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Teacher’s Power Pack

2
Tamzin Thompson 
Steps Forward TB2.indb 1 05/04/2016 11:14

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ƧƱƠƬ÷ɈɆɇ÷ȿ÷ɀɈ÷ɃɇɃɁɈɁɀ÷÷ Pack
ƧƱƠƬ÷ɈɆɇ÷ȿ÷ɀɈ÷ɃɇɃɁɇɈɀ÷÷ Teacher’s Book
ƧƱƠƬ÷ɈɆɇ÷ȿ÷ɀɈ÷ɃɇɃɁɈɀɃ÷÷ Class audio CDs
ƧƱƠƬ÷ɈɆɇ÷ȿ÷ɀɈ÷ɃɇɃɁɈȿɆ÷÷ Teacher’s Resource DVD-ROM
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Martin Saunders Worksheet 8

01_SFTB2_2891_Intro.indd 2 06/04/2016 09:17


Contents
Introduction
Introducing Steps Forward 4
Course components 4
A tour of Student’s Book 2 7
Unit aims and materials 16

Teaching notes
Welcome 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 3

Steps Forward TB2.indb 3 05/04/2016 11:14


Class audio CDs
Introduction Each set of Class audio CDs contains listening material for the
Student’s Book.
Steps Forward Teacher’s Resource DVD-ROM
Steps Forward is a fun, modern and colourful course designed to
There is a Teacher’s Resource DVD-ROM for each level of
lead students in grades 4–6 from their first few words in English to
Steps Forward.
the primary school leaving exam, step by step.
The Teacher’s Resource DVD-ROM contains:
• short documentary films giving an insight into life in the UK and
Overview of components other English-speaking countries

Student’s Book • photocopiable worksheets to go with the documentary films


The Student’s Book contains: • a wealth of other teacher’s resources including:
• eight main units and four review units • photocopiable Reinforcement and Extension worksheets to
• a Welcome unit revising key vocabulary and structures from the reinforce the grammar and vocabulary presented in the
previous levels Student’s Book, and provide extended practice for
stronger students
• a Steps to Success lesson in every unit with realistic practice
material covering all four sections of the upper primary exam • photocopiable Grammar cards designed to make the
• a Culture lesson in every unit giving an insight into life in the UK grammar structures in Student’s Book 1 and 2 more accessible
through the eyes of a Polish girl to visual and kinaesthetic learners
• an entertaining cartoon story that consolidates the language • ideas for ways of using Grammar cards
presented in each unit • photocopiable support worksheets for projects and writing
• a song in every unit • photocopiable extensive reading practice
• two Festival lessons • photocopiable extra vocabulary activities to challenge
• a Wordlist with Polish translations and a pronunciation guide strong students
• photocopiable Flashcards with illustrations of all the key
Class audio MP3 disk vocabulary in the Student’s Book
The Class 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
MĆ W. podstawowa contains basic consolidation exercises to • ideas for ways of helping students prepare for the upper
practise the main vocabulary set and key grammatical structures primary exam
of every unit. There is also a reading comprehension exercise for • background cultural information
every unit. • classroom management tips
• answer keys for the MĆ Wersja podstawowa and MĆ
MĆ Wersja pełna
Wersja pełna
MĆ W. pełna contains:
• graded exercises to consolidate and practise the grammar, iTools
vocabulary and skills presented in the Student’s Book. Exercises
Oxford iTools is software that allows teachers to present Student’s
on the Grammar Steps pages are starred to indicate how
challenging they are 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
• two Steps to Success pages in every unit, which build on the tips
projector with a laptop or PC.
and learning strategies presented in the Student’s Book
• a Self-evaluation page in every unit to consolidate new language Interactive iTools activities include:
and develop students’ ability to reflect on their work and revise • animated stories
effectively • drag-and-drop and listen-and-click language practice exercises
• a Grammar summary section at the back of the book • photocopiable worksheets to go with the documentary films
• accompanying audio available online
• flashcards

Teacher’s Power Pack The interactive audio and DVD player also appears on screen.
The Teacher’s Power Pack contains:
Digital practice material on Oxford English
• a tour of a Student’s Book unit Online
• an overview of unit objectives and materials available both in Practice material for the upper primary English exam is available
print and online
on OEO. Exam practice questions cover various topic areas and
• teaching tips and answers for all the Student’s Book material are graded to ensure success for students at all stages in their
• interesting facts teachers can motivate their students with preparation for the exam.
• audio transcripts

4 Introduction
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Oxford Teachers’ Club website Steps Forward Student’s Book 2
The photocopiable teaching resources on the Teacher’s Resource The Student’s Book presents all the language covered by the course.
DVD-ROM are also available online on the Oxford Teachers’ Club It is based on a solid grammatical syllabus, and provides thorough
website. practice of vocabulary, structures, functions and exam skills.
The website also includes:
• planning materials Step by step vocabulary
• listening material for the MĆ Wersja pełna Each unit opens with a vocabulary lesson, Word, words, words, in
which 12–16 topic-related words are presented. The vocabulary
• answer keys for all MĆ Wersja podstawowa and MĆ Wersja
pełna material presentation in the Student’s Book can be supported with the
Flashcards, available to print from the Teacher’s Resource DVD-
• editable progress tests
ROM and the Oxford Teachers’ Club website. Vocabulary has been
• listening material for the tests chosen to correspond with the students’ own lives and interests
• ideas for optional activities and to cover the requirements of the Polish ministry syllabus
(podstawa programowa). The topics include clothing, school, music,
Student’s website technology, nature, places in town, jobs, countries. Wherever
possible, students are asked to personalize new vocabulary as soon
• elt.oup.com/student/stepsforward
as they have learnt it so that they can appreciate how it relates to
• The Student’s Fun Zone includes language games and exercises their own lives.
providing further practice of the structures and vocabulary
Acquiring a broad and useful vocabulary in English means learning
presented in each unit of the course.
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,
Oxford Parents is a website where your students’ parents can and a comprehensive wordlist at the back of the Student’s Book,
find out how they can help their child with English. They can arranged unit by unit, is an essential reference.
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 Step by step grammar
ways to help. We have lots of activities and videos to show Bringing new structures to life is an important step in language
parents how to do this. learning, especially with younger students. That’s why the initial
Studies have shown that practising English outside the language presentation in every unit takes the form of a humorous
classroom can really help children become more confident and engaging photostory. The story revolves around a Polish
using the language. If they speak English with their parents, character who has recently moved to England. Each episode is self-
they will see how English can be used in real-life situations contained and connected with the unit topic but at the same time
and this can increase the students’ motivation. forms part of an overall plot, which will maintain students’ interest
Parents can help by practising stories, songs, and vocabulary right through the book. Encountering new language in this format
that the students have already learned in the classroom. Tell has several benefits. Firstly, it emphasizes the communicative value
your students’ parents to visit of the language and gives clear examples of the contexts in which
www.oup.com/elt/oxfordparents and have fun helping their the language can be used. Secondly, it allows students to hear
children with English! 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, an illustrated story is used to consolidate the new
structures that have been learnt, and there are catchy, upbeat
songs which serve the same purpose. The grammar tables in
the Student’s Book will appeal to more analytical learners. 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!

Introduction 5
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Step by step skills Step by step progress
There are many different kinds of Speaking activities throughout Steps Forward is designed to produce real results in your English
the book, with frequent opportunities for students to voice classroom. Each unit is carefully controlled in terms of language
opinions, exchange information and describe the people and input and structured outcomes. New vocabulary and grammar
places they are familiar with. Specific training is given in important are practised in a variety of contexts and formats so that students
Functional language areas: describing people, making requests, genuinely have time to absorb them.
making suggestions, shopping, giving opinions, giving directions, Recycling is crucial when it comes to making progress. Each unit
making hone calls, talking about holidays. Students are given ends with a Revision page which consolidates the new language
simple model dialogues which they practise in pairs. They then and skills, and each level of Steps Forward begins with a Welcome
prepare and perform their own dialogues. There is also a regular unit to revise and consolidate what the students have already
focus on Pronunciation, which prioritizes the sounds which Polish learnt.
students have particular difficulty with.
All teachers know that motivation is a key factor for successful
Reading texts are factual and engaging, but also carefully graded language learning. Nothing is more motivating for students than
and accessible. They cover a range of text types and present to see that they are making measurable and steady progress, and
information about a wide variety of topics, all chosen to accord Steps Forward allows them to do this in a lively and enjoyable
with young learners’ interests. Students interpret and react to manner.
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.
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. 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 (using paragraphs, using pronouns, writing a letter, 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 UK and its
culture, not just vocabulary and grammar. Each unit includes a blog
entry in which a particular aspect of British culture is seen through
the eyes of a 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.
Comparisons between British culture and the student’s own culture
can be explored further by watching the documentary films on the
Teacher’s Resource DVD-ROM or iTools and also by doing the
project or activity that is 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.

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 2, vocabulary and grammar are carefully
graded so that questions are at an appropriate level. By familiarizing
themselves with the types of questions they will need to answer
in the exam, students develop effective exam strategies and gain
confidence. Tips are provided to help students to develop good
strategies and the skills they need to succeed.

6 Introduction
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A tour of Student’s Book 2
The Words, words, words section presents the main vocabulary
set of the unit through an attractive 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
attractive picture.

Students listen and


repeat the new words.

Fast finishers can do


the Extra Steps activity
while the teacher
Students practise works with weaker
writing the new words. students.

Presenting the new words Vocabulary Revision


• You can present the new words using the printable Flashcards, • Use the picture in the Student’s Book to revise known
available to print from the Teacher’s Resource DVD-ROM and vocabulary. Point to known items in the picture and ask students
the Oxford Teacher’s Club website. Hold up each flashcard in What’s this? Ask students to find more known words in the
turn, say the word, or play the Class audio CD and ask the class picture.
to repeat chorally, then individually. Repeat several times.
• Hold up each flashcard and invite the class to say the word Keeping a vocabulary record
without your help. Correct pronunciation as necessary. • Students can record all new vocabulary in topic sets at the
• The main units in the Teacher’s Power Pack contain a variety back of their notebooks. Use unit headings as the label for each
of ideas and activities for presenting and practising the new vocabulary set.
words using the Flashcards, the picture in the Student’s Book,
mime and other classroom games.

A tour of Student’s Book 2 7


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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 focus on
the pronunciation of key sounds in pronunciation exercises.

Students see new Students act out the Students see the Students check their
grammar and story. target grammar comprehension of
everyday English in structure in context. the story.
context.

Students practise Students focus on


the everyday English key sounds.
phrases from the
story.

Story • Ask students to read out their lines without the recording, then
• Prepare students to read the story by using the Before Reading allow students time to practise reading out the story in their
questions available on the Teacher’s Resource DVD-ROM and groups. You can invite confident groups to the front of the class
Oxford Teachers’ Club website (Tips for teaching stronger to act out the story.
and weaker students).
• Point to the photos and discuss what is happening. Ask students Pronunciation
to tell you, in Polish, where the children are and what they are • Model the new sound(s) for students to repeat.
doing in each picture. • Play the recording for students to listen and repeat. Allow
• Play the recording. Point to the speech bubbles in the story as students time to complete the task, then ask students to say
students listen. other words they know with the new sound(s).
• 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.

8 A tour of Student’s Book 2


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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 section also provides exam practice activities,
under the heading Steps to success.

Students study the


grammar structure
presented in the Students use the
photostory. grammar in skills based
exercises.

Students recognize
and use the target
grammar in practice
exercises.

Students complete
carefully graded exam
preparation exercises
to train them for
success.

Fast finishers can do


the Extra Steps activity
while the teacher
works with weaker
students.

Grammar • Complete the activities with the class and check answers
• Focus students’ attention on the grammar table. Show them together. Allow students time to write full answers in their
where they can find more detailed information on the structure notebooks when it is useful to do so. The main units of the
in their Workbook. Teacher’s Power Pack contains tips and ideas for keeping
• Use the Grammar Cards, available to print from the Teacher’s fast finishers occupied while the rest of the class complete the
Resource DVD-ROM and the Oxford Teachers’ Club website, grammar activities.
to practise the new structures. The downloadable material • If your students need extra practice of the target grammar
contains a variety of extra activities and games to be used with structure, or you have extra time at the end of a lesson, you can
the grammar cards. 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.

A tour of Student’s Book 2 9


© Oxford University Press

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The Functional Steps section presents a situational dialogue
for students to listen to phrases and repeat. The students then
complete activities to reinforce their recognition of the new
functional language before preparing and acting out their own
variations of it. The Functional Steps pages also include further
exam practice in the Steps to Success box. These exercises mainly
focus on the Language Functions in Use section in the exam.

Students listen to the


model dialogue.

Students complete an
exam-style activity.
Students complete
tasks practising
the new functional
language.

Students practise the


dialogue in pairs.

Students act out their


own version of the
dialogue.

Functional Steps • Complete the practice activities to allow students to use and
• Read out the reading comprehension question(s). Then, use the understand the new functional language.
Class audio CD to play the model dialogue. Students listen and • Complete the exam-style activity. This is related to the theme
answer the question(s). of the Functional Steps section and will give students extra
• Play the dialogue again, one line at a time, for students to listen practice in recognizing when to use the new functional
and repeat. language phrases.
• Divide the class into pairs or groups and assign each student in a • Students then replace information in the model dialogue with
pair/group a role in the dialogue. Allow students time to practise their own information in order to create their own dialogues.
the dialogue, then invite students to act out the dialogue for Allow students time to practise their dialogues. When they have
the class. finished, invite them to act out their personalized dialogues for
the class.

10 A tour of Student’s Book 2


© Oxford University Press

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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 analyze Students produce Students practise


the target grammar the target grammar the target grammar
structure. orally. in the context of a
song.

Students recognize Fast finishers complete Students complete


and use the target the Extra Steps section comprehension
grammar in practice while the teacher gives activities using the
exercises. help to weaker students. target grammar.

Grammar Cartoon story


• Use the Grammar cards, available from the Teacher’s • Prepare students to read the story by asking questions about the
Resource DVD-ROM and the Oxford Teachers’ Club website, pictures and reviewing the vocabulary.
to practise the new structures. The downloadable material • Have fun with the story! You might like to encourage students
contains a variety of ideas for activities and games to practise to act out the story by mimicking the voices of the cartoon
the grammar. 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.

A tour of Student’s Book 2 11


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The Skills Steps section provides a focused study of skills all related In the Writing section, students read and analyse a model writing
topic. There are a variety of different Reading text types, which text and learn a new writing skill before producing a piece of writing
reinforce the language students have learnt throughout the unit. of their own. Further exam practice is also provided on the Skills
The Listening texts feature the characters from the photostory and Steps pages.
develop the skills of listening for gist and for specific information.

Students read and Students practise the Students practise the


comprehend a text which language of the unit writing skill of the
recycles and expands on through a listening task. unit.
the language of the unit.

Students complete a Students complete This section contains a


reading comprehension a listening suggested activity for
task (sometimes an comprehension task. fast finishers.
exam-style reading task).

Reading • Listening for detail – Ask students to read the questions, then
• Before reading – Ask students to look at the pictures and the listen and write their answers in their notebooks. Check answers
style of the text and guess what kind of text they are about to with the class.
read and what information they might find.
• Reading for gist – Play the recording and ask students to Writing
follow the lines in their books. Ask students some simple • Check that students are confident about carrying out the writing
comprehension questions to check that they have understood task by asking them questions to help them complete their
the general meaning of the text. notes. Invite students to tell you what they are going to write
• Reading for detail – Allow students time to read the text again about and what information they are going to include in their
and complete the comprehension task. composition.

Listening
• Help students to understand the context of the listening activity
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.

12 A tour of Student’s Book 2


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The Culture Steps section provides extended reading practice their own culture. This section also provides an optional project for
and the chance for students to learn about an aspect of culture students to do in class or at home, allowing them to personalize the
thematically linked to the unit. The Culture Steps reading texts language of the unit in written form.
are posts from a blog written by Agata, one of the main course
characters. The section allows students to make comparisons with

Students read and


comprehend a text
about an aspect of
British culture.

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 what information they might find in the text. provides a means of comparing British and Polish culture.
• Reading for gist – play the recording and ask students to Prepare students to do the project by asking them questions
follow the lines in their books. Ask students some simple and finding out what they know about the topic in question. If
comprehension questions to check that they have understood necessary, help students to use reference books or the Internet
the general meaning of the text. to find the information they need.
• Reading for detail – allow students time to read the text again • Students can complete their projects in class or as homework.
and complete the comprehension tasks which follow. You can ask students to present their completed projects to the
class, then display students’ work around the classroom.

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

Students revise the


vocabulary of the unit
through a variety of
tasks.

Students revise the


grammar of the unit
using a variety of tasks.

Students are
encouraged to reflect
on how well they know
the unit.

Revision Self-evaluation
• This section can be carried out in class or set as homework. • This section encourages students to think about how well they
• If you carry out the revision exercises in class, ask students understand / know the vocabulary and grammar from the unit
around the class to complete the items in each exercise and shade in the face which best represents how they feel about
orally, then allow students time to write the answers in their their progress.
notebooks. Once students have completed the tasks, invite • Ask individual students to say what aspects of the unit they
them to read out their answers. Encourage other students to found easy / difficult and provide extra support where necessary.
check the answers and correct politely if necessary. • In addition to the Revision sections at the end of each unit, there
• If you set the exercises in this section as homework, check the are Review sections after every two units. These sections provide
answers at the beginning of the next lesson. Invite one student additional revision of the vocabulary and grammar of the units
to read out his/her answers for the others to check their work as well as a Listening or Reading task.
against. Students should raise their hand if they think they’ve • The MĆ W. podstawowa and pełna, Reinforcement and
spotted a mistake. Encourage students to discuss answers Extension Worksheets and Steps Forward iTools also
respectfully and considerately. provide extensive additional practice of the vocabulary and
grammar for each unit.

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

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

Students read a useful


exam tip.

Steps to Success • Allow students time to write the answers in their books, then
• Read the tip together and discuss with students how it will help check answers as a class. Ask students to tell you what they
them in the upper primary exam. 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 of the words. Ask them to
find pictures of the words in their Student’s Books or in the
classroom and 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 students become more confident,
you can 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.
Tell students to complete the exam task on their own, without
talking.

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Welcome
Aims
Vocabulary: family members, adjectives, parts of a house, Grammar: be (all forms), There is / There are, prepositions of
daily routines, personal possessions, stationery, numbers place, have got, can, object pronouns
20–100, pets and pars of animals’ bodies parts, food Speaking: describing your friends and family, talking about
pets, asking and answering what animals can do

Step Section aims Materials


Agata and friends; be • Present course characters, everyday English and useful Class CD 1, tracks 1–2
SB + iTools pp4–5 language (making introductions) in context. MĆ W. podstawowa p4
• Revise the verb be (all forms) through a listening activity. MĆ W. pełna p3
• Recognize and use the target grammar in practice exercises.
• Revise words for family members and adjectives.
Words, words, words • Revise words for parts of a house, pets, daily routines, Class CD 1, tracks 3–4
SB + iTools pp6–7 bedroom items, personal possessions, stationery and MĆ W. podstawowa p4
numbers 20–100. MĆ W. pełna pp4–5
• Revise There is / There are and prepositions of place.
• Consolidate and practise the revised language.
Words, words, words • Revise words for food. Class CD 1, tracks 5–6
SB + iTools p8 • Consolidate and practise the revised language. MĆ W. podstawowa p4
MĆ W. pełna p6
have got; can • Revise have got (all forms). MĆ W. podstawowa p6–7
SB + iTools p9 • Revise words for wild animals, parts of animals and actions. MĆ W. pełna p7–8
• Revise can (all forms).
• Consolidate and practise the revised language.
Object pronouns • Revise object pronouns. Class CD 1, track 7
SB + iTools p10 • Practise using object pronouns in oral and written activities. MĆ W. podstawowa p7
• Practise the target grammar in the context of a song. MĆ W. pełna p9

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1 My friends
Aims
Vocabulary: clothes Writing: writing paragraphs, describing a friend
Grammar: present simple (all forms), adverbs of frequency Culture: Birthday parties in the UK
Speaking: describing people

Step Section aims Materials


Words, words, words • Present words for clothes. Class CD 1, tracks 8–9
SB + iTools p11 • Consolidate and practise the new words. MĆ W. podstawowa p8
MĆ W. pełna p10
Vocabulary extra worksheet
Language Steps • Present new grammar and everyday English in context. Class CD 1, tracks 10–12
SB + iTools pp12–13 • Read and understand a story, which presents the language of
the unit.
• Practise the pronunciation of /əʊ/.
Grammar Steps 1 • Present the target grammar structure: present simple Class CD 1, track 13
SB + iTools p14 affirmative, adverbs of frequency. MĆ W. podstawowa p8
• Recognize and use the target grammar in practice exercises. MĆ W. pełna p11
• Produce the target grammar in a personalized context.
Functional Steps • Practise a dialogue describing people. Class CD 1, tracks 14–15
SB + iTools p15 • Consolidate and practise new language through a listening
activity.
• Practise choosing the correct responses to statements in
preparation for the Language Functions in Use section of
the exam.
• Act out a dialogue.
Grammar Steps 2 • Present the target grammar structure: present simple Class CD 1, tracks 16–19
SB + iTools pp16–17 negative statements and questions. MĆ W. podstawowa p9
• Recognize and use the target grammar in practice exercises. MĆ W. pełna p13
• Practise matching people to names in preparation for the Reinforcement worksheet 1
Listening section of the exam. Extension worksheet 1
• Practise the target grammar in the context of a song.
• Review the grammar of the unit in the context of a story. Act
out the story.
Skills Steps • Read and understand a text, which recycles and expands on Class CD 1, tracks 20–21
SB + iTools pp18–19 the language of the unit. MĆ W. podstawowa p9
• Complete an exam task from the Reading section of MĆ W. pełna p14
the exam.
• Practise ordering topics into paragraphs.
• Write a description of a friend.
Culture Steps • Read and understand a text about birthday parties in Britain. Class CD 1, track 22
SB + iTools p20 • Do a project. Design an invitation to a birthday party. Project worksheet
DVD + DVD worksheet 1
Revision • Review and practise the vocabulary and grammar in the unit Class CD 1, track 23
SB + iTools p21 and assess personal progress. MĆ W. pełna p16
Unit test 1 (A, B and C)
Steps to Success • Practise the exam technique highlighted in the tip box. Class CD 1, tracks 24–25
SB + iTools p22 • Complete two tasks from the Listening section of the exam.

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2 My school
Aims
Vocabulary: parts of a school Speaking: requests and offers
Grammar: a/an, some and any; countable and uncountable Writing: using pronouns
nouns; How much / How many? Culture: School lunches in Britain

Step Section aims Materials


Words, words, words • Present words for parts of a school. Class CD 1, tracks 26–27
SB + iTools p23 • Consolidate and practise the new words. MĆ W. podstawowa p10
MĆ W. pełna p17
Vocabulary extra worksheet
Language Steps • Present new grammar and everyday English in context. Class CD 1, track 28–30
SB + iTools pp24–25 • Read and understand a story, which presents the language of
the unit.
• Practise the pronunciation of /ɪ:/ and /ɪ/.
Grammar Steps 1 • Understand the target grammar structure: a / an, some Class CD 1, tracks 31
SB + iTools p26 and any. MĆ W. podstawowa p10
• Recognize and use the target grammar in practice exercises. MĆ W. pełna p18
• Produce the target grammar in a personalized context.
• Practise listening and choosing the correct answer in
preparation for the Listening section of the exam.
Functional Steps • Listen to and practise a dialogue making requests and offers. Class CD 1, tracks 32–33
SB + iTools p27 • Practise matching situations to reactions in preparation for
the Language Functions in Use section of the exam.
• Act out a dialogue.
Grammar Steps 2 • Understand the target grammar structure: countable and Class CD 1, tracks 34–36
SB + iTools pp28–29 uncountable nouns; How much …? / How many …? MĆ W. podstawowa p11
• Recognize and use the target grammar in practice exercises. MĆ W. pełna p20
• Practise the target grammar in the context of a song. Reinforcement worksheet 2
• Review the grammar of the unit in the context of a story. Act Extension worksheet 2
out the story.
Skills Steps • Read and understand a text, which recycles and expands on Class CD track 37–38
SB + iTools pp30–31 the language of the unit. MĆ W. podstawowa p11
• Complete a task from the Reading section of the exam. MĆ W. pełna p21
• Consolidate and practise the language of the unit through a
listening activity.
• Practise using referring words (pronouns).
• Write about your school.
Culture Steps • Read and understand a text about school lunches in Britain. Class CD 1, track 39
SB + iTools p32 • Do a project. Design a menu for your school canteen. Project worksheet
DVD + DVD worksheet 2
Revision • Review and practise the vocabulary, grammar presented in Class CD 1, track 40
SB + iTools p33 the unit and assess personal progress. MĆ W. pełna p23
Unit test 2 (A, B and C)
Steps to Success • Practise the exam technique highlighted in the tip box. Class CD 1, track 41
SB + iTools p34 • Complete an exam task from the Listening section of
the exam.

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3 Music
Aims
Vocabulary: musical instruments; types of music Writing: making notes / checking grammar in your writing
Grammar: present continuous (affirmative and negative) Culture: Music in British schools
Speaking: making suggestions

Step Section aims Materials


Words, words, words • Present words for musical instruments and types of music. Class CD 1, tracks 46–48
SB + iTools p37 • Consolidate and practise the new words. MĆ W. podstawowa p12
MĆ W. pełna p24
Vocabulary extra worksheet
Language Steps • Present new grammar and everyday English in context. Class CD 1, tracks 49–51
SB + iTools pp38–39 • Read and understand a story, which presents the language of
the unit.
• Practise the pronunciation of /ɑ:/ and /æ/.
Grammar Steps 1 • Understand the target grammar structure: present Class CD 1, track 52
SB + iTools p40 continuous (affirmative). MĆ W. podstawowa p12
• Recognize and use the target grammar in practice exercises. MĆ W. pełna p25
• Complete a task from the Listening section of the exam.
• Produce the target grammar in a personalized context.
Functional Steps • Practise a dialogue making suggestions. Class CD 1, tracks 53–55
SB + iTools p41 • Consolidate and practise the new language through a
listening activity.
• Practise matching utterances to reactions in preparation for
the Language Functions in Use section of the exam.
• Prepare and act out a dialogue.
Grammar Steps 2 • Understand the target grammar structure: present Class CD 1, track 56–57
SB + iTools pp42–43 continuous (negative). MĆ W. podstawowa p13
• Recognize and use the target grammar in practice exercises. MĆ W. pełna p27
• Practise the target grammar in the context of a song. Reinforcement worksheet 3
• Review the grammar of the unit in the context of a story. Act Extension worksheet 3
out the story.
Skills Steps • Read and understand a text, which recycles and expands on Class CD 1, tracks 58–59
SB + iTools pp44–45 the language of the unit. MĆ W. podstawowa p13
• Complete a task from the Reading section of the exam. MĆ W. pełna p28
• Consolidate and practise the language of the unit through a
listening activity.
• Practise making notes and checking grammar.
• Write a description of a pop star.
Culture Steps • Read and understand a text about music in British schools. Class CD 1, track 60
SB + iTools p46 • Design a poster about Polish music. Project worksheet

Revision • Review and practise the vocabulary, grammar presented in Class CD 1, track 61
SB + iTools p47 the unit and assess personal progress. MĆ W. pełna p30
Unit test 3 (A, B and C)
Steps to Success • Practise the exam technique highlighted in the tip box. Class CD 1, track 62
SB + iTools p48 • Complete a task from the Listening section of the exam.

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4 Digital world
Aims
Vocabulary: parts of a computer Speaking: in a shop
Grammar: present continuous (questions and short answers; Writing: linking sentences with because.
possessive pronouns; a / an and the Culture: Texting in Britain

Step Section aims Materials


Words, words, words • Present words for parts of a computer. Class CD 2, tracks 1–2
SB + iTools p49 • Consolidate and practise the new words. MĆ W. podstawowa p14
MĆ W. pełna p31
Vocabulary extra worksheet
Language Steps • Present new grammar and everyday English in context. Class CD 2, tracks 3–5
SB + iTools pp50–51 • Read and understand a story, which presents the language of
the unit.
• Practise the pronunciation of /ə/.
Grammar Steps 1 • Understand the target grammar structure: present Class CD 2, tracks 6–7
SB + iTools p52 continuous (questions and short answers); possessive MĆ W. podstawowa p14
pronouns. MĆ W. pełna p32
• Recognize and use the target grammar in practice exercises.
• Complete a task from the Listening section of the exam.
• Produce the target grammar in a personalized context.
Functional Steps • Practise a dialogue in a shop. Class CD 2, tracks 8–12
SB + iTools p53 • Consolidate and practise new language through a listening
activity.
• Practise matching utterances to reactions in preparation for
the Language Functions in Use section of the exam.
• Write and act out a dialogue.
Grammar Steps 2 • Repeat and understand the target grammar structure: a / an Class CD 2, track 13–15
SB + iTools pp54–55 and the. MĆ W. podstawowa p15
• Recognize and use the target grammar in practice exercises. MĆ W. pełna p34
• Practise the target grammar in the context of a song. Reinforcement worksheet 4
• Review the grammar of the unit in the context of a story. Act Extension worksheet 4
out the story.
Skills Steps • Read and understand a text, which recycles and expands on Class CD 2, tracks 16–17
SB + iTools pp56–57 the language of the unit. MĆ W. podstawowa p15
• Complete a task from the Listening section of the MĆ W. pełna p35
primary exam.
• Practise linking sentences with because.
• Write about technology and you.
Culture Steps • Read and understand a text about texting in Britain. Class CD 2, track 18–19
SB + iTools p58 • Do a class survey about what gadgets your classmates would DVD + DVD worksheet 3
like to have.
Revision • Review and practise the vocabulary, grammar presented in Class CD 2, track 20
SB + iTools p59 the unit and assess personal progress. MĆ W. pełna p37
Unit test 4 (A, B and C)
Steps to Success • Practise the exam technique highlighted in the tip box.
SB + iTools p60 • Complete two tasks from the Language Functions in Use
section of the primary exam.

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5 Nature
Aims
Vocabulary: landscape words Writing: using adjectives to make writing more interesting
Grammar: comparative and superlative adjectives Culture: National parks in the UK
Speaking: giving opinions

Step Section aims Materials


Words, words, words • Present words for landscapes. Class CD 2, tracks 22–23
SB + iTools p63 • Consolidate and practise the new words. MĆ W. podstawowa p16
MĆ W. pełna p38
Vocabulary extra worksheet
Language Steps • Present new grammar and everyday English in context. Class CD 2, tracks 24–26
SB + iTools pp64–65 • Read and understand a story, which presents the language of
the unit.
• Practise the pronunciation of /aɪ/ and /eɪ/.
Grammar Steps 1 • Understand the target grammar structure: comparative Class CD 2, tracks 27–28
SB + iTools p66 adjectives. MĆ W. podstawowa p16
• Recognize and use the target grammar in practice exercises. MĆ W. pełna p39
• Complete a task from the Grammar and Vocabulary in Use
section of the exam.
• Produce the target grammar in a personalized context.
Functional Steps • Listen to and practise a dialogue giving opinions. Class CD 2, tracks 29–30
SB + iTools p67 • Practise choosing the correct reactions to situations in
preparation for the Language Functions in Use section of
the exam.
• Prepare and act out a dialogue.
Grammar Steps 2 • Understand the target grammar structure: superlative Class CD 2, tracks 31–32
SB + iTools pp68–69 adjectives. MĆ W. podstawowa p17
• Recognize and use the target grammar in practice exercises. MĆ W. pełna p41
• Practise the target grammar in the context of a song. Reinforcement worksheet 5
• Review the grammar of the unit in the context of a story. Act Extension worksheet 5
out the story.
Skills Steps • Read and understand a text, which recycles and expands on Class CD 2, tracks 33–34
SB + iTools pp70–71 the language of the unit. MĆ W. podstawowa pXX
• Practise reading for specific information in preparation for the MĆ W. pełna p42
Reading section of the exam.
• Consolidate and practise the language of the unit through a
listening activity.
• Practise using adjectives in written texts.
• Write a description of a landscape.
Culture Steps • Read and understand a text about national parks in the UK. Class CD 2, track 35
SB + iTools p72 • Do a project. Write about a beautiful place in Poland. Project worksheet
DVD + DVD worksheet 4
Revision • Review and practise the vocabulary, grammar presented in MĆ W. pełna p44
SB + iTools p73 the unit and assess personal progress. Unit test 5 (A, B and C)
Steps to Success • Practise the exam technique highlighted in the tip box.
SB + iTools p74 • Complete two tasks from the Grammar and Vocabulary in Use
section of the exam.

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6 My town
Aims
Vocabulary: places in a town Writing: organizing topics into paragraphs
Grammar: be: past simple (all forms) Culture: London
Speaking: giving directions

Step Section aims Materials


Words, words, words • Present words for places in a town. Class CD 2, tracks 36–37
SB + iTools p75 • Consolidate and practise the new words. MĆ W. podstawowa p18
MĆ W. pełna p45
Vocabulary extra worksheet
Language Steps • Present new grammar and everyday English in context. Class CD 2, tracks 38–40
SB + iTools pp76–77 • Read and understand a story, which presents the language of
the unit.
• Practise the pronunciation of /ɜ:/.
Grammar Steps 1 • Understand the target grammar structure: be: past simple, Class CD 2, tracks 41–42
SB + iTools p78 affirmative. MĆ W. podstawowa p18
• Recognize and use the target grammar in practice exercises. MĆ W. pełna p46
• Practise completing a text for the Grammar and Vocabulary in
Use section of the exam.
• Produce the target grammar in a personalized context
Functional Steps • Practise a dialogue giving directions. Class CD 2, tracks 43–45
SB + iTools p79 • Consolidate and practise the new language through
a listening activity.
• Match situations to reactions in preparation for the Language
Functions in Use section of the exam.
• Write and act out a dialogue.
Grammar Steps 2 • Understand the target grammar structure: be: past simple, Class CD 2, tracks 46–48
SB + iTools pp80–81 negative, questions and short answers. MĆ W. podstawowa p19
• Recognize and use the target grammar in practice exercises. MĆ W. pełna p48
• Practise the target grammar in the context of a song. Reinforcement worksheet 6
• Review the grammar of the unit in the context of a story. Act Extension worksheet 6
out the story.
Skills Steps • Read and understand a text, which recycles and expands on Class CD 2, tracks 49–51
SB + iTools pp82–83 the language of the unit. MĆ W. podstawowa p19
• Complete a task from the Listening section of the exam. MĆ W. pełna p49
• Practise organizing topics into paragraphs.
• Write a description of your town.
Culture Steps • Read and understand a text about London. Class CD 2, track 52
SB + iTools p84 • Do a project. Design a guide for a city or town in Poland. Project worksheet
DVD + DVD worksheet 5
Revision • Review and practise the vocabulary, grammar presented in Class CD 2, track 53
SB + iTools p85 the unit and assess personal progress. MĆ W. pełna p51
Unit test 6 (A, B and C)
Steps to Success • Practise the exam technique highlighted in the tip box.
SB p86 • Complete a task from the Reading section of the exam.

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7 People
Aims
Vocabulary: jobs Speaking: on the phone
Grammar: past simple affirmative (regular and irregular Writing: writing letters
verbs) Culture: Madame Tussauds

Step Section aims Materials


Words, words, words • Present words for jobs. Class CD 3, tracks 1–2
SB + iTools p89 • Consolidate and practise the new words. MĆ W. podstawowa p20
MĆ W. pełna p52
Vocabulary extra worksheet
Language Steps • Present new grammar and everyday English in context. Class CD 3, tracks 3–5
SB + iTools pp90–91 • Read and understand a story, which presents the language of
the unit.
• Practise the pronunciation of /w/ and /v/.
Grammar Steps 1 • Understand the target grammar structure: past simple, MĆ W. podstawowa p20
SB + iTools p92 regular verbs, affirmative. MĆ W. pełna p53
• Recognize and use the target grammar in practice exercises.
• Produce the target grammar in a personalized context.
Functional Steps • Practise a dialogue on the phone. Class CD 3, tracks 6–7
SB + iTools p93 • Consolidate and practise the new language through a
listening activity.
• Match situations to reactions in preparation for the section of
the exam.
• Write and act out a dialogue.
Grammar Steps 2 • Understand the target grammar structure: past simple, Class CD 3, tracks 8–10
SB + iTools pp94–95 irregular verbs, affirmative. MĆ W. podstawowa p21
• Recognize and use the target grammar in practice exercises. MĆ W. pełna p55
• Practise the target grammar in the context of a song. Reinforcement worksheet 7
• Review the grammar of the unit in the context of a story. Act Extension worksheet 7
out the story.
Skills Steps • Read and understand a text, which recycles and expands on Class CD 3, track 11
SB + iTools pp96–97 the language of the unit. MĆ W. podstawowa p21
• Complete a task from the Reading section of the upper MĆ W. pełna p56
primary exam.
• Consolidate and practise the language of the unit through a
listening activity.
• Practise beginnings and endings of letters.
• Write a letter to a friend about an amazing day out.
Culture Steps • Read and understand a text about Madame Tussauds. Class CD 3, track 12
SB + iTools p98 • Do a project. Make a poster about people you admire. Project worksheet
Revision • Review and practise the vocabulary, grammar presented in MĆ W. pełna p58
SB + iTools p99 the unit and assess personal progress. Unit test 7 (A, B and C)
Steps to Success • Practise the exam technique highlighted in the tip box.
SB + iTools p100 • Complete a task from the Reading section of the exam.

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8 Around the world
Aims
Vocabulary: countries and nationalities Speaking: talking about holidays
Grammar: past simple (negative, questions and short Writing: using when
answers) Culture: South Africa

Step Section aims Materials


Words, words, words • Present words for countries and nationalities. Class CD 3, tracks 13–15
SB + iTools p101 • Consolidate and practise the new words. MĆ W. podstawowa p22
MĆ W. pełna p59
Vocabulary extra worksheet
Language Steps • Present new grammar and everyday English in context. Class CD 3, tracks 16–18
SB + iTools pp102–103 • Read and understand a story, which presents the language of
the unit.
• Practise the pronunciation of /ɪd/.
Grammar Steps 1 • Understand the target grammar structure: past simple MĆ W. podstawowa p22
SB + iTools p104 (negative). MĆ W. pełna p60
• Recognize and use the target grammar in practice exercises.
• Complete a task from the Grammar and Vocabulary in Use
section of the exam.
• Produce the target grammar orally.
Functional Steps • Listen to and practise a dialogue talking about holidays. Class CD 3, tracks 19–20
SB + iTools p105 • Consolidate and practise new language through a listening
activity.
• Practise matching situations to reactions in preparation for
the Language Functions in Use section of the exam.
• Act out a dialogue.
Grammar Steps 2 • Understand the target grammar structures: past simple Class CD 3, tracks 21–22
SB + iTools pp106–107 (questions and short answers). MĆ W. podstawowa p23
• Recognize and use the target grammar in practice exercises. MĆ W. pełna p62
• Practise the target grammar in the context of a song. Reinforcement worksheet 8
• Review the grammar of the unit in the context of a story. Act Extension worksheet 8
out the story.
Skills Steps • Read and understand a text, which recycles and expands on Class CD 3, tracks 23–24
SB + iTools pp108–109 the language of the unit. MĆ W. podstawowa p23
• Complete a task from the Listening section of the exam. MĆ W. pełna p63
• Practise using when.
• Write about an exciting event.
Culture Steps • Read and understand a text about South Africa. Class CD 3, track 25
SB + iTools p110 • Do a project. Prepare a presentation about an English- Project worksheet
speaking country. DVD + DVD worksheet 6
Revision • Review and practise the vocabulary, grammar presented in Class CD 3, track 26
SB + iTools p111 the unit and assess personal progress. MĆ W. pełna p65
Unit test 8 (A, B and C)
Steps to Success • Practise the exam technique highlighted in the tip box.
SB + iTools p112 • Complete a task from the Reading section of the exam.

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Welcome
EXERCISE 5
SB p4 1 Agata is Tomek’s sister.
Teaching tip – Agata and friends 2 Tomek and Agata are at the same school.
Explain to students that Agata, Sophie and Marcus are the 3 Agata’s mum and dad are in England.
main characters in the book and that you will be following 4 Her grandma and grandad aren’t in England.
a story about them throughout the book. Point to the 5 Petra is Agata’s cousin.
characters and introduce them to students. Explain that 6 Petra isn’t at the same school.
Sophie and Marcus are English, but that Agata is Polish. EXERCISE 6
She’s living in England with her family and she’s friends 1 It isn’t slow.
with Sophie. Marcus is new at the school, so he’s meeting 2 They aren’t clean.
Sophie and Agata for the first time in this story. 3 They aren’t quiet.
In a weaker class, prepare to read and listen by looking at 4 She’s tall and thin.
the photos and discussing what is happening. 5 They aren’t thin.
In a stronger class, ask students to guess what Agata is 6 It’s old.
pointing to in picture 3 (a poster for a school trip to Spain) EXERCISE 7
and what the children are discussing in picture 4 (how to Students’ own answers.
raise the money for the trip).
EXERCISE 8
Acting out the story 1 ’s 2 Is 3 isn’t 4 Are 5 aren’t 6 are 7 ’s
Read the story with the class. Then invite volunteers to
read out the lines. For extra practice:
MĆ W. podstawowa p4
Ask students to form groups. Assign characters and give
MĆ W. pełna p3
students time to practise acting out the story. Invite some
to act out the story in front of the class. For grammar summary:
MĆ W. pełna p66

SB p5 SB p6–7
Answer key and audio transcript Answer key and audio transcript
EXERCISE 2
EXERCISE 1
1 Sophie and Agata aren’t late.
1 window 2 roof 3 balcony 4 bedroom 5 kitchen
2 Marcus is new at the school.
6 toilet 7 garden 8 dining room 9 stairs
3 Agata and Sophie are friends.
4 Agata isn’t from England. EXERCISE 2
5 The school trip to Spain isn’t free. Ben is in the hall.
Amy is in the bathroom.
EXERCISE 3
Sam is in the living room.
1 a 2 d 3 b 4 c
Fran is in the attic.
w 1•2 EXERCISE 3
EXERCISE 4 1 Where do you brush your teeth? In the bathroom.
Marcus Oh, hi, Agata. 2 Where do you have a shower? In the bathroom.
Agata Hi, Marcus. … Wait a moment. That’s my brother. 3 Where do you watch TV? In the living room/bedroom.
Marcus Is he OK? 4 Where do you wash your hands? In the bathroom/
Agata He’s fine. He’s at his friend’s house. kitchen.
Marcus What’s your brother’s name? 5 Where do you make breakfast? In the kitchen.
Agata Tomek. He’s at this school. 6 Where do you get dressed? In the bedroom / bathroom.
Marcus How old is he? 7 Where do you dry your hair? In the bedroom /
Agata He’s eleven. bathroom.
Marcus Are all your family here in England? 8 Where do you do your homework? In the living room /
Agata No, they aren’t. Just me, my brother, my mum and my kitchen / bedroom.
dad. Oh, and one of our aunts is here too. With her daughter, 9 Where do you have dinner? In the dining room /
Petra. kitchen.
Marcus So, that’s your cousin, right? 10 Where do you wash your face? In the bathroom.
Agata Petra? Yes. She’s my cousin. EXERCISE 4
Marcus Is she at this school? Where’s the bin? It’s in the big bedroom.
Agata No, she isn’t. She’s only four years old. Where are the posters? They’re in the small bedroom.
Where’s the budgie? It’s in the dining room.

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Where’s the cat? It’s in the living room. Amy Yes, it is!
Where’s the computer? It’s in the attic. Ben Oh, wait a moment. What about that skateboard?
Where’s the dog? It’s in the kitchen. Amy 30.
Where are the fish? They’re in the living room. Ben 30p?
Where’s the shelf? It’s in the big bedroom. Amy No! £30!
EXERCISE 5
1 What’s in the bin? A notebook. pencil case – 90p, ruler – 40p, bike – £50, jacket – £100,
2 What’s on the small bed? A school bag. camera – £60, kite – £20, hat – 70p, pen – 80p, skateboard
3 How many pets are there? Fifteen. – £30
4 What colour is the budgie? Yellow. EXERCISE 12
5 Is the computer on or off? It’s on. Students’ own answers.
6 How many books are there on the shelf? Five.
For extra practice:
w 1•3 MĆ W. podstawowa p4
MĆ W. pełna pp4–5
EXERCISE 6
1 There’s a table in the kitchen. For grammar summary:
2 There are three posters in the small bedroom. MĆ W. pełna p66
3 There’s a school bag in the big bedroom.
4 There are fish in the living room.
5 There are eight chairs in the dining room.
SB p8
6 There’s a computer in the attic.
1 False 2 True 3 False 4 True 5 False 6 True Answer key and audio transcript
EXERCISE 7 w 1•5
1 hairdryer 2 hairbrush 3 comb 4 tissues EXERCISE 1
5 toothbrush 6 towel 7 toothpaste 8 soap 1 grapes
9 flannel 10 shampoo 2 pineapples
EXERCISE 8 3 onions
face: flannel, soap, tissues, towel 4 lettuces
body: flannel, soap, towel 5 strawberries
hair: hairdryer, hairbrush, comb, shampoo, towel 6 pears
nose: tissues 7 cucumbers
teeth: toothbrush, toothpaste 8 carrots
9 potatoes
EXERCISE 9
10 cauliflowers
Students’ own answers.
11 mushrooms
EXERCISE 10 12 chicken
1 behind 2 in front of 3 on 4 next to 5 in 13 ham
6 under 14 cheese
15 sausages
w 1•4
EXERCISE 2
EXERCISE 11
fruit: (cucumbers) grapes, pears, pineapples, strawberries
Ben How much is the pencil case? vegetables: carrots, cauliflowers, (cucumbers), lettuces,
Amy Er … it’s 90p. mushrooms, onions, potatoes
Ben OK. 90p. What about the ruler? meat: chicken, ham, sausages
Amy 40p
Ben OK. Now, how much is the bike. EXERCISE 3
Amy It’s £50. other foods: eggs, cheese, milk, apples, oranges, bananas
Ben Wow! £50! Really? EXERCISE 4
Amy Yes. It’s a good bike! They’re £100 in the shops. Students’ own answers.
Ben OK. What about the jacket?
Amy £100. w 1•6
Ben That’s a lot too! EXERCISE 5
Amy I know. But it’s new. It’s an expensive jacket. Assistant Can I help you?
Ben What about the camera? How much is that? Girl Can I have a cauliflower, please?
Amy It’s £60 Assistant Certainly. One cauliflower. Anything else?
Ben Hmm. And the kite? Girl Erm, four onions, please.
Amy £20. Assistant That’s £1.50, please.
Ben Hmm. OK. What else? How much is the hat? Assistant Can I help you?
Amy It’s 70p. Boy Can I have a cucumber, please?
Ben And the pen? Assistant Here you are.
Amy The pen? It’s 80p. Boy And two lettuces, please.
Ben Great! That’s all! Everything’s expensive, isn’t it?

26 Welcome
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Assistant A cucumber and two lettuces. That’s £1.70, please. 3 Great! Chips! I love them.
Girl: 1 cauliflower, 4 onions 4 Erin, where are you? I can’t see you.
Boy: 1 cucumber, 2 lettuces 5 Our teacher gives us homework on Friday.
6 There’s Ella. Is it for her?
For extra practice:
MĆ W. podstawowa p6 EXERCISE 3
MĆ W. pełna pp6 1 Where’s my pencil case? I can’t see it.
2 Ruby is our friend. She likes us.
3 Happy birthday, James! This is for you.
SB p9 4 Tom can run fast. Look at him!
5 That’s my friend Anna. I like her.
Answer key 6 Computer games are great. I love them.
EXERCISE 1 7 That’s my pen. Give it to me, please.
1 I haven’t got a pet. 8 Where are you, Sam and Beth? I can’t find you.
2 You haven’t got a skateboard. EXERCISE 4
3 My aunt hasn’t got a big house. 1 her 2 him 3 it 4 you 5 me 6 them
4 We haven’t got the same school bag.
5 You and your brother haven’t got big bedrooms. For extra practice:
6 My cousins haven’t got a new computer. MĆ W. podstawowa p7
MĆ W. pełna p9
EXERCISE 2
Students’ own answers. For grammar summary:
MĆ W. pełna p68
EXERCISE 3
Students’ own answers.
EXERCISE 4
1 It hasn’t got a tail.
2 It’s got eight legs.
3 It hasn’t got wings.
4 It hasn’t got a long neck.
5 It hasn’t got feathers.
EXERCISE 5
Students’ own answers.
EXERCISE 6
1 She can’t swim.
2 They can’t fly.
3 He can’t roller skate.
4 She can’t ride a bike.
5 He can’t dance.
6 He can’t dive.
EXERCISE 7
Students’ own answers.
EXERCISE 8
1 Can penguins fly? No, they can’t.
2 Can tigers swim? Yes, they can.
3 Can elephants jump? No, they can’t.
4 Can monkeys climb? Yes, they can.
5 Can snakes walk? No, they can’t.
For extra practice:
MĆ W. podstawowa p6
MĆ W. pełna pp7–8
For grammar summary:
MĆ W. pełna p67

SB p10
Answer key
EXERCISE 2
1 Look at me! I’m in the tree.
2 The dog likes him.

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1 My family
SB p11 SB pp12–13
Teaching tip – Words, words, words Teaching tip – Language Steps
Tell students to turn their notebooks upside down and Suggest students revise Everyday English phrases by writing
back to front, so that the back page of their notebooks the expressions on individual cards or pieces of paper, with
becomes the first page. Tell them to write the heading the English on one side and the Polish on the other. Tell
Vocabulary at the top of this page, then the sub-heading students to keep the cards in a convenient place so they can
Unit 1 underneath. Students should write the new words take them out from time to time and look at them.
from each unit here, under appropriate headings. For Students can test themselves by playing a memory game
example, the heading for this lesson could be Clothes. in pairs. They place the cards on the desk with the Polish
For stronger students expressions facing up. They take turns to point to a card,
Photocopiable worksheets are provided on the Teacher’s say the English expression, before turning the card over to
Resource DVD-ROM and the Oxford Teachers’ Club see if they were right.
website to extend the vocabulary set of the unit. You can Teaching tip – Pronunciation
download them and hand them out to your students. • Play the audio and ask students to repeat the words,
Tip first chorally, then individually.
Teach students to pay attention to pictures in preparation • Write words students know with the /əʊ/ sound on the
for the Listening section of the upper primary exam. Ask board and ask students to say the words.
students to look at the picture and list all the nouns and • Ask students to suggest other words that have the /əʊ/
verbs they can think of relating to it. sound. Individual students can write the words on the
board and underline the /əʊ/ sounds.
Answer key and audio transcript
EXERCISE 1 Answer key
1 cap 2 coat 3 hoodie 4 shirt 5 gloves 6 belt EXERCISE 2
7 shorts 8 trousers 9 tracksuit bottoms 10 skirt 1 d, Agata and her friends read about a car boot sale.
11 socks 12 shoes 13 trainers 14 boots 2 e, Mrs Clark gives Sophie a skirt.
3 c, They arrive at the car boot sale.
w 1•8 4 a, Marcus sells the skirt to a woman.
EXERCISE 2 5 f, Marcus sells Mrs Clark’s coat to a woman.
1 cap 2 coat 3 hoodie 4 shirt 5 gloves 6 belt 6 b, They give all the money to Mrs Clark.
7 shorts 8 trousers 9 tracksuit bottoms 10 skirt EXERCISE 3
11 socks 12 shoes 13 trainers 14 boots 1 True 2 True 3 True 4 False 5 True 6 True
w 1•9 EXERCISE 4
EXERCISE 3 1 f 2 a 3 e 4 b 5 d 6 c
1 Who’s got a red cap? SAY /əʊ/
2 Who’s got blue shorts? Don’t go in the snow with no coat and hat.
3 Who’s got a grey coat? It’s fun in the snow, but it’s too cold for that.
4 Who’s got a white shirt?
5 Who’s got a white hoodie?
6 Who’s got brown gloves? SB p14
7 Who’s got blue tracksuit bottoms?
Teaching tip – Grammar Steps 1
8 Who’s got a black belt?
1 Sam 2 Ben 3 Fran 4 Amy 5 Sam 6 Fran The grammar summary in the back of the WB provides a
7 Sam 8 Amy clear reference which students can easily refer to when
completing activities in class or at home. Make sure students
EXERCISE 4, 5 AND 6 are aware of this section and know where to find it.
Students’ own answers. Extension idea for exercise 3
EXTRA STEPS Tell students to draw a table like the one in exercise 3 in
Students’ own answers. their notebooks and complete it about themselves.
For extra practice: • In a weaker class, ask students questions about their
MĆ W. podstawowa p8 week, e.g. What do you do on Mondays? Elicit answers
MĆ W. pełna p10 from students around the class.
Vocabulary extra worksheet • In a stronger class, students ask and answer questions
in pairs, then tell the class about their partner’s week.

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Answer key and audio transcript SB p15
EXERCISE 2
Teaching tip – Functional Steps
Kate is the girl with blonde hair and pink jumper.
Bring some photos of groups of celebrities to the lesson
1 go 2 love 3 plays 4 go 5 ride 6 takes for students to use when making their own dialogues.
7 comes 8 read 9 listen 10 like 11 wears 12 like Encourage students to have fun with the model dialogue
and to practise it using details of the people in one of the
w 1•13 pictures.
EXERCISE 3 Extension idea for exercise 2
Ben This is my week. On Monday, I go the park and I play Invite students to think of other phrases which describe
football with my friends. On Tuesday, I go home and watch people in the class (red hoodie / green bag / the second row,
TV. On Wednesday, I do homework all evening. My teacher etc.). Write these phrases on the board and ask students to
always gives us a lot of homework on Wednesday. I don’t like complete them with in / on / with.
Wednesday! On Thursday, I go swimming. I love swimming. Extension idea for exercise 3
On Friday I meet my friends. Friday is my favourite day of the Invite children to ask and answer about other people in
week. the class, using the phrases on the board from exercise 2
and other descriptive phrases.
do homework – Wednesday
play football – Monday
go swimming – Thursday Answer key and audio transcript
meet friends – Friday EXERCISE 1
watch TV – Tuesday Howie is 1 and Mandy is 2.
EXERCISE 4 EXERCISE 3
What does Ben do after school on Monday? He plays 1 in 2 with 3 in 4 on 5 on
football.
What does Ben do after school on Tuesday? He watches EXERCISE 4
TV. Suggested answers:
What does Ben do after school on Wednesday? He does Who’s the boy with glasses?
homework. That’s Jim. Who’s the girl with blonde hair?
What does Ben do after school on Thursday? He goes That’s Sue. Who’s the boy in the yellow T-shirt?
swimming. That’s Tom. Who’s the girl in the green hat?
What does Ben do after school on Friday? He meets That’s Beth. Who’s the boy in the red shirt? That’s Jason.
friends. w 1•15
EXERCISE 5
EXERCISE 5
1 sometimes 2 often 3 usually 4 always Joe That’s a fun picture – is it of your birthday, Layla?
EXERCISE 6 Layla No, it’s a Christmas party
1 Sam never gets up before nine o’clock. Joe Oh, it looks fun. Who’s the girl with dark hair?
2 He sometimes wears a blue jacket. Layla That’s Anna. She’s my cousin.
3 He often goes skateboarding. Joe Is she at your school, too?
4 In the afternoon, he usually does his homework. Layla No, she isn’t. She’s from Manchester.
5 He hardly ever visits his cousins. Joe And who’s that next to Anna?
6 He’s always at home in the evening. Layla The man in the brown jacket?
EXTRA STEPS
Joe Yes.
Students’ own answers. Layla That’s Ben. He’s Anna’s dad.
Joe They look like each other!
For extra practice: The names of the two people at the party are Anna and
MĆ W. podstawowa p8 Ben.
MĆ W. pełna p11
EXERCISE 6
For grammar summary: 1 Layla’s 2 dark 3 Anna 4 daughter 5 brown
MĆ W. pełna p68
EXERCISE 7
1 a 2 b
EXERCISE 8
Students’ own answers.
For extra practice:
MĆ W. pełna p12

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SB pp16–17 DID YOU KNOW?
Superman is the oldest comic book superhero. The first
Teaching tips – Grammar Steps 2
Superman story was published in 1938.
Extension idea for exercise 3
Put students in pairs and tell them to find six differences
between themselves. Then invite students to tell the class Answer key
about their differences e.g. I like sport. Robert doesn’t like EXERCISE 2
sport. Ewa plays the guitar. I don’t play the guitar. 1 You don’t wear nice clothes.
Song 2 My mum doesn’t work in a shop.
Using Steps Forward iTools, invite pairs of students to the 3 Penguins don’t live in the Arctic.
front of the class to sing along. The other students in the 4 I don’t speak Japanese at home.
class can vote for their favourite performance. 5 That pizza doesn’t look good.
Extension idea for exercise 6 6 We don’t believe you.
Tell students to answer the questions in the song about EXERCISE 3
themselves. Then ask students to make a list of the things 1 I live / don’t live in a big city.
they like to do. Students can use the questions to find out 2 I like / don’t like maths lessons.
if their partner likes to do the same things. 3 My English teacher wears / doesn’t wear trainers in
Before reading questions for exercise 7 class.
4 My friends and I do / don’t do homework every day.
Prepare students to read and listen by looking at the story
5 It rains / doesn’t rain a lot in August.
frames and discussing what is happening. Ask students:
Who can you see in the pictures? EXERCISE 4
Where are they? 1 Does Harry live
What are they doing? 2 he does
• Picture 1 – The SuperFriends are at home. They’re 3 Do you know
looking at their computer. They look worried. 4 I don’t
• Picture 2 – Brick and Captain Fantastic are talking. Birdy 5 Do his mum and dad work
is carrying some clothes to the washing machine. 6 they do.
7 Does Harry get
• Picture 3 – Birdy is giving Captain Fantastic a pair of 8 he doesn’t
jeans and a T-shirt, but Captain Fantastic doesn’t want
to wear them. w 1•17
• Picture 4 – Whizz is running very fast to dry Captain EXERCISE 5
Fantastic’s costume.
Helena Sam, I don’t know anybody. Can you tell me who all
• Picture 5 – Whizz is giving Captain Fantastic his dry your friends are? Who’s the boy with brown hair? Does he
costume. always listen to music?
• Picture 6 – The SuperFriends are in the city. They’re Sam Yes, he does! That’s Harry. He sings in the school band.
rushing to the bank. Helena And who are the boys with the football?
• Picture 7 – Captain Fantastic is trying to run, but he Sam That’s Rob and Mark. They love sport. They don’t sit
can’t because his costume is too small. down!
• Picture 8 – Someone (hidden) is watching a robot steal Helena Is Mark the one in the blue T-shirt?
money from the bank. Sam No, that’s Rob. Mark is the one in the red shorts.
• Ask students to tell you why Captain Fantastic was late Helena And who’s that with the dog?
to the bank. (Because he can’t run fast in his costume.) Sam That’s Eric. He doesn’t go to my school but he lives next
door.
Acting out the story
Helena Is that his dog?
Acting out the story will build students’ confidence in Sam No, it isn’t. It’s my new puppy, Boxer. Come and play
speaking. with him!
• Read the story as a class by inviting volunteers to read Helena Great!
out the lines. 1 e 2 b 3 a 4 c (d is not mentioned)
• Ask students to form groups and practise acting out the EXERCISE 6
story. 1 computer 2 sea 3 magazines 4 saxophone
• Invite groups of students to perform the story for the 5 chess 6 cinema
class.
EXTRA STEPS
Extension idea for exercise 7 Students’ own answers.
Ask students to invent a superhero persona for
EXERCISE 8
themselves. Tell them to think about what super powers
they want to have, what their costume is like and where 1 True 2 True 3 False 4 False 5 True
they live. EXERCISE 9
1 help 2 don’t usually wash 3 doesn’t wear 4 runs
5 don’t catch

30 Unit 1
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For extra practice: EXERCISE 2
MĆ W. podstawowa p9 1 c 2 b 3 b 4 a
MĆ W. pełna p13 EXERCISE 3
Reinforcement worksheet 1 Students’ own answers.
Extension worksheet 1
w 1•21
For grammar summary:
MĆ W. pełna p68 EXERCISE 4
Sophie Do you know Shaun?
Agata No, I don’t. Does he go to our school?
SB pp18–19 Sophie No, he doesn’t. He’s an old friend.
Agata Does he live near you?
Teaching tip – Skills Steps
Sophie No, he lives in London. But he visits sometimes. He
Reading skills tip knows everybody in my family – my brother and sister, my
Prepare the class for reading the text by asking some pre- cousins ... Anyway, he’s on TV this evening!
reading questions. Agata Really? Why?
Tell students to look at the photo and say what animals Sophie He’s on a quiz show: Who wants to be a millionaire?
they can see and where the animals are. Ask students to Agata Wow. That’s exciting! I hope he wins a million pounds.
predict what the text is about. Sophie Oh, I already know what happens. The show isn’t live.
• In a weaker class, you can ask students to answer the Agata So … does he win a million?
questions in Polish. Sophie I don’t want to tell you. Watch it and find out!
• In a stronger class, help students to give full answers b – a family friend
in English. EXERCISE 5
Steps to Success 1 Agata doesn’t know Shaun.
The Steps to Success sections contain exam preparation 2 Shaun doesn’t go to their school.
tasks. In this section, students do an exam-style reading 3 He lives in London.
task. Tell students to look at the questions in the exercise 4 He knows Sophie’s cousins.
and to think about what kind of information they need to 5 Sophie doesn’t want to tell Agata about the end of the
look for in the text (a name, a place, an object, etc.). quiz show.
Writing skills tip EXERCISE 6
In a weaker class, help students to complete the chart in The first photo shows Lucy. The second photo shows
exercise 9 and prepare for the writing activity by asking Lucy’s sister.
the following questions: EXERCISE 7
What are your best friend’s hobbies? Paragraph 1 – e, family
What school does your best friend go to? Paragraph 2 – a, hobbies
What does your best friend like? Paragraph 3 – d, appearance
What does he / she dislike? EXERCISE 8
What does your best friend look like? a – 2, b – 3, c – 1, d – 2, e – 1
Has your best friend got a big family? EXERCISES 9 AND 10
How old is / are his / her brother(s) / sister(s)? Students’ own answers.
• Once students have completed their charts, invite them For extra practice:
to ask and answer the questions above in pairs. MĆ W. podstawowa p9
• In a stronger class, ask students to use their notes to MĆ W. pełna p14
give an oral description of their best friend.
• If you have fast finishers, tell them to swap work with
a partner and check each other’s work for grammar,
punctuation and spelling mistakes.
Extension idea for exercise 11
In a stronger class, suggest fast finishers write a
description of themselves as well as their best friend.

DID YOU KNOW?


Elephants can swim. They use their trunk to breathe like a
snorkel in deep water.

Answer key and audio transcript


EXERCISE 1
The animals in the photo are Tarra (elephant) and Bella
(dog).

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SB p20 SB p21
Teaching tip – Culture Steps Teaching tip – Revision
• In a weaker class, prepare to read and listen by looking If you set the exercises in the Revision section as
at the photos and discussing the people in them. Ask homework, check the answers at the beginning of the
students to tell you, in Polish, where the people are and next lesson. Invite a student to read out his / her answers
what they are doing. for the others to check their work against. Students should
Picture 1 – some children are at a sleepover party. They are raise their hand if they think they’ve spotted a mistake.
asleep. Encourage students to discuss answers respectfully.
Picture 2 – some children are at a bowling alley. One girl is If you do the revision exercises in class and have fast
bowling and three other girls are talking. finishers, ask them to write more sentences about their
Picture 3 – Some children are in a garden. They are paying a habits and routines, using always, sometimes, often, hardly
game. One girl is wearing a blindfold. ever or never.
Picture 4 – Some children are at a birthday party. They are Extension idea
wearing party hats and they are laughing. Play Hangman with the class. Choose a word from Unit 1
• In a stronger class, ask students to write three as your mystery word, e.g. trousers. Encourage students to
sentences about what they think happens at birthday look back through Unit 1 as they choose letters and try to
parties in Britain, e.g. People give presents. Children play guess the word.
lots of games. etc. Students can then check their ideas Teaching tip – Extensive reading
against the information in the blog. If your students enjoy reading and you want to give them
Class discussion more practice, you can find an illustrated story –The boy
Ask students which kind of party in the text they would with the sunglasses – on the Teacher’s Resource DVD-
like to go to, and how they celebrate their birthdays. ROM and the Oxford Teachers’ Club website. Encourage
students to read it for pleasure.
Teaching tip – Project
Teaching tip – Self-evaluation
Photocopiable preparation worksheets for all projects are
provided on the Teacher’s Resource DVD-ROM and the Ask your students to consider how well they have learnt
Oxford Teachers’ Club website. You can download them the grammar and vocabulary of the unit. Discuss what
and hand them out to your students. they consider to be their strengths and weaknesses, and
suggest additional practice for students who require it.
Discuss the topic with the class first; brainstorm ideas and
writing them on the board.
DID YOU KNOW?
Encourage students to give their presentations in
different ways, such as using posters, flipcharts, video Reading is a fun way to boost your language skills. Why
presentations, etc. not try reading a comic or a magazine in English. You will
learn some new words and other things as well.
Teaching tip – DVD
Show the documentary film about greetings cards and
use the photocopiable DVD worksheet on the Teacher’s Answer key and audio transcript
Resource DVD-ROM and the Oxford Teachers’ Club EXERCISE 1
website. trainer, shorts, trousers, coat, hoodie, sock, tracksuit
bottoms, shoe, boot, glove, skirt, shirt, cap, belt
DID YOU KNOW?
EXERCISE 2
The ‘Happy Birthday to You’ song is more than a hundred
Suggested answers:
years old. It is the most well-known song in the world, and
1 I (always) go to bed before ten o’clock.
there are versions of it in many languages.
2 My parents (sometimes) use a bus.
3 My teacher is (never) late for class.
Answer key 4 I (often) drink water.
5 My friends and I watch (usually) DVDs.
EXERCISE 1
1 D 2 C 3 B 4 A w 1•23
EXERCISE 2 EXERCISE 3
1 candles 2 games 3 meal 4 go 5 biscuits Hi. My name’s James. I’m American, but I don’t live in the
6 go-karting United States. I live in England. We’ve got a small house in
EXERCISE 3 London. My dad’s a doctor. He works in a hospital. I’m 12
Students’ own answers. years old, and I go to an English school. My hobbies are
sport and chess. I play basketball every Saturday, and I play
PROJECT chess at school. There’s a chess club every Monday after
Students’ own answers. school. I’ve got lots of friends here – I really like England.
For extra practice: 1 False 2 True 3 True 4 False 5 True
Project worksheet 1 EXERCISE 4
DVD worksheet 1 1 My teacher doesn’t live in England.

32 Unit 1
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2 We study / don’t study English every day. Answer key and audio transcript
3 My best friend likes / doesn’t like pop music.
4 It rains / doesn’t rain a lot in my town. w 1.24
5 My mum works / doesn’t work in a shop. EXERCISE 1
6 I speak / don’t speak English. 1 She’s got brown eyes and brown hair. She’s very funny and
EXERCISE 5 she talks all the time. She always waits for me to come home
Students’ own answers. from school. She’s three years old. Oh, and my little sister’s
name is Anya.
SELF-EVALUATION
2 Luke Do you want to watch the match tonight, Ed?
Students’ own answers.
Ed Of course! It’s an important game.
For extra practice: Luke Well, can I come to your house and watch it with
MĆ W. pełna p16 you? Our TV hasn’t got that sports channel and I really
want to see it. It starts at 6.
Ed Erm, OK.
SB p22 Luke See you then. Thanks Ed.
Teaching tip – Steps to Success 3 James Mum, can I go into town to meet my friends?
Mum What time?
The exercises on this page prepare students for the
James After lunch.
Listening section of the upper primary exam. Before
Mum Yes, that’s fine. But before you go, I want you to do
starting the exam practice activities, focus students’
something for me.
attention on the Tip box. Ensure that the students
James Of course, Mum. What is it?
understand the tip. Explain that students should carefully
Mum Can you wash the kitchen floor and do the dishes,
read the questions and look at any pictures before
please?
they listen to the recordings in the exam. They should
James OK.
also think about what they are going to hear and what
Mum Thanks, James.
keywords and phrases they might need to listen for.
1 False 2 False 3 True
Focus attention on the wordlist box. Read out the phrases,
one at a time, and ask students to think of when they w 1.25
might hear / say each of the phrases.
EXERCISE 2
To complete exercise 1: 1 Boy Come on, we’re late.
• Tell students to read the instructions and the sentences Girl What for? What’s the problem?
carefully. Boy Freya! We always go to drama club at lunchtime on
• Play the recording for the first time. Students listen and Wednesday!
write their answers in their notebooks in pencil. Girl Yes, but it’s Tuesday today.
• Play the recording again. Students listen and check their Boy Really?
answers, correcting any they need to. Girl Yes, sit down and finish your pasta.
• Check the answers as a class by asking questions e.g. Boy Oh, good. I’m very hungry.
Does the girl describe her best friend? Students answer, 2 Boy Oh dear, we’re late!
before saying whether each sentence is true or false. Girl You always say that.
Boy Well, it’s true. The film starts in fifteen minutes and
To complete exercise 2:
we’re still here. I don’t like buses!
• Tell students to read the instructions carefully and look Girl We’ve got lots of time. Look, here’s the bus now. It
at the pictures. Ask the students to say what place each takes five minutes to get to the cinema.
picture shows and what items they can see in each Boy OK. OK. I hope you’re right.
picture. 3 Girl Which one have you got?
• Play the recording for the first time. Students listen and Boy Harry Potter and the Prisoner of Azkaban
write their answers in their notebooks in pencil. Girl The film is really good too.
• Play the recording again. Students listen and check their Boy I know – I love it so I want to read this. What have
answers, correcting any they need to, and write them you got?
in pen. Girl Nothing. I want to read The Hunger Games but it isn’t
• Check answers as a class, by asking Where is the (first) here.
speaker? Invite students to answer, then ask them to say Boy Oh, the film of that is great.
what words they heard which gave them the answers. Girl But I want to read it first, then see the film.
Boy Oh, I see.
1 d 2 b 3 c
Teaching tip – Self-evaluation
If students require further practice, use the Oxford For extra practice:
Sprawdzian bez tajemnic on www.oup.com/elt or Oxford English Online practice materials
interactive activities, Oxford Sprawdzian bez tajemnic
Online Practice on oxfordenglishonline.pl.

Unit 1 33
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2 My school
EXERCISE 5
SB p23 1 He’s in the computer room.
Teaching tip – Words, words, words 2 She’s in the school hall.
Present the new words using the picture. Point to each 3 She’s in the music room.
item, say the word and ask the class to repeat, first chorally, 4 He’s in the head teacher’s office.
then individually. Correct pronunciation as necessary. 5 She’s in the library.
6 He’s in the tuck shop.
Check understanding by pointing to the items in the
picture and asking What’s this? Invite individual students EXTRA STEPS
to answer. 1 library 2 canteen 3 corridor 4 playground
Tip 5 reception 6 stairs
Teach students to pay attention to details in pictures, in For extra practice:
preparation for the Listening section of the upper primary MĆ W. podstawowa p10
exam. Ask Where can you see (a red tracksuit / some flowers, MĆ W. pełna p17
etc. / How many pianos / computers) you can see? Students Vocabulary extra worksheet
search for the items and answer.

SB pp24–25
Answer key and audio transcript
Teaching tip – Language Steps
EXERCISE 1
When students have completed exercise 3, tell them to
1 computer room 2 classroom 3 music room
listen to the story again and to listen out for how the
5 head teacher’s office 7 stairs 10 playground
Everyday English phrases are said. Students can act out the
11 library 13 corridor
story again, focusing on making these phrases sound as
w 1•26 natural as possible.
Teaching tip – Pronunciation
EXERCISE 2
1 computer room The pronunciation tongue twister practises the
2 classroom pronunciation of /i:/ and /ɪ/ and is aimed at enabling
3 music room students to identify the difference between the two
4 teacher’s room sounds. As well as using the audio, you can help by
5 head teacher’s office exaggerating the sounds as you model the words for the
6 gym students.
7 stairs
8 tuck shop Answer key
9 canteen
10 playground EXERCISE 2
11 library 1 The after-school club hasn’t got biscuits.
12 reception 2 Sophie’s recipe is from the Internet.
13 corridor 3 The eggs are in the fridge.
14 school hall 4 The recipe makes 80 biscuits.
5 Janice pays £20 for the biscuits.
EXERCISE 3
6 The biscuits taste bad because of salt.
1 teachers’ room 2 gym 3 classroom 4 library
5 canteen 6 playground 7 computer room EXERCISE 3
1 the biscuits 2 a kilo 3 the biscuits 4 £20 5 bowl
w 1•27 EXERCISE 4
EXERCISE 4 1 e 2 b 3 a 4 c 5 d
1 Boy 1 Shoot!
SAY /i:/ AND /ɪ/
Boy 2 Yes! Two points!
Six eggs? Or sixteen eggs?
2 Girl Mmm. This pizza is great!
One kilo of cheese or three?
Boy Really? My chicken is horrible.
Do we need milk?
3 Teacher Now are you ready? One, two, three, four!
Or do we need cream?
4 Boy Where are the books about history?
Just read the recipe!
Girl Over there. On the first shelf.
Boy Thanks.
Boy 2 Shh!
5 Boy Pass the ball! … Oh, no. That’s the classroom window!
1 in the gym 2 in the canteen 3 in the music room
4 in the library 5 in the playground

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SB p26 Is there a whiteboard in picture A/B? Yes there is. / No,
there isn’t.
Teaching tip – Grammar Steps 1 Is there a ruler in picture A/B? No, there isn’t. /Yes there is.
Stick grammar cards for /A/ and /AN/ cards at the top Are there any pens in picture A/B? Yes there are. / No,
of the board (one on each side). Invite eight students to there aren’t.
the front of the class and give them one of the following Are there any posters in picture A/B? No, there aren’t. / Yes
cards in random order: /APPLE/ /EGG/ /CAT/ /TEACHER/ there are.
/COMPUTER/ /SCHOOL/ /BIKE/ /DOG/.Tell the students Is there a clock in picture A/B? No, there isn’t. / Yes there is.
to stick the cards under the correct word (a or an) on Are there any chairs in picture A/B? Yes there are.
the board. Remind students that we use an with singular EXTRA STEPS
countable nouns which begin with a vowel sound. Students’ own answers.
Extension idea for exercise 3
For extra practice:
Ask students to say why b is the correct answer. (There MĆ W. podstawowa p10
are two chairs and a desk in the room. There’s a clock on MĆ W. pełna p18
the wall, but there aren’t any posters. There’s a bookcase,
but there aren’t any shelves. The bookcase is next to For grammar summary:
the window and there’s a computer on the bookcase.) MĆ W. pełna pp68–69
Although there are distractors in the other pictures (e.g.
there are two chairs in both picture b and picture c)
picture b is the only picture which matches the recording
SB p27
exactly. Ask students to describe one of the pictures for Teaching tip – Functional Steps
the rest of the class to guess, using There’s a ... / There are If you have time, invite students to move their desks and
some ... . chairs to make a café scene. Students take turns to play
Extension idea for exercise 5 the waiter / waitress, moving around the class and taking
Divide the class into two teams. Invite a student from people’s orders.
Team A to make a sentence about one of the pictures (A Extension idea for exercise 4
or B). Invite a student from Team B to say which picture Ask students to look at the menu and say which foods
is being described e.g. Team A: There are some pens on they like and which foods they don’t like and what they
the desk. Team B: It’s picture A! Award one point for each would order.
correct answer. The team with the most points wins.
Extension idea for exercise 6
Invite students to make their own menus, listing their
Answer key and audio transcript favourite foods and drinks. Students can then use their
EXERCISE 2
menus to act out their dialogues in exercise 7. Encourage
1 a 2 an 3 a 4 some 5 some 6 a 7 some students to take turns playing the roles of waiter and
customer.
w 1•31
EXERCISE 3 Answer key and audio transcript
Amy There’s a bed and a dark brown wardrobe. There are
EXERCISE 1
two chairs and I’ve got a desk. There’s a clock on the wall, but
The boy is ordering a cheese sandwich and a glass of
there aren’t any posters. There aren’t any shelves, but there’s
orange juice.
a bookcase, with some books. The bookcase is next to the
window. There’s a computer on the bookcase, too. EXERCISE 3
Amy’s room is picture b. Can I help you?
Yes, I’d like a ham sandwich, please.
EXERCISE 4
Can I help you?
1 There’s a notebook in A. There isn’t a notebook in B.
Yes, I’d like a coffee, please.
2 There aren’t any pencils in A. There are some pencils in
Can I help you?
B.
Yes, I’d like a hamburger, please.
3 There are some pens in A. There aren’t any pens in B.
Can I help you?
4 There aren’t any posters in A. There are some posters in
Yes, I’d like a cola, please.
B.
5 There isn’t a clock in A. There is a clock in B. w 1•33
6 There’s a computer in A. There isn’t a computer in B.
7 There are some shelves in A. There aren’t any shelves in EXERCISE 4
B. 1 Assistant Can I help you?
8 There isn’t a bookcase in A. There is a bookcase in B. Girl Yes, I’d like a ham sandwich, please.
Assistant A ham sandwich. Would you like a drink?
EXERCISE 5 Girl Yes, please. An apple juice.
Possible answers 2 Waiter Can I help you?
Is there a rubber in picture A/B? Yes there is. / No, there Boy Yes, I’d like a hamburger, please.
isn’t. Waiter OK. Would you like a drink?
Boy Yes, please. A cola.

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3 Assistant Can I help you?
Before reading questions for exercise 7
Girl Yes, I’d like a pizza, please.
Assistant OK. And would you like a drink? • In a weaker class, prepare students to read and listen
Girl Yes, please. A milkshake. by looking at the story frames and discussing what is
Assistant Strawberry or chocolate? happening. Ask students:
Girl Chocolate, please. Who can you see in the pictures?
1 a ham sandwich and an apple juice Where are they?
2 a hamburger and a cola What are they doing?
3 a pizza and a chocolate milkshake Picture 1 – The SuperFriends are in a school hall. They are
talking to the students.
EXERCISE 5
Picture 2 – Brick is in the school canteen. He is
1 e 2 a 3 d 4 b 5 f
ordering food.
EXERCISE 6 AND 7 Picture 3 – The dinner lady is giving Brick lots of potatoes.
Students’ own answers.
Picture 4 – Brick has got all the potatoes in the school
For extra practice: canteen.
MĆ W. pełna p19 Picture 5 – Birdy is looking out of the window. A robot
is stealing a computer. Brick throws his potatoes at the
robot.
SB pp28–29
Picture 6 – Brick looks sad because he hasn’t got any food.
Teaching tips – Grammar Steps 2 Picture 7 – The SuperFriends have got the robot. The
Invite a student to the front of the class. Hand him / hidden villain is watching on a TV screen.
her the grammar cards for /A/, /AN/ and /SOME/. Write a • In a stronger class, ask students to say what they think
known countable or uncountable noun on the board. the characters are saying in each picture.
Ask the student to stick the correct grammar card on the Extension idea for exercise 7
board. Repeat with other students and other countable
Ask students to tell you whether school dinners are
and uncountable nouns.
available in Poland and whether they have a school dinner
Extension idea for exercise 2 or a packed lunch.
Draw a table like the one in exercise 2 on the board.
• In a weaker class, call out known countable or
uncountable nouns and ask students which column the Answer key
nouns should go in. EXERCISE 2
• In a stronger class, invite students to come to the Countable: a carrot, a biscuit, a sandwich, an apple
front of the class and write known countable and Uncountable: some flour, some salt, some butter, some
uncountable nouns in the correct columns. milk
Extension idea for exercise 5 EXERCISE 3
Invite a pair of students to the front of the class. Hand one 1 any 2 a 3 a 4 an 5 some 6 any
student the grammar cards for /HOW/ /MANY/ and the
other student the grammar cards for /HOW/ /MUCH/. Write w 1•34
a gapped sentence on the board e.g. _____ sugar have EXERCISE 4
we got? The student with the correct cards completes Joe How 1many eggs are in this amazing cake?
the sentence. Repeat with other sentences (using plural Karla Twenty-four.
countable nouns and uncountable nouns) and other Joe How 2much flour is in it?
students. Karla Five kilos.
Song Joe Really? How 3much chocolate is in it?
As an optional activity, copy the lyrics of the song on to a Karla Two kilos.
piece of paper with the gaps completed and the numbers Joe Wow! That’s a lot of chocolate.
removed. Students work in teams. Make enough copies of EXERCISE 5
the lyrics for each team and cut out each line. Tell students 1 Wyrażenia how much…? używamy z rzeczownikami
to close their books. Each team tries to put the lines in niepoliczalnymi.
the correct order. The first team to complete the song 2 Wyrażenia how many…? używamy z rzeczownikami
correctly wins the game. policzalnymi.
EXERCISE 6
DID YOU KNOW?
1 much 2 much 3 many 4 many 5 much
The UK government doesn’t allow most schools in the UK 6 many
to sell sugary drinks, crisps, chocolate or sweets in tuck
EXTRA STEPS
shops or as part of school meals. They can also only serve
fried food twice a week. Students’ own answers.
EXERCISE 8
1 True 2 False 3 False 4 False 5 True 6 True

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EXERCISE 9 Answer key and audio transcript
1 a, some 2 any 3 some 4 any 5 a, a 6 an
EXERCISE 1
For extra practice: Babar Ali is a student AND a teacher.
MĆ W. podstawowa p11
EXERCISE 2
MĆ W. pełna p20
1 b 2 a 3 c 4 c
Reinforcement worksheet 2
Extension worksheet 2 w 1•38
For grammar summary: EXERCISE 3
MĆ W. pełna p69 Teacher OK. First, mix the sugar and butter together.
Marcus Butter and … sugar. Hmm! I like sugar.
Sophie Don’t eat it, Marcus!
SB pp30–31 Marcus Sorry.
Teaching tip – Skills Steps Teacher Then put the flour in a bowl. Carefully! We don’t
Reading skills tip want flour all over the floor!
Marcus Woops. Too late.
In a weaker class, prepare to read and listen by looking at
Teacher OK, so now the eggs. How many eggs do we need.
the photo and discussing who is in it. Ask students to tell
Can you remember?
you, in Polish, who they think the boy is (a student) and
Marcus Six?
where he is (sitting on the floor). Ask them why they think
Teacher Six?! No, no. Two eggs. This is a cake, not an
he is there.
omelette. Just two, Marcus. Then add the butter and sugar.
In a stronger class, focus students’ attention on the title. Sophie All of it?
Ask them to say why they think the headmaster might be Teacher Yes, all of it. Mix it together. Next, add the milk.
unusual. (He is a child.) If they guess correctly, follow this Marcus I can do that.
up by asking how a child could be a headmaster. Sophie No, I can do it.
Steps to Success Marcus Give me the bowl.
Teach students to read the text very carefully to find the Sophie No!
answers to the questions. Remind them that they may Marcus Give it to … woops!
see one or more of the answer options in the text, so they Teacher Sophie! Marcus! Look at that mess! Please clean
need to make sure they choose the correct one. it up!
Writing skills tip c – a cake
• In a weaker class, ask students the questions from EXERCISE 4
exercise 11 and encourage them to answer orally butter, sugar, eggs, flour
before writing the answers in their notebooks.
EXERCISE 5 AND 6
• In a stronger class, the students ask and answer the Students’ own answers.
questions in pairs before writing their answers.
EXERCISE 7
Remind students to group their information into
‘It’ refers to ‘My school’.
paragraphs. Ask students what information they can find
‘them’ and ‘They’ refer to ‘two music rooms’.
in each paragraph in the text in exercise 6.
Extension idea for exercise 8 EXERCISE 8
Ask students to find referring words (pronouns) in the text ‘they’re near the centre of town’ … refers to the school
in exercise 1 and say what the words refer to. buildings
‘We can’t play games on them’ … refers to the computers.
Extension idea for exercise 11
‘We can play basketball there’ … refers to the gym.
Ask students to look at the text in exercise 6 and use their ‘It sells sandwiches and fruit’ … refers to the tuck shop.
notes in exercise 11 to give an oral description of their ‘You can buy hot food there’ … refers to the school
school. canteen
Optional activity
EXERCISE 9
Say what you can see and do in a particular part of a 1 The teacher’s room is small. Most teachers don’t use it.
school (e.g. music room, school hall, tuck shop, etc.) 2 There’s a great library. It’s really big.
without naming the part of the school. Encourage 3 There are a lot of stairs. We walk up and down them
students to guess which part of the school you are talking between lessons.
about. The student who guesses correctly can take a turn 4 There are twenty new classrooms. They’ve all got
to describe a part of a school. interactive whiteboards.
5 There’s a large playground outside. It’s a great place for
DID YOU KNOW? football.
The King’s School in Canterbury, Kent, UK is the oldest EXERCISES 10, 11 AND 12
school in the world in the same building. Pupils first Students’ own answers.
studied there in 597 AD.
For extra practice:
MĆ W. podstawowa p11
MĆ W. pełna pp21–22

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SB p32 SB p33
Teaching tip – Culture Steps Teaching tip – Revision
In a weaker class, when students have completed You can find a variety of games and activities to practise
exercises 1–3, ask them questions about the text e.g. What and revise vocabulary in the downloadable material
time does school start in Britain? What time does school Optional activities. Many of the games can be played
finish? etc. either as a class, or in teams, which makes revision
In a stronger class, ask students to write their own three enjoyable for the students.
questions about the text. Divide the class into teams. If you do the revision exercises in class and have fast
Students from each team take turns to ask their questions finishers, ask them to write sentences about their
and students from the other team try to answer correctly. classroom using a, an, some or any.
Award one point for each correct answer. The team with Extension idea for exercise 5
the most points wins. Invite students to find out some more facts and write
Class discussion questions using How much / How many. Students can
Ask students to tell you which of the foods mentioned in then ask and answer their questions in pairs, or you can
the blog they like / don’t like and what their favourite and play a quiz game in two teams, with students from each
least favourite foods are. team in turn asking a question to the other team.
Brainstorm with the class and make a list of their favourite Teaching tip – Self-evaluation
meals on the board. Help children to find photos of If students need to do more work in a particular area, you
their favourite meals on the Internet, or in magazines. can use the Workbook and the photocopiable material in
Alternatively, students can decorate their menus with the back of the Teacher’s Book to give them more support.
drawings of their favourite dishes and the ingredients that
go into them. DID YOU KNOW?
You need to use new words to remember them. Why
DID YOU KNOW?
not play a game with your friend? Take turns to make
For several years, chicken tikka masala was Britain’s sentences with new words from this unit.
favourite food, but recently, 43% of people in the UK voted
for a traditional British roast dinner as their favourite meal.
Answer key and audio transcript
EXERCISE 1
Answer key
1 A – You’re in the canteen.
EXERCISE 1 2 A – You’re in the classroom.
Most British schoolchildren have lunch at school. 3 A – You’re in the school hall.
EXERCISE 2 4 A – You’re in the corridor.
Picture a – Kate’s lunch 1 B – You’re in the gym.
Picture b – Ryan’s lunch 2 B – You’re in the playground.
3 B – You’re in the teachers’ room.
EXERCISE 3 4 B – You’re in the library.
1 True 2 False 3 False 4 True 5 False 6 False 1 C – You’re in the tuck shop.
PROJECT 2 C – You’re in the reception.
Students’ own answers. 3 C – You’re in the head teacher’s office.
4 C – You’re in the computer room.
For extra practice:
Project worksheet 2 EXERCISE 2
DVD worksheet 2 1 any 2 any 3 a 4 some 5 a 6 a
EXERCISE 3
1 C 2 U 3 C 4 U 5 C 6 C 7 U 8 U 9 C
10 U
EXERCISE 4
1 any 2 some 3 some 4 any 5 any 6 some
EXERCISE 5
1 How many 2 How much 3 How many 4 How
many 5 How much

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w 1•40 Joe Oh, yes. And what’s her name?
Sam Lucy.
EXERCISE 6
Joe OK. Now who’s the girl with the paper and pencils?
1 How many years can bats live? c, About 20. But some are
Sam That’s Erica. She’s good at drawing.
older, too.
Joe Really?
2 How much meat do lions eat in one day? b, About seven
Sam Yes, she loves art. Now, can you see that girl in front of
kilos. But some days they don’t eat.
the bookshelf with the dictionaries?
3 How many centimetres can bamboo grow in one day? a,
Joe Yes.
About 100. Bamboo grows very fast.
Sam That’s Gina. She’s very, very clever.
4 How many legs have spiders got? b, Eight. Insects have
Joe OK, great. I don’t think I can remember any more names
got six legs, but spiders have got eight.
just now. But thanks!
5 How much water do elephants drink in one day? c, About
1 b 2 a 3 d 4 c
170 litres. That’s a lot of water.
SELF-EVALUATION
For extra practice:
Students’ own answers. Oxford English Online practice materials

For extra practice:


MĆ W. pełna p23

SB p34
Teaching tip – Steps to Success
The exercises on this page prepare students for the
Listening section of the upper primary exam. Before
starting the exam practice activities, focus students’
attention on the Tip box. Ensure that the students
understand the tip. Explain that students can mark their
answers in pencil when they listen for the first time. They
can then check their answers, answer any remaining
questions and write their answers in pen when they listen
for the second time.
Focus students’ attention on the wordlist box. Read
out the words, one at a time, and ask students to make
sentences with them in English.
To complete exercise 1:
• Tell students to read the instructions and the sentences
carefully.
• 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 them if necessary.
• Check answers as a class, by asking questions e.g. Which
girl is (Jill)? Invite students to say the correct letters and
show you the correct girls in their books. Ask children
to tell you where each girl is (at a desk / in front of the
whiteboard / near the bookcase / etc.) and what each
girl is wearing / doing.

Answer key and audio transcript


w 1.41
EXERCISE 1
Joe Hi Sam, I don’t know anybody in this class. Can you help
me, please?
Sam Sure. Let me tell you some of their names. Can you see
that girl at the desk over there? That’s Jill.
Joe The one looking out of the window?
Sam No, not that one. Jill is the girl writing in the
notebook. She’s nice. And her friend is nice, too. That’s her
with the dark hair. She cleans the whiteboard every morning
and helps the teacher with the rulers and rubbers.

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Review Units 1–2
SB pp35–36 Clara No, why?
Kevin Do you like action films?
Objectives Clara Well, I like some action films. I sometimes watch
To revise the following: them at home.
Kevin What about the film The Strong Man? It’s on at
Vocabulary: clothes, places in a school
2 o’clock in town.
Grammar: present simple (all forms), a, an, some, any, Clara Mmm, I’m not sure about that one. What about the
prepositions new Disney cartoon?
Kevin Mmm, I’m not sure about that one! Do you like
Answer key and audio transcript shopping?
Clara Shopping? I hardly ever go shopping.
EXERCISE 1 Kevin Do you want to come shopping with me?
1 belt – h 2 boots – n 3 cap – j 4 coat – b Clara OK. Why not!
5 gloves – l 6 hoodie – k 7 shoes – g 8 shirt – d 2 Girl Dino has got big brown eyes and long brown fur, and
9 skirt – i 10 shorts – e 11 socks – c 12 trousers – f he’s small and very funny. My brother and I like ball games
13 trainers – m 14 tracksuit bottoms – a with Dino in the garden. We think Dino is our best friend.
EXERCISE 2 3 Dad Mike?
1 classroom 2 canteen 3 tuck shop 4 gym Mike Yes, Dad.
5 library 6 computer room 7 teacher’s room Dad Are you busy?
8 school hall 9 head teacher’s office 10 playground Mike Yes. I’ve got lots of homework.
Dad Can I help you?
EXERCISE 3
Mike Maybe. My science homework is difficult.
1 tidies 2 doesn’t like 3 doesn’t work 4 play
Dad OK. I’m good at science!
5 don’t surf 6 watches
Mike Thanks, Dad.
EXERCISE 4 Dad But can you help me first?
1 Josh hardly ever cooks. Mike Sure.
2 Denise is always hungry. Dad I want to make a cake for Mum, but we haven’t got
3 Harry never goes to the cinema. any butter. Can you go to the shop now?
4 We are sometimes late for school. Mike OK. Back in a minute!
5 Liam usually reads magazines in bed. 1 True 2 False 3 False
6 Jane often washes her hair on Friday.
EXERCISE 1
EXERCISE 5 1 c 2 a 3 d 4 e 5 b 6 f
1 Where do you live?
2 Has your school got a canteen? w 1•44
3 What time do you get up? EXERCISE 3
4 Does your teacher wear glasses? 1 Hello!
5 Who do you sit next to in class? 2 Good afternoon!
6 What do you and your friends do at the weekend? 3 This is my friend, Anna.
EXERCISE 7 4 Good luck!
1 at 2 in 3 on 4 with 5 to 6 with 7 for 5 Bye!
8 from 6 Can I help you?
1 c 2 a 3 b 4 e 5 d 6 f
EXERCISE 8
1 any 2 some 3 a 4 some 5 any 6 an w 1•45
EXERCISE 9 EXERCISE 5
1 a 2 c 3 a 4 b 5 b 6 c 1 Hello!
2 Good evening!
w 1•42
3 This is my friend, Sam.
EXERCISE 10 4 How are you?
1 like 2 horrible 3 What about 4 great 5 Can 5 What’s the time, please?
6 I’d like 7 anything else 6 Can I help you?
7 Good luck!
w 1•43 8 Bye!
EXERCISE 11 1 Hi! / Hello! 2 Good evening! 3 Pleased to meet you,
1 Kevin Hi, Clara Sam. 4 I’m fine, thanks. 5 It’s (half past ten). 6 Yes,
Clara Hi Kevin. please. / No, thanks. 7 Thank you. 8 Bye! / See you
Kevin Are you busy on Saturday? later!

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3 Music
SB p37 5 trumpet
6 electric guitar
Teaching tip – Words, words, words 7 saxophone
Invite individual students to the front of the class. Whisper 8 flute
a word to them, or show them the word in the book. The 9 clarinet
student mimes playing the musical instrument. The other 10 double bass
students in the class guess the correct word. EXERCISE 4
Extension idea Students’ own answers.
Tell students to describe a person in the picture without EXERCISE 5
saying which instrument the person is playing. Their 1 jazz 2 rock ’n’roll 3 classical 4 reggae 5 heavy
partners guess which person is being described. metal 6 pop
e.g. She’s got long hair. She’s got a dress with flowers on it.
EXERCISE 6
She’s got white shoes. What instrument has she got?
Students’ own answers.
She’s got a tambourine!
EXTRA STEPS
Tip
Students’ own answers.
Give students practice of identifying people in pictures by
pretending to be one of the people in the pictures and For extra practice:
describing yourself to the students. The students try to MĆ W. podstawowa p12
guess which person you are. Try to include distractors to MĆ W. pełna p24
prepare students for the exam. e.g. Vocabulary extra worksheet
I’ve got blonde hair.
You’re number 1. SB pp38–39
No ... I’ve got a black dress. I can play the flute.
Teaching tip – Language Steps
You’re number 8!
To encourage students to use the Everyday English phrases
Yes.
naturally, keep a tally of every time a student uses one
of the phrases in an everyday situation. Have a sheet of
DID YOU KNOW?
paper with all of your students’ names on it, and add a
Research shows that learning music can increase point for a student every time they use one of the phrases
children’s IQs by up to 7.5 points if they start at the age of in the correct way to their friends or to you. For example,
about two and continue for six years. Learning music can if a student says ‘See you!’ when they leave the class, you
also improve children’s abilities in maths and reading, and can award them one point. You can announce the winner
increase their happiness. at the end of each lesson and/or at the end of the week.
Teaching tip – Pronunciation
Answer key and audio transcript Say two words with the /ɑː/ or /æ/ sounds, e.g. aunt, dad
/ car, star / man, can. Ask the students to stand up if the
w 1•46 vowel sound is the same and stay seated if it’s different.
EXERCISE 1 AND 2
1 bass guitar Answer key
2 drums
3 tambourine EXERCISE 2
4 guitar 1 Sophie 2 Agata 3 Marcus 4 Agata 5 Agata
5 keyboard 6 Marcus
6 cello EXERCISE 3
7 violin 1 Marcus mówi ‘Great!’, bo chce wziąć udział w konkursie
8 flute talentów.
9 piano 2 Marcus mówi ‘First, I need the CD’, bo potrzebuje muzyki
10 trumpet do tańca.
11 saxophone 3 Marcus mówi ‘I’m really nervous’, bo stresuje go występ
12 double bass taneczny przed dużą publicznością.
13 clarinet 4 Marcus mówi ‘I’m going home!’, bo czuje się
EXERCISE 3 zawstydzony.
1 violin EXERCISE 4
2 tambourine 1 d 2 a 3 b 4 e 5 c
3 drums
4 cello

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SAY /ɑː/ AND /æ/ Jed He’s watching TV. That’s quite noisy. It’s The Simpsons. But
My father and aunt aren’t stars the real problem is Kim. She’s practising the trumpet. She’s
But Hannah, my grandma, has talent! terrible!
Annie Oh, dear. Come round to my house.
1 c 2 d 3 e 4 b
SB p40
EXTRA STEPS
Teaching Tips – Grammar Steps 1 Students’ own answers.
Extension idea for exercise 3 For extra practice:
Write more verbs the students know on the board. Invite MĆ W. podstawowa p12
students to come to the front of the class and write the MĆ W. pełna p25
-ing form. Alternatively, invite a student to come to the
board and ask another student to call out a verb in its base For grammar summary:
form. The student at the front of the class writes the -ing MĆ W. pełna pp69
form of the verb on the board. Repeat with other students.
Extension idea for exercise 4 SB p41
Play a game. Divide the class into teams. Mime an activity
and invite students from each team to guess what you Teaching tip – Functional Steps
are doing. The student who guesses correctly takes a turn Encourage the students to have fun with the model
to mime an activity for the other team to guess. Repeat dialogue when they practise it in pairs. For example, they
the game with the students from each team in turn and can deliver the dialogue as different characters. They could
award a point for each correct answer. The team with the play a shy person or a confident person, a noisy person or
most points wins. a quiet person, an active person or a lazy person, etc.
Extension idea for exercise 5 Extension idea for exercise 2
• In a weaker class, ask students to describe the picture Ask students what activities they like to do: when they
and say what each of the people is doing. are bored, when they are tired, when it’s sunny, when it’s
• In a stronger class, ask students to look at the picture raining, when they haven’t got any money. Invite pairs of
for one minute, then close their books. Give them false students to act out exchanges using their ideas. e.g.
sentences to correct from memory, e.g. I’m bored.
Max is drinking a cola. I know! Why don’t we play cards?
No! He’s eating pizza. Extension idea for exercise 6
Ask students to think of other responses they could give
Answer key and audio transcript for each utterance. e.g.
Let’s play cards.
EXERCISE 2
1 am 2 is 3 are 4 is 5 are No, thanks. / I’m sorry, I’m busy. / I don’t really like playing
cards. / Yes, OK. etc.
EXERCISE 3
1 eating, listening, wearing
2 dancing, having, making Answer key and audio transcript
3 chatting, running, sitting EXERCISE 1
EXERCISE 4 George and Tanya decide to watch a DVD.
1 He’s playing the saxophone.
2 I’m having breakfast. w 1•55
3 They’re singing. EXERCISE 4
4 We’re watching a DVD. Carol I’m bored!
5 She’s swimming. Fred Why don’t we go shopping?
6 The dog is running. Carol I can’t. I haven’t got any money.
Fred I know! Let’s go cycling.
w 1•52 Carol No, thanks. I’m really tired.
EXERCISE 5 Fred Let’s play chess, then.
Annie Hi, Jed. Carol Good idea.
Jed Hi, Annie. a – play chess.
Annie Are you doing your homework?
Jed Well, I’m trying to. But the living room is busy and very
noisy.
Annie Why? What’s everybody doing?
Jed Well, Mona is listening to music, but she’s wearing
headphones, so that’s OK. And Max is eating a pizza. He’s a
bit noisy, but that’s OK, too.
Annie What about Ed?

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EXERCISE 5
Before reading questions for exercise 7
1 Why don’t we / Let’s go skating.
Yes, OK. / That’s a good idea. / I can’t. ... / No thanks, I’m • In a weaker class, prepare students to read and listen
(tired). by looking at the story frames and discussing what is
2 Why don’t we / Let’s listen to music. happening. Ask students:
Yes, OK. / That’s a good idea. / I can’t. / No thanks, I’m Who can you see in the pictures?
(tired). Where are they?
3 Why don’t we / Let’s go bowling. What are they doing?
Yes, OK. / That’s a good idea. / I can’t. / No thanks, I’m Picture 1 – Whizz is watching TV. Brick and Birdy are
(tired). talking.
4 Why don’t we / Let’s play basketball. Picture 2 – Whizz, Birdy and Brick are covering their ears.
Yes, OK. / That’s a good idea. / I can’t. / No thanks, I’m There is some loud music playing.
(tired). Picture 3 – Captain Fantastic is playing the trumpet. Birdy
5 Why don’t we / Let’s play cards. is picking Captain Fantastic up.
Yes, OK. / That’s a good idea. / I can’t. / No thanks, I’m Picture 4 – Birdy is flying away with Captain Fantastic. They
(tired). are flying over a concert in the park.
6 Why don’t we / Let’s go swimming.
Picture 5 – The hidden villain is firing a missile at Birdy and
Yes, OK. / That’s a good idea. / I can’t. / No thanks, I’m
Captain Fantastic.
(tired).
Picture 6 – Birdy is holding Captain Fantastic’s chair, but
EXERCISE 6 Captain Fantastic is falling.
1 b 2 c 3 b
Picture 7 – Captain Fantastic lands on the stage at the
EXERCISE 7 concert.
Students’ own answers. Picture 8 – Captain Fantastic is on TV. He’s playing the
For extra practice: trumpet. Whizz and Brick are covering their ears.
MĆ W. pełna pp26 In a stronger class, ask students to tell you why they think
Whizz and Brick are covering their ears in Pictures 2 and
8 (because they don’t like the music Captain Fantastic
SB pp42–43 is playing) and ask them to say what they think the
characters might be saying in each picture.
Teaching tips – Grammar Steps 2
Extension idea for exercise 7
Hand out the following five cards to students in random
order: /THE/ /TEACHER/ /IS/ /READING/ / . /. Tell the Ask students to tell you what open air concerts / venues
students to go to the front of the class and hold up their there are in Poland and whether they have ever been to
cards. The rest of the class should take turns in instructing an open air concert.
the students about where to stand in the row so that their
cards form a sentence. Then give another card /ISN’T/ to a DID YOU KNOW?
different student. Tell the student to take the place of one The world record for the largest concert is held by two
of the students in the row, so that the sentence becomes artists: Rod Stewart and Jean Michel Jarre. They both held
negative. Elicit from the class that isn’t is short for is not. concerts with audiences of 3,500,000 people!
Repeat the procedure with the following cards: /THE/
/TEACHERS/ /ARE/ /SINGING/ / . / and /AREN’T/.
Extension idea for exercise 3
Answer key
Ask students to say other true negative sentences about EXERCISE 2
themselves and their friends and family. e.g. 1 False. She isn’t playing the piano. She’s playing the
My mum isn’t working today. guitar.
2 True.
Katie and Ben aren’t writing in their notebooks.
3 False. They aren’t reading books. They’re reading
Extension idea for exercise 3 magazines.
Divide the class into two teams. Invite a student from 4 False. He isn’t wearing shorts. He’s wearing trousers.
Team A to say a true or false sentence about someone 5 True.
in the classroom e.g. Emma is wearing a red T-shirt. Invite 6 False. She isn’t riding a bike. She’s riding a horse.
a student from Team B to say whether the sentence is 7 False. He isn’t drinking cola. He’s drinking milk.
true or false and correct it if it’s false e.g. False! Emma isn’t
EXERCISE 3
wearing a red T-shirt. She’s wearing a blue T-shirt. Award a
1 My teacher is / isn’t wearing trainers.
point for each correct answer. The team with the most
2 It is / isn’t raining outside.
points wins.
3 I’m / ’m not sitting on the floor.
Song 4 My friends are / aren’t listening to music.
As an optional activity, choose some lines from the song 5 I’m / ’m not writing in my notebook.
and write the words to each line in jumbled order on the 6 My mum is / isn’t driving to work.
board. Tell students to close their books. Ask students to
put the words in order, then listen and check.

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EXERCISE 4
Extension idea for exercise 5
1 drinking 2 having 3 listening 4 dancing
5 wearing 6 looking Invite students to use their notes to talk about Taylor Swift.
Extension idea for exercise 7
EXTRA STEPS
Students’ own answers. Invite students around the class to describe a band or
pop star without saying their name. Ask students to think
EXERCISE 7 about how many people are in the band, where the
1 False 2 False 3 False 4 True 5 False band / singer is from, what they look like, what their most
EXERCISE 8 famous songs are, etc. Other students around the class
1 Whizz doesn’t usually watch TV in the afternoon. try to guess the band or singer. The first student to guess
2 Whizz’s favourite band is Tops. correctly takes a turn to describe a band or singer.
3 In picture 3, Captain Fantastic is playing his trumpet. Optional activity
4 He isn’t opening his eyes. Tell students to write three questions about the text in
5 Whizz doesn’t like jazz. exercise 5 e.g. Where is Taylor Swift from? What instruments
For extra practice: can Taylor Swift play? What’s Rita’s favourite song? etc. Divide
MĆ W. podstawowa p13 the class into teams. Students from each team take turns
MĆ W. pełna pp27 to ask their questions and students from the other team
Reinforcement worksheet 3 try to answer correctly. Award one point for each correct
Extension worksheet 3 answer. The team with the most points wins.

For grammar summary: DID YOU KNOW?


MĆ W. pełna p69
In 2010, Niall Horan, Zayn Malik, Liam Payne, Harry Styles,
and Louis Tomlinson auditioned as solo candidates for
SB pp44–45 the British singing competition The X Factor. They didn’t
get onto the show as solo performers, but they were
Teaching tip – Skills Steps put together to make a group. They entered the ‘Groups’
Reading skills tip category and came third!
• In a weaker class, prepare to read and listen by looking
at the texts and saying what kinds of texts they are
(adverts, posters, emails, text messages, etc.).
Answer key and audio transcript
• In a stronger class, ask students to look at the texts EXERCISE 1
and say what the texts have in common. (They are all 1 e 2 a 3 d 4 b
about music.) EXERCISE 2
Steps to Success Students’ own answers.
Teach students to look for question words (How much,
w 1•59
When, Where, etc.) in the questions and think about what
kind of information they need to look for in the texts EXERCISE 3
(price, time, place, etc.). Mum Agata! Sophie’s here.
Writing skills tip Sophie Hi, Agata. Are you busy with your homework?
• Remind students to check their work carefully for Agata No. I’m not doing my homework. I’m practising the
grammar saxophone.
Sophie Oh, right. What song is that?
• mistakes. Agata I’m not learning a song. I’m not very good!
• In a weaker class, underline grammar mistakes in Sophie Is it difficult?
students’ work for them to correct. Agata Yes, it is. For me, it’s difficult. I haven’t got any talent.
• In a stronger class, students can check their own work, Sophie Don’t say that. You’re a good singer!
or swap work with a partner and check each other’s Agata Really? How do you know? I never sing in public.
work for grammar mistakes. Sophie You sing when you’re listening to your MP3 player on
the bus.
Agata Do I? Really?
Sophie Yes, of course. Wait a moment. There’s a video clip on
my phone.
Agata What are you talking about?
Sophie Look. …You’re on the bus. You’re looking out of the
window – and you’re singing!
Agata Show me!
Sophie Here you go.
Agata Oh no. I sound terrible!
Sophie No, you don’t. You sound great!
2 – In her bedroom at home.

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EXERCISE 4 EXERCISE 2
1 False 2 False 3 False 4 True 5 True 6 True 1 violin 2 clarinet 3 guitar 4 drums 5 piano
EXERCISE 5 EXERCISE 3
Name? Taylor Swift 1 music club 2 Mondays 3 carols 4 orchestra
5 bands and singers
Singer? Yes
PROJECT
Dancer? Yes
Students’ own answers.
Instruments? guitar, piano
For extra practice:
Appearance? blond hair and blue eyes Project worksheet 3
Clothes? red trousers and black and
white top
My favourite album? 1989
SB p47
My favourite song? ‘Shake it off’ Teaching tip – Revision
EXERCISE 6
If you do the revision exercises in class, you can ask
1 1989 is my favourite album by Taylor Swift. students to check their answers in pairs before reporting
2 Taylor can play two instruments. back to the class. You can pair stronger and weaker
3 In this photo, she isn’t dancing. students together for this, but always make sure students
4 Taylor doesn’t visit Poland very often. correct each other politely.
5 How many fans has Taylor got in Europe? If you have fast finishers, ask them to write sentences
about the picture in exercise 5 e.g. Pete is reading a
EXERCISE 7
magazine. He’s wearing a cap.
Students’ own answers.
Extension idea for exercise 1
EXERCISE 8 Divide the class into two teams. In a weaker class, say a
Students’ own answers. sentence about one of the pictures to each team in turn.
EXTRA STEPS The students answer Picture A / Picture B. In a stronger
Students’ own answers. class, invite students from each team in turn to say a
sentence about one of the pictures for the other team to
For extra practice: respond to.
MĆ W. podstawowa p13
MĆ W. pełna p28 Teaching tip – Self-evaluation
You can choose an activity from the downloadable
material (Optional activities) to check how well
SB p46 students know the vocabulary and grammar from the
unit. Students who need extra practice can use the
Teaching tip – Culture Steps reinforcement worksheet for this unit.
When students have finished reading the text, ask them
to list all the musical instruments in the text. Write their DID YOU KNOW?
answers on the board.
Using actions helps you to remember new words. Why
• In a weaker class, ask students questions about the not think of actions for new words in this unit?
instruments on the board e.g. Can you play the guitar? /
Do you like listening to the drums?
• In a stronger class, invite students to make sentences Answer key and audio transcript
about themselves using the instruments on the board EXERCISE 1
e.g. I can play the violin. / I don’t like listening to the
clarinet. etc. Ask students what other instruments they In Picture A: In Picture B:
can think of and whether they can play / like playing / A girl with blonde hair is The girl is playing a
want to play / enjoy listening to these instruments. playing a piano. keyboard.
Extension idea for exercise 1 A girl with dark hair is She’s playing a tambourine.
Ask students to write a comment on Agata’s blog, like playing the drums.
Maya and Daniel’s comments. A boy with short, brown He’s playing an electric
Class discussion hair is playing a double guitar.
Ask students if they are learning a musical instrument, bass.
and if so, what it is, how old they were when they started A boy with blonde hair is He’s playing a violin.
learning and where they have their lessons. playing a guitar.
A girl with brown hair is She’s playing a flute.
Answer key playing a clarinet.
EXERCISE 1 A boy with short dark hair He’s playing the
1 b 2 c 3 a is playing a trumpet. saxophone.

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EXERCISE 2 Mum But it isn’t very comfortable on your bedroom floor.
heavy metal Why don’t you do it in the kitchen on the table?
country and western Lucy I’m not sure, Mum.
classical Mum Or in the living room. There’s more space. And I can
rock ‘n’ roll help you.
hip hop Lucy Thank you. But I’m painting now. I’ve got a cup of
pop music water here and all my paints are open. I’m OK here, Mum.
EXERCISE 3 But can I have a drink of juice?
1 wearing 2 swimming 3 writing 4 singing 3 Ben I’m bored! What can we do?
5 putting 6 coming 7 watching 8 running Jane Why don’t we go to the cinema?
Ben I can’t. I haven’t got any money.
w 1•61 Jane Well, why don’t you come to my house and we can
play computer games?
EXERCISE 4
Ben But it’s a nice day.
1 He’s playing the guitar.
Jane Well, then, let’s go to the park and play basketball!
2 He’s singing.
Ben Yes, OK. Good idea. We can go to the cinema at the
3 He’s running to school.
weekend. Have you got a ball?
4 He’s having a shower.
4 Bill What do you want to watch on TV?
5 He’s playing computer games.
Amy I’m looking at the TV guide now. Oh, look here. Why
6 He’s sleeping.
don’t we watch the film on Channel 4? It starts at four
EXERCISE 5 o’clock. In twenty minutes.
Students’ own answers. Bill Hmm. I’m not sure. What about watching the car
For extra practice: programme on Channel 5? Look, it starts at quarter to four
MĆ W. pełna p30 – in five minutes.
Amy I’m not sure about that. It’s a bit boring.
Bill I know! Let’s watch the quiz on BBC 1. It’s funny. And
SB p48 it’s starting now!
Amy OK. Good idea. Let’s do that. We can maybe watch a
Teaching tip – Steps to Success film later.
The exercises on this page prepare students for the Bill Sure.
Listening section of the upper primary exam. Before 5 I can’t talk to you right now. I’m very busy. Can I see you
starting the exam practice activities, focus students’ later? … I’m making a house for my science project …
attention on the Tip box. Ensure that the students No, not cleaning the house. I’m making a house! I’m
understand the tip. Explain that students should listen using paper and card. It’s very difficult! I’m doing it in
for gist when they listen for the first time, then listen for the garden. Come round and see it, if you like. You can
details when they listen for the second time. help me!
Focus attention on the wordlist box. Read out the phrases, 1 c 2 c 3 b 4 b 5 b
one at a time. In a stronger class, ask students to think For extra practice:
of suitable questions for the responses and suitable Oxford English Online practice materials
responses for the questions.
To complete exercise 1:
• Tell students to read the instructions and the questions
carefully, then to look at the pictures and think about
what they can see in each picture.
• Play the recording. Students listen and write their
answers in their notebooks in pencil.
• Play the recording again. Students listen and check their
answers, correcting any they need to.
• Check answers as a class, by asking the questions and
inviting students to say the correct letters for each
item. Ask students to tell you what they can see in each
picture.

Answer key and audio transcript


w 1.62
EXERCISE 1
1 John, stand here next to the drums. Bring your clarinet,
not your saxophone. And bring your music, please.
2 Mum What are you doing, Lucy?
Lucy I’m doing my art homework.

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4 Digital world
SB p49 memory stick
tablet
Teaching tip – Words, words, words mouse
In a weaker class, describe an item in the main picture. printer and scanner
The students guess what is being described. memory stick
The secret sentence is: Ben and Jack like mice.
e.g. It’s small. It’s got two buttons. You use it to click on a link.
It’s a mouse! EXERCISE 3
In a stronger class, tell students to describe an item in Students’ own answers.
the picture for their partners to guess which item is being EXERCISE 4
described. Students’ own answers.
Extension idea EXTRA STEPS
Ask students to say which of the items they / their family 1 c – log onto a website
have / haven’t got e.g. I’ve got a games console, but I haven’t 2 a – download a song or video clip
got a scanner. 3 d – click on a link
Tip 4 b – burn a DVD or a CD
Give students practice in choosing the correct words from For extra practice:
different options. Write three of the new words on the MĆ W. podstawowa p14
board e.g. speaker, keyboard, folder. Make a sentence about MĆ W. pełna p31
one of the words on the board e.g. You use this to type. Vocabulary extra worksheet
Invite students to call out the correct word.

SB pp50–51
Answer key and audio transcript
Teaching tip – Language Steps
w 2•1 Encourage students to personalize the stories when
EXERCISE 1 they act them out. For example, in this unit, students can
1 webcam replace the characters’ names with their own names and
2 monitor replace the technology words with other technology
3 folder items and activities.
4 speaker Teaching tip – Pronunciation
5 screen Ask students to say other words they know with the /ə/
6 memory stick sound, or find examples of other words in the story. Invite
7 games console students to write the words on the board and underline
8 laptop the /ə/ sound.
9 tablet
Encourage students to say the pronunciation rhymes
10 mouse
chorally, then individually, then as fast as they can.
11 keyboard
12 smartphone Extension idea
13 mouse mat Ask students to tell you how much time each day they
14 printer and scanner spend watching TV / playing computer games / talking on
15 router the phone and how many texts or emails they exchange
each day.
w 2•2
EXERCISE 2 Answer key
mouse mat
memory stick EXERCISE 2
keyboard 1 d 2 b 3 a 4 e 5 f 6 c
router EXERCISE 3
keyboard 1 False 2 False 3 True 4 True 5 False
games console
EXERCISE 4
laptop
1 c 2 a 3 e 4 b 5 d
router
printer and scanner SAY /ə/
smart phone I’ve got a better computer
webcam With a printer and a scanner,
mouse Two printers and a router!
smart phone

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SB p52 Jon Cool! And what are you doing, Luke?
Luke I’m sitting here and talking to you! Hey, why don’t you
Teaching tip – Grammar Steps 1 come and join us? And bring some food and drink!
Stick the following cards on the board in a sentence: Jon OK! See you in fifteen minutes!
/I/ /AM/ /SINGING/ / . /Hold up the /?/ card and ask 1 b 2 e 3 d 4 f 5 a
for a volunteer to come to the board and change the EXERCISE 5
affirmative sentence into a question. Demonstrate clearly Students’ own answers.
that by changing around the /I/ and /AM/ cards and
EXERCISE 7
adding a question mark, the sentence can be changed
1 That’s Emma’s tablet. Are you sure it’s hers?
into a question. Repeat with the following cards:
2 Is that Tom’s laptop? Yes, it’s his.
/THEY/ /ARE/ /SINGING/ / . / and /?/ 3 Don’t eat those sandwiches! They’re ours.
/THE/ /TEACHER/ /IS/ /READING/ / . / and /?/ 4 Is this your phone? Yes, it’s mine.
Extension idea for exercise 4 5 Is this memory stick mine or yours?
Ask students to describe what is happening in the picture. 6 Look, that’s our ball! No, I think it’s theirs.
Alternatively, invite students to work in pairs. One student EXTRA STEPS
chooses a person from the picture and the other student Students’ own answers.
asks questions to find out who the person is.
e.g. Is it a girl?
For extra practice:
MĆ W. podstawowa p14
Yes, it is. MĆ W. pełna p32
Is she playing the guitar?
No, she isn’t.
For grammar summary:
MĆ W. pełna p70
Is she climbing the tree?
Yes, she is!
Optional activity SB p53
Ask students to think of three questions about the people Teaching tip – Functional Steps
in the picture in exercise 4. Divide the class into two
Encourage the students to personalize the model
teams. Invite a student from Team A to ask a question for a
dialogue when they practise it in pairs. Ask them to think
student from Team B to answer. If the student from Team
about other questions the assistant or the customer might
B answers correctly, they can take a turn to ask a question
ask, and how they could answer these questions.
for their team. Award one point for each correct answer.
The team with the most points wins. Extension idea for exercise 3
Write some prices on the board in word form. Invite
students to come to the board and write the prices
Answer key and audio transcript number form.
EXERCISE 2 e.g. five pounds fifty – £5.50.
1 Is Paula playing the saxophone? Extension idea for exercise 4
2 Is Lisa having a shower? Play a memory game. Invite students to look at the picture
3 Is Dave playing a computer game? in exercise 4 for one minute. Then they close their books.
4 Are Mark and Jo singing? Ask students around the class how much one of the items
5 Is it snowing? in the picture is. The first student to answer correctly can
6 Are Andy and Kate laughing? take a turn to ask another student a similar question.
w 2•6
EXERCISE 3 Answer key and audio transcript
1 No, she isn’t. 2 Yes, she is. 3 Yes, he is. 4 No, they EXERCISE 1
aren’t. 5 No, it isn’t. 6 Yes, they are. Helen is buying a computer game.
w 2•7 w 2•10
EXERCISE 4 EXERCISE 4
Jon Hi Luke! Where are you? 1 A How much is the mouse?
Luke Hi Jon. We’re relaxing in the park. B It’s £11.25.
Jon Who’s there? I can hear music. Is that Mimi? Is she 2 A How much is the keyboard?
playing the guitar? B It’s £14.99.
Luke Yes, she is. 3 A How much is the memory stick?
Jon Nice. Is Nick there, too? Are they singing together? B It’s £8.75.
Luke No, they aren’t. Well, Mimi is singing, but Nick is 4 A How much is the printer and scanner?
listening to music on his MP3 player. And Sally is here. B It’s £45.50.
Jon Is she reading? 5 A How much is the games console?
Luke No, she isn’t. Beth is reading. She’s reading a magazine. B It’s £39.70.
Sally is with a friend. They’re climbing a tree!

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w 2•11 Before reading questions for exercise 5
EXERCISE 5 • In a weaker class, prepare students to read and listen
1 £1.75 2 35p 3 £12.20 4 72p 5 £3.55 6 £99.99 by looking at the story frames and discussing what is
happening. Ask students:
w 2•12 Who can you see in the pictures?
EXERCISE 6 Where are they?
1 Jane What are they doing?
Assistant Can I help you? Picture 1 – Brick is jumping into the air. Whizz and Birdy
Jane Yes, I’m looking for a games console. are talking.
Assistant The games consoles are over there. Picture 2 – Brick is standing on his chair. Birdy and Whizz
Later … are looking at him.
Jane OK. I’d like this one, please.
Picture 3 – Whizz is holding a tiny robot. The SuperFriends
Assistant Certainly. That’s £49.50, please.
look very surprised.
2 Toby
Toby Hello. I’m looking for a memory stick. Picture 4 – The hidden villain is watching Whizz on a
Assistant We’ve got lots of memory sticks. They’re over here. computer screen.
Toby Thanks. I‘d like this one, please. How much is it? Picture 5 – The SuperFriends are listening to a message
Assistant £9.99. coming from the tiny robot.
Toby OK. Here you are. Picture 6 – There’s a spider. Brick is jumping out of the way
Assistant Thanks. Here’s your change. and knocking the tiny robot out of Whizz’s hand.
1 games console, £49.50 Picture 7 – The tiny robot is flying out of the window.
2 memory stick, £9.99 Picture 8 – The SuperFriends look worried. Captain
EXERCISE 7 Fantastic is telling them about Dr Terrible.
1 a 2 c 3 b • In a stronger class, ask students to tell you why Brick
EXERCISE 8 jumps onto his chair at the beginning of the story
Students’ own answers. (because he is scared of insects) and who they think
sent the robot to the SuperFriends’ house. (The hidden
For extra practice: villain.) Ask students to guess what the characters might
MĆ W. pełna p33 be saying in each picture.
Extension idea for exercise 5
SB pp54–55 Ask students to tell you what they are afraid of and why.
Alternatively, ask if they know anyone with a phobia.
Teaching tips – Grammar Steps 2 Invite students to guess who Dr Terrible is, where he was,
Invite a student to the front of the class. Hand the student why he’s back and what will happen now that he is back.
the grammar cards for /A/, /AN/ and /THE/. Write gapped
sentences on the board. (e.g. There’s ____ memory stick on DID YOU KNOW?
my desk. ____ memory stick is pink.) The student completes
There are insect-sized robots. In 2013, scientists at Harvard
the sentences with the correct grammar cards.
University in the USA completed a robot the size of a fly. It
Extension idea for exercise 2 took 12 years to make the robot. The Robo-fly has wings
• In a weaker class, write known nouns on the board, and weighs less than a gram.
one at a time. Ask students to say the word with the
correct article (a or an).
• In a stronger class, write a and an at the top of two Answer key
columns on the board and invite students to call out EXERCISE 1
known nouns with the correct article for you to write Gdy mówimy o czymś po raz pierwszy, używamy: a / an
on the board (or invite students to come to the board Gdy mówimy o czymś ponownie, używamy: the
and write known nouns with the correct article). Z rzeczownikami w liczbie mnogiej nie możemy używać:
Song a / an
Encourage students to think of actions to the song. Invite EXERCISE 2
pairs or groups of students to perform the song with their 1 an orange 2 an apple 3 an ice cream 4 a sausage
actions. 5 a banana 6 a sandwich 7 an egg 8 an ant
EXERCISE 3
1 a 2 a 3 the 4 an 5 an 6 the 7 The 8 The
9 the
EXERCISE 4
1 a 2 The 3 a 4 a 5 The 6 The 7 the 8 a

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EXTRA STEPS
Extension idea for exercise 6
There’s a DVD in a computer. The computer is in a box.
The box is in a cupboard. The cupboard is in a bedroom. Ask students to compare themselves to Sam.
The bedroom is in a flat. The flat is in a skyscraper. The e.g. Sam’s got a TV in his room. I haven’t got a TV in my room.
skyscraper is in a city. Extension idea for exercise 7
EXERCISE 6 • In a weaker class, ask individual students questions. e.g.
1 He’s jumping. Do you watch TV on your computer? Is there a computer
2 Because there’s an ant under his mouse and he doesn’t in your bedroom? Have you got a lot of computer games?
like insects. Encourage students to answer using sentences with
3 Whizz is catching the insect. because e.g. No. I don’t watch TV on my computer because
4 A robot is filming the SuperFriends (with a camera). the Internet is too slow. No. There isn’t a computer in my
5 Dr Terrible is watching them. bedroom because I share a computer with my family. Yes.
I’ve got a lot of computer games because I play them every
EXERCISE 7
weekend.
1 – 2 an 3 – 4 an 5 a 6 The 7 the 8 a
• In a stronger class, ask students to write three
For extra practice: questions for their partner, then ask and answer in pairs.
MĆ W. podstawowa p15
MĆ W. pełna p34 DID YOU KNOW?
Reinforcement worksheet 4
Classcraft is a computer game that teachers and students
Extension worksheet 4
can play together in the classroom. Students get points
For grammar summary: by learning new things and helping other students. When
MĆ W. pełna p70 they do well in class, they get rewards in the game.

SB pp56–57 Answer key and audio transcript


EXERCISE 1
Teaching tip – Skills Steps
Suggested answer: The classroom is big, and the children
Reading skills tip
sit in a semi-circle facing the teacher. There is a computer
Some students read fast and remember everything they on every desk and there are big screens on the wall at the
have read. Others read more slowly and need to read a front of the classroom.
text several times to get all the information. If you have
students who finish reading very quickly, ask them to EXERCISE 2
underline the key information in the text while the other Students’ own answers.
students finish reading. EXERCISE 3
Extension idea for exercise 3 1 True 2 False 3 False 4 True 5 True 6 False
Divide the class into two teams. Invite a student from
w 2•17
Team A to say a true or false sentence about the text. (e.g.
There’s a television on each student’s desk.) Invite a student EXERCISE 4
from Team B to say whether the sentence is true or false Sophie Hi, Marcus. Are you still doing your homework?
and correct the sentence if it’s false (e.g. False! There’s a Marcus Yes, I am. I’m just finishing the last maths question.
computer on each student’s desk.). Award a point for each Sophie Do you need some help?
correct answer. The team with the most points wins. Marcus No, it’s OK. I can do it, thanks. What are you doing?
Class discussion Sophie I’m downloading some songs from the Internet.
Marcus Is Agata still there?
Ask students to tell you what technology they have in
Sophie No, she’s on the bus. She’s going home. Her dad is
their school / at home and how they use technology in
cooking dinner … Hey. What’s that noise? Are you listening
their lessons / free time.
to music?
Steps to Success Marcus No, I’m not. That’s my mum.
Teach students to look at the pictures before they listen Sophie What’s she doing?
and think of the words they might hear for each picture. Marcus She’s doing keep-fit upstairs.
Before playing the audio, point to each picture in turn and Sophie Really? How often does she do that?
ask students to say all the words they can think of for each Marcus Every day. She’s got a new keep-fit DVD. She watches
picture. it in her bedroom – and she jumps around. It’s terrible.
Writing skills tip Sophie But she’s getting some exercise – that’s good for her
Knowing that there is an audience for their writing will health.
encourage students to produce better quality writing. You Marcus I know. But it’s bad for my schoolwork.
can tell students to style this writing task as an email to a Sophie Why?
friend, and imagine that their friend has asked about their Marcus Because I can’t think with that noise?
technology use. Sophie Don’t worry. Come on, let’s do that last maths
question together.
Marcus OK. Here it is. X plus Y over 3 equals 5 X …
b – His house is very noisy.

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EXERCISE 5 DID YOU KNOW?
1 a 2 a 3 a 4 c 5 c
According to research, students who send text messages
EXERCISE 6 are better at spelling than students who don’t text.
Sam has got a TV and a computer in his bedroom.
He takes a mobile phone with him when he goes out.
Answer key and audio transcript
EXERCISE 7
1 c 2 e 3 a 4 b 5 d EXERCISE 1
3 – He’s got a texting world record.
EXERCISES 8, 9 AND 10
Students’ own answers. EXERCISE 2
1 download 2 text 3 cheap 4 record 5 you
For extra practice: 6 are
MĆ W. podstawowa p15
MĆ W. pełna p35 EXERCISE 3
1 See you soon.
2 Are you at home?
SB p58 3 Great!
4 Wait for me at the cinema.
Teaching tip – Culture Steps 5 Can you be at the park at six?
• In a weaker class, prepare to read and listen by looking
at the photo and the title. Ask students to tell you what w 2•19
the person in the photo has got (a mobile phone) and EXERCISE 4
what he / she is doing (sending a text) and what they Hannah I haven’t got a mobile phone, but my big brother
think the blog is about (texting). has got one. He uses it for texting and talking to friends. He
• In a stronger class, ask students whether they think also downloads music onto his phone.
texting is popular in Britain (yes) and why they think Isaac I use my mobile phone all the time. I text friends and
teenagers send texts. (It’s cheaper than phoning. It’s I take lots of photos. I hardly ever make voice calls because
also easy, quick and a fun way to keep in touch with they’re expensive. But I don’t use my phone in school. It’s
friends.) against the rules.
Extension idea for exercise 1 Lucy I haven’t got a mobile phone, but I sometimes use my
Ask students if they know of any other text abbreviations mum’s phone. I text my dad when he’s away on business. I
(e.g. LOL = laughing out loud, BRB = be right back, IDK can text really fast now!
= I don’t know, IMO + in my opinion, etc.), and what the 1 Isaac 2 Hannah 3 Lucy 4 Lucy 5 Isaac
abbreviations mean. PROJECT
Extension idea for exercise 3 Students’ own answers.
Write some other text messages on the board for students For extra practice:
to decipher. Project worksheet 4
e.g. CU l8r. DVD worksheet 3
RU OK?
Call me @ 8 4 a chat.
Thx 4 ur email.
We R @ home 2day.
In a stronger class, students can try to write their own
text messages on the board.
Class discussion
Ask students to tell you if they have a mobile phone /
smartphone, what they use their mobile phones /
smartphones for and how many texts they send each day.

Teaching tip – Project


Student can list their classmates’ names on a piece of
paper, then move around the class asking, answering and
noting down the gadgets each student would like. They
can then work in groups to use their findings to make
their bar chart. If you like, you can suggest other ways
for students to show the information (pie charts, Venn
diagrams, etc.).

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EXERCISE 5
SB p59 1 a, an, The, the
Teaching tip – Revision 2 an, a, a, The, the
Make your revision lesson engaging for the students by 3 an, an, The, the, a
playing games to revise the grammar and vocabulary from SELF-EVALUATION
the unit. There are plenty of ideas for optional activities in Students’ own answers.
the downloadable material.
For extra practice:
If you have fast finishers, ask them to write sentences MĆ W. pełna p37
about the picture in exercise 2. e.g. It’s raining. The children
are inside. Joe is eating chocolate. etc.
Extension idea for exercise 2 SB p60
Divide the class into two teams. In a weaker class, ask a
Teaching tip – Steps to Success
question about the picture to each team in turn. Award
one point for each correct answer. In a stronger class, The exercises on this page prepare students for the
invite students from each team in turn to ask questions for Language Functions in Use section of the upper primary
the other team to answer. exam. Before starting the exam practice activities, focus
students’ attention on the Tip box. Ensure that the students
Teaching tip – Self-evaluation
understand the tip. Explain that students should look at
Talk to any students who are not confident about the the pictures and decide where the people are, who they
Unit 4 vocabulary and grammar and check that they are are and what they are doing before they choose their
keeping their vocabulary notebook and completing the answers.
exercises in class or at home. Suggest ways to revise the
Focus attention on the wordlist box. Read out the phrases,
new language, such as using the new words in sentences
one at a time.
or making grammar chants.
• In a weaker class, ask students when they would use
each of these phrases.
DID YOU KNOW?
• In a stronger class, ask students to work in pairs and
Recording yourself can help you to remember new words.
make a dialogue using as many of the everyday phrases
Why not use a camera, a phone or a webcam to record
in the wordlist as possible.
yourself saying new vocabulary words and using them in
sentences? To complete exercise 1:
• Tell students to read the instructions carefully, then look
at the pictures and think about where the people are,
Answer key and audio transcript who the people are and what the people are doing.
EXERCISE 1 • Tell the students to read each utterance carefully and
a False b True c False d True e True f False think of a suitable response. They should then read the
g False h True i True j True answer options and decide which answer best fits each
utterance.
EXERCISE 2
1 Is, playing • Students write their answers in their notebooks.
No, isn’t. • Check answers as a class, by saying the utterances and
2 Are, eating asking students to respond with the correct answers.
No, aren’t To complete exercise 2:
3 Is, raining • Tell students to read the instructions carefully, then read
Yes, is each situation carefully and think of a suitable reaction.
4 Are, wearing • Students should then read the answer options and
Yes, are decide which reaction best fits each situation.
5 Is, eating
Yes, is
• Students write their answers in their notebooks.
• Check answers as a class, by reading 1–5 and asking
w 2•20 students to respond with the correct reactions.
EXERCISE 3
1 Is Simon wearing a hoodie? Answer key
2 Is Joe sitting on a chair?
EXERCISE 1
3 Is Amy using the keyboard?
4 Are Simon and Amy playing a computer game? 1 b 2 c 3 a
5 Is Joe wearing a cap? EXERCISE 2
1 Yes, he is. 2 No, he isn’t. 3 Yes, she is. 1 c 2 a 3 b 4 f 5 d
4 Yes, they are. 5 No, he isn’t.
For extra practice:
EXERCISE 4 Oxford English Online practice materials
1 It’s his. 2 It’s mine. 3 It’s hers. 4 It’s ours. 5 It’s
theirs. 6 It’s yours.

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Review Units 3–4
EXERCISE 6
SB pp61–62 1 a 2 a 3 a 4 a 5 The 6 the 7 The 8 the
Objectives 9 a
To revise the following: EXERCISE 7
Vocabulary: musical instruments, types of music, parts of a 1 our 2 your 3 yours 4 mine 5 My 6 theirs
computer 7 his 8 its
Grammar: present continuous (all forms), a / an and the, EXERCISE 8
possessive pronouns 1 c 2 c 3 a 4 b 5 c 6 b
Vocabulary revision
w 2•21
Divide the class into two teams. Ask a student from Team
A to come to the front of the class. Write a word from Unit EXERCISE 9
3 or 4 on the board. Ask the student to say a sentence Jan Hello, Ollie!
using the word. A correct sentence wins a point for the Ollie Hi, Jan. What are you doing?
team. Repeat with students from each team in turn. In a Jan I’m looking for something for Tania. It’s her party at the
weaker class, students can come to the front of the class pizza restaurant this afternoon. Have you got a birthday
in pairs. present for her?
Extension idea for exercise 2 Ollie Oh, yes, I have. Can’t you choose a CD?
Jan It’s difficult! What music is she listening to at the
Ask students to think of more words to go in each box.
moment?
Extension idea for exercise 9 Ollie Well, she likes pop and hip hop. And rock bands, too.
Invite students to work in pairs to make a dialogue for the Jan I know. But which ones?
remaining picture. Students can practise their dialogue in Ollie What about Razorlight?
pairs. Ask a few pairs to act it out for the class. Jan Oh, that’s a good idea. She thinks they’re really good.
Fast finishers Thanks, Ollie. See you at the pizza restaurant!
If you have any fast finishers, ask them to write sentences Ollie Yes, I’m looking forward to a big pizza! Bye.
about what is happening now (what the weather is like, Jan Bye!
what people in the classroom are doing / wearing, etc.). The speakers are in the music shop – b

Learning to learn
Answer key and audio transcript Find another picture for students to describe (e.g. the
EXERCISE 1
picture in exercise 4 Student’s Book p52). Ask students
1 mouse – c 2 folder – d 3 monitor – g 4 rock to say descriptive sentences about the picture using the
‘n’ roll – h 5 classical – f 6 drums – a 7 cello – b present continuous.
8 keyboard – e You can also ask students to find a photo of their family
/ friends and write descriptive sentences about it for
EXERCISE 2 homework.
Musical instruments – clarinet, flute, piano, violin
Types of music – heavy metal, hip hop, jazz, reggae EXERCISE 1
Technology – tablet, printer and scanner, speakers, 1 The girl is sitting on the grass.
webcam 2 The woman is wearing sunglasses.
Prices – twenty pence, fifty pence, one pound, nine 3 The dog is wearing a red coat.
pounds ninety-nine 4 The two boys are skateboarding.
EXERCISE 3 EXERCISE 2
Possible answers: 1 A girl is wearing a white dress.
Clare is drinking a cola. 2 Two brown birds are flying in the sky.
Chris is listening to music. 3 A man is collecting leaves.
Clare isn’t reading a magazine. 4 A cat is climbing a tree.
Clare is wearing a dress.
Chris isn’t wearing a jacket. EXERCISE 3
1 A girl is eating an ice cream.
EXERCISE 4 2 Two birds are standing under a bench.
1 Is, No, she isn’t 2 Are, Yes, they are. 3 Is, Yes, it is. 3 A woman is walking with her dog.
4 Are, No, they aren’t. 5 Is, Yes, it is. 6 Is, Yes, he is. 4 Two boys are skateboarding.
EXERCISE 5 5 A cat is wearing a red collar.
1 at 2 with / in 3 to 4 to 5 in 6 to 7 for 6 A man is wearing a cap.
8 with EXERCISE 4
Students’ own answers.

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5 Nature
EXERCISE 3
SB p63 1 mountain – B
Teaching tip – Words, words, words 2 island – A
• In a weaker class, write five of the new words on the 3 beach – A
board. Tell students to close their eyes. Remove one 4 lake – B
of the words. Tell students to open their eyes and say 5 field – A
which word is missing. 6 woods – A
• In a stronger class, invite a student to think of a word EXERCISE 4
from the pictures. Encourage other students to ask 1 Wisła is a river.
questions to find out the word. 2 Bałtyk is a sea.
e.g. Is it high? 3 Śniardwy is a lake.
4 Wolin is an island.
No, it isn’t.
5 Rysy is a mountain.
Is there water in it?
Yes, there is. EXTRA STEPS
river, mountain, valley, island, beach, field
Is it a river?
Yes, it is! For extra practice:
Extension idea for exercise 4 MĆ W. podstawowa p16
MĆ W. pełna p38
Invite students to name other rivers / seas / lakes /
Vocabulary extra worksheet
mountains / forests / etc. and make sentences as in
exercise 4.
Tip SB pp64–65
Give students practice in identifying actions in pictures by
Teaching tip – Language Steps
making false sentences about the people in pictures of
scenes and asking students to correct them, Play a game of Bingo to practise the Everyday English
phrases taught so far. Tell the students to look through
e.g. In the second picture, the boy is swimming in the lake.
their books and write down six phrases (in English) in their
No! He’s fishing in the lake. notebooks. Call out the phrases (in Polish, or in English)
You can play this as a game in two teams, awarding one in random order. If the students have the phrases in their
point for each correct sentence. notebooks, they can cross them out. The first student to
cross out all their phrases is the winner.
Answer key and audio transcript Teaching tip – Pronunciation
Say words with the /aı/ or /eı/ sounds, e.g. day, fly, play,
w 2•22 high, say, time. Ask the students to raise their right hands if
EXERCISE 1 they hear the /aı/ sound and to raise their left hand if they
1 cliffs hear the /eı/ sound.
2 woods Extension idea
3 island Ask students to tell you whether they have ever taken part
4 field in a sponsored event, or any other charity event. Ask them
5 sea to tell you what they did and how much money they
6 beach raised.
7 mountain
8 valley
9 hill Answer key
10 waterfall EXERCISE 2
11 lake 1 It’s on Sunday.
12 river 2 It’s in the country.
3 It’s 20 kilometres.
w 2•23
EXERCISE 3
EXERCISE 2 1 d 2 a 3 b 4 e 5 c
1 Ben I’m swimming in the sea with my brother and sister.
Dad and mum are on the beach and there’s a horse in a EXERCISE 4
field. 1 b 2 d 3 a 4 c 5 e
2 Ben Dad and I are fishing. There’s a waterfall. It’s very high SAY /aı/ AND /eı/
and there’s an interesting castle on the hill. Oh, what a great day
1 picture A for my five-mile ride
2 picture B in the countryside!

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EXERCISE 7
SB p66 1 Which is more interesting, history or geography?
Teaching tip – Grammar Steps 1 2 Who are more intelligent, boys or girls?
Stick the following cards along the bottom of the board: / 3 Which is more difficult, maths or English?
LONDON/ /PARIS/ /IS/ /ARE/ /BIGGER/ /SMALLER/ 4 Which is more important, friends or money?
/INTERESTING/ /MORE/ /THAN/ / . /. Invite a volunteer to 5 Which is more exciting, ice hockey or basketball?
come to the board and use the cards to make a sentence Students’ own answers.
comparing London and Paris. Encourage the class to EXERCISE 8
check that the sentence is grammatically correct. If a 1 e 2 c 3 f
student doesn’t agree with the sentence on the board,
EXTRA STEPS
encourage them to come to the board and alter it. Ask
Students’ own answers.
students why they think Paris is more interesting than
London, for example, but make sure that the sentence on For extra practice:
the board is always grammatically correct. MĆ W. podstawowa p16
Extension idea for exercise 7 MĆ W. pełna p39
Write pairs of known words on the board (e.g. cats – For grammar summary:
dogs, cars – bikes, computers – mobile phones, etc.). Invite MĆ W. pełna p70
students to say sentences comparing the words on the
board.
e.g. Cats are nicer than dogs. SB p67
Cars are faster than bikes. Teaching tip – Functional Steps
Computers are more expensive than mobile phones. Encourage the students to make changes to the model
dialogue when they practise it in pairs. For example, they
could change the dialogue to be about films / TV / sport
Answer key and audio transcript instead of music.
EXERCISE 2 Optional activity
1 taller 2 deeper 3 wider 4 larger 5 wetter
Play twenty questions. Ask a student to think of a famous
6 hotter 7 easier 8 happier 9 better 10 worse
person / TV programme / pop song / film. Ask other
EXERCISE 3 students to ask questions to find out who / what the
1 My dad is taller than me. person, programme, song or film is. The student who
2 Your bike is better than my bike. guesses correctly takes a turn to think of a famous person,
3 Polish is easier than English. programme, song or film.
4 Paris is hotter than London. e.g. I’m thinking of a person.
5 My marks are worse than your marks. Is it a man?
w 2•27 No, it isn’t.
Is she a singer?
EXERCISE 5
1 Which is longer, Warta or Wisła? Yes, she is.
2 Which is wider, the Pacific Ocean or the Atlantic Ocean? No, she hasn’t.
3 Which are more dangerous, spiders or snakes? Has she got black hair? etc.
4 Which are faster, tigers or lions?
5 Which is more expensive, a laptop or a smart phone?
6 Which is bigger, London or Warsaw? Answer key and audio transcript
(See script for exercise 6 below) EXERCISE 1
1 Hattie’s favourite pop star is Nicki Minaj.
w 2•28 2 Yes, she does.
EXERCISE 6 3 Clare likes Ariana Grande.
1 Which is longer, Warta or Wisła?
Wisła is longer. It’s over 1,000 km long. w 2•30
2 Which is wider, the Pacific Ocean or the Atlantic Ocean? EXERCISES 2
The Pacific Ocean is larger and wider than the Atlantic 1 Will Do you like music, Sophie?
Ocean. Sophie Yes, I do.
3 Which are more dangerous, spiders or snakes? Will What’s your favourite pop group?
Snakes are more dangerous than spiders. Sophie One Direction. I think they’re really good.
4 Which are faster, tigers or lions? Will I agree. But in my opinion Maroon 5 are better.
Lions are generally faster than tigers. Sophie What do you think of 5 Seconds of Summer?
5 Which is more expensive, a laptop or a smart phone? Will They’re terrible.
A laptop is more expensive than a smartphone. Sophie I don’t agree. I think they’re great.
6 Which is bigger, London or Warsaw?
London is bigger than Warsaw. More people live in
London, too.

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2 Kevin What’s your favourite TV programme, Charlotte?
Before reading questions for exercise 5
Charlotte The Big Bang Theory. I think it’s really funny.
Kevin I agree. But I think The Simpsons is funnier than The • In a weaker class, prepare students to read and listen
Big Bang Theory. by looking at the story frames and discussing what is
Charlotte Really? I don’t agree. I don’t like cartoons. happening. Ask students:
Kevin What do you think of Phineas and Ferb? Who can you see in the pictures?
Charlotte It’s OK. Where are they?
1 1 True 2 False 3 False What are they doing?
2 1 True 2 True 3 False Picture 1 – The SuperFriends are at the beach. Captain
Fantastic is playing with a ball. Birdy is flying over the sea.
EXERCISE 3
Brick is picking up a car.
1 1 favourite 2 really 3 opinion
Picture 2 – Dr Terrible is watching the SuperFriends on
2 1 agree 2 agree 3 What
his computer screen. A robot is carrying a guinea pig to a
EXERCISE 4 machine.
1 f 2 c 3 d 4 a 5 e Picture 3 – Dr Terrible is using the machine to make the
EXERCISE 5 AND 6 guinea pig grow. The guinea pig is very big.
Students’ own answers. Picture 4 – Dr Terrible is sending the guinea pig to the
For extra practice: beach.
MĆ W. pełna p40 Picture 5 – Whizz is running to Captain Fantastic. She looks
very worried. Captain Fantastic is listening to the radio.
Picture 6 – The guinea pig is on the beach. The people are
SB pp68–69 scared and they are running away. Birdy is lifting Brick up
into the air.
Teaching tips – Grammar Steps 2
Picture 7 – Brick is feeding a tree to the guinea pig. It is
After presenting the grammar, write London, Paris and
friendly now. Birdy and Captain Fantastic are laughing.
Warsaw along the top of the board. Then stick the
following cards along the bottom of the board: /THE/ • In a stronger class, ask students to tell you why they
/BIGGEST/ /MOST/ /INTERESTING/. In the middle of the think Dr Terrible sent the guinea pig to the beach (to
board, write: I think London is ___________________ attack the SuperFriends). Ask students to guess what
city. Encourage students to think about the three cities, the characters might be saying in each picture.
then invite a volunteer to complete the sentence with a Extension idea for exercise 5
combination of the cards. Encourage the class to check Ask students to tell you what animal they would like to
that the sentence is grammatically correct. If a student have as a pet and why.
doesn’t agree with the sentence on the board, encourage
them to come to the board and alter it. Make sure that the DID YOU KNOW?
sentence on the board is always grammatically correct. Nobody really knows why guinea pigs are called guinea
Extension idea for exercise 2 pigs, because they are from South America, not from
Ask students to think of more world records (highest Guinea, which is in Africa. They are also not pigs. Some
mountain, biggest animal, fastest car, largest country, etc.) people think that they got their name because they
Optional activity squeal like a pig and they look like little pigs. Their Latin
• In a weaker class, say false sentences about people in name is Cavia porcellus. Porcellus means ‘little pig’.
the classroom using superlatives and invite individual
students to correct them: Answer key
e.g. Maria is the tallest girl in the class.
EXERCISE 2
No! She isn’t the tallest girl in the class. Anna is the tallest girl
1 fastest, cheetah
in the class.
2 deepest, Baikal
• In a stronger class, invite students to describe people 3 largest, Pacific
in the class using superlatives and invite other students 4 widest, Amazon
to guess who is being described. 5 most popular, Copacabana
e.g. He’s the oldest boy in the class. 6 biggest, Greenland
It’s Peter! EXERCISE 3
Song 1 Which is the biggest? The gorilla is the biggest.
Using Steps Forward iTools, invite pairs of students to the 2 Which is the most dangerous? The gorilla is the most
front of the class to sing karaoke. The other students in the dangerous.
class can vote for their favourite performance. 3 Which is the fastest? The gorilla is the fastest.
4 Which is the most intelligent? The gorilla is the most
intelligent.
5 Which is the slowest? The tortoise is the slowest.
6 Which is the smallest? The penguin is the smallest.
7 Which is the strongest? The gorilla is the strongest.
8 Which is the coldest? The penguin is the coldest.

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EXERCISE 4
Writing skills tip
1 widest 2 shadiest 3 sunniest 4 coolest
5 warmest 6 most beautiful To help students some up with ideas for their writing,
you can brainstorm as a class. Ask the students questions,
EXTRA STEPS e.g. What can you see in the photo? What are the people
Students’ own answers. wearing? What’s the weather like? etc. Write all of their
EXERCISE 6 suggestions on the board and leave them there while the
1 Birdy thinks flying is better than swimming. students complete the writing task.
2 Brick is stronger than the other SuperFriends. Extension idea for exercise 8
3 Mr Squeakers is more dangerous than other guinea Ask students to work in pairs. Tell one student to look at
pigs. the photo in exercise 7 for one minute. After one minute,
4 The problem on the beach is more important than the they close their books. Each pair takes turn to ask each
radio. other about the picture. Tell them to ask about three
5 After food, Mr Squeakers is friendlier than before. questions each.
EXERCISE 7 e.g. How many people are in the picture?
1 best 2 strongest 3 biggest, most dangerous What are the people doing?
4 worst What can you see in the picture?
For extra practice: What’s the weather like?
MĆ W. podstawowa p17
MĆ W. pełna p41 DID YOU KNOW?
Reinforcement worksheet 5 The lowest temperature ever recorded was at the Soviet
Extension worksheet 5 Vostok Station in Antarctica on 21 July 1983. It was -89.2°C
For grammar summary: (-128.6 °F).
MĆ W. pełna p70
Answer key and audio transcript
SB pp70–71 EXERCISE 1
Suggested answer:
Teaching tip – Skills Steps
It shows a group of people standing in the snow and ice.
Reading skills tip It’s very sunny. The people have got skis and poles. One of
Questions help students to clarify and understand the them is taking photos.
information they read in a text.
EXERCISE 2
• In a weaker class, ask your students comprehension 1 c 2 b 3 b 4 c
questions after reading each paragraph to check their
understanding. EXERCISE 3
• In a stronger class, ask students to write three Students’ own answers
questions about the text, then ask and answer with a
w 2•34
partner.
Class discussion EXERCISE 4
Marcus Look at this picture of a shark. Sharks are so cool!
Ask students to tell you facts about other amazing places
Sophie I don’t really like them.
on Earth that they have learned about.
Marcus Well, no … but they’re amazing animals, aren’t they?
Extension idea for exercise 6 Sophie I think lions are more amazing.
Play King of the Jungle. Divide the class into two teams. Marcus Really? Why?
Each team picks an animal which they think should be the Sophie They’re more beautiful. Lions are the most beautiful
king of the jungle (e.g. lions and gorillas). Students from animals in the world, in my opinion.
each team take turns to say a sentence about their animal Marcus They’re just big cats.
which shows why that animal should be the king of the Sophie And they’re more intelligent than sharks.
jungle. Marcus How do you know that?
e.g. The lion is the king of the jungle. Lions are stronger than Sophie Everybody knows that. Sharks don’t think – they just
gorillas. swim and eat.
No! The gorilla are better kings of the jungle. Gorillas are more Marcus Well what do lions do?
intelligent than lions. etc. Sophie Lions live in families. They play together and sleep
No! They aren’t. Lions are faster than gorillas. etc. together. They’re … friendlier.
Marcus Really? So, you think lions are friendly!
Sophie No, I don’t mean that!
Marcus prefers sharks.
EXERCISE 5
1 beautiful 2 intelligent 3 eat 4 families
5 friendly

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EXERCISE 6 EXERCISE 3
Students’ own answers. 1 Marcus 2 Sophie 3 Cerys 4 Marcus 5 Cerys
EXERCISE 7 PROJECT
1 True 2 False 3 True 4 True 5 True Students’ own answers.
EXERCISE 8 For extra practice:
1 I can see mountains, woods, a field with long grass and Project worksheet 5
tall trees in woods. DVD worksheet 4
2 There are two men and a woman in the photo. There
aren’t any animals.
3 They are walking through a field. SB p73
4 The weather is warm / hot and sunny.
Teaching tip – Revision
EXTRA STEPS If you have willing volunteers, you can invite a student to
Fish live in the sea and in rivers and lakes. be ‘the teacher’ to check answers to the revision exercises.
Seals live in the sea. Invite the student to come to the front of the class and
Parrots live in jungles and forests. ask questions to check the other students’ answers. If you
Gorillas live in the mountains and in forests. have several volunteers, you can allow the students to
Rabbits live in the countryside. take turns (each checking the answers for one exercise).
EXERCISES 9 AND 10 If you have fast finishers, ask them to write more quiz
Students’ own answers. questions like the ones in exercise 4 (e.g. What’s the fastest
animal in the world? Who’s the funniest person on TV?), then
For extra practice:
ask and answer questions in pairs.
MĆ W. podstawowa p17
MĆ W. pełna p42 Extension idea for exercise 1
Divide the class into two teams. In a weaker class,
describe a place (e.g. a mountain / river / field, etc.) to
SB p72 each team in turn. The students call out the correct word.
Award one point for each correct answer. In a stronger
Teaching tip – Culture Steps
class, invite students from each team in turn to describe
When students have finished reading the text, write the places for the other team to guess. e.g. It’s very high. There
following questions on the board: is sometimes snow on it. You can ski there.
What’s your favourite national park? Teaching tip – Self-evaluation
What can you see and do there? Ask students to tell you which parts of the unit they found
Ask a student to pretend to be one of the children from easy and which parts they found difficult to help you
the text. Ask the student the questions and encourage understand which areas they need more help with.
them to answer as their chosen child. The rest of the class
guesses who the student is pretending to be. DID YOU KNOW?
Then tell the students to think about their own favourite Watching films or TV shows in the target language can
national parks (or places to visit). Ask the questions again, help you learn the language. Why not try watching an
and encourage the students to answer as themselves. English film or TV programme this weekend? You can use
Extension idea for exercise 1 subtitles to help you.
Ask students about other places they have been to on
holiday in Poland and what you can see and do there.
Class discussion
Answer key
Ask students why they think national parks are important. EXERCISE 1
1 a 2 b 3 a 4 b 5 b 6 b 7 a 8 b 9 b 10 b
Teaching tip – Project
11 a 12 b
Students can find photos on the Internet to illustrate their
posters, or you can bring travel brochures or magazines to EXERCISE 2
class for this project. 1 wider than, False
2 taller than, False
DID YOU KNOW? 3 bigger than, False
4 wetter than, True
England’s highest mountain, Scafell Pike, is in The Lake
5 further than, True
District. It is 978 metres high.
6 hotter than, False
EXERCISE 3
Answer key 1 Dogs are more dangerous than cats.
EXERCISE 1 2 Football is more popular than basketball.
1 E 2 E 3 W 3 Chinese is more difficult than English.
4 Horses are faster than dogs.
EXERCISE 2 5 Computer games are more expensive than DVDs
1 c 2 a 3 b

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EXERCISE 4
Extension idea for exercise 1
1 What’s the funniest programme on TV?
2 What’s the most beautiful place in the world? Describe a person or animal in the picture. The students
3 What’s the most difficult subject at school? raise their hands when they know who or what you are
4 Who’s the oldest student in the class? talking about and point to the correct person or animal in
5 Who’s the most famous footballer in the world? the picture. The first student to point to the correct person
6 What’s the longest river in Poland? or animal can take a turn to describe another person or
7 Who’s the tallest student in the class? animal to the rest of the class.
8 What’s the best pop group in Poland? To complete exercise 2:
EXERCISE 5 • Tell students to read the instructions carefully. Make
Students’ own answers. sure they understand that they should look at the
words before and after each gap for clues to the
SELF-EVALUATION answers.
Students’ own answers. • Allow time for the students to read the text and choose
For extra practice: the correct answers. Students write their answers in
MĆ W. pełna p44 their notebooks.
• Check the answers as a class. Invite students to read out
sentences from the completed text.
SB p74 Extension idea for exercise 2
Teaching tip – Steps to Success Ask the students to imagine they are at the zoo and to
The exercises on this page prepare students for the write a short email to a friend about what their favourite
Grammar and Vocabulary in Use section of the upper animals look like and what they are doing. Students
primary exam. Before starting the exam practice activities, should use the email in exercise 2 as a model. They can
focus students’ attention on the Tip box. Read out the tip then read out their emails to the rest of the class.
and ensure that the students understand how reading the Teaching tip – Self-evaluation
text without worrying about the gaps can help them to Ask your students to say how confident they are with this
understand the main idea of the text. type of exam task. If students require further practice,
Focus attention on the wordlist box. Read out the words, use the Oxford Sprawdzian bez tajemnic on www.oup.
one at a time, and ask students to point to any items in com/elt or interactive activities, Oxford Sprawdzian bez
the picture in exercise 1 which match each word. tajemnic Online Practice on oxfordenglishonline.pl.
To complete exercise 1:
• Tell students to read the instructions carefully. Make Answer key
sure they understand what they need to do. Remind
them to read the sentences and to make sure they EXERCISE 1
choose the correct answers. 1 c 2 b 3 b
• Focus students’ attention on the picture. Ask the EXERCISE 2
students to say what they can see, who / where the 1 a 2 f 3 e
people / animals are and what the people / animals are
For extra practice:
doing.
Oxford English Online practice materials
• Allow time for the students to complete the activity.
The students should write their answers in their
notebooks.
• Check the answers as a class. Ask students around the
class to read out the completed sentences and point to
the correct people or animals in the picture.

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6 My town
SB p75 w 2.37
EXERCISE 3
Teaching tip – Words, words, words 1 church 2 train station 3 theatre 4 police station
To review the language in this section, ask a student to say 5 supermarket
a sentence about one of the places in the picture without
EXERCISE 4
naming the place. Invite other students to guess the
correct place. Possible answers:
The church is next to the train station.
e.g. You go here when you are ill.
The supermarket is opposite the hospital.
It’s the hospital! The museum is between the library and the department
Extension idea for exercise 4 store.
• In a weaker class, ask where a place in the picture is. The police station is opposite the bus stop.
The students answer using prepositions of place. The bus stop is next to the library.
e.g. Where’s the supermarket? The town hall is between the cinema and the police
It’s opposite the hospital / next to the theatre. station.
• In a stronger class, you can play this as a game in two EXERCISE 5
teams. Students can take turns to ask where a place is Students’ own answers.
for the other team to answer. Award one point for each EXTRA STEPS
correct answer. Students’ own answers.
Tip
For extra practice:
Students will need to be confident about finding items in MĆ W. podstawowa p18
pictures using prepositions of place for the Reading and MĆ W. pełna p45
Listening sections of the upper primary exam. You can Vocabulary extra worksheet
play classroom games to practise this. For example, you
can tell students where to place items in the classroom
e.g. Put this pen between the book and the pencil case. SB pp76–77
Alternatively you can ask students to name the person
you are describing e.g. She’s next to the window. She’s in Teaching tip – Language Steps
front of Katya. Encourage students to make their own dialogues in
groups of three, using the Everyday English phrases. These
dialogues can be shorter versions of the story. Invite
Answer key and audio transcript groups of students to act out their dialogues for the class.
w 2.36 Teaching tip– Pronunciation
To help students with their pronunciation, record them
EXERCISE 1
saying the rhyme or tongue twister from each unit,
1 supermarket
then play the recordings back to them so they can
2 theatre
hear how they sound. Encourage students to copy the
3 hospital
pronunciation on the Class audio CD as closely as possible.
4 bank
5 post office Extension idea
6 town hall Ask students to tell you about an interesting building /
7 police station place in their town. Ask them what people can see and do
8 bus stop there.
9 library
10 museum
Answer key
11 department store
12 cinema EXERCISE 2
13 church 1 c 2 d 3 a 4 f 5 e 6 b
14 train station EXERCISE 3
EXERCISE 2 1 She lives in London.
1 post office 2 bus stop 3 cinema 4 supermarket 2 She’s staying in Oxford for the weekend.
5 library 6 train station 7 department store 3 Oxford town hall is next to the police station.
8 hospital 9 bank 4 Oxford Castle is a hotel now.
5 No, they aren’t. The tourists are angry with Marcus.
EXERCISE 4
1 b 2 e 3 d 4 a 5 c

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SAY /ɜː/
Were the girls at church on the first of March?
SB p79
No, they weren’t. They were at work. Teaching tip – Functional Steps
Were they at work on the third of May? Encourage the students to personalize the model
Yes, they were. They work every day! dialogue when they practise it in pairs. For example,
they could change the dialogue to be about their town,
SB p78 using real places and street names and true directions.
Alternatively, students can draw simple maps of their
Teaching tip – Grammar Steps 1 town and use them to act out the dialogue.
Invite seven students to the front of the class and give Optional activity
them one of the following cards in random order: /HE/ Ask students around the class to give you directions from
/WAS/ /WERE/ /AT/ /HOME/ /YESTERDAY/ / . / their house to the school / the park / the nearest shop /
Tell the students that they have to use the cards to make the supermarket / the library
a correct sentence by sticking the cards on the board. Extension idea for exercise 5
Remind them that one student won’t be able to use their Draw a map of roads on the board for students to copy
card. Encourage the class to check that the students have into their notebooks. Put the students in pairs and tell
formed the sentence correctly. Then repeat the procedure one student in each pair to draw five buildings (theatre,
with the following cards: /WE/ /WAS/ /WERE/ /AT/ supermarket, museum, police station, post office) on their
/SCHOOL/ /YESTERDAY/ / . / maps. Tell both students to place a ‘You are here’ cross at
/YOU/ /WAS/ /WERE/ /IN/ /LONDON/ /YESTERDAY/ / . / the same point on their maps. Then the student with the
Extension idea for exercise 6 complete map gives the student with the incomplete
map directions to get to each building so that they can
Ask students to talk about their last holiday using There
complete their map.
was / There were.
e.g. I was in a town in Italy last summer. It was sunny
every day. There were lots of shops and there were lots of Answer key and audio transcript
restaurants. There was a museum, too. etc. EXERCISE 1
1 Katie wants to go to the police station.
Answer key and audio transcript 2 It’s in West Street, opposite the cinema.

EXERCISE 2 EXERCISE 3
1 was 2 was 3 was 4 were 5 were 6 were 1 Take the first right.
2 Take the second right.
w 2.41 3 Take the second left.
4 Go straight on.
EXERCISE 3
5 Go past the bank.
1 Jake was at the supermarket.
2 Lucy was at the bus station. EXERCISE 4
3 Jenny was in hospital. 1 e 2 a 3 d 4 b 5 f
4 Clare was at the station.
5 Sally was in church. w 2.45
6 Steve was at the museum. EXERCISE 5
7 Frank was at the post office. 1 Man Excuse me. Can you tell me where the cinema is,
8 Mike was in hospital. please?
1 True 2 True 3 False – Jenny was at the library. Woman Yes, it’s in West Street.
4 True 5 True 6 True 7 False – Frank was at the Man How do I get to West Street?
theatre. 8 True Woman Go straight on. Take the second right. The cinema
EXERCISE 5 is between the museum and the park.
1 There was 2 There were 3 There was 4 There was Man Thanks very much.
5 There were 2 Girl Excuse me. Can you tell me where the supermarket is,
please?
EXERCISE 6 Man Yes, it’s in East Street.
1 f 2 c 3 a Girl How do I get to East Street?
EXTRA STEPS Man Go straight on. Take the first left. The supermarket is
Students’ own answers. opposite the church.
Girl Thank you.
For extra practice: 3 Boy Excuse me. Can you tell me where the library is,
MĆ W. podstawowa p18 please?
MĆ W. pełna p46 Woman Yes, it’s in East Street.
For grammar summary: Boy How do I get to East Street?
MĆ W. pełna p70 Woman Go straight on. Take the first right. Go past the
town hall. The library is opposite the train station.
Boy Thanks very much.

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EXERCISE 6 AND 7
Before reading questions for exercise 7
Students’ own answers.
• In a weaker class, prepare students to read and listen
For extra practice: by looking at the story frames and discussing what is
MĆ W. pełna p47 happening. Ask students:
Who can you see in the pictures?
Where are they?
SB pp80–81 What are they doing?
Teaching tips – Grammar Steps 2 Picture 1 – The SuperFriends are arriving home. Birdy isn’t
Stick the following cards on the board in a sentence: with them. There is a note on the fridge.
/I/ /WAS/ /LATE/ / . / Picture 2 – Brick is reading the note.
Hold up the /?/ card and ask for a volunteer to come to Picture 3 – The SuperFriends are in the city centre. Captain
the board and change the affirmative sentence into a Fantastic is picking up a feather from the ground.
question. Demonstrate clearly that by changing around Picture 4 – Whizz is talking to a newspaper seller.
the /I/ and /WAS/ cards and adding a question mark, the Picture 5 – Whizz is showing the newspaper seller a photo
sentence can be changed into a question. Repeat the of Birdy.
procedure with the following cards: Picture 6 – The newspaper seller is laughing. Whizz and
/HE/ /WAS/ /AT/ /SCHOOL/ / . / /?/ Brick look worried.
/THEY/ /WERE/ /IN/ /PARIS/ / . / /?/ Picture 7 – The newspaper seller is really Dr Terrible’s robot.
Extension idea for exercise 1 The SuperFriends are surprised.
Write gapped questions and answers on the board e.g. Picture 8 – Whizz looks very worried and Captain Fantastic
____ he at school yesterday? No, he _____. Invite students looks angry.
to say or write the missing words. • In a stronger class, ask students to tell you what they
Optional activity think is happening in the story (Dr Terrible has taken
Invite a student to think of a place and say: Where was I Birdy). Ask students to guess what the characters might
yesterday? Invite other students to ask questions to find be saying in each picture.
out where the student was. The first student to guess the
correct place takes a turn to think of a place. Extension idea for exercise 7
e.g. Were you at the park? Ask students to tell you about newspapers in Poland
No, I wasn’t. (whether or not they read newspapers, which titles they
Were you at the cinema? know of, which newspapers their parents read, etc.).
Yes, I was!
DID YOU KNOW?
Song
Invite students to change the lyrics to the song by The oldest English-language daily newspaper which still
replacing the places in a town with different places. exists is Lloyds List. The newspaper started in London,
Students can then perform their versions of the song in England, in 1734. Today, it is only published online. It has
pairs or groups. articles about shipping news, marine insurance and global
trade.

Answer key and audio transcript


EXERCISE 2
1 wasn’t 2 weren’t 3 weren’t 4 wasn’t 5 weren’t
6 weren’t

w 2.46
EXERCISE 3
1 Cashier That’s £20 please.
2 Boy How old is this book?
Guide That is one of the oldest books we have. It’s over
400 years old.
3 Announcer The 12.05 to Manchester is on platform 10.
4 Girl A single to town, please.
5 Ian Can I have two stamps to Europe, please.
Ryan We need three.
Ian Oh, yes. Three stamps to Europe, please.
6 Boy Two tickets for The Hobbit, please.
Cashier That’s £6.00. … Thank you. It’s in screen 2.

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1 Was Kirsty at the park? No, she wasn’t.
Writing skills tip
2 Were Tom and Sarah at the museum? Yes, they were.
3 Was Jeff at the train station? Yes, he was. If your students struggle with writing tasks, model a piece
4 Was Zena at the train station? No, she wasn’t. of writing for the class. Show them your writing process
5 Were Ian and Ryan at the bank? No, they weren’t. by talking it through e.g. Today I want to write a description
6 Was Oliver at the cinema? Yes, he was. of my town. I need to make some notes to sort out my ideas,
then I can put my ideas into sentences and paragraphs.
EXERCISE 4 Complete your notes under topic headings on one side of
1 were 2 Were 3 wasn’t 4 Were 5 was 6 were the board, then encourage the students to help you make
EXERCISE 6 sentences from the notes. Write your sentences in short
1 home 2 cinema 3 theatre 4 park 5 town paragraphs on the other side of the board.
6 department store Extension idea for exercise 7
EXERCISE 8 Ask students to write sentences about their town to
1 Birdy wasn’t at home. match the other topics in the list in exercise 6.
2 The SuperFriends weren’t at home at two o’clock.
3 Birdy was in town at half past two. DID YOU KNOW?
4 She wasn’t near the bus station. On January 24, 1848, a carpenter called James W Marshall
5 The newspaper seller was a robot. found two gold nuggets at a mill in California, USA.
6 The SuperFriends were surprised. Hundreds of thousands of people heard the news and
EXERCISE 9 travelled to California by land and sea to look for gold. This
1 Where was Birdy? She was in the city centre. was the start of the California Gold Rush.
2 Was there a message from her? Yes, there was.
3 Where were the SuperFriends in frame 1? They were at Answer key and audio transcript
home.
4 Where was the newspaper seller at half past two? He EXERCISE 1
was in the city centre. 1 A ‘ghost town’ is an old town without many people in it
5 Was he a robot? Yes, he was. because most of the population left.
6 Where was Dr Terrible? Captain Fantastic thinks he 2 Jerome was busy in the past because there was gold
knows. and silver in the hills near the town.
3 Jerome is a ghost town now because there is no more
For extra practice: gold or silver in the hills, and people moved away.
MĆ W. podstawowa p19
MĆ W. pełna p48 EXERCISE 2
Reinforcement worksheet 6 1 300 2 15,000 3 1950 4 1960 5 50
Extension worksheet 6
w 2.51
For grammar summary: EXERCISE 3
MĆ W. pełna p71 Agata Hi, Marcus. How are you?
Marcus I’m fine, thanks. How was your weekend?
SB pp82–83 Agata It was really good!
Marcus Were you here in Oxford?
Teaching tip – Skills Steps Agata No, I wasn’t. I was in London with Tomek. We were at
Reading skills tip my aunt’s house.
To help students understand a reading text, encourage Marcus Really? Where does she live in London?
them to visualize while they are reading. You can show Agata She lives near Paddington Station.
students how to do this by pausing at certain points in Marcus So, in west London.
each reading text and describing your own visualization Agata That’s right. It was her birthday on Saturday, so we all
(what the text makes you imagine about a place or went out to the theatre in central London. The show was
person) and encouraging students to do the same. great – it was a musical called The Lion King.
Marcus Oh, yes. I know that show. It’s good.
Class discussion
Agata And guess what – James Samuel was there, too.
Ask students to tell you what materials are mined Marcus Really? Who’s he?
in Poland and what they know about the history of Agata He’s on TV – you know, he’s a presenter on TV.
their town. Marcus I don’t know him. What does he look like?
Extension idea for exercise 4 Agata He’s got short, dark hair. He was about ten seats from
Ask students to tell you about something that happened us. It was really exciting! Anyway, how was your weekend?
to them last weekend. Marcus It was OK. I was at home nearly all weekend. It wasn’t
very exciting.
Agata’s weekend was more exciting.
EXERCISE 4
1 c 2 b 3 c 4 a

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EXERCISE 5 EXERCISE 3
Students’ own answers. 1 south 2 eight 3 centre 4 whale 5 scary
EXERCISE 6 PROJECT
Paragraph 1: a size and location Students’ own answers.
Paragraph 2: e entertainment
For extra practice:
Paragraph 3: d transport
Project worksheet 6
Paragraph 4: i sport
DVD worksheet 5
EXERCISE 7
1 c 2 h 3 f 4 b 5 g
EXTRA STEPS
SB p85
Entertainment: theatre, cinema, opera house Teaching tip – Revision
Shopping: department store, supermarket Encourage the students to tell a chain story about a day
Sports: sports centre, park in the recent past. Start with the sentence At eight o’clock
Health: hospital on Saturday, I was at home, and invite a student to add a
EXERCISES 8 AND 9 sentence using another time and place. Continue in this
Students’ own answers. way around the class, encouraging students to use as
many different places in the town as possible.
For extra practice:
If you have fast finishers, ask them to write five positive
MĆ W. podstawowa p19
sentences and five negative sentences about where they,
MĆ W. pełna p49
their family and friends were last week.
Extension idea for exercise 6
SB p84 Ask students to write three more questions to ask and
answer with their partner.
Teaching tip – Culture Steps
Teaching tip – Self-evaluation
• In a weaker class, ask questions to check students’
understanding of the text e.g. Where is Hyde Park? What Ask students to be honest when they evaluate
can you see near the river? etc. themselves. Reassure them that there is nothing wrong
with needing extra help or revision. The self-evaluation
• In a stronger class, tell students to write three section is there to make sure they get all the practice they
questions about the text. Divide the class into teams.
need, not to find out who is the best student!
Students from each team take turns to ask their
questions and students from the other team try to
DID YOU KNOW?
answer correctly. Award one point for each correct
answer. The team with the most points wins. Using words in context helps you to remember their
Class discussion meaning. Try writing sentences or short paragraphs using
the new words in this unit to help you remember them.
Ask students to tell you about popular / interesting places
to visit and things to see in their town.
Teaching tip – Project Answer key
Students can make a paper guide (a simple leaflet, made EXERCISE 1
by folding a sheet of paper in half to make four pages. 1 – A Where was I yesterday? You were at church.
Students write about one topic on each ‘page’ or, if they 1 – B Where was I yesterday? You were at the theatre.
have access to computers, they can design an ‘online’ 1 – C Where was I yesterday? You were at the park .
guide. 2 – A Where was I yesterday? You were at the bus station.
2 – B Where was I yesterday? You were at the museum.
DID YOU KNOW? 2 – C Where was I yesterday? You were at the library.
The centre of London is made up of two ancient cities: 3 – A Where was I yesterday? You were at the cinema.
the City of London and the City of Westminster. The City 3 – B Where was I yesterday? You were at the supermarket.
of London is now known as ‘the City’. This is the oldest 3 – C Where was I yesterday? You were at the post office.
part of London, where the Romans first settled. Today, 4 – A Where was I yesterday? You were at the hospital.
it is the business and financial area of London. The City 4 – B Where was I yesterday? You were at the bank.
of Westminster is where the Houses of Parliament and 4 – C Where was I yesterday? You were at the police
Buckingham Palace are. This was started in the middle station.
ages. The two grew to meet each other in the 16th EXERCISE 2
century. 1 straight 2 first, past 3 left
EXERCISE 3
Answer key 1 A 2 C 3 B
EXERCISE 1 EXERCISE 4
1 c 2 a 3 b 4 d 1 You weren’t in the classroom at lunchtime. You were in
EXERCISE 2
the canteen.
1 A 2 A 3 S 4 M 5 A 2 My grandad was a police officer. He wasn’t a teacher.

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3 The first lesson this morning wasn’t English. It was Answer key
history.
EXERCISE 1
4 The weather was bad yesterday. It wasn’t sunny.
5 We weren’t at home on Sunday morning. We were at 1 c 2 a 3 b 4 c
church. For extra practice:
EXERCISE 5 Oxford English Online practice materials
1 Were 2 wasn’t 3 were 4 was 5 Were 6 was
7 were 8 weren’t
EXERCISE 6
1 Was the weather good yesterday? Yes, it was. / No, it
wasn’t.
2 Were you at school last Monday? Yes, I was. / No, I
wasn’t.
3 Were you at home last night? Yes, I was. / No, I wasn’t.
4 Was the last lesson interesting? Yes, it was. / No, it
wasn’t.
5 Was your teacher at school yesterday? Yes, he/she was. /
No, he/she wasn’t.
6 Were you in town on Saturday? Yes, I was. / No, I wasn’t.
SELF-EVALUATION
Students’ own answers.
For extra practice:
MĆ W. pełna p51

SB p86
Teaching tip – Steps to Success
The exercise on this page prepares students for the
Reading section of the upper primary exam. Before
starting the exam practice activities, focus students’
attention on the Tip box. Read out the tip and make sure
that the students understand that it is important to give
an answer for every question, even if it is a guess. Their
guess might be correct and get them an extra point!
Focus students’ attention on the wordlist box. Read out
the words and phrases, one at a time. Ask students to
say whether each word or phrase is from the beginning,
middle or end of an email.
To complete exercise 1:
• Tell students to read the instructions. Make sure they
understand what they need to do. Remind students
that they may see more than one picture mentioned
in the text for each question, so they need to read
carefully to decide which picture is the correct answer.
• Focus students’ attention on the pictures. Ask the
students to say what they can see in each picture.
• Allow time for the students to complete the activity by
choosing the correct picture to answer each question.
The students should write their answers in their
notebooks.
• Check the answers as a class. Ask the questions, and
invite individual students to answer. Ask students to say
which part of the text gave them each answer and to
read out the sentences from the text which contain the
answers.
Extension idea for exercise 1
Ask students to write a reply to Joe, telling him about their
weekend. They should write about where they were each
day and what there was / were at each place.

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Review Units 5–6
SB pp87–88 w 2•54
EXERCISE 7
Objectives 1 do 2 great 3 think 4 really 5 come 6 Where
To revise the following: 7 opposite 8 on
Vocabulary: landscapes, places in a town
EXERCISE 8
Grammar: comparative and superlative adjectives, be (past 1 d 2 b 3 c
simple)
Vocabulary revision Learning to learn
Write six vocabulary items from Units 5 and 6 on the Write a sentence on the board e.g. The brown dog is
board (or stick six of the flashcards from the units on the chasing an orange cat. Invite students to come to the
board) in any order and a little bit higher than the tallest board and label one of the words in the sentence
student can reach, so that they have to jump. Divide the with verb, noun, article, or adjective. Repeat with other
class into two teams. Ask one student from each team sentences to make sure all students have a turn. If you like,
to stand near the board. Give a Polish translation for one you can give students three or five sentences to copy into
of the words on the board (or say the English word for their notebooks and label for homework.
a flashcard). The students run to the board and slap the
correct word or flashcard. The first student to slap the right EXERCISE 1
word / flashcard gets a point for their team. Repeat with The – article, child – noun, have got – verb, a – article,
different students and different flashcards / words. black – adjective, dog – noun.
Extension idea for exercise 7 EXERCISE 2
Invite students to work in pairs to change the details in The – article, girl – noun, is eating – verb, a – article, pink –
the dialogue to make a dialogue about their favourite adjective, ice cream – noun.
band. Students can practise their dialogue in pairs. Ask a EXERCISE 3
few pairs to act their dialogue out. 1 noun 2 adjective 3 verb 4 article 5 verb
Fast finishers 6 verb
If you have any fast finishers, ask them to write sentences
about their friends / family using comparative and
superlative adjectives.
e.g. My mum is shorter than my dad.
My brother is the best at computer games.

Answer key and audio transcript


EXERCISE 1
1 train station – g 2 museum – h
3 town hall – f 4 theatre – i 5 bank – j 6 hills – a
7 woods – b 8 river – e 9 waterfall – c 10 lake – d
EXERCISE 2
Nature: beach, cliffs, valley, mountain
Adjectives: dangerous, slow, strong, cold
Town: bus stop, post office, church, library
Prepositions: next to, between, opposite, near
EXERCISE 3
1 taller than 2 shorter than 3 older than 4 the most
intelligent 5 the youngest 6 the worst
EXERCISE 4
1 was 2 was 3 Was 4 wasn’t 5 was 6 wasn’t
7 were 8 were
EXERCISE 5
1 in 2 at 3 for 4 of 5 on 6 to
EXERCISE 6
1 a 2 b 3 c 4 c 5 b 6 c

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7 People
EXERCISE 4
SB p89 Students’ own answers.
Teaching tip – Words, words, words EXTRA STEPS
After teaching the vocabulary, invite individual students department store: shop assistant
to the front of the class. Whisper a word to them or give hospital: doctor, nurse
them a word card. The student mimes the job. The other office: office worker, computer programmer
students in the class guess the correct word. police station: police officer
Extension idea for Extra Steps restaurant: chef
Tell students to choose one of the pictures and say garage: mechanic
sentences about the job. Their partners try to guess For extra practice:
the job. MĆ W. podstawowa p20
e.g. He works in a restaurant. He cooks food. MĆ W. pełna p52
He’s a chef! Vocabulary extra worksheet
Tip
Give students practise at choosing the correct option from SB pp90–91
a set of three pictures by sticking three of the printable
flashcards for jobs on the board and writing A, B, C under Teaching tip – Language Steps
the pictures. Describe one of the jobs without naming Play a game to practise the Everyday English phrases
the job, e.g. This person wears a uniform for work. This taught so far. Divide the class into two teams. Say the
person helps other people. This person works in a hospital. Polish translation of one of the phrases to Team A and ask
etc. Students call out the correct letter as soon as they can them to say the phrase in English. Repeat with each team
guess the job. in turn, awarding one point for each correct phrase. The
team with the most points is the winner.
Answer key and audio transcript Teaching tip – Pronunciation
Write /w/ and /v/ on the board, at the top of two columns.
w 3•1 Invite a student to come to the board. Say a known word
EXERCISE 1 with the /w/ or /v/ sound. Tell the student to write the
1 police officer word in the correct column. Repeat with other words and
2 doctor other students.
3 fire fighter Extension idea
4 journalist Ask students to tell you about famous houses in Poland,
5 soldier saying where they are, what you can see there, who lived
6 office worker there, and any other facts they know.
7 shop assistant
8 nurse
9 mechanic Answer key
10 builder EXERCISE 2
11 scientist b is the best summary.
12 computer programmer
EXERCISE 3
13 chef
1 True 2 False 3 True 4 False 5 False
EXERCISE 2
EXERCISE 4
1 doctor 2 soldier 3 mechanic 4 firefighter
1 a 2 e 3 c 4 b 5 d
5 police officer 6 scientist 7 builder 8 chef
SAY /w/ AND /v/
w 3•2 Winston was a waiter,
EXERCISE 3 Vernon was a vet.
1 Woman I’d like a pizza with salad. Winston dropped the water
Waiter One pizza with salad. Thank you. And Vernon was all wet!
2 Man Do you go to the town hall?
Bus driver Yes, I do.
3 Vet What’s wrong with him?
4 Shop assistant That’s £5, please.
5 Teacher Now look at exercise 1. What’s the answer? Alfie,
please come and write the answer on the board.
1 waiter 2 bus driver 3 vet 4 shop assistant
5 teacher

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SB p92 SB p93
Teaching tip – Grammar Steps 1 Teaching tip – Functional Steps
Stick the following cards on the board as two sentences, Remind students to listen to the intonation of the
one below the other: /I/ /PLAY/ /TENNIS/ /AND/ /SHE/ speakers in the model dialogue and try to imitate it when
/PLAYS/ /FOOTBALL/. Hold up the cards /YESTERDAY/ and they are practising it in pairs.
/PLAYED/ and ask for a volunteer to come to the board Extension idea for exercise 4
and change the first sentence so that it describes a past You can give your students extra practice in choosing the
event. Ask for another volunteer to do the same for the correct responses to questions by having a short question
second sentence. Remind students that all forms of the and answer session at the start of each lesson. Ask
verb are the same in the past simple. everyday questions such as How are you? How old are you?
Extension idea for exercise 3 When’s your birthday? What day is it today? Would you like to
Divide the class into two teams. Invite a student from play a game? etc. and elicit answers from students.
Team A to the board. Write a verb the class knows on the
board in its base form. The student writes the word in
past simple form. Repeat with students from each team, Answer key and audio transcript
in turn. Each correct answer earns one point for the team. EXERCISE 1
The team with the most points is the winner. 2 – Sally phones Martin.
Extension idea for exercise 5
w 3•7
Write some known regular verbs on the board in their
base form. Ask students to say what they did yesterday, EXERCISE 2
using the verbs on the board in the past simple. 1 Lisa’s mum Hello?
e.g. I washed my dad’s car in the morning. I walked to the Andy Hello, it’s Andy 1here. Could I speak to Lisa, 2please?
park in the afternoon. Lisa’s mum Of course. Just a 3moment. Lisa! It’s Andy on
the 4phone!
Lisa Hi, Andy.
Answer key Andy Hi, Lisa. Would you like to watch a DVD at my house
EXERCISE 2 this evening?
1 listened 2 watched 3 walked 4 played 5 visited Lisa Good idea. What’s the film?
6 washed 7 helped Andy It’s Interstellar.
Lisa Oh, I watched Interstellar last night! Have you got any
EXERCISE 3
other films?
1 danced 2 arrived 3 chatted 4 jumped 5 loved
Andy How about Guardians of the Galaxy?
6 tidied 7 stepped 8 copied 9 lived 10 phoned
Lisa Yes, I’d really like to see Guardians of the Galaxy.
EXERCISE 4 Andy OK, come to my house at half past six.
1 d 2 f 3 e Lisa See you at half past six, then. Bye.
EXERCISE 5
2 George’s mum Hello?
1 He tidied his bedroom. Emily Hello, Mrs Brown. It’s Emily here.
2 He played with his friends. George’s mum Hello, Emily.
3 He phoned his grandma. Emily Could I speak to George, please?
4 He surfed the Internet. George’s mum Yes, of course. … George!
5 He chatted with his friends. George What?
6 He watched a DVD. George’s mum It’s Emily on the phone!
George OK. I’m coming … Hi, Emily.
EXTRA STEPS Emily Hi, George. 1Would you like to play volleyball this
Students’ own answers. afternoon?
For extra practice: George Yes, that’s a 2great idea. What 3time?
MĆ W. podstawowa p20 Emily At three o’clock.
MĆ W. pełna p53 George OK. Let’s meet at the sports centre at three, then.
Emily Great. See you there.
For grammar summary: 1 Guardians of the Galaxy 2 6.30 3 volleyball
MĆ W. pełna p71 4 sports centre
EXERCISE 3
See script for exercise 2 above.
EXERCISE 4
1 b 2 b 3 a
EXERCISE 5
Students’ own answers.
For extra practice:
MĆ W. pełna p54

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SB pp94–95 DID YOU KNOW?
Stan Lee, the creator of the Hulk, wanted the Hulk to be
Teaching tips – Grammar Steps 2
grey, and in the first issue of the comic book series The
Invite six students to the front of the class and give them Incredible Hulk, the Hulk was grey. But there were problems
each one of the following cards randomly: /PLAY/ with printing in those days, so the comic book team had
/PLAYED/ /EAT/ /ATE/ /GO/ /WENT/. Tell the students to to choose a different colour for the Hulk, and they chose
hold up their cards and position themselves in pairs at green.
the front of the class. Each pair should include the base
form and the simple past form of one verb. Encourage the
class to make simple past sentences using the three verbs. Answer key and audio transcript
Invite students to write the sentences on the board. EXERCISE 1
Extension idea for exercise 1 have – had
Divide the class into two teams. Say a known irregular eat – ate
verb in its base form. Ask a student from Team A to say the do – did
verb in its past simple form. Repeat with students from go – went
each team, in turn. Each correct answer earns one point make – made
for the team. The team with the most points is the winner. leave – left
Extension idea for exercise 4 hear – heard
Write some known irregular verbs on the board in their take – took
base form. Invite students to say what they did last tell – told
weekend, using the verbs on the board in the past simple. see – saw
Song EXERCISE 2
Invite students to think of actions for each line of the song. 1 had, (students’ own answers)
Students can then perform their versions of the song with 2 left, (students’ own answers)
their actions. 3 saw, (students’ own answers)
4 went, (students’ own answers)
Before reading questions for exercise 6
5 ate, (students’ own answers)
• In a weaker class, prepare students to read and listen 6 did, (students’ own answers)
by looking at the story frames and discussing what is 7 heard, (students’ own answers)
happening. Ask students:
Who can you see in the pictures? EXERCISE 3
Where are they? Students’ own answers.
What are they doing? EXERCISE 4
Picture 1 – Birdy is in Dr Terrible’s headquarters. She and Dr 1 He ate spaghetti.
Terrible are talking. Dr Terrible looks very angry. 2 He made a cake.
Picture 2 – Dr Terrible is thinking about a huge machine. 3 He did housework.
Picture 3 – The machine is going wrong. Captain Fantastic 4 He went skating.
is coming to help, but he breaks the machine. EXERCISE 5
Picture 4 – Birdy and Dr Terrible are looking at a new 1 left 2 heard 3 saw 4 landed 5 stepped 6 had
machine. 7 told 8 opened 9 took 10 ate
Picture 5 – Birdy and Dr Terrible are looking at a map of EXTRA STEPS
Britain on Dr Terrible’s computer screen. Students’ own answers.
Picture 6 – Birdy is looking at the computer screen. EXERCISE 7
London is being zapped. 1 True 2 False 3 True 4 False 5 True 6 True
Pictures 7 and 8 – Dr Terrible has used his machine to
EXERCISE 8
shrink London. Birdy looks scared and worried.
1 made 2 tested 3 studied 4 wanted 5 saw
• In a stronger class, ask students to tell you what they
think the two machines do (The first one can make food For extra practice:
for all the world and the second one can shrink things.) MĆ W. podstawowa p21
and what they think is happening in the story (Dr MĆ W. pełna p55
Terrible tells Birdy that he used to want to help people, Reinforcement worksheet 7
but now he wants to rule the world. Then he uses a Extension worksheet 7
machine to shrink London). Ask students to guess what For grammar summary:
the characters might be saying in each picture. MĆ W. pełna p71
• Extension idea for exercise 7
Ask students to tell you how who their favourite
superheroes and supervillains are.

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SB pp96–97 Sophie The chairs don’t look very comfortable though.
Marcus Oh, they’re probably fine. I’ll try one.
Teaching tip – Skills Steps Agata Marcus! Don’t sit …
Reading skills tip Guide Excuse me! You can’t sit on the chairs.
Marcus Oops! Sorry.
Pictures can give students clues about what they are
Agata And look at all the paintings on the wall. Are they
going to read. Focus on the pictures before reading the
members of his family?
texts. Tell the students that two of the people in the
Sophie Maybe. I don’t know.
pictures are famous and one is not. Ask students to say
Agata This one is my favourite. The one with the horse.
which two people are famous and who the people are.
Sophie Yes, it’s really nice. Hey, Agata. You can’t …
Ask students what they know about Queen Elizabeth and
Guide Excuse me! You can’t take photos in here!
Queen Victoria. Ask students who they think the third
Agata Oops! Sorry.
person might be (the writer’s grandma), and what they
Sophie Come on, you two. I’ve had enough. Let’s go. Before
think each text is going to be about.
you do anything else wrong! Follow me.
Class discussion Agata I think that’s ...
Ask students to tell you about something interesting that Guide Excuse me! You can’t go through that door.
happened last week / month / summer. Sophie Oops! Sorry!
Extension idea for exercise 1 b – they are in the dining room
Ask students to write a short text like the ones in the EXERCISE 4
reading task about something they did last week / month 1 26
/ summer. 2 Marcus
Writing skills tip 3 the painting with the horse
Always make sure you have time for students to share 4 takes a photo
their writing in class. Invite students to read out their 5 goes through a private door
work and give them positive feedback. Students need EXERCISE 5
validation for their work in order to motivate them. The letter is to Ryan. It is from Alice.
Extension idea for exercise 9
EXERCISE 6
Students can ask and answer their questions in pairs
1 London 2 mum 3 went 4 shopping 5 Chinese
before using their answers to write a letter.
6 restaurant 7 science 8 museum 9 Daniel
10 Radcliffe
DID YOU KNOW?
EXERCISE 7
Buckingham Palace is The Queen’s official London
Dear (Ellie) … / Droga (Ellie) …
residence. It has been a royal residence since 1761, when
I hope you’re well. … / Mam nadzieję, że masz się dobrze.
it was bought by George III for his wife, but the first British

monarch to use it as their official residence was Queen
How are you? … / Co u Ciebie? ...
Victoria in 1837.
Thanks for your letter. … / Dziękuję za list. …
Bye for now. … / Na razie. …
Answer key and audio transcript Anyway, that’s all from me. … / To tyle na razie. …
Write soon! … / Napisz niebawem! …
EXERCISE 1
Hope to see you soon! … / Mam nadzieję, że wkrótce się
1 c 2 b 3 d
zobaczymy!
EXERCISE 2
EXERCISE 8
1 nineteen
Dear (Ryan)
2 in the White Room
I hope you’re well.
3 swimming and sailing
Anyway, that’s all from me.
4 Wales
Write soon!
5 British kings and queens.
Love
w 3•11 EXERCISES 9 AND 10
EXERCISE 3 Students’ own answers.
Narrator Sophie, Agata and Marcus are visiting the house at For extra practice:
Blenheim Palace. MĆ W. podstawowa p21
Agata So, Winston Churchill was born here. MĆ W. pełna p56
Sophie Yes. It’s amazing, isn’t it?
Agata Yes, it’s beautiful.
Marcus Look at that table.
Sophie They had dinner in this room.
Agata How many chairs are there?
Sophie One, two, three … twenty-six! That’s a lot of people
for dinner!
Marcus I’m sure they ate really good food, too!

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SB p98 SB p99
Teaching tip – Culture Steps Teaching tip – Revision
If students don’t understand what they are reading, tell Make a note of the exercises students have trouble with
them to read over the sentence(s) again. They can also try so that you know which areas need more reinforcement.
reading the words out loud to themselves. It might help You can use the flashcards, grammar cards or optional
some students to use a finger as a pointer. This will keep activities to give students further practice in weaker areas.
their eyes focused on the line they are reading and will If you have fast finishers, ask them to write about what
improve their understanding. they did last weekend. They can use exercise 5 as a model.
Extension idea for exercise 3 Teaching tip – Self-evaluation
Divide the class into two teams. Invite a student from Let weaker students sit with stronger ones in revision
Team A to say an incomplete sentence about the text e.g. lessons. You can also ask stronger students to help their
Madame Tussaud was born in _____. Invite a student from weaker classmates when necessary, but make sure they
Team B to complete the sentence. Then say an incomplete help by explaining, and not by letting weaker students
sentence for a student from Team A to complete. Award copy their work.
a point for each correct answer. The team with the most
points wins. DID YOU KNOW?
Class discussion Using flashcards is a good way to learn new words. You
Ask students to tell you about a famous or interesting can also use post-it notes. Write the English word on the
person in Polish history. front and the Polish word on the back. If you prefer, you
Teaching tip – Project can draw a picture on the back to show what the word
Brainstorm ideas for the project with the class. Ask means. Stick the post-it notes where you will see them
students to think of famous jobs e.g. singer, actor, regularly and test yourself every day. Read the word and
footballer, etc. and important jobs e.g. scientist, teacher, try to remember what it means before turning the note
doctor, etc. Tell them that their poster can be about over to see the translation or picture on the back.
famous people or people they know. They can draw
pictures of the people or find photos online or in
magazines.
Answer key
EXERCISE 1
DID YOU KNOW? 1 scientist 2 vet 3 nurse 4 waiter 5 doctor
6 chef 7 shop assistant 8 police officer 9 builder
You can see a model of Madame Tussaud in her own
10 fire fighter 11 bus driver 12 mechanic 13 office
museum. She made a wax model of herself when she was
worker 14 soldier 15 journalist
80 years old.
EXERCISE 2
Students’ own answers.
Answer key
EXERCISE 3
EXERCISE 1 1 listened 2 tidied 3 stopped 4 phoned
The people are Einstein, Katniss Everdene / Jennifer 5 studied 6 died
Lawrence, Daniel Craig and Queen
Elizabeth II. They are not real; they are wax models. EXERCISE 4
Students’ own answers.
EXERCISE 2
1 b 2 c 3 a EXERCISE 5
1 went 2 left 3 visited 4 saw 5 ate 6 climbed
EXERCISE 3 7 took 8 left 9 arrived 10 had
1 False 2 True 3 True 4 False 5 True 6 True
SELF-EVALUATION
PROJECT Students’ own answers.
Students’ own answers
For extra practice:
For extra practice: MĆ W. pełna p58
Project worksheet 7

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SB p100
Teaching tip – Steps to Success
The exercise on this page prepares students for the
Reading section of the upper primary exam. Before
starting the exam practice activities, focus students’
attention on the Tip box. Read out the tip and ensure that
the students understand that they can scan the texts to
find the right text to answer each question, then read that
text carefully to find the information they need to answer
the question.
Focus students’ attention on the wordlist box. Read out
the words, one at a time. Ask students to use each word in
a sentence.
To complete exercise 1:
• Tell students to read the instructions. Make sure they
understand what they need to do. Remind students
that the texts may be about similar topics, so they need
to read carefully to decide which text gives the answer
to each question.
• Focus students’ attention on the texts. Ask the students
to say what kind of text (advert, email, text, etc.) each
one is.
• Allow time for the students to complete the activity in
their notebooks.
• Check the answers as a class. Ask the questions, and
invite individual students to answer. Ask students to say
which part of each text gave them each answer (and
to read out the sentences from the texts which contain
the answers).
Extension idea for exercise 1
Ask students to write a question for the extra text e.g. Do
you know what Amos Mackay’s new book is called? and give
the question to their partner to answer.

Answer key
EXERCISE 1
1 a 2 b 3 e 4 c
For extra practice:
Oxford English Online practice materials

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8 Around the world
SB p101 w 3•15
EXERCISE 4
Teaching tip – Words, words, words Boy I’m Polish.
To practise the vocabulary, point to a country on the map Girl I’m Italian.
and ask questions e.g. Where’s Germany? Invite students to Boy I’m Spanish.
answer e.g. It’s next to France. Girl I’m Russian.
In a stronger class, ask students to ask and answer Boy I’m French.
questions in pairs. Girl I’m Irish.
Extension idea for exercise 5 Boy I’m German.
Divide the class into two teams. Ask a student from Team Girl I’m Czech.
A to say a nationality e.g. I’m Russian, then ask a student EXERCISE 5
from Team B to say where the student from Team A is from
Possible answers:
e.g. You’re from Russia. Repeat with students from each
Belarus – Belarusian
team in turn. Each correct answer earns one point for the
Czech Republic – Czech
team. The team with the most points is the winner.
France – French
Tip Germany – German
Give students practise giving the correct reaction to Greece – Greek
everyday utterances by asking students questions, such as Ireland – Irish
Where are you from? Are you British? Do you live in Poland? Italy – Italian
• In a weaker class, you can write answer options on the Poland – Polish
board for students to choose from e.g. I’m from Poland. / Russia – Russian
No, I’m not. / Yes, I do. Slovakia – Slovak
• In a stronger class, students can answer on their own. Spain – Spanish
Sweden – Swedish
Ukraine – Ukrainian
Answer key and audio transcript the UK – British
w 3•13 EXTRA STEPS
Albania, Austria, Belgium, Bosnia and Herzegovina,
EXERCISE 1 Bulgaria, Croatia, Cyprus, Denmark, Estonia, Finland,
1 Ireland Hungary, Latvia, Lithuania, Luxembourg, Macedonia,
2 the UK Moldova, Montenegro, Netherlands, Norway, Portugal,
3 Sweden Romania, Serbia, Switzerland, Turkey
4 Russia
5 Germany For extra practice:
6 Poland MĆ W. podstawowa p22
7 Belarus MĆ W. pełna p59
8 France Vocabulary extra worksheet
9 the Czech Republic
10 Slovakia
11 Ukraine
SB pp102–103
12 Spain Teaching tip – Language Steps
13 Italy Invite students to choose their favourite story from the
14 Greece book and act it out in groups. If you like, you can video
EXERCISE 2 their performances and ask the class to vote on their
1 Italy favourite performance.
2 Germany Teaching tip – Pronunciation
3 Belarus Write the past simple forms of other known regular verbs
4 Ireland on the board. Invite students to come to the board, say
5 Spain the words, then underline the verb ending if it has the /ıd/
6 Slovakia sound.
7 Russia
Extension idea
8 France
Ask students to tell you about their favourite quiz shows
and what prizes the contestants can win.

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Answer key EXTRA STEPS
Students’ own answers.
EXERCISE 2
1 True 2 False 3 False 4 False 5 True 6 False For extra practice:
MĆ W. podstawowa p22
EXERCISE 3
MĆ W. pełna p61
1 Because they couldn’t go on the school trip this year,
but they hope to go on a trip in future. For grammar summary:
2 Because Marcus thinks the questions will be about MĆ W. pełna p71
countries and he is bad at Geography.
3 Because Marcus is answering all the questions correctly.
4 Because they are excited and want to find out what SB p105
their prize is. Teaching tip – Functional Steps
EXERCISE 4 Ask students to think of other places they would like to
1 a 2 e 3 b 4 c 5 d visit. Ask them what they can see there, where they can
SAY /ıd/ go, what they think the weather is like and what kind of
They visited Egypt, they wanted to swim place (hotel, campsite, etc.) they would like to stay in.
They looked at the river and they all jumped in Students can make notes of their answers. Then they work
A crocodile saw them, it lived in the Nile in pairs to act out dialogues.
It watched and it waited, it started to smile Extension idea for exercise 2
Explain the meanings of a bit, quite, really and very and
demonstrate their position in a sentence (before the
SB p104 adjective). Say sentences without modifiers e.g. Emma is
Teaching tip – Grammar Steps 1 tall. Chocolate is nice. Invite students to add modifiers to
the sentences e.g. Emma is quite tall. Chocolate is very nice.
Stick the following cards on the left side of the board: /I/
/YOU/ /HE/ /THEY/ /DIDN’T/ /PLAY/ /EAT/ /RIDE/ /A/ /AN/ Extension idea for exercise 3
/TENNIS/ /FOOTBALL/ /BIKE/ /APPLE/ /BIG/ /YESTERDAY/ Ask students around the class to read out the sentences in
/AT/ /HOME/ /SCHOOL/ / . /. exercise 3 again, replacing the modifiers in brackets with
Assign the role of secretary to one student and divide other modifiers e.g. The weather was really cold.
the rest of the class into two teams. Students from each
team take it in turns to come to the board and construct Answer key and audio transcript
a negative sentence in the past simple using some of the
cards. Encourage the class to check that the sentences are EXERCISE 1
correct. The secretary should copy down the sentences 1 Lucy visited Greece.
and ensure that the same sentence isn’t used twice. In a 2 She spent a week by the sea.
stronger class, encourage students to construct as long a 3 The weather was good.
sentence as possible. 4 The food was bad.
Extension idea for exercise 3 EXERCISE 2
Students work in pairs. They try to guess which of the really, very, quite, very
sentences is true about their partner e.g. You made your EXERCISE 3
bed this morning. Their partner then confirms whether or 1 The weather was very cold.
not they have guessed correctly e.g. Correct! I made my bed 2 I didn’t like the café. The food was really horrible.
this morning. / Wrong! I didn’t make my bed this morning. 3 This cake looks nice, but it’s a bit dry.
4 We went to the cinema last night. The film was quite
funny.
Answer key 5 In Greece, the sea was really blue.
EXERCISE 2 6 It’s raining and now my jeans are a bit wet
1 didn’t have 2 didn’t do 3 didn’t leave 4 didn’t
study 5 didn’t play 6 didn’t go w 3•20
EXERCISE 3 EXERCISE 4
1 I didn’t make my bed this morning. 1 John Hi, Imogen.
2 I didn’t go on holiday last summer. Imogen Hi, John.
3 I didn’t take an exam last year. John How was your holiday?
4 We didn’t play computer games at the weekend. Imogen It was great thanks.
5 My teacher didn’t walk to school this morning. John Where were you?
6 I didn’t see a great film last weekend. Imogen In Spain.
John Really? Where in Spain?
EXERCISE 4
Imogen We stayed on a campsite near Barcelona.
1 b 2 c 3 c
John What was the campsite like?
EXERCISE 5 Imogen It was really nice. And it was very near the sea.
Students’ own answers. John What was the weather like?

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Imogen It was really hot. But it was OK because we spent a
Before reading questions for exercise 8
lot of time on the beach.
John Cool! • In a weaker class, prepare students to read and listen
2 Vicky How was your holiday, Ryan? by looking at the story frames and discussing what is
Ryan I had a great time. We went skiing. happening. Ask students:
Vicky Skiing? Wow. Fantastic! Who can you see in the pictures?
Ryan Yeah, we went to Bulgaria. We stayed in a hotel in Where are they?
the mountains. What are they doing?
Vicky Was the weather good? Picture 1 – The people in Poland, Italy and France are
Ryan Well, it snowed a lot on the first day. But after that it scared.
was sunny. Picture 2 – Birdy is at Dr Terrible’s house. She’s talking to Dr
Vicky So, can you ski really well now? Terrible. Birdy looks shocked and Dr Terrible looks evil.
Ryan Well, I fell over a lot at first, but I got a bit better! Picture 3 – Birdy and Dr Terrible are looking at Dr Terrible’s
Imogen visited Spain. Ryan visited Bulgaria. computer screens. Dr Terrible’s robots have caught Whizz
EXERCISE 5 in a trap.
Imogen Picture 4 – Dr Terrible is smiling.
1 True 2 True 3 True Picture 5 – Captain Terrible is breaking down the wall of
Ryan Dr Terrible’s headquarters on the giant guinea pig. The
1 True 2 False 3 False guinea pig breaks Dr Terrible’s machine. Dr Terrible is
EXERCISE 6 upset.
1 d 2 c 3 a 4 f 5 b Picture 6 – Birdy and Brick are looking at the computer
screen. London is on the screen and Birdy and Brick are
EXERCISE 7
happy.
Students’ own answers.
Picture 7 – Brick is holding Dr Terrible. Brick looks angry,
For extra practice: but Captain Fantastic is calling out to Dr Terrible.
MĆ W. pełna p62 Picture 8 – Dr Terrible has taken off his mask. Birdy is
pointing at Captain Fantastic and Dr Terrible.
SB pp106–107 • In a stronger class, ask students to tell you what
they think happens in the story and who they think
Teaching tips – Grammar Steps 2 Dr Terrible really is. Ask students to guess what the
Write gapped questions and answers on the board e.g. characters might be saying in each picture.
____ he walk to school yesterday? No, he _____. Invite Extension idea for exercise 7
students to say or write the missing words. Ask students to tell you about their brothers and sisters
Extension idea for exercise 3 (how much time they spend together, what they have in
Ask students to write five more questions using the common, what the differences between them are and
question words in the box in exercise 3 and the past how they feel about their brothers and sisters).
simple. They then ask and answer their questions with a
partner. DID YOU KNOW?
Song Having brothers or sisters helps us to develop social skills.
As an optional activity, copy the lyrics of the song on a We learn skills when we argue and when we resolve
piece of paper with the gaps completed and the numbers arguments with our brothers and sisters. We learn how to
removed. Cut out the lines of the song and give them share and how to work with others.
to pairs of students. Students work together to put the
lines in order. Remind students to look at the last rhyming
words in each line to help them complete the song. Ask
Answer key and audio transcript
students what other pairs of rhyming words they know. EXERCISE 2
1 Did you play football?
Yes, I did. / No, I didn’t.
2 Did your mum go shopping
Yes, she did. / No, she didn’t.
3 Did a friend visit you?
Yes, he / she did. No, he / she didn’t.
4 Did you look at the moon?
No, I didn’t.
5 Did you finish your homework?
Yes, I did. / No, I didn’t.
6 Did Miley Cyrus phone you?
No, she didn’t.
EXERCISE 3
1 How 2 Where 3 Why 4 When 5 What

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EXERCISE 4
Writing skills tip
1 Did you cook dinner last weekend?
Yes, I did. / No, I didn’t. If students feel stuck when thinking of an idea to write
2 Did you eat pizza last weekend? about, tell them that they can make up a fictional exciting
Yes, I did. / No, I didn’t. event. The aim is to practise writing, and it doesn’t matter
3 Did you go skating last weekend? if they write about their own lives or not.
Yes, I did. / No, I didn’t. Extension idea for exercise 4
4 Did you go to a party last weekend? Students work in pairs. They take turns to say false
Yes, I did. / No, I didn’t. sentences about the information in the email e.g. Kevin
5 Did you see a film last weekend? went to a basketball match last weekend. Their partners
Yes, I did. / No, I didn’t. correct the sentences e.g. Wrong! Kevin went to a football
6 Did you watch TV last weekend? match last weekend.
Yes, I did. / No, I didn’t.
EXERCISE 5 DID YOU KNOW?
Students’ own answers. When Disneyland first opened in 1955, it only had 20
attractions. Today, it has 58 attractions. More people have
w 3•21 visited Disneyland than any other theme park in the world.
EXERCISE 6 It has had more than 650 million guests since it opened.
1 see 2 hear 3 get 4 shout 5 talk 6 tell
EXERCISE 7 Answer key and audio transcript
Students’ own answers.
EXERCISE 1
EXTRA STEPS MacGregory visited Amsterdam in the Netherlands and
Students’ own answers. Budapest in Hungary.
EXERCISE 9 EXERCISE 2
1 Dr Terrible didn’t make Paris smaller. 1 Because he wanted to visit Disneyland.
2 The robots caught Whizz. 2 He took a bus.
3 Brick didn’t escape the robots. 3 He said he was with his aunt.
4 Mr Squeakers destroyed the machine. 4 It went to Amsterdam in the Netherlands.
5 Dr Terrible didn’t always hate the Earth. 5 No, they didn’t.
6 Dr Terrible decided to join the SuperFriends. 6 They gave him sweets and souvenirs.
EXERCISE 10
w 3•24
1 Did Dr Terrible make Paris small? No, he didn’t.
2 Why did he make London small? Because it’s part of his EXERCISE 3
evil plan. Narrator Sophie, Agata and Marcus went on holiday to South
3 Who did the robots catch? They caught Whizz and Africa. They went with Sophie’s mum. Now, they’re on the
Brick. flight home …
4 Did the SuperFriends break the machine? No, they Agata What a holiday!
didn’t. Mum It was great, wasn’t it?
5 Did Dr Terrible go to prison? No, he didn’t. Sophie We did so much. I can’t remember all of it? Where did
6 Did Dr Terrible join the SuperFriends? Yes, he did. we start?
Marcus We started in Cape Town.
For extra practice: Agata That’s right. We went to Table Mountain. It was
MĆ W. podstawowa p23 amazing.
MĆ W. pełna p62 Sophie Where did we go after Cape Town?
Reinforcement worksheet 8 Marcus Durban. We went surfing in the ocean.
Extension worksheet 8 Mum And then we went to the Kruger National park and
For grammar summary: saw lions and elephants.
MĆ W. pełna pp71–72 Agata That was the best bit.
Sophie After the Kruger National Park we went to
Johannesburg .
SB pp108–109 Agata That’s right.
Marcus What did we do there? I can’t remember!
Teaching tip – Skills Steps
Sophie We saw a rugby match.
Reading skills tip Marcus Oh yes. Of course! It was brilliant!
Encourage students to summarize what they have read Mum Then we flew back to Cape Town for two days.
and to recognize the main idea in each paragraph. Agata And now, a long flight home. Ten hours!
Read each paragraph in the text, then ask a student to Sophie Boring!
summarize it in one sentence. Agata Marcus is OK. He isn’t bored.
Sophie What do you mean?
Agata He’s asleep!

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EXERCISE 4 DID YOU KNOW?
1 a 2 b 3 c 4 a
Scientists believe that Table Mountain in Cape Town is one
EXERCISE 5 of the oldest mountains in the world. More than 1,500
Liverpool won the football match. species of plants live on Table Mountain. That’s more than
EXERCISE 6 in the whole of Britain.
1 A football match.
2 To Wembley Stadium.
Answer key
3 His dad.
4 By train. EXERCISE 1
5 2–1. Agata – 2, Marcus – 3, Sophie – 1
6 Tired, but very happy. EXERCISE 2
EXERCISE 7 1 million 2 sports 3 surfing 4 wild 5 mountain
When we arrived at the stadium, … EXERCISE 3
When we got home, … 1 False 2 True 3 False 4 False 5 True
EXERCISE 8 PROJECT
1 When he finished his homework, it was midnight. Students’ own answers.
2 When he went outside, he felt cold.
3 When she saw her friend, she waved and shouted. For extra practice:
4 When the TV programme finished, we went to bed. Project worksheet 8
5 When they arrived at the beach, it started to rain. DVD worksheet 6

EXERCISES 9 AND 10
Students’ own answers. SB p111
For extra practice: Teaching tip – Revision
MĆ W. podstawowa p23 Play a game of Categories. Write the following headings
MĆ W. pełna p63 on the board: Countries / Jobs / Clothes / Places in town /
Landscape / School / Computers / Music. Divide the class
SB p110 into two teams. Say one of the categories to a student
from Team A. The student comes to the board and writes a
Teaching tip – Culture Steps word under the correct heading (the rest of the team can
After students have read the text, ask them to each help to suggest a word if necessary). Repeat with students
write one question about it. The students can then ask from each team in turn, awarding one point for each
and answer their questions in rolling pairs around the correctly placed word. Alternatively, you can say words
classroom (the first student asks a question to the student and ask students to write them under the correct heading.
on their right, who answers that question, then asks their If you have fast finishers, ask them to write five more
own question to the student on their right, and so on). questions like the ones in exercise 7 e.g. Where did you go
Extension idea for exercise 3 on holiday last year? Who did you meet last Saturday? Then
Divide the class into two teams. Invite a student from ask and answer with their partner.
Team A to say a true or false sentence about the text Teaching tip – Self-evaluation
e.g. Fifty nine million people live in South Africa. Invite a Weaker students can feel discouraged. Try to find the
student from Team B to say whether the sentence is true strengths of weaker students and praise them for the
or false and to correct the sentence if it is false. e.g. False! things they do well. This will build their confidence and
Fifty four million people live in South Africa. Repeat with hopefully help them to improve in other areas.
students from each team in turn. Award a point for each
correct answer. The team with the most points wins. DID YOU KNOW?
Class discussion Repetition is the key to success. To learn new words and
Ask students to tell you if they have ever visited a wildlife grammar structures, you need to repeat them again and
park or seen a wild animal in real life. again. Make some time every day to revise the words you
Teaching tip – Project have learnt in this book.
Help students to compile a list of English-speaking
countries. Write the list on the board, then brainstorm Answer key and audio transcript
facts about each country. Students can choose a country
in pairs or small groups. They find out more facts (about EXERCISE 1
population, capital city, places to visit, etc.). 1 Italy 2 the UK 3 France 4 Poland 5 Greece
6 Russia
EXERCISE 2
1 Germany 2 Slovakia 3 Ukraine 4 Belarus
5 Spain 6 Ireland 7 Sweden

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EXERCISE 3
-an:
SB p112
1 Belarusian 3 German 5 Italian 7 Russian Teaching tip – Steps to Success
10 Ukrainian The exercise on this page prepares students for the
-ish: Reading section of the upper primary exam. Before
2 British 4 Irish 6 Polish 8 Spanish 9 Swedish starting the exam practice activities, focus students’
EXERCISE 4 attention on the Tip box. Read out the tip and ensure
1 French 2 Greek 3 Czech 4 Slovak 5 Ukrainian that the students understand that they don’t need to
6 Italian understand every word in a text. The important thing is
to understand the main ideas and to be able to find the
EXERCISE 5
answers to the exam questions. Help children to find the
1 I didn’t have eggs for breakfast.
meanings of any unknown words in the text by thinking
2 Tom didn’t walk to school.
about the context (looking at the information around the
3 Sally and Lucy didn’t do their homework.
unknown word).
4 We didn’t visit our cousins last summer.
5 Harry didn’t take a photo of Jane. Focus attention on the wordlist box. Read out the
6 I didn’t go to a football match on Saturday. words, one at a time. Ask students to use each word in a
7 You didn’t listen to the teacher. sentence.
To complete exercise 1:
w 3•26 • Tell students to read the instructions carefully. Make
EXERCISE 6 sure they understand what they need to do. Remind
On Friday evening, I played basketball at the sports centre. students that the texts may contain distractors, so
Then, on Saturday morning, I watched TV, and I went they need to read carefully to decide what each text is
shopping. On Saturday evening, I went to a café with about.
my sister and our parents, and we ate pizza. On Sunday • Focus students’ attention on the texts. Ask students to
morning, I went to see my grandparents with my family, and say what type of text each one is (an email, an essay, a
in the afternoon, I did my Spanish homework. I wrote some blog).
sentences. On Sunday evening, I went to the cinema, but I • Allow time for the students to complete the activity
didn’t like the film! by choosing the correct topic to match each text. The
What Kate did do students should write their answers in their notebooks.
2 She watched TV • Check the answers as a class. Ask students to read out
3 She went shopping. the texts. Then ask the rest of the class what the topic of
6 She did her homework. each text is.
7 She went to the cinema.
What Kate didn’t do
• Ask students to say which words or phrases in each text
gave them each answer (and to read out the sentences
1 She didn’t play volleyball.
from the texts which contain the answers).
.
4 She didn’t eat spaghetti. Extension idea for exercise 1
5 She didn’t meet her friends. Ask students to write a text about the remaining topic (a
8 She didn’t like the film. room). They can write about their favourite room, their
bedroom, an amazing room they have visited, or their
EXERCISE 7
ideal room. Invite students to read their texts to the class.
1 When did you get up this morning?
2 Where did you go last weekend?
3 How did you go home from school yesterday? Answer key
4 What did you do yesterday evening?
EXERCISE 1
5 What did you have for dinner last night?
1 d 2 c 3 b
6 When did you go to bed last night?
EXERCISE 8 For extra practice:
Students’ own answers. Oxford English Online practice materials

SELF-EVALUATION
Students’ own answers.
For extra practice:
MĆ W. pełna p65

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Review 7–8
SB pp113–114 w 3.28
EXERCISE 9
Objectives 1 Beth Hello, Mum. We’re hungry!
To revise the following: Mum Look at you! Why are you so late?
Vocabulary: jobs, countries, nationalities Beth We fell off our bikes.
Grammar: past simple (regular and irregular verbs – all Jamie And we walked back.
forms) Mum Are you OK? What happened?
Vocabulary revision Jamie We were on the road near the farm. We went
round the corner and there were some cows in the road.
Describe a job or a country without naming it. (e.g. This
Beth And they didn’t move. I saw a path to the right. So I
person cooks food in a restaurant. / The Eiffel Tower is in this
shouted, ‘Jamie, turn right, turn right!’
country.) Students call out the correct word. You can play
Jamie But I didn’t. So we crashed and fell off our bikes.
this game in two teams, describing a word for each team
Beth The road was very dirty.
in turn and awarding one point for each correct guess.
Jamie And now there’s a problem with the bikes. So we
Extension idea for exercise 2 walked home.
Ask students to think of more words to go in each box. Mum OK. OK. Never mind. Now have a shower please,
Extension idea for exercise 5 both of you. You smell really bad!
Ask students to act out the dialogue in pairs. 2 Erin Hi, Dad! The train was on time!
Fast finishers Dad I know. That’s good. Hey, give me your bag. It looks
heavy.
If you have any fast finishers, ask them to write a similar
Erin Thanks, Dad.
dialogue to the one in exercise 8, then act it out with a
Dad Did you have a good trip?
partner.
Erin It was great, thanks. We walked for eight hours in the
mountains! And we camped next to a farmhouse at night.
Answer key and audio transcript There were cows in the field too!
Dad Oh, were they friendly?
EXERCISE 1
Erin Yes, they were. But they were very noisy. I didn’t sleep.
1 doctor – b 2 fire fighter – f 3 nurse – c 4 police
Dad Are you tired? You can sleep in the car on the way
officer – a 5 builder – d 6 shop assistant – e
home.
EXERCISE 2 Erin Good idea.
Państwa: Greece, Ireland, Spain, Slovakia Dad Give your ticket to the ticket collector and let’s go.
Narodowósci: Belarusian, British, Ukrainian, Swedish Erin OK.
Zawody: journalist, mechanic, soldier, chef 1 a 2 c
EXERCISE 3
Learning to learn
1 left 2 chatted 3 ate 4 arrived 5 did
Ask students to write five (regular) questions on a piece of
EXERCISE 4 paper. Tell them to give the list to their partner. They then
1 We didn’t leave home at six o’clock this morning. turn each other’s questions into embedded questions.
2 George didn’t chat with Becky for a long time. When they have finished, students can then ask and
3 The cat didn’t eat the fish. answer their questions in pairs.
4 Tom and Sue didn’t arrive home at five o’clock.
5 Yesterday, Sarah didn’t do her homework on the bus. EXERCISE 1
EXERCISE 5 1 d 2 a 3 b 4 c
1 Did, go 2 went 3 Was 4 was 5 didn’t like EXERCISE 2
6 was 7 did, do 8 had 9 Did 10 stay 11 did Do you know where the museum is? bb
12 watched 13 enjoyed Do you know when they went on holiday?
EXERCISE 6 EXERCISE 3
1 about 2 with 3 in 4 to 5 to 6 by 1 Do you know what the teacher’s name is?
EXERCISE 7 2 Do you know what time the next lesson starts?
1 a 2 c 3 a 4 c 5 b 6 c 3 Do you know how old your friend is?
4 Do you know where people speak Spanish?
EXERCISE 8 5 Do you know what you want for dinner?
1 moment 2 How 3 great 4 sounds 5 like 6 Do you know who Beyoncé is?
6 idea 7 meet 8 at
EXERCISE 4
Students’ own answers.

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Festivals
Halloween Hogmanay

SB p115 SB p116
Objectives Objectives
For students to understand a text about a British and For students to understand a text about a Scottish festival,
American festival, and to present vocabulary related to and to present vocabulary related to Hogmanay: firework
Halloween: pumpkin, lantern, candle, fancy dress, witch, display, midnight, bells, hold hands, right, a piece of coal.
ghost, monster, Trick or Treat. Teaching tip
Teaching tip This lesson is intended to be taught in the days shortly
This lesson is intended to be taught in the days leading before Hogmanay. The language in this lesson assumes
up to Halloween. The language in this lesson assumes that that children will have covered Units 1–3 of the book.
children will have covered Units 1–2 of the book. Class discussion
Class discussion Write the word Hogmanay on the board. Ask students to
Write the word Halloween on the board. Ask students to tell you what they think this word means and what they
tell you what this word means, what they know about know about Hogmanay. Explain that Hogmanay is the
Halloween and whether they celebrate Halloween, or any Scottish New Year’s celebration and ask students how they
festival around this date, in Poland. Halloween is the 31st celebrate New Year in Poland.
October but the name comes from the ‘Eve of All Hallows’ Reading practice
or ‘All Souls’ as it is the day before All Saints Day. Play the audio. Then invite volunteers to read out the
Reading practice paragraphs. Read a sentence from one of the paragraphs
Play the audio. Then invite volunteers to read out the and ask students to say the correct paragraph number.
paragraphs and put them in the correct order. Read a Extension idea
sentence from one of the paragraphs and ask students to Play a game. Invite a student to the front of the class.
say the correct paragraph number. Blindfold the student or ask them to close their eyes
Extension idea tightly. Then invite another student to the front of the
Ask students questions about the information in the text. class. The second student says, I’m first-footing you. Happy
Encourage students to answer with full sentences. New Year! The blindfolded student asks, Are you a tall man
e.g. When is Halloween? with dark hair? The second student answers, No, I’m not.
It’s on the 31st October. The second student then describes themselves to the
blindfolded student. e.g. I’m a … boy with … hair. I’ve got
What do children dress as?
… eyes and …. The blindfolded student has to guess who
They dress as witches, ghosts and monsters. their first-footer is. Repeat with other students. You can
In a stronger class, invite students to ask and answer write the initial phrases on the board and practice them
questions in pairs. with students before playing the game.

Answer key Answer key


EXERCISE 1 EXERCISE 1
Halloween is on 31st October. 1 People celebrate Hogmanay in Scotland.
EXERCISE 2 2 People celebrate Hogmanay on New Year’s Eve (31st
1 d 2 b 3 c 4 a December).
EXERCISE 3 EXERCISE 2
1 b 2 a 3 a 4 b 1 False 2 False 3 True 4 False 5 True 6 False
7 True
EXERCISE 4
All Saints’ Day is a holiday. People go to the cemetery. EXERCISE 3
They put candles and flowers on the graves of their Students’ own answers.
relatives. DID YOU KNOW?
DID YOU KNOW? According to The Guinness Book of World Records, ‘Auld
Pumpkins can grow to enormous sizes. The world’s Lang Syne’ is one of the three most frequently sung songs
biggest pumpkin was grown by Swiss gardener Beni in English. You can hear the song in lots of films, including
Meier in 2014. The pumpkin weighed 951 kg! Ocean’s 11 and Mr Deeds Goes To Town. The other two most
frequently sung songs in English are ‘Happy Birthday to
You’ and ‘For He’s A Jolly Good Fellow’.

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