they have heard his footsteps walking around one of the towers. This tower is now called the Ghost Tower.

Answer key

EXERCISE 5

1 a

Teaching tip – Culture Steps When students have finished reading the text, ask additional questions to check their understanding. • In a stronger class, you can ask students to write three questions about the text, then ask and answer the questions with a partner. Teaching tip – Project Photocopiable preparation worksheets for all projects are provided on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. Teaching tip – DVD Show the documentary film about Warwick Castle and use the photocopiable DVD worksheets on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website.

This is my small, yellow bedroom. There’s a big, white bed. There are lots of big, colourful posters. There’s a tall, brown wardrobe. There are two small, red chairs.

For extra practice:

w 1•77 EXERCISE 1

Warwick Castle is over 1,000 years old. EXERCISE 2

1 battle 2 dining room

3 dungeon

4 ghosts

EXERCISE 3

1 False

2 False

3 False

4 True

5 False

6 True

For extra practice: Project worksheet 3 DVD worksheet 1



45

SB p47

SB p48

Teaching tip – Revision Write the vocabulary items on the board (or stick the flashcards from the unit on the board) in any order and a little bit higher than the tallest student can reach, so that they’ll have to jump. Give a Polish translation for one of the words on the board (or say the English word for a flashcard). Students run to the board and jump up to touch the correct word or flashcard. The first student to touch the right word / flashcard gets a point. Alternatively, divide the class into teams and have one person from each team run to the board. The first team member to touch the correct word gets the point for his or her team. Each team then sends a student forward for the next word. If you do the revision exercises in class and have fast finishers, ask them to write sentences about the pictures in exercise 1, e.g. There are boxes in the attic. Teaching tip – Extensive reading If your students enjoy reading and you want to give them more practice, you can find a cartoon story – The magic pen – on the Teacher’s Resource DVD-ROM and the Oxford Teacher’s Club website. DID YOU KNOW?

Help students to use the new words from each unit by using some of the games in the optional activities list on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website (e.g. Chain Stories, Guess who/ what!, Who Wants to be a Millionaire?). Alternatively, you can ask students to try to make a story with as many of the new words from the unit as possible, then tell their story to the class.


1A – You’re in the attic. 1B – You’re in the bathroom. 1C – You’re in the dining room. 2A – You’re in the basement. 2B – You’re in the bedroom. 2C – You’re in the garage. 3A – You’re in the garden. 3B – You’re in the hall. 3C – You’re in the kitchen. 4A – You’re in the living room. 4B – You’re on the balcony. 4C – You’re in the toilet / bathroom.

DID YOU KNOW?

EXERCISE 2

1 c

2 a

3 f

4 d

5 b

6 e

EXERCISE 3

1 There’s a 2 There aren’t any 4 There isn’t a 5 There’s a

Teaching tip – Steps to Success In the reading part of the upper primary exam, there are three types of question. For the multiple choice question, students will need to read a text, then choose the correct picture from three options to answer a set of questions. You can help to prepare your students for this type of exercise in the exam by setting similar sets of questions about some of the texts in the Student’s Book. • In a stronger class, you can ask students to write their own sets of questions (approximately three to begin with), then swap questions with a partner. • Before starting the exam practice activity, focus students’ attention on each of the pictures, or set of pictures, and ask, e.g. What’s this? Where is it? Is this house big or small? How many floors has the house got? What can you see in the (room / garden)? Focus students’ attention on the wordlist box. Read out the words, one at a time, and ask students to make sentences with each of the words. To complete the activity: • Read out the Tip box and ask questions to check that students understand it. • Tell students to read the instructions carefully. • Allow students time to read the email and the questions through once. Then tell them to read the first question again, find the answer in the text, and then write the corresponding letter for the correct picture (a) in their notebooks. • Allow time for students to answer the remaining questions on their own. • Check answers as a class by asking the questions and eliciting the correct answers from students around the class. Ask students to read out the information in the email which gave them the correct answer. If you have fast finishers, you can ask them to write an email to a friend describing their house, using the email in exercise 1 as a model.

3 There are

The Reading part of the primary school leaving exam counts for approximately 30% of the total exam points. Students should be able to: • read for gist • read for specific information • identify text types, e.g. an invitation, a text message, an email, etc.

EXERCISE 4

(Students write their own answers to the questions) 1 Is there a 2 Is there a 3 Are there any 4 Is there a 5 Is there a 6 Are there any 7 Are there any 8 Is there a

For extra practice: MĆ W. pełna p28 Unit test 3 (A, B and C) 46


1 a

2 b

3 c

4 b



4 Get moving ! a 3

SB p49 Teaching tip – Words, words, words To check understanding of the new activity words, invite individual students to the front of the class. Show them a flashcard or whisper an activity verb to them. The student mimes the activity. Other students call out the correct word. Exercise 5 Tell students that they should all obey you only if you first say the words Simon says. Tell them that they’re out of the game if they follow an order that doesn’t begin with Simon says, or if they fail to do what Simon says to do. Begin by saying something like, Simon says, swim. Look to make sure everybody is miming the action. Give another order such as, Simon says, climb a tree. Check again. Continue giving orders. Mix it up and say something like, Ride a bike, without first saying Simon says. Students who mime the action are out. Play the game until only one student is left. That student is the winner. For stronger students Remember to hand out the photocopiable Vocabulary extra activities available on the Teacher’s Resource DVDROM and the Oxford Teachers’ Club website. Tip Practise identifying people in a picture of a scene by their actions with a game. Tell students to think of a person in the picture and, using the listening activity as a model, say Look at me! I can (ride a bike). Their partners look at the picture and say the correct number, e.g. (for I can ride a bike) Number 4!


c 13

d 8

e 12

f 10

EXTRA STEPS

1 ride

2 swim

3 climb

4 skip

5 juggle

6 drive


SB pp50–51 Teaching tip – Language Steps Encourage students to make their own dialogues in groups of three, using the Everyday English phrases. Invite groups of students to act out their dialogues for the class. Teaching tip – Pronunciation Say short, single syllable, words in pairs, e.g. aunt, dad / car, star / man, can. Ask students to stand up if the vowel sound is the same and stay seated if it’s different.


1 True

2 False

3 False

4 False

5 True

EXERCISE 3

1 Red (and grey). 5 Under a chair.

2 Blue.

3 Yes, there is.

4 Three.

EXERCISE 4

1 e

2 f

3 c

4 d

5 b

6 a

w 2•4 /a:/ /a:/ /a:/ /a:/ /æ/ /æ/ /æ/ /æ/ My aunt Charlotte can’t dance, but my grandad Stan can!

SB p51

WARM UP QUESTION

Emma and her mice are playing frisbee under the trees. EXERCISE 1

See audio transcript for exercise 2.

w 2•1 EXERCISE 2

1 roller skate 4 ride a bike 7 skip 8 fly 12 juggle 13

b 2

2 drive a go-kart 3 ride a horse 5 stand on your head 6 play frisbee 9 jump 10 swim 11 dive climb

Teaching tip – Learning Steps This section helps students prepare for the Language Functions in Use questions in the upper primary exam, in which they need to choose the correct responses to questions or statements. You can give your students extra practice in using everyday language by making time to talk to students about themselves in each lesson. By regularly asking students about themselves, their families and friends, their birthdays, their hobbies and their problems, you will make them feel comfortable and familiar with using the correct responses to everyday questions.

EXERCISE 3

Answer key

sit, eat, play football, run, walk (the dog)

EXERCISE 1

w 2•2 EXERCISE 4

a Boy Look at me! I can ride a horse. Whooah! Whooooooaaaaaaaaahhhhhh!! b Girl Look at me. I can drive. c Girl Look at me! I can climb. Ah! Here’s my ball. d Parrot I’m a clever boy. I can fly! I can fly! I’m a clever boy. e Girl I can juggle. Look! Oh dear! f Girl Look at me! I can swim. My dog can swim, too!

1 Tej wypowiedzi używamy, gdy poznajemy nową osobę. 2 … gdy przedstawiamy komuś swojego kolegę. 3 … gdy chcemy zapytać, jak się czuje osoba, którą spotykamy. 4 … gdy chcemy komuś złożyć życzenia urodzinowe. 5 … gdy kolega/koleżanka jest smutny/smutna lub rozgniewany/rozgniewana. 6 … gdy żegnamy się z kimś, z kim znów niedługo się zobaczymy. Unit 4


47

EXERCISE 2

Suggested responses: 1 My name is … 2 Nice to meet you, Pavel. 3 I’m fine, thanks. 4 Thank you! 5 I can’t walk. 6 OK. Bye! EXERCISE 3

a 4

b 1

c 6

d 3

e 5

2 b


SB p53

3 b

SB p52 Teaching tips – Grammar Steps 1 Grammar audio Encourage students to listen and repeat the sentences in time with the rhythm, first chorally, then individually. Grammar cards Write one of the action verbs (or stick a flashcard for one of the action verbs) on the board. Put a tick (f) or a cross (g) next to the word / flashcard. Invite individual students to the front of the class. Hand them grammar cards for He / She / It / They, can and can’t (so that they can choose the affirmative or negative). Ask students to stick the cards on the board to make an affirmative or a negative sentence with the verb (depending on whether there’s a tick or a cross next to the word / flashcard). Extension idea for exercise 5 • In a weaker class, write more verbs students know on the board and invite individual students to make sentences using them, e.g. I can’t dive. I can run. Optional activity Write the names of animals students know (bird, fish, cat, dog, horse, frog, mouse) on the board. Invite students to make sentences about what one of the animals can or can’t do (e.g. It can’t fly. It can swim and jump.). Invite other students to guess the animal (e.g. It’s a frog!). The first student to guess the animal correctly takes a turn to describe another animal.

4 can / can’t

5 can’t

3 can ride

4 can’t climb

EXERCISE 2

Jack Dad Jack Dad Jack Dad Jack Dad Jack

Look at this! Can we go to Mountain Fun Park, please? Yes, we can. Thanks, Dad. Can George come with us? Who is George? My friend from football club. How old is he? Thirteen. OK, he can come, too. Great! Thanks, Dad!

1 c

2 d

3 a

EXERCISE 4

Boy 1 Hey, John. What’s the matter? Boy 2 I’m not good at sport! I can’t ride a bike. And I can’t play tennis either. Boy 1 Oh! Well, what about football? Boy 2 I can’t play football. I’m terrible at football. Boy 1 Oh dear. Boy 2 But I can ride a horse! Look, here’s my horse, Star. It can go fast and it can jump, too. Star is fantastic.

EXERCISE 5

2 a

3 b

w 2•9 Anna Mum Anna Mum Anna Mum Anna Mum Anna Mum

Mum, can I go to the cinema this evening, please? Who with? Tom and Alina. And what time is the film? It’s at half past six. OK. Yes, you can go. Thanks, Mum! Come home at 9 o’clock, please, Anna. Yes, Mum! Bye! See you later! Bye! Have fun!

1 a

2 b

3 a


48

4 b

EXERCISE 6

w 2•6

The correct picture is b.

w 2•8

1 c

EXERCISE 3

1 can’t swim 2 can’t skip 5 can ski 6 can jump


EXERCISE 3

EXERCISE 2

3 can’t

Teaching tip – Functional Steps • Read out the information in the grammar box and make sure that students understand that we use Can to talk about ability, and to ask for and give permission. • Invite pairs of students to act out the short dialogues in exercise 1. Then ask students to tell you what things they have to ask permission for at home and at school. • Write students’ suggestions on the board. Invite them to make short dialogues in pairs about those situations. Tip Being familiar with everyday phrases will help students in the exam. To give them further practice, ask them to work in pairs and change the dialogue in exercise 2. Tell students to change details (names, ages, place, activities, etc.) to make the dialogue their own.

Yes, he can.

Answer key and audio transcript 1 can 2 can / can’t 6 can / can’t

MĆ W. podstawowa p14 MĆ W. pełna p32 MĆ W. pełna p68

f 2

EXERCISE 4

1 a

For extra practice:



SB pp54–55 Teaching tips – Grammar Steps 2 Grammar audio Encourage students to listen and repeat the sentences in time with the rhythm, first chorally, then individually. Grammar cards Invite three students to the front of the class. Hand one student grammar cards to form a question. Hand the second student grammar cards to form an affirmative short answer and the third student grammar cards to form a negative short answer. The first student sticks their grammar cards on the board in the correct order. The second and third students then race to form their answers. Optional activity • In a weaker class, hold up the flashcards for action verbs, one at a time, ask questions and invite individual students to answer them, e.g. Can you roller skate? Yes, I can. • In a stronger class, hand out the flashcards and invite students to ask and answer questions in open pairs, then pass the flashcards around the class and ask and answer about their new flashcard. Song Encourage students to think of a second verse for the song, following the same pattern of asking questions using can followed by answers. Before reading questions for exercise 7 • In a weaker class, prepare to read and listen by looking at the story frames and discussing what is happening. Ask students in Polish (if necessary): Who can you see in the pictures? Where are they? What are they doing? Picture 1: Ben, Nicky and Clanker are in the park. Nicky is standing on her head. Picture 2: Clanker is trying to stand on his head. Ben and Nicky are laughing. Picture 3: Ben is climbing the tree. Picture 4: Clanker is trying to climb the tree. Ben and Nicky are telling Clanker to be careful. Picture 5: Ben is in the tree. Clanker is jumping. There’s a big CRASH. Picture 6: Clanker is standing on his head. Ben and Nicky look surprised. • Ask students to tell you what Clanker can do at the end of the story. (He can stand on his head now that his head has fallen off ). Class discussion Ask students to tell you whether or not they can stand on their heads and what other things they can do (e.g. cartwheels, juggle, etc.).

EXERCISE 2

1 Can gorillas swim? No, they can’t. 2 Can your teacher juggle? Yes, he / she can. / No, he / she can’t. 3 Can snakes close their eyes? No, they can’t. 4 Can you stand on your head? Yes, I can. / No, I can’t. 5 Can you and your friends fly? No, we can’t. 6 Can tigers climb? Yes, they can.

w 2•11 EXERCISE 3

1 2 3 4 5 6

No, he can’t. Yes, they can. Yes, she can. No, he can’t. No, it can’t. Yes, she can.

w 2•12 EXERCISE 4

Can you ride a horse? No, I can’t. Can you drive a car? No, I can’t. Can you climb a mountain And touch a star? Can you jump, jump, jump Like a kangaroo? Tell me, tell me! What Can you do? I can play the guitar. I can play the guitar. I’m a guitar star! I can play the guitar! [x2] 1 ride

2 drive

3 climb

4 do

w 2•14 EXERCISE 5

Emma It’s time for my tennis lesson. Ben Really? Can you play tennis? Emma No, I can’t. It’s my first lesson! Ben Cool! Tennis is great. Can you play other sports, too? Emma Yes, I can. I can play baseball. Ben Me too. Let’s play baseball tomorrow! Emma But it’s Monday tomorrow. We can’t play baseball. It’s school! 1 Can

2 can’t 3 Can

4 can

5 can

6 can’t

4 can’t

5 can 6 can

EXERCISE 8

1 can

2 can’t 3 can

For extra practice: MĆ W. podstawowa p14–15 MĆ W. pełna p34 Reinforcement worksheet 4 Extension worksheet 4



49

SB pp56–57 Teaching tip – Skills Steps Reading skills tip To help students understand a reading text, encourage them to visualize while they’re reading. You can show students how to do this by pausing at certain points in each reading text and describing your own visualization (what the text makes you imagine about a place or person) and encouraging students to do the same. Writing skills tip Encourage students to assess their own writing before handing it in by reading through it and checking for spelling and grammar mistakes. If you have fast finishers, ask them to write similar profiles about themselves, saying what sports / actions they can do. If your students require more writing practice, you can find extra worksheets to help develop writing skills on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. Steps to Success Tell students that exercise 6 is similar to a question type that will be included in the upper primary exam. However, in the exam, students will be expected to choose from three answer options.

DID YOU KNOW?

More people watch football than any other sport in the world, but more people actually take part in fishing than any other sport in the world.


1 True

2 False

3 True

4 True

5 False

EXTRA STEPS

Students’ own answers EXERCISE 2

Name Country Age Sport He can

Lionel Messi Argentina 28 Football run very fast, score great goals

w 2•17

Tomek No! Really? Where? Are there mountains near here? Dylan Mountains? No! But I CAN ski – and I can ski jump. I’m really good at it. Look! Tomek What’s this? A video? Dylan No, it’s my Nintendo Wii. I can ski jump on this. Look! 185 metres! Tomek That isn’t ski jumping. It’s a computer game! EXERCISE 5

Tomek can really ski. EXERCISE 6

1 a

2 b

3 b

4 a

5 b

EXERCISE 7

The best summary is b.

For extra practice: MĆ W. podstawowa p15 MĆ W. pełna pp35–36 Writing worksheet 4 Extensive reading worksheet

SB p58 Teaching tip – Culture Steps When students have finished reading the text, ask them to list all the sports in the text. Write their answers on the board. Ask students around the class to make sentences about themselves using the sports on the board (e.g. I can play football. / I don’t like hockey, etc.). Ask students what other sports they can think of and whether they can play / like watching these sports. Teaching tip – Project Students do a survey about which sports the children in their class do. Photocopiable preparation worksheets for all projects are provided on the Teacher’s Resource DVDROM and the Oxford Teachers’ Club website. Class discussion Ask students to tell you if martial arts are popular in Poland and if they’re learning / would like to learn any martial arts. Which ones would they like to learn? Optional activity Invite some students to answer questions about school sports in Britain, e.g. How many hours of sport are there at school in Britain every week? Two. Is hockey a traditional school sport? Yes, it is. Encourage students to ask and answer their own questions in pairs.

EXERCISES 5 AND 6

Dylan Oh, hi Tomek! Tomek Hi, Dylan. How are you? Dylan I’m fine. Come in! Tomek What’s this? Skiing! It’s my favourite sport. Dylan Really? Can you ski? Tomek Yes, I can. Dylan Can your sister ski? Tomek Agata? Yes! She’s very good. Our home in Poland is near the mountains. What about you, Dylan? Can you ski? Dylan Yes, I can. Tomek Really? Dylan Yes. I can ski jump, too. 50

DID YOU KNOW?

Recent studies show that boys in the UK do more sport than girls. The top three sports activities for children aged 5–10 in the UK are swimming, playing football and cycling. The top three sports for 11–15-year-olds in the UK are football, basketball and swimming. The countries with the most active children are the Netherlands, Slovakia, Denmark, Finland and Canada. How active are children in your country?



Answer key

EXERCISE 1

w 2•18

Students monitor each others’ answers.

EXERCISE 1

w 2•19

football, rugby, hockey, netball, cricket EXERCISE 2

1 netball

EXERCISE 2

2 cricket

3 hockey 4 kick-boxing

5 yoga

EXERCISE 3

1 True

2 False

3 False

4 True

5 False


1 2 3 4 5 6

swim drive a go kart ride a horse roller skate skip ride a bike

EXERCISE 3

SB p59 Teaching tip – Revision Ask students to work alone and write down any words they can remember from the unit on a piece of paper. Allow five minutes maximum for this. Help weaker students to make sure everyone writes something. In pairs, students swap lists and write down each other’s words. Then join pairs to make groups of four. Students compare lists and write down any words they do not have on their own lists. Break the groups to form new groups of four and repeat the exchange. Do this until the whole class has all the words on their piece of paper. Ask students to take turns to write a word on the board until the whole list is on the board. Teaching tip – Extensive reading If your students enjoy reading and you want to give them more practice, you can find a cartoon story – The magic pen – on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website.

DID YOU KNOW?

People who learn languages easily aren’t frightened of asking questions. They know it’s the best way to learn. Asking questions when you don’t know something will improve your confidence, because you learn that you can solve your problems. Students who have questions, but don’t answer them can feel stressed. So if you don’t understand something, ask your teacher.

1 2 3 4 5 6

You can’t juggle. It can swim. We can climb. Anna can’t stand on her head. They can ride a bike. My friend can’t roller skate.

w 2•20 EXERCISE 4

Man Sandra, can you whistle? … Yes, you can. What about you, Mike. Can you whistle? Mike No. I can’t. Not really. Man Sandra, can you stand on your head? Sandra Yes, I can. Man Can you stand on your head, Mike? Mike Yes, I can. Man Can you sing, Sandra? Sandra Yes, I can. Mike No, you can’t! Stop! Man Can you sing Mike? … Last question: Sandra, can you climb a tree? Sandra Yes, I can. Look! Man And you Mike? Can you climb a tree? Mike Yes, of course. … Aargh! Sandra No, you can’t! 1 f

2 g

3 f

4 f

5 g

6 f 7 f

8 g



51

SB p60 Teaching tip – Steps to Success In the Grammar and Vocabulary in Use part of the upper primary exam, students will need to choose the correct options to complete sentences about a picture. You can help to prepare your students for this section of the exam by using pictures in the Student’s Book. Choose pictures and ask students questions about the people and things in each scene using the grammar structures and vocabulary taught in the course so far, e.g. What can the boy do? Where is the girl? What has the boy got? etc. Before starting the first activity, focus students’ attention on the picture and ask: How many people are there? What have they got? What colour is (this boy’s T-shirt)? What can (this girl) do? Focus attention on the wordlist box. Read out the descriptive phrases, one at a time, and ask students to point to the correct people in the picture. Say more descriptive phrases about people in the class and ask students to say who you’re describing. To complete the first activity: • Read out the Tip box and check that students understand. • Tell students to read the instructions carefully. • Read out the first question and ask students to say which of the options is the correct answer. Tell them to write the correct letter (b) in their notebooks. • Allow time for students to complete the remaining two items on their own. • Check answers as a class by reading out the first part of each sentence and eliciting the correct answers from students around the class. The other question type students will answer in the knowledge of grammar and vocabulary part of the upper primary exam involves matching words to gaps. Students will need to choose the correct words to complete a short text. The Student’s Book activities provide plenty of practice at completing gapped sentences and texts, but if you want to give your students extra practice, you can write a gapped extract from one of the Student’s Book texts on the board with a set of words for students to choose from. The answer options given in the exam often contain words which are similar to each other, but different grammatically or in meaning, e.g. their / there, so you will need to tell students to think very carefully when choosing words to complete the text and to look at the words surrounding each gap to help them decide whether the missing word is a singular or plural noun, a positive or negative verb, and if a verb, what tense it should be. Before starting the second activity, focus students’ attention on the words in the box and ask them to say whether each word is a noun or a verb and whether the verbs are positive or negative. Tell them that taking a minute to think about the types of words they can choose from will help them to find the right words to complete the text.

52

To complete the second activity: • Tell students to read the instructions carefully. • Read out the text up to the first gap and ask students to say which of the options is the correct answer. Tell them to write the correct letter (b) in their notebooks. • Allow time for students to complete the rest of the exercise on their own. • Check answers as a class, by inviting students to read out completed sentences from the text. DID YOU KNOW?

The Grammar and Vocabulary in Use part of the primary school leaving exam counts for approximately 15% of the total exam points.


1 b

2 b

3 a

EXERCISE 2

1 b

2 d

3 f




SB pp61–62 Objectives To revise: Vocabulary: rooms in the house, actions Grammar: There is / There are (all forms), prepositions of place, can (all forms) Vocabulary revision • Select / Print the flashcards for Units 3–4. • Write key words from Units 3 and 4 on the board one at a time. Invite individual students to the front of the class and ask them to select a matching flashcard for one of the words. In a weaker class, ask students to select from two flashcard options. In a stronger class, ask students to choose between more options. The students stick the correct flashcard on the board next to the word. Extension idea for exercise 6 Ask students to say sentences about Mike and Jenna using and or but (e.g. Mike can roller skate, but he can’t skip.). Extension idea for exercise 10 If you have fast finishers, ask students to write a reply to the email in exercise 10, describing their own classroom.


The wardrobe is in the bedroom. The oven is in the kitchen. The stairs are in the hall. The washing machine is in the bathroom. The black cat is on the balcony. The white cat is in the garden. The TV is in the living room. EXERCISE 2

1 2 3 4 5 6 7 8

stand on your head jump fly climb a tree ride a horse juggle ride a bike skip

1 2 3 4

Is there a bin? No, there isn’t. Is there a pencil case? Yes, there is. Are there any rulers? Yes, there are. Are there any pens? No, there aren’t.

EXERCISE 6

1 2 3 4 5

Can Mike roller skate? Yes, he can. Can Jenna skip? Yes, she can. Can Mike skip? No, he can’t. Can Mike and Jenna climb a tree? Yes, they can. Can Mike and Jenna ride a horse? No, they can’t.

EXERCISE 7

1 b

2 c

3 c

4 b

EXERCISE 8

1 b

2 c

w 2•21 EXERCISE 9

Suzie Hi Mum! Mum Oh, Suzie, look at your bedroom! What are all the things on your bed? Suzie It’s my homework, Mum! Mum Really? Suzie Well, there’s my schoolbag. There are my three English books. And there’s my pencil case in front of the bag. Next to the pencil case there’s my school skirt and a T-shirt. That’s all! Mum But what’s that under the T-shirt? Suzie I don’t know. Oh, it’s the cat! Sorry Cat! Sorry Mum! Suzie’s bed is b. EXERCISE 10

1 2 3 4 5

Mrs Merry Lucy Sam Becky Tom

EXERCISE 3

1 2 3 4 5 6

It’s on the box. It’s in the box. It’s behind the box. It’s under the box. It’s next to the box. It’s in front of the box.

EXERCISE 4

1 2 3 4 5

There aren’t any pencils. There’s a desk. There are two rulers. There’s a notebook. There aren’t any students. Review Units 3–4 © Copyright Oxford University Press

53

5 Animals SB p63

SB pp64–65

Teaching tips – Words, words, words Vocabulary review To review vocabulary from previous units, you can play a game of Living Bingo using the printable flashcards. Hand out a flashcard to each student and divide the class into groups of four or more. Each group stands in a corner with their cards. Call out the words for the flashcards one at a time. The student with the correct flashcard sits down. The first team with all its members sitting is the winner. (Bingo!) For stronger students Remember to hand out the photocopiable Vocabulary extra activities available on the Teacher’s Resource DVDROM and the Oxford Teachers’ Club website.

Teaching tip – Language Steps Play a game to practise the Everyday English phrases taught so far. Divide the class into two teams, A and B. Say the Polish translation of one of the phrases to Team A and ask them to say the phrase in English. Repeat with each team in turn, awarding one point for each correct phrase. The team with the most points is the winner.


1 No, they aren’t. 2 They’re at the zoo. 3 Monkeys and a toy spider. EXERCISE 3

1 Dylan 5 Dylan


Emma is on the chair in the left corner and her mice are on the clock on the wall. EXERCISE 1

EXERCISE 4

1 f

2 c

3 a

EXERCISE 2

1 spider 2 snake 3 parrot 4 rat 5 guinea pig 6 hamster 7 stick insect 8 budgie 9 tortoise 10 ferret 11 fish 12 lizard 13 rabbit EXERCISE 3

Possible answers: The budgie is on the floor. The rabbit is under the table. The guinea pig is next to the door / under the bookcase. The ferret is under the chair. The parrot is on the horse. The spider is on the clock. The rat is in the bookcase. The fish is on the table. EXERCISE 4

There’s a toy giraffe. There’s a horse. There are two mice. There are two dogs: one running across the floor; the other is in the poster on the wall, next to the horse. There’s a cat. There’s a toy bear. There’s a bird in the clock.

5 d

6 e


1 2 3 4 5 6

They’re in a classroom. Three There are two girls and a boy. There are eight pets. A rabbit, three stick insects, two budgies, two guinea pigs. The rabbit is brown. The stick insects are black and brown. The budgies are green and yellow, and blue and white. The guinea pigs are brown and white.

EXERCISE 3

1 b 54

4 b

Pronunciation Say words with the /ɪ/ or /iː/ sounds, e.g. big, tree, fish, see, pig, me. Ask students to raise their right hands if they hear the /ɪ/ sound and to raise their left hand if they hear the /iː/ sound. Teaching tip – Learning Steps This section helps to prepare students for the knowledge of grammar and vocabulary part of the upper primary exam. Help students to prepare for picture based questions by asking them to describe other pictures in the Student’s Book, or by bringing in pictures from magazines, the Internet, etc., for students to talk about in class. Exercise 2 Use iTools to show the picture in exercise 1 on your whiteboard or project it on to the screen. Invite students to identify each item by pointing to the correct person or animal in the picture.

w 2•22


4 Amy, Dylan and Tomek

SB p65

See audio transcript for exercise 2.

For extra practice:

2 Amy 3 Tomek

2 a

3 c


SB p66

SB p67

Teaching tip – Grammar Steps 1 Vocabulary Write a word describing an animal’s body on the board. Invite a student to point to the correct part of the picture in exercise 2 in the Student’s Book. Alternatively, you can ask a student to come to the front of the class. Hand the student two or three flashcards (one of which matches the word on the board). The student sticks the correct flashcard on the board. • In a stronger class, invite students to write words on the board for their friends to match with the correct flashcards. Optional activity Ask students to describe an animal. The class tries to guess what the animal is, e.g. It’s got a tail. It hasn’t got legs. Is it a snake? Yes, it is!



EXERCISE 2

1 ears 2 teeth 3 neck 7 tail 8 spots 9 legs

4 wings 5 feathers 6 fur

Possible answers: It’s got two small ears. It’s got two big teeth. It’s got a long neck. It’s got two wings. It’s got brown feathers. It’s got orange fur. It’s got a short, white tail. It’s got yellow spots. It’s got two long legs. EXERCISE 4

A crocodile has got a long tail. A guinea pig hasn’t got long ears. A budgie has got wings. A parrot hasn’t got teeth. A goldfish hasn’t got fur. A ferret has got four legs. 2 B

3 B

4 A

5 B

Assistant Can I help you? Mrs King Is my dog here? Assistant How big is it? Mrs King It’s quite small. Assistant What colour is it? Mrs King It’s white. But it’s got light brown ears and a brown tail. Assistant Is this your dog? Mrs King Oh, yes. Thank you. Dinky! Come here! Good boy! The dialogue is about a dog. EXERCISE 2

1 c

EXERCISE 5

1 A

w 2•27 EXERCISE 1

EXERCISE 3

1 2 3 4 5 6

Teaching tip – Functional Steps If you have time, bring some other pictures of animals (dogs, cats and other pets) to the lesson for students to use when making dialogues of their own. Encourage students to have fun with the model dialogue and to practise it with details of animals in the pictures. If they want to, they can make their dialogues about unusual animals (e.g. Is my dragon here? It’s quite big. It’s green, but it’s got a long, red tail.). Tip Play a game to give students further practice in listening to multiple choice questions. • Ask three boys or three girls to come and stand at the front of the class. • Describe one of the three students without saying their name. Mention some aspects that all three children have in common and some aspects in which the child you are describing is different, e.g. He’s tall. He’s got short hair. He’s got a red T-shirt. The rest of the class tries to guess who you are describing.

2 a

3 b

w 2•28

6 B

EXERCISE 4

w 2•26 1 It’s got big teeth. It’s got a tail. It’s got four legs. It can climb trees and it can swim. It’s black and orange. 2 It can climb trees. It’s got two arms and two legs. It’s black. It’s got a long tail. It’s small. It hasn’t got big teeth. 3 It’s black and white. It’s small. It’s got wings. It can swim, but it can’t fly. It’s got two legs. 4 It’s big and brown. It can climb trees and it can swim. It’s got brown ears and big teeth.

Assistant Can I help you? Boy Oh, hello. I can’t find my pet. Assistant What animal is it? Boy A cat. It’s quite small. Assistant What colour is it? Boy It’s white. But it’s got black and brown spots, and black feet. It’s also got green eyes. Assistant Can you wait, please? … Is this your cat? Boy Oh, yes. That’s Mitzi. Thank you! Thank you! Mitzi, come here! Good girl!

1 a tiger

Mitzi is cat a.

EXERCISE 6

2 a monkey

3 a penguin

4 a bear

For extra practice:

For extra practice:


MĆ W. pełna p40



55


SB pp68–69 Teaching tip – Grammar Steps 2 Grammar cards • Invite six students to come to the front of the class. Hand them the following six cards in random order: I ’VE GOT A CAT . • Tell students to stick their cards in a row on the board to form a correct sentence. • Hold up the card HAVEN’T and ask students to tell you which card on the board this could take the place of to make the sentence negative. • Stick HAVEN’T on top of ’VE. Elicit from the class that ’VE is short for have, and HAVEN’T is short for have not. • Repeat the procedure with the following cards: WE ’VE GOT A DOG and HAVEN’T YOU ’VE GOT A COMPUTER and HAVEN’T Optional activity It’s useful to reinforce the grammar students are learning with additional listening and speaking activities. • Say a false sentence about people in the classroom and invite students to correct the information by first giving a negative sentence then giving a true affirmative sentence, e.g. Maria has got a red school bag. No! Maria hasn’t got a red school bag. She’s got a black school bag. • In a stronger class, invite students to describe people in the class using affirmative and negative sentences and invite other students to guess who is being described, e.g. She hasn’t got long hair. She’s got a red school bag. It’s Maria! Extension idea for exercise 3 • Ask students to look at the chart and talk about Sue and Tom, then talk about themselves in the same way. Before reading questions for exercise 6 • In a weaker class, prepare to read and listen by looking at the story frames and discussing what is happening. Ask students in Polish (if necessary): Where is (Ben / Clanker / Nicky)? What is (Ben / Clanker / Nicky) doing in picture (1)? Picture 1: Clanker is walking near the park. He looks sad. Picture 2: Clanker sees something hiding in the bushes. Picture 3: Clanker is talking to Ben on the phone. They both look happy. Picture 4: Ben and Nicky are at home. They’re watching the news. The newsreader is talking about a missing crocodile. Ben and Nicky look surprised. Picture 5: Clanker is talking to Ben and Ben is jumping. up from the sofa. Picture 6: Ben and Nicky are in the park with two zookeepers. They’re trying to catch the crocodile. Class discussion • Ask students to tell you what their favourite wild animal is and what they know about that animal.

56

EXERCISE 2

1 ’ve got

2 have got

3 ’s got

4 has got

5 ’ve got

w 2•30 EXERCISE 3

Sue I’ve got roller skates. They’re yellow and red. My sister has got a bike, but I haven’t got a bike. I haven’t got a kite and I haven’t got a dog. But I’ve got a cat. It’s got a long tail. And I’ve got a computer! It’s great! Tom I haven’t got roller skates. I can’t roller skate! But I’ve got a bike. It’s blue and it’s really fast. I’ve got a kite, too. It’s a big, red and yellow kite. My mum and dad have got a computer, but I haven’t got a computer. Oh, yes, and I’ve got a dog! 1 f 9 g

2 g 3 g 10 f

4 f

5 g

6 g

7 f

8 f

EXERCISE 4

1 2 3 4

He hasn’t got a cat. He’s got a snake. They haven’t got a hamster. They’ve got a rabbit. She hasn’t got a stick insect. She’s got a parrot. We haven’t got a ferret. We’ve got a tortoise.

w 2•31 EXERCISE 5

I’ve got two small mouths. I’ve got one big eye. I’ve got four long wings. Yes, I can fly! I’ve got purple spots All over the place. I’m a big and hairy (Very scary!) Flying thing from space. I’ve got long green hair And an orange face. I’m a big and hairy (Oooooo it’s scary!) Flying thing from space. [x2] 1 eye

2 wings

3 spots

4 hair

5 face

3 True

4 False

5 True

EXERCISE 7

1 False

2 False

6 False

EXERCISE 8

1 hasn’t got

2 ’s got

3 hasn’t got




4 have got

SB pp70–71 Teaching tip – Skills Steps Reading skills tip Encourage students think about different text formats. Ask them what sort of things they read every week (books, comics, packets, timetables, etc.). Brainstorm the type of information they would expect to find in each type of text. Predicting the type of information will give students more confidence in answering questions about any text they read. Writing skills tip Remind students of the kinds of mistakes they should check for when reading through their own work or a partner’s. This can be done by brainstorming the type of mistakes (grammar, spelling, punctuation, etc.) with the class as a whole. If your student require more writing practice, you can find extra vocabulary worksheets to help develop writing skills on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. Class discussion Ask students to tell you about their favourite animal stars in films or on TV.

Rin Tin Tin was a famous German Shepherd Dog. He was rescued from a World War I battlefield by an American soldier called Lee Duncan. Lee trained Rin Tin Tin to do lots of clever tricks, and soon he got some work in silent films. Rin Tin Tin was a huge success and he starred in 27 Hollywood films in the 1920s. In 1929, he got the most votes for the first Academy Award for Best Actor, but the Academy decided that a human should win the award.


2 c

3 d

4 a

EXERCISE 2

1 a

2 c

2 He can’t find his grandma’s cat. EXERCISE 4

1 b

2 a

3 b

4 a

5 b

EXERCISE 5

Sheba is crocodile a. EXERCISE 6

1 2 3 4

My rat is black, and it’s got a pink tail. My puppy is small, and it’s very friendly. My snake is yellow, and it’s very long. My horse is brown, and it’s got a black tail.


SB p72

DID YOU KNOW?

1 b

Dylan But that isn’t grandma’s cat. It hasn’t got a white spot on its ear. Tomek This cat has got a white spot. But it’s got very dirty ears! Dylan No way! Tomek Look! Monty Miaow! Dylan Hey, you’re right. This is Monty. Hi, Monty! Grandma has got some fish for you at home!

Teaching tip – Culture Steps When students have finished reading the text, ask questions about the children in the text (e.g. Who has got a snake? Whose pet is funny?). Ask students to say what pets they have got and what adjectives they can use to describe their pets. If students haven’t got a pet, they can describe their imaginary pet from the previous lesson. Class discussion Ask students to tell you what pets they have got and what pets are the most popular in Poland. Project Students make a profile about their favourite animal. Photocopiable preparation worksheets for all projects are provided online on the Teacher’s Resource DVD-ROM and Oxford Teachers’ Club website.

3 d DID YOU KNOW?

w 2•35 EXERCISE 3

Tomek Hi Dylan. What’s the problem? Dylan I can’t find my grandma’s cat. Can you help me? Tomek Of course. Is the cat big? Small? What colour is it? Dylan It’s small and black. But it’s got a white spot on its ear. Tomek And it’s in this street. Dylan I think so! Tomek OK. Let’s look. Dylan Here kitty kitty kitty. Tomek What about that cat? Next to the car! Dylan No. That’s just a black cat. It hasn’t got a white spot. Tomek Are you sure? Dylan Of course. Tomek Hmm. Wait a moment.

The Labrador Retriever is the most popular breed of dog to have as a pet in the USA, Canada and the UK. However, lots of people believe that it’s better to get a dog from a rescue centre than to buy a puppy, because there are lots of dogs that need good homes. There are lots of rescue centres for dogs and cats in the UK. They help to find new homes for pets whose owners can’t keep them any more.

Answer key w 2•36 EXERCISE 1

(Tomek’s introduction: guinea pig, rabbit) Main text: budgies, rabbits, hamsters, fish, stick insects, spiders, cats, dogs, tortoises, turtles, snakes, lizards


57

EXERCISE 2

EXERCISE 4

1 Many 2 small 3 twelve 5 aren’t 6 small

4 reptiles

EXERCISE 3

1 b

2 a

3 d

4 c


SB p73 Teaching tip – Revision Make your revision lesson engaging for students by playing games to revise the grammar and vocabulary from the unit. There are plenty of ideas for optional activities on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. Another way to practise the vocabulary taught so far is to play a game of Alphabet Words. Say a word beginning with the letter a. Ask a student to then say a word beginning with the letter b. Continue in this way around the class. If a student can’t think of a word beginning with their letter, you can invite the rest of the class to help. You can ask for any word or words within a lexical group, e.g. pets. Teaching tip – Extensive reading If your students enjoy reading and you want to give them more practice, you can find a cartoon story – The magic pen – on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. Encourage students to read it for pleasure.

1 I haven’t got a cat. I’ve got a dog. 2 Giraffes haven’t got short necks. They’ve got long necks. 3 My dog hasn’t got big teeth. It’s got small teeth. 4 We haven’t got a tortoise. We’ve got a lizard. 5 You haven’t got a brown hamster. You’ve got a white hamster. 6 Parrots haven’t got fur. They’ve got feathers.


DID YOU KNOW?

Our brains naturally group connected words together, so it’s easier to remember words when they’re all connected to one topic (e.g. types of food, school subjects, etc.). Why not try writing down all the words you can think of for one topic? How many can you remember?


1 2 3 4 5 6

a rat and a budgie a ferret and a fish a lizard and a rabbit a tortoise and a parrot a snake and a hamster a spider and a stick insect

EXERCISE 2

1 A

2 B

3 C

4 B

5 A

6 C

EXERCISE 3

1 2 3 4 5 6 7

58

Luke hasn’t got a blue pencil case. Luke has got a dictionary. Luke hasn’t got a pen. Luke hasn’t got a ruler. Luke has got a white rubber. Luke has got a notebook. Luke hasn’t got an orange pencil.


SB p74

DID YOU KNOW?

Teaching tip – Steps to Success In the upper primary exam, one of the listening comprehension questions involves students listening to dialogues and deciding whether the statements in the exercise are true or false. Students need to read each statement and listen to each dialogue carefully to decide who is speaking, who they’re speaking to, and what they’re talking about. Before starting the first activity, tell students to copy the statements into their notebooks and underline the key words: Dziewczynka mówi o swoim zwierzątku. Mama nie wie, gdzie jest piórnik syna. Chłopiec mówi o prezencie. Focus attention on the wordlist box. Read out the words, one at a time, and ask students to make a sentence with each word. Ask students what other words for pets or possessions they can think of. To complete the first activity: • Read out the Tip box and check that students understand it. Tell students to read the instructions carefully. Play the first dialogue and ask students to say whether the sentence is true or false. Tell them to write the correct word (True) in their notebooks. • Play the recording twice for students to complete the remaining two items on their own and check their answers. • Check answers as a class, by reading out the statements and eliciting the correct answers from students around the class. Another listening exercise in the exam is matching dialogues to pictures of places. Students listen to three dialogues and look at four pictures. They need to decide which picture matches each dialogue. There’s one picture which students do not need to use. There may be similarities between some of the pictures, so students need to listen carefully to make sure they choose the correct pictures. Before starting the second activity, focus students’ attention on the pictures and ask them to say what place each picture shows (tennis court, school corridor, park, garden) and what items they can see in each picture. Tell them that taking a minute to think about the types of words they expect to hear will help them to choose the correct picture to match each dialogue. To complete the second activity: • Tell students to read the instructions carefully. • Play the first dialogue and ask students to say which picture they think it’s about. Tell them to write the correct letter (b) in their notebooks. • Play the recording twice for students to complete the rest of the exercise on their own and check their answers. • Check answers as a class.

The Listening part of the primary school leaving exam counts for approximately 35% of the total exam points. the recordings in the Listening section of the exam lasts approximately 17 minutes and feature English native speakers. During the exam, the recordings are played twice together with the instructions in Polish.


1 Girl This is my spider. It’s from South America. It’s very big and it’s got eight long legs, but it’s friendly. Its name is Princess. 2 Boy Mum, I haven’t got my pencil case. It isn’t in my school bag or in my bedroom. Can you help me? Mum It’s on the dining room table next to the computer. 3 Boy I’ve got a new bike. Here it is. It’s big and blue. It can go very fast. It’s from my mum and dad. It’s for my birthday. I’m 13 today. 1 True 2 False 3 True

w 2•38 EXERCISE 2

1 Girl I’ve got a new pet! It’s a baby rabbit. Boy Great. Where is it? Girl It’s in the garden at home. Boy Can I see it? Girl Yes, you can. Come to my house after school today. Boy Thanks! Come on! We’re late for our English lesson. There’s the teacher. 2 Boy 1 Oh dear, I haven’t got my tennis ball. Boy 2 Is it in your tennis bag? Boy 1 No, it isn’t. I think the ball is in my garden with my dog! Sorry. We can’t play tennis today. Boy 2 Yes, we can. Look, I’ve got a tennis ball. And it’s new! Let’s play! 3 Girl 1 Can we play with your dog? Girl 2 Yes. We can play with it in the garden. Come on! Girl 1 Max! Here, boy! Girl 2 Where’s the ball? Girl 1 It’s under the tree, look. Max! Where’s your ball? Good boy! 1 b

2 a

3 d



59

6 People SB p75

SB p76–77

Teaching tips – Words, words, words Vocabulary review Bring a ball to class. Students stand in a circle. The student holding the ball must say an adjective and a noun in English and Polish. If they do this correctly, they may pass the ball to another student and then that student repeats the same process. In a stronger class, tell students that the ball is a hot potato to encourage them to think quickly. For stronger students Remember to hand out the photocopiable Vocabulary extra activities available on the Teacher’s Resource DVDROM and the Oxford Teachers’ Club website. Tip Practise using adjectives with your class to help them to become familiar and confident with a variety of adjectives. Optional activity Tell students to take turns to say a word. Their partner says the opposite word, e.g. A old B young, tall A short

Teaching tip – Language Steps Play a game of Bingo to practise the Everyday English phrases taught so far. Tell students to look through their books and write six phrases in English in a simple grid in their notebooks. Call out Everyday English phrases in Polish in random order. If the students have the matching phrase in their notebooks, they can cross it out. The first student to cross out all their phrases is the winner. Class discussion Ask students to tell you about birthday traditions in Poland.


1 Petra 2 Tomek EXERCISE 3

1 False

WARM UP QUESTION

6 d

7 e

8 l

9 b

10 c

w 2•39 EXERCISE 2

a a thin woman b a clean car c a slow bus d a young child e a fast motorbike f a quiet room g a short man h a fat dog i a tall boy j a dirty car k an old man l a noisy baby

4 True

5 False

2 b

3 e

4 c

5 a


Nouns: a hamster, a chair, a classroom, a dress Adjectives: brown, small, great, nice EXERCISE 2

EXERCISE 3

quiet – noisy thin – fat tall – short old – young fast – slow clean – dirty EXERCISE 4

1 2 3 4 5

noun adjective noun noun adjective

EXERCISE 3

1 sister

2 new

1 He’s got a fast motorbike. e 2 She’s got a noisy baby. l 3 He’s got a thin dog. k 4 He’s got a clean car. b 5 He’s got a dirty T-shirt. j


60

3 False

Teaching tip – Learning Steps This section helps to prepare students for the Grammar and Vocabulary in Use section of the upper primary exam. Students practise matching words to gaps. To complete the text with confidence, they will need to identify nouns, adjectives and other parts of speech. Help to prepare your students for this type of question by writing a selection of 6–8 known words (e.g. bike, climb, clean, sister, fast, walk) on the board and asking students to say which words are nouns, adjectives or verbs.

EXERCISE 1

5 k

2 False

EXERCISE 4

1 d

Emma is talking to her brother Jack and her mice are riding a tortoise in the bottom right corner of the picture. 4 g

4 Petra 5 Tomek

SB p77


1 f 2 a 3 i 11 j 12 h

3 Dylan


3 cat 4 eyes

5 long

SB p78

SB p79

Teaching tips – Grammar Steps 1 Grammar cards Divide the class into two teams. Hand one team the grammar cards to form questions. Hand the other team the grammar cards to form answers. (You will have to copy have / has and got cards.) The first team holds up the grammar cards to form a question (in the correct order). The second team holds up the answer. The first team gets two points for each correctly formed question. The second team gets one point for the correct answer. Swap teams and repeat the game to see which team gets the most points. Tip Recognizing people from physical descriptions will help students in the Listening and Reading sections of the upper primary exam. You can help to prepare your them for this by playing games such as That’s wrong!, Guess who!, What is it? or Picture it! from the games and optional activities on the Teacher’s Resource DVD-ROM and the Oxford Teacher’s Club website.

Teaching tip – Functional Steps Encourage students to have fun with the model dialogue when they practise it in pairs and to copy the intonation of the speakers on the audio. Tell them that they can change details in the dialogues to make them about their own families. You can also ask students to choose a setting for their dialogue (in a café, at home, at school, on the street, etc.) and act as if they’re in that place as they perform their dialogue for the class. Tip Students will often hear or read details about people’s families in the Listening and Reading sections of the upper primary exam. You can help to prepare your students for this by asking one student to talk about their family to the class, then asking other students around the class questions (e.g. How many brothers has Maria got? How old is Maria’s sister? etc.).

Answer key and audio transcript w 2•45


EXERCISE 1

Tim Jane, have you got any brothers or sisters? Jane Yes, I have. I’ve got three brothers and a sister. Tim Really? What a big family! Jane What about you? Have you got any brothers or sisters? Tim I’ve got a new baby sister. Jane That’s nice. Tim I’m not sure.

EXERCISE 2

1 e

2 a

3 c

4 f

5 b

6 d

w 2•43 EXERCISE 3

a b c d e f

curly hair long hair blond hair short hair straight hair dark hair

1 Really? 2 What about you? 3 That’s nice. 4 I’m not sure.

w 2•46

EXERCISE 4

1 Have, got 2 Has, got 5 Has, got

3 Have, got

4 Has, got

w 2•44 EXERCISE 5

Neighbour Hello, Laura. What’s the matter? Can I help? Laura Tom can’t find his toy. Tom I can’t find Fred! Laura Fred is a doll. He’s got lots of white hair. He’s got a big nose and very big ears. He’s got big eyes. Tom His eyes are black. Laura Yes, and his hair is very curly. Neighbour Has he got a red hat? Laura Yes, he has. Neighbour Is this Fred? Tom Yes! Thank you! Laura Thank you, Mr Jones. Tom’s toy is picture b.

EXERCISE 3

Robert Cathy, have you got any brothers or sisters? Cathy Yes, I have. I’ve got a brother and a baby sister. Robert Really? Cathy Why? What about you, Robert? Robert Well, I’ve got a sister and a baby brother! Cathy How old are they? Robert My sister is nine and my brother is two. Robert What’s so funny, Cathy? Cathy Well, my brother is nine and my sister is two! Robert That’s great! Cathy – b; Robert – a EXERCISE 4

1 9

2 2

3 2

4 9

EXERCISE 5

b – Yes, I have. He’s eight.



For grammar summary: MĆ W. pełna p69 Unit 6 © Copyright Oxford University Press

61

SB pp80–81

DID YOU KNOW?

Teaching tips – Grammar Steps 2 Grammar cards For extra practice of possessive adjectives, write a sentence on the board (e.g. I’ve got a dog.) with a picture of a dog. Invite a student up to the board. Hand the student the grammar cards for ‘This is my dog’. Tell the student to put the grammar cards on the board in the correct order. Then ask Whose dog is it? to elicit Your dog. Repeat with other sentences using have got, possessive adjectives, and pictures of pets and possessions. Optional activity • In a weaker class, ask questions about students’ items in the classroom and invite individual students to answer them using possessive adjectives, e.g. A Is this your book? B No, it isn’t. It’s his book. Grammar cards For extra practice of This / That / These / Those, put students into four teams. Ask one student from each team to come to the front of the class. Hand them a grammar card for This, That, These, or Those face down. Tell the students not to look at the cards, but to hold them up above their heads. Hold up or point to an object / objects (e.g. hold up two pens). Students from the rest of the class call out the name of the student holding the correct card. The student holding the card makes a sentence using the correct word (These are pens.). If they are correct they win a point for their team. Ask students to swap with other members of their team and shuffle the cards so each team has different words. Repeat the game with other objects. Before reading questions for exercise 8 • In a weaker class, prepare to read and listen by looking at the story frames and discussing what is happening. Ask students in Polish (if necessary): Where is (Ben / Clanker / Nicky)? What is (Ben / Clanker / Nicky) doing in picture (1)? Picture 1: Clanker and Ben’s mum are in the house. Ben’s mum is giving Clanker a parcel. Picture 2: Clanker is at the bus stop with the parcel. He’s looking at four men who are standing at the bus stop. Picture 3: Clanker is talking to a man at the bus stop. The man looks very angry. Picture 4: Clanker is talking to another man at the bus stop. The man looks very angry. Picture 5: Clanker is talking to a third man at the bus stop. The man looks very angry. Picture 6: Clanker is talking to a fourth man at the bus stop. Clanker is giving the man the parcel. Picture 7: Clanker is walking away from the bus stop. He looks very happy, but the three men at the bus stop look angry. • In a stronger class, ask students to tell you why they think the three men are angry. (Because Clanker says rude things to them.) Class discussion Ask students to tell you about manners and greetings in Poland

62

British people usually greet each other by shaking hands. They always use their right hand. They do not kiss or hug when they greet each other unless they know the other person well.


1 my

2 His

3 Our

4 Her

5 Its

6 Their

EXERCISE 3

1 My

2 your 3 My

4 Their 5 her

6 Our

w 2•48 EXERCISE 4

Is it my juice? Is it your juice? What the difference? We’ve got more juice! Sharing together every day Because we like it that way. Has she got her hat? Has he got his hat? They can swap hats. They prefer that! Sharing together every day Because we like it that way. Are they our sweets? Are they their sweets? What’s the difference? We can share sweets! Sharing together every day Because we like it that way. [x2] 1 my

2 your

3 her

4 his

5 our

6 their

EXERCISE 6

1 This 2 Those

3 These

4 That

EXERCISE 9

1 False

2 True

3 False

EXERCISE 10

1 2 3 4

Yes, he has. Yes, he has. No, he hasn’t. No, he hasn’t.

For extra practice: MĆ W. podstawowa p18–19 MĆ W. pełna p48 Reinforcement worksheet 6 Extension worksheet 6



4 False

5 True

7 Its


SB pp82–83 Teaching tips – Skills Steps Reading skills tip Students understand reading texts better when they can relate the information in the text to their own lives. Encourage your students to make connections between the text and themselves by asking questions so they can relate what they have read to their own life (e.g. Adam can play chess. Can you play chess? What games can you play well?). Writing skills tip If your students struggle with writing tasks, model a piece of writing for the class. Show them your writing process by talking it through (e.g. Today I want to write about someone in my family. I want to write about my brother. I need to make some notes to sort out my ideas, then I can put my ideas into sentences.). Complete your notes in a table like the one in the Student’s Book on one side of the board, then encourage students to help you make sentences from the notes. Write your sentences on the other side of the board. Extension idea for exercise 6 • In a weaker class, ask students questions about Beth. Encourage students to use their answers to complete the table, e.g. A What’s the girl’s name? B Beth. A Is Beth tall? B No, she isn’t. She’s small. • In a stronger class, ask students to ask and answer questions in pairs. Extension idea for exercise 7 If you have time after completing exercise 7, you can write more pairs of sentences on the board for students to connect using and or but, e.g. My brother is good at tennis. He’s good at football. (and) Tom can swim. He can’t ride a horse. (but) Kate likes dogs. She likes cats. (and) My cousin has got brown hair. She hasn’t got brown eyes. (but) If your students require more writing practice, you can find extra worksheets to help develop writing skills on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. Extension idea for exercise 9 If you have fast finishers, ask them to write about their best friend. Class discussion Ask students to tell you what they would like to be really good at.

w 2•52 EXERCISE 1

The children in the photos have got problems with everyday life, but they’ve also got amazing talents. EXERCISE 2

1 c

2 d

3 e

4 b

5 a

w 2•53 EXERCISE 3

Dylan I like this photo. Are all these people in your family? Tomek Yes, they are. Dylan Who’s that? Tomek That’s my uncle Leszek. He’s my dad’s brother. Dylan He’s got grey hair! Tomek Yes – grey. And very short! Dylan Has your dad got grey hair? Tomek No, he hasn’t. My dad has got short, dark hair. Dylan And who’s that? Tomek That’s Leszek’s wife, Aniela. She’s my aunt. She’s got brown, wavy hair. Dylan Have they got children? Tomek Yes, they’ve got three children – my cousins. Two boys and a girl. Dylan Are they in this photo? Tomek Yes, they are. Look, there’s Magda. She’s 15 years old. Dylan Her hair is very blond! Tomek Yes. And here are Pawel and Kuba, the boys. They’re 17 and 10. Dylan And who’s that in front of the chair? Is it another cousin? Tomek Where? Dylan There … near the chair, with long, black hair. Tomek That isn’t a cousin. That’s my uncle’s dog! 1 Leszek

2 Aniela 3 Magda, Pawel and Kuba

EXERCISE 4

a Aniela b Pawel

c Leszek

d Kuba

e Magda

EXERCISE 5

1 2 3 4 5

Leszek has got short, grey hair. Tomek’s dad has got short, dark hair. Aniela and Leszek have got three children. Magda is fifteen years old. The dog is with Kuba.

EXERCISE 6

Name Height Hair Eyes Good at Personality

Beth small blond brown netball, art sometimes quiet, but most of the time noisy and good fun

EXERCISE 7

1 and

2 but

3 but

4 and



63

SB p85

SB p84

Teaching tips – Revision Play a game of categories. Write the following headings on the board: Classroom items / Rooms / Pets / Adjectives / Actions / Family members. Divide the class into two teams, A and B. Say one of the categories to a student from Team A. The student comes to the board and writes a word under the correct heading (the rest of the team can help to suggest a word, if necessary). Repeat with all students from each team in turn, awarding one point for each correctly placed word. Alternatively, you can say words and ask students to write them under the correct heading. If you have willing volunteers, you can invite a student to be the ‘teacher’ to check answers to the revision exercises. Invite the student to come to the front of the class and ask questions to check the other students’ answers. If you have several volunteers, you can allow students to take turns (each checking the answers for one exercise). Teaching tip – Extensive reading If your students enjoy reading and you want to give them more practice, you can find a cartoon story – The magic pen – on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website.

Teaching tip – Culture Steps When students have finished reading the text, say sentences about the children in the text, e.g. She lives in a flat. / She’s got a brother. / He watches sports on TV, and ask students to say the correct name for the person you’re describing. Play Who am I? Invite a student to choose one of the children and pretend to be that child. The rest of the class ask questions to try and guess who the student is pretending to be, e.g. Have you got a brother? Are you from Hong Kong? The first student to guess correctly can take a turn to pretend to be one of the children in the text. Teaching tip – Project Photocopiable preparation worksheets for all projects are provided on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. DID YOU KNOW?

A popular musical instrument at the Notting Hill Carnival is the steel pan, or steel drum. Steel pans are traditionally made from metal oil drums and are played with wooden sticks with rubber tips. The traditional Chinese New Year celebration lasts for 15 days. It’s the longest and most important Chinese festival. At Chinese New Year, it’s traditional for people to clean their houses. People believe that this sweeps away all the bad luck and helps to bring good luck in the new year.

DID YOU KNOW?

Reading through notes before going to bed and again the next day can help students remember better. It also helps students to come to lessons more prepared and more able to connect the new things they learn to the things they already know.

Answer key w 2•54

Answer key

EXERCISE 1

1 the Caribbean 2 China 3 the United States

EXERCISE 1

In picture A, the dog is thin, but in picture B, the dog is fat. In picture A, the dog is fast, but in picture B, the dog is slow. In picture A, the car is dirty, but in picture B, the car is clean. In picture A, the baby is noisy, but in picture B, the baby is quiet. In picture A, the man is short, but in picture B, the man is tall. In picture A, the girl has got curly hair, but in picture B, the girl has got straight hair.

EXERCISE 2

1 2 3 4 5 6

Carey Josh Emily Carey Josh Emily

EXERCISE 2

EXERCISE 3

1 False

2 True

3 True


4 True

5 False

6 False

1 2 3 4 5 6

Has Matt got curly hair? Yes, he has. Has Liam got straight hair? Yes, he has. Have Matt and Liam got long hair? No, they haven’t. Has Matt got big ears? Yes, he has. Has Liam got blue eyes? No, he hasn’t. Have Matt and Liam got blond hair? Yes, they have.

EXERCISE 4

1 my, your

2 Their

3 His

EXERCISE 5

1 2 3 4

Those are my cats. These are my pencils. That is my sister. This is my spider.

For extra practice: MĆ W. pełna p51 Unit test 6 (A, B and C) 64


4 her

5 Our

SB p86

DID YOU KNOW?

Teaching tip – Steps to Success In the upper primary exam, one of the reading comprehension questions involves matching texts to topics. Students need to read three short texts and decide which of four topic options each text is about. There’s one option which they do not need to use. There may be similarities between the topics, so students will need to read carefully to make sure they choose the correct option for each text. Before starting the first activity, focus students’ attention on the topic options and ask them to think about what kind of words they might expect to read in a text on this topic. Focus attention on the wordlist box. Read out the words and phrases, one at a time, and ask students to make a sentence with each word / phrase. Ask students what other words and phrases for physical descriptions or personality adjectives they can think of. To complete the first activity: • Read out the Tip box and check that students understand it. • Tell students to read the instructions carefully. • Read out the first text and ask students to say what they think it’s about (a pet). Tell them to write the correct letter (b) in their notebooks. • Allow students time to read the two remaining texts and complete the exercise on their own. • Check answers as a class, by reading out the texts and eliciting the correct answers from students around the class. In the knowledge of grammar and vocabulary part of the upper primary exam, students match words to gaps. The Student’s Book activities provide plenty of practice of completing gapped sentences and texts, but if you want to give your students extra practice, you can write a gapped extract from one of the texts on the board with a set of words for students to choose from. Before starting the second activity, focus students’ attention on the words in the box and ask them to say whether each word is a noun or an adjective, and whether each noun is singular or plural. Tell students that taking a minute to think about the types of words they can choose from will help them to find the right words to complete the text. To complete the second activity: • Tell students to read the instructions carefully. • If you think students still need guidance on this type of exercise, read out the text up to the first gap and ask students to say which of the options is the correct answer. Tell them to write the correct letter (d) in their notebooks. If you think students now know what to do allow them to complete the exercise without this stage. • Check answers as a class, by inviting students to read out completed sentences from the text.

Hair grows between 0.3 and 0.5 millimetres each day. It grows faster in warm weather. The approximate number of hairs on a person’s head varies between 120,000 to 150,000, and every day we lose 50 to 100 hairs. A single hair has a lifespan of about 5 years.


1 c

2 b

3 a

EXERCISE 2

1 d

2 a

3 b



65


SB pp87–88

1 your

Objectives To revise: Vocabulary: animals, parts of animals, adjectives Grammar: have got (all forms), possessive adjectives Vocabulary revision • Select / Print the flashcards for Units 5–6. Divide them into two piles. • Divide the class into two teams, A and B. Give each team one of the piles of flashcards. Ask Team A to pick up two cards and show them to Team B. Team B have to make a sentence using have got and the words on the flashcard. If they make a correct sentence they get a mark. They then hold up two cards for Team A. The teams continue in the same way. Make sure that when you stop the game each team has had the same number of goes. Extension idea for exercise 8 If you have fast finishers, ask students to make a table about their partner like the one in exercise 8, then ask and answer questions to complete their tables. Extension idea for exercise 10 Ask students to write five more true or false statements about the text, then read their statements to a partner. Their partner answers True or False.

2 our

3 he

4 her

5 my

6 their

EXERCISE 6

1 b

2 c

EXERCISE 7

1 c

2 e

3 a

4 b

5 f

w 2•55 EXERCISE 8

Anna Have you got any pets, Mark? Mark Yes, I have. I’ve got lots of pets. Anna What are they? Mark We’ve got six cats, two dogs, four ferrets and a budgie. Anna Wow! That’s a lot of pets! Mark Well, they aren’t all my pets. The six cats are my mum’s. One of the dogs is my dad’s. And the budgie is my grandma’s. Anna OK. So you’ve got a dog and four ferrets. Mark That’s right. What about you? Have you got any pets? Anna Yes, I’ve got one pet. I’ve got a snake. Mark Cool! Mark 1 dog and 4 ferrets Mark’s mum 6 cats Mark’s dad 1 dog Marks grandma 1 budgie Anna 1 snake EXERCISE 9

Peter is a parrot.


EXERCISE 10

a 3

EXERCISE 1

hamster, snake, tortoise, ferret, monkey, crocodile, rat, lizard, tiger, ostrich, fish, guinea pig

b 1

c 2

2 False

a noisy dog a fast man a young boy an old house a dirty T-shirt a fat cat

EXERCISE 3

1 John has got a cat and a parrot. 2 Sue has got a dog. 3 Mike has got a dog and a ferret. EXERCISE 4

1 2 3 4 5 6

66

Has … got Has … got Have … got Have … got Has … got Has … got

e 4

EXERCISE 11

1 True

EXERCISE 2

1 2 3 4 5 6

7 You

Yes, she has. No, she hasn’t. No, they haven’t. Yes, they have. No, she hasn’t. Yes, she has.


3 True

4 False

5 True

7

My day

SB p89 Teaching tip – Words, words, words Write the new words on the board (or stick the printable flashcards for the unit on the board) and divide the class into two teams. Tell students to stand in two lines facing the board. Stand at the back of the classroom and call one student from each line over to you. Whisper a word from the board to the students. They then have to run back to their team and whisper the word to the next person in their line. The whispers carry on down the line until they reach the student at the front who has to find the word / flashcard, touch it and say the word. Optional activity Tell students to choose one of the pictures. Their partners ask questions to guess the picture, e.g. Is Emma in the house? Yes, she is. Is she in the kitchen? No, she isn’t. Is she in the bedroom? Yes, she is. Is it morning? No, it isn’t. Is it Picture l? Yes, it is! For stronger students Remember to hand out the photocopiable Vocabulary extra activities available on the Teacher’s Resource DVDROM and the Oxford Teachers’ Club website.

1 get up 2 play computer games 3 have dinner 4 go to bed 5 have a shower 6 watch TV


EXERCISE 4

Millie and Willie are in Pictures a, b, d, f and l.

1 have 2 do 3 go 6 watch 7 have

w 3•1

4 l

5 b

4 play

5 get

For extra practice:

EXERCISES 1 AND 2

a get up b have a shower c get dressed d have breakfast e help my mum f go to school g watch TV h play with my friends i do my homework j have dinner k play computer games l go to bed 1 f 2 i 3 a 11 c 12 e

3 Emma Mmm. This pizza is great! Luke Yes, it is! Emma Luke! Don’t eat so fast! Luke But it’s half past five. I’m late for football! 4 Emma Can I watch TV, Dad? Dad No, it’s nine o’clock. Emma Oh, Dad! Please! Dad No, sorry Emma. You’ve got school in the morning. It’s time for bed. Emma Oh, OK. Goodnight then. Dad Goodnight, Emma. 5 Luke Where’s Emma? Mum She’s in the bathroom. Luke Emma! Emma Yes? Luke Hurry up, Emma! It’s half past eight. We’re late for school. Emma We aren’t late! It isn’t half past eight. It’s eight o’clock. 6 Emma Luke, turn on the TV. It’s half past eight TV announcer Now it’s time for Top Gear. Emma Great! My favourite programme!


SB pp90–91

6 d

7 j

8 k

9 g

10 h

w 3•2 EXERCISE 3

1 Mum Come on Emma. It’s half past six! Time to get up. Emma OK, Mum. 2 Mum Emma … EMMA! Emma Mmm? Mum It’s half past seven. Have you got any homework? Emma No, Mum … Yes! I’m the winner!

Teaching tip – Language Steps When students have acted out the story, you can play a game of What’s next? Say a line from the story and ask students to say the next line (they can do this without looking at their books if they are confident enough). If you like, you can play this game in two teams, saying lines to each team in turn and awarding one point for each correct line. If you have time, you can record students saying the pronunciation rhyme or tongue twister from each unit, then play the recordings back to them to help them with their pronunciation skills. Encourage students to copy the pronunciation on the Class audio CD as closely as possible. Class discussion Ask students to tell you about the transport they use. What are the advantages and disadvantages of each type?


67

Answer key

SB p92

EXERCISE 2

1 2 3 4 5 6

The story starts at Dylan’s house. Dylan really gets up at half past seven. Dylan really has breakfast at eight o’clock. Amy and Dylan go to school by bus. The bus stops outside Dylan’s house. The bus goes without Tomek and Dylan.

EXERCISE 3

1 Amy 2 Tomek

3 Mrs Trent 4 Driver

5 Dylan

EXERCISE 4

1 b

2 f

3 c

4 b

5 a

6 e

SB p91 Teaching tip – Learning Steps This section helps to prepare students for the reading comprehension part of the upper primary exam in which they match topic words to texts. Help students to prepare for this section of the exam by asking them to look again at the reading texts on previous Skills Steps pages and match paragraphs against topic words you write on the board. Encourage students to discuss which words in the text help them decide what each paragraph is about. For example, tell students to look again at the text on page 56. Write the future, sports and racing on the board. Ask students which topic paragraph 1 is about (sports). The words which helps students identify the topic are: swim play football.

Answer key

Teaching tips – Grammar Steps 1 Grammar cards Stick grammar cards on the board to form a sentence, but cover the verb with a piece of paper (or omit it) so that students can’t see it. Invite a student to say or write the missing word. If the student says the correct verb, uncover, or place, the word on the board. Repeat with other sentences and other students. Pronunciation tip Tell students to listen to the verbs and repeat them using the correct pronunciation of the endings. Write other verbs they know on the board and elicit the correct pronunciation from students around the class, e.g. /z/ rides runs swims /s/ jumps skips roller skates /iz/ dances touches teaches Optional activity Write the following phrases on the board: get up, go to school, have lunch, do homework, watch TV, go to bed. Invite a student to come to the board and write times next to each of the phrases to show what time he / she does each activity. Ask students to make sentences about the daily routine on the board (e.g. Kuba gets up at seven o’clock.).


1 goes 2 gets up 3 has 4 watches 5 walks 6 phones 7 finishes 8 plays 9 starts 10 does

w 3•6

EXERCISE 1

EXERCISE 3

b pets EXERCISE 2

My grandma has got two cats, three hamsters and a snake.

/s/ walks /z/ goes /iz/ finishes

starts has watches

plays

does

EXERCISE 4

EXERCISE 3

1 play

1 b (Tuesday and Friday) 2 a (basketball and football)

2 goes

3 have

4 start

5 has 6 watch

w 3•7

EXERCISE 4

Possible answers: Seasons: spring, summer, autumn, winter School subjects: (four from) art, music, science, history, geography, maths, English PE, RE, ICT Rooms: (four from) kitchen, bedroom, bathroom, living room, dining room EXERCISE 5

EXERCISE 5

Jack On Saturday, I get up at eight o’clock. In the morning my friends and I go to the park. Then I help Mum and Dad at home. In the afternoon, I do my homework. Emma plays computer games. In the evening, we watch TV. Then I have a shower. I go to bed at nine o’clock. c, f, e, a, d, b

1 rooms (kitchen, living room, bedrooms) 2 school subjects (maths, science, music) 3 seasons (spring, winter)

EXERCISE 6

1 get up 2 go 7 have 8 go

EXERCISE 6

c Favourite subjects (art, good at, draw well, English, favourite)

3 help

EXERCISE 7

1 f

2 e

3 d

For extra practice: MĆ W. podstawowa pp20–21 MĆ W. pełna p53


gets up phones


4 do

5 plays 6 watch

SB p93

SB p94–95

Teaching tip – Functional Steps Encourage students to personalize the model dialogue when they practise it in pairs. They can use the names of places in their town and change the prices. Ask them to think about other things you might buy a ticket for, e.g. a train journey, the cinema, a concert, etc., and tell them that they can make the dialogue about one of these situations if they like. Tip Students will need to be able to choose the correct responses to everyday questions and expressions in the knowledge of language means items in the upper primary exam. You can help to prepare your students for this section of the exam by playing a game. Write the following responses on the board: I’m fine, thanks. It’s in Park Road. It’s in June. It’s £2.50. I’m ten. Here you are. In London. That’s £5, please. Martin. Then ask the following questions to students around the class: What’s your name? How are you? How much is that? Two tickets to the library, please. Where’s the museum? How old are you? When’s your birthday? Where do you live? Students choose the correct response from the board. You can play this as a game in two teams, asking each team in turn to give you the correct response.


Bus driver Yes, please? Girl A child’s ticket to the city centre, please. Bus driver OK. That’s £1.50. Girl Here you are. Bus driver And here’s 50p change. Girl Thank you. The girl gives the driver two pounds (£2).

Teaching tips – Grammar Steps 2 Grammar cards Select the grammar cards to make a sentence using an adverb of frequency. Keep the card for the adverb back. Stick the remaining grammar cards on the board with spaces between each card (e.g. I ___ play ____ football.). Ask a student to stick the adverb of frequency in the correct place. Repeat with other sentences and other students. Extension idea for exercise 6 Ask students to swap books with their partners and say sentences about their partners (e.g. Maria always watches TV in the evening.). Before reading questions for exercise 7 • In a weaker class, prepare to read and listen by looking at the story frames and discussing what is happening. Ask students in Polish (if necessary): Where is (Ben / Clanker / Nicky)? What is (Ben / Clanker / Nicky) doing in picture (1)? Picture 1: Nicky is at the bus stop. Ben and Clanker are arriving late. The bus is leaving. Picture 2: Clanker is talking about getting up in the morning. Picture 3: Ben is talking about waking Clanker up in the morning. Picture 4: Clanker and Ben are talking about Clanker watching TV. Picture 5: Clanker has got wheels. Nicky looks very surprised. Picture 6: Clanker is taking Ben and Nicky for a ride. They are catching up with the bus. • In a stronger class, ask students to tell you why Nicky is annoyed at the start of the story (because Ben and Clanker are late and they have missed the bus), and where they think Clanker is taking the children at the end of the story (he is taking them to school). Class discussion Ask students to tell you how they wake up in the morning and how they feel when they wake up.

EXERCISE 3

1 c

2 b


3 a

w 3•10

w 3•12

EXERCISE 4

EXERCISE 2

Bus driver Yes, please? Girl A child’s ticket to Churchill Hospital, please. Bus driver OK. That’s £1.25. Girl Here you are. Bus driver And here’s 25p change. Girl Thank you. 1 a

2 b

3 b

4 a

EXERCISE 5

1 b

2 a

3 a


Hi, I’m Jenny and this is my day! I often get up at half past five. I never have a shower before breakfast. I always go swimming before school! I often have a big breakfast. I sometimes do my homework after dinner. I never watch TV. I always go to bed at half past nine. 1 often 2 never 3 always 4 often 6 never 7 always

5 sometimes

EXERCISE 3

1 a

2 b


69

w 3•13

SB pp96–97

EXERCISE 4

He always runs, he never walks. He never listens, he always talks. He often plays football In the house. He often has a shower With his mouse. But he makes me laugh So I always say ‘Little brother, you’re OK!’ 1 walks 2 talks

3 plays

4 has

5 makes

6 say

EXERCISE 5

Possible answers: 1 I (always) watch TV in the evening. 2 I (sometimes) go to school by bike. 3 I (often) do my homework before breakfast. 4 I (always) help my mum after school. 5 I (sometimes) get up before seven o’clock. 6 I (never) have breakfast in bed. EXTRA STEPS

Possible answers: 1 I (often) play football with my friends after school. 2 We (always) have dinner at 6 o’clock. 3 I (sometimes) have a shower before breakfast. 4 I (never) do my homework on the bus. EXERCISE 8

1 2 3 4 5

Nicky goes to school by bus. Clanker gets dressed quickly. Clanker watches TV in the morning. Clanker goes to school with Ben. Clanker and Ben arrive early for school.

EXERCISE 9

1 2 3 4

Clanker and Ben never go to school by bus. Clanker sometimes gets up at half past eight. Clanker often watches Robot Dog. Clanker and Ben always arrive at school on time.


70

Teaching tips – Skills Steps Reading skills tip Questions help students to clarify and understand the information they read in a text. Ask your students questions after reading each text to check their understanding. • In a stronger class, you can ask students to write three questions about the text, then ask and answer with a partner. Writing skills tip To help students come up with ideas for their writing, you can brainstorm them as a class. Encourage students to suggest ideas. Ask What do you do in the morning / afternoon / evening? and write all of their suggestions on the board. Leave the suggestions on the board while students are completing the writing task. If your students require more writing practice, you can find extra worksheets to help develop writing skills on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. Optional activity Give a stronger student the name of someone in the class plus an adverb of frequency and a time, e.g. Ella, eight o’clock. The student then makes a sentence about what Ella does at eight o’clock, e.g. Ella always has breakfast at eight o’clock. Then ask the student (Ella) if the sentence was correct. The student who made the sentence then gives another student a name and a time. Keep a note of how many sentences were correct so you can give some feedback on how well they know each other. • In a stronger class, this activity can be carried out in small groups. Optional activity As an extension idea for the Extra Steps activity, draw clocks with more times on the board and ask students where they are at these times on different days of the week. Class discussion Ask students to tell you what they know about soap operas in Poland. Do they watch them? Why? / Why not?


DID YOU KNOW?

MĆ W. pełna p69

Soap operas got their name because early radio drama serials were sponsored by soap manufacturers. The longest running soap in the UK, Coronation Street, started over 50 years ago. It was originally written as a short six-week series, but it was so popular the producers kept making it.



SB p98

w 3•16 EXERCISE 1

actor, wardrobe lady, director, teacher EXERCISE 2

1 a

2 a

3 b

4 b

5 a

w 3•17 EXERCISE 3

Amy And … action! Dylan I have lunch at school, here in the canteen. The food is great! Today, it’s pasta with cheese. Yum! Amy And … cut. Dylan Aah, yuk. This pasta isn’t nice! Tomek Can I have it? Dylan Yes, of course. Here you are. … Amy And … action! Dylan I leave school at half past three. I go home by bus. Tomek Where is the bus? Amy I don’t know. It’s late today. Tomek Ah … here it is. Dylan A ticket to the city centre, please. Bus driver You again! Dylan Oh. Hi! Yes, I’d like a ticket … Amy Action! Dylan After school, I do my homework or I read a book. This book is very interesting. It’s about … Tomek Oh, look! Top Gear is on TV. Dylan Great! Hang on …

Teaching tip – Culture Steps When students have finished reading the text, ask them to each write one question about it. Students can then ask and answer their questions in rolling pairs around the classroom, so the first student asks a question to the student on their right, who then answers that question. He / She then asks their own question to the student on their right, and so on. Project Students do a class survey about pocket money. Photocopiable preparation worksheets for all projects are provided on the Teacher’s Resource DVD-ROM and Oxford Teachers’ Club website. DID YOU KNOW?

‘Piggy bank’ is the traditional name given to a coin container or money box. The name comes from pygg. This is an old English word for earthenware, the material used for making pots and containers. Over time, the word became confused with pig, the farm animal. A piggy bank can be any shape, but the traditional shape is that of a pig. Piggy banks have a slot in the top for posting money through, and they have a stopper at the bottom which you can remove to get the money out. Some banks use pictures of piggy banks to advertise their savings accounts, because piggy banks make people think of saving money instead of spending it.

Answer key w 3•18

1 b

2 a

3 c

EXERCISE 1

EXERCISE 4

1 cheese know)

2 three

3 bus

4 homework

5 (we don’t

EXERCISE 2

1 b

EXERCISE 5

1 c

2 g

Children save their pocket money to buy something special, or spend it on sweets, drinks and magazines.

3 a

4 b

5 d

6 e

7 f

2 c

3 d

4 a

EXERCISE 3

1 False 6 False

EXERCISE 6

After that, I go to school by bus. Then I do my homework.

2 True 3 True 7 False

4 False

5 True

For extra practice Project worksheet 7

After that is followed by a comma. EXERCISE 7

1 She has breakfast. Then she goes to school. / After that, she goes to school. 2 She has a maths lesson. Then she has lunch. / After that, she has lunch. 3 She goes home. Then she does her homework. / After that, she does her homework. 4 She has dinner. Then she watches TV. / After that, she watches TV.

For extra practice: MĆ W. podstawowa p21 MĆ W. pełna pp56–57 Writing worksheet 7 Extensive reading worksheet DVD worksheet 5

SB p99 Teaching tip – Revision Encourage students to tell a chain story about someone’s daily routine. Start with the sentence get up at seven o’clock, and invite a student to add a sentence using another activity, e.g. Ms Milek gets up at seven o’clock. I have my breakfast at seven thirty. Continue this around the class. If you do the revision exercises in class and have fast finishers, ask them to write about Super Sam’s day, using Then or After that. Teaching tip – Extensive reading If your students enjoy reading and you want to give them more practice, you can find a cartoon story – the magic pen – on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. Encourage students to read it for pleasure.


71

Answer key


EXERCISE 1

1 get 2 get 3 have 4 watch 5 go 6 have 8 go 9 play 10 play 11 help 12 have

7 do

EXERCISE 3

Super Sam gets up at seven o’clock. Super Sam / He gets dressed at half past seven. Super Sam / He has breakfast at eight o’clock. Super Sam / He goes to school at half past eight. Super Sam / He plays computer games at half past four. Super Sam / He helps his mum at five o’clock. Super Sam / He does his homework at half past five. Super Sam / He has dinner at seven o’clock. Super Sam / He watches TV at eight o’clock. Super Sam / He goes to bed at nine o’clock. EXERCISE 4

1 get up 2 have 6 go 7 do

3 have

4 go

5 starts


SB p100 Teaching tip – Steps to Success In the listening comprehension part of the upper primary exam, students do a multiple choice question with pictures. Students listen to short dialogues and choose the correct picture from three options to answer a question about each dialogue. Tell students that they need to look at the pictures very carefully in this exercise, as some of the pictures may be similar. Before starting the exam practice activity, focus students’ attention on each of the pictures and ask: Who / What’s this? What is he doing? What time is it? Focus attention on the wordlist box. Read out the words and phrases, one at a time. Ask students to make sentences with each of the words / phrases for routines and time expressions. Ask students around the class to do the actions for each of the classroom instructions. To complete the activity: • Read out the Tip box and check that students understand. • Tell students to read the instructions carefully. • Play the first dialogue and ask students to say which picture they think it’s about. Tell them to write the correct letter (c) in their notebooks. • Play the rest of the recording for students to complete the rest of the exercise on their own. • Check answers as a class, by asking students to say which picture answers question 1, etc.

72

w 3•19 EXERCISE 1

1 Mum Morning, Tom! Get up, please. It’s half past six. Tom OK, Mum. Mum Here’s your school uniform. Tom Thanks, Mum. Mum Come downstairs for breakfast at seven, please. Tom Of course, Mum. I always have breakfast at seven! Mum You can have a shower now. Tom OK. Thanks, Mum. 2 Mum Tom, have you got your schoolbag? Tom Yes, but I can’t find my trainers. Mum Here they are. Tom Can I have an apple, please? Mum You can have an orange. Tom Thanks, Mum. 3 Teacher Go into the classroom. Sit down at your desk. Then put your book on your desk and your bag under the desk. Open your book at page 23. 4 Mick What’s the time, Tom? Tom It’s nearly 11 o’clock. Mick I’m hungry! Tom Lunch is in an hour. It’s maths now. Mick OK. See you at 12 o’clock for lunch. Tom Yes, and then it’s PE at half past one! Mick Great! 5 Sally Hi, Tom! Tom Hi Sally! I can’t talk now. I’m late for my badminton class. Sally What time is the class? Tom Four o’clock every Tuesday. Sally But can you play tennis with me on Thursday? Tom Yes, great! There’s my bus! Bye! Sally Bye! 1 c

2 b

3 c

4 b

5 b



8 Free time SB p101

SB pp102–103

Teaching tip – Words, words, words Talk about your hobbies and tell students to mime the hobbies you mention. • In a stronger class, you can invite students to tell the class about their hobbies. For stronger students Remember to hand out the photocopiable Vocabulary extra activities available on the Teacher’s Resource DVDROM and the Oxford Teachers’ Club website. Vocabulary review • Call out the words, e.g. bed, door, desk, bookcase and tell students to point to the things in the picture.

Teaching tip – Language Steps Invite students to choose their favourite story episode from the book and act it out in groups. If you like, you can video their performances and ask the class to vote on their favourite performance. Teaching tip – Pronunciation If you have time, ask students to think of other words with the /h/ sound. Write their suggestions on the board Encourage students to make their own tongue twister using the words on the board.

Answer key and audio transcript Answer key and audio transcript

EXERCISE 2

WARM UP QUESTION

Emma is at the door and her mice are in her ballet shoes.

w 3•20

EXERCISE 3

EXERCISES 1 AND 2

1 2 3 4 5 6 7 8 9 10 11 12 13

1 In Tomek’s bedroom 2 Amy has got a book, Tomek has got a laptop and Dylan has got a tennis racket and ball. 3 Dylan 1 True

go to the cinema meet my friends collect things go dancing surf the Internet watch DVDs draw listen to music play a musical instrument play chess read magazines go swimming go cycling

2 False

3 True

4 False

5 False

6 True

EXERCISE 4

1 d

2 c

3 a

4 e

5 b

SB p103 Teaching tip – Learning Steps This section helps students to prepare for the reading comprehension part of the upper primary exam. Encourage students to look at the pictures in this exercise before they read the text, and to think about words which they associate with each picture. This will help them to choose the correct answers when they read the text.

w 3•21 EXERCISE 3

Jack I like films. I sometimes go to the cinema on Friday evening. My favourite film is Madagascar 2. It’s really funny. At the weekend I go cycling. I ride my bike in the park. My bike is old but I can ride fast. My favourite subject at school is art. I draw lots of pictures at home.


Alain is a European champion in karate. EXERCISE 2

Luke I really like collecting things. I collect models and I collect football cards. I also go swimming at school. I swim in the school team, but we don’t win many races. Jack and I have got a computer in our bedroom. I use it for my homework, and I surf the Internet. I love the videos on YouTube. 1 J

2 L

3 L

4 J

5 J

6 L

EXERCISE 4

Dancing, playing badminton, playing football, rollerblading / skating, singing, skiing, photography EXERCISE 5

1 e

2 d

3 b

4 a


5 f

6 c

Picture a – country, France Picture b – family, mum, dad, sister, brother Picture c – school, lessons EXERCISE 3

Picture a – France, Paris Picture b – mum, dad, sister Picture c – primary school EXERCISE 4

Picture a – His favourite food is pizza. Picture b – He can run very fast. Picture c – … reads sports magazines EXERCISE 5

c – Spain


73

SB p104

SB p105

Teaching tips – Grammar Steps 1 Grammar cards Stick grammar cards on the board to form a positive sentence (or write the positive sentence on the board). Hand students the grammar cards (including don’t or doesn’t) so students can form a similar negative sentence. Ask students to stick the grammar cards on the board in the correct order. Extension idea for exercise 3 • In a weaker class, say false sentences about the boys’ routine and invite individual students to correct them, e.g. They get up late on weekdays. No! They don’t get up late on weekdays. They get up early on weekdays. • In a stronger class, invite students to say and correct sentences in pairs. Extension idea for exercise 6 Ask students to make more funny sentences about things animals don’t do. Optional activity Make two columns on the board. Write f at the top of the first column and g at the top of the second column. Write two phrases in each column, e.g. like cats, play tennis / eat fish, like snakes. Tell students about yourself, e.g. I like cats. I don’t like snakes. Invite students to come to the board and write phrases about themselves in the correct columns. Then ask students to make sentences using any of the phrases on the board, e.g. You like cats. Maria doesn’t watch cartoons, etc.

Answer key

EXERCISE 1

Henry Jessie, have you got any hobbies? Jessie Yes, I have. I play chess. And I go cycling at the weekend. Henry Really? That’s great. Jessie What about you? Henry I play football. And I like computers! I often surf the Internet. Jessie Yes, me too!

1 hobbies 2 play chess 5 surf the Internet

EXERCISE 4

1 don’t wear 2 don’t go 3 doesn’t get up 4 doesn’t do 5 don’t play EXERCISE 5

I have / don’t have lunch at school. I go / don’t go to school on Saturdays. I play / don’t play computer games in the evening. I tidy / don’t tidy my bedroom at the weekend.

4 play football

w 3•28 Ellie Tom, have you got any hobbies? Tom Yes, I have. I play tennis and badminton after school. And I go swimming at the leisure centre on Friday. Ellie You’re busy! Tom What about you, Ellie? Ellie I go swimming, too! Tom Really? Ellie Yes, I go on Saturday. And I play the guitar. Tom Wow. Are you in a band? Ellie Yes, I am! a Ellie

b Tom

c Tom

EXERCISE 5

w 3•25

1 e

EXERCISE 6

3 ride

For extra practice:

4 say 5 drink

2 b

3 a

4 c




3 go cycling

EXERCISE 4

EXERCISE 3

1 swim 2 climb

w 3•27

EXERCISE 2

I don’t go to bed at eight o’clock. My aunt doesn’t like spiders. We don’t work on Saturday. My uncle doesn’t drink coffee or tea / tea or coffee.

1 don’t get up 2 doesn’t have 3 has 4 go 5 don’t play 6 doesn’t watch 7 do 8 don’t get up 9 play

1 2 3 4


Henry and Jessie both like surfing the Internet.

EXERCISE 2

1 2 3 4

Teaching tip – Functional Steps Encourage students to personalize the model dialogue when they practise it in pairs by changing the names and the hobbies mentioned to their own hobbies. In a stronger class, you can ask students to extend the dialogue by asking more questions, e.g. Do you like …?, How often do you …? Where / When do you …? Tip In one of the knowledge of language functions questions in the upper primary exam, students will need to match situations to reactions. Tell them to look carefully at the sentences given and match grammar structures to help them choose the correct answers. You can help students practise for this section of the exam by writing some short answers on the board (e.g. Yes, I am. / Yes, I have. / Yes, I do. / Yes, there are. / Yes, he is. / Yes, I can.) and asking students to think of possible questions for each answer.


d Tom and Ellie

SB pp106–107 Teaching tips – Grammar Steps 2 Grammar cards Invite two pairs of students to the front of the class. Hand one pair of students grammar cards to form a question and hand the other pair of students grammar cards to form the short answer. Make sure there is an extra card in each set which students do not need to use. Ask the students to stick their grammar cards on the board in the correct order, then hold up the extra card. Extension idea for exercise 2 • In a weaker class, ask students questions based on the table, e.g. Do you play badminton? • In a stronger class, ask students to ask and answer questions in pairs. Optional activity Ask students to work in pairs to write a list of questions about hobbies. Then invite pairs of students to act out interviews. Before reading questions for exercise 7 • In a weaker class, prepare to read and listen by looking at the story frames and discussing what is happening. Ask students in Polish (if necessary): Where is (Ben / Clanker / Nicky)? What is (Ben / Clanker / Nicky) doing in picture (1)? Picture 1: Ben and Nicky are in the house. Clanker is listening to them. Picture 2: Ben and Clanker are talking. Clanker looks happy. Picture 3: Nicky and Clanker are at the school disco. A DJ is playing music. Picture 4: Clanker is dancing. The children think he’s terrible. Picture 5: Clanker knocks over a speaker. The children are angry. Picture 6: Clanker is playing music and dancing. The children look surprised. Picture 7: Everyone is dancing to Clanker’s music. They all look very happy. • In a stronger class, ask students to tell you why they think the children are angry with Clanker in Picture 5 (because he knocks over a speaker and stops the music), whether they think the children like Clanker’s music and why they think the children are happy at the end of the story (because they like Clanker’s robot dance). Class discussion Ask students to tell you if they like dancing and what musical instruments they play.


Kate No, I don’t. I never watch DVDs. Jake Do you like snakes? Kate Snakes? No, I don’t. Why? Jake Because I like snakes. I’ve got two pet snakes. Here they are! Kate Aaagh! 1 f

2 g

3 g

4 f

5 f

6 g

7 f

8 g

EXERCISE 3

1 2 3 4 5

Does Jake play badminton? Yes, he does. Does Kate play badminton? No, she doesn’t. Does Jake read magazines? No, he doesn’t. Does Jake watch DVDs? Yes, he does. Does Kate like snakes? No, she doesn’t.

EXERCISES 4 AND 5

1 Do cats eat pizza? No, they don’t. 2 Does your dad speak Japanese? Yes, he does. / No, he doesn’t. 3 Do tigers live in Poland? No, they don’t. 4 Does your mum clean your bedroom? Yes, she does. / No, she doesn’t. 5 Do you go to bed before ten o’clock? Yes, I do. / No, I don’t.

w 3•31 EXERCISE 6

1 Teacher Do you listen to music, Owen? Owen Yes, I do. I always listen to my favourite singers on my phone. I download new music every week. Teacher And do you play a musical instrument, too? Owen Yes, I play the drums. But I don’t play well! 2 Woman 1 Does your daughter like sport? Woman 2 No, she doesn’t! I like swimming and walking, but Jessie doesn’t come with me. She doesn’t like PE at school. She’s got a bike, but she doesn’t go cycling. I don’t know what hobby she likes! 3 Girl 1 Do you play volleyball, Sandy? Girl 2 No, I don’t like sports. I like art. I draw a lot. Girl 1 Hey, me too! I’ve got some lovely paints at home. Girl 2 Great! Can you come with me to Art Club on Friday? Girl 1 Good idea! Yes, I can. 1 True

2 False

3 False

EXERCISE 8

1 Yes, he does. 4 Yes, he does.

2 Yes, they do. 3 No, she doesn’t. 5 No, he doesn’t. 6 Yes, they do.

EXERCISE 9

1 don’t go 2 doesn’t know 3 doesn’t dance 4 don’t like

w 3•30

For extra practice:

EXERCISE 2

Jake I’m bored. Let’s do something! Kate OK. But what? Jake What about badminton? It’s great! Do you play badminton, Kate? Kate No, I don’t. Jake Oh. Kate But I love magazines. Do you read magazines? Jake No, I don’t. I don’t like them really. But I love DVDs. Do you watch DVDs?

MĆ W. podstawowa p23 MĆ W. pełna p62 Reinforcement worksheet 8 Extension worksheet 8



75

EXERCISE 5

SB pp108–109 Teaching tips – Skills Steps Reading skills tip Before reading a text, encourage students to look at the pictures and the title. Ask them: Can you name the animals in the pictures? What do we use these animals for? Who is the girl in the picture? What do you think she does? Extension idea for exercise 3 Invite students to correct the sentences orally, e.g. Bethan doesn’t live in England. She lives in Wales. Writing skills tip Always make sure you have time for students to share their writing in class. Invite students to read out their work and give them positive feedback. Students need validation for their work in order to motivate them. If your students require more writing practice, you can find extra worksheets to help develop writing skills on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. Optional activity • In a weaker class, ask students questions about their hobbies. Encourage students to make sentences with or, e.g. Do you go swimming on Mondays? No, I don’t. I go cycling or I rollerblade on Mondays. • In a stronger class, ask students to ask and answer questions in pairs. Class discussion Ask Do you know any farms in Poland? Are there any animals on it? What are they? What other things does the farm produce / grow? Fast finishers If you have fast finishers, ask them to interview each other about their hobbies and then write about each other’s free time.

1 2 3 4

On Tuesday, I play tennis or go swimming. We watch TV or listen to music. They walk to school or go by bus. At the weekend, I go cycling or play football.

w 3•34 EXERCISE 8

Tomek I’ve got an email from Mobile Me. Dylan What’s Mobile Me? Amy It’s the video competition. Remember? Dylan Oh yes. The video competition. Tomek Well? Are you excited? Dylan No, I’m not. Amy Why not? Dylan Because our video is a disaster. Everything goes wrong! Amy Tomek, what does the email say? Tomek Just a moment. … It says … I don’t believe it. Amy What? Dylan What? Tomek We’re the winners! Dylan Winners? But … how? Amy Let me see. It says, ‘Your video is the winner because it’s very funny!’ Dylan Funny? It isn’t funny. It’s a video about my life. Amy Your life is funny! Tomek And our prize is a hundred pounds! Tomek / Dylan Hurray! Dylan Yes! Amy Wooooooo! Dylan That’s great! £50 for me and £50 for you and Amy. Amy Hang on. There are three of us! That’s £33 pounds each. Why is it £50 for you? Dylan Because I’m the star! Amy / Tomek Dylan! Dylan, Amy and Tomek are happy because they’ve won the video competition. EXERCISE 9

1 b

DID YOU KNOW?

There are nearly 280,000 farms in the UK, and there are 20 million hectares of farmland. That’s the same amount of space as 30 million football pitches. A fifth of UK farmland is for growing crops. The rest of it grows grass to feed animals.

2 a

3 a


w 3•33 EXERCISE 1

cat, dog, goat, horse, lamb, llama, pig EXERCISE 2

b 2

d 4

e 1

EXERCISE 3

1 Wales 2 animals 5 animals 6 likes

3 fifteen

4 early

EXERCISE 4

Thomas has got eight hobbies (swimming, playing football, drawing, reading magazines, watching TV, meeting his friends, listening to music, playing computer games). 76

5 a

For extra practice:


a 3

4 b


SB p110

DID YOU KNOW?

Teaching tip – Culture Steps When students have finished reading the text, write the following questions on the board: Where is your favourite holiday place? What can you do there? Ask students to pretend to be one of the children from the text. Ask a student the questions and encourage them to answer as their chosen child. The rest of the class guesses who the student is pretending to be. Then tell students to think about their own favourite holiday places. Ask the questions again, and encourage students to answer about themselves. Teaching tip – Project Students make a travel brochure about holiday destinations in their country. Photocopiable preparation worksheets for all projects are provided on the Teacher’s Resource DVD-ROM and Oxford Teachers’ Club website. DID YOU KNOW?

One of the most famous seaside resorts in the UK is Blackpool. It’s a town on the north-west coast of England, and about 16 million people visit it every year. Blackpool is famous for its tower, which looks a bit like the Eiffel Tower. It’s also famous for its display of lights, which includes one million lamps in different styles and shapes, and which stretches for almost six miles.


1 Amber 2 Bailey 3 Adam 5 Amber 6 Adam

4 Bailey

EXERCISE 3

1 False

2 True

3 True

4 True

5 False

6 False

For extra practice Project worksheet 8 DVD worksheet 6

SB p111

Regular revision will help you improve your language skills. Try setting aside a special time once a week just for revision. You can revise by looking at pictures and saying the correct words, writing sentences with a list of words, or writing down as many words as you can for different topic headings. You’ll be surprised by how much this regular revision time will help you remember all the things you’ve learnt!


1 e

2 c

3 a

4 b

5 d

EXERCISE 3

1 doesn’t get up 2 don’t have 3 don’t wear 4 doesn’t like 5 don’t help 6 don’t go

w 3•36 EXERCISE 4

Alex Tess, have you got any hobbies? Tess Yes, I have. Alex What do you do? Tess I go swimming at the weekend. Alex Really? Tess Yes, I go with my dad. Alex That’s great. Anything else? Tess Well, I play badminton a lot. I’m in the school team. Alex Do you like any other sports? Do you play football? Tess No, I don’t. My brother plays football, but I don’t. What about you? Alex I love football. I play it every day! My favourite team is Liverpool. And I like music. I’ve got lots of CDs. Tess Anything else? Alex And I love films. I often go to the cinema and I watch DVDs, too. Tess Alex go swimming f play football f listen to music f play badminton f go to the cinema f watch DVDs f EXERCISE 6

Teaching tip – Revision Mime doing one of the hobbies from the unit. Ask students to guess what you are doing. The first student to guess the hobby correctly can mime a hobby for the rest of the class to guess. If you like, you can play this game in two teams, with students from each team taking turns to mime a hobby for the other team to guess. Award one point for each correct guess. Teaching tip – Extensive reading If your students enjoy reading and you want to give them more practice, you can find a cartoon story – the magic pen – on the Teacher’s Resource DVD-ROM and Oxford Teacher’s Club website. Encourage students to read it for pleasure.

1 2 3 4 5 6

Do, Yes, they do. Does, No, he doesn’t. Does, Yes, she does. Does, Yes, he does. Do, Yes, they do. Do, Yes, they do.



77

Answer key

SB p112 Teaching tip – Steps to Success In one of the reading comprehension questions of the upper primary exam, students will need to read five short texts, then match them to four short conversations. There is one text which they don’t need to use. Tell students that some of the texts in this exercise may be about similar topics, e.g. swimming lessons / a swimming race, so they will need to read the conversations and the texts very carefully to make sure they choose the correct answers. Before starting the exam practice activity, focus students’ attention on each of the texts and ask students to say what kind of text each one is (an advertisement, an email, a notice, an advertisement, a note). Ask students to say how they can tell what kind of text type each text is and what information they can find in each text (activities, times, names, phone numbers, places, etc.). Point out to students that sometime when people ask for information, they begin their question with Do you know ... ? When a question begins like this, the word order is different from a simple question, e,g, Where is Tom? becomes Do you know where Tom is? In a stronger class, help students to form simple questions from the Do you know ... ? questions. Write three questions on the board, eg. Do you now which sports children can do at the camp? Do you now what time chess club is? Do you now what the telephone number for the leisure centre is? Then invite students to say simple questions without Do you know. Ask students to write the simple questions on the board (Which sports can children do at the camp? What time is chess club? What is the telephone number for the leisure centre?). To complete the activity: • Focus attention on the wordlist box. Read out the words and phrases, one at a time. Ask students to make sentences with each of the words / phrases for routines and time expressions. Ask students around the class to do the actions for each of the classroom instructions. • Read out the Tip and check that students understand. Tell students to read the instructions carefully. • Allow students time to read the texts and the conversations through once and make a note of the key words in the questions 1–4. • Then read out the first conversation and ask students to find the matching text. Students write the corresponding letter for the correct text (c) in their notebooks. • Allow time for students to complete the rest of the exercise on their own. • Check answers as a class, by reading out the conversations and eliciting the correct answers from students around the class. Ask students to read out the information in the texts which gave them the correct answer. • As an extension, you can ask students to think of a conversation to match the extra text (E), e.g. Do you know where I can learn to swim? Yes, I do. If you have fast finishers, ask them to write an email to a friend checking plans for an activity, using the email in exercise 1 (b) as a model.

78

EXERCISE 1

1 e

2 a

3 d

4 b




SB pp113–114 Objectives To revise: Vocabulary: verbs for daily routines, telling the time, hobbies Grammar: present simple (all forms), adverbs of frequency Vocabulary revision • Select / Print the flashcards for Units 7–8. • Hand out the flashcards. Ask students to make a sentence using the activity on the card and a time or an adverb of frequency. Tell them to remember what their classmates say and ask questions at the end, e.g. When does Robert go to bed? How often does Helena go to the cinema? Extension idea for exercise 5 If you have fast finishers, ask students to write sentences about Poppy and George, based on the chart in exercise 5. Students can also write sentences about themselves.

DID YOU KNOW?

Rock superstar millionaire Sting once busked in disguise in London to prove to himself that he could still get by if he lost everything. He made £40 busking outside a London Underground station. One woman recognized Sting even though he was wearing a hat pulled down over his eyes, but the man behind her said, ‘Don’t be silly! It’s not him. Sting is a multimillionaire!’

1 2 3 4 5 6

Does Poppy listen to music? Yes, she does. Does George listen to music? No, he doesn’t. Do Poppy and George go cycling? No, they don’t. Does George watch DVDs? Yes, he does. Does Poppy watch DVDs? No, she doesn’t. Do Poppy and George surf the Internet? Yes, they do.

EXERCISE 6

1 c

3 a

4 b

5 a

6 b

EXERCISE 7

Luke is famous because he plays his guitar in town every day after school. EXERCISE 8

1 False

2 True

3 False

4 False

5 True

6 False

EXERCISE 9

1 b

2 a

w 3•37 EXERCISE 10

Boy 1 Are you in the school band, Simon? Boy 2 Yes, I am. I play the piano and I sometimes sing, too. Boy 1 Really? That’s great. Who else is in the band? Boy 2 Sally. She’s our lead singer. She sings really well. Boy 1 Cool! And does her brother play the guitar in the band? Boy 2 That’s right. His name’s Jake. He’s got blond hair and he’s very tall. His friend Ben plays the guitar, too. He’s also got blond hair, but he’s quite short! They look funny, but they play really well! 1 b


2 c

2 d

3 c

4 e

EXERCISE 1

1 have, help 2 arrive, go 3 have, play 5 have, watch 6 go, read

4 do, play

EXERCISE 2

Daily routines: get up, have a shower, get dressed Mealtimes: lunch, breakfast, dinner Jobs: vet, actor, bus driver Hobbies: go cycling, collect things, draw EXERCISE 3

1 2 3 4 5 6 7 8

gets up don’t walk likes play doesn’t work collects don’t do plays

EXERCISE 4

1 2 3 4

My mum always has a shower in the morning. My sister and I never eat eggs. I often go swimming at the pool near my house. My parents sometimes go to the cinema at the weekend.


79

Festivals Christmas

Easter

SB p115

SB p116

Aims To present vocabulary related to Christmas: roast turkey, Christmas pudding, cream, excited, mince pie, reindeer, decorations This lesson is intended to be taught in the days leading up to Christmas. The language in this lesson assumes that children will have covered Units 1–3 of the Student’s Book. Teaching tips • Write the word Christmas on the board. Ask students to tell you what this word means, what they like about Christmas and how they celebrate Christmas in Poland. • Prepare to read and listen by asking students to look at the photos. Ask students to tell you, in Polish, what they can see in each photo, who the people are and what they are doing. Picture a – A girl is serving Christmas dinner. Some of the family are wearing Christmas (Santa) hats. They all look very happy. Picture b – There’s a Christmas tree and a stocking in a living room. There are Christmas cards above a fire. Picture c – There’s a glass of milk, a mince pie and a carrot on a table. Picture d – A girl is opening a present. She’s wearing a Santa hat. She looks very happy. • Play the CD. Then invite volunteers to read out the paragraphs. Say a sentence from one of the paragraphs. Ask students for the correct paragraph number. Teaching tip – Project Ask students to name items which they associate with Christmas in Poland. Help students with the English words for these items and write them on the board. Students can draw a Christmas scene showing some of the items or find photos of Christmas scenes to make their poster.

Aims To present vocabulary related to Easter: school holiday, church, hot cross buns, Easter egg, Easter card This lesson is intended to be taught in the days leading up to Easter. The language in this lesson assumes that children will have covered Units 1 – 6 of the Student’s Book. Teaching tips • Write the word Easter on the board. Ask students to tell you what this word means, what they like about Easter and how they celebrate Easter in Poland. • Prepare to read and listen by asking them to look at the photos. Ask students to tell you, in Polish, what they can see in each photo, where the people are and what they are doing. Picture a – There are some chocolate eggs in a shop. Picture b – There are two girls with lots of chocolate eggs in front of them. The girls look very happy. Picture c – There’s an Easter card. It looks like a chick and it says ‘Happy Easter’ on it. Picture d – There are some people in a park or garden. They are carrying baskets and they look like they’re having lots of fun. Picture e – There’s a church with flowers in it. Picture f – There are some cakes (hot cross buns) with crosses on them on a plate. • Play the CD. Then invite volunteers to read out the paragraphs. Say a sentence from one of the paragraphs. Ask students to say the correct paragraph number.


1 c

2 e

3 a

4 f

5 b

EXERCISE 2

DID YOU KNOW?

In traditional pictures of Father Christmas, his robes were often shown to be green and white. In the 1930s, Coca Cola produced a set of Christmas adverts showing him in his now-familiar red and white – also the colours of Coca Cola. Although this was not the first time Father Christmas had been depicted like this, it helped to fix those colours in popular pictures of him.

1 The Easter holiday for British school children is two weeks. 2 On Easter Sunday, parents give their children chocolate eggs. 3 There are lots of flowers in the church at Easter time. 4 Jane’s parents hide chocolate eggs for her in their garden. EXERCISE 3

Students’ own answers.


1 c

2 b

3 d

4 a

EXERCISE 2

1 True 80

2 False

6 d

3 False

4 True

5 True

Festivals © Copyright Oxford University Press

330437507-Steps-Forward-1-Teachers-Book1.pdf

Recommend Documents