Steps Plus Dla Klasy VIII Książka Nauczyciela

4
Zoltán Rézműves
dla klasy
VIII
Te a c
he r ’s Powe r Pa c k
with
Classroom
Presentation
Tool
dla klasy
VIII
Teacher’s Power Pack

With Klasa VIII Online Practice
Use Klasa VIII Online Practice to:
• assign online homework
• mark activities automatically
• monitor your students’ progress
A student access code for Klasa VIII Online Practice can be found in the Steps Plus
Practice Books.
Register or log in at https://www.primaryplus.oxfordonlinepractice.com
Zoltán Rézműves 1
1
Great Clarendon Street, Oxford, ox2 6dp, United Kingdom
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isbn: 978 0 19 420719 5 Teacher’s Guide

isbn: 978 0 19 482857 4 Pack
isbn: 978 0 19 420724 9 Classroom Presentation Tool
isbn: 978 0 19 482861 1 Online Practice
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Contents
Introduction
Steps Plus 4
Overview of components 4
Steps Plus dla klasy VIII Class Book 5
A tour of Steps Plus dla klasy VIII 7
Unit aims and materials 16
The key to successful assessment for learning 25
Teaching notes
Welcome 26
Unit 1 29
Unit 2 35
Review Units 1–2 41
Unit 3 42
Unit 4 48
Unit 5 55
Unit 6 61
Unit 7 68
Unit 8 74
Grammar Review Answer Key 81
Culture Steps 83
Contents 3
Introduction Class audio
The complete Class Audio is available in the e-Book and online at
www.oup.com/elt/materialy-dla-uczniow
Steps Plus Teacher’s Resource Centre

Steps Plus dla klasy VIII is a fun, modern and colourful course
There is a Teacher’s Resource Centre available online for each level
designed to lead students in grades 4–8 from their first few words
of Steps Plus.
in English to the primary school leaving exam, step by step.
The Teacher’s Resource Centre contains:
• Culture videos
Overview of components • a wealth of other teacher’s resources including:
– photocopiable Reinforcement and Extension worksheets to
Class Book reinforce the grammar and vocabulary presented in the Class
The Class Book contains: Book, and provide extended practice for more confident
• eight main units students
• a Welcome unit to revise key vocabulary and structures from the – photocopiable support worksheets for projects, speaking and
previous levels writing
• a Steps to Success lesson in every unit and four unit reviews – photocopiable extensive reading practice
with realistic practice material to cover all four sections of the – photocopiable Flashcards with illustrations of all the key
end-of-Primary exam vocabulary in the Class Book
– tests (Unit tests, progress tests, end-of-course test and test
• a Culture lesson at the back of the book for every unit, which is
audio)
thematically linked to the unit
– ideas for supplementary games and activities including for
• a Wordlist and Irregular Verbs List with Polish translations and children with SEN
a pronunciation guide
– suggestions for ways of supporting dyslexic students, and for
• self-evaluation activities at the end of every unit to evaluate supporting more confident and less confident students
progress and assess the need for further practice – teaching support for Assessment Learning
• a Grammar Reference table and Grammar Review activities to – ideas for ways of helping students prepare for the end-of-
consolidate meaning and form Primary exam
– background cultural information
Class Book e-Book – classroom management tips
• Class Book with with embedded audio and video
Classroom Presentation Tool
Practice Book The Oxford Classroom Presentation Tool is software that allows
The Practice Book contains: teachers to present Class Book and Practice Book content on
• graded exercises to consolidate and practise the grammar, screen, and manipulate it in an interactive way. It can be used
vocabulary and skills presented in the Class Book. Exercises either on an interactive whiteboard (IWB) or on a data projector
on the Grammar Steps pages are starred to indicate how with a laptop or PC.
challenging they are Interactive Classroom Presentation Tool activities include:
• four cumulative reviews for extensive review of language and • instant play audio
vocabulary
• instant play video
• Skills Steps to Exam Success pages and exam-style activities
in every unit to provide additional practice for end-of-Primary • exercise answer keys
exam • language practice exercises
• Revision and Assessment for learning pages in every unit • language review games
to consolidate new language and develop students’ ability to
reflect on their work and revise effectively The interactive audio and video player also appears on screen with
scripts.
• additional culture video and worksheet in every unit
• accompanying audio available online Digital material: Klasa VIII Online Practice
A grammar section for the course is also found online.
Teacher’s Power Pack
Make sure that students know where to find this:
The Teacher’s Power Pack contains:
www.primaryplus.oxfordonlinepractice.com
• a tour of a Class Book unit Use Klasa VIII Online Practice to:
• an overview of unit objectives and materials available both in • assign online homework
print and online
• mark activities automatically
• tips on teaching Special Educational Needs (SEN)
• monitor your students’ progress
• teaching tips
A student access code for Klasa VIII Online Practice can be
• answers for all the Class Book material
found in the Steps Plus Practice Books.
• interesting facts teachers can motivate their students with
To receive a teacher’s access code contact Plsupport@oup.com
• audio transcripts
4 Introduction
Oxford Teachers’ Club website Steps Plus dla klasy VIII Class Book
The photocopiable teaching resources on the Teacher’s Resource The Class Book presents all the language covered by the course.
Centre 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:
• editable progress tests (tests A and B) Step-by-step vocabulary
• dyslexia-friendly versions of progress tests (test C) Each unit opens with a vocabulary lesson, Word, words, words, in
which 12–16 topic-related words are presented. The vocabulary
• easy to administer ‘Five-minute tests’ to check on student recall presentation in the Class Book can be supported with the
of the grammar and vocabulary content of the preceding lesson Flashcards, available to print from the Teacher’s Resource Centre
• diagnostic tests and the Oxford Teachers’ Club website. Vocabulary has been
chosen to correspond with the students’ own lives and interests and
• listening material for the tests
to cover the requirements of the Polish ministry syllabus (podstawa
• planning materials programowa). The topics include relationships, technology and
• listening material for the Practice Book social media, household chores, crime, money, advertising and
media, the body and health, and holidays and travel. Wherever
• answer keys for all Practice Book material
possible, students are asked to personalize new vocabulary as soon
• ideas for optional activities as they have learnt it so that they can appreciate how it relates to
their own lives.
Student’s website The Extra Vocabulary sections, at the end of each unit, enrich the
• www.oup.com/elt lexical content of each unit giving students more words to work
• www.oup.com/elt/materialy-dla-uczniow with when practising their skills.
Acquiring a broad and useful vocabulary in English means
learning more than just individual words. Steps Plus dla klasy VIII
also teaches frequent collocations (pack a suitcase, book tickets)
and fixed expressions (on top of that, in the middle of nowhere).
Furthermore, it enables students to develop vocabulary-learning
skills, which they can use autonomously to expand their own
Oxford Parents is a new website where your students’ parents vocabulary. Glossaries help students to understand occasional
can find out how they can help their child with English. They difficult words in reading texts, and a comprehensive wordlist at
can find lots of activities to do in the home or in everyday life. the end of each unit is an essential reference.
Even if the parent has little or no English, they can still find
ways to help. We have lots of activities and videos to show Step-by-step grammar
parents how to do this.
Bringing new structures to life is an important step in language
Studies have shown that practising English outside the learning, especially with teenage students. That’s why the initial
classroom can really help children become more confident language presentation in every unit takes the form of a realistic text
using the language. If they speak English with their parents, that showcases the grammar in real-life contexts. Encountering
they will see how English can be used in real-life situations new language in this format has several benefits. Firstly, it gives
and this can increase the students’ motivation. clear examples of the contexts in which the language can be used.
Parents can help by practising stories, songs and vocabulary Secondly, it allows students to be exposed to and make sense of
that the students have already learnt in the classroom. Tell the language before they are asked to analyse or produce it.
your students’ parents to visit Each new grammar point is then consolidated with clear grammar
www.oup.com/elt/oxfordparents and have fun helping tables and graded practice, which begins with controlled exercises
their children with English! 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 Plus dla klasy VIII includes a variety of vehicles for new
language. In every unit, students can interact with the language
through visuals, reading, and listening. The grammar tables in the
Class Book will appeal to more analytical learners. The approach
to grammar in Steps Plus dla klasy VIII 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 Classroom
Presentation Tool as well!
Introduction 5
Step-by-step skills Step-by-step progress
There are many different kinds of Speaking activities throughout Steps Plus dla klasy VIII is designed to produce real results in
the book, with frequent opportunities for students to voice your English classroom. Each unit is carefully controlled in terms
opinions, exchange information and describe the people and of language input and structured outcomes. New vocabulary and
places they are familiar with. At the end of every unit there is a Vlog grammar are practised in a variety of contexts and formats so that
section. In it, two teenagers talk about about their lives in the UK. students genuinely have time to absorb them.
These give students an opportunity to discuss, react to and share Recycling is crucial when it comes to making progress. There are
their own ideas and experiences. They then prepare and perform four Review lessons which consolidate the new language and
their own dialogues. There is also a regular focus on Pronunciation skills, and each level of Steps Plus dla klasy VIII begins with a
practice, which prioritizes the sounds which Polish students have Welcome unit to revise and consolidate what the students have
particular difficulty with. already learnt.
Reading texts are factual and engaging, but also carefully graded All teachers know that motivation is a key factor for successful
and accessible. They cover a range of text types and present language learning. Nothing is more motivating for students than
information about a wide variety of topics, all chosen to accord to see that they are making measurable and steady progress, and
with young learners’ interests. Students interpret and react to Steps Plus dla klasy VIII allows them to do this in a lively and
the overall meaning of a text before being asked to find specific enjoyable manner.
information. Task types for checking reading comprehension
include reading for gist, details, and exam-style exercises.
Step-by-step self-evaluation
There is a dedicated Listening section which focuses exclusively
Steps Plus dla klasy VIII is designed for students to be active
on developing the Listening skill. Students are tested on their
participants in their learning. At the end of each unit, students are
understanding of the general meaning and details, and then asked
encouraged to complete an activity that helps them to evaluate
to search for more detailed information.
their progress.
Each Writing section includes exam-style prompts. A model text
The self-evaluation sections provide students with the opportunity
makes clear what is required of the students and the outcome is
to identify how well they have learnt the key language of the unit.
always achievable and well-supported. Adequate preparation is the
key to successful writing tasks. Steps Plus engages teenagers with In the Practice Book students can take this a step further and can
content that is relevant, engaging and recognizable. It encourages reflect on the learning process, their strengths and weaknesses and
students to reflect on and share their own personal experience how they can improve.
and includes plenty of opportunities for self-discovery. The Video
section uses vlogs to motivate and engage students with issues
directly relevant to their lives now.
Step-by-step culture
Students learning English want to know about the wider world,
not just vocabulary and grammar. The Reading texts serve this
function in Steps Plus dla klasy VIII. There is also a Culture page
for every unit. These pages also include a Project which allows
students to make comparisons with their own country.
Step-by-step to exam success

Steps to Success pages conclude every unit and provide realistic
practice questions covering all four sections of the end-of-Primary
exam. 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
A tour of Steps Plus dla klasy VIII
The Words, words, words section presents the main vocabulary
set of the unit through attractive pictures or photographs and a
listening activity. It also encourages students to remember other
related vocabulary items previously taught, and enables students
to use the new language in a personalized context.
New words are shown

in context with
attractive images.
Students practise
the new words in a
meaningful context.
Students listen to the

new words.
Presenting the new words Vocabulary revision and extension

• You can present the new words using the Flashcards, available • Use the pictures in the Class Book to revise vocabulary
to print from the Oxford Teachers’ Club website. Hold up each students already know. Point to known items in the picture and
flashcard in turn, say the word, or play the Class audio and ask ask students What’s this? Ask students to find more words they
the class to repeat chorally, then individually. Repeat several know in the images.
times. • Direct the students to the Extra Vocabulary activity on the
• Hold up each flashcard and invite the class to say the word Final Steps page in their Class Book.
without your help. Correct pronunciation as necessary.
Keeping a vocabulary record
• Students can record all new vocabulary in topic sets at the
back of their notebooks. Use unit headings as the label for each
vocabulary set.

The Grammar Steps 1 with Speaking section presents the The activities in the Grammar Steps lessons are designed to
target grammar structures in clear, concise tables and provides a introduce, practise and consolidate grammar and vocabulary.
variety of activities through which students can practise the new
structures. The lesson ends with a speaking activity so students
can personalize and produce the target language. The Grammar
Steps 1 sections also provide exam practice activities, under the
heading Steps to Success.
Target grammar structures Students study the grammar Students produce the
are presented via an structure presented in the text target grammar in a
engaging text. and focus on form. personalized context.
Students recognize and Students complete exam Fast finishers can do the
use the target grammar in preparation exercises to Extra Steps activity while
practice exercises. train them for success. the teacher works with less
confident students.
Grammar Pronunciation
• Complete the activities with the class and check answers • Model the new sound(s) for students to repeat.
together. You will need to allow students time to write full • Encourage students to think of words they know with the new
answers in their notebooks in many cases. sound(s) in them.
• Extra Steps contain tips and ideas for keeping fast finishers • Play the recording and encourage students to repeat the words
occupied while the rest of the class completes the grammar or sentences.
activities. • Help students to circle or underline words or parts of words
• The Grammar Steps 1 section offers plenty of practice of each containing the new sound(s).
target grammar structure. However, if you feel that your students
need extra practice, or have extra time at the end of a lesson, Steps to Success
you can find a variety of games on the Oxford Teachers’ Club
website (Optional activities) which can be adapted to practise
• Read the exam activity together. The first time you meet each
exercise type, explain to students that they will see this type of
different grammar structures.
activity in the end-of-Primary exam. Ask students to read the
rubrics carefully and then ask the class to tell you what they
need to do.
• Most of the activities in this section are for the Grammar and
Vocabulary sections of the exam. Strategies for approaching
these exercises can be found in the Steps to Success pages.
8 A tour of Steps Plus dla klasy VIII

The Skills Steps section provides a focused study of skills In the Writing section, students read and analyse a model writing
all related by topic. There are a variety of different exam-style text before producing a piece of writing of their own. Further
task types which reinforce the language students have learnt exam practice is also provided on the Skills Steps pages and
throughout the unit and help prepare them for the end-of-Primary highlighted in the Steps to Success lessons.
exam.
Students read and comprehend texts Students practise

Students practise which recycle and expand on the the writing skill of
exam-style tasks. vocabulary and grammar in the unit. the unit.
Students complete comprehension Students complete

activities to check their understanding a writing task.
of the text.
Reading Writing
• Before reading – ask students to look at the pictures and the text • Check that students are confident about carrying out the
styles and guess what kind of texts they are about to read and writing task by asking them questions to help them plan their
what information they might find. writing. Invite students to tell you what they are going to write
• Reading for gist – ask students to read the text quickly. Then ask about and what information they are going to include in their
students some simple comprehension questions to check that composition.
they have understood the general meaning of the texts.
• Reading for detail – allow students time to read the texts again
and complete the comprehension task which follows.

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 exam-style grammar activities that revise and
consolidate the grammar structures of the unit. Students can
practise the new language in context.
Target grammar Students analyse

structures are presented the target grammar
via an engaging text. structure.
Students recognize and Students produce the

use the target grammar target grammar in a
in practice exercises. personalized context.
Grammar
• Complete the activities with the class and check answers
together. You will need to allow students time to write full
answers in their notebooks in many cases.
• The main units of the Teacher’s Power Pack contain tips
and ideas for extending certain activities and for keeping fast
finishers occupied while the rest of the class completes the
grammar activities. You can also find a variety of games on the
Oxford Teachers’ Club website (Optional activities) which
can be adapted to practise different grammar structures.

The Listening and Video sections in the Skills Steps section
focus on skills development by presenting authentic listening
texts and vlogs. The Listening section uses exam-style activities
to practise listening for gist and specific information. The Video
section uses engaging vlogs to motivate students to think about
their own life and encourages students to discuss life outside the
classroom.
Vocabulary extension
related to the unit topic is
presented and practised.
Students practise the language of the unit Additional listening

through a listening task. This is sometimes practice, with an
combined with an exam-style listening task. option for video.
Listening Video
• Help students to understand the context of the listening activity • The video recycles key vocabulary from the unit, providing
by asking them where the speakers are, why they are talking and comprehension practice. You can play it after the listening
what they are talking about. lesson, or you can also use it as a fun topic warmer before the
• Listening for gist – play the recording. Ask students to listen for lesson. The video audio can also be found online.
key words to understand the key ideas of the listening. Play the • Watching for gist – ask students to look at the picture and
recording again for students to listen and find the answer. predict words they think he/she will say in the video. Play the
• Listening for detail – ask students to read the questions, then video for students to check their predictions.
listen and write their answers in their notebooks. Check answers • Watching for details – ask students to read the activity, then
with the class. watch and write their answers in their notebooks. Check answers
with the class.

The Steps to Success section familiarizes students with the types
of questions they will need to answer in the end-of-Primary exam
and helps students to gain confidence in exam techniques. This
section also provides students with the chance to review and
practise the grammar and vocabulary from the unit.
Students complete an exam

task (Listening, Reading, Use of Students read
English, and Writing). a useful tip.
Steps to Success
• Read the tip together and discuss with students how it will help
them in the end-of-Primary exam.
• 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
might like to set these tasks under more exam-like conditions to
prepare students for the exam. Tell students to read through the
instructions and put up their hands if they have any questions.
Then tell students to complete the exam task on their own,
without talking.
• The Practice Book, Reinforcement and Extension
Worksheets and Steps Plus Classroom Presentation Tool
also provide extensive additional practice of the vocabulary and
grammar for each unit.
• Allow students time to write the answers in their notebooks,
then check answers as a class.

Each unit has a Final Steps section that includes a wordlist with
the unit vocabulary and key phrases, an extra vocabulary practice
activity and a short self-evaluation for students to complete.
A wordlist provides
students with
pronunciation and
Polish translation for
quick reference.
Vocabulary
is extended
through a variety
of tasks.
Students complete
a quick self-
assessment to
identify strengths
and areas for
development.
Wordlist Self-evaluation Steps

• Invite students to read out the words in the Wordlist. Check • Allow students time to complete the Self-evaluation Steps
that students are familiar with all the words. Ask them to find individually.
pictures of the words in their Class Books or in the classroom, • Check answers as a class, then ask students to circle the
to mime the words or make a sentence with each word. appropriate emoji that best reflects their score. Ask students
to tell you what they found easy / difficult and provide extra
Extra Vocabulary support where necessary.
• The Extra Vocabulary activities present additional vocabulary • In addition to the Practice Book, you can assign the Class
related to the unit topic. They can be used to provide an extra Book Grammar Reviews and Reinforcement and Extension
challenge for stronger students. Worksheets as additional practice.

There are cumulative Reviews after every two units. These sections
provide students with the chance to review and practise the
vocabulary and grammar presented in the previous units.
Students revise the

grammar and vocabulary of
the unit through a variety
of exam-style tasks.
Review
• This section can be carried out in class or set as homework.
• If you carry out the revision exercises in class, ask students
around the class to complete the items in each exercise
orally, then allow students time to write the answers in their
notebooks. Once students have completed the tasks, invite
them to share their answers with a partner. Encourage other
students to correct politely if necessary.
• If you set the exercises in this section as homework, check the
answers at the beginning of the next lesson. Invite one student
to read out his/her answers for the others to check their work
against. Students should raise their hand if they think they
have spotted a mistake. Encourage students to discuss answers
respectfully and considerately.

The Culture Steps section includes extended reading and from the book in written form. In previous levels, Culture Steps
listening practice, and the chance for students to learn about an pages have been linked to specific units thematically, but with
aspect of culture from the UK or another part of the world. This the focus on preparation for the end-of-Primary exam in level 8,
section also provides an optional project for students to do in class the Culture Steps pages can be completed in an order of the
or at home, allowing them to personalize language teacher’s choosing.
Students complete
comprehension
activities to check
their understanding
of the text.
Students complete
an exam-style
activity.
Students read
and comprehend
a text about an
aspect of culture.
Students
collaborate
on a project.
Culture Steps reading texts Project

• Before reading – ask students to look at the photos and the title • Each project provides an opportunity for students to write about
and guess what information they might find in the text. their own culture. Prepare students to do the project by asking
• Reading for gist – play the recording and ask students to them questions and finding out what they know about the
follow the text in their books. Ask students some simple topic. If necessary, help students to use reference books or the
comprehension questions to check that they have understood internet to find the information they need.
the general meaning of the text. • Students can complete their projects in class or as homework.
• Reading for detail – allow students time to read the text again You can ask students to present their completed projects to the
and complete the comprehension tasks which follow. class, then display students’ work around the classroom.
• More guidance is given on the Project worksheets available on
Culture Steps videos the Oxford Teacher’s Club website.
• The videos are short documentaries about different aspects of
the English-speaking world.
• Students can watch the videos at home and complete the Video
worksheets in the Practice Book.

Welcome
Aims
Vocabulary: free-time activities; holidays; time expressions; Grammar: present simple and present continuous; stative
school; ages; life experiences and dynamic verbs; past simple and past continuous; present
perfect; future forms (present continuous, will / won’t, be going
to); will: offers, promises, spontaneous decisions
Step Section aims Materials

Words, words, words; • Review free-time activities. Audio track 002
Grammar Steps • Review the present simple and the present continuous. Practice Book p2
Class Book and Classroom • Recognize and use target vocabulary and grammar in practice
Presentation Tool (CB exercises.
+ CPT) pp4–5 • Practise describing your personal hobby.
Words, words, words; • Review places to visit on holiday: places in a town or city; features of Audio track 003
Grammar Steps the natural world. Practice Book pp3–4
CB + CPT pp6–7 • Review the past simple and the past continuous; review the present
perfect.
• Recognize and use target vocabulary and grammar in practice
exercises.
• Practise talking about experiences.
Words, words, words; • Review time expressions with prepositions; review school Audio track 004
Grammar Steps vocabulary. Practice Book pp4–5
CB + CPT pp8–9 • Review future forms (present continuous, will for predictions, be
going to).
• Recognize and use target vocabulary and grammar in practice
exercises.
• Practise making predictions and arrangements; practise expressing
intentions.
Words, words, words; • Review different ages in a person’s life, and life experiences. Audio tracks 005–006
Grammar Steps • Review will for offers, promises and spontaneous decisions. Practice Book p5
CB + CPT p10 • Recognize and use target vocabulary and grammar in practice
exercises.
• Practise talking about the future.
16 Unit aims and materials

1 So happy together!
Aims
Vocabulary: relationships Writing: an email or internet post about a problem with a
Grammar: present perfect with for / since; reflexive pronouns; friend; a script for a soap opera scene
each other, such + (adjective) + noun; so + adjective Culture: Prom night in the USA
Speaking: retell a story; talk about friendship; give advice to
people in a relationship; role-play dialogues

Words, words, words • Present words for describing relationships. Audio track 007
CB + CPT p11 • Consolidate and practise the new words. Practice Book pp6–7
• Practise retelling a story. Vocabulary extra worksheet 1
Grammar Steps 1 with • Learn and understand the target grammar structures: the present Audio tracks 008–010
Speaking perfect with for / since. Practice Book p8
CB + CPT pp12–13 • Recognize and use the target grammar in practice exercises.
• Complete an exam-style Use of English activity.
• Produce the target grammar orally.
• Practise recognizing and reproducing the strong and weak
pronunciation of have.
Skills Steps – Reading • Consolidate and practise the language of the unit through reading Practice Book p10
CB + CPT p14 activities. Extensive reading worksheet 1
• Complete an exam-style reading activity.
• Learn some vocabulary related to the reading text.
Skills Steps – Writing • Consolidate and practise the language of the unit through writing Practice Book p11
CB + CPT p15 activities. Writing worksheet 1
• Practise describing problems and asking for advice.
• Write an email or internet post about a problem with a friend.
Grammar Steps 2 • Learn and understand the target grammar structures: reflexive Audio track 011
CB + CPT pp16–17 pronouns; each other; such + (adjective) + noun; so + adjective. Practice Book p9
• Recognize and use the target grammar in practice exercises. Reinforcement worksheet 1
Extension worksheet 1
• Practise giving advice to people in a relationship.
Skills Steps – Listening • Consolidate and practise the language of the unit through listening Audio tracks 012–017
CB + CPT pp18–19 activities. Practice Book p11
• Complete an exam-style listening activity.
• Talk about romantic relationships.
• Practise role-playing dialogues.
• Write a soap opera scene.
Video • Watch a video about Liam and his friends, and complete Audio track 018
CB + CPT p19 comprehension tasks. Video: Liam’s vlog – Just
• Present Everyday English words. friends?
• Discuss statements about friendship.
Steps to Success • Practise the exam techniques highlighted in the Tip boxes. Audio track 019
CB + CPT pp20–21 • Complete exam-style tasks in preparation for the Listening, Reading,
Use of English, and Writing sections of the end-of-Primary exam.
• Write an email to a friend.
Final Steps • Review and practise the vocabulary and grammar presented in Audio track 020
CB + CPT p22 the unit. Practice Book pp14–15
• Complete self-evaluation tasks. Unit Test 1 (A, B and C)
Culture Steps • Read and comprehend a text about prom nights in the USA. Audio tracks 118–119
CB + CPT p120 • Complete an exam-style listening task about prom night Video: An American high school
experiences. Practice Book pp12–13
• Create an illustrated poster about a popular celebration in Poland.
Project worksheet 1

2 Our digital lives
Aims
Vocabulary: technology: nouns, verbs and phrases; Speaking: ask and answer questions; talk about important
social media objects, animals, places and people in your life; compare
Grammar: relative clauses and relative pronouns; comparative people’s activities; talk about experiences using technology
and superlative adverbs; modifiers Writing: a blog entry; instructions; an email to a friend; a
biography of a famous Polish scientist
Culture: Tech visionaries and innovators

Words, words, words • Present nouns, verbs and phrases for talking about technology. Audio tracks 021–022
• Practise asking and answering questions about technology. Vocabulary extra worksheet 2
Grammar Steps 1 with • Learn and understand the target grammar structures: relative Audio track 023
Speaking clauses and relative pronouns. Practice Book p18
• Practise writing definitions.
• Practise discussing others’ and your own opinions.
• Write a blog post about using technology.
Grammar Steps 2 • Learn and understand the target grammar structures: comparative Audio track 024
CB + CPT pages 28–29 and superlative adverbs; modifiers. Practice Book p19
• Practise comparing people’s activities.
• Practise describing a procedure.
• Write instructions.
Video • Watch a video about Amy, Liam and technology, and complete Audio track 030
CB + CPT p31 comprehension tasks. Video: Amy’s vlog – Dangerous
• Present Everyday English words. downloads
• Talk about experiences using technology.
Steps to Success • Practise the exam techniques highlighted in the Tip boxes. Audio tracks 031–032
Culture Steps • Read and comprehend a text about visionaries and innovators in Audio tracks 120–121
CB + CPT p121 technology. Video: A teenage inventor
• Complete an exam-style listening task about Ada Lovelace. Practice Book pp22–23
• Write a biography of a famous Polish scientist.
Project worksheet 2

3 Live by the rules!
Aims
Vocabulary: household chores; make and do; antonyms Speaking: talk about housework; assess predictions about the
Grammar: may, might, will: degrees of certainty; adverbs of future; talk about house rules
probability; must and mustn’t; mustn’t vs not have to; have to; Writing: an essay; a message
can / can’t Culture: British laws

Words, words, words • Present vocabulary for describing household chores. Audio track 036
• Practise asking and answering questions about housework. Vocabulary extra worksheet 3
Grammar Steps 1 with • Learn and understand the target grammar structures: may, might, Audio track 037
Speaking will: degrees of certainty; adverbs of probability. Practice Book p30
• Practise assessing predictions about the future.
• Practise prefixes for forming antonyms.
• Write an essay about legal age.
Grammar Steps 2 • Learn and understand the target grammar structures: must and Audio tracks 038–039
CB + CPT p42–43 mustn’t; mustn’t vs not have to; have to; can / can’t. Practice Book p31
• Practise talking about house rules.
CB + CPT p44–45 activities. Practice Book p33
• Practise talking about household chores.
Video • Watch a video about Caitlin and housework, and complete Audio track 045
CB + CPT p45 comprehension tasks. Video: Caitlin’s vlog – Extra
• Present Everyday English words. housework
• Talk about household chores.
• Write a message.
Culture Steps • Read and comprehend a text about the British Parliament. Audio tracks 122–123
CB + CPT p122 • Complete an exam-style listening task about laws for teens in Video: Votes for women
the UK. Practice Book pp34–35
• Create an information leaflet about Poland.
Project worksheet 3

4 Do the right thing!
Aims
Vocabulary: crimes; phrasal verbs Writing: a story; an invitation; a section for a travel guide book
Grammar: past perfect; question tags Culture: Māori culture in New Zealand
Speaking: tell a story; role-play a police interview; role-play
dialogues; talk about popular detective series or films

Words, words, words • Present words and collocations for describing different types of Audio tracks 048–049
CB + CPT p49 crime. Practice Book pp38–39
• Consolidate and practise the new words. Vocabulary extra worksheet 4
Grammar Steps 1 with • Learn and understand the target grammar structures: past perfect. Audio track 050
Speaking • Recognize and use the target grammar in practice exercises. Practice Book p40
CB + CPT pp50–51 • Complete an exam-style Use of English activity.
• Practise telling a story.
• Practise analysing a model text for writing.
• Write a story about making a neighbourhood safer.
Grammar Steps 2 • Learn and understand the target grammar structures: question tags. Audio tracks 051–054
CB + CPT p54–55 • Recognize and use the target grammar in practice exercises. Practice Book p41
• Produce the target grammar orally. Reinforcement worksheet 4
• Practise recognizing and reproducing intonation patterns for certain
and uncertain speech.
• Practise role-playing a police interview.
• Practise checking information.
Video • Watch a video about Caitlin and TV crime shows, and complete Audio track 059
CB + CPT p57 comprehension tasks. Video: Caitlin’s vlog –
• Present Everyday English words. Criminal minds
• Talk about popular detective series and films.
• Write an invitation.
Culture Steps • Read and comprehend a text about tattooing in Māori culture. Audio tracks 124–125
CB + CPT p123 • Complete an exam-style listening task about Māori culture. Video: Auckland: City of Sails
• Write an illustrated section for a travel guide book. Practice Book pp44–45
Project worksheet 4

5 On the money!
Aims
Vocabulary: money: nouns and verbs; spending Speaking: compare proposals; talk about shopping and
Grammar: passive: present simple, past simple, present perfect, spending money; talk about shopping experiences online and
will; gerunds and infinitives; gerund clauses, infinitive clauses in town
Writing: a blog post; an email to a friend
Culture: Ernest Shackleton and Endurance

Words, words, words • Present vocabulary for discussing money. Audio track 065
• Practise writing about spending money. Vocabulary extra worksheet 5
Grammar Steps 1 with • Learn and understand the target grammar structures: passive Audio track 066
Speaking (present simple, past simple, present perfect, will) Practice Book p52
• Practise writing about a festival.
• Learn some vocabulary related to the reading text and topic of
business.
• Practise comparing proposals.
• Write a blog post for a crowdfunding campaign.
Grammar Steps 2 • Learn and understand the target grammar structures: gerunds and Audio track 067
CB + CPT pp68–69 infinitives. Practice Book p53
• Practise talking and writing about shopping.
Video • Watch a video about Liam and online shopping, and complete Audio track 073
CB + CPT p71 comprehension tasks. Video: Liam’s vlog –
• Present Everyday English words. A shopping disaster!
• Talk about shopping experiences online and in town.
Final Steps • Review and practise the vocabulary and grammar presented in Practice Book pp58–59
CB + CPT p74 the unit. Unit Test 5 (A, B and C)
• Complete self-evaluation tasks.
Culture Steps • Read and comprehend a text about the Irish explorer Ernest Audio tracks 126–127
CB + CPT p124 Shackleton. Video: Exploring Everest
• Complete an exam-style reading task about Ernest Shackleton. Practice Book pp56–57
• Create a poster about a Polish explorer or adventurer.
Project worksheet 5

6 Media matters
Aims
Vocabulary: advertising, media Writing: a summary of a text; an advertisement script;
Grammar: reported statements; reported speech: other an advertisement / announcement
changes; reported questions, requests and commands Culture: The world’s first detective story
Speaking: talk about brands and advertising; discuss fake news;
talk about vlogging and vloggers

Words, words, words • Present vocabulary for talking about advertising. Audio track 076
• Practise talking about brands and advertising and describing your Vocabulary extra worksheet 6
favourite advert.
Grammar Steps 1 with • Learn and understand the target grammar structures: reported Audio track 077
Speaking statements; reported speech: other changes. Practice Book p62
• Practise summarizing.
• Practise analysing a summary.
• Practise discussing fake news.
• Write a summary of an article.
Grammar Steps 2 • Learn and understand the target grammar structures: reported Practice Book p63
CB + CPT pp80–81 questions, requests and commands. Reinforcement worksheet 6
• Recognize and use the target grammar in practice exercises. Extension worksheet 6
• Practise stress patterns.
• Create a media commercial.
• Write an advertisement script for a celebrity.
Video • Watch a video about Caitlin and promoting products on her vlog, Audio track 085
CB + CPT p83 and complete comprehension tasks. Video: Caitlin’s vlog –
• Present Everyday English words. Commercial break
• Talk about vlogging and vloggers.
• Write an advertisement / announcement.
Final Steps • Review and practise the vocabulary and grammar presented in Practice Book pp68–69
CB + CPT p86 the unit. Unit Test 6 (A, B and C)
• Complete self-evaluation tasks.
Culture Steps • Read and comprehend a text about Edgar Allan Poe. Audio tracks 128–130
CB + CPT p125 • Complete an exam-style listening task about Poe’s story The Murders Video: Fighting cybercrime
in the Rue Morgue. Practice Book pp66–67
• Create a quiz about famous crime books and films.
Project worksheet 6

7 Mind, body, spirit
Aims
Vocabulary: parts of the body; health problems and remedies; about experiences; give advice for a health complaint; describe
body language an experience with a health problem; talk about accidents
Grammar: should and shouldn’t; conjunctions; have / get Writing: a message to a friend; an email to a friend
something done; verbs with two objects Culture: Who’s on your banknotes?
Speaking: play a guessing game; give advice; discuss healthy
and unhealthy activities; brainstorm advice for a healthy life; talk

Words, words, words • Present vocabulary for parts of the body. Audio tracks 089–090
• Play a guessing game. Vocabulary extra worksheet 7
Grammar Steps 1 with • Learn and understand the target grammar structures: should and Audio track 091
Speaking shouldn’t; conjunctions. Practice Book p74
• Practise giving advice.
• Practise discussing healthy and unhealthy activities.
Skills Steps – Writing • Consolidate and practise the language of the unit through writing Audio track 092
CB + CPT p93 activities. Practice Book p77
• Learn some vocabulary related to the writing task. Writing worksheet 7
• Brainstorm advice for a healthy life.
• Write a message to a friend.
Grammar Steps 2 • Learn and understand the target grammar structures: have / get Audio tracks 093–094
CB + CPT pp94–95 something done; verbs with two objects. Practice Book p75
• Practise giving advice for health complaints.
• Practise describing an experience with a health problem.
Video • Watch a video about Liam and his accident, and complete Audio track 100
CB + CPT page 97 comprehension tasks. Video: Liam’s vlog – Ouch!
• Present Everyday English words.
• Talk about accidents.
Culture Steps • Read and comprehend a text about people on banknotes. Audio tracks 131–132
CB + CPT p126 • Complete an exam-style listening task about people on banknotes Video: The Wall Street Crash
in English-speaking countries. of 1929
• Create a poster about a banknote and a famous person. Practice Book pp78–79
Project worksheet 7

8 Wish you were here
Aims
Vocabulary: holidays and travel; travel: collocations and easily role-play a dialogue; describe your perfect holiday; talk about
confused words; travel: phrasal verbs travel experiences
Grammar: modals of deduction (might, may, could, must, Writing: describing a memorable trip; an email; a blog post;
can’t); conditional review: zero and first conditional; second a profile of an author for a literary blog
conditional Culture: Dublin: city of literature
Speaking: plan a holiday; speculate about true or false
statements; speculate about tourist souvenirs; discuss holidays;

Words, words, words • Present vocabulary for holidays and travel. Audio track 104
• Plan a holiday. Vocabulary extra worksheet 8
• Describe a memorable trip.
Grammar Steps 1 with • Learn and understand the grammar structures: modals of deduction. Audio track 105
Speaking • Recognize and use the target grammar in practice exercises. Practice Book p84
CB + CPT pp102–103 • Complete an exam-style Use of English activity.
• Practise speculating about true or false statements.
• Learn some vocabulary related to the writing task.
• Speculate about tourist souvenirs.
Grammar Steps 2 • Review zero and first conditionals. Audio track 106
CB + CPT pp106–107 • Learn and understand the target grammar structure: second Practice Book p85
conditional. Reinforcement worksheet 8
• Recognize and use the target grammar in practice exercises.
CB + CPT p108–109 activities. Practice Book p87
• Practise role-playing a dialogue.
• Practise describing your perfect holiday.
Video • Watch a video about Liam and his holiday experiences, and Audio track 113
CB + CPT p109 complete comprehension tasks. Video: Liam’s vlog – The worst
• Present Everyday English words. trip ever!
• Talk about travel experiences.
• Write a blog post.
Culture Steps • Read and comprehend a text about literary figures in Dublin. Audio tracks 133–134
CB + CPT p127 • Complete an exam-style listening task about the Bloomsday Festival Video: From old news to
in Dublin. new media
• Write a profile of an author for a literary blog. Practice Book pp88–89
Project worksheet 8

The key to successful
assessment for learning
Assessment for learning is recognized by educators around and moves them towards their next learning goal, while still
the world for its role in improving learning and contributing to giving them a sense of achievement. Research also indicates
better teaching. This is achieved through: that feedback from learners to the teacher can play an equally
• reviewing students’ progress regularly to find out how well important role in moving learning forward.
they are learning
• identifying strengths and weaknesses in students’ knowledge Better outcomes and achievement
and skills Assessment for learning provides some of the most
• focusing on areas for improvement which will move learning powerful methods for helping students become successful
forward and motivated learners.
• providing opportunities for teachers to develop their Assessment for learning helps to foster motivation by
teaching and classroom management skills emphasizing progress and development, rather than failure.
Assessment for learning is an approach which calls on the Using the tools of assessment for learning, teachers can help
teacher’s expertise to benefit their students’ learning in two students make sense of their learning, become involved
important ways: by helping them to achieve their learning in their own progression, develop habits of reflection and
goals, and by equipping them for lifelong learning. self‑monitoring, and understand what success looks like. In this
way, students develop greater motivation and are supported in
Teachers guide learners towards their goals working towards achieving their goals.
Successful assessment for learning is underpinned by skilful
diagnostics, clear learning intentions, and success criteria, Positive attitudes to lifelong learning
which, in turn, inform effective feedback. Effective assessment for learning helps to nurture positive
Diagnostics, learning intentions, and success criteria are key attitudes to independent, lifelong learning.
requirements for both assessment for learning and effective In an ever-changing world there is an increasing expectation
feedback. They draw on a range of teacher skills and expertise that learning will occur throughout life, beyond the school
– from encouraging classroom dialogue, to asking appropriate or university, as part of both personal and professional
questions, and providing clarity and guidance as learners development. The evidence indicates that assessment for
progress towards achieving their goals. learning encourages the kinds of approaches to learning which
help individuals become more independent and thoughtful
For learners of all ages and levels learners. Students who have been encouraged to take a more
Assessment for learning can be used flexibly to benefit inquisitive and reflective attitude to learning are far more likely
learners of all ages, levels, and in a variety of contexts. to develop into lifelong learners.
Because assessment for learning reflects everyday teaching
practices, it can be used and adapted across a range of
contexts. At lower levels of proficiency, the focus might be
more on informative or corrective feedback, while higher-level
learners can be challenged with tasks which require reflection
and critical thinking. Approaches to assessment for learning can
also be modified for students with specific learning difficulties,
such as dyslexia.
Assessment for learning is compatible with both
grammar‑based and communicative teaching approaches,
allowing teachers to set their own priorities according to
the approach they take.
Information from tests can be considered alongside the
evidence gathered from everyday classroom practice, and
research suggests that assessment for learning and effective
feedback can also make a positive contribution to preparation
for examinations.
Moves the learning forward

Effective feedback ‘closes the gap’ between current and
desired performance.
It is clear from research that feedback from teachers to learners
can have a significant impact on teaching and learning.
Providing high-quality, focused feedback and allowing learners
the time and opportunity to act upon it is essential. It is also
important that the feedback stretches learners appropriately
The key to successful assessment for learning 25

Welcome
CB pp4–5 Present continuous: at the moment, right now,
this afternoon, today
Teaching tips – Words, words, words EXERCISE 7
Write free-time activities on the board and elicit a translation 1 Are you using the computer now?
or explanation for its meaning. Set a time limit (e.g. two 2 We aren’t studying French this year.
minutes). The student who can write the most words or 3 Does she do an art class on Fridays?
phrases for free-time activities correctly is the winner. 4 I practise the piano every evening.
Teaching tips – Grammar Steps 5 They’re playing football at the moment.
Grammar presentation – Stative and dynamic verbs 6 He sometimes listens to punk music.
Ask students to find all the verbs in the text in exercise 1. EXERCISE 8
(They should ignore forms of the verb be on its own.) 1 E 2 G 3 A 4 F 5 D 6 H 7 C 8 B
Elicit and write them on the board. EXERCISE 9
Explain that dynamic verbs describe actions, things that 1 are you doing 2 have 3 don’t understand
people do. These can be used in both the present simple 4 ’s singing 5 do you usually buy 6 ’m trying
and the present continuous. Explain that stative verbs
EXERCISE 10
describe states, feelings or attitudes. We don’t normally
use them in the present continuous. 1 are you going 2 ’m going 3 ’re giving
4 Do you like 5 don’t know 6 want 7 ’s
Elicit which verbs on the board are stative and which
8 ’m learning 9 Do you like 10 do
dynamic. Circle the static verbs (want, love, enjoy, believe),
11 ’m not making 12 love
and underline the dynamic verbs. As you check answers to
exercise 9, elicit which verbs are stative and which dynamic. EXERCISE 11
1 ’m having 2 are camping 3 goes 4 catches
Teaching tip – Inclusive classroom 5 go 6 play 7 ’s swimming 8 ’m lying 9 comes
Before starting exercise 4, less confident students could 10 ’s reading 11 doesn’t want
go through the list of activities in exercise 3 and make EXERCISE 12
a note of the ones they like doing, and think about how Students’ own answers.
they can answer questions about them. More confident
EXTRA STEPS
students could be encouraged to add more details to
Students’ own answers.
their answers (about how often, where, with whom, etc.).
For extra practice:
Practice Book p2
Answer key
 002 CB pp6–7
EXERCISE 1
Teaching tips – Words, words, words
Maddie’s blog is about the latest video games and tips for
playing them. Focus on the pictures in exercise 1. Elicit what kind of
holiday they show (1 a city holiday, 2 a nature holiday).
EXERCISE 2 Elicit three or four things people can see on each type
1 Her favourite games are (usually) fantasy games. of holiday. Write the suggestions on the board without
She’s taking exams next month. grouping them. When students are completing exercise 3,
3 She doesn’t believe that football is a hobby for boys. ask them to add these words to the table.
She plays the guitar.
Teaching Tips – Grammar Steps
EXERCISE 3 Grammar presentation – Present perfect
1 playing 2 reading 3 drawing 4 playing
Write the following questions and answers on the board:
5 cooking 6 listening 7 going 8 watching
Have you ever visited the National Gallery? No, I’ve never
EXERCISE 4 visited it.
Students’ own answers. Have you called John yet? No, I haven’t called him yet. / Yes,
EXERCISE 5 I’ve already called him twice. / Yes, I’ve just called him.
1 I usually write on this blog three times a week Underline the verb forms and elicit or explain that we use
2 I live in Birmingham 3 I’m writing this post have/has + the third form of the verb (past participle) to
4 I’m testing some new action games form the present perfect. Remind students that a lot of
EXERCISE 6 common verbs have irregular past participle forms.
Present simple: every Friday, never, once a month, Circle ever, never, yet (x2), already and just. Elicit what
very often, when I’m tired students think each word is used to express. Ask them to
read the rules in exercise 10 to check their ideas.
26 Welcome
3 Have you ever seen a waterfall? Yes, I have.
Teaching tip – Inclusive classroom
4 Has Kasia ever won a competition? No, she hasn’t.
Before completing exercise 9, allow less confident 5 Have you ever met a famous person? No, I haven’t.
students to discuss in pairs what tense is missing in each
sentence. Ask more confident students to explain in their EXERCISE 14
own language why each tense is used in the sentences. 1
A Have you ever eaten Indian food?
B Yes, I have.
Answer key A When did you eat it?
B I ate it last year in an Indian restaurant.
 003 2
EXERCISE 1 A Has your sister ever been to the US?
Students’ own answers. B Yes, she has. She went there last summer.
A Did she visit New York when she was there?
EXERCISE 2
B No, she didn’t. She flew to Los Angeles on
1 Sam 2 Natalia 3 Natalia 4 Sam
the West Coast.
EXERCISE 3
EXTRA STEPS
Places in a town or city: art gallery, monument, tower
Features of the natural world: beach, coast, island, valley,
waterfall For extra practice:
EXERCISE 4 Practice Book pp3–4
EXERCISE 5 CB pp8–9
Possible answers: went, was, called, turned, saw, took,
drove Culture note for exercise 2
The photo shows teenagers in a typical British school.
EXERCISE 6
Students in Britain usually have to wear a school uniform:
1 saw, were 2 didn’t go 3 took 4 did you arrive
usually a jacket, a white shirt and dark trousers for boys,
5 did he get 6 couldn’t watch, started
and a white shirt and a skirt or trousers for girls.
EXERCISE 7 Teaching tip – Grammar Steps
1 He was visiting the city with his family. Grammar presentation – Future forms
2 While we were taking photographs on the first level,
Write the following sentences on the board:
someone called my name.
My cousin is going to visit us next weekend.
EXERCISE 8
I’m meeting her at the train station on Saturday.
1 were relaxing, started 2 was buying, called
3 were you doing 4 fell, was taking 5 were driving, saw I think we’ll have a great time together.
Ask students to say which sentence is about a prediction
EXERCISE 9
or someone’s opinion (the last one), which is about a plan
Students’ own answers. that could still change (the first one), and which is about
EXERCISE 10 something that’s already been arranged (the second one).
Have you received my postcard yet? Underline the future forms in each sentence (is going to
Have you ever been to Scotland? visit, ’m meeting, and ’ll have). Ask students to read the rules
…we’ve just come down from the top of a mountain … in exercise 7, then to find further examples in the text.
We’ve already visited about half of the island.
I’ve never seen anything like it!
We haven’t been to any museums or castles yet. Answer key
EXERCISE 11 EXERCISE 1
Has Natalia taken a photo of the Eiffel Tower yet? on, in, at, in, at
Yes, she has. She’s already taken a photo of the Eiffel Tower.
 004
Has Natalia had a croissant for breakfast yet?
Yes, she has. She’s just had a croissant for breakfast. EXERCISE 2
Has Natalia written a postcard to Grandma yet? Mia’s going to try to revise, but she’s visiting her
Yes, she has. She’s just written a postcard to Grandma. grandparents for three days.
Has Natalia visited the Louvre yet? Alex is going to revise every morning and do something
No, she hasn’t. She hasn’t visited the Louvre yet. fun in the afternoons.
Has Natalia taken a boat ride on the Seine river yet? EXERCISE 3
Yes, she has. She’s already taken a boat ride on the Seine river. 1 False. Alex and Mia have got exams after the holidays.
EXERCISE 12 2 True 3 False. Mia is going away for three days.
Students’ own answers. 4 True 5 Not given 6 True
EXERCISE 13
1 Have you ever been to France? No, I haven’t.
2 Have they ever climbed a mountain? No, they haven’t.
Welcome 27
EXERCISE 4
1 egzamin 2 semestr 3 ocena 4 raport 5 przerwa
CB p10
6 projekt 7 praca domowa/zadanie domowe Teaching tips – Words, words, words
8 podręcznik 9 notatki 10 przedmiot After students have ordered the ages in exercise 1, ask:
11 uczeń/uczennica 12 plan lekcji
What happens when you’re a child / a teenager?
1, 2, 3, 4, 6, 7, 8 and 9 are in the dialogue.
What happens when you’re in your twenties / late thirties /
EXERCISE 5 early forties?
1 tests, subjects, term 2 pupils, projects 3 marks, exam
Write relevant suggestions on the board. Then, as students
EXERCISE 6 complete exercise 2, ask them to also check how many of
1 take 2 pass 3 did 4 failed 5 revise their suggestions are mentioned.
EXERCISE 7 Ask students to translate or explain each expression
Possible answers: to each other in pairs or small groups. Then, elicit
Are you going to the end-of-year party on Saturday? a translation or explanation in open class for feedback.
I think it’ll be fun.
I’m going to do something fun in the afternoons. Extension idea for exercises 2 and 3
Ask students to discuss in pairs at what age (or if at all)
EXERCISE 8
they think they will do each of these things. How many
On Tuesday, Magda’s meeting Mrs Evans at 12.30 p.m.
things do they expect to have in common?
On Wednesday, Magda’s playing hockey at 4 p.m.
On Thursday, Magda’s studying at Alisha’s house after Teaching tip – Inclusive classroom
school. In exercise 7, allow less confident students to write six
On Friday, Magda’s taking a history test! sentences in total – but at least one for each heading in
At the weekend, Magda’s visiting Harry in London. the task. More confident students could write more than
two sentences for each heading.
EXERCISE 9
1 Julia’s going to write a fashion blog.
2 We’re going to visit relatives next summer. Answer key
3 I’m not going to watch so much TV.
EXERCISE 1
4 Mum and Dad are going to exercise more.
5 Are you going to play football next season? child, teenager, in your twenties, in your late thirties,
6 Dan’s going to revise more this term. in your early forties
7 Karl’s going to clean his house this weekend.  005
8 Are they going to go to the cinema tomorrow?
EXERCISE 2
EXERCISE 10 1 go travelling 2 do work experience / an apprenticeship
1 Students will / won’t read paper textbooks. 3 get your driving licence 4 take final exams 5 share a
2 Students will / won’t play video games in class. house / flat 6 leave school 7 go to university / college
3 Students will / won’t receive homework. 8 get a job
4 Robots will / won’t replace human teachers.
5 Everyone will / won’t learn how to code.  006
6 Students will / won’t study from home.
EXERCISE 3
EXERCISE 11 1 have children 2 start a business 3 do a course (in …)
Students’ own answers. 4 get a degree / qualification (in …)
EXERCISE 12 5 get married / divorced 6 do voluntary work
1 are you going to do 2 won’t like 3 ’re seeing 7 apply for university / a job 8 move house / to a
4 ’re having 5 ’m going to take different country 9 earn lots of money
1 are you travelling 2 ’re leaving 3 ’m not going to see 1 ’m taking 2 ’m leaving 3 apply 4 do 5 get
4 Are you finding 5 ’re staying 6 Are you going to visit 6 go 7 start 8 earn 9 get 10 have
7 ’ll have 8 Are any famous actors coming EXERCISE 6
9 will be / ’s going to be 10 ’ll meet 11 ’m going to try 1 won’t do 2 ’ll help 3 ’ll carry 4 won’t be 5 ’ll open
12 ’ll be 13 ’m going to be
EXERCISE 7
EXTRA STEPS Students’ own answers.
EXTRA STEPS
For extra practice: Students’ own answers.
Practice Book p5
For extra practice:
Practice Book p5
28 Welcome
1 So happy together!
CB p11 CB pp12–13
Teaching tips – Words, words, words Extension activity for exercise 1 – Inclusive classroom
Tell students to turn their notebooks upside down and After the matching task, ask students to write the
back to front, so that the back page of their notebooks headings in their notebooks, then to cover the text or
becomes the first page. Tell them to write the heading close the book. Ask students to work in pairs to write as
Vocabulary at the top of this page, then to write the sub- much as they can remember from the text under each
heading Unit 1 underneath. Students should write the heading. Less confident students could make simple
new words or expressions from each unit in this section notes in bullet points, while more confident students
of their notebooks, under appropriate headings, e.g. could write full sentences. Get pairs to compare their
Relationships. reconstructions with another pair as a group of four.
After checking answers for exercise 2, say the expressions For feedback, try to reconstruct the whole text as a class.
in random order and ask students to point to the relevant
picture. Then, ask students to cover the exercise, and take Teaching tip – Pronunciation
turns to test each other in pairs by pointing at a picture to Play audio track 009 and invite students to copy the
elicit the appropriate expression from their partner. pronunciation, first chorally, then individually. Encourage
them to copy the rhythm of each sentence as well as its
Teaching tip – Inclusive classroom sounds.
If you have dyslexic students in your class, encourage Before you play audio track 010, ask students to try and
them to use folders and dividers to keep their work easily predict which pronunciation of have they will hear in
accessible and in an orderly fashion. This will help them each sentence. Then ask them to listen and check.
locate information more easily when they need it. Play the track again and get students to repeat, copying
Ask more confident students to cover the box in the pronunciation.
exercise 3 and complete the dialogue without looking at Steps to Success
the possible answers. Ask less confident students to work In this section, students complete an exam-style Use
in pairs to complete the exercise. of English task. Tell students to read the whole email
without completing the text, and think about what kind
of words are missing in each gap: for example, a verb or
Answer key a preposition? They should first write the words they are
EXERCISE 1 sure about, then fill in the other gaps from the remaining
Students’ own answers. options. Remind them to check that the completed
sentence is logical and grammatically correct. They should
 007 also check that the unused four words really don’t match
EXERCISE 2 any of the gaps.
1 fancy someone 2 meet someone 3 ask someone out Extension idea for exercise 10
4 go on a date with someone 5 get to know someone Brainstorm four or five new questions as a class. Form
6 fall in love with someone 7 have a row with someone new pairs, and ask students to use the new questions to
8 break up with someone 9 get back together with predict their partner’s answers. How many can they get
someone right this time?
EXERCISE 3
1 know 2 met 3 fancy 4 asked 5 a date
6 together 7 broken 8 a row
Answer key
EXERCISE 1
EXERCISE 4
1 C 2 D 3 A 4 B
EXERCISE 2
For extra practice: 1 a long time 2 primary school 3 shared 4 couple
Extra Vocabulary CB p22
Practice Book pp6–7 EXERCISE 3
Vocabulary extra worksheet 1 since: since you were little, since primary school, since you
became teenagers, since you met this friend
for: for a long time, for years
EXERCISE 4
EXTRA STEPS
Unit 1 29
EXERCISE 5 Answer key
1 ’ve had, for 2 ’ve been, since 3 ’ve been, for
4 has your mum worked 5 haven’t seen, since EXERCISE 1
6 have you known Possible answers:
I think they’re friends. The girl looks bored. The boy looks
 009  010 relaxed.
PRONUNCIATION – SAY HAVE EXERCISE 2
A 1 B 3 C 2 A 2 B 1 C 4
For: a long time, ages, nine months, six years, ten minutes 1 friend 2 frenemy 3 friend 4 friend 5 frenemy
Since: 1st May, I was a child, last summer, lunchtime, EXTRA STEPS
my birthday, yesterday 1 C 2 D 3 A 4 B
EXERCISE 7 For extra practice:
1 Marta has worn glasses for two years. Practice Book p10
2 My grandparents have been married since 1968.
3 I’ve had my car since September.
4 We haven’t talked to Kuba since Monday. CB p15
5 Hania has fancied Marek for a few weeks.
6 They’ve lived in London for six months. Teaching tips – Skills Steps
Writing skills tip
EXERCISE 8
2 How long has your sister been married? Since 15th August. After checking the answer for exercise 4, ask: Who is Agata
3 How long has Tomek played in the band? Since last year. writing to? What’s their relationship? (to a friend) What
4 How long have Patryk and Maria lived in the UK? Since language do you use when you write an email to a friend?
2018. (informal) Ask students to find examples of informal
5 How long has Mr Brown taught at our school? For a language in Agata’s email (greeting: Hi; contracted forms:
long time. we’ve, she’s, won’t, etc.; informal expressions: guy). Remind
6 How long have you lived in this town? Since I was six. students to use informal language in their emails in
exercise 7.
EXERCISE 9
Extension idea for exercise 6
1 for 2 bored 3 arrived 4 long
Use the Think–Pair–Share (TPS) technique. Give students a
EXERCISE 10 minute or two to think about their answers silently. Then,
Students’ own answers. ask them to compare ideas in pairs. For feedback, ask a
EXTRA STEPS few volunteering students to share their ideas with the
Students’ own answers. class, and invite comments from the other students.
For extra practice: Teaching tip – Inclusive classroom
Practice Book p8
Before completing exercise 7, ask less confident students
For grammar summary: to answer the following questions orally: Who’s your friend?
Klasa VIII Online Practice How did you become friends? What’s your relationship like?
What do you have in common? What’s the problem? Suggest
that they write down their answers, keeping it brief: just
CB p14 one sentence for each. They should then try to expand
Teaching tips – Skills Steps their sentences by adding some details and turning it into
an email. Ask some volunteers to read their emails to the
Reading skills tip
class and ask more confident students to try and give
Before reading a text, encourage students to look at the them some advice about the problem.
title and any pictures to make predictions about what
the text is about and what they expect to find out.
Steps to Success Answer key
In this section, students complete an exam-style reading EXERCISE 1
comprehension task. Tell students to read all four 1 classmate 2 argument 3 close friends
sentences and the whole text carefully before they try 4 favours 5 date 6 gossip
to complete the task. Remind students that one of the
EXERCISE 2
sentences will not be needed. When they have matched
1 D 2 B 3 A 4 F 5 C 6 E
the paragraphs, they should check that the remaining
sentence really doesn’t match any of the paragraphs. EXERCISE 3
Underlining key information in the sentences and the text Students’ own answers.
should help students decide on their answers. EXERCISE 4
B
30 Unit 1
1 since September 2 they both enjoy painting and
cycling 3 she won’t go out, she often looks unhappy,  011
and she’s stopped texting Agata 4 because Ania went EXERCISE 1
out with a guy she fancied 5 tell one of the teachers It showed that you are attracted to people who look like
EXERCISE 6 you.
Students’ own answers. EXERCISE 2
EXERCISE 7 1 fancy 2 look 3 preferred 4 similar
Students’ own answers. 5 personality 6 faces
For extra practice: EXERCISE 3
Practice Book p11 In effect, they fancied themselves!
Writing worksheet 1 It seems that we like seeing ourselves in the characteristics
of other people.
So if you recognize yourself in another person, you’ll trust
CB pp16–17 that person more.
Teaching tips – Grammar Steps 2 EXERCISE 4
Reading tip 1 herself 2 yourselves 3 ourselves 4 himself
5 myself 6 themselves 7 yourself 8 myself
Before reading the text in exercise 1, focus on the title
and ask students to answer the question with their own EXERCISE 6
ideas. Then, as they read the text for gist, ask students to 1 each other 2 yourselves 3 each other
check if their ideas were right. Asking students to predict 4 each other 5 themselves
the conclusions of a text will help them understand these EXERCISE 7
better. 1 each other 2 ourselves 3 each other 4 himself
Grammar presentation – Reflexive pronouns 5 myself 6 each other
Draw a table on the board with three columns and eight EXERCISE 8
rows. Elicit the subject personal pronouns to complete Students’ own answers.
the first column. Write … book on the board. Point to each
pronoun in the table and elicit the possessive adjective EXERCISE 9
that completes the phrase (my book, your book, etc.), then 1 such 2 so 3 such 4 so 5 such 6 such
fill in the second column. Explain that when the object EXERCISE 10
of an action is the same as the subject, we use a reflexive 1 such 2 such 3 so 4 so 5 so 6 such
pronoun. This is formed from the possessive adjective
EXERCISE 11
+ -self / -selves, and we write it as one word. Elicit and
complete the forms for the third column. 1 I was so excited 2 such good biscuits
3 taught herself 4 known each other
Grammar presentation – such + (adjective) + noun;
so + adjective EXERCISE 12
Write the following sentences on the board: Students’ own answers.
Today is such a nice day! For extra practice:
We have such nice weather today! Practice Book p9
The weather is so nice today! Vocabulary and grammar reinforcement worksheet 1
Vocabulary and grammar extension worksheet 1
Underline nice day, nice weather, and nice. Circle such a, such,
and so. Explain that we use such and so to stress how much For grammar summary:
something is true about the thing we’re talking about. We Klasa VIII Online Practice
use such + a(n) before a countable noun that follows an
adjective or stands on its own, such with no article before
an uncountable noun or a plural noun (with or without an CB pp18–19
adjective), and so before an adjective on its own. Teaching tips – Skills Steps
Steps to Success Teaching tip – Assessment for learning
In this section, students complete an exam-style Use of Before completing the matching task in exercise 1,
English task. First, ask them to translate the phrases in encourage students to cover the task and work in
brackets. Explain that they must make changes to their pairs to try to translate or explain the meaning of each
translations in a way that allows them to fit the sentences highlighted phrase in their own words. Working out
grammatically but preserve the meaning. Remind them meaning from context is an essential skill for language
to check the correct use of the reflexive pronouns, each learning. Doing this beforehand will also make the
other, and so and such. Explain that in the exam students matching task easier.
would normally be allowed to add no more than three
words to complete each sentence. It is also worth noting
that the grammar structures in the exam would be
different for each sentence.
Unit 1 31
Teaching tip – Inclusive classroom  015
In exercise 4, give less confident students some thinking EXERCISE 6
time, and allow them to write down their answers. Host Hello and welcome to BFF Challenge! First up tonight,
Encourage more confident students to talk about their we’ve got Sophie and Jack. So – how long have you two
chosen couple in connected speech, and to add any other been friends?
interesting or relevant detail they can. Sophie Hmm, well, we met when we were in Year Five at
school – so it’s been a long time.
Steps to Success Host Year Five? Is that in primary school?
In this section, students complete an exam-style Sophie Yes, it is. We were nine years old when we met.
listening task. Before they listen, students should read Jack Which means that I’ve known Sophie for six years.
the sentences carefully, and think about different ways 1 (for) six years 2 in primary school (Year Five) /
of expressing the same ideas. Explain that the same six years ago
information may be expressed with different words in
 016
the sentences and the recording. Play audio track 014
twice for students to complete the task. When you check EXERCISE 7
answers, ask students to say what information they heard Host OK – well, it’s time to find out just how well you know
that helped them choose the correct answer. Play the her. Sophie, please write down the answer. Jack, please
recording again to help students recall and confirm these say the answer out loud. How long has Sophie lived at her
details. current address?
Jack Hmm … well, they’ve had that house since we were in
primary school, so I’d say she’s lived there for ten years.
Answer key and audio transcript Host Sophie – let’s see your answer. I’m sorry, Jack. Sophie
says that she’s lived at her current address for fifteen years! Is
 012
that all your life, Sophie?
EXERCISE 1 Sophie That’s right, Sara. I’ve never lived in a different house!
1 F 2 D 3 A 4 G 5 I 6 H 7 B 8 C 9 E Host OK. Let’s see how you do on the next one, Jack.
EXERCISE 2 Sophie’s got a dog, right?
1 up 2 out, out 3 on 4 on, in 5 to, out Jack Yes, his name’s Oscar.
Host How long has Sophie had her dog Oscar? What’s your
 013 answer, Jack?
Jack This one’s easy – she got Oscar for her birthday, she’s
EXERCISE 3
had him for … six months.
1 happy 2 annoyed 3 ashamed 4 disappointed
Host OK – six months … Is that what you’ve written, Sophie?
5 angry 6 afraid 7 proud 8 jealous
It is!
EXERCISE 4 Sophie That’s right! I got my dog for my birthday, last
Students’ own answers. September.
Host Well done, Jack! Now – our final question. As you know,
 014 Sophie plays the guitar. What we want to know is: How long
EXERCISE 5 has she played it?
1 I’ve fallen out with my boyfriend. He’s met a new group Jack Hmm – not very long. I’m going to say that she’s played
of people, but I’m not friendly with them. They’re all crazy the guitar for two years.
about sport, but it doesn’t interest me. He hangs out with Host Sophie?
them all the time. We used to do a lot of things together, Sophie That’s right! I started learning when I was thirteen.
but now I feel so lonely. Host Fantastic! Two years is the correct answer. Well done,
2 Ada and I have been together for six months, and we’ve Jack, you got two out of three. Now, it’s time to find out how
never had an argument. But now I think a boy at school well Sophie knows you!
has a crush on her. I’m sure she hasn’t cheated on me
because she’s such an honest person. I’m ashamed of According to: Jack Sophie
myself because I feel jealous. I know I should trust her. How long has Sophie lived ten years fifteen years
3 I’ve had a row with my boyfriend. We were in a café and at her current address?
he spent the whole time texting. I was so angry I shouted How long has she had her six months 
at him. He just got up and walked out. Since then I’ve dog?
heard that his sister is in hospital. I feel so ashamed
When did she get her dog? her birthday 
because he was texting his mum.
4 The first time I met my girlfriend was at the school How long has she played two years 
canteen. She was new at school and I didn’t like her at the guitar?
first. She didn’t seem very friendly. A few days later, she
sat down next to me and we chatted. I felt so ashamed  017
because she was lonely. EXERCISE 8
1 D 2 C 3 E 4 A 1 fancy 2 going out 3 broken up 4 cheating on
5 angry 6 hanging
32 Unit 1
EXERCISE 9   018
EXERCISE 3
EXERCISE 10 1 Liam’s friend 2 boys and girls 3 primary
Students’ own answers. 4 similar 5 wants to go out
EXTRA STEPS EXERCISE 4
Students’ own answers. Students’ own answers.
Practice Book p11 I guess I’m … Chyba jestem…
There’s … for a start. Zacznijmy od…
She’s always there for me. Ona zawsze mi pomoże.
CB p19 Pack it in! Przestań!
Teaching tip – Video
In each unit, students watch a vlog presented by a CB pp20–21
teenager. The videos recycle key vocabulary from the
lesson. The video audio is also available online. Teaching tips – Steps to Success
Teaching tip – Everyday English All of the exercises on these pages prepare students
Refer students to the Everyday English phrases in Vlog for the Listening, Reading, Use of English, and Writing
exercise 5. After checking the matching task, model questions in the end-of-Primary exam. Before starting
pronunciation for students to listen and repeat. the exam practice activity in each section, focus students’
Teaching tip – Assessment for learning attention on the relevant Tip box. Read out the tip and
ensure that the students understand how they can use
Before forming the pairs for Vlog exercise 4, ask the class
the advice to complete the exercise.
to stand up. Assign one half of the room to those who
agree, and one to those who disagree. Read out the Teaching tip – Listening
statements one by one and ask students to move to the To complete exercise 1:
part of the room representing their opinion. Each time, • Tell students to read statements A–E and think about
give them some time to briefly discuss their reasons with different ways of saying the same thing. Speakers in the
the others who agree with them. Asking students to recording may express their ideas using different words.
physically ‘take sides’ like this and allowing them some • Play the recording twice. As students listen for the first
discussion time will help them support their views with time, tell them to focus on the statements they can
better arguments. match more easily. When they listen for the second
time, they could focus on the more difficult answers.
Answer key and video transcript • If they find it difficult to decide which statement is
the correct answer, suggest that they decide which
EXERCISE 1 statements are most probably incorrect instead, and
Students’ own answers. complete the task through elimination.
  018 Teaching tip – Use of English
Review the grammar of the unit by asking questions to
EXERCISE 2 students around the class: How long have you studied at
Hi, everyone! Liam here again. Well, I’ve got a bit of an this school? What’s the best thing you’ve ever bought yourself?
announcement to make today … There’s this friend of mine, How often do you see your relatives? When do you usually see
and he really likes this girl in our class. He wants to ask her each other? etc.
out, but he’s a bit shy, so now he’s asked me to do it for him –
To complete
online! So, here we go … this is a message for Yasmin, from
class 11D … I hope you’re watching – you know who you • exercise 3: Tell students to read the gapped sentences
are … I’d just like to say that Tom S. really likes you, and he first and try to decide what information is missing.
wants to go on a date with you! There – job done! I’m always • exercise 4: Suggest that students cover options A–C
happy to help a friend! I guess I’m pretty lucky because I’ve and answer the questions in their own words (and in
got a big group of friends, and not just boys – I get on well Polish, if they want), then compare their answer to the
with girls too, and I think that’s pretty important. There’s Zoe, options and choose the one that’s closest.
for a start. We actually met at primary school! We get on • exercise 5: Remind students that the meaning must
really well because we’re very similar and we like a lot of the stay the same after the transformation, and that a
same things. She isn’t my girlfriend – we’re just friends. We correct answer is only acceptable if it uses no more
spend a lot of time together, and it’s really great hanging than three words.
out with her. We always seem to know what the other one Teaching tip – Writing
is thinking. If I’m unhappy or worried, she’s always there for Remind students that they must always answer all parts
me. Sometimes we don’t even need to say anything … Amy! of the question, and think about who they are writing to
Pack it in! What is your problem??! Amy – get out – now! and why they are writing. This will help them decide how
1 Yasmin is a girl in Liam’s class. Tom fancies her. formal their writing should be and what information they
2 Tom is Liam’s friend. He likes Yasmin. should include or leave out.
3 Zoe is Liam’s ‘friend’.
Unit 1 33
EXERCISE 5
To complete exercise 7:
1 haven’t gone out 2 such a jealous 3 for three years
• Suggest that they first write a very brief answer for 4 didn’t enjoy myself
each point, then expand these answers by adding
some further details. Encourage them to connect their EXERCISE 6
sentences so they read well. 1 C 2 A 3 A 4 B
• Ask students to look through their draft, checking for EXERCISE 7
clarity and mistakes, then make any necessary changes Students’ own answers.
to produce their final texts. (They could do this in pairs
and give each other feedback.)
CB p22
Teaching tips – Final Steps
More confident students can practise completing the
Play word bingo. Students write six words from this unit’s
tasks under exam conditions. Less confident students
wordlist in their notebooks. Say words from the unit in
can complete the tasks in pairs, helping each other or
random order, keeping a note of the words you say. If
checking each other’s work and giving feedback.
students have the word on their list, they can cross it off.
The first student to cross off all their words is the winner.
Answer key and audio transcript Extension idea for exercise 1
Ask students to give examples of famous people (real or
 019 fictional) for each word in the box. For example: In The Big
EXERCISE 1 Bang Theory, Sheldon and Amy are a couple. Leonard is Sheldon’s
1 The theme of our party this year is ‘Silver and Gold’ and flatmate/close friend/colleague. Penny is Leonard’s spouse.
most people are coming wearing formal clothes. I’ve got Teaching tip – Self-evaluation Steps
a silver evening dress and my boyfriend is going to wear Students should read the can-do statement and complete
a black jacket with a silver tie. We’ll match each other, the exercises individually. They should then add up their
which is good because there’s going to be an official scores and circle the appropriate emotion face.
photographer there! My boyfriend asked me to be his
Students consider how well they have learnt the language
date a month ago. He surprised me with flowers in the
of the unit. Discuss what they feel to be their strengths
middle of the school library!
and weaknesses. Suggest additional practice if necessary.
2 My friends and I have hired a bus to take us to the party!
We’ve organized it all ourselves. There’s going to be Ask your students to say how confident they are with
dancing and a live band. At some point they’ll announce these types of exam tasks. If students require further
the winners for the king and queen of the party, but practice, use the Oxford Sprawdzian bez tajemnic on
nobody takes it very seriously! The official party will finish www.oup.com/elt or interactive activities, Oxford
at 9 p.m., but that won’t be the end of the evening! We’re Sprawdzian bez tajemnic Online Practice on
all going to get changed into casual clothes and go to an www.primaryplus.oxfordonlinepractice.com
after-party!
3 British school parties are not always popular with parents. Answer key
A lot of adults seem to think that students should focus on
learning instead of organizing parties. They think TV series  020
and game shows have too much influence on British
EXTRA VOCABULARY
teens. They have a point, but we still need some form of
1 couple 2 spouse 3 fiancé / fiancée 4 flatmate
entertainment. My school is going to have a school party
5 colleague 6 ex 7 close friend 8 classmate
this year, and I’m quite excited about it!
4 Last year I went to a school party at my friend’s school. SELF-EVALUATION STEP 1
I borrowed a suit from a friend, and we didn’t go out to 1 crush 2 date 3 of 4 broke up with 5 cheating on
eat before the party or hire a limousine, so it wasn’t that 6 fallen out
expensive. It was a great night! The only thing I didn’t like SELF-EVALUATION STEP 2
was the music. The band only played pop music, and I 1 How long have they known each other?
love rock and folk. Anyway, I hope I’ll go to another prom 2 Has she lived in this house for ten years?
in the future! 3 It’s so cold that I’m taking a coat.
1 C 2 A 3 E 4 D 4 Ann and Jim / Jim and Ann have been going out with
EXERCISE 2 each other for ages.
1 podstawowej 2 olśniewające / wspaniałe
DID YOU KNOW?
3 limuzyną / limuzynami 4 sale gimnastyczne
The high school prom is an iconic event in the life of
EXERCISE 3 American teenagers, and it is an important part of
1 For ages / a long time 2 might / could / ‘ll / will hurt American culture which has featured in many Hollywood
3 a crush 4 jealous films and TV series. Proms are also increasingly common
EXERCISE 4 in British schools to celebrate the end of exams. Go to the
1 A 2 B 3 C Culture Steps on CB page 120 to find out more about
prom night in the USA.
34 Unit 1
2 Our digital lives
CB p23 CB pp24–25
Teaching tips – Words, words, words Teaching tips – Grammar Steps 1 with Speaking
Do exercise 1 as a race with the books closed and set a Grammar presentation – Relative clauses and relative
time limit. The student who writes the most correct words pronouns
for electronic devices wins. With the page covered, write on the board: people / hang
Before students complete exercise 2, cover the task and out with, elicit the definition for squad then write out the
elicit the words for as many items in the picture as sentence on the board. Circle that and underline the
students can name. relative clause. Explain that this part of the sentence tells
us exactly which people we’re talking about.
Teaching tips – Inclusive classroom Ask students to read the rules in exercise 4 before they
Ask more confident students to cover exercise 2, and complete exercise 5. Elicit an answer from a volunteer for
complete exercise 3 from memory. Allow less confident each example and ask the class to check and amend the
students to do the task in pairs. answer as necessary.
If you have dyslexic students in your class, make a Steps to Success
daily checklist for the students to refer to each evening. In this section, students complete an exam-style Use of
Encourage adherence to a daily routine to help develop English task. Explain that the words should not only be
students’ agency and self-reliance. correct translations, but they must fit the English sentence
logically and grammatically. Remind students to always
Suggested activity check the completed sentences.
At the end of the lesson, ask students to test each other Suggested activity
in pairs by taking turns to point to an item in the picture Ask students to play a guessing game in groups of four.
and elicit the word from their partner. The text below the Students take turns to give a definition of a thing or a
picture should be covered. person, using a relative clause, for example: She’s the actor
who plays Black Widow (Scarlett Johansson). The person
Answer key who is the first to guess correctly scores a point. Ensure
that each student in a group has the same number of
EXERCISE 1 turns to give definitions before you stop and check scores.
 021 Answer key

1 monitor 2 keyboard 3 memory stick Students’ own answers.
4 mouse 5 tower 6 earphones 7 battery
8 switch 9 microphone 10 cable 11 charger  023
12 printer 13 plug 14 socket 15 speaker EXERCISE 2
EXERCISE 3 A
1 monitor 2 memory stick 3 printer 4 battery / EXERCISE 3
socket 5 keyboard 6 speaker / earphones 1 A 2 A 3 B 4 B 5 A
 022 EXERCISE 5
EXERCISE 4 Adults often have difficulty understanding the words
1 monitor 2 tower 3 cable 4 keyboard or expressions that teens use, and for our parents, the
5 mouse 6 speakers 7 printer 8 plug internet is the place where teenagers speak an entirely
9 socket 10 switch different language.
Your fam are the friends who are closest to you – or just
EXERCISE 5 one of those friends.
Students’ own answers. This describes something that is perfect.
For extra practice A fail is something which goes very, very wrong.
Extra Vocabulary CB p34 This word can describe someone whose appearance or
Practice Book pp16–17 behaviour is cool.
Vocabulary extra worksheet 2 We can leave out the pronoun that when it refers to the
object of the relative clause.
EXERCISE 6
1 whose 2 where 3 which 4 who 5 where
6 which
Unit 2 35
EXERCISE 7
Inclusive classroom – multi-sensory learning
1 which / that, C 2 who, E 3 where, A 4 whose, D
5 that / which, B Ask students to work in small groups to draw pictures to
illustrate the four tips for beating FOMO and use these to
EXERCISE 8 create a poster. Each group should present their poster
This is the printer I told you about. to the class, explaining why they chose each image. Invite
This is the same car my dad drives. comments from other students. Alternatively, you could
Can I have the memory stick I lent you? organize a mini-exhibition of the posters in class and ask
‘Swag’ is a word he uses a lot. students to leave comments on sticky notes as they walk
EXERCISE 9 around the room, looking at others’ work.
2 which / that has 3 which/that opened
4 who / that won 5 who / that fixed
Answer key
EXERCISE 10
EXERCISE 1
1 which / that are free 2 whose son is 3 that / who has
4 where I can 5 that / who sold us
EXERCISE 2
EXERCISE 11
1 fear of missing out 2 selecting the best bits of your
2 I met a girl whose brother is in your class.
life to post online 3 in real life
3 Those are the children who / that live next door.
4 That’s the house where my grandparents lived. EXERCISE 3
5 A man who is from Spain phoned. A 3 B 5 C 1 D 2
6 I watched the film (which / that) Antek recommended. EXERCISE 4
7 I use a tablet (which / that) my parents gave me. Students’ own answers.
1 farmer, who / that 2 library, where 3 battery, 1 B 2 A 3 E 4 D 5 C
which / that 4 whale, which / that 5 DNA, that / which
6 web designer, who / that 7 cable, which / that EXTRA STEPS
8 neighbour, who / that 1 C 2 D 3 B 4 A
Students’ own answers. Practice Book p20
Extensive reading worksheet 2
EXTRA STEPS
For extra practice: CB p27
Practice Book p18 Teaching tips – Skills Steps
For grammar summary: Extension idea for exercise 3
Klasa VIII Online Practice To extend the discussion, ask all students to make notes of
the main points mentioned in their group. Then, form new
CB p26 groups, and ask students to report back to their partners
on what they previously discussed as they share their
Teaching tips – Skills Steps ideas. Take whole-class feedback after this second round
Reading skills tip of discussions.
Explain that scanning is when we run our eyes over the text Writing skills tip
quickly to find a specific key word or piece of information. Remind students to make brief notes of their answers
Tell students that once they have located it, they should in exercise 6. Before completing exercise 7, analyse the
read the part of the text around it to find out the meaning of model text as a class. Ask students to find the information
the word, or check the information they needed. Using the for each of the three points in Joe’s blog post. Then, ask
newly learnt word or the information, they should then read them to explain in their own words what Joe’s second
the text more carefully to understand its main message. paragraph is about (his own internet habits). Remind
Steps to Success students that their own blog post should be structured
In this section, students complete an exam-style reading similarly. Suggest that they go through their notes and
comprehension task. Tell students to scan the text to mark them with a different colour for each paragraph
find where the gaps are. Students can then read the they belong to. (Using colour coding also helps dyslexic
sentences before and after each gap and try to decide learners in organizing their texts.) Then, tell them to
for themselves what information is missing. (When doing decide which pieces of information are important to
this for practice, they should compare their ideas in pairs.) include, and which can be left out. To write their texts,
Then, they should read the sentences to find the one students should put their notes into logical order, expand
that’s closest to their idea about the missing information. these into sentences, then connect the sentences so the
When they have completed all the gaps, they should read blog post is clear and easy to follow.
the whole text again to check that it fits grammatically
and logically. Remind them also to check that the unused
sentence really doesn’t fit any of the gaps.
36 Unit 2
Teaching tip – Inclusive classroom Answer key
Allow less confident students to work together in pairs EXERCISE 1
to write their blog posts. After completing exercise 7, Students’ own answers.
ask more confident students to tell the class about
themselves, without looking at their texts.  024
EXERCISE 2
1 the Discman, mobile phones 2 modems
Answer key 3 internet cafés
EXERCISE 1
EXERCISE 3
1 post, share 2 view 3 comment 4 scroll 5 tag
1 Information not given 2 T 3 F 4 T
6 like 7 swipe 8 follow 9 download 10 click
EXERCISE 4
EXERCISE 2
1 faster, comparative 2 more cheaply, comparative
1 post, share 2 follow, download 3 tagged, view
3 the fastest, superlative 4 faster, further, comparative
4 download, scroll, click
EXERCISE 6
EXERCISE 3
1 I leave earlier than my sister.
2 Adrian speaks better now.
EXERCISE 4 3 We work harder than the other class.
Students’ own answers. 4 Joanna listens more carefully these days.
EXERCISE 5 5 Tom drives more slowly than his father.
1 his smartphone EXERCISE 8
2 at least ten or fifteen times 1 the hardest 2 the latest 3 the fastest 4 the best
3 about two hours a day 5 the nearest 6 the most clearly
4 to message friends and read the news
EXERCISE 9
5 he streams music
1 gets up the earliest 2 work harder 3 drive more
6 he felt anxious because he is addicted
slowly 4 runs the fastest
EXERCISE 6
EXERCISE 10
1 I have worked much harder.
EXERCISE 7 2 She plays quite a lot better now.
Students’ own answers. 3 We listen far more carefully.
4 He arrived a little earlier today.
For extra practice:
Practice Book p21 EXERCISE 11
Writing worksheet 2 Students’ own answers.
For extra practice:
CB pp28–29 Practice Book p19
Vocabulary and grammar reinforcement worksheet 2
Extension idea for exercise 1 Vocabulary and grammar extension worksheet 2
Ask students to do some internet research and write a For grammar summary:
paragraph similar to those in exercise 2 about another Klasa VIII Online Practice
1990s innovation. Ask them to find a photo to illustrate
their description. Students can share their paragraphs in
groups or with the whole class in the next lesson. CB pp30–31
Teaching tips – Grammar Steps 2
Teaching tips – Skills Steps
Grammar presentation – Comparative and superlative
Listening skills tip
adverbs
Encourage students to practise listening as much as possible
Elicit that adverbs of manner express how someone does
outside class, for example by listening to podcasts or videos
an action or how something happens. Elicit how we form
on online sharing sites, watching films or TV shows in English
the comparative and superlative form of adjectives.
– preferably without subtitles or with English subtitles. It is
Explain that the rules are similar for adverbs, but that we important to familiarize themselves with a wide range of
normally use more or the most with adverbs ending in accents and voices, so they get more used to the variation
-ly: more quickly, the most quickly – even if they are short. within English. Ask students to suggest other ways of
The exception is early, which isn’t formed by adding -ly practising listening, and to share these tips with the class.
to an adjective.
Steps to Success
Grammar presentation – Modifiers
In this section, students complete an exam-style listening
Ask students to read the rules, then find examples of task. Explain to students that speakers in the recording
modifiers used with a comparative or superlative adverb often use different ways to express the ideas from the
in the text in exercise 2. Ask them to group the examples task. Before students begin to listen, they should think of
into those that express ‘to a larger measure’, and those some different ways of saying the same things, so they are
that express ‘to a smaller measure’. better prepared for what they can expect to hear.
Unit 2 37
Teaching tip – Assessment for learning mistakes are the fear of looking silly and the fear of offending
a friend. So let’s hear about your biggest social media
Form groups of three for exercise 10. One student in each
mistakes.
group should observe their partners as they practise the
A, C
dialogue. Suggest that they should agree on one or two
potentially challenging areas to focus on before they  028
begin, for example pronunciation, variety of phrases,
EXERCISE 7
or using any difficult grammar structures. This will
Host Our first guest is Peter. Peter, tell us what you did.
depend on each pairs’ own strengths or weaknesses. The
Peter Yes. I posted a stupid emotional message online last
observer makes notes to give constructive feedback for
month when my girlfriend broke up with me. I got lots of
improvements.
kind comments, but I feel really embarrassed about it now.
Especially as I’ve got a new girlfriend. I don’t want her to
Answer key and audio transcript see it.
Host Well, at least you didn’t offend anyone. But you’re right.
 025 It’s a good idea to keep your feelings about personal matters
EXERCISE 1 to yourself online. Is that Veronica? Hi! What do you regret?
1 B 2 J 3 I 4 F 5 A 6 E 7 G 8 C 9 H 10 D Veronica Hi! I tagged a friend in a photo of us when we were
at a festival. She didn’t look great in the photo. I didn’t ask her
EXERCISE 2 permission, but I didn’t think she’d mind. I was wrong. She
1 turn, on 2 turn up 3 charge, plug in 4 install, crashes didn’t speak to me for a week. I really offended her because
5 run out of, browse I didn’t ask.
EXERCISE 3 Host Well, Veronica, you’re friends again, that’s the main
Students’ own answers. thing. But it’s important to ask permission. And remember,
some people don’t want photos of themselves posted
 026 online. We should all remember that. Who’s next?
EXERCISE 4 Marcel Hi. I’m Marcel. I looked back at last year’s posts and
Paulina Oh, no! The battery’s dead again! I have to charge it they’re all photos of my lunch and lots of silly selfies. What
every evening when I get home. It’s hopeless! was I thinking? They’re so boring!
Seb Well, it is pretty old, isn’t it? You’ve had it at least two Host A lot of people post boring things online, and selfies
years, haven’t you? are the worst because they don’t interest anyone. We should
Paulina Three years now. I had it when I moved here from ask ourselves if a post is likely to interest other people. If not,
London. My parents gave it to me so I could keep in touch forget it. And last is …
with my old friends. It was my first phone. But now it’s old Ada Hi. I did something awful. I was looking at my ex-
and the screen is broken. Look. boyfriend’s social media accounts because I wanted to see
Seb That’s a shame. How did you do it? what he was doing. I was scrolling through his photos when
Paulina I didn’t do it. My brother did. He dropped it when he I accidentally clicked on a ‘like’ button. Now he knows that I
was messing around. He’s so clumsy. was looking. He probably thinks I want to get back with him.
Seb At least it isn’t in the middle of the screen. I’m so embarrassed.
Paulina I can live with that, and the battery. But the main Host I can imagine. That is a really bad one. You’ll just have to
reason I want to change it is I don’t have much data. If I try not to think about it. Right that’s all for now. Next week
browse the internet or install a new app, it runs out of data. we’ll be talking about …
Seb That’s not the phone’s fault. You need to get more data. 1 Ada 2 Veronica 3 Marcel 4 Peter
Paulina I’ve asked my parents, but they won’t let me have
any more. They pay for it and they say it’s too expensive.
 028
Seb You can save data if you use WiFi. There are lots of places EXERCISE 8
where it’s free. 1 A 2 B 3 B 4 C
Paulina Yeah, I know. But I never think to do it.
1 C 2 B 3 B  029
Students’ own answers. 1 install 2 screen 3 scroll 4 app 5 button 6 tap
EXERCISE 10
 027 Students’ own answers.
EXERCISE 6 EXTRA STEPS
Host Welcome to Why did I do that? This week we talk about Students’ own answers.
social media fails. Have you ever posted something online
that you later regretted? Of course, you have! We’ve all hit For extra practice:
the share button and then minutes later realized that it was Practice Book p21
a mistake to send that photo to our friends. According to
a survey, 45% of people who use social media have shared
something that they regretted afterwards, and one in six of
them do it every week! The biggest worries about online
38 Unit 2
CB p31 CB pp32–33
Teaching tip – Video Teaching tips – Steps to Success
Allow students sufficient time to read through the tasks All of the exercises on these pages prepare students
before you play the video. The audio from the video is also for the Listening, Reading, Use of English, and Writing
available online. questions in the end-of-Primary exam. Before starting
Teaching tip – Everyday English the exam practice activity in each section, focus students’
Refer students to the Everyday English phrases in Vlog attention on the relevant Tip box. Read out the tip and
exercise 5. Model pronunciation for students to listen and ensure that the students understand how they can use
repeat. Elicit who says each phrase in the video (Amy, the advice to complete the exercise.
Liam, Liam). Teaching tip – Listening
• Tell the students to read the questions and try to predict
Answer key and video transcript what information they will hear in the recording.
EXERCISE 1 • Remind them that the information follows the order
Students’ own answers. of questions. If they can’t hear what they need on the
first listening, they should move on and complete the
  030
next question. They can return to the more difficult
EXERCISE 2 questions on the second listening.
Amy Surprise! Yes, it’s me for a change! I thought that I’d have • Play the audio twice. Students listen and write the
a go at vlogging today because – let’s be honest – if my answers in their notebooks. Remind them to write as
brother can do it, it really can’t be all that difficult! I’ve just much information as needed to answer each question,
borrowed his laptop and, as you can see, I’ve installed a few but that they don’t have to write grammatically
extra special effects to improve things a bit. It was so boring complete sentences.
before – no one wants to just look at Liam’s face while
Teaching tip – Reading
they’re watching a video, I’m sure! So – let me tell you a bit
about myself … To complete exercise 2:
Liam Amy! What do you think you’re doing with my laptop? • Tell students to read the four statements, then give
Amy I’m vlogging! It isn’t that difficult. I just turned on the them a minute or two to brainstorm different ways of
webcam and … saying the same things in pairs.
Liam Yeah, I know how to do it! Who said you could borrow • Ask students to read paragraph A carefully, trying
my laptop? And what’s all this rubbish on the screen? to find information that links it to any of the four
Amy The special effects? Don’t you like them? I downloaded sentences. Remind them that a paragraph may match
a new program for free … more than one sentence. They should mark each
Liam Are you serious?! You did what? Onto my laptop? sentence they think is correct.
Amy Hmm – it did crash a few times while I was installing it … • Ask them to repeat the same procedure for the
Liam I can’t believe you did that without asking. You might remaining paragraphs. If a sentence is marked for
have given it a virus … And look how low the battery level is! more than one paragraph, tell them to compare the
It isn’t even plugged in … Where’s the cable? information in both paragraphs, and decide which
Amy Umm … I think I borrowed it to charge my phone. It’s in matches the sentence better.
my bedroom. • Ask students to compare their answers in pairs before
Liam Well, go and get it now before my laptop runs out of you check with the class.
battery! Unbelievable! So how do I get rid of these stupid
Teaching tip – Use of English
special effects …?
1 Amy borrowed his laptop without asking. To complete the exercises:
2 Amy has downloaded a program that may have given • Elicit the five slang expressions from page 24, and their
his computer a virus. meanings.
3 The battery is very low and the laptop isn’t plugged in. • Review the grammar of the unit by eliciting what
students remember about using relative clauses and
  030 pronouns, comparative and superlative adverbs and
EXERCISE 3 modifiers with adverbs.
1 Liam’s 2 to make it look more interesting Teaching tip – Writing
3 The laptop crashed a couple of times. 4 very low To complete exercise 7:
5 It’s in Amy’s bedroom because she borrowed it to • Tell students to read the task carefully and make notes
charge her mobile phone. for each of the three points about information they will
EXERCISE 4 have to include.
Students’ own answers. • Remind them to use informal English when writing to
EXERCISE 5 a friend.
have a go spróbować • Also remind them to check their work for grammar and
Are you serious? Mówisz poważnie? spelling mistakes. Ask some volunteers to read out their
Unbelievable! Niewiarygodne! finished emails.
Unit 2 39
EXERCISE 7
More confident students can practise completing
the tasks on these pages under exam conditions. Less
confident students can complete the tasks in pairs. CB page 34
Teaching tip – Extra Vocabulary
Answer key and audio transcript Tell students to cover the words on the left and try to
name what each picture shows. Ask them to compare
 031
their ideas in pairs. Then ask them to complete the
EXERCISE 1 matching task in the CB.
Alan Turing, an English mathematician and scientist who
died in 1954, is famous for creating a test to determine Teaching tip – Inclusive classroom
if computers can think and behave like people. The test Ask more confident students to cover the box in exercise 1
includes an interviewer who is interacting with another and complete the sentences with their own ideas before
person and a computer. All three participants, or ‘players’ checking. Less confident students can complete the task
as Turing called them, are placed in different rooms. as it is given in the book.
The interviewer knows that one of the other players is Teaching tip – Self-evaluation Steps
a computer. The interviewer then asks the other players
Students should read the can-do statement and complete
questions and they send messages back with their answers.
the exercises individually. They should then add up their
Turing called this ‘the imitation game’ because the computer
scores and circle the appropriate emotion face.
would be evaluated on the basis of how its answers are similar
to an actual person’s. If the interviewer after a set time limit Students consider how well they have learnt the language
can’t decide which of the players is a machine and which is a of the unit. Discuss what they feel to be their strengths
human, it is said that the machine has passed the test. and weaknesses. Suggest additional practice if necessary.
In 2014, a chatbot called Eugene managed to pass the Ask your students to say how confident they are with
Turing test. The conditions of the test were as follows: the these types of exam tasks. If students require further
judges had five minutes to decide if they were talking to a practice, use the Oxford Sprawdzian bez tajemnic on
computer or a real person, and it was considered that the www.oup.com/elt or interactive activities, Oxford
chatbot passed the test if more than 30% of the judges Sprawdzian bez tajemnic Online Practice on
thought it was a human. Eugene managed to convince 33% www.primaryplus.oxfordonlinepractice.com
of the judges that it was a human. Is it something we should
worry about? I doubt it. Creating such a chatbot is definitely
impressive, but still 67% of the judges correctly recognized
Answer key
that Eugene was a machine. Also, the chatbot was designed  033
to pretend to be a thirteen-year-old boy, so whenever asked
a difficult question, it could always say ‘I don’t know’. EXTRA VOCABULARY
1 to determine if computers can think and behave 1 menu bar 2 scrollbar 3 window 4 URL
like people 2 an interviewer, another person, and a 5 password 6 username 7 drop-down menu
computer 3 the computer passes the test 8 pop-up ad 9 folder 10 cursor
4 a thirteen-year-old boy SELF-EVALUATION STEP 1
EXERCISE 2 1 charger, battery 2 printer 3 speaker 4 install
1 C 2 B 3 A 4 B 5 turn up
SELF-EVALUATION STEP 2
 032 1 where 2 that 3 whose 4 harder 5 the most
EXERCISE 3 6 much
1 Is your brother coming to Mark’s party?
2 Have you heard about David’s fail in the English lesson? DID YOU KNOW?
3 Who’s that guy in the corner of the room? Charles Babbage (1791–1871) was an English
4 How was the party last weekend? mathematician and inventor. He is usually thought to
1 A 2 D 3 B 4 C be the first person to think of the idea of a machine that
could be programmed to do mathematical calculations.
EXERCISE 4 He is often called the ‘father of the computer’. Go to the
1 drives me mad 2 is slightly more expensive Culture Steps on CB page 121 to find out more about
3 get one with a 4 would need to download innovators in technology who were ahead of their times.
EXERCISE 5
1 where I live 2 turn it down 3 which / that crashes
4 slightly more difficult 5 installs new apps
6 run out of 7 more fluently than
EXERCISE 6
1 much better than 2 browsing the internet 3 whose
father is 4 where he lives 5 quite a lot 6 earlier
than Dad 7 a bit further
40 Unit 2
Review Units 1–2
CB pp35–36 came with the laptop is not very useful and it tends to stop
working. I definitely need to get a new one.
Objectives 4
To revise the following: Boy 4 Hi, Karolina! I’ve got everything ready here. We can
start recording the podcast now.
Vocabulary: relationships; adjectives of emotion + of /
Girl 2 OK, let me check the microphone … seems to be
with; technology: nouns, verbs and phrases; social media
working fine. Now, let’s check the earphones … Are they
Grammar: present perfect with for / since; reflexive working?
pronouns; each other; such + (adjective) + noun; so + Boy 4 No, they aren’t, but what do you need them for? You
adjective; relative clauses and pronouns; comparative and have the big speakers if you want to check what you’ve
superlative adverbs; modifiers recorded later on.
Teaching tip – Assessment for learning Girl 2 Well, I need to be able to hear you give me directions
The exercises in each review unit are designed to prepare while I’m talking and recording the podcast. And the
students for the Listening, Reading and Use of English listeners shouldn’t hear your voice.
questions in the end-of-Primary exam. Before starting the Boy 4 Oh, you’re totally right. Let me fix them.
activities in each section, review the exam practice advice 1 A 2 B 3 A 4 C
in the relevant Tip boxes in the preceding units.
EXERCISE 2
Teaching tip – Inclusive classroom 1 donate money to a cause of your choice 2 pour
More confident students can complete the tasks on buckets of ice water 3 just do the challenge without
their own and then compare answers with a partner. actually raising any money 4 motivate each other
Less confident students can complete the tasks on
these pages in pairs.  035
EXERCISE 3
1 I can’t believe they get on well, their personalities are
Answer key and audio transcript
completely different.
 034 2 I’ve been living here for two years, can you believe that?
3 Is it true that they’ve fallen out recently?
EXERCISE 1
4 I get on really well with Ada, we’re on the same wavelength.
1 1 D 2 E 3 B 4 A
Girl 1 I’ve had a really terrible time recently. My friend Magda
has just met a boy that she really likes. His name’s Peter, EXERCISE 4
he’s really cute and smart, and it seems that she’s falling in 1 A 2 A 3 C 4 B 5 B 6 C
love with him. I’m happy for her, but I’ve recently ended EXERCISE 5
my relationship with my boyfriend, so I’m pretty sad at the 1 trust each other 2 ever since we met
moment and would love to spend more time with Magda, 3 are attracted to 4 charger that is
you know, to have a shoulder to cry on. And she’s too busy 5 raises our self-esteem 6 run out of
to meet me right now because she’s going out with Peter.
EXERCISE 6
What should I do?
2 1 A 2 A 3 C 4 B
Boy 1 Look, is that Dominik with that new girl, Alicia? Have EXERCISE 7
they been going out? Students’ own answers.
Boy 2 I think so. I think they met last month at a party.
For extra practice:
Dominik had a crush on her and asked her out. They’ve been
Grammar Review Units 1–2 CB p116
dating since then.
Boy 1 That’s odd. They seem to be completely different to
me! Dominik has a cheerful and lively personality, and she
seems very serious and shy.
Boy 2 That’s a good point, but for some reason it is working
fine, actually.
Boy 1 Is it? I would expect them to have rows all the time,
to be honest.
Boy 2 Well, opposites attract, I guess.
3
Boy 3 I have a really good laptop now, it’s really fast and has
lots of memory. It looks great, too! It has a great screen, but I
connected it to a huge monitor because it’s more fun to play
video games this way. The keyboard works fine as well, it’s
easy to write and edit documents. However, the mouse that

3 Live by the rules!
CB page 37 Grammar presentation – Adverbs of probability
Write certainly, definitely and probably on the board.
Ask students to find examples in the text in exercise 2,
Before completing exercise 1, ask students to cover the then write these on the board. Circle the adverb in each
text and, in pairs, take turns to describe as many of the sentence.
household chores in the pictures as they can, in their own
Explain that we use adverbs of probability when our
words. At the end of the lesson, ask students to test each
prediction is quite certain, but we want to show whether
other in pairs. With exercise 1 text covered, they should
we think it is 100% sure (certainly, definitely), or somewhat
take turns to point to a picture to elicit the expression
less, but still high (probably). Ask: Which modals do we
from their partner. Who can remember the most?
use with these adverbs? (only will or won’t); Why? (because
Regularly recycling vocabulary in different activities is a
may or might express a much lower degree of certainty).
key factor in securing what students have learnt.
Ask students to read the rules in exercise 9 to check their
Extension idea for exercise 3 ideas.
Ask students to rewrite the text so it is true for their own Explain that we normally put the adverb between will and
family. Ask them to compare their paragraphs in pairs. What the verb (will probably arrive), but we put it before won’t
do they have in common when it comes to housework? (probably won’t make).

Answer key
Ask less confident students to make simple predictions in
 036 exercise 12, and more confident students to give reasons
for all their predictions. (Less confident students may also
EXERCISE 1
give reasons, but they don’t have to.)
1 do the vacuuming / hoovering 2 make your bed
3 do the washing 4 feed the pets 5 sort the recycling
6 do the shopping 7 walk the dog 8 sweep the floor Answer key
9 do the washing-up 10 make lunch / dinner
11 do the ironing 12 load / unload the dishwasher EXERCISE 1
13 lay the table 14 clean the bathroom Chores the robots are doing: cooking, cleaning,
15 put the bins out vacuuming, ironing, washing-up, babysitting
Future: Students’ own answers.
EXERCISE 2
Students’ own answers.  037
1 does 2 feeds 3 walks 4 dog 5 makes vacuuming, cleaning, ironing
6 lay 7 table 8 load 9 sorts 10 puts EXERCISE 3
11 does 12 does 13 cleans 14 make 2 and 6
EXTRA STEPS
EXERCISE 4
Students’ own answers. May be available soon: washing clothes, cleaning
For extra practice: windows, sorting recycling
Practice Book pp28–29 May never be available: cleaning the bathroom, doing
the ironing, walking the dog
CB pp38–39 EXERCISE 5
may: you may not need to wash your clothes; it may be
Teaching tips – Grammar Steps 1 with Speaking a long time before a robot can clean the bathroom or do
Grammar presentation – may, might, will: degrees of the ironing
certainty might: Robot vaccuums … might become more efficient;
there might never be a robot that can walk the dog
Elicit students’ predictions for the question in exercise 1.
will and won’t: What will the house of the future look
Write some of the ideas on the board. Ask each student
like?; there will definitely be a lot to look forward to;
how sure they are about their prediction, on a scale of
‘Smart home technology will certainly become more
0–100%. Record this next to each idea.
common; robots … will do the chores; You will just hang
Explain that the modal verb we use shows how sure we them in a smart wardrobe and it will clean and dry them;
are. We use will when we are certain, may or might when A smart machine will clean the windows and another will
we think there is a chance, and we use won’t when we are sort the recycling; you won’t have to do any housework;
certain the prediction doesn’t have a chance of coming you will probably still need to clear things off the floor;
true. Elicit how students would correct the modals in the robots probably won’t do everything, but they will
statements on the board to reflect this. Then ask them to definitely replace us for many boring, repetitive tasks
read the rules in exercise 5 to check their ideas.
42 Unit 3
1 may not, wash 2 will, hang 3 will clean 1 B 2 C 3 A
4 might become EXERCISE 4
EXTRA STEPS 1 F 2 E 3 A 4 B 5 D 6 C
Students’ own answers. EXTRA STEPS
EXERCISE 7 1 no (the school-leaving age is sixteen)
1 might 2 may not 3 ’ll 4 ’ll 5 may 6 won’t 2 yes (children can’t work before 7 a.m. or after 7 p.m.)
EXERCISE 8
3 depends on the social media platform
Students’ own answers. For extra practice:
EXERCISE 9 Practice Book p32
She assures us that there will definitely be a lot to look Extensive reading worksheet 3
forward to in the home of the future.
But you will probably still need to clear things off the floor
before the robot can do the vaccuuming.
CB page 41
According to Sarah, robots probably won’t do everything, Teaching tip – Assessment for learning
but they will definitely replace us for many boring, When students have written their first drafts for exercise 6,
repetitive tasks. ask them to swap their essays in pairs, and to give each
EXERCISE 10 other constructive feedback. Ask them to focus on three
1 He will probably get here late. things:
2 We definitely won’t go to the cinema tonight. • Did their partner include all three points from the task?
3 My brother will certainly go to university next year. • Is the text clearly structured and easy to follow?
4 I probably won’t buy a robot to do the vacuuming. • Did their partner choose good arguments to support
5 They will definitely go to Spain next summer. their opinion?
6 I am tired so I will probably go to bed soon.
Students should make suggestions for revisions, then use
EXERCISE 11 their partner’s ideas to write a clean final copy.
1 probably 2 repetitive 3 need 4 disappear Peer feedback does not only develop collaboration skills,
EXERCISE 12 but also helps students evaluate their own work.
EXTRA STEPS Answer key
EXERCISE 1
For extra practice: 1 C 2 F 3 D 4 A 5 E 6 B
Practice Book p30
EXERCISE 2
For grammar summary: 1 disobey 2 unfair 3 illegal 4 misbehave
Klasa VIII Online Practice 5 irresponsible 6 intolerant 7 dishonest
8 disrespectful
CB page 40 EXERCISE 3
1 They can’t bring mobile phones into lessons.
Teaching tips – Skills Steps 2 Paragraph 3 presents arguments for mobile phones,
Reading skills tip and paragraph 2 presents arguments against them.
Discussing students’ own experiences and circumstances 3 Paragraph 4 presents the writer’s opinions.
before reading a text helps them relate to it more readily. 4 The writer suggests allowing students to bring their
Making comparisons between their own lives and what is phones into class, as long as they are turned off.
described in the text is also helpful. EXERCISE 4
For: Students may need to use their phone on the way to
and from school. In some lessons, phones are useful for
Answer key looking for information online.
EXERCISE 1 Against: Some people forget to turn their phones off.
Students’ own answers. They disturb the class when they ring. Some disrespectful
EXERCISE 2
students send text messages during lessons.
1 You may be able to buy it, but the person who sells it to EXERCISE 5
you could get into trouble with the law. Students’ own answers.
2 In other parts of the UK, they can leave school at the EXERCISE 6
age of sixteen. In England, they have to do some form Students’ own answers.
of education or job training until they’re eighteen.
3 Twenty-five hours (ages thirteen to fourteen), thirty-five EXERCISE 7
hours (ages fifteen to sixteen) Students’ own answers.
4 five (depending on the airline)
Unit 3 43
Practice Book p33 Do you have to wear a uniform?
Writing worksheet 3 Do you have to clean your classroom?
What other chores do you have to do?
… you don’t have to clean the public areas of the school
CB pp42–43 every day.
Students don’t have to serve the food every day …
Grammar presentation – mustn’t vs not have to
EXERCISE 8
Write on the board: You mustn’t stand up. and You don’t
have to stand up. Ask for each sentence: What do you do 1 has to 2 don’t have to 3 have to 4 do, have to
when you read this? (mustn’t – anything but stand up; don’t 5 Does, have to 6 don’t have to
have to – stand up or remain sitting, as you like). Point out EXERCISE 9
that the two constructions are easy to confuse but they Can you wear make-up?
have different meanings (mustn’t – prohibition; not have … they can’t wear make-up or have unusual hairstyles.
to – lack of obligation). Remind students also that mustn’t EXERCISE 10
is NOT the opposite of must. 1 Martyna can’t have parties at her house.
Grammar presentation – have to 2 I can’t go on holiday with my friends.
Explain that another way of expressing things we expect 3 They can stay out until ten o’clock on Saturdays.
people to do besides must is to use have to. 4 Sorry – you can’t take photos here.
Write on the board: I must go. She must go. and I have to go. 5 I can sleep over at my friends’ houses.
She has to go. 6 Can he bring his dog into the restaurant?
Explain that the opposite of both must and have to is don’t EXERCISE 11
have to. Draw an arrow from your examples and write: 1 love 2 holidays 3 loud 4 cool
I don’t have to go. and She doesn’t have to go. Encourage
students to notice that the form of have to changes  039
according to the subject, and that to make the negative, EXERCISE 12
we add n’t to the auxiliary do/does. OK, everyone. Just a few quick words about the school trip
Grammar presentation – can to Portsmouth tomorrow. We’ll be leaving at 8.15 precisely,
Write on the board: You can’t use a dictionary in the exam. so it’s really, really important that everyone is at school at
Elicit an explanation for the meaning of the modal. Clarify eight o’clock. I hope that’s all clear, and that no one will be
that here we use it to express obligation, not ability. late. In fact, we’ll be leaving at 8.15 anyway, so DO NOT arrive
after that time because we won’t wait for you! The good
news about tomorrow is that school uniform isn’t necessary
Answer key and audio transcript – you can come in your normal clothes. Please bring pens
EXERCISE 1 and a notebook, as usual, but you cannot bring expensive
Students’ own answers. gadgets like tablets or big cameras. OK? No expensive
gadgets, please, because we don’t want you losing or
 038 breaking them. It’s OK to bring your phones, of course, so
EXERCISE 2 you can use those to take photos if you want, and of course
1 They’re at school. They’re cleaning. you might need them to contact your parents if we’re a bit
2 Japan. late. OK? Any questions about all that?
3 Students’ own answers. 1 must 2 mustn’t 3 don’t have to 4 must
5 mustn’t 6 have to
EXERCISE 3
Students mustn’t forget …, All students must clean their EXERCISE 13
classrooms …, You must sweep the floors …, Students Students’ own answers.
mustn’t be late …, A student who is regularly late for class EXTRA STEPS
must come in earlier …, All students must wear …, they Students’ own answers.
must lay and clean the tables, They mustn’t waste …,
They must eat everything
For extra practice:
Practice Book p31
EXERCISE 4 Vocabulary and grammar reinforcement worksheet 3
1 must phone 2 must make 3 mustn’t be Vocabulary and grammar extension worksheet 3
4 mustn’t be
For grammar summary:
EXERCISE 5 Klasa VIII Online Practice
you don’t have to clean …,
Students don’t have to serve
They mustn’t waste any food
EXERCISE 6
1 mustn’t bring 2 doesn’t have to wear
44 Unit 3
CB pp44–45 Jan No, we can’t. Not in my year. We must stay in the school
grounds. Only the final year students can go into town.
Teaching tips – Skills Steps Maria Do you have to do a lot of chores?
Steps to Success Jan Not really. I have to make my bed every day and clean
my room once a week. But I don’t have to do my washing.
In this section, students complete an exam-style listening
Students must lay the table and sweep the floor in the
task. Students should read the sentences and think about
dining room, but that’s all.
what information might complete them. (When doing
Maria Wow! I have to do more housework than that. I might
the task for practice, they could brainstorm ideas in pairs.)
ask my parents to send me to boarding school.
To do this, it may often be helpful to rephrase some
1 rules 2 free time 3 activities 4 chores
sentences as wh-questions, for example: What will Jan
spend at home? Why is Biarritz great for surfing? What is there  041
to make it great?
EXERCISE 6
Teaching tip – Inclusive classroom 1 parents, dog 2 ten o’clock 3 Thursdays
4 basketball 5 into town 6 his bed, his room
Encourage more confident students to complete
exercise 6 from memory before they listen. While they’re  042
doing this, tell less confident students to work together
in pairs, and make a list of as many possible answers for EXERCISE 7
each gap as they can think of. Pairs could then compare Maria Have you made any plans for the summer?
ideas with another pair. Jan Well, I’ll spend the first week at home. And I won’t do
anything. I’ll stay in bed late and walk the dog. Then in
August my parents want to visit relatives in France. We’ll
Answer key and audio transcript probably go for ten days.
Maria Whereabouts in France?
 040 Jan They live on the Atlantic coast near Biarritz. There are
EXERCISE 1 some great beaches there. I might do a surfing course with
Make: a cup of tea, a decision, a list, a mistake, a pizza, my brother. I’ve always wanted to learn surfing. How about
a plan, friends, money, noise, sure you? What are your plans?
Do: a course at college, karate, some exercise, the Maria I’ll probably work in my uncle’s café for two weeks.
cleaning, the vacuuming, well, your best, your homework I need to make some money. Then I may go camping for a
week in Scotland with friends.
EXERCISE 2
Jan Right, I have to go now. Dad’s driving me back to school.
1 do 2 makes 3 made 4 do 5 do 6 made
I’ll see you in the holidays.
7 make 8 do
Maria OK. Bye.
EXERCISE 3 1 the first week 2 visit relatives 3 some great beaches
1 make a list 2 do the shopping 3 make sure 4 make some money 5 go camping
4 do some exercise 5 made friends 6 do a course
 043
EXERCISE 4
1 stay 2 Scotland 3 in 4 do 5 probably
 041 6 do 7 go
Maria Hi, Jan. How are you getting on at boarding school? Students’ own answers.
Not too lonely?
Jan No, I’m fine. I was worried about living at school, but it’s  044
OK. I miss my parents, of course, and my dog, but I’ve made EXERCISE 10
some good friends. I’ve got a younger brother – Jakub – and sometimes I feel
Maria Is it very strict? that life’s really unfair. The thing is, I have to do loads of
Jan Not really. Obviously, there are rules but nothing very things around the house and Jakub doesn’t. Every night after
different from home. We mustn’t make a lot of noise indoors, dinner, I have to do the washing-up and sort the recycling –
and we must go to bed before ten o’clock. It’s quite relaxed, but he doesn’t have to do any real chores! He only has to
really. feed the dog when we get home from school, but that only
Maria Do you have a lot of free time in the evenings? Can takes a few minutes. He also has to make his bed, and with a
you watch TV and play computer games? duvet that’s easy! He’s still at primary school, but he’s nearly
Jan Yes, but we have to do our homework first. I share a eleven years old, so I don’t think it’s right! He doesn’t even
room with a guy called Sam and we often play video games get much homework, but I have to do homework every
after dinner. night!
Maria What activities do you do? Well … I suppose there is one advantage to being older,
Jan There are loads of things to choose from. I do karate on though. We live near my school, so I walk there every day,
Thursdays and I go to theatre club on Mondays. I might join but Jakub has to get a bus to his school. He has to get up
the basketball club next term. earlier than me – at about half past six, but I don’t get up
Maria Can you go into town at the weekend? until seven. Also, he has piano lessons, so he has to practise
Unit 3 45
the piano about three times a week. I’m pleased I don’t have EXERCISE 4
to do that – it’s bad enough listening to him! Students’ own answers.
Ola: 1, 2, 4 EXERCISE 5
Jakub: 3, 5, 6, 7, 8 I’m in really big trouble. Jestem w niezłych tarapatach.
EXERCISE 11 How come … ? Jak to możliwe, że …
Students’ own answers. It’s something else! Jest nie z tej ziemi!
Just kidding. To tylko żart.
EXTRA STEPS
For extra practice: CB pp46–47
Practice Book p33
Teaching tips – Steps to Success
Before starting the exam practice in each section, focus
CB p 45 students’ attention on the relevant Tip box. Read out the
tip and ensure that the students understand how they
Teaching tip – Everyday English can use the advice to complete the exercise.
Refer students to the Everyday English phrases at the Teaching tip – Listening
bottom of the page. Model pronunciation for students To complete exercise 1:
to listen and repeat. Point out that some expressions
have a different meaning from what the individual words
• Tell students to read the task and the questions. Ask:
How many speakers are you going to hear? (two) What’s
in them suggest. (For example, It’s something else! has a
their relationship? (they’re friends) What are they talking
similar meaning in English to It’s out of this world! – which
about? (school, school subjects) Who’s studying music at
happens to be closer to the Polish translation.) Elicit ideas
the moment? (Olivia) Who’s Mr Evans? (a teacher). Explain
for situations where each expression might be used. Play
that the task and the questions usually give us a lot of
the video or audio again for students to check their ideas.
useful information about the text we’re going to hear.
Answer key and video transcript To complete exercise 2:
EXERCISE 1 • Tell students to read the texts, but not to look at the
She’s tidying her bedroom. Then students’ own answers. questions.
• Before they begin completing the task individually, ask
  045 them to work with a partner, and agree on a summary
EXERCISE 2 of the main message of each text together.
Hi, guys! Yes, I’m tidying my bedroom … and no, it isn’t • Remind students that even if they think an answer is
the weekend! And after this, I’m going to hoover the correct, they should check that the other options really
living room, too! I’ve got some washing and ironing to do don’t match what’s in the text.
as well, but that can wait until Saturday. I’m sure you’re Teaching tips – Use of English
wondering what’s happening! How come I’m doing so
To complete the exercises:
much housework? It obviously isn’t normal. So, here are your
choices: A … I’ve gone crazy, B … I’m in really big trouble • Tell students to read the instructions carefully, and
with my parents, or C … I’m just the perfect daughter! OK. make sure they understand what to do.
Just kidding. It’s none of those. It’s for a special reason. If I do • Suggest that in exercise 3 they first give their own
lots of extra housework between now and the end of school, answers in Polish, then look at the English options to
my parents say that I can go on holiday with my friends in see if any of them match their idea. Remind them to be
the summer. That’s never happened before! We want to go careful about the meaning of different modal verbs.
to a village down in Cornwall and I can’t wait! So, when I’m • In exercise 6, ask students to cover the options and
not studying, I’m busy, busy, busy with housework. Oh, and try to complete each gap with their own idea first,
I’m learning to make dinner, too. That’s quite fun – and I’m then check to see whether any of the options match
actually quite good at it. My chicken curry is something else! their idea.
When we go on holiday, we’ll be cooking every night. I don’t Teaching tip – Writing
want to get too good at cooking though, because I don’t To complete exercise 7:
want to end up cooking every meal! OK, I’ll say bye for now –
• Tell students to read the task carefully, and to ask
or I’ll never get finished!
themselves: Who am I writing to? (my flatmate) How
She wants a special privilege.
many things do I have to tell them? (three: why I’m asking
  045 for their help, what I’m asking them to do, and what I’m
going to do for them) What language do I need to use?
EXERCISE 3 (informal, short and to the point).
1 She’s going to vacuum the living room, too.
2 She’s going to do washing and ironing on Saturday.
3 Caitlin and her friends want to go on holiday to a village
in Cornwall.
4 Caitlin can cook chicken curry well.
46 Unit 3
Answer key and audio transcript CB p48
 046 Teaching tip – Extra Vocabulary
EXERCISE 1 Tell students to cover the words on the left and try to
Adam Hey, Olivia. Have you decided what subjects you’re guess the expression with get that each picture shows.
going to do next year? Ask them to compare their ideas in pairs. Then ask
Olivia Oh hi, Adam. No, I haven’t yet. It’s really difficult, but them to complete the matching task in the CB. Practise
I think I know which subjects I’m going to stop doing! I’m pronunciation by repeating the phrases after the audio.
definitely going to stop doing drama and music. Suggested activity
Adam But why? You love those subjects. Ask students to test each other on the expressions with
Olivia I know. But I don’t think I’ll ever become a professional get. They should take turns to describe situations for
actress or musician. So I won’t be able to use them to have which the expression would apply for their partner to
a career and earn money in the future. guess. For example: I’d like to do this when I’m in my 20s,
Adam Well, that’s not really the point. but first I’ll need to find the right person. (get married) This
Olivia I think I’ll just do them outside school. There are lots is what happens when I don’t have a map in an unfamiliar
of drama clubs, and I might try to learn the guitar at home – town. (get lost)
there are tons of video tutorials and music sites online. What
Teaching tip – Self-evaluation Steps
about you?
Adam I’m going to do art next year. I think I’ll also do design Students should read the can-do statement and complete
and technology. the exercises individually. They should then add up their
Olivia Really? That’ll be a lot of work. Mr Evans is the teacher scores and circle the appropriate emotion face.
for both those subjects. He’s the teacher who sets the most Students consider how well they have learnt the language
homework in the whole school. My brother did both of of the unit. Discuss what they feel to be their strengths
those subjects and he had a lot of projects to do at home. and weaknesses. Suggest additional practice if necessary.
Adam Well, I don’t mind that. They’re my favourite subjects, Ask your students to say how confident they are with
after all! I’m sure I’m going to like him! these types of exam tasks. If students require further
Olivia What about French? What have you decided about practice, use the Oxford Sprawdzian bez tajemnic on
that? www.oup.com/elt or interactive activities, Oxford
Adam I’m really not sure about French. It’s difficult to decide … Sprawdzian bez tajemnic Online Practice on
Olivia I know. I think it’s good to study another language, but www.primaryplus.oxfordonlinepractice.com
will I use it in the future?
Adam Well, if you want to study languages at university, you
certainly will! I actually think it’s a good subject to study. It’s Answer key
useful for life, not just for exams, I think. For me it’s much  047
more interesting than history, for example.
Olivia Right. Well, we have to tell the school our decisions by EXTRA VOCABULARY
Friday! 1 get a coffee 2 get a job 3 get a driving licence
1 C 2 C 3 A 4 B 4 get to school 5 get to work 6 get home
7 get lost 8 get married 9 get better 10 get a
EXERCISE 2
present 11 get an email 12 get a text message
1 C 2 A 3 C 4 B
EXERCISE 3
1 do 2 make 3 walk 4 vacuum / sweep 5 load
1 A 2 C 3 B 4 C 6 lay 7 feed 8 take out
EXERCISE 4
1 make my bed 2 who don’t follow 3 lay the table 1 mustn’t 2 can’t 3 might live 4 ’ll
4 made friends with
EXERCISE 5 DID YOU KNOW?
1 might not come 2 definitely won’t Britain has two Houses of Parliament: the House of
3 must not come / be 4 n’t / not have to Commons proposes and votes for new laws; the House
of Lords checks new laws and can propose changes
EXERCISE 6 if necessary. The House of Lords is not elected. In the
1 A 2 C 3 B 4 A past, the Lords were all members of the aristocracy, with
EXERCISE 7 hereditary titles, but now the government can grant
Students’ own answers. people the title of Lord or Lady for their contribution to
society. Go to the Culture Steps on CB page 122 to find
out more about laws in the UK.
Unit 3 47
4 Do the right thing!
CB p49 CB pp50–51
Teaching tips – Words, words, words Teaching tips – Grammar Steps 1 with Speaking
Before starting exercise 1, ask students to work in pairs. Grammar presentation – Past perfect
Ask them to take turns to choose one of the pictures Say and write the following on the board (but giving
and describe in their own words what’s happening. students true facts about yourself is even more effective):
Their partner should try to guess which picture is being Before 2008, I lived in the capital. I moved to this town in
described. When students do the matching task, recalling 2008. Draw an arrow and combine the two sentences into:
their descriptions will help them better understand what Before I moved to this town, I had lived in the capital. Ask:
each crime involves. Which happened first? (you lived in the capital) How is the
verb form different in the two parts of the sentence? (the first
Extension activity for exercise 2 – Inclusive classroom part uses past simple, the second past perfect). Elicit or
More confident students could choose one of the explain that we use the past perfect to talk about a past
headlines and write an imaginary story to go with it. Ask event that happened before another event in the past.
some volunteers to share their stories with the class in the Ask students to read the rules about the form and use of
next lesson. the tense in exercise 3.
Less confident students could choose one of the Teaching tip – Assessment for learning
headlines, and look up a similar news story online and Use exercise 4 to check how well students have understood
bring it into the next lesson. Read out their story (or let how to form the past perfect, without looking back at the
them read it if they prefer). text. Then, ask students to test each other in pairs by taking
With both activities, get the class to name the crime being turns to give the base form of a verb and eliciting the past
described. simple and past participle forms from their partner. Tell
If you have dyslexic students in your class, seat them them to check any irregular verbs they aren’t sure about on
fairly near to you, so that you can provide help if required. CB p128. Ask students to try completing exercise 4 again in
It may also be helpful to outline what is going to be the next lesson. Do the same with exercise 9. Task repetition
taught in each lesson before you start, and recap what has helps students secure knowledge.
been taught at the end of the lesson. Preparing summary Steps to Success
notes as handouts for them is another way to support In this section, students complete an exam-style Use of
dyslexic learners. English task. Tell students to cover the box, read the text
to get a general sense, then try to complete each gap
with their own idea. Allow them to compare their ideas
Answer key in pairs. Students then look at the options in the box and
 048 choose the ones closest to their ideas.
EXERCISE 1 Teaching tip – Inclusive classroom
1 robbery 2 pickpocketing 3 vandalism
Before students complete exercise 7, ask them to work
4 cybercrime / hacking 5 theft 6 mugging
in pairs to discuss which of the two actions happened
7 shoplifting 8 burglary
first, and which later, in each sentence. This will help
EXERCISE 2 less confident students do better in the task. Ask more
A cybercrime / hacking B shoplifting C robbery confident students to check their work and explain any
D burglary E vandalism F pickpocketing forms their partners had problems with.
EXERCISE 3
1 C 2 D 3 A 4 B 5 F 6 E Answer key
 049 EXERCISE 1
EXERCISE 4 Students’ own answers.
1 arrested 2 vandalism 3 breaking 4 pay 5 go  050
6 released 7 committed
EXERCISE 2
For extra practice: 1 peaceful 2 fair 3 wasn’t 4 arrested 5 in jail
Extra Vocabulary CB p60 6 achieved
Practice Book pp38–39
Vocabulary extra worksheet 4 EXERCISE 4
1 went, had broken 2 hadn’t given
3 were, had treated 4 won, had done
EXERCISE 5
1 D 2 C 3 E 4 B 5 A
48 Unit 4
1 hadn’t seen 2 had stolen 3 Had, heard 1 They were at a meeting about how to spend
4 had studied 5 had closed 6 hadn’t booked government money to improve the area they live in.
EXERCISE 7
2 PB allows members of a community to make decisions
1 had started, arrived 2 wasn’t hungry, ’d / had already about the budget.
eaten 3 Had you read, watched 4 didn’t have, had 3 Young people develop leadership skills, learn how to
stolen 5 phoned, had driven collaborate and become better problem-solvers and
decision-makers.
EXERCISE 8 4 It’s a big responsibility because their community is
1 realized 2 put 3 something 4 stolen counting on them.
2 I had seen it three times. 3 They had never flown 1 E 2 A 3 F 4 B 5 C 6 D
before. 4 Someone had stolen her bag. 5 He hadn’t
EXTRA STEPS
slept the night before. 6 They had missed the bus.
7 I hadn’t studied very much. 8 Her battery had run out. Students’ own answers.

Extensive reading worksheet 4
EXERCISE 11
EXTRA STEPS
CB p53
Students’ own answers. Teaching tips – Skills Steps
For extra practice: Extension idea for exercise 1
Practice Book p40 Prepare thirty word cards for each pair/group playing (or
For grammar summary: ask students to make the cards) for a memory game. Each
Klasa VIII Online Practice card should contain the main verb OR the particle (adverb
or preposition) from the phrasal verbs in the box. Put
students in pairs or groups to play. They shuffle and lay out
CB p52 the cards in rows and columns on the desk, face down, and
decide who begins. Each player turns up two cards. If they
Teaching tips – Skills Steps can use these to make up a phrasal verb, they can keep
Discussion idea the cards, and turn up two more. If the cards don’t match,
Ask students for their opinions about participatory they should be turned down again, and the next player
budgeting. Encourage them to give reasons. Invite others takes over. Continue the game until all the cards have been
to respond to the suggestions they hear. Giving students collected. The player with the most cards wins.
a chance to express their personal responses to a text Writing skills tip
they read will deepen their engagement and help them Focus on Eva’s story and ask students to answer the
understand the more complex ideas beyond the words. following questions and find examples to support their
Steps to Success answers: What tense does she use to set the scene? (past
In this section, students complete an exam-type reading continuous) What tenses does she use when she describes
comprehension task. Tell students to read the sentences what happened as a result of something from earlier?
and find any pronouns that might connect them to the (past simple, and past perfect for the cause) What word
text. They should usually look for the person or thing that introduces a sentence that describes an action that went
the pronoun refers to in the sentence before the gap. on for some time? (while). Knowing how to use narrative
Sentences after the gap might similarly include pronouns tenses is crucial for writing a good story. Point out the
that refer to something in one of the extracted sentences. Tip box at the bottom of the page.
When they have completed the text, remind students to
read it through again to check it all makes sense, and also Teaching tip – Inclusive classroom
that the unused sentence really doesn’t fit any of the gaps. This task is suitable for collaborative writing. Less
confident students can work together in pairs or groups
Teaching tip – Inclusive classroom of three to create their story, brainstorming ideas,
Make sure groups working on the Extra Steps activity have discussing phrasing, and checking each other’s work.
a mixture of levels so more confident students can help More confident students can work individually. Ask some
and support less confident students. students to share their stories with the class, then vote on
the best idea and on the best-written story.
If you have any dyslexic students in the class, they may
Answer key choose to tell their story as a comic strip, using drawings
EXERCISE 1 rather than descriptions. Remind them to think about how
Students’ own answers. they will be able to present their story to the class.
EXERCISE 2
A 4 B 5 C 1 D 3
Unit 4 49
Answer key intonation and using the hand gesture again. As students
EXERCISE 2 listen and repeat, ask them to show the pattern with their
1 in, away 2 down, after 3 through, off 4 back, hands as well.
away 5 out of, away 6 down, over, off 7 over, up Read out some of the examples (or say your own
EXERCISE 3
sentences) mixing both certain and uncertain intonation.
Theft: her bike had been stolen. Ask each time what students believe you think, according
to the intonation they hear. Students can then do this in
EXERCISE 4 pairs, taking turns to test their partner.
1 football practice 2 to buy some bottles of water
3 her bike was gone / the guy she had seen earlier was
riding away on her bike 4 standing near her bike Answer key
5 she hadn’t locked her bike EXERCISE 1
Bicycle theft  051
EXERCISE 6
EXERCISE 2
Students’ own answers. 1 Honduras
EXERCISE 7 2 Because criminal gangs control areas of the country.
Students’ own answers. 3 By educating them and training them to work in the
coffee industry.
For extra practice:
Writing worksheet 4 haven’t you?, hasn’t it?, aren’t they?, doesn’t it?
EXERCISE 4
CB pp54–55 1 E 2 H 3 J 4 A 5 I 6 C 7 D 8 B 9 F 10 G
EXERCISE 5
Teaching tips – Grammar Steps 2 1 wasn’t he? 2 have you? 3 isn’t it? 4 does she?
Grammar presentation – Question tags 5 can we? 6 shouldn’t they? 7 aren’t they? 8 did you?
Elicit how students check information in their own EXERCISE 6
language. Explain that unlike many languages, English uses 1 haven’t 2 didn’t 3 doesn’t 4 isn’t
the auxiliary for each tense to do this. The auxiliary may be
in the main part of the sentence (in continuous and perfect EXERCISE 7
tenses; in most future forms; in negative statements) but 1 isn’t 2 hasn’t 3 don’t speak 4 are 5 isn’t
sometimes it isn’t there (in present and past simple).
 054
Write on the board:
EXERCISE 8
Anita likes coffee, doesn’t she?
1 weren’t you? 2 wasn’t there? 3 haven’t we?
You don’t drink coffee, do you?
4 have you? 5 was I? 6 won’t you? 7 is it?
Encourage students to notice that the question tag always The police officer uses falling intonation, so he is certain
has the opposite of the auxiliary (whether it’s shown or about the facts.
not) in the main part of the sentence. Focus on the rules
in exercise 3 to study the other tenses. EXERCISE 9
Steps to Success Students’ own answers.
In this section, students complete an exam-style Use EXTRA STEPS
of English task. Tell students to find all the auxiliaries in Students’ own answers.
the dialogue. These will help them find the answers that For extra practice:
complete the question tags correctly. Remind students Practice Book p41
that in the real exam, the words for the gaps will be much Vocabulary and grammar reinforcement worksheet 4
more different from one another. Vocabulary and grammar extension worksheet 4
Background note for exercises 2 and 7
Honduras is a country in Central America, the strip of
Klasa VIII Online Practice
land that connects the continents of North and South
America. Honduras borders on Guatemala, El Salvador and
Nicaragua. The country also has coasts on two seas: the CB pp56–57
Pacific Ocean and the Caribbean Sea. The official language
is Spanish. Honduras has a population of 10 million, and Teaching tips – Skills Steps
its capital is Tegucigalpa. Steps to Success
Pronunciation – Certain and uncertain speech In this section, students complete an exam-style listening task.
As you play the audio for the students to notice the Tell students to read the text carefully, and think about what
intonation patterns, use your hand to show rising and information might be missing in the gaps: a place, an object,
falling, as appropriate. Before you play the audio again, a person, a time, a material? They could compare their ideas
model the first sentence of each set, exaggerating the in pairs. Remind them that in this task they should use words
that they hear in the audio, and only one word in each gap.
50 Unit 4
Answer key and audio transcript Officer What happened?
Boy She had just got money from a cash machine and was
 055 walking away when two men appeared on a motorbike. One
EXERCISE 1 of the men hit her and she fell over. He grabbed her bag and
1 vandalize 2 thief 3 steal (see Language note above) they rode away. I took a photo of the motorbike. I got the
4 rob 5 burglar 6 mug 7 pickpocket 8 shoplift registration number.
9 hack Officer You need to come to the station now with the victim.
Mugging is a serious crime.
EXERCISE 2 Boy Right. I’ll come with her now.
1 pickpocket 2 burglar 3 robber 4 shoplifter 1 pickpocketing 2 burglary 3 mugging
5 vandal 6 mugger
EXERCISE 3
 056
1 vandalized 2 hacker 3 crime 4 Shoplifting EXERCISE 6
5 thieves 6 robber 1 mobile phone / iPhone 2 bus station 3 five forty-
EXERCISE 4
five 4 two 5 window 6 computer 7 cinema
Students’ own answers. 8 bag 9 a photo
 056  057
EXERCISE 7
EXERCISE 5
1 Zac Hello. I’d like to report a crime, please.
Officer Hello. How can I help you, Miss …? Police officer OK, what sort of crime are we talking about?
Girl Clark, Angie Clark. I’d like to report a theft, please. Zac It’s a theft. Someone’s stolen my bag – and it had my
It happened this morning. I’m sure I had it before I got on camera in it.
the bus because a friend texted me and … Police officer Oh, I’m sorry. That’s a pain, isn’t it? So where did
Officer Slow down. Tell me exactly what happened. it take place?
Girl Someone’s stolen my mobile phone. Zac It was in the Blue Door Café, in Henley Street. It was just
Officer OK. Can you describe it to me, please? half an hour ago, wasn’t it?
Girl It’s an iPhone. It’s in a pink, plastic case. Ali That’s right. I think it happened at about a quarter past four.
Officer Right. Where did this take place? Zac I’d put my bag on the floor, but when we got up to
Girl At the bus station. It was about an hour ago. At five leave – it had gone.
forty-five. I came straight here when I realized it had gone. Police officer Did the bag have anything else in it?
Officer Mmm. There are lot of pickpockets in that area. There Zac It had my sports kit in it – and a jacket.
isn’t much we can do, I’m afraid. But you’ll need this form for Police officer How big is this bag?
the insurance. Zac It’s a big sports bag. It’s purple.
Girl Oh, right. Police officer What’s it made of?
Officer Can you sign here please? Zac It’s plastic.
Girl Thanks. Police officer What make is the camera?
2 Zac It’s a Digipix Pro.
Officer Oxlan Police station. How can I help you? 1 camera 2 café 3 four 4 floor 5 plastic
Man Hello, I’d like to report a burglary, please.  058
Officer Right. Can I have your name, address and phone number?
Man Daniel Brown, 14 Heron Street. And my number is EXERCISE 8
01075 70929 1 E 2 D 3 A 4 C 5 F 6 B
Officer Where did the burglary take place, Mr Brown? EXERCISE 9
Man At my home address. Students’ own answers.
Officer Can you describe the circumstances?
EXERCISE 10
Man I got home from two days in London an hour ago and
found that someone had entered my house. I’d locked the
doors, so they broke a window and climbed through it. EXTRA STEPS
Officer Are a lot of things missing? Students’ own answers.
Man My computer has gone, but I’m not sure what else
For extra practice:
because everywhere is a mess.
Practice Book p43
Officer Right, I’ll send a police car round to your home within
the next hour. I advise you not to touch anything while
you’re waiting. CB p57
Man Thank you.
3 Teaching tip – Video
Boy I’d like to report a crime, please. Allow students sufficient time to read through the
Officer What’s your name and phone number? activities before you play the video or audio. Encourage
Boy My name’s Lee, David Lee. My phone number is 07294 them to try to guess the correct answers, then listen
75218. carefully to confirm or correct them. In Vlog exercise 3,
Officer Where did it take place? ask students to correct all the false statements.
Boy It’s just taken place, outside the cinema in East Street.
I’m with the victim now. She’s OK but very upset.
Unit 4 51
Teaching tip – Everyday English Teaching tip – Listening
Refer students to the Everyday English phrases in Vlog To complete exercise 1:
exercise 5. After checking the matching task, model • Tell students to read the task, and make sure they
pronunciation for students to listen and repeat. understand what they have to do.
• Ask them to identify the key words in each statement
Answer key and video transcript and think of other ways of expressing them. This will
give them clues to listen for.
EXERCISE 1
• Remind them that they should use the exact words
Students’ own answers. they hear to complete each statement.
  059 • Play the audio twice.
EXERCISE 2
• Allow students to compare answers in pairs before you
Hi again. Right, I’m going to make this quick because I’m play the audio again, and check answers with the class.
going out in an hour, and before I go out, I’ve just got to Teaching tip – Reading
watch this week’s episode of Sherlock. I don’t know if you’ve To complete exercise 2:
ever seen it, but it’s a modern version of the Sherlock Holmes • Tell students to first read through the text quickly to get
stories. I’m sure you’ve heard of those. The character of a general sense.
Sherlock Holmes has been around for over one hundred • Ask them to look at the first question and answer
years and he’s famous for solving crimes like murder, theft stem, then read the text until they find the relevant
and robbery … but mostly just murder, I guess … He’s a information. They should copy the information into the
really strange character – in lots of ways he’s unfriendly and gap and make sure its fits logically and grammatically.
not very nice, but he’s really intelligent and he’s always one
• Students should do the same for the remaining
step ahead of everyone else. In this TV series, Sherlock lives
statements.
in the 21st century and is played by Benedict Cumberbatch.
Lots of girls my age fancy him, but I have to say he’s not • When you check answers, ask students to quote the
really my cup of tea! But it’s a great series – and funny, too! relevant part of the text. Point out that the text often
There’s another crime series that I watch on TV, but it’s a bit expresses ideas from the statements using different
of a guilty pleasure! It’s called Midsomer Murders and it’s been synonyms.
going since the 90s. It’s past its 20th season now! It’s really Teaching tip – Use of English
cheesy, but I love it! It’s set in the English countryside in a To complete the exercises:
group of villages. They all seem like sweet, perfect places to • Tell students to read the instructions for each task
live, but every week there’s a different murder in one of the carefully, and make sure they understand what they
villages! It’s all a bit silly, really, because obviously that would have to do.
never, ever happen in real life! But, British people just seem • Explain that in exercise 3, they will hear the audio twice.
to really love a good crime story – especially a murder! Right If they think two sentences might match a speaker, they
– now where did I leave the remote control … ? should mark them both for themselves, but only finalize
1 B 2 C 3 A their answer when they listen for the second time. By
that time, they may have already used one of the two
  059
options for another speaker.
EXERCISE 3 • Suggest that in exercise 4, they cover the options, and
1 True 2 False. He’s unfriendly and not very nice. give an answer in their own words first, then check
3 False. He isn’t her cup of tea. 4 Not given which of the options matches their idea most closely.
5 False. A murder happens in one of the villages every
• Remind students that in exercises 5 and 6, the correct
week, which is not realistic.
answer must be no longer than three words.
EXERCISE 4 Teaching tip – Writing
Students’ own answers. To complete exercise 7:
EXERCISE 5 • Ask more confident students to help you make a list of
guilty pleasure grzeszna przyjemność information on the board they need to include in their
cheesy obciachowy invitation.
one step ahead o krok przed innymi • Support less confident students by drafting a model
invitation on the board, and asking questions to elicit
CB pp58–59 the information that should be included, e.g. Who
am I writing the invitation for? What is the event? Who is
Teaching tips – Steps to Success coming as a guest? What do readers need to know about
All of the exercises on these pages prepare students them? What information do readers need to know about
for the Listening, Reading, Use of English, and Writing the event?
questions in the end-of-Primary exam. Before starting • Remind students to answer all parts of the question and
the exam practice activity in each section, focus students’ check their work for grammar and spelling mistakes.
attention on the relevant Tip box. Read out the tip and Invite students to read out their finished invitations.
52 Unit 4
Answer key and audio transcript EXERCISE 7
 060
EXERCISE 1 CB p60
Peter Hi, Anna! I’ve been reading a really interesting article
here about unusual rules in schools all over the world. Some Teaching tips – Final Steps
of them are really strange. Prepare twelve to fifteen pieces of paper with one word
Anna Like what? from the list on each. Make two copies of the same set.
Peter Well, it says here that some schools in the UK have Split the class into two teams. Ask students to take turns
forbidden their students to have best friends at the same to draw a card and try to sketch a drawing illustrating the
school. meaning of the word to their team. They can take as long
Anna What do you mean? as they need to guess the word. If the team has guessed
Peter Apparently parents and teachers think that students a word with a very similar meaning, students should add
will benefit more if they have a bigger group of friends when further details to their pictures to clarify the distinction.
they are growing up. Also, they claim that there were a lot of Once they have guessed correctly, the next student takes
problems with best friends falling out and not being friends over, and so on. Continue until all the cards are used up.
any more. What do you think about it? The team which finishes first is the winner.
Anna I find it rather strange. I think it’s better for you if your Teaching tip – Extra Vocabulary
best friend is always somewhere close, isn’t it? Also, children
Ask students to complete the matching task, then
spend a lot of time at school, so it’s natural that they find
compare their ideas in pairs. Then ask them to agree on
their best friends there?
which groups the words belong to. Check ideas in class
Peter I think so too. Check this one out: some schools in
and invite comments. Finally, practise pronunciation by
the UK and Australia have banned teachers from using red
asking students to repeat the phrases after the audio.
ink. They have to use other colours to mark the tests and
assignments, because red ink had a negative psychological Teaching tip – Self-evaluation Steps
effect on students. Students should read the can-do statement and complete
Anna Well, it makes sense, I guess. But I actually think that a the exercises individually. They should then add up their
fail is always a negative experience, and it’s not important if scores and circle the appropriate emotion face.
it’s given in red or green ink! Students consider how well they have learnt the language
Peter That’s true! Maybe teachers should not be allowed to of the unit. Discuss what they feel to be their strengths
fail their students? and weaknesses. Suggest additional practice if necessary.
Anna That would be cool! What else is there? Ask your students to say how confident they are with
Peter Here’s a funny one from Japan. In some schools, these types of exam tasks. If students require further
students can’t wear more than one good luck bracelet. practice, use the Oxford Sprawdzian bez tajemnic on
Anna And why is that? www.oup.com/elt or interactive activities, Oxford
Peter Because wearing more than one lucky bracelet is Sprawdzian bez tajemnic Online Practice on
considered to be a form of cheating! www.primaryplus.oxfordonlinepractice.com
Anna Right! That does make sense to me!
1 a best friend 2 a bigger group of friends 3 a negative
psychological effect 4 good luck bracelet Answer key
EXERCISE 2 EXTRA VOCABULARY
1 they like to solve mysteries with their heroes 1 E 2 G 3 A 4 B 5 F 6 C 7 D
2 (the outlaw) Jesse James 3 the local police force Crimes: blackmail, fraud
4 understand criminals’ behaviour Social issues: discrimination, graffiti, littering, racism
Both: corruption
 061
EXERCISE 3 1 hacker 2 shoplifting 3 robbers
1 I’ve heard the burglar is not in jail any more.
2 I’ve read that pickpocketing is getting more and more
1 hadn’t eaten 2 got, had stolen 3 did 4 weren’t
common.
3 Did you find the book you lost at school yesterday? DID YOU KNOW?
4 I don’t think vandalism is a serious problem. Tattooing, the practice of decorating the human body by
1 E 2 C 3 B 4 D inserting ink under the skin to create patterns, is common
EXERCISE 4 all over the world. Often, tattoos are worn to show the
1 B 2 B 3 C 4 A person’s attachment to a community. From ethnic groups
to armed forces units, from sports teams to criminal
EXERCISE 5
organizations, tattoos express belonging and a shared
1 theft 2 teenage / juvenile crime / delinquency rate
identity. Go to the Culture Steps on CB p123 to find out
3 would they 4 broke / hacked into 5 thieves stole
more about tattoos in the Māori culture of New Zealand.
EXERCISE 6
1 was arrested for 2 had worked in 3 I had left
4 was made up 5 broke the law
Unit 4 53
Review Units 1–4
CB pp61–62 1 mountains, forests, glaciers and marine parks
2 industry 3 polar bears 4 climate change / the water
Objectives temperature warming up / the sea ice melting
To revise the following: EXERCISE 2
Vocabulary: household chores; make and do; crimes; 1 C 2 C 3 B
phrasal verbs EXERCISE 3
Grammar: present perfect with for / since; reflexive 1 jest Sherlock Holmes
pronouns; each other; such + (adjective) + noun; so + 2 wtorek
adjective; relative clauses and pronouns; comparative 3 przynieść legitymację szkolną
and superlative adverbs; modifiers; may, might, will:
degrees of certainty; adverbs of probability; past perfect;  064
question tags EXERCISE 4
1 Did you meet the rest of the tourists at the museum?
Teaching tip – Assessment for learning 2 The hotel told me all the rooms are booked.
The exercises in each review unit are designed to prepare 3 Do they live in France?
students for the Listening, Reading and Use of English 4 Have you asked them about holidays?
questions in the end-of-Primary exam. Before starting the 1 C 2 A 3 B 4 D
activities in each section, review the exam practice advice
EXERCISE 5
1 A 2 B 3 B 4 A 5 C 6 A
More confident students can complete the tasks on
their own and then compare answers with a partner. Less EXERCISE 6
confident students can complete the tasks on these 1 B 2 C 3 C 4 A
pages in pairs. EXERCISE 7
1 had gone 2 don’t have 3 where we stayed
4 such a good 5 haven’t they 6 had to answer
For extra practice:
 063 Grammar Review Units 3–4 CB p117
EXERCISE 1
Canada is one of the world’s last great wild places. It’s nearly
ten million square kilometres in size, but its population is
only about thirty-five million. A large part of Canada is in
the Arctic Circle. It has lots of tourist attractions, including
mountains, forests, glaciers and marine parks. Like the rest of
the world, Canada has had environmental challenges, but it
has also found ways to manage them.
About 40% of Canada consists of forests. Large areas of forest
are protected, which means that it is prohibited to have
industry there. There are also laws to protect wildlife and the
rights of native people who depend on the forest. However,
it’s possible to visit some of the protected areas, and go
hiking or even camping there.
One of the highlights of visiting Canada is the opportunity to
experience some of the most exotic animals on the planet.
Tourists can go on wildlife viewing tours by dog sleds or
snowmobiles or, traditionally, on foot. About two thirds of
the world’s polar bears live on Canadian territory. Churchill, a
city in the province of Manitoba, is actually called the ‘polar
bear capital of the world’.
The bears need to go on the ice to hunt seals, but the
water temperature in Churchill is now about 2 degrees
warmer than it used to be, and the sea ice has been melting.
Scientists, animal rights activists and native people are
working together to protect polar bears. As a result, the
number of polar bears in Canada has remained stable. If you
are interested in these fascinating animals, you may want to
consider volunteering to help protect them.
54 Review Units 1–4

5 On the money!
CB page 63 Explain that when we don’t know or it doesn’t matter who
does an action, we use a passive sentence. The object
Teaching tip – Words, words, words becomes the grammatical subject of the passive structure,
Ask students to cover exercise 2, and in pairs, try to name and we use a passive verb form: be (in the correct tense) +
as many of the things in the pictures as they can. Ask past participle. Ask students to study the rules in exercise 2.
them to do the matching task, check answers, then Grammar presentation – Passive: present perfect, will
practise pronunciation.
Elicit the rule for forming the passive. Write on the board:
Point out the spelling of cheque. You may like to explain be + past participle. Elicit the present perfect and the
that speakers of American English use check with the future form of be: have/has been; will be.
same meaning as bill in British English – but this isn’t the
Write the following two sentences on the board:
same word.
They have sold the house.
At the end of the lesson, ask students to test each other in
We will open a new shop next week.
pairs by taking turns to point to a picture to elicit the word
from their partner. Elicit the passive forms. If necessary, write the new subject
as a prompt on the board:
Teaching tip – Inclusive classroom The house has been sold.
Ask students to practise the two dialogues from exercise A new shop will be opened next week.
4 in pairs. Encourage more confident students to speak Ask students to find all the examples of the passive with
from memory as they perform. Less confident students the present continuous or will in the text in exercise 1.
can practise reading out the dialogues instead. Steps to Success
In this section, students will complete an exam-style Use
of English task. Tell students to cover the word in brackets,
Answer key read the first sentence, and try to complete the second
EXERCISE 1 sentence with their own idea first. Next, they should
Students’ own answers. check whether the word given fits in with their idea, and
if not, think about how they need to change the sentence
 065 to make it fit. Remind students that in the exam, the
EXERCISE 2 sentences in this type of task will have different grammar
1 cash 2 coins 3 banknotes / notes 4 bank card / structures in them.
debit card 5 PIN 6 credit card 7 cheque 8 cash
machine 9 price tag 10 bill 11 receipt 12 till
Answer key
EXERCISE 3
EXERCISE 1
1 cheque 2 receipt 3 bill 4 coins 5 note
1 lots of shops have a big sale 2 lots of online
EXERCISE 4 businesses have a big sale
1 cash 2 cheques 3 cash machine 4 PIN
EXERCISE 3
5 price tag 6 till 7 receipt
1 is celebrated 2 are injured 3 was invented
EXTRA STEPS 4 are spent 5 are sold
EXERCISE 4
For extra practice: 1 bought (A) 2 are accepted (P) 3 were sold (P)
Extra Vocabulary CB p74 4 open (A) 5 are encouraged (P) 6 was given (P)
Practice Book pp50–51
EXERCISE 5
Vocabulary extra worksheet 5
1 are 2 was 3 aren’t 4 weren’t 5 were 6 wasn’t
EXERCISE 7
CB pp64–65 1 Hasn’t my car been repaired yet?
2 What new gadgets will be invented in 2030?
Teaching tips – Grammar Steps 1 with Speaking
3 Millions of dollars have been donated to charity.
Grammar presentation – Passive: present simple, past 4 Cars won’t be used in twenty years’ time.
simple 5 Has Cyber Monday been adopted in Poland?
Write on the board: We write ‘cheque’ with a ‘q’. Ask: Who
EXERCISE 8
writes ‘cheque’ with a ‘q’? (we, everyone, people, etc.) Does
1 hasn’t been interviewed 2 will be sent 3 will be built
it matter who? (no). Write underneath the first sentence:
4 have been sold 5 will be sold 6 will be replaced
‘Cheque’ is written with a ‘q’. Circle ‘cheque’ in both
sentences and draw arrows to show where it’s moved in EXERCISE 9
the passive. Underline the verb form in both sentences. 1 was repaired 2 has been stolen 3 will be sold
4 aren’t used 5 can be bought 6 is eaten
Unit 5 55
EXTRA STEPS Extensive reading worksheet 5
CB p67
For extra practice:
Practice Book p52 Teaching tips – Skills Steps
For grammar summary: Writing skills tip
Klasa VIII Online Practice Tell students to read the task carefully. Ask: How many
points do you have to include? (three). Elicit a wh-question
for each point: What project do you need money for? How
CB p66 much money do you need? Why should people give you
Teaching tips – Skills Steps money? Suggest that they make notes that answer each of
the questions. Less confident students could brainstorm
Reading skills tip – Inclusive classroom
ideas in pairs or small groups. More confident students
Explain that working out the meaning of unfamiliar words could work independently.
from the context is an important reading skill. Authentic
texts often contain words that we might not know. If Teaching tip – Assessment for learning
students don’t understand a word, first they should decide Ask students to quickly read through their text and decide
if its meaning is really necessary for understanding the what they think may be the most important thing for
whole text. If so, they should look for clues before and them to check and amend. This might be their spelling,
after the text. The questions that might be helpful to ask grammar, variety of vocabulary, the way the ideas are
themselves include: What information does the text give connected – or anything else they’re concerned about.
about the word? Do we need to know anything more? What Suggest that they swap their blog posts with a partner
other word would fit the sentence logically? Remind them to and ask them to check it for the issue they’ve identified.
also be prepared to go back and change their ideas about Ask partners to focus mostly on suggesting improvements
a word if they read something later in the text that doesn’t in the selected area.
match their first interpretation.
Developing students’ ability to identify their own
Ask students to compare their ideas about the words weak points is a useful skill for learning and for life.
in exercise 5 in pairs or small groups. Encourage them Peer feedback also develops students’ autonomy and
to explain their ideas in English, but allow them to use collaboration skills.
translation if necessary.
Monitor the discussions and provide some help to less
confident students by eliciting what they have already Answer key
found out about each word and prompting them in the EXERCISE 1
right direction for further ideas. More confident students 1 invest 2 target 3 fund 4 afford 5 raise
should need less support, but do check their progress and 6 donate 7 profit 8 save 9 lend 10 borrow
help if they get stuck.
EXERCISE 2
At the end, ask students to check their ideas in a dictionary.
1 borrow, fund 2 profit 3 target 4 afford 5 raise
6 donate 7 lends
Answer key EXERCISE 3
EXERCISE 1 Maria wants to raise money to buy new cages and fund
Students’ own answers. special equipment for the charity’s care centre. Her target
is £450.
EXERCISE 2
A EXERCISE 4
1 her mother disappeared 2 she will be returned to the
EXERCISE 3
wild 3 they will get regular updates on the animals, be
1 creative projects (like books or music albums)
able to visit the centre, and help release animals back in
2 charity site 3 products, an ‘experience’ or even a share
the wild 4 on the website
in the business profits 4 has to pay the money back to
all the investors EXERCISE 5
EXERCISE 4
1 $10 2 free concert tickets 3 day 4 university EXERCISE 6
EXERCISE 5
Students’ own answers. For extra practice:
Practice Book p55
Writing worksheet 5
56 Unit 5
CB pp68–69 1
EXERCISE 6
I avoid going to the sales.
Teaching tips – Grammar Steps 2 2 Looking for bargains is fun.
Discussion idea 3 She doesn’t mind doing the shopping.
4 They’re bad at managing money.
Put students in groups to discuss and decide together
5 Eva hasn’t finished doing her homework yet.
which three tips from the text or exercise 3 they find the
most useful, and why. Then make new groups of three EXERCISE 8
so that each member of the new group comes from a 1 to make (C) 2 to be (B) 3 to spend (A)
different previous group and repeat the discussion. To EXERCISE 9
wrap up, elicit the top three tips from each group, and 1 to meet 2 to go 3 to save 4 to get 5 to pay
add up the votes each one receives on the board to find 6 to look
out the best tips according to the whole class.
EXERCISE 10
Grammar presentation – Gerunds and infinitives
1 afford 2 saving 3 lent 4 buying
Explain that in English, when we need to talk about an
action or event that we usually express using a verb, but EXERCISE 11
only a noun fits the sentence grammatically, we use the 1 working 2 to help 3 earning 4 making
gerund (the -ing form) or the infinitive. 5 taking 6 to make 7 to solve 8 creating
9 Expressing 10 to follow
Write the following pairs of sentences on the board:
And students’ own answers.
I like music. / I like dancing.
Games are fun. / Playing football is fun. EXERCISE 12
I’d like a break. / I’d like to go on holiday. Students’ own answers.
Explain that there are a number of rules for when we can use For extra practice:
a gerund, when an infinitive, and when we can use either Practice Book p53
form. Ask students to read these rules in exercises 4 and 7. Vocabulary and grammar reinforcement worksheet 5
Steps to Success Vocabulary and grammar extension worksheet 5
In this section, students complete an exam-style Use of For grammar summary:
English task. Tell them to read each gapped sentence Klasa VIII Online Practice
and decide which words fit grammatically, and eliminate
all the other options. Next, they should try each
grammatically possible option to see which one fits CB pp70–71
logically as well. Translating the completed sentence for
themselves is often a good way of checking that meaning Teaching tips – Skills Steps
sounds correct. Ask students to compare their answers in Suggested activity
pairs before checking as a class. After students complete exercise 3, write the following on
Extension idea for exercise 12 the board and elicit the missing words from the class:
Ask students to mingle and compare their answers with pay … something that you buy (for)
as many others as they can to find someone with whom pay … somebody that you borrowed from (back)
they have the most answers in common. pay … cash but pay … card (in, by)
… money on something you like (spend)
Remind students to record the collocations in their
Answer key notebooks, and make sure to use them correctly.
 067
EXERCISE 1 Encourage more confident students to have fun with
C dialogues when they practise them in pairs. For example,
EXERCISE 2 they could play their role by adding more emotion
1 E 2 D 3 H 4 B 5 A 6 G 7 F 8 C (frustration, boredom, cheerfulness, etc.). Encourage them
to speak from memory without looking at the text, and
EXERCISE 3
to improvise if they can’t remember the exact words.
3, 5, 1, 6, 8, 9, 2, 7, 4
Allow less confident students to look in the book if they
EXERCISE 4 get stuck. You may also like to pair them with a more
A Are you good at doing anything? confident student to support them.
B Managing your money can be difficult.
C I also love going shopping.
start earning money; Avoid making ‘impulse buys’.; Answer key and audio transcript
Consider selling some of your stuff online.
 068
EXERCISE 5
EXERCISE 1
1 going (A) 2 shopping (C) 3 looking (C)
1 sale 2 bargains 3 credit cards 4 discounts
4 buying (C) 5 Saving (B)
5 refunds 6 receipt 7 offer 8 change
Unit 5 57
EXERCISE 2  070
1 refund 2 exchange 3 change 4 sale
EXERCISE 5
5 discount 6 bargain
Igor Patricia Marek
 069
What they tablet, shirt, coat, dress, shoes, trainers,
EXERCISE 3
bought jeans skateboard jeans
1 for 2 by 3 on 4 for 5 at 6 back
How much £125 £310 £85
 070 they spent
EXERCISE 4 How they cash credit card cash
David Hello. I’m David and I’m doing a survey about the paid
Black Friday sale for a school project. Could I ask you some
questions?  071
Igor Sure. What do you want to know?
EXERCISE 6
David First, er … your name is …
1
Igor Igor.
Teen boy 1 Hey, look! This jacket’s only £27 in the sale.
David I notice you’ve bought quite a few things in the sale,
Teen girl 1 That’s a bargain. You should get it.
Igor. Did you find any bargains?
Teen boy 1 I’ve only got £25 in cash. And they don’t take cheques.
Igor Yes. I bought this tablet. It was really cheap – only £75.
Teen girl 1 Well, pay with your card.
I also bought a shirt and jeans. Everything is very cheap in
Teen boy 1 I forgot it.
the Black Friday sale. I wanted to get a few other things, but I
Teen girl 1 Right. Well, I can lend you £2. You can pay me back
couldn’t afford to buy anything else.
later.
David Do you always wait for the sales to do your shopping?
Teen boy 1 Thanks.
Igor Yes. I can’t stand shopping but I have to be careful with
Shop assistant That’s £27. Here’s your change – £3. And here’s
money because I don’t have a lot. And I always pay with
your receipt. I’m afraid we don’t do refunds on items in the
cash. I spend less that way.
sales, only exchanges.
David Could you tell me how much you spent?
Teen boy 1 That’s OK. Thanks.
Igor £125 in all.
2
David Thanks Igor. Bye.
Mum The trainers you ordered on the website have arrived.
Here’s the box.
David Hi, I’m David. Can I ask you some questions, too, er …
Teen girl 2 Thanks mum. … Hey, they’re really cool.
Patricia Patricia.
Mum Try them on.
David You seem to have bought quite a lot. Did you find any
Teen girl 2 … Oh, no! They’re too small.
good bargains?
Mum What size are they?
Patricia Yes. I got up really early and queued outside. That
Teen girl 2 Forty-two. That’s my size but they don’t fit.
way I managed to get what I wanted. I bought a new coat, a
Mum You’ll have to exchange them for a forty-three. Or get
dress and some shoes. And this skateboard. There was 50%
a refund.
discount on it. I’m really pleased.
Teen girl 2 I’m really disappointed. They were really cheap in
David Did you have a list of things you wanted to buy?
the sale.
Patricia Yes. And I’d been to the store a few times before so I
Mum It’s always a risk buying shoes online.
knew where to find things.
Teen girl 2 Yeah. I’ll get a refund and find a pair in the store in
David It sounds like you are good at shopping in the sales.
town. At least I can try them on there.
Patricia Well, you need to be organized because of the crowds.
3
I love shopping and I pay with a credit card. I spent £310 in all.
Teen boy 2 It’s really crowded in here.
Teen girl 3 Yeah, I’ve had enough. Let’s pay and leave. At least
David Thanks Patricia. … Er, excuse me. I’m David and I’m
we’ve got some bargains.
doing a survey. Would you mind answering a few questions?
Teen boy 2 Wow! There’s a long queue at the till.
Marek OK. I’m Marek.
Teen girl 3 It’s always like this when the sales are on.
David Did you find any bargains?
Shop assistant 2 That’s £54, please.
Marek Yes. These trainers. I was very lucky to get them
Teen boy 2 … What’s the matter?
because there were so many people. They cost £65 in the
Shop assistant 2 There seems to be a problem with your card.
sale, so I saved about £60.
Could you try again, please?
David Did you pay with a credit card?
Teen boy 2 Oh, no! It’s refused my card a second time.
Marek No, I paid in cash.
Shop assistant 2 I’m very sorry. Perhaps you could pay cash.
David What else did you buy?
Teen boy 2 I haven’t got any cash. Can I pay by cheque?
Marek Only some jeans. I couldn’t afford to buy anything
Shop assistant 2 I’m afraid we don’t accept cheques.
else. I spent £85 in all.
Teen boy 2 Well, I’ll have to put this coat back. What a
David Do you enjoy shopping in the sales?
nuisance! I really wanted it.
Marek Yes. Shopping is fun, and it’s exciting to find bargains!
Teen girl 3 Come on, let’s go home.
But I only get pocket money so I try not to spend it all.
1 C 2 C 3 A
David Thanks Marek.
Patricia and Marek
58 Unit 5
 072 Amy Oh, Liam. That’s hilarious! They’re doll’s trousers! Didn’t
you check the size when you ordered them?
EXERCISE 7
Liam I did! I chose medium! I just didn’t realize these were for
1 sale 2 bargain 3 exchange 4 refund
dolls. That explains why they were so cheap!
5 receipt 6 cash
Amy Is there a receipt in there?
EXERCISE 9 Liam Yes, here it is. I’ll have to return them. Let’s hope they
Students’ own answers. do refunds.
EXTRA STEPS Amy … or I could go and get one of my old dolls for you to
Students’ own answers. play with!
Liam Leave me alone, Amy!
For extra practice: 1 online shop 2 jeans 3 cheap 4 small
Practice Book p55
EXERCISE 3
1 He ordered it online (and he received an email to say it
CB p71 had been sent to him).
2 There must have been a sale.
Teaching tip – Video 3 The jeans are for dolls, not people.
Use the picture to elicit students’ ideas about what they 4 He’s going to send them back and ask for a refund.
expect the story to be about. Put them in groups to 5 She suggests that Liam can put them on one of her old
brainstorm ideas, then elicit suggestions. Ask the class dolls.
to decide which is the best story. Then play the video
EXERCISE 4
or audio for students to compare their own ideas to
Liam’s story.
Teaching tip – Everyday English EXERCISE 5
Let’s have a look. Zobaczmy.
Refer students to the Everyday English phrases in exercise 5.
I can’t believe my luck. Ale mam szczęście!
After checking the matching task, model pronunciation
Leave me alone! Zostaw mnie w spokoju!
for students to listen and repeat.
That’s hilarious! To jest przezabawne!
Use the Think–Pair–Share (TPS) technique for exercise 4. CB pp72–73
Give students two minutes to think of their answers. Then
put them in pairs to compare their ideas. Finally, elicit Teaching tip – Listening
suggestions from volunteering pairs, and invite comments To complete exercise 1:
from the rest of the class. Breaking down the speaking task • Tell students to read the sentences and think of other
like this makes it easier for less confident students to fine- ways of expressing the same ideas. Remind them to
tune their responses before sharing with the whole class. listen for ideas, not exact words.
Encourage more confident students to add more detail to • Play the audio twice. Suggest that for each speaker,
their answers and turn their experiences into anecdotes. students mark all the answers that may be possible.
When they listen for the second time, they should pay
Answer key and video transcript closer attention and decide which of the two marked
options is the better answer. Remind them that one of
EXERCISE 1 the options won’t match any of the speakers.
Liam has bought a pair of doll’s trousers. He bought them • Play the audio again, pausing after each speaker, as you
online. check answers. Ask: What words did the speaker use? and
 073 elicit the phrasing from students.
EXERCISE 2
Liam Hi, everyone. I thought I’d do something a bit different
today, so I’m going to do one of those ‘unboxing’ videos • Tell students to read the whole text quickly to get a
that you see a lot online. I know exactly what’s in this parcel, general sense.
because I bought it online a few days ago, and I got an email • Next, tell students to read the sentences and look for
yesterday to say that they had sent it. It’s a new pair of jeans phrases that might connect them to the text.
from a really famous brand and this style has literally just • Suggest that students read the sentence before
come out! The best thing about them is that they were a real and after each gap carefully to find out which of the
bargain – the price was ridiculously low, so they must have extracted sentences they are connected to.
been in a sale or something. I can’t believe my luck! • Encourage students to check their ideas by re-reading
Amy Ooh – what have you got there? the relevant paragraph with the selected answer in it.
Liam It’s those new jeans I was telling you about. Remind them to check that it makes sense and fits in
Amy Oh, quick – let’s have a look. … Umm … are you sure grammatically.
it’s your jeans? That parcel looks a bit small … • Finally, ask students to check that the unused sentence
Liam Yeah – I read the label on it. Oh no … I don’t believe it! really doesn’t match any of the gaps.
Amy What is it?
Liam This.
Unit 5 59
EXERCISE 2
Teaching tips – Use of English
1 D 2 A 3 E 4 C
• In exercises 4, 5 and 6, remind students to read the  075
sentences and think about what information or EXERCISE 3
grammar structure is missing, looking for clues in the 1 You said that you avoid going to the sales?
gapped sentences to help them decide this. 2 How did you pay the bill if you didn’t have cash?
• Allow students to compare their answers in pairs before 3 Have you borrowed money from Piotr again?
you check as a class. 4 I always spend all my pocket money in a week.
Teaching tip – Writing 1 E 2 A 3 B 4 C
To complete exercise 7: EXERCISE 4
• Support less confident students by allowing them to 1 Are you / Would you be interested in 2 I enjoy looking
brainstorm ideas for their innovative product and its (around) for 3 I wouldn’t recommend buying
project requirements in groups or in a whole-class setting.
EXERCISE 5
Encourage more confident students to help the others
1 hasn’t been paid 2 was invested 3 can’t afford
with ideas or any difficult language during the discussions.
4 to go shopping
• Remind students to include all three points from the
task in their answers. EXERCISE 6
1 B 2 B 3 A 4 C
• Ask students to swap their emails in pairs, and check
each other’s work for grammar and spelling, and check EXERCISE 7
that the ideas are clear and easy to follow. Encourage Students’ own answers.
students to give each other constructive feedback,
then ask them to rewrite their own emails, making any
necessary corrections. CB page 74
Answer key and audio transcript Play word bingo. Students write six words from this unit’s
wordlist in their notebooks. Say words from the unit in
 074 random order, keeping a note of the words you say. If
EXERCISE 1 students have the word on their list, they can cross it off.
1 It’s important to decide how much pocket money to give The first student to cross off all their words is the winner.
to your children. As early as age five, they can start buying Teaching tip – Extra Vocabulary
and paying for things themselves. This way they learn that Tell students to cover the translations first, and take turns
everything costs money. It gives them control, but it also in pairs to give their own translations for each word. Then
teaches them why they can’t have everything they want. ask them to complete the matching task in the CB.
If they’ve only got one pound, they know they can have Ask your students to say how confident they are with
some sweets or a comic, but they can’t have both. these types of exam tasks. If students require further
2 Give your children a piggy bank as a present. This way, practice, use the Oxford Sprawdzian bez tajemnic on
they learn how to save their money. They’ll really enjoy www.oup.com/elt or interactive activities, Oxford
watching as their coins build up over the weeks into a Sprawdzian bez tajemnic Online Practice on
larger sum of money. They need to learn at a young age www.primaryplus.oxfordonlinepractice.com
that you shouldn’t spend all your money at once. It’s
important for them to have a particular goal in mind,
and to learn not to spend the money they’ve saved until Answer key
they’ve got enough for something they really want. EXTRA VOCABULARY
3 Childhood should be a fun and carefree time, when you 1 earn 2 repay 3 waste 4 withdraw 5 sponsor
get what you want and learn to ask for everything life 6 compensate 7 loan 8 fundraise 9 debt
has to offer. It’s very important to make sure you don’t 10 pay for
limit yourself in life and that you learn to believe that
everything is possible. Young people learn to deal with SELF-EVALUATION STEP 1
money as soon as they start living on their own, and in 1 sale 2 PIN 3 credit card 4 raise 5 target
my opinion, that is early enough. I think children are too 6 receipt
young to think about money. They’ve got the rest of their SELF-EVALUATION STEP 2
lives to worry about it! 1 shopping 2 was 3 saving 4 to meet 5 be 6 been
4 When I was a kid, we didn’t have any money. I was always
asking my mum for things – shoes, clothes, games – and DID YOU KNOW?
the answer was always the same: we can’t afford it! I hated Ernest Shackleton (1874–1922) was a British polar explorer.
that. Now I’ve got my own kids, and my wife and I both He led three expeditions to Antarctica, the third of which
work. We’ve got more money than my parents used to was the expedition on the ship Endurance. In 1921,
have – a lot more. So I buy my kids everything they want. I Shackleton returned to Antarctica, where he died. He is
think it’s only natural to want what’s best for your children. buried on South Georgia Island in the Southern Atlantic
If you’ve got money, spend it. That’s my philosophy. Ocean, near Antarctica. Go to the Culture Steps on CB
1 D 2 E 3 B 4 C p124 to read the story of his final expedition.
60 Unit 5
6 Media matters
CB page 75 Grammar presentation – Reported statements
Explain that we often have to report what someone else
said, and that there are two ways to do this:
Point to each picture and ask students to use their own
• We can quote them: John said, ‘The dinner is fantastic!’
words to describe what they can see in it. Elicit what they
think connects all the pictures. Read the unit title: Media • We can use reported speech: John said that the dinner
matters. Ask them to explain, in their own language if was fantastic.
necessary, how they think the title is connected. Write the two examples on the board and circle the
At the end of the lesson, test students’ memory by changes in the reported statement.
pointing at pictures at random, eliciting the word for each Point out that we always use the reporting verb tell with
one. Alternatively, students could test each other in pairs an object and say without one.
the same way. When students have completed exercise 5, ask them to
find some further examples of reported statements in
Teaching tips – Inclusive classroom the text. For each of these, elicit what was actually said in
Support less confident students by pairing them with direct speech.
more confident students who can help them with
language as necessary. If you have dyslexic students Steps to Success – Inclusive classroom
in your class, seat them near you so that you can help if In this section, students complete an exam-style Use of
required. English task. Tell students to read each statement. Allow
less confident students to follow the table on page 76
to make all the necessary changes to the verb in brackets,
Answer key as they write their answers. Ask more confident students
to cover page 76, complete the exercise, then look at the
 076
table to check their answers. Remind students that in the
EXERCISE 1 exam the grammar structures tested in this type of task
1 brand 2 advert 3 product 4 label 5 slogan would be different in each sentence.
6 logo 7 billboards 8 target group 9 consumer
10 campaign
Answer key
EXERCISE 2
1 logo 2 brand 3 label 4 advert 5 campaign EXERCISE 1
6 target group 7 slogan 8 products 9 Consumers Students’ own answers.
10 billboards
 077
EXERCISE 3
EXERCISE 2
1 around half of British consumers
EXTRA STEPS 2 Good reviews can help promote your company and
Students’ own answers. fake reviews can seem authentic these days.
For extra practice: 3 They’re using special software.
Extra Vocabulary CB p86 EXERCISE 3
Practice Book pp60–61 1 B 2 C 3 A 4 D
Vocabulary extra worksheet 6
EXERCISE 5
1 would be 2 were going to love 3 had contacted
CB pages 76–77 4 could post
EXERCISE 6
Teaching tips – Grammar Steps 1 with Speaking
1 told 2 said 3 said 4 told 5 told 6 said
Extension ideas for exercises 2 and 3
EXERCISE 7
Before students read the text, read out the title: Five-star
1 We couldn’t believe that Ewa said everything on the
or fake? Elicit students’ ideas for what they expect to
internet. / Ewa said that we couldn’t believe everything
read about. Encourage them to give reasons. Accept all
on the internet.
suggestions at this stage.
2 Ela said she would check the facts in the article.
After completing the exercises, ask students to share 3 Bartek told me that you were going to try their new
any experiences (their own or someone else’s that they product.
know) with fake or misleading reviews online or in print. 4 Artur told me that he had been to Łeba.
Ask: What did the review say? What was the reality? What 5 I told them that I was reading online reviews.
happened? You may like to share an experience of your 6 They told me that they had found three fake reviews.
own to get them started.
Unit 6 61
1 listened 2 were launching 3 would advertise 1 G 2 H 3 F 4 E 5 D 6 C 7 A 8 B
4 could speak 5 didn’t use 6 hadn’t seen
For extra practice:
1 told 2 said 3 had 4 wouldn’t Extensive reading worksheet 6
EXERCISE 11
1 C 2 G 3 B 4 F 5 A 6 E 7 D CB page 79
EXERCISE 12
1 Maciej told us that he could meet us the next / Teaching tips – Skills Steps
following day. Writing skills tip
2 Paulina said that she was seeing the dentist that afternoon. Explain that a good summary contains all the key points
3 Wojciech told Sam that he had read two emails that day. made in the original text, so the first task is to identify
4 Patryk said that he would talk to me / us the following what these key points are. Suggest that students make
week. notes of these. Then, the key points should be phrased
EXERCISE 13 as briefly and concisely as possible. Students should
1 wanted 2 his 3 following 4 would 5 him expand their notes into complete sentences. Then, the
6 before sentences should be connected to make up a coherent
text that’s easy to follow. Remind students to include any
EXERCISE 14 conclusions drawn or recommendations made at the end
Students’ own answers. of the text – the summary should contain the same main
EXTRA STEPS message as the original.
For extra practice:
Ask more confident students to find and quote the key
Practice Book p62
point in each paragraph in the text on page 78.
For grammar summary: To support less confident students, you could break
Klasa VIII Online Practice up the task by asking them to write a summary of each
paragraph. This should be no longer than one, maximum
CB page 78 two short sentences. Check their ideas before they move
on to the next paragraph. Once all the paragraphs have
Teaching tips – Skills Steps been summarized like this, ask students to read through
Reading skills tip – Inclusive classroom their sentences and look for ways of connecting them into
a coherent text.
Pause after each paragraph in the reading text and ask
students to summarize the main point of the paragraph If you have dyslexic students in your class, check their
they have just read and suggest a few ideas for what they work regularly throughout the process, and help them
expect to read in the next paragraph. Breaking down correct any errors while they work.
a long reading text also helps support less confident More confident students could work independently to
students, while giving more confident students a chance produce their summaries.
to take a more active role in offering suggestions. Remind students to check that they have addressed all
four points from the task, and to correct any spelling or
Suggested activity grammar mistakes.
Ask students to find a short news story online that they
believe to be fake news. Ask them to bring it into the next
lesson and to share it in groups. Tell the groups to discuss
Answer key
whether they agree that the story is fake, and what EXERCISE 1
reasons they have for thinking so. Ask them to choose 1 Beware 2 manipulate 3 reputable 4 spread
the most interesting fake news story, then share it with 5 damage
the class. Have any students found the same story online? EXERCISE 2
Are they really fake news? Elicit ways in which any of the 1 fake 2 deliberately 3 sales 4 Consumers
stories could be checked. 5 positive 6 misleading 7 brand 8 company
EXERCISE 3
Answer key Students’ own answers.
It’s an untrue story, usually in the media. Students’ own answers.
Then students’ own answers. EXERCISE 5
A 6 B 2 C 1 D 5 E 3
For extra practice:
1 R 2 F 3 R 4 F 5 F 6 R Writing worksheet 6
62 Unit 6
CB pp80–81 3 … an interviewer asked the writer why he hadn’t made
the hoax more obvious …
Teaching tips – Grammar Steps 2 4 The government asked the BBC to apologize …
Grammar presentation – Reported questions 5 One German customer asked if they could change the
label on their product …
Elicit what students remember about the rules for
reported statements. Write the following sentence on the EXERCISE 6
board, and the prompt for reporting, and elicit the ending 1 had 2 liked 3 tasted 4 would 5 was 6 were
from students. EXERCISE 7
I’m watching the news.  She said (she was watching the 2 I asked them if / whether they sold any famous brands.
news). 3 She asked him where he had seen that advert.
Next, write the following two questions, and the prompt: 4 He asked her if she would send him a link.
What are you watching?  He asked her … 5 I asked Ann what she was looking at.
Are you watching the news?  He asked her … 6 He asked us if / whether we had read the slogan.
Explain that to report wh-questions, we use the question 7 She asked me if I had watched Ghostwatch the night
word to connect the two parts of the sentence, then before.
change the word order to read like a statement. The other 8 They asked us where we had been.
changes follow the rules discussed for statements. Note EXERCISE 8
that the punctuation also changes to a full stop – not a Students’ own answers.
question mark.
EXERCISE 9
… what she was watching. 1 A 2 B
Explain that to report yes/no questions, we use if or
EXERCISE 11
whether to connect the two parts of the sentence, then
2 My parents told me to tidy my room.
change the word order to a statement, and so on – the
3 Emma asked me to open the door.
same way as with wh-questions.
4 The teacher told us to read page 9.
… if/whether she was watching the news. 5 Eli asked me to change the channel.
Ask more confident students to write the reported 6 Mr Li told us to turn off our phones.
questions for exercise 5 first, then find them in the text 7 The teacher told them not to believe fake news.
to check their answers. Less confident students could 8 My dad told me not to come home late.
complete the task as instructed in the CB.
EXERCISE 12
Grammar presentation – Reported requests and 1 Do you take the bus to school?
commands 2 Don’t forget your lunch.
Ask students to do the matching task in exercise 9, and 3 Could you wait for me after class? / Please wait for me
encourage them to notice that we can report requests after class.
and commands without repeating what the person said 4 Please open the window. / Could you open the
word for word. Explain that to do this, we use the infinitive. window?
Point out that to report negative imperatives with don’t,
we use a negative infinitive: not to + verb. EXERCISE 13
EXERCISE 14
Answer key Students’ own answers.
B Students’ own answers.
EXERCISE 2
For extra practice:
1 unicorn meat 2 Ghostwatch 3 Zero gravity day
Practice Book p63
EXERCISE 3 Vocabulary and grammar reinforcement worksheet 6
1 Because certain planets would be in a straight line with Vocabulary and grammar extension worksheet 6
the Earth.
2 Because he’d hit his head on the ceiling.
3 Because they believed the story.
4 They apologized and Ghostwatch has never been
shown again. CB pages 82–83
5 animal rights activists, the meat industry, custom officials
6 Customs officials wouldn’t send it to him because they Teaching tips – Skills Steps
thought it was ‘the meat of a rare animal’. Listening skills tip
EXERCISE 5 Train your students to listen carefully for word endings.
1 One man asked the BBC if they could pay him These are often unstressed, so students need practice in
compensation … hearing suffixes for different parts of speech, for example.
2 Some phoned the BBC and asked whether the
programme was real or not.
Unit 6 63
Pronunciation – Say stress patterns you connect it to a phone app and it gives you all this
information as well as advice on how to improve your game.
As students listen to the audio, use your hands to show
Interviewer It sounds like it’s a very specialized piece of
the stress pattern of each word: with your index finger for
equipment.
each unstressed syllable, and your fist for each stressed
Laura Yes. Hi tech sports equipment is big these days –
syllable. When students repeat the words, ask them to
basketballs, footballs, there are all sorts. And there are several
exaggerate the stress. You may also want to ask them
smart racquets on the market for adults and teenagers, but
to tap their foot when they say the stressed syllable.
the target group for this particular racquet is young children.
Getting used to the variable stress patterns in English is
The app that goes with it is has funny cartoon characters. It is
an important part of sounding natural in the language.
designed to appeal to children. But to sell it, we also needed
Speakers of evenly stressed languages often sound flat
the adverts to grab the attention of their parents.
and monotonous to English speakers.
Interviewer So what was the first step?
Steps to Success Laura We asked the manufacturer how much the company
In this section, students complete an exam-style listening could spend on this campaign. It’s important to decide on
task. Tell them to read the sentences and think about the budget right at the start.
what information is missing. They could compare their Interviewer What about a slogan? Did you create one?
ideas in pairs before you play the audio. Play the audio Laura Yes. The slogan is: Ace your way to the top!
twice. Students write as many answers as they can on Interviewer Not bad! So when did you launch the campaign?
the first listening, then check and correct their answers Laura We launched it in May in the middle of the tennis
and answer the more difficult questions on the second season. We put adverts in tennis magazines and posters in
listening. sports shops. We also created a short video for social media
and online sports stores. Finally, there was a TV commercial
that was shown during the Wimbledon tennis tournament.
Answer key and audio transcript The manufacturer paid a famous tennis champion to appear
 078 in it.
Interviewer That must have cost a fortune! Well, thank you
EXERCISE 1 Laura. That was very interesting.
1 influence 2 sponsors 3 publicity 4 commercials 1 B 2 C 3 A 4 B 5 B 6 A 7 B
5 budget 6 blogger 7 discussion 8 marketing
 083
 079
EXERCISE 6
EXERCISE 2 Teen girl Are those earphones new?
1 B 2 F 3 G 4 E 5 A 6 C 7 D Teen boy Yeah. I just got them. I saw an ad on social media.
They looked really cool so I bought them online.
 080
Teen girl Do you often buy products because you see them
EXERCISE 3 in adverts?
••• cinema, influence, media Teen boy Quite often. I got a new phone after I saw it in a TV
••• consumer, discussion, reporter commercial. I think adverts are really useful because they inform
•• campaign, promote, review us of what products exist. I like the funny and clever ones best.
•• advert, poster, product Teen girl I think that advertising manipulates consumers into
buying things that they don’t need or can’t afford.
 081 Teen boy Well, that is sometimes true I suppose. You just have
EXERCISE 4 to be careful. What about you? Do you think advertising
1 brands 2 commercials 3 adverts 4 campaigns influences your choices?
5 blogger 6 promote 7 publicity 8 consumers Teen girl No. I only buy things that I really need. And I try not
9 target to read adverts.
Teen boy But they’re everywhere. You can’t avoid them. I
 082 think advertising influences everyone. Even you. Look,
EXERCISE 5 you’re wearing a famous brand of trainers. Why did you
Interviewer Today’s programme is about advertising choose them instead of a cheaper pair? Probably because
campaigns, and my guest is Laura Adams from the the brand name was familiar.
advertising agency BrandAd. Laura, could you explain how Teen girl But Mum bought them for me!
you plan an advertising campaign? 1 on social media 2 got a new phone 3 funny and
Laura Right. Let’s look at one of our recent campaigns to clever 4 buy things that they don’t need or can’t afford
describe the process. The manufacturer of a well-known 5 her mum
sports brand contacted us and explained that her company
wanted to promote a new product. It was a hi-tech smart
 084
tennis racquet. EXERCISE 7
Interviewer What’s that? Man Hey! Don’t let the dog in! He’s covered in mud! Oh, no!
Laura It’s a tennis racquet called Ace with an electronic Look at the floor! There are dirty marks everywhere. No! No!
sensor that gives you information about how you play – I don’t believe it. He’s jumped on the sofa now. Stop him!! …
speed of the ball, number of shots, etc. After a match, What am I going to do? Nothing will clean up this mess!
64 Unit 6
Woman No worry! Try Spotless! Spotless is the only me to start advertising products on this vlog or not … I think
household cleaning product that cleans everything. Nothing I know what you’re going to say!
resists it. Spotless cleans the impossible. make-up
Man Aah! Spotless. We love you.
1 Spotless, a household cleaning product 2 location:   085
someone’s home; characters: a couple, a dog; problem: EXERCISE 3
the dog has left dirty marks on the floor and the sofa 1 She’s been asked to advertise on her vlog.
3 Spotless 4 Spotless cleans the impossible 2 You can get money or freebies if you advertise products.
EXERCISE 8 3 She gets make-up out of a box.
Students’ own answers. 4 She asks viewers to let her know if they think she should
advertise on her vlog.
EXERCISE 9 5 She doesn’t think it’s a good idea.
EXERCISE 4
EXTRA STEPS Students’ own answers.
EXERCISE 5
For extra practice: tempting kuszący
Practice Book p65 freebies upominki, darmowe towary
going on and on about mówić bez końca o
CB page 83 this sort of thing coś w tym stylu
Teaching tip – Video CB p84–85

Read out the title of the vlog entry: Commercial break.
Elicit ideas for what students think the video will be about. Teaching tip – Listening
When students are discussing vloggers in exercise 4, To complete exercise 1:
encourage them also to mention examples that they • Tell students to read the questions and sentence stems
don’t think are advertising anything – then ask the rest to find out what information they will need to listen for.
of the class to say if they think those vlogs also contain • Remind students to try to complete each sentence with
advertising. Explain that advertising isn’t always explicit. words they hear in the recording and use as few words
Sometimes just by choosing what product to use (for as they can without missing any key details.
example, a console game to play), the vlogger may be Teaching tip – Reading
deliberately promoting it. To complete exercises 2 and 3:
Teaching tip – Everyday English • Tell students to read the sentences and decide which
Refer students to the Everyday English phrases in Vlog words are key words.
exercise 5. After checking the matching task, model • Next, they should read the text, looking for the key
pronunciation for students to listen and repeat. words they identified.
• Remind them only to make minimal changes to their
Answer key and video transcript answers to fit grammatically. They should use as few
words from the text as they can to give a complete and
EXERCISE 1
correct answer.
Teaching tip – Use of English
  085 To complete the exercises:
EXERCISE 2 • In exercise 4, suggest that they first cover the options,
Hi, everyone. I wanted to get your opinion on something and give their own answers in English, then compare
important today, because I’ve been approached by some their ideas to the options to choose the answers.
people who are asking me to advertise some of their • In exercises 5 and 6, remind them to write answers that
products on this vlog. Now, obviously, you are all pretty are no longer than three words. Even a correct answer
smart, and I’m sure you realize that if someone on a vlog is that’s longer than this won’t be accepted.
going on and on about how great a product is, then they’re • In exercise 7, they should first read the text to get a
probably being paid to do that, aren’t they? Or … they’re general sense. Tell them to complete the easier gaps
getting loads of freebies. Hmmm … tempting! But … do first, so there are fewer options to choose from for the
we really want my vlog to turn into this sort of thing? Hey, more difficult gaps.
everyone! I’m just sitting here having a cup of tea and
Teaching tip – Writing
finishing this delicious chocolate bar – yum yum! Mmm …
That was really tasty! And while you’re here, I wanted to To complete exercise 8:
show you something amazing that I bought this morning. • Ask students to read the instructions carefully. Ask:
Here it is. It’s still in its box – so now you get the massive What will you have to write? (an advertisement for the
excitement of watching me OPEN A BOX. Ready? OK, I’m film commercial contest – not ideas for a commercial
opening the box. And look what we’ve got! Some make-up! itself!) How many pieces of information will you have to
And it’s my favourite brand. Isn’t it great? So that’s enough of include? (three: terms and conditions of entering the
that! Send me your comments, and let me know if you’d like contest, the main prize offered, the selection process).
Unit 6 65
EXERCISE 6
• Support less confident students by drafting a skeleton
1 asked if I 2 would send me 3 she was meeting
model invitation on the board together. Elicit ideas for
4 had seen her 5 told us to
what sections it should contain and some phrases to
use, but leave the actual information blank for students EXERCISE 7
to complete. 1 A 2 F 3 E
• Ask more confident students to look at other students’ EXERCISE 8
work after they have completed their task, and to give Students’ own answers.
them suggestions for improvements.
• Get some volunteers to read out their advertisements
to the class. Vote on the best one. CB p86
Answer key and audio transcript Ask students to test each other in pairs. Ask each student
to choose and write down twelve translations on a piece
 086 of paper, then swap with their partner. With books closed,
EXERCISE 1 they should write the English word for each translation.
Interviewer Today we are joined in the studio by Andrea, Who gets the most words correct?
who created her own start-up three years ago – a travel Teaching tip – Extra Vocabulary
website called Hike! Andrea, what’s the first thing you need Check that the concept of a Venn diagram is clear to
to do in order to start a business? students. When they copy the diagram in their notebooks,
Andrea I think you need an idea that you believe in. I had my ask them to make it larger so more expressions fit
idea for a travel company when I was nineteen. I was looking comfortably. Draw the diagram on the board. When you
for a holiday trip and I found out that there weren’t many check answers, get students to come up to the front and
travel companies which offered holidays made for young write their suggestion in the correct space. Ask the class
people. I knew that a lot of other young people had the same to confirm or correct the suggested answers. Read out
problem. So I decided to start such a travel company myself. the phrases one by one and ask students to practise the
Interviewer Now, one thing that stops many people from pronunciation by repeating them after you. Finally, ask
starting a business is money. How important is a business plan? students to suggest further words for each part of the
Andrea Very important. You need a business plan to check diagram and add these to the board for the students
that your business will actually make money. A business plan to copy.
is not that hard to do: first, you need to calculate your costs. Teaching tip – Self-evaluation Steps
Then, try to estimate how much money you’ll make, and
Ask your students to say how confident they are with
make sure it is going to be more than the costs. You need to
these types of exam tasks. If students require further
be realistic about things. You should also consider marketing.
practice, use the Oxford Sprawdzian bez tajemnic on
Unfortunately, I didn’t spend much time on this at first. If
www.oup.com/elt or interactive activities, Oxford
you can, get a professional designer to design a logo and a
Sprawdzian bez tajemnic Online Practice on
website for your business.
www.primaryplus.oxfordonlinepractice.com
Interviewer I imagine it can be expensive too. Where can a
young person find the money to pay for all this?
Andrea Well, some people go to banks for help, but I used Answer key
crowdfunding. I did a video presentation on a crowdfunding
EXTRA VOCABULARY
website and online investors helped me get the money to start.
newspapers: article, headline, reader, report
Interviewer That’s very interesting. Andrea, thank you very
newspapers + radio & TV: interview
much for sharing your advice.
radio & TV: listener
1 an idea that you believe in 2 (made) for young
radio & TV + social media: broadcast, channel, live, viewer
people 3 will actually make money 4 crowdfunding /
social media: blogger, follower
a crowdfunding website
EXERCISE 2
1 promote 2 influence 3 target group 4 commercials
1 time 2 talking to friends 3 so seriously
4 her own clothes SELF-EVALUATION STEP 2
1 to finish 2 had seen 3 not to stay 4 could borrow
EXERCISE 3
1 it makes kids competitive and insecure DID YOU KNOW?
2 on the phone 3 two different things Edgar Allan Poe (1809–1849) was an American writer and
EXERCISE 4 poet. He is best known for his poems and short stories,
1 C 2 A 3 A 4 B often dealing with mysteries. He was the first writer in
America who earned his living solely through his writing
EXERCISE 5
work. Go to the Culture Steps on CB p125 to read about
1 the target group 2 Fake news is 3 asked me if /
Poe’s role in the birth of a new genre in fiction.
whether 4 had called her 5 advertising campaign
66 Unit 6
Review Units 1–6
CB pp 87–88 Darren So what else is different about Bollywood movies?
Anisha Well, boy–girl love stories have always been very
Objectives popular, in particular stories about couples who can’t be
To revise the following: together. But for years and years the main characters didn’t
use to kiss each other. Filmmakers seemed to feel that it was
Vocabulary: money: nouns and verbs; advertising; media
wrong to show kissing. But cinema audiences always used to
Grammar: present perfect with for / since; reflexive shout out to the characters to kiss each other!
pronouns; each other; such + (adjective) + noun; so + Darren The audience used to shout out?
adjective; relative clauses and pronouns; comparative and Anisha Oh, yes! The audience can get very emotional in
superlative adverbs; modifiers; may, might, will: degrees Indian cinemas, they shout, sing and dance! If it’s your first
of certainty; adverbs of probability; past perfect, question visit to an Indian cinema, that can be a bit of a surprise!
tags; passive; gerunds and infinitives; reported statements, 1 outside India 2 realistic characters and plots
questions, requests and commands 3 music, comedy and action 4 can’t be together
5 get very emotional / shout, sing and dance
Teaching tip – Assessment for learning
The exercises in each review unit are designed to prepare  088
students for the Listening, Reading and Use of English EXERCISE 3
questions in the end-of-Primary exam. Before starting the 1 So what exactly did he tell you?
activities in each section, review the exam practice advice 2 Is he going to buy anything in the sales?
in the relevant Tip boxes in the preceding units. 3 He told me that our competition has a new product.
More confident students can complete the tasks on 4 Can he stop the spreading of fake news?
their own and then compare answers with a partner. 1 C 2 E 3 A 4 B
Less confident students can complete the tasks on
EXERCISE 4
these pages in pairs.
1 Did Weronika make that jacket herself?
2 He is such an interesting person.
Answer key and audio transcript 3 I can run, but I can’t run faster than Michał.
4 They usually get slightly better results.
EXERCISE 1
5 We can’t go running until the rain stops.
1 producer of films 2 1,000 3 at the cinema
6 She asked me if I went to class yesterday.
4 in Mumbai 5 in 1913
EXERCISE 5
 087 1 to go 2 looking (around) for 3 had closed by the
EXERCISE 2 time 4 asked me / us to / asked (me / us) if I could
Darren We have here today Anisha Gupta, who’s going to tell 5 go camping
us something about the extraordinary world of Bollywood EXERCISE 6
films. So, Anisha, how popular are Bollywood films in India? 1 deliberately mislead 2 broadcast/reported live
Anisha Well, cinema is massive in India and cinemas are still 3 TV commercials influence 4 the price tag
visited by millions of people. And it’s still growing, too. In 5 to take out/withdraw 6 would lend me
fact, it’s an exciting time for the Indian film industry because
EXERCISE 7
in the last few years, Bollywood films have started to become
1 me not to 2 paid (in) cash 3 asked me to
popular outside India.
4 had broken into 5 Designing clothes 6 can’t stand
Darren So tell me – what are the ingredients for a good
visiting
Bollywood film?
Anisha Hmm, well, the first thing you have to understand EXERCISE 8
is that realism isn’t a big thing in Bollywood films! The Students’ own answers.
emphasis is on drama and emotion, not on realistic
For extra practice:
characters and plots. It’s all about fantasy. A lot of bold and
Grammar Review Units 5–6 CB p118
bright colours are used, and characters start singing and
dancing at any opportunity!
Darren So musicals are very popular, then?
Anisha Yes, they are, but it’s wrong to call all Bollywood films
‘musicals’. They’re what are called ‘masala movies’.
Darren Masala? Isn’t that something to do with Indian
cooking?
Anisha Yes, that’s right, Darren. In cooking, masala is a
mixture of lots of different flavours. So a masala movie has a
lot of music, comedy and action – it’s all mixed together. It’s
the most popular type of movie.

7 Mind, body, spirit
CB p89 For example:
You should wear something nice but comfortable.
You shouldn’t arrive late.
Books closed. Ask students to write down as many words
Circle the modal verb. Explain that we use it to give or ask
for body parts as they can remember in two minutes.
for advice.
The student who writes the most words correctly is the
winner. Write the following on the board:
Ask students in pairs to take turns to point to any You ought to study hard before the exam.
indicated body part in the images in exercise 1 to elicit You’d better get a good night’s sleep before exam day.
the name from their partner. Then get them to do the Explain that we use ought to and you’d better as a more
matching task in exercise 2. formal alternative to should, but usually only in affirmative
sentences.
Steps to Success
Answer key In this section, students complete an exam-style Use of
EXERCISE 1 English task. Tell them to read the text quickly to get a
Students’ own answers. general idea. Ask them to read the options for each gap
and think about what makes them different from one
 089 another. Then, suggest they read the text again, pausing
EXERCISE 2 at a gap and deciding what the relationship is between
1 head 2 neck 3 shoulder 4 chest 5 arm the two parts of the sentence. This will help them decide
6 bone 7 stomach 8 wrist 9 thumb which conjunction will match.
10 finger 11 leg 12 knee 13 ankle 14 foot (pl. feet)
15 toe 16 forehead 17 cheek 18 mouth 19 chin Teaching tip – Inclusive classroom
20 back 21 elbow Allow less confident students to choose just two of
EXERCISE 3
the situations in exercise 12 to discuss advice for. More
Upper body: arm, thumb, mouth, chest, shoulder, head, confident students could also think of a number of
chin, neck, cheek, finger, stomach, wrist, back, elbow, examples for the final point rather than just one.
forehead, bone
Lower body: ankle, leg, foot (pl. feet), toe, knee, bone Answer key
Students’ own answers. Students’ own answers.
 090  091
1 lip 2 nose 3 eyebrow 4 tooth (pl. teeth) 5 ear positive: 2, 4, 6; negative: 1, 3, 5, 7
6 (finger)nail
EXERCISE 3
EXTRA STEPS 1 A 2 D 3 C 4 B
EXERCISE 4
For extra practice: How should you sit, stand or move? You should smile
Extra Vocabulary CB p100 and nod your head …, you should sit up straight …,
Practice Book pp72–73 You shouldn’t look at the floor …, You should also smile …,
Vocabulary extra worksheet 7 You shouldn’t cross your arms …, You should stand still …,
You should do it carefully
1 shouldn’t 2 ought to 3 should 4 ’d better
Teaching tips – Grammar Steps 1 with Speaking 5 ’d better not 6 need to 7 ought to
Extension idea for exercise 2 EXERCISE 6
For each picture, elicit the advice given in the text. 1 should 2 shouldn’t 3 shouldn’t 4 should
Grammar presentation – should and shouldn’t 5 should 6 shouldn’t
Ask students to imagine that a friend of theirs is taking EXERCISE 7
an oral exam. What advice would they give their friend? 1 You’d better not break the rules.
Elicit some suggestions. Write up some of the students’ 2 You ought to talk to your friend.
best ideas, rephrasing as necessary to include should and 3 You shouldn’t be rude to your mum.
shouldn’t. 4 You’d better go to the hospital.
68 Unit 7
5 You ought to sit down.
6 You should call your dad.
7 You’d better hurry or you will be late. Encourage more confident students to answer the
8 You’d better not cross the road until the light is green. questions in exercise 3 from memory before checking in
the text.
EXERCISE 8
Suggest that less confident students first find the
Students’ own answers. relevant information in the text, then discuss in pairs how
EXERCISE 9 to answer each question.
The position of your body and the way that you move can
communicate as much as your words. How should you sit,
stand or move? But you’d better not get too close, or the Answer key
other person will feel uncomfortable. You should smile EXERCISE 1
and nod your head if you want people to like you. But Students’ own answers.
don’t overdo it, or you might look a bit crazy! During an
EXERCISE 2
interview for a job or a course, you need to look attentive
A 3 B 1 C 5 D 2
and confident. To do this, you should sit up straight, put
your shoulders back, and look up at your interviewer. EXERCISE 3
You shouldn’t look at the floor as that will make you 1 Running can slowly damage your joints, and marathons
look bored. You should also smile unless he or she is not can be dangerous for your heart.
pleased. You shouldn’t cross your arms because it can look 2 Lots of them are very complex and use advanced
defensive or rude. Giving a class presentation is stressful, thinking and planning skills, which can help develop
so you ought to practise a few techniques. You should your brain.
stand still and only move your hands while you speak. 3 It can cause problems with your heart and with
If you want someone to feel connected to you, you ought cholesterol.
to try ‘mirroring’. That’s when you copy the other person’s 4 You should avoid the sun from 10 a.m. to 4 p.m.
position and gestures. You should do it carefully, so the EXTRA STEPS
person doesn’t notice. And one warning: if your date Students’ own answers.
touches their face or neck while they speak, you’d better
be careful. For extra practice:
Practice Book p76
EXERCISE 10 Extensive reading worksheet 7
1 before 2 if 3 and 4 but 5 while 6 or 7 so
EXERCISE 11
1 C 2 A 3 C 4 B 5 A CB p93
EXERCISE 12 Teaching tips – Skills Steps
Students’ own answers. Teaching tips – Inclusive classroom
EXTRA STEPS You can limit the scope of the speaking task for less
Students’ own answers. confident students by asking them to choose just two
of the activities to discuss in exercise 4, or to come up
For extra practice: with just one reason for and one against each of the five
Practice Book p74
activities.
For grammar summary: More confident students can extend the discussion to
Klasa VIII Online Practice other activities popular with teenagers.
Writing skills tip – Assessment for learning

CB p92 Ask students to swap their emails in pairs for peer
Teaching tips – Skills Steps feedback. Write the following checklist on the board,
Reading skills step so students can refer to it while they’re checking their
partner’s work:
Eliciting students’ own views about the questions that a
reading text discusses the pros and cons for will motivate • completed all parts of the task?
and engage students better. As they read, they can • used should, ought to or ’d better correctly to give advice?
compare their own views to those of the author, which • was it clear and easy to understand?
will also help them in processing the arguments. Ask students to give each other constructive feedback.
Steps to Success Remind them to say what they liked about the email first
In this section, students complete an exam-style before they suggest any areas for improvement.
reading task. Tell students to look at the headings for
each paragraph, and decide what the topic is (running,
computer games, drinks, sun). Then, suggest that they look
Answer key
at sentences and think about which of these topics they EXERCISE 1
could be linked to, and which topics they definitely couldn’t 1 hay fever, sneeze 2 wasp sting, allergy
be. This will help them match the sentences to the gaps. 3 insomnia, tired 4 apps, screen time 5 (un)healthy
diet, overweight 6 headache, sun stroke
Unit 7 69
 092 3 The person with the dyed hair is ‘Syndicate’ / Tom
Cassell from Manchester.
EXERCISE 2
1 allergies 2 hay fever 3 sneezes 4 wasp sting EXERCISE 5
5 overweight 6 unhealthy diet 7 apps 8 headaches 2 A 3 B
9 screen time EXERCISE 6
EXERCISE 3 1 blue 2 to raise money for a motor neurone disease
Students’ own answers. charity 3 to raise money for a cancer hospital
4 to raise money, to make wigs for cancer patients
EXERCISE 4
On Tuesday, I’m having my hair cut.
EXERCISE 5
On Wednesday, I’m having my car checked.
On Thursday, I’m having my photo taken.
EXERCISE 6
EXERCISE 8
Aga has injured her knee. She is fed up because she can’t
2 have their house cleaned 3 are having our windows
play sports for six months.
washed 4 had my foot X-rayed 5 had her make-up
EXERCISE 7 done 6 had his height measured 7 had a splinter
Weronika suggests speaking to her doctor and taking up a pulled out 8 had her car washed
new hobby, such as drawing or cooking.
 094
EXERCISE 8
1 ’s had, pierced 2 ’s had, painted 3 ’s had, done
For extra practice: 4 ’s had, altered 5 ’s had, dyed 6 ’s had, whitened
Practice Book p77
Writing worksheet 7 EXERCISE 11
1 Dad left me some money on the table.
2 The loud music gave Max a headache.
CB pp94–95 3 I lent my skateboard to my sister.
Teaching tips – Grammar Steps 2 4 Oskar bought coffee for his friends.
Grammar presentation – have / get something done EXERCISE 12
Write the following two sentences on the board: 1 bought us presents.
I always cut my hair short. / I always have my hair cut short. 2 gave me a cold.
3 sends them emails.
Ask: Which sentence suggests that I go to the hairdresser’s?
(the second) Which suggests that I cut my own hair myself? EXERCISE 13
(the first). Explain that in English we use the structure have Students’ own answers.
+ object + past participle to express that we get someone For extra practice:
else to do something for us. We use this structure to Practice Book p75
express that someone does it professionally, as a service. Vocabulary and grammar reinforcement worksheet 7
Write another pair of sentences on the board and ask Vocabulary and grammar extension worksheet 7
students to explain the difference:
I have had my car repaired. / I have repaired my car.
Explain that in informal situations we can use get instead
of have.
Steps to Success CB pp96–97
In this section, students complete an exam-style Use of
Teaching notes – Skills Steps
English task. Remind students not to change the form of the
word in brackets, and to check that the second, rewritten Listening skills note
sentence has a similar meaning to the first sentence. Tell students to read each listening task carefully to see
what information they will need to listen for. Remind
them that questions are normally in the same order as
Answer key the information in the audio. If they can’t hear one of the
EXERCISE 1 answers, they should move on to the next question and
Students’ own answers. complete as many as they can.
Steps to Success
EXERCISE 2
1 B 2 A In this section, students complete an exam-style listening
task. Tell students to look at the picture options carefully
 093 and say in their own words what each option shows. Then,
ask them to think about other ways of phrasing the same
EXERCISE 3
thing. Remind them to listen for key words and ideas and
1 The person with the shaved head is Ellie-May Dawson
choose the answers that most closely match what they
from Yorkshire.
hear.
70 Unit 7
Interviewer You should do regular exercise as it’s important
for your bones and joints. What are your interests?
Ask a pair of more confident students to model the Tom I like video games and chatting online, so I do that
speaking tasks for the class. Before exercise 10, you might every evening.
also like play audio 096 again to provide further model Interviewer Mmm. I don’t think you should take painkillers.
dialogues to support less confident students. You ought to try to have a healthier lifestyle. I think you’d
better talk to your doctor about it.
Answer key and audio transcript Tom Right. Thanks.
Zuzia Hello. My name’s Zuzia. I get bad headaches and I
 095 have problems sleeping. Sometimes I lie in bed for hours
before I go to sleep. Then in the morning I’m tired, so I can’t
EXERCISE 1
concentrate on my lessons. What should I do?
1 B 2 A 3 D 4 E 5 H 6 F 7 G 8 C 10 I
Interviewer Hello, Zuzia. Tell me about your interests. Do you
EXERCISE 2 get plenty of exercise?
Possible answers: Zuzia Yes. I go swimming and I play basketball. I don’t know
Take some painkillers / aspirin / (cough) medicine: I’ve what the matter with me is.
got a sore throat and a cough. Interviewer Do you drink a lot of coffee or tea before you go
Call an ambulance and go to hospital: I’ve broken my leg. to bed?
Go to see the doctor: I’ve got a fever/temperature. Zuzia Not a lot. I have a coffee while I do my homework and
Go and lie down: My back hurts. / I’ve got a pain in my back. a cup of tea before I go to bed.
Put a bandage on it: I’ve cut my finger. Interviewer Well, that may be why you aren’t sleeping. You
EXERCISE 3 shouldn’t drink tea or coffee in the evening. You ought to try
Students’ own answers. herbal tea instead. That might solve your problem. But you
should definitely see a doctor if it doesn’t.
 096 Zuzia Thanks. I’ll ask mum to buy me some herbal tea.
EXERCISE 4
1 back ache 2 his lifestyle 3 headaches, problems
1 Jan sleeping 4 drink tea or coffee in the evening
Jan I’ve got a pain in my leg.  097
Mum Is it only painful when you move?
Jan No, it hurts all the time. EXERCISE 6
Mum You’d better rest it. 1 False. Tom’s mum won’t give him painkillers
2 Monika 2 True
Monika I’ve got stomach ache and I feel sick. 3 False. Tom never does sport because he’s bad at it.
Dad When did it start? 4 Not given
Monika Last night. 5 True
Dad You’d better not eat today. 6 False. She drinks too much tea and coffee.
3 Piotr
 098
Piotr I’ve got a cough.
Friend Have you got a sore throat? EXERCISE 7
Piotr No, but my chest hurts. Doctor Hello. What seems to be the matter?
Friend You ought to see the doctor. Zac Well, I feel quite ill. I’ve got bad earache. I’ve also had
4 Kinga some pain in my neck.
Kinga Miss, I feel terrible, and I’ve got a headache. Doc How long have you had the earache?
Teacher Have you got a temperature? Zac Umm, I’ve had it for about two days now.
Kinga Yes. It’s very high. Doc Can I have a look?
Teacher It sounds like flu. You should go home. Zac Sure.
1 pain 2 leg 3 hurts 4 rest it 5 stomach ache Doc Hmm. You’ve probably got an infection there. Have you
6 last night 7 ’d better not eat today 8 cough had a fever?
9 chest 10 see the doctor 11 headache Zac I’m not sure.
12 temperature 13 flu 14 go home Doc I’ll just check your temperature. Yes, it’s a little high. You’d
better have some antibiotics, and you should get plenty of rest.
 097 Zac Oh, OK.
EXERCISE 5 Doc Here’s a prescription. Take them twice a day for five days.
Tom Hi, my name’s Tom and I’m fifteen. I’ve had bad back Zac What should I do if it doesn’t get better?
ache now for months. It hurts all the time, but it’s worse at Doc You should come back and see me, but I’m sure it will
night. Mum won’t give me painkillers. She says I ought to see be fine.
the doctor. What do you think? Zac That’s great. Thanks very much.
Interviewer Well, I agree. You should definitely see a doctor. Doc You’re welcome.
You shouldn’t have back ache at your age unless you’ve had 1 C 2 B 3 B
an accident. It may be linked to your lifestyle. Do you do
 099
regular exercise?
Tom No, I never do sport because I’m bad at it. EXERCISE 8
1 matter 2 sore throat 3 temperature 4 infection
5 Five 6 headache
Unit 7 71
EXERCISE 9   100
EXERCISE 3
EXERCISE 10 1 hospital 2 X-ray 3 two 4 cycling to 5 cat 6 fell
EXERCISE 4
EXERCISE 5
For extra practice: Things can’t get much Gorzej już być nie może.
Practice Book p77 worse than this.
In my dreams! Tylko w marzeniach!
How stupid is that? Ależ to głupie!
CB p97
Teaching tip – Video CB pp98–99
Use the picture to elicit students’ ideas about what they
expect the story to be about. Elicit suggestions for how Teaching tip – Listening
the injury may have happened. Then play the video for To complete exercise 1:
students to compare their own ideas to Liam’s story. • Suggest that they read the questions and sentence
Teaching tip – Everyday English stems and think about which key words they will hear.
Refer students to the Everyday English phrases in Vlog Teaching tips – Reading
exercise 5. After checking the matching task, model To complete exercise 2:
pronunciation for students to listen and repeat.
• Check comprehension of the words bow and respect
by eliciting a translation or explanation in the students’
own words.
Tell a story of your own (real or invented) to get students
• Remind them to make sure the selected sentence
started in Vlog exercise 4. Encourage more confident
matches both the sentence before and the sentence
students to go first, to provide less confident students
after the gap.
with a model. Pairing students up in mixed-ability pairs
should help them support each other as necessary, but To complete exercise 3:
monitor and offer assistance where needed. • Suggest that they study the gapped sentence more
carefully and think about how the ideas might be
expressed in English.
Answer key and video transcript • Next, they should find the part of the text that contains
EXERCISE 1 the missing information and think about how to phrase
He’s hurt his hand. He’s probably feeling fed up, and he it in Polish to fit the gap grammatically and logically.
may be in pain. Teaching tips – Use of English
  100
• Remind students to read the instructions for each task
EXERCISE 2 carefully to make sure they understand what they have
Hi. Well, have you noticed that I’m wearing something to do.
a bit different today? Yep – I’ve just come back from the • You may also like to elicit some tips that students
hospital and now I have to wear … this! Oww! I really must remember about each Use of English task type from
remember not to do that! So how did it happen? Well, previous units.
imagine this … our football team had a match this evening,
Teaching tip – Writing
and I was playing in goal. We were winning, we were one
goal up … the other team were going to score another goal, To complete exercise 8:
so I threw myself at the ball, caught it and came down really • Ask more confident students to help you make a list of
hard on my right arm. We carried on playing, but my hand information they need to include in their email. Write
was hurting really badly. In the end, they stopped the game their suggestions on the board.
and I had to go to hospital. I had an X-ray and it turns out • Support less confident students by drafting a model
that I’ve broken two fingers – so I was the hero of the match email on the board, and asking questions to elicit the
… In my dreams! Look – I need to confess … that isn’t information that should be included, e.g. What is your
exactly what happened. It’s true that I had an X-ray and it’s friend asking your advice about? (behaviour at an oral
true that I’ve broken two fingers – but the truth is that I had exam) What will you need to compare in your email?
an accident before the match. I was cycling to the match (things to do and things to avoid in the situation) How
when a cat ran in front of my bike – and I fell off. So that’s do you write an email to a friend? (e.g. using informal
it. How stupid is that?! I didn’t even play tonight, and now I language, writing in short and clear sentences, using
have to wear this thing for a month! Things can’t get much familiar forms for greeting and closing).
worse than this! • Remind students to complete all parts of the task.
A
72 Unit 7
Answer key and audio transcript EXERCISE 8
 101
EXERCISE 1 CB p100
Host Greeting people around the world can be a tricky
business and a handshake will not work everywhere. Let’s Teaching tips – Final Steps
listen to our listeners talking about the most unusual ways of Play a game with the class. Call out words from the list
greeting people that they have experienced while travelling. at random and ask students to point at the body part
Caller 1 I was travelling in Tibet with my mates and we were mentioned, or mime the health complaint. You might also
sightseeing in Lhasa. We were going to see the Potala Palace include more abstract ideas (e.g. healthy diet, screen time
when we met some monks in the street. They were sticking or allergy), and encourage students to be creative in how
their tongues out to greet people! I later learned that they they might show them. Alternatively, students could play
had started to do it to show they were not the reincarnation this game in pairs or small groups, taking turns to call out
of some cruel king from the past. Apparently, that king had words to test each other.
a black tongue, so the monks wanted to show the other Teaching tip – Extra Vocabulary
people that their tongues weren’t black.
Tell students to cover the words on the left and say what
Caller 2 I was in Muscat, in Oman, when I saw two men
each picture shows. Ask them to compare their ideas in
greeting each other by pressing their noses together. It
pairs. Then ask them to complete the matching task in
looked a bit funny, and I instantly remembered a similar
the CB.
custom in New Zealand – the traditional Māori greeting,
known as hongi. The Māoris press their foreheads together Teaching tip – Self-evaluation Steps
along with their noses and look into each other’s eyes. It’s an Ask your students to say how confident they are with
important gesture which is used to welcome a foreigner into these types of exam tasks. If students require further
the Māori culture and it’s not offered to every person. practice, use the Oxford Sprawdzian bez tajemnic on
Caller 3 I think using noses to greet people is quite popular www.oup.com/elt or interactive activities, Oxford
among the Inuit people living in Canada and Alaska. Their Sprawdzian bez tajemnic Online Practice on
kunik, also called an Eskimo kiss, involves gently touching www.primaryplus.oxfordonlinepractice.com
the tip of your nose against someone else’s nose. Similarly,
people in Greenland sometimes rub their nose and lips
against the forehead or the cheek of the other person while
Answer key
taking a deep breath! It’s as if they wanted to smell the other  103
person!
Host Thank you all for sharing! That’s all really interesting and EXTRA VOCABULARY
unique, and I’d like to … 1 nod 2 bow 3 hug 4 kiss 5 wave
1 their tongues out 2 weren’t black 3 welcome a 6 shake hands 7 smile 8 stroke
foreigner 4 gently touching the tip of your nose Bow, hug, kiss, wave, shake hands can all be greetings.
EXERCISE 2 SELF-EVALUATION STEP 1

1 C 2 A 3 B 4 E 1 pain 2 arm 3 dyed 4 sick 5 sore
EXERCISE 3 SELF-EVALUATION STEP 2

1 pozdrawiają się 2 Japonii 3 z przodu 4 uścisk dłoni 1 She promised to have her hair cut.
2 You shouldn’t shout in class.
 102 3 They had better not be late again.
4 The teacher gave us a lot of homework.
EXERCISE 4
1 Do you think I should pay more attention to my body DID YOU KNOW?
language? The first banknotes appeared in China in the 7th century.
2 Any advice for my interview tomorrow? Travellers like Marco Polo brought the concept with them
3 Do you often look at the floor when you’re talking to to Europe in the 13th century. The very first European
someone? banknotes were issued in Sweden in 1661. Go to the
4 What do you do to show someone that you’re listening to Culture Steps on CB p126 about banknotes around the
them? world.
1 D 2 E 3 B 4 A
EXERCISE 5
1 should take painkillers 2 ’s the matter 3 a good
impression 4 How much training
EXERCISE 6
1 ’ve got a headache 2 call an ambulance 3 until he
feels 4 cut my finger 5 suffers from insomnia
EXERCISE 7
1 A 2 D 3 C
Unit 7 73
8 Wish you were here
CB p101 It must be a big city in Asia.
It could / might be in China.
Teaching tips – Words, words, words It can’t be in India.
Books closed. Set a time limit of two minutes. Ask the Circle the modal verb in each sentence. Ask: Which
students to write a list of as many travel nouns as they can sentence says it’s possible but I’m not sure? (could / might)
think of. The student who writes the most words correctly Which says I’m sure that it’s not? (can’t) Which says I’m quite
is the winner. You could do a similar race with travel verbs. sure it is? (must). Ask students to read the rules in exercise 3
Encourage more confident students to complete the to check.
travel expressions in exercise 1 without looking at the Discussion idea
words in the box. Less confident students can work
Extend the grammar presentation by asking students to
together in pairs and use the words in the box.
think of reasons to support the statements. (For example:
Extension idea for exercise 2 There are more Asian people than Western people. Some of
Ask students to write down their dream holiday the logos have Chinese characters in them.) Get them to
destination on a piece of paper. (No limitations on price, guess the place.
accessibility, likelihood of travelling there, etc.) Collect
the pieces of paper, shuffle them, then distribute them Teaching notes – Inclusive classroom
back to students at random. Get them to mingle and ask In exercise 6, ask less confident students to look at each
and answer questions from the exercise until they find image in turn, and ask and answer the standard question
someone who they think matches the destination they in the example. Tell them they should each make one
received. How many students can find the person who deduction about each image. More confident students
the dream destination belongs to? could have a conversation about each image, asking
Students could use their dream destination for planning a questions and discussing different possibilities, using a
no-limits holiday in exercise 4, or a different destination for range of modal verbs and giving reasons for their answers.
a more realistic holiday. Only reveal the answers after students have completed
the guessing task.
In exercise 14, model the activity with a more confident
Answer key pair of students.
 104
1 have 2 learn 3 go on 4 travel by 5 sunbathe
EXERCISE 1
6 go 7 visit 8 pack 9 go out 10 read 11 stay
12 buy 13 hire 14 book
EXERCISE 2  105
EXERCISE 3 Amelia has visited three places. Her cousins guessed one
1 trip 2 travel 3 journey place correctly.
Students’ own answers. might / could (not): It might be Australia. It could be in
the US or it might be in Canada.
EXTRA STEPS
must: This must be the Swedish Icehotel. It must be
below 0°C. That shark must be five metres long! It must be
For extra practice: somewhere cold.
Extra Vocabulary CB p112 can’t: It can’t be very comfortable. It can’t be dangerous.
Practice Book pp82–83 That can’t be much fun.
Vocabulary extra worksheet 8 EXERCISE 4
1 must 2 can’t 3 can’t
1 The tour guide could be a woman.
Teaching notes – Grammar Steps 1 with Speaking 2 The photo can’t be genuine.
Grammar presentation – Modals of deduction 3 Simon might not like flying.
Bring into class a photo of a place that’s not readily 4 They must be very rich.
recognized. Show it to students, and write on the board 5 The cruise may be expensive.
three sentences about it (one for each modal), for 6 She may not have a car.
example:
74 Unit 8
(1 strawberry 2 leaf 3 dog’s nose 4 sand) EXERCISE 1
EXERCISE 7
1 B 2 C 3 A EXERCISE 2
C
EXERCISE 8
1 can’t 2 might, could 3 must EXERCISE 3
1 B 2 C 3 A 4 C
EXERCISE 9
1 might hire 2 can’t have seen 3 must be EXERCISE 4
4 might not go 1 True 2 False. People had to use cameras with film
to take photos. 3 True 4 False. Tourists come to take
EXERCISE 10 photos every year.
1 Bill must be stuck in traffic (and that’s why he’s late).
2 Her leg might be broken (because it looks painful). EXTRA STEPS
3 Paula can’t be at the library (because she’s with me now). 1 instantly 2 view 3 damage 4 harmless 5 put off
4 I might not go to the cinema tonight (because I have a 6 income
lot of homework to do). For extra practice:
5 You can’t contact Kasia (because her phone has run out Practice Book p86
of batteries). Extensive reading worksheet 8
6 Jacob must be in bed (because it’s late and the lights
are off ).
EXERCISE 11
CB p105
1 can’t 2 may 3 must 4 must 5 could 6 should Teaching tips – Skills Steps
EXERCISE 12 Writing skills tip
1 might / could 2 must 3 could, can’t Suggest that students use Jamie’s email as a model for their
EXERCISE 13 own writing. Tell them to read each point in the task in
Students’ own answers. exercise 7 and find the corresponding part of Jamie’s email.
Encourage them to think about what they would need
EXERCISE 14 to write differently – for example, where they would need
Students’ own answers. to give less or more detail. Remind them to use modals of
EXTRA STEPS deduction for writing about Jamie’s Greek souvenir.
Teaching tip – Assessment for learning
For extra practice:
Put students in groups of four. As they take turns to read
Practice Book p84
out their emails to their partners, ask the others to identify
For grammar summary: one thing that they liked best about each student’s
Klasa VIII Online Practice writing. Receiving positive feedback like this will motivate
students to try and do well again in the future.
CB p104 Then, they could mention just one thing they would single
out for improvement. Limiting feedback for rewriting helps
Teaching tips – Skills Steps students focus more closely on the highlighted problem
Reading skills tip without getting distracted by reworking the entire text.
Regularly checking our comprehension of what we’ve just
read is a good way to tackle longer texts. Suggest that Answer key
students pause after each paragraph, and ask themselves:
EXERCISE 1
What did I learn from this paragraph? What should I expect
Transport: camper van, coach, ferry, scooter, train
to read about next? Using their own words (even in their
Accommodation: camper van, caravan, hotel, self-
own language) to summarize each paragraph in a single
catering flat, tent
sentence is another useful strategy.
Steps to Success EXERCISE 2
In this section, students complete an exam-style reading 1 Nazar charm, Spain 2 Dreamcatcher, the USA and
comprehension task. Tell students to look at the sentence Canada 3 Amber with trapped insect inside, Worldwide
stems in the task and rephrase them as wh-questions 4 Matryoshka doll, Russia 5 Wooden clogs, the
(e.g. Why do more people take travel photos these days?). Netherlands.
This will help them locate the information for the answers EXERCISE 3
more easily. Suggest that they read the text and try to Students’ own answers.
answer the questions that they formed. Then, they should EXERCISE 4
compare their own answers to the available options and Jamie’s brother went on holiday with a friend. They went
select the one that’s closest. to Greece (Athens and Mykonos).
Unit 8 75
EXERCISE 5
They used three forms of transport: plane, ferry, and
scooters. They stayed in a youth hostel and a caravan. In exercise 11, support less confident students by first
eliciting from the class which conditional forms are and
EXERCISE 6 aren’t possible in each item. Pair them up with a more
Students’ own answers. confident student and ask them to check each other’s
EXERCISE 7 work before you check as a class. If you have dyslexic
Students’ own answers. students in your class, make sure you leave all your notes
from the grammar presentations on the board so they
For extra practice: have a model for the correct forms.
Practice Book p87
Writing worksheet 8
Answer key
Teaching tips – Grammar Steps 2
EXERCISE 2
Grammar presentation – Zero conditional and first Students’ own answers.
conditional review
Say and write the following sentences on the board:  106
If I have a lesson at 8 a.m., I arrive at school before 7.30. EXERCISE 3
If you study hard, you’ll do well in the exam. 1 Zenith’s father inspired her to ride a motorbike.
Circle the word if, and underline the verb forms in both 2 Because in Pakistan, women don’t usually travel alone,
sentences. Explain that the sentences are examples of and they hardly ever ride a motorbike.
two different types of conditional. Elicit or explain the 3 You can see her photos.
differences in form (in the main clause, present simple in 4 Zenith hopes that they will be inspired to follow their
zero conditional, will in first conditional) and in meaning dreams.
(always true in zero conditional; only true if the condition EXERCISE 5
happens in first conditional). Point out that in both types, 1 wake up, miss 2 don’t enjoy, don’t work 3 wear, is
the if-clause has the present simple, and also the use of a 4 don’t grow, don’t get 5 feels, eats 6 add, doesn’t
comma when the if-clause comes first. make
Leave these notes on the board before the presentation of
EXERCISE 6
the second conditional.
1 he’ll buy 2 I’ll do 3 won’t 4 won’t 5 is, will buy
Grammar presentation – Second conditional 6 we’re 7 will
Ask students to find sentences with if in the text that
EXERCISE 7
aren’t zero or first conditional. Elicit the examples, and
write them on the board: 1 went, wouldn’t visit 2 wouldn’t swim, paid
3 Would they come, asked 4 would hire, let
People would be shocked if they saw a woman biker.
5 would you do, lost
If she dressed as a boy, she would be safe.
If you had a year, which countries would you visit? EXERCISE 8
Explain that we use the second conditional to talk about 1 swam 2 would be 3 knew 4 like 5 didn’t 6 paid
hypothetical or imaginary situations, and what the results EXERCISE 9
or consequences of that situation might be. Circle if, and 2 If I had more time, I’d / I would read a lot more.
underline the verb forms. Elicit what tenses are used (past 3 If we all had electric cars, there wouldn’t be so much
simple in the if-clause; would + base form in the main pollution.
clause). 4 The environment would be cleaner if there wasn’t so
At the end of the lesson, use exercises 10 and 11 to review much pollution.
all three conditional forms. 5 If the world was more peaceful, it would be a better
Steps to Success place.
In this section, students complete an exam-style Use of EXERCISE 10
English task. Tell students to read the first sentence in 1 you’ll 2 liked 3 don’t 4 mix 5 were 6 could be
each pair, and without looking at the prompts given, try 7 rings
to rephrase it as a conditional sentence. They could do EXERCISE 11
this in pairs. Ask them to discuss together which type of Students’ own answers.
conditional may be described in each situation.
EXERCISE 12
Then, students should look at the word already given, and
make any changes they need to make their answer fit. 1 I’ll help 2 I would wait 3 If I read 4 If I could
5 She might come 6 Would it be 7 if there was a
For extra practice:
Practice Book p85
Vocabulary and grammar reinforcement worksheet 8
Vocabulary and grammar extension worksheet 8
76 Unit 8
For grammar summary: Ali If I were you, I’d go on a sightseeing tour of the city on the
Klasa VIII Online Practice first day. That way you can get a general idea of what it’s like.
Eva My parents want to visit the Vatican.
Ali I’d book a Vatican tour online. When I was there, we
CB pp108–109 weren’t able to visit the Vatican. We couldn’t get tickets.
Eva What about the Colosseum? Do we need to book for
Teaching tips – Skills Steps
that?
Culture note for exercise 6 Ali No. We managed to get tickets for a guided tour easily.
In the UK, the school year is usually divided into three Eva Why don’t you come with us?
terms (Autumn, Spring and Summer term), each running Ali I’d love to, but I’m going to New York for the holidays!
for roughly three months. There’s a week’s holiday in Eva You’re kidding!
the middle of each term called half-term (or mid-term in 1 five 2 Eva’s dad 3 Ali 4 the train station 5 online
Scotland). These holidays are not connected to any special 6 New York
days or festivals, but families often plan and spend some
EXERCISE 7
time or travel somewhere together. (The Christmas and
Easter breaks and the summer holiday separate the school
terms.)  110
Steps to Success
EXERCISE 8
In this section, students complete an exam-style listening Eva So how was New York? Did you have fun?
task. Tell students to read the five statements and think Ali It was fantastic. We visited all the main attractions like the
about as many key words connected with each statement Statue of Liberty and Central Park. We also went on a guided
as they can. For practice, they could brainstorm ideas in tour of Ellis Island, which was incredibly interesting.
pairs or small groups. Play the audio twice and remind Eva Did you see a show on Broadway?
students to listen for the key words. On the first listening, Ali I wanted to see the Lion King, but we couldn’t get tickets.
they should try to match the easier items, then focus more I was really disappointed. If I went again, I’d book online from
closely on the difficult items during the second listening. home.
Eva What else did you do?
Answer key and audio transcript Ali We went on a New York Harbor cruise. It was on a very
big sailing boat, which carried over seventy passengers. I
EXERCISE 1 loved it but my dad felt sick.
Students’ own answers. Eva What about shopping? Did you buy many souvenirs?
Ali Yes, lots. Here, this is for you. It’s a New York Giants cap.
 107
Eva Thanks! I love American football. Did you see a game?
EXERCISE 2 Ali No.
1 B 2 C 3 D 4 A 2, 3, 5
EXERCISE 3
 111
1 guided tour 2 package holiday 3 seaside resort
4 school trip 5 business trip EXERCISE 9
1 I’ve never been to Edinburgh, so I’m really looking forward
 108 to the trip. We’re staying two nights in a small hotel,
EXERCISE 4 which is about a kilometre from the centre. I hate driving
1 tour 2 trip 3 voyage 4 journey 5 excursion long distances, so I’m flying. I’m going to visit the main
6 resort 7 holiday attractions, like the castle and the parliament, and also go
out at night.
EXERCISE 5 2 We plan to fly to Lisbon and hire a car at the airport. We
Students’ own answers. are not going on the coast where all the tourist resorts are.
We want to keep away from the crowds of tourists and
 109
visit remote villages in the mountain regions. There are
EXERCISE 6 some beautiful places in my guide book.
Ali What are you doing at half term? 3 I used to organize all my holidays myself, but it took a
Eva I’m going to Italy with my family for five days. We’re lot of time. Now I contact a travel agency and they do
flying to Rome. everything – they book transport and accommodation;
Ali Is it a package tour? they even book tickets for sightseeing tours. It’s brilliant. I
Eva No. My dad’s planning the trip. He knows Rome well. He don’t have to do anything.
used to live there when he was a student. 4 We leave at 7 a.m. from the bus station. The coach trip
Ali I wish I could come with you! takes two hours. In the morning, we visit the old part of
Eva Me too! If you came, it would be more fun. A week with the town and the museum. After lunch we go sightseeing
my parents is going to be so boring. and do some shopping. The coach gets back at 7 p.m.
Ali Not in Rome! I went there on a school trip. It was 1 E 2 C 3 A 4 B
awesome. I’d definitely go again if I had the opportunity.
Have you booked accommodation yet?  112
Eva Yes. We’re staying in a cheap hotel not far from the train EXERCISE 10
station. 1 school 2 trip 3 tour 4 attractions 5 went
Unit 8 77
EXERCISE 11 return journey. I bought these cheap souvenirs at the airport
Students’ own answers. while we were waiting, to remember my worst holiday ever!
EXERCISE 12 See you next time!
Students’ own answers. 1 break 2 camping 3 hire 4 hope 5 nightmare
6 booked 7 package holiday 8 resort 9 coach
EXTRA STEPS 10 nowhere 11 souvenirs
For extra practice:   113
1 He’s going to Cornwall.
2 He’ll go camping and hire a bike.
CB p109 3 His last trip was to Malaga.
4 No.
Teaching tip – Video
Ask students to discuss their ideas about the photo in   113
pairs. Encourage them to use modals of deduction as
EXERCISE 4
they try to work out what the objects might be. Ask
1 A 2 C 3 A 4 C 5 A
them to compare ideas with another pair before eliciting
suggestions in open class. EXERCISE 5
Culture note for exercise 1 Students’ own answers.
Castanets are musical instruments popular in Spain and EXERCISE 6
around the Mediterranean. They are traditionally made I didn’t sleep a wink Nie zmrużyłem oka
out of wood and shaped as pairs of shells. When rapidly on top of that na domiar złego
pressed together by hand, they make a rattling or clicking a complete nightmare koszmar
sound to accompany music or dancing. in the middle of nowhere w szczerym polu
Teaching tip – Everyday English
Refer students to the Everyday English phrases in Vlog CB pp110–111
exercise 6. After checking the matching task, model
pronunciation for students to listen and repeat. Teaching tips – Steps to Success
Suggested activity All of the exercises on these pages prepare students
Ask students to use the words in Vlog exercise 2 to try to for the Listening, Reading, Use of English, and Writing
retell Liam’s story as accurately as possible. They could work questions in the end-of-Primary exam. Before starting
together in pairs or small groups to do this. Play the audio the exam practice activity in each section, focus students’
at the end of the activity to compare their reconstructions. attention on the relevant Tip box. Read out the tip and
Answer key and video transcript Teaching tip – Listening
EXERCISE 1 To complete exercise 1:
Students’ own answers. • Focus students’ attention on Amelia’s blog page on
(Liam is holding castanets. They’re from Spain.) page 102 and elicit her three destinations. Explain that
students are going to hear a tour guide talking about
  113
the first place, the Icehotel.
EXERCISE 2 • Tell students to look through the questions and
Morning all. I can’t wait till the weekend! I really need a encourage them to try to predict the answers. Remind
break, so I’m going away for a few days with a group of them, however, that in order to complete a Listening
friends. We’re going camping in Cornwall and we’re going task they must only use information they hear – not
to hire bikes. I’m sure we’ll have a great time! Well, at least their general knowledge or opinions.
I hope so, because my last trip was a complete nightmare!
My family and I booked this cheap package holiday to
Malaga. When we got off the plane, it was absolutely boiling; To complete exercises 2 and 3:
nearly 40 degrees! And, of course, I didn’t pack any shorts • Tell students to read the text quickly to get a general
in my suitcase. Anyway, we also discovered that our hotel sense.
was in a tiny resort an hour away from Malaga by coach! We • Tell them to study each gap more carefully and try to
were literally in the middle of nowhere! … Top tip – always decide what the missing sentence might be about.
look at a map or read a guidebook before you book your Suggest that they look for clues both before and after
accommodation! And, the hotel was really old and the beds each gap.
were uncomfortable! I didn’t sleep a wink! My sister Amy • Next, they should study the extracted sentences and
didn’t seem to mind, though. She stayed in bed all morning, find the topic that links with the text.
and then sunbathed all afternoon by the pool. I wanted to • Tell students to use the completed text for exercise 3, as
go on some excursions or do a tour of the city, but Amy the answers may be in the main text or the sentences
didn’t. She hates sightseeing and just wanted to relax. It was for the gaps. Remind them to use exact words from the
soooo boring! On top of that, our plane was late on the text to complete each statement.
78 Unit 8
EXERCISE 5
Teaching tips – Use of English
1 could be 2 can’t be 3 must be 4 get up
To complete the exercises: 5 fell asleep
• Remind students to read the instructions for each task
EXERCISE 6
carefully to make sure they understand what they have
to do. 1 I spoke French 2 was going to 3 have to
4 could not 5 must be raining 6 don’t try
• Allow students to compare their answers in pairs before
you check as a class. EXERCISE 7
Teaching tip – Writing 1 were they able 2 like to live 3 must be at
4 managed to solve 5 that I ate
• Ask students to read the instructions carefully. Check EXERCISE 8
their comprehension by asking: How many pieces of Students’ own answers.
information will you have to include? (five: where you
want to go, why you want to go there, how you want to
get there, where you want to stay, what you want to do
CB p112
there). Put these questions on the board as reminders. Teaching tips – Final Steps
• Suggest that they make notes for each of the Ask students to test each other in pairs. Ask each student
questions, then choose the ideas they want to include. to choose and write down twelve translations on a piece
Suggest that they organize their blog posts into three of paper, then swap with their partner. With books closed,
paragraphs, matching the three points from the task. they should write the English word for each translation.
Who gets the most words correct?
Answer key and audio transcript Teaching tip – Extra Vocabulary
Ask students to cover the definitions on the right. Clarify
 114 that all the phrasal verbs are connected with travelling.
EXERCISE 1 Students should work together in pairs to read and try to
The Icehotel is a hotel made each year from snow and ice guess what each phrasal verb means. Next, ask them to
in the village of Jukkasjärvi in northern Sweden. Jukkasjärvi complete the matching task, then play the audio to check
is about seventeen kilometres from Kiruna, the place in answers and to practise pronunciation.
northern Sweden where the original ice hotel was built. Teaching tip – Self-evaluation Steps
Since its first opening, the hotel has been rebuilt each year Students should read the can-do statement and complete
and is open from December to April. The hotel, including the exercises individually. They should then add up their
all the chairs and beds, is built from snow and ice blocks scores and circle the appropriate emotion face.
taken from the Torne River. Artists are invited to create Students consider how well they have learnt the language
different rooms and decorations for them, so all the rooms of the unit. Discuss what they feel to be their strengths
are different. As well as the bedrooms, there is a bar, with and weaknesses. Suggest additional practice if necessary.
glasses made of ice, and an ice church, which is popular with Ask your students to say how confident they are with
couples who want to have a wedding with a difference. The these types of exam tasks. If students require further
bedroom temperatures are always around -5C, and guests practice, use the Oxford Sprawdzian bez tajemnic on
sleep in special sleeping bags. www.oup.com/elt or interactive activities, Oxford
The ice bedrooms do not have any bathrooms, but there are Sprawdzian bez tajemnic Online Practice on
bathrooms in a warm building close by. There is also warm www.primaryplus.oxfordonlinepractice.com
accommodation available next to the hotel for any guests
who find the temperatures too cold.
The Icehotel has guests from many countries, and they Answer key
usually fly into Kiruna Airport. When spring comes, the
building melts away and returns to the Torne River. Building  115
starts all over again in October, and the chosen artists work EXTRA VOCABULARY
hard to get the hotel ready for opening in December. 1 C 2 E 3 B 4 H 5 G 6 A 7 D 8 F
1 A 2 B 3 C 4 A
EXERCISE 2 1 journey 2 cruise 3 sunbathing 4 souvenirs
1 C 2 D 3 E 4 A
EXERCISE 3 1 might 2 swim, visited 3 must 4 could be
1 20th century 2 paper comics 3 collect 4 teach
English as a second language 5 girls and women / DID YOU KNOW?
female readers Dublin is the capital and largest city of the Republic of
Ireland. It has a population of nearly 1.5 million, and its
EXERCISE 4
Irish name is Baile Átha Cliath. Many famous writers come
1 who is 2 she could / was able to 3 must be
from Dublin. Go to the Culture Steps on CB p127 to find
4 could swim
out more about Dublin’s literary heritage.
Unit 8 79
Review Units 1–8
CB pages 113–114 Apparently, it slows our brains down and can stress us out,
not allowing to relax properly after a hard day.
Objectives Jake That sounds scary! OK, so this evening I’ll have an egg
To revise the following: salad and a banana for dinner. Let’s see if that keeps me
awake.
Vocabulary: parts of the body; health problems and
Grace I’m sure it will. Though, actually, studying all night isn’t
remedies; body language; holidays and travel; travel
a very good idea either.
collocations; travel: phrasal verbs
1 B 2 C 3 C 4 C
Grammar: present perfect with for / since; reflexive
pronouns; each other; such + (adjective) + noun; so + EXERCISE 2
adjective; relative clauses and pronouns; comparative and 1 A 2 A 3 B 4 C
superlative adverbs; modifiers; may, might, will: degrees
 117
of certainty; adverbs of probability; past perfect, question
tags; passive; gerunds and infinitives; reported statements, EXERCISE 3
questions, requests and commands; should and shouldn’t; 1 I’ve got a terrible headache!
conjunctions; have / get something done; verbs with two 2 What does a curfew mean?
objects; modals of deduction; zero, first and second 3 What are you up to later today?
conditionals 4 Are you OK when your friends meet without you?
1 E 2 D 3 B 4 A
Teaching tip – Assessment for learning EXERCISE 4
The exercises in each review unit are designed to prepare 1 haven’t seen each other 2 where 3 might take
students for the Listening, Reading and Use of English 4 should look 5 broken up 6 had it cut
questions in the end-of-Primary exam. Before starting the
EXERCISE 5
activities in each section, review the exam practice advice
1 have not spoken 2 me such conflicting 3 said I could
4 much healthier than 5 had better not
More confident students can complete the tasks on 6 might not come 7 me an email
their own and then compare answers with a partner.
Less confident students can complete the tasks in pairs. EXERCISE 6
1 fell in love 2 where I bought 3 definitely won’t
4 have to warm 5 haven’t you 6 whose mother was
Answer key and audio transcript 7 have to follow 8 ’ve been neighbours 9 had been seen
 116 EXERCISE 7
EXERCISE 1
Grace Hi, Jake. What are you drinking?
Jake Oh, hi, Grace. It’s an energy drink. I’ve been revising for
tomorrow’s exams. I’m getting a bit tired, and I’ll probably
have to stay up quite late tonight.
Grace Well, you’d better not drink that! My sister told me that
they speed up your heart rate so much that they can make
you feel anxious. Instead of helping you concentrate, they
can have the opposite effect.
Jake Oh, really? How does your sister know so much about
energy drinks?
Grace Because if she passes her exams this summer, she’ll
become a nutritionist. You know, someone who studies the
relationship between food and health.
Jake So what does she recommend then?
Grace Eggs! Apparently they’re very good for the brain,
particularly for the memory. They also help your muscles
grow stronger, so if you eat them regularly, you won’t have
aching muscles after your rugby training or working out.
Jake Interesting. What else does your sister say we should
eat?
Grace Well, if you want more energy, you should eat
bananas. Natural sugar from fruit is much better for you
than the sugar that they add to energy drinks and fast
food. In fact, she says we should cut down on all fast food.
80 Review Units 1–8

Grammar Review
CB pages 116–119 EXERCISE 3
1 mustn’t 2 don’t have to 3 doesn’t have to
4 don’t have to 5 mustn’t 6 don’t have to
Units 1–2 7 mustn’t 8 mustn’t 9 mustn’t
EXERCISE 1
EXERCISE 4
1 E 2 A 3 D 4 G 5 F 6 B
1 have 2 has to 3 doesn’t have to 4 can’t
EXERCISE 2 5 can 6 mustn’t 7 don’t have to 8 must
1 have 2 has 3 long 4 has 5 How long 6 has
EXERCISE 5
1 I’ve been a student at this school for three years.
1 may 2 must 3 could 4 can’t 5 must
2 Kasia has had a dog since she was twelve.
6 might
3 They have lived in London for ten years.
4 He’s played basketball since he was very young. EXERCISE 6
5 This shop has been open for six months. 2 He can’t be British.
6 My dad has worked in a garage since he left school. 3 They might be on holiday this week.
4 He must be a doctor.
EXERCISE 3
5 She might not have any money.
1 yourself 2 yourselves 3 so 4 themselves
6 She can’t be a tourist.
5 ourselves 6 myself 7 such 8 herself
7 They might be Spanish.
EXERCISE 4
EXERCISE 7
1 herself 2 each other 3 each other 4 itself
1 had stolen 2 had visited 3 hadn’t eaten 4 ’d caught
5 each other 6 themselves 7 each other
5 had disappeared 6 had (already) started
EXERCISE 5
EXERCISE 8
1 E, Alan Turing was a scientist who created one of the
1 aren’t they 2 haven’t you 3 did you 4 don’t you
first electronic computers.
5 isn’t there 6 can’t we
2 C, This is the place where my parents first met.
3 F, This is a website that / which has a lot of interesting
information.
Units 5–6
4 A, A software engineer is someone who designs EXERCISE 1
computer programs. 1 is visited 2 was celebrated 3 aren’t accepted
5 D, My sister knows a girl whose parents are American. 4 were stolen 5 isn’t used 6 are bought
6 B, That’s the motorbike that / which my brother wants EXERCISE 2
to buy. 1 Thanksgiving has been celebrated for hundreds of
EXERCISE 6 years.
1 This is a great app which / that you can download for 2 A new shopping centre will be built soon.
free. 3 Cyber Monday has existed since 2005.
2 I met an interesting person who designs websites. 4 More clothes will be recycled in the future. / In the
3 Igor is going out with a girl whose dad plays for Arsenal. future, more clothes will be recycled.
4 This is the store where I bought my earphones. 5 How long have cars been produced here?
5 He’s the science teacher who gave me a bad report. 6 Most clothes will be sold online in the future. / In the
6 That’s the garage where Mum takes her car. future, most clothes will be sold online.
7 Gift cards for shops are often given as presents.
EXERCISE 7
2 most fluently 3 better 4 hardest 5 faster EXERCISE 3
6 farthest / furthest 1 to try 2 meeting 3 visiting 4 to travel 5 to go
6 seeing 7 to climb 8 to achieve 9 taking
EXERCISE 8
1 to pay 2 to answer 3 Shopping 4 to save
Units 3–4 5 learning 6 to buy 7 taking 8 to go
1 may 2 won’t 3 will 4 might not 5 Will 6 ’ll 1 didn’t 2 would 3 couldn’t 4 wasn’t 5 had
6 was 7 was
EXERCISE 2
1 will (definitely) be 2 will probably live 3 will do
4 certainly won’t drive 5 will take 6 will (definitely) be
7 probably won’t go 8 will have
Grammar Review 81
2 Bartek said that he loved reading detective novels. 2 If my brother worked, he wouldn’t get bored.
3 Ana said that she was going to have a relaxing weekend 3 If Julia had some friends, she wouldn’t feel lonely.
doing nothing. 4 If I had some money, I’d lend you £10.
4 Wiktoria told me that she had had an argument with 5 If he paid attention in class, he’d understand.
Marcel. 6 If I didn’t study a lot, I wouldn’t pass my exams easily.
5 Piotr told his sister that he would take her home. 7 If I didn’t eat well and get regular exercise, I’d not be
6 Kacper said that he didn’t like dancing. healthy.
7 Steve said he had been/gone skiing in Italy the winter EXERCISE 9
before. Students’ own answers.
EXERCISE 7
2 I asked Marek how often he texts / texted his friends.
3 Ann asked Olivia where she had met Sebastian.
4 Adam asked Ola to help him make dinner.
5 The teacher told us to open our books at page 19.
6 Dad told Antek not to make a noise.
Units 7–8
EXERCISE 1
Possible answers:
2 You shouldn’t go to the concert.
3 You should help her.
4 He should go and see the doctor.
5 You should play more sport.
6 You should go home.
EXERCISE 2
1 but 2 so 3 because 4 unless 5 or 6 until
EXERCISE 3
1 How often do you get your hair cut?
2 How often do you have your teeth checked?
3 Where do your parents get their car repaired?
4 Have you ever had your hearing tested?
5 When was the last time you had your temperature
taken?
6 Where can you have your passport photograph taken?
EXERCISE 4
EXERCISE 5
2 I lent him £15 yesterday.
3 He gave her some flowers.
4 Dominik showed them the photos from the school trip.
5 She sent them instructions for the homework
assignment.
6 I read him the letter that I wrote.
EXERCISE 6
1 take, go (zero) 2 ’ll buy (first) 3 ’ll visit, rains (first)
4 Avoid, don’t like (zero) 5 fly, buy (zero) 6 ’ll travel,
visits (first)
EXERCISE 7
2 I would / ’d buy a guide book if I visited Rome.
3 What would you do if you won a lot of money?
4 If he didn’t have a motorbike, he would / ’d travel by
bus.
5 What would you see if you went to Alaska?
6 What would you do if you lost your passport?
7 If they failed their final exam, what would they do?
82 Grammar Review
Culture Steps
2
Teaching tips – Culture Steps
Tyler The thought of prom night is quite stressful if you haven’t
Class discussion got a girlfriend or boyfriend. At our school, only couples can go
Write the theme of the culture lesson on the board. Ask to the prom – it’s just an old tradition, and they haven’t changed
students what it means and what they know about the it since the 1950s! You can’t go to the prom with a group of
topic. Elicit students’ ideas about what any pictures show, friends. But my friend Sarah is in the same position as me. We’re
then ask them to check their ideas when they read or listen. both single, so we’re just going to go to the prom together.
Reading practice 3
Ask students to read the relevant tasks beforehand so they Lily At our school, they realized that not everybody finds
know what to focus on as they read. Elicit or explain any it easy to ask people out on a date, and not everybody has
new words as they arise. got a girlfriend or boyfriend, so they let us go to the prom in
Listening practice groups if we want. It isn’t necessary to be part of a couple.
I’m going as part of a group of six. Two of my friends in the
Students should read questions carefully and think about
group are going out with each other, but the rest of us are
what information they will need to complete each task. Play
single. We’ve been friends since we started school, so we
the audio for students to listen and complete the tasks.
want to go to the prom together!
Steps to Success 4
In these sections, students complete exam-style listening Sam Well, deciding who to take to the prom isn’t much
or reading exercises. Before starting these activities, of a problem for me because I’ve been with my girlfriend
you may like to review the exam practice advice in the Rebecca for three years now! We started going out with each
relevant Tip boxes in the preceding units. other when we were fifteen. If you’re asking a girl to be your
Project date for prom night, it’s traditional to do it in a very romantic
Students work in groups to research, plan and create their way. You usually give her flowers, which she then wears to
projects. Set a realistic time limit for the completion of the the prom, but this year I’ve written a song too – especially for
projects. Ask each group to present their project to the class. the occasion. She’s going to love it!
Have the class vote on the best projects. Display students’ 1 B 2 C 3 E 4 A
selected work in class or a public area of the school.
 119
EXERCISE 5
CB p120 1 about a year 2 only couples 3 because they are in
the same position / they are both single 4 students can
Unit 1 Prom night in the USA go in groups 5 three years 6 he’s written her a song
EXERCISE 6
Answer key and audio transcript Students’ own answers.
EXERCISE 1 PROJECT
Students’ own answers. Students’ own projects.
 118 Further practice

Video: An American high school
EXERCISE 2 Practice Book pp12–13
1 19th 2 formal 3 couples 4 most 5 not many Project worksheet 1
EXERCISE 3
1 True 2 Not given 3 False. It is a funny or
romantic way to invite someone to be your prom
CB p121
partner 4 True 5 False. Students choose the prom
king and queen. 6 True Unit 2 Tech visionaries and innovators
 119 Answer key and audio transcript
1 Students’ own answers.
Macey It’s our senior prom next month and I’m a little
EXERCISE 2
unusual among my group of friends because I still haven’t
1 software 2 algorithm 3 microchip 4 search engine
got a date for it! I’m not going out with anyone right now.
5 code 6 engineer 7 development
I broke up with a boyfriend about a year ago, and there
hasn’t been anyone since then. But there’s this boy in my  120
class who I’ve had a crush on for years! He’s single at the
EXERCISE 3
moment, so I’m going to ask him out to the prom. I just need
1 development 2 microchips 3 search engine
to get the courage to do it!
4 software 5 code
Culture Steps 83
EXERCISE 4  122
Alan Turing: created the world’s first electronic computers;
EXERCISE 2
Steve Jobs: one of the creators of Apple; Mark Zuckerberg:
1 A 2 B 3 C 4 A 5 C
one of the founders of Facebook; Bill Gates: one of the
creators of Microsoft; Tim Berners-Lee: the World Wide Web EXERCISE 3
/ the creation of websites and web addresses 1 the Commons Chamber 2 because it is one of the
oldest in the world 3 in the 1990s 4 ‘hear hear’ 5 liar
 121
EXERCISE 5
 123
Ada Lovelace was born in 1815 into an aristocratic English EXERCISE 4
family. Her father was Lord Byron, the famous poet, but Nathan Holly – have you got your phone there? Can you
her parents separated when she was a baby. Ada’s mother check something? I’m thinking of getting a Saturday job, but
was highly educated and some famous scientists were I don’t know if I’m old enough.
her friends. She wanted her daughter to have a similar Holly Let’s have a look … how old are you – fifteen? Right
education. In those days most girls only learnt the traditional … so you can get a part-time job when you’re thirteen, so
‘feminine’ skills, like music and dancing. But Ada had private there’s no problem there with that. But – wait a minute,
lessons in science and maths. there are some limits on how many hours you can work.
Ada turned out to be a brilliant student. As an adult, she Look, it’s all here on this government website …
continued with her mathematical studies and she made Nathan Let’s see – ah, OK, thanks. So you mustn’t work more
friends with Charles Babbage, a famous engineer. Babbage than two hours on a school day … Well, I only want to work
designed a machine for doing complex mathematical on Saturdays. Oh, here we are. Yeah – I can get a Saturday
calculations. He called his machine the Analytical Engine. job and work eight hours. Hmm, actually, this site is quite
Ada worked with Babbage to develop his invention. She interesting. You know I’m thinking of getting a scooter?
created algorithms for the engine – that is, a series of codes Holly No, I didn’t! Since when?
on cards to make it do different functions. Many people Nathan Oh, I’ve had the idea for a couple of months.
consider these the world’s first computer programs. Ada also Holly Cool! But you have to be seventeen to ride a scooter,
looked at ways to program the engine to produce music and don’t you? Like driving a car?
artistic patterns, not just numbers. Nathan Well, that’s what I thought – but look. It says here
Ada married a lord and had three children. The Analytical that you can ride a scooter when you’re sixteen. So that’s
Engine remained a design and was not built until after both a year younger than driving a car! You don’t have to have
Ada and Babbage had died. Ada’s work was forgotten for a driving licence, just a temporary special licence, but you
one hundred years until she was rediscovered by Alan Turing have to do a short training course before you take a scooter
and other early computer scientists in the middle of the 20th on the road. That doesn’t sound too bad …
century. Turing used some of Ada’s ideas in his famous study Holly Wow – that’s great. So you might get a scooter in a few
Computing Machinery and Intelligence. Ada was ill for a lot of months’ time!
her life, and she was only thirty-six when she died. She was a Nathan I know! If I can persuade my parents to let me have
great scientist, but most people have still never heard of her. one …
1 C 2 B 3 C Holly Hmmm, while we’re on this website, let me have a look
at how old you have to be before you can get a tattoo …
 121 Nathan Is that what you’re thinking of doing? Your parents
EXERCISE 6 will be really upset!
1 1815 2 father 3 Charles Babbage Holly Well, I just want to see what it says about ages …
4 Alan Turing 5 thirty-six Nathan Oh, look. You have to be eighteen, so you’ll need to
wait for that, I’m afraid.
EXERCISE 7
Holly Ah, that’s too bad!
1 you’re thirteen 2 seventeen 3 ride a scooter 4 get
PROJECT a tattoo
Students’ own projects.
 123
Further practice
Video: A teenage inventor EXERCISE 5
Practice Book pp22–23 1 two 2 eight 3 driving licence 4 road
Project worksheet 2 EXERCISE 6
CB p122 PROJECT
Unit 3 British laws Further practice
Video: Votes for women
Answer key and audio transcript Practice Book pp34–35
EXERCISE 1 Project worksheet 3
84 Culture Steps
CB p123 EXERCISE 6
Unit 4 Māori culture in New Zealand PROJECT
Answer key and audio transcript Further practice
EXERCISE 1 Video: Auckland: City of Sails
Students’ own answers. Practice Book pp44–45
Project worksheet 4
 124
EXERCISE 2
1 years 2 taught 3 died 4 important 5 adult
CB p124
EXERCISE 3 Unit 5 Ernest Shackleton and Endurance
1 the native people of New Zealand 2 around 700,000
3 Mataora was a Māori hero who learnt about tattooing Answer key and audio transcript
from a spirit in the supernatural world. 4 the wearer’s
EXERCISE 1
personal history, their tribe, their family members, and
how important their family is in the community
5 traditionally, women only have tattoos on their lips  126
and chin
EXERCISE 2
 125 1 explorer 2 Norwegian 3 expedition 4 weather
5 ship 6 photos 7 ice 8 Temperatures
EXERCISE 4
So, welcome, everyone, to the Māori Cultural Centre. I’m sure EXERCISE 3
that you already know two things that the Māori are famous 1 Anglii 2 lodzie 3 w listopadzie / 21 listopada
for all over the world? Tattoos, and the haka – right? … 4 pięć miesięcy
Well, if you’re a rugby fan, you’ll certainly know about the
haka ritual. It’s a group dance that usually shows that a tribe  127
is strong and united. The haka is now famous all over the EXERCISE 4
world because the New Zealand rugby team performs it In April 1916, the twenty-eight men set off from their camp
before matches. on the ice in three small boats. They were hoping to travel
So, why the tattoos? Well, the culture of the tattoo dates to South Georgia, an island where they knew there were
right back to a time before the Māori even came to New houses, people and ships. About a week later, they ended up
Zealand. The Māori originally came from the Polynesian on Elephant Island, a remote place over 1,000 km from South
islands, where tattoos are common. The word itself comes Georgia, with a population of only penguins and seals.
from the word ‘tatau’, from the island of Tahiti. Around Shackleton knew that the group couldn’t survive for long.
700 years ago, the Māori left their home in Polynesia and Nobody knew where they were and they couldn’t contact
travelled to New Zealand in canoes, bringing the Polynesian anybody, so he decided to go and find help. Shackleton and
culture with them. five other men set off in one of their small open lifeboats.
They lived in isolation, right until the first Europeans began They were on one of the stormiest seas in the world, in some
to arrive on the islands, looking for land and a new home. of the worst conditions Shackleton had ever seen. Incredibly,
The next hundred years were not a happy time for the Māori. they managed to reach South Georgia safely after sixteen
They lost around 50% of their population because of illness days.
and fighting with the Europeans. But these days, Māori But this wasn’t the end of their journey. The men had landed
traditions, language and culture are celebrated again here in thirty-five kilometres from the nearest human habitation.
New Zealand, and the population has increased. Three of them were too tired to walk, but Shackleton and
The culture of tattooing – or ‘ta moko’, to use its traditional two others set off immediately and walked for a day and a
name – has recently become very important again with the half. They had to cross mountains and glaciers before they
Māori. Luckily, today people usually get them done with a were able to reach the houses on the island.
safe tattoo machine, but things were very different in early When they arrived and told their story, plans were made to
Māori culture. Hundreds of years ago, the ta moko designs rescue the men who were still on Elephant Island. But the ice
were cut into the skin with special tools. … This ritual was strong, and the first three rescue ships couldn’t get to
obviously hurt a lot, so to have a tattoo done was a sign of them.
great courage. The designs were then coloured black with an Finally in August 1916, a fourth ship managed to land on
ink made from burnt wood. Elephant Island and rescue Shackleton’s men. They had been
One thing I should add is that traditional ta moko is a sacred, on the island for four months. They managed to survive by
religious thing for the Māori. Non-Māoris shouldn’t get sleeping under their lifeboats and eating penguin meat. In
them done because that would be offensive to the culture. the two years of the disastrous expedition, nobody had died.
Ta moko are not a fashion accessory! When Shackleton returned home, Europe was in the middle
EXERCISE 5 of the First World War. Shackleton’s journey from Elephant
2, 1, 3 Island to South Georgia in a small lifeboat is now recognized
1 B 2 A 3 C as one of the most heroic sea journeys in history.
Culture Steps 85
Shackleton went back to the Antarctic in 1921. He died been able to recognize … What conclusion can we make
during the voyage and is buried in South Georgia, the scene from all this?’
of his most famous expedition. ‘The murderer must be a mad man,’ I said.
2 and 1 ‘It’s a good guess,’ said Dupin. ‘But even mad men speak in
human languages, don’t they? The voice that people heard
 127 on the night of the murder was completely impossible to
EXERCISE 5 understand. And anyway – look at this. Is this the hair of a
4, 5, 3, 6, 8, 7, 2 mad man? They found this hair in Madame L’Espanaye’s hand
after she had died. Tell me what you think of it.’
EXERCISE 6
‘Dupin!’ I said in shock, ‘that isn’t human hair, is it?’
2, 5, 3, 1, 4
PROJECT
Students’ own projects.  129
Further practice EXERCISE 5
Video: Exploring Everest 1 hadn’t been stolen 2 impossible to understand
Practice Book pp56–57 3 human hair
Project worksheet 5
 130
EXERCISE 6
CB p125 From the finger marks on the bodies and the hair, which was
bright orange, Dupin concluded that the murders must have
Unit 6 The world’s first detective story been committed by an orangutan – a large monkey from
the jungles of Asia.
Answer key and audio transcript The voice that people had heard that night belonged to
the orangutan’s owner, who was a sailor. He had got the
EXERCISE 1
orangutan during a voyage in Asia.
One day he came home to find the orangutan in his
 128 bedroom. He was horrified to see that the orangutan had
picked up one of his razors.
EXERCISE 2
Frightened of being punished, the orangutan jumped out
1 American 2 1841 3 detectives 4 police 5 Paris
of the window, ran down the street and into the house of
6 daughter 7 hair 8 windows
Madame L’Espanaye, where he had seen a light.
EXERCISE 3 There, the animal, in a panic, had committed the terrible
1 True 2 False. C. Auguste Dupin is a character in The murders in the Rue Morgue, before escaping again through
Murders in the Rue Morgue. 3 Not given the window.
4 True 5 False. The door is locked from the inside. An orangutan killed the women in a panic, after running
away from its owner.
 129
EXERCISE 7
‘Let us look at the scene of the crime,’ said Dupin. ‘The
chest of drawers was open, and nearly empty. But why did PROJECT
the police think that someone had stolen clothes from it? Students’ own projects.
Madame L’Espanaye and her daughter lived a quiet life. They Further practice
didn’t go out much and they didn’t need many clothes. Video: Fighting cybercrime
Perhaps the drawers had been empty before the crime Practice Book pp66–67
took place. And why didn’t the thief take the bags of gold? Project worksheet 6
The police are certain that the gold was the motive for the
murders, but that theory makes no sense if the gold wasn’t
stolen! The fact that someone had delivered the gold to the CB p126
house three days earlier must just be a simple coincidence –
something that the police had never considered! Unit 7 Who’s on your banknotes?
The police also believe that Madame L’Espanaye was killed
outside the house, but my examination of her body, and Answer key and audio transcript
of the windows, makes me believe that she was murdered
EXERCISE 1
in the bedroom. Imagine the strength that was needed to
kill the two women with just a razor, and to throw one of
them out of the window! Someone had also pulled some of EXERCISE 2
the hair from Madame L’Espanaye’s head with a lot of force. Students’ own answers.
There’s no doubt about it. This was a brutal and ferocious
murder, done by a murderer with superhuman strength.  131
Remember also the reports from the other people in the EXERCISE 3
house, that on the night of the murder they had heard a 1 plastic 2 monarch 3 presidents 4 anniversary
strange voice talking in a language that none of them had 5 population
86 Culture Steps
 132 the plot and places in the book. A lot of the buildings
mentioned in Ulysses – hotels, churches, pubs – still exist,
EXERCISE 4
although unfortunately Bloom’s house, which was a real
1 Jane Austen, the UK, £10 2 Edmund Hillary,
address, was destroyed in the 1960s. The novel is set in 1906,
New Zealand, $5 3 John Flynn, Australia, $20
so people wear costumes from that period. They have public
 132 readings from the book around the city, or they act out
scenes from the book.
EXERCISE 5 Dan For example … ?
1 1813 2 partner 3 farm 4 doctors Orla Well, near the start of the book, Bloom eats a big fried
EXERCISE 6 breakfast, so there are special Bloomsday Breakfast events all
Students’ own answers. over the city!
Dan And how long has this festival existed?
PROJECT
Orla Well, the book was first published in 1922, and James
Joyce and his friends used to celebrate Bloomsday every
Further practice 16th of June. In 1956, which was the 50th anniversary of
Video: The Wall Street Crash of 1929 the book, some famous writers made it more of a public
Practice Book pp78–79 celebration, and it just grew from there. Now there are food
Project worksheet 7 stalls, bands and singers, and it’s just a big celebration of the
city.
1 16th 2 happens 3 character 4 places
CB p127
EXERCISE 5
Unit 8 Dublin: city of literature 1 over 700 pages 2 1906 3 1922 4 special Bloomsday
Breakfast events 5 They wear costumes from that period,
they have public readings from the book and they act out
scenes from the book. 6 1956
EXERCISE 1
EXERCISE 6
 133 PROJECT
EXERCISE 2 Students’ own projects.
1 E 2 D 3 B 4 A 5 C Further practice
EXERCISE 3 Video: From old news to new media
1 Oscar Wilde, Samuel Beckett 2 Oscar Wilde, W.B. Yeats Practice Book pp88–89
3 James Joyce, Bram Stoker, Jonathan Swift Project worksheet 8
4 Wilde, Stoker, Swift and Beckett 5 James Joyce
 134
EXERCISE 4
Dan With me today is Orla Evans, from The James Joyce
Centre in Dublin. So, Orla, you must be busy getting ready
for this weekend!
Orla That’s right, Dan. Saturday is the 16th of June, and that’s
the day every year when Dubliners celebrate Bloomsday.
Dan So what exactly is Bloomsday? Is it a festival?
Orla Yes, it is, but it’s a very particular festival. It’s a
celebration of James Joyce’s novel, Ulysses. The reason it
takes place on the 16th of June is because that’s the day
when the action in the novel happens.
Dan So the plot of Ulysses all takes place just on one day?
Orla That’s right – which is quite amazing when you
consider that the book is over 700 pages long.
Dan You’re kidding … it must go into a lot of detail! So why
do you call it Bloomsday?
Orla It’s named after the main character in the book,
Leopold Bloom, who is just an ordinary citizen of Dublin on
an ordinary day. But in Ulysses we see him as Homer’s hero
Odysseus, and his journey around Dublin is compared to
Odysseus’s sea voyage. Different Dublin characters represent
the mythical characters from Homer’s story.
Dan So what do people do in Dublin on Bloomsday?
Orla Well, if you’re feeling energetic, you can have a walk
around the city, maybe go on a guided tour following
Culture Steps 87

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Steps Plus Teacher’s Resource Centre

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Students listen to the

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8 A tour of Steps Plus dla klasy VIII

Students read and comprehend texts Students practise

Students complete comprehension Students complete

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Target grammar Students analyse

Students recognize and Students produce the

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Students practise the language of the unit Additional listening

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Students complete an exam

12 A tour of Steps Plus dla klasy VIII

Wordlist Self-evaluation Steps

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Students revise the

14 A tour of Steps Plus dla klasy VIII

Culture Steps reading texts Project

A tour of Steps Plus dla klasy VIII 15

Step Section aims Materials

16 Unit aims and materials

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Unit aims and materials 17

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20 Unit aims and materials

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Unit aims and materials 21

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Unit aims and materials 23

Step Section aims Materials

24 Unit aims and materials

Moves the learning forward

The key to successful assessment for learning 25

 021 Answer key

Review Units 1–2 41

Teaching tip – Inclusive classroom

EXERCISE 10 For extra practice:

54 Review Units 1–4

Teaching tip – Video CB p84–85

Review Units 1–6 67

Writing skills tip – Assessment for learning

EXERCISE 2 SELF-EVALUATION STEP 1

EXERCISE 3 SELF-EVALUATION STEP 2

80 Review Units 1–8

 118 Further practice

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