Steps Forward 1 Teachers Book1

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(1)Teacher’s Power Pack. 1. . Tamzin Thompson © Copyright Oxford University Press.

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(3) Contents Introduction Introducing Steps Forward. 4. Course components. 4. A tour of Student’s Book 1. 7. Unit aims and materials. 16. Teaching notes First Steps. 25. Unit 1. 28. Unit 2. 34. Review Units 1–2. 40. Unit 3. 41. Unit 4. 47. Review Units 3–4. 53. Unit 5. 54. Unit 6. 60. Review Units 5–6. 66. Unit 7. 67. Unit 8. 73. Review Units 7–8. 79. Festivals. 80. Contents © Copyright Oxford University Press. 3.

(4) Class audio CDs. Introduction. Each set of Class audio CDs contains listening material for the Student’s Book.. Steps Forward Steps Forward is a fun, modern and colourful course designed to lead students in grades 4–6 from their first few words in English to the primary school leaving exam, step by step.. Teacher’s Resource DVD-ROM There is a Teacher’s Resource DVD-ROM for each level of Steps Forward. The Teacher’s Resource DVD-ROM contains:. Overview of components. • short documentary films giving an insight into life in the UK and. Student’s Book. • photocopiable worksheets to go with the documentary films • a wealth of other teacher’s resources including: • photocopiable Reinforcement and Extension worksheets to. other English-speaking countries. The Student’s Book contains:. • eight main units and four review units • a First Steps unit revising basic vocabulary and providing a. reinforce the grammar and vocabulary presented in the Student’s Book, and provide extended practice for stronger students. bridge from lower to upper primary. • a Steps to Success lesson in every unit with realistic practice. • photocopiable Grammar cards designed to make the. material covering all four sections of the upper primary exam. grammar structures presented in Student’s Book 1 and 2 more accessible to visual and kinaesthetic learners. • a Culture lesson in every unit giving an insight into life in the UK through the eyes of a Polish boy. • • • •. • an entertaining cartoon story that consolidates the language presented in each unit. • a song in every unit • two Festival lessons • a Wordlist with Polish translations and a pronunciation guide. photocopiable support worksheets for projects and writing photocopiable extensive reading practice photocopiable extra vocabulary activities to challenge strong students. • photocopiable Flashcards with illustrations of all the key. Student’s audio MP3 disk. vocabulary in the Student’s Book. The Student’s audio MP3 disk contains all listening material for the Student’s Book.. • ideas for supplementary games and activities • suggestions for ways of supporting dyslexic students, and for. MĆ Wersja podstawowa. supporting strong and weak students. • ideas for ways of helping students prepare for the upper. MĆ W. podstawowa contains basic consolidation exercises to practise the main vocabulary set and key grammatical structures of every unit. There is also a reading comprehension exercise for every unit.. primary exam. • background cultural information • classroom management tips • answer key for the MĆ Wersja podstawowa and MĆ Wersja. MĆ Wersja pełna. pełna. MĆ W. pełna contains:. • graded exercises to consolidate and practise the grammar, vocabulary and skills presented in the Student’s Book. Exercises on the Grammar Steps pages are starred to indicate how challenging they are. • two Steps to Success pages in every unit, which build on the tips and learning strategies presented in the Student’s Book. • a Self-evaluation page in every unit to consolidate new language. iTools Oxford iTools is software that allows teachers to present Student’s Book content on screen, and manipulate it in an interactive way. It can be used either on an interactive whiteboard (IWB) or on a data projector with a laptop or PC. Interactive iTools activities include:. Teacher’s Power Pack. • • • • •. The Teacher’s Power Pack contains:. The interactive audio and DVD player also appears on screen.. and develop students’ ability to reflect on their work and revise effectively. • a Grammar summary section at the back of the book • accompanying audio available online. • a tour of a Student’s Book unit • an overview of unit objectives and materials available both in print and online. • teaching tips and answers for all the Student’s Book material • interesting facts teachers can motivate their students with • audio transcripts. 4. ideas for ways of using Grammar cards. animated stories drag-and-drop and listen-and-click language practice exercises photocopiable worksheets to go with the documentary films flashcards karaoke songs. Digital practice material on Oxford English Online Practice material for the upper primary English exam is available on OEO. Exam practice questions cover various topic areas and are graded to ensure success for students at all stages in their preparation for the exam.. Introduction © Copyright Oxford University Press.

(5) Oxford Teachers’ Club website The photocopiable teaching resources on the Teacher’s Resource DVD-ROM are also available online on the Oxford Teachers’ Club website. The website also includes:. • planning materials • listening material for the MĆ Wersja pełna • answer keys for all MĆ Wersja podstawowa and MĆ Wersja pełna material editable progress tests listening material for the tests. • • • ideas for optional activities. Student’s website • www.oup.com/elt • The Student’s Fun Zone includes language games and exercises providing further practice of the structures and vocabulary presented in each unit of the course.. Oxford Parents is a new website where your students’ parents can find out how they can help their child with English. They can find lots of activities to do in the home or in everyday life. Even if the parent has little or no English, they can still find ways to help. We have lots of activities and videos to show parents how to do this. Studies have shown that practising English outside the classroom can really help children become more confident using the language. If they speak English with their parents, they will see how English can be used in real-life situations and this can increase the students’ motivation. Parents can help by practising stories, songs, and vocabulary that the students have already learned in the classroom. Tell your students’ parents to visit www.oup.com/elt/oxfordparents and have fun helping their children with English!. Steps Forward Student’s Book 1 The Student’s Book presents all the language covered by the course. It is based on a solid grammatical syllabus, and provides thorough practice of vocabulary, structures, functions and exam skills.. Step by step vocabulary Each unit opens with a vocabulary lesson, Word, words, words, in which 10–12 topic-related words are presented. The vocabulary presentation in the Student’s Book can be supported with the Flashcards, available to print from the Teacher’s Resource DVDROM and the Oxford Teachers’ Club website. Vocabulary has been chosen to correspond with the students’ own lives and interests and to cover the requirements of the Polish ministry syllabus (podstawa programowa). The topics include home, school, friends, family, travel, sports, music, health and nature. The students have a guide for these pages: a cartoon character who addresses them directly and introduces them to her world. Her presence in the artwork, and also in the audio, helps the students to connect with the new vocabulary and appreciate how it relates to their own life. Wherever possible, students are asked to personalize new vocabulary. Acquiring a broad and useful vocabulary in English means learning more than just individual words. Steps Forward also teaches frequent collocations (have breakfast, do your homework) and fixed expressions (It’s your turn. No way!). Furthermore, it enables students to develop vocabulary-learning skills, which they can use autonomously to expand their own vocabulary. Glossaries help students to understand occasional difficult words in reading texts, and a comprehensive wordlist at the back of the Student’s Book, arranged unit by unit, is an essential reference.. Step by step grammar Bringing new structures to life is an important step in language learning, especially with younger students. That’s why the initial language presentation in every unit takes the form of a humorous and engaging photostory. The story revolves around a Polish character who has recently moved to England. Each episode is selfcontained and connected with the unit topic, but at the same time forms part of an overall plot which will maintain students’ interest right through the book. Encountering new language in this format has several benefits. Firstly, it emphasizes the communicative value of the language and gives clear examples of the contexts in which the language can be used. Secondly, it allows students to hear and make sense of the language before they are asked to analyse or produce it. Thirdly, acting out the story gives the students controlled practice of the new language. Each new grammar point is then consolidated with clear grammar tables and graded practice, which begins with controlled exercises and gradually moves towards freer activities. This sequence of short, fun activities is motivating and rewarding for students and ensures that even grammar lessons are lively and engaging! Different students have different learning styles, which is why Steps Forward includes a variety of vehicles for new language. In every unit, a cartoon story with fun characters is used to consolidate the new structures that have been learnt. There are catchy, upbeat songs which serve the same purpose. The grammar tables have an engaging and original audio accompaniment to make them more appealing to auditory learners. They are supported by a set of Grammar cards, available to print from the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website, which makes grammar more accessible to visual and kinaesthetic learners, too. Learning grammar with Steps Forward is a multisensory experience! The approach to grammar in Steps Forward will cater for every student in your class whatever their learning style. There are even extra activities for students who finish early. And teachers and students who enjoy using technology in the classroom can opt to use the same rich variety of material on the interactive iTools as well!. Introduction © Copyright Oxford University Press. 5.

(6) Step by step skills. Step by step progress. There are many different kinds of Speaking activities throughout the book, with frequent opportunities for students to voice opinions, exchange information and describe the people and places they are familiar with. Specific training is given in important Functional language areas like making suggestions, giving directions and talking on the phone. Students are given simple model dialogues which they practise in pairs; they then prepare and perform their own dialogues. There is also a regular focus on Pronunciation, which prioritizes the sounds which Polish students have particular difficulty with.. Steps Forward is designed to produce real results in your English classroom. Each unit is carefully controlled in terms of language input and structured outcomes. New vocabulary and grammar are practised in a variety of contexts and formats so that students genuinely have time to absorb them.. Reading texts are factual and engaging, but also carefully graded and accessible. They cover a range of text types and present information about a wide variety of topics, all chosen to accord with young learners’ interests. Students interpret and react to the overall meaning of a text before being asked to find specific information. Task types for checking reading comprehension include multiple choice and true/false questions.. All teachers know that motivation is a key factor for successful language learning. Nothing is more motivating for students than to see that they are making measurable and steady progress, and Steps Forward allows them to do this in a lively and enjoyable manner.. Recycling is crucial when it comes to making progress. Each unit ends with a Revision page which consolidates the new language and skills, and each level of Steps Forward begins with a Welcome unit to revise and consolidate what the students have already learnt.. Short Listening activities occur whenever new vocabulary and grammar are presented, but there is also a dedicated Listening section which focuses exclusively on developing the Listening skill. The audio in these sections always features the characters from the photostory and usually continues and develops the photostory episode earlier in the unit. Students are tested on their understanding of the general meaning, and then asked to search for more detailed information. Each Writing section includes information about a specific subskill (punctuation, pronouns, sequencing words, etc.), which is practised in isolation before being incorporated into the final writing task. A model text makes clear what is required of the students and the outcome is always achievable and well-supported. Adequate preparation is the key to successful writing tasks.. Step by step culture Students learning English want to know about the country and culture, not just the vocabulary and grammar. Each unit includes a blog entry in which a particular aspect of British culture is seen through the eyes of the Polish character from the photostory. This gives students a clear insight into the British way of life and allows them to make comparisons with their own culture. These comparisons can be explored further by watching the documentary films on the Teacher’s Resource DVD-ROM or iTools and also by doing the projects that are included in every unit. Of course the culture sections are not the only parts of the book which broaden the students’ knowledge of life in English-speaking countries. Many of the reading texts also serve this function. More importantly, the photostory gives the students direct access to everyday life in Britain and even the incidental details in the photos can be illuminating. The inclusion of authentic songs in Steps Forward 3 exposes students to another important aspect of British culture.. Step by step to exam success Steps to Success pages conclude every unit, and provide realistic practice questions covering all four sections of the upper primary exam. In Steps Forward 1, vocabulary and grammar are carefully graded, so that the questions are at an appropriate level and students gain confidence whilst familiarizing themselves with the types of questions they will need to answer in the upper primary exam. Tips are provided to encourage students to develop good strategies and the skills they need to succeed.. 6. Introduction © Copyright Oxford University Press.

(7) A tour of Student’s Book 1 The Words, words, words section presents the main vocabulary set of the unit through an amusing picture and a listening activity. It also encourages students to remember other related vocabulary items previously taught, and enables students to use the new vocabulary in a personalized context.. New words are illustrated in an amusing picture.. Students use the picture to revise known words.. Students listen and repeat the new words.. Fast finishers can do the Extra Steps activity while the teacher works with weaker students.. Students produce the new words in a meaningful context.. Presenting the new words. Vocabulary revision. • You can present the new words using the Flashcards, available. • Use the picture in the Student’s Book to revise known. • •. to print from the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. Hold up each flashcard in turn, say the word, or play the Class audio CD and ask the class to repeat chorally, then individually. Repeat several times. Hold up each flashcard and invite the class to say the word without your help. Correct pronunciation as necessary. The main units in the Teacher’s Power Pack contain a variety of ideas and activities for presenting and practising the new words using the Flashcards, the picture in the Student’s Book, mime and other classroom games.. vocabulary. Point to known items in the picture and ask students What’s this? Ask students to find more known words in the picture.. Keeping a vocabulary record • Students can record all new vocabulary in topic sets at the back of their notebooks. Use unit headings as the label for each vocabulary set.. A tour of Student’s Book 1 © Copyright Oxford University Press. 7.

(8) The Language Steps section presents the target grammar structures and the everyday English phrases of the unit in context, through a story featuring the main course characters. Students also practise the language by acting out the story. The Learning Steps section helps students to build important learning and study strategies, which they will need to succeed in the upper primary exam.. Students see new grammar and everyday English in context.. Students act out the story.. Students check their comprehension of the story.. Students practise the everyday English phrases from the story.. • Prepare students to read the story by using the Before Reading. • • • •. 8. Students try a tonguetwister to practise the pronunciation of a sound.. • Ask students to read out their lines without the recording, then. Story. •. Students develop strategies for exam success.. questions available on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website (Tips for teaching stronger and weaker students). Point to the photos and discuss what is happening. Ask students to tell you, in Polish, where the children are and what they are doing in each picture. Play the recording. Point to the speech bubbles in the story as students listen. Play the recording again. Ask students to point to the correct pictures as they listen. Ask some simple comprehension questions about the events in the story. Ask students to read the story again and find any of the words from the Words, words, words section that appear in the story. Divide the class into groups, assigning each student a role in the story. Play the recording again. Each student says the lines of their assigned character.. allow students time to practise reading out the story in their groups. You can invite confident groups to the front of the class to act out the story.. Pronunciation • Model the new sound for students to repeat. • Encourage students to think of words they know with the new sound in them.. • Play the recording and encourage students to repeat the tongue-twister at normal speed.. • Have fun with the tongue-twister! How fast can students say it?. Learning Steps • Complete the activities with the class. The main units of the Teacher’s Power Pack contain a variety of tips to help you prepare your students for the exam tasks.. A tour of Student’s Book 1 © Copyright Oxford University Press.

(9) The Grammar Steps 1 section presents the target grammar structures in clear, concise tables and provides a variety of activities through which students can practise the new structures. Most Grammar Steps 1 sections also provide exam practice activities, under the heading Steps to Success.. Students listen to and repeat the grammar drill and study the grammar structure presented in the table.. Students complete carefully graded examstyle questions to train them for success.. Students learn a second set of vocabulary.. Students recognize the target grammar in a listening exercise.. Fast finishers can do the Extra Steps activity while the teacher works with weaker students.. Students recognize and use the target grammar in practice exercises.. • If your students need extra practice of the target grammar. Grammar • Use the Class audio CD to present the grammar examples. •. •. Students listen to the grammar drill and repeat in time with the rhythm. Use the Grammar cards, available to print from the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website, to practise the new structures. The downloadable material contains a variety of ideas for activities and games to be used with the grammar cards. Complete the activities with the class and check answers together. Allow students time to write full answers in their notebooks when it is useful to do so. The main units of the Teacher’s Power Pack contain tips and ideas for keeping fast finishers occupied while the rest of the class complete the grammar activities.. structure, or you have extra time at the end of a lesson, you can find a variety of games on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website (Ideas for optional games and activities), which can be adapted to practise different grammar structures.. A tour of Student’s Book 1 © Copyright Oxford University Press. 9.

(10) The Functional Steps section presents a situational dialogue for students to listen to, complete with missing phrases, and repeat. The students then practise the dialogue and act out their own variations of it.. Students listen to the model dialogue.. Students complete the dialogue with missing phrases.. Students act out their own variation of the dialogue.. Students practise the dialogue in pairs.. Students complete a graded exam-style listening activity.. Functional Steps • Read out the reading for gist question, then use the Class audio •. • • •. 10. CD to play the model dialogue. Students listen and answer the reading for gist question. Play the dialogue again for students to complete the gapped dialogue in their notebooks with the missing phrases. You could ask students to copy the gapped dialogue into their notebooks before completing the activity, so that they have the entire dialogue to refer to later. Play the dialogue again, one line at a time, for students to listen and repeat. Then divide the class into pairs for further practice. Complete the listening activity to give students extra practice of listening to a dialogue on a similar topic. Divide the class into pairs. Tell students to replace information in the model dialogue with their own ideas in order to create their own similar dialogue. Allow students time to practise their dialogues, then invite them to act out their personalized dialogues for the class.. Preparing students for the upper primary exam • Give students lots of praise if they can identify which cat the dialogue in exercise 4 is about. Then explain that there will probably be questions of this type in the Listening section of the upper primary exam. Reassure students that there will be plenty of opportunities to practise this question type further as they work through the three levels of Steps Forward.. A tour of Student’s Book 1 © Copyright Oxford University Press.

(11) The Grammar Steps 2 section presents new target grammar structures in clear, simple tables and provides a variety of activities through which students can practise the new structures. This section contains a song through which students can practise grammar in context, and a cartoon story revising the grammar structures of the unit. Students can also practise the new language by acting out the story.. Students listen to and repeat the grammar drill and study the grammar structure presented in the table.. Students recognize and use the target grammar in practice exercises.. Students review the grammar of the unit in the context of a story.. Students practise the target grammar in the context of a song.. Students act out the story.. Grammar. Cartoon story. • Use the Class audio CD to present the grammar examples.. • Prepare students to read the story by asking questions about the. •. Students listen to the grammar drill and repeat in time with the rhythm. Use the Grammar cards, available to print from the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website, to practise the new structures. The downloadable material contains a variety of ideas for activities and games to be used with the grammar cards.. pictures and reviewing vocabulary.. • Have fun with the story! You might like to encourage students to act out the story by mimicking the voices of the cartoon characters and using funny sound effects.. Song • Play the recording and ask students to follow the lines in their •. books. Invite students around the class to tell you the missing words. Then allow students time to complete the task. Using Steps Forward iTools, invite pairs of students to the front of the class to sing karaoke. The other students in the class can vote for their favourite performance.. A tour of Student’s Book 1 © Copyright Oxford University Press. 11.

(12) The Skills Steps section provides a focused study of skills all related by topic. There are a variety of different Reading text types, which reinforce the language students have learnt throughout the unit. The Listening texts feature the characters from the photostory and develop the skills of listening for gist and for specific information.. Students read and comprehend texts which recycle and expand on the language of the unit.. Students complete an exam-style reading task.. The section contains a suggested activity for fast finishers.. Students practise the language of the unit through a listening task.. Students complete an exam-style reading task.. • Before reading – ask students to look at the pictures and the text. •. styles and guess what kind of text they are about to read and what information they might find. Reading for gist – play the recording and ask students to follow the lines in their books. Ask students some simple comprehension questions to check that they have understood the general meaning of the texts. Reading for detail – allow students time to read the texts again and complete the comprehension task.. Writing • Check that students are confident about carrying out the writing task by asking them questions to help them complete their notes. Invite students to tell you what they are going to write about and what information they are going to include in their composition.. • Help students to understand the context of the listening activity. 12. Students complete a writing task.. then listen and write their answers in their notebooks. Check answers with the class.. Listening. •. Students practise the writing skill of the unit.. • Listening for detail – Ask the students to read the questions,. Reading. •. In the Writing section, students read and analyse a model writing text and learn a new writing skill before producing a piece of writing of their own. Further exam practice is also provided on the Skills Steps pages.. by asking them where the speakers are, why they are talking and what they are talking about. Listening for gist – Ask students to read the listening for gist question. Play the recording for students to listen and find the answer.. A tour of Student’s Book 1 © Copyright Oxford University Press.

(13) The Culture Steps section provides extended reading practice and the chance for students to learn about an aspect of British culture thematically linked to the unit. Cultural information is presented through the eyes of a Polish child, in the form of a blog.. This gives students a clear insight into the British way of life and allows them to make comparisons with their own culture. This section also provides an optional project for students to do in class or at home, allowing them to personalize the language of the unit in written form.. Students read and comprehend a text about an aspect of British culture.. The meaning of any difficult vocabulary is given in a glossary box.. Students complete comprehension activities to check their understanding of the text.. Students collaborate on a project.. Culture Steps reading texts. Project. • Before reading – ask students to look at the photos and the title. • Each project is connected to the topic of the lesson, and. •. •. and guess what information they might find in the text. Reading for gist – play the recording and ask students to follow the text in their books. Ask students some simple comprehension questions to check that they have understood the general meaning of the text. Reading for detail – allow students time to read the text again and complete the comprehension tasks which follow.. •. provides a means of comparing British and Polish culture. Prepare students to do the project by asking them questions and finding out what they know about the topic in question. If necessary, help students to use reference books or the Internet to find the information they need. Students can complete their projects in class or as homework. You can ask students to present their completed projects to the class, then display students’ work around the classroom.. A tour of Student’s Book 1 © Copyright Oxford University Press. 13.

(14) The Revision section provides students with the chance to review and practise the vocabulary, grammar and functional language presented in the unit.. Vocabulary is revised through a fun activity.. Students revise the grammar of the unit through a variety of tasks.. • Ask individual students what aspects of the unit they found easy. Revision • This section can be carried out in class or set as homework. • If you carry out the revision exercises in class, ask students. •. 14. around the class to complete the items in each exercise orally, then allow students time to write the answers in their notebooks. Once students have completed the tasks, invite them to read out their answers. Encourage other students to check the answers and correct politely if necessary. If you set the exercises in this section as homework, check the answers at the beginning of the next lesson. Invite one student to read out his / her answers for the others to check their work against. Students should raise their hand if they think they’ve spotted a mistake. Encourage students to discuss answers respectfully and considerately.. / difficult and provide extra support where necessary. The MĆ W. podstawowa and pełna, Reinforcement and Extension worksheets and Steps Forward iTools provide extensive additional practice of the vocabulary and grammar for each unit.. A tour of Student’s Book 1 © Copyright Oxford University Press.

(15) The Steps to Success section familiarizes students with the types of questions they will need to answer in the upper primary exam and helps students to gain confidence in exam techniques.. Students read a useful tip.. Students complete exam tasks (Listening, Language Functions in Use, Grammar and Vocabulary in Use or Reading).. Students refer to a wordlist containing useful topic-related items.. • Allow students time to write the answers in their books, then. Steps to Success • Read the tip together and discuss with students how it will help them in the upper primary exam.. check answers as a class. Ask students to tell you what they found easy / difficult and provide extra support where necessary.. • Invite students to read out the words in the wordlist. Check that. •. students are familiar with all the words. Ask them to find pictures of the words in their Student’s Books or in the classroom, to mime the words or make a sentence with each word. Initially, you might prefer to carry out the exam tasks as you would normally work through a listening or reading activity with the class. However, as the students become more confident, you might like to set these tasks under more exam-like conditions to prepare students for the exam. Tell students to read through the instructions and put up their hands if they have any questions. Then tell students to complete the exam task on their own, without talking.. A tour of Student’s Book 1 © Copyright Oxford University Press. 15.

(16) First Steps Aims Vocabulary: the alphabet, food, bedroom items, colours, stationery, numbers 1–20, days of the week, months, seasons, Classroom language. Step. Section aims. Materials. Tomek and friends, Spelling SB + iTools pp4–5. • Present course characters, everyday English and useful. Class audio CD 1, tracks 1–4 MĆ W. podstawowa p4 MĆ W. pełna p3. • •. Words, words, words SB + iTools pp6–7. • • •. language (asking for and giving your name, spelling) in context. Practise the alphabet through a chant. Practise and act out a dialogue asking for, giving and spelling your name. Practise spelling foods and other words. Present words for clothes, bedroom items, colours, toys and stationery. Consolidate and practise the new words.. Numbers 1–20 SB + iTools p8. • Present numbers 1–20 and Classroom language. • Consolidate and practise the new language.. Days, months and seasons SB + iTools p9. • Present words for days, months and seasons. • Consolidate and practise the new language.. First Grammar Steps SB + iTools p10. • Read and understand the target grammar structures: a / an. Classroom language SB + iTools p10. 16. Grammar: a / an, this / that Speaking: asking for and giving your name, spelling. and this / that. Recognize and use the target grammar in practice exercises.. • • Present some useful Classroom language. • Consolidate and practise the new language.. Unit aims and materials © Copyright Oxford University Press. Class audio CD 1, tracks 5–10 MĆ W. podstawowa p4–5 MĆ W. pełna p4–6 Class audio CD 1, tracks 11–13 MĆ W. podstawowa p6 MĆ W. pełna p7 Class audio CD 1, tracks 14–16 MĆ W. podstawowa p6 –7 MĆ W. pełna p8 Class audio CD 1, track 17 MĆ W. podstawowa p7 MĆ W. pełna p9 Class audio CD 1, track 18 MĆ W. pełna p9.

(17) 1. Family and friends. Aims Vocabulary: family members Grammar: possessive ’s, be Speaking: introducing yourself. Writing: using capital letters Culture: The British royal family. Step. Section aims. Materials. Words, words, words SB + iTools p11. • Present words for family members. • Present possessive ’s. • Consolidate and practise the new words.. Language Steps SB + iTools pp12–13 Learning Steps SB + iTools p13. • Present new grammar and everyday English in context. • Practise the pronunciation of /s/ and /ʃ/. • Practise listening for key information in preparation for the. Class audio CD 1, tracks 19–20 MĆ W. podstawowa p8 MĆ W. pełna p10 Vocabulary extra worksheet 1 Class audio CD 1, tracks 21–22. Grammar Steps 1 SB + iTools p14. • Repeat and understand the target grammar structure: be. Functional Steps SB + iTools p15. • • • • • •. Grammar Steps 2 SB + iTools pp16–17. • • • • • •. Skills Steps SB + iTools pp18–19. • • •. Culture Steps SB + iTools p20 Revision SB + iTools p21 Steps to Success Repetytorium SB + iTools p22. Class audio CD 1, tracks 23–25. Listening section of the exam.. • • • • • •. affirmative statements . Recognize and use the target grammar in practice exercises. Produce the target grammar (be) in a personalised context. Write sentences using possessive ‘s. Listen to, complete and practise a dialogue Introducing yourself. Practise listening for specific information in preparation for the Listening section of the exam. Practise choosing the correct responses to questions as preparation for the Language Functions in Use section of the exam. Act out similar dialogues. Repeat and understand the target grammar structure: be negative statements. Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar orally. Review the grammar of the unit in the context of a story. Act out the story. Read and understand a text which recycles and expands on the language of the unit. Practise reading for specific information in preparation for the Reading section of the exam. Consolidate and practise words for ages and months through a listening activity. Read and complete a chart with information about someone. Practise using capital letters for names, cities and months. Write a personal profile. Read and understand a text about the British royal family. Do a project. Make a family tree. Review and practise the vocabulary, grammar and functional language presented in the unit.. • Practise the exam technique highlighted in the tip box. • Complete a listening task from the Listening section of. Class audio CD 1, track 26 MĆ W. podstawowa p8 MĆ W. pełna p11. Class audio CD 1, tracks 27–28 MĆ W. pełna p12. Class audio CD 1, tracks 29–32 MĆ W. podstawowa p9 MĆ W. pełna p13 Reinforcement worksheet 1 Extension worksheet 1. Class audio CD 1, tracks 33–34 MĆ W. podstawowa p9 MĆ W. pełna p14–15 Writing worksheet 1 Extensive reading worksheet. Class audio CD 1, track 35 Project worksheet 1 MĆ W. pełna p16 Unit test 1 (A, B and C) Class audio CD 1, track 36 OEO exam practice. the exam.. Unit aims and materials © Copyright Oxford University Press. 17.

(18) 2 School Aims Vocabulary: classroom it ems, school subjects Grammar: be (questions and short answers), question words (what, when, where, who). Step. Section aims. Materials. Words, words, words SB + iTools p23. • Present words for classroom items. • Consolidate and practise the new words.. Language Steps SB + iTools pp24–25 Learning Steps SB page 25 Grammar Steps 1 SB + iTools p26. • Present new grammar and everyday English in context. • Practise sentence stress in questions and answers. • Practise listening for details in preparation for the Listening. Class audio CD 1, track 37 MĆ W. podstawowa p10 MĆ W. pełna p17 Vocabulary extra worksheet 2 Class audio CD 1, tracks 38–39. • Repeat and understand the target grammar structure: be. Functional Steps SB + iTools p27. • • • •. Grammar Steps 2 SB + iTools pp28–29. • • • • • • •. Skills Steps SB + iTools pp30–31. • • •. Culture Steps SB + iTools p32 Revision SB + iTools p33 Steps to Success Repetytorium SB + iTools p34. Class audio CD 1, track 40. section of the exam.. • • •. 18. Speaking: telling the time Writing: using commas and and Culture: Primary schools in Britain. questions and short answers Recognize and use the target grammar in practice exercises. Produce the target grammar in a personalized context. Practise choosing the correct responses to questions in preparation for the Language Functions in Use section of the exam. Practise telling the time. Listen to, complete and practise a conversation telling the time. Act out similar conversations. Practise listening for specific information as preparation for the Listening section of the exam. Repeat and understand the target grammar structure: question words (what, when, where, who). Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar orally. Present words for school subjects. Consolidate and practise the new words. Review the grammar of the unit in the context of a story. Act out the story. Read and understand a text, which recycles and expands on the language of the unit. Practise matching topics to paragraphs in preparation for the Reading section of the exam. Consolidate and practise words for school subjects through a listening activity. Practise using commas. Write about your school and the subjects you study. Read and understand a text about primary schools in Britain. Do a project. Make a plan of your classroom.. • • • • • Review and practise the vocabulary, grammar and functional language presented in the unit.. • Practise the exam technique highlighted in the tip box. • Complete exam tasks from the Language Functions in Use section of the exam.. Unit aims and materials © Copyright Oxford University Press. Class audio CD 1, track 41 MĆ W. podstawowa p10–11 MĆ W. pełna p18. Class audio CD 1, tracks 42–45 MĆ W. pełna p19. Class audio CD 1, tracks 46–51 MĆ W. podstawowa p11 MĆ W. pełna p20 Reinforcement worksheet 2 Extension worksheet 2. Class audio CD 1, tracks 52–53 MĆ W. podstawowa p11 MĆ W. pełna p21–22 Writing worksheet 2 Extensive reading worksheet. Class audio CD 1, track 54 Project worksheet 2 Class audio CD 1, tracks 55–56 MĆ W. pełna p23 Unit test 2 (A, B and C) OEO exam practice.

(19) 3 My home Aims Vocabulary: rooms in a house Grammar: There’s ... / There are ...(affirmative, negative and questions); prepositions of place. Speaking: giving personal information Writing: adjective order Culture: Warwick Castle. Step. Section aims. Materials. Words, words, words SB + iTools p37. • Present words for rooms in the house. • Consolidate and practise the new words.. Language Steps SB + iTools pp38–39 Learning Steps SB + iTools p39. • Present new grammar and Everyday English in context. • Practise the pronunciation of /u:/. • Practise making predictions about what you are going to hear. Class audio CD 1, tracks 58–59 MĆ W. podstawowa p12 MĆ W. pełna p24 Vocabulary extra worksheet 3 Class audio CD 1, tracks 60–61. Grammar Steps 1 SB + iTools p40. • Repeat and understand the target grammar structures:. Functional Steps SB + iTools p41. • • • • • •. Grammar Steps 2 SB + iTools pp42–43. • • • • •. Skills Steps SB + iTools pp44–45. • • •. Culture Steps SB + iTools p46 Revision SB + iTools p47 Steps to Success Repetytorium SB + iTools p48. Class audio CD 1, track 62. as preparation for the Listening section of the exam.. • • • •. There’s / There are (affirmative) and prepositions of place. Recognize and use the target grammar in practice exercises. Produce the target grammar in a personalized context. Practise giving personal information. Listen to, complete and practise a dialogue giving personal information. Act out similar dialogues. Practise listening for specific information as preparation for the Listening section of the exam. Repeat and understand the target grammar structures: There’s / There are (negative, questions and short answers). Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar orally. Review the grammar of the unit in the context of a story. Act out the story. Read and understand a text, which recycles and expands on the language of the unit. Consolidate and practise words for rooms in a house through a listening activity. Practise listening for specific information as preparation for the Listening section of the exam. Practise using adjectives in the correct order. Write about your bedroom. Read and understand a text about a famous castle in Britain. Do a project. Make a poster for a castle in your country.. • Review and practise the vocabulary, grammar and functional language presented in the unit.. • Practise the exam technique highlighted in the tip box. • Complete a reading task from the Reading section of the exam.. Class audio CD 1, tracks 63–65 MĆ W. podstawowa p12 MĆ W. pełna p25 Class audio CD 1, tracks 66–68 MĆ W. pełna p26. Class audio CD 1, tracks 69–74 MĆ W. podstawowa p13 MĆ W. pełna p27 Reinforcement worksheet 3 Extension worksheet 3. Class audio CD 1, tracks 75–76 MĆ W. podstawowa p13 MĆ W. pełna p28–29 Writing worksheet 3 Extensive reading worksheet. Class audio CD 1, track 77 Project worksheet 3 DVD + DVD worksheet 1 MĆ W. pełna p30 Unit test 3 (A, B and C) OEO exam practice. Unit aims and materials © Copyright Oxford University Press. 19.

(20) 4 Get moving! Aims Vocabulary: action verbs Grammar: can (affirmative, negative, questions and short answers) for abilities and permission. Step. Section aims. Words, words, words SB + iTools p49. • Present words for action verbs. • Consolidate and practise the new words.. Language Steps SB + iTools p50–51 Learning Steps SB + iTools p51. • Present new grammar and everyday English in context. • Practise the pronunciation of /a:/ and /æ/. • Practise responding in conversations as preparation for the. Grammar Steps 1 SB + iTools p52. • Repeat and understand the target grammar structure: can. Functional Steps SB + iTools p53. Grammar Steps 2 SB + iTools pp54–55. • • • •. • • • • •. Skills Steps SB + iTools pp56–57. Materials Class audio CD 2, tracks 1–2 MĆ W. podstawowa p14 MĆ W. pełna p31 Vocabulary extra worksheet 4 Class audio CD 2, tracks 3–4. Language Functions in Use section of the exam.. • •. • • • • •. 20. Speaking: asking for and giving permission Writing: using notes Culture: school sports. (affirmative and negative). Recognize and use the target grammar in practice exercises. Produce the target grammar in a personalized context. Practise asking for and giving permission. Listen to, complete and practise a dialogue asking for and giving permission. Act out similar dialogues. Practise matching situations to reactions in preparation for the Language Functions in Use section of the exam. Repeat and understand the target grammar structure: can (questions and short answers). Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar orally. Review the grammar of the unit in the context of a story. Act out the story. Read and understand a text, which recycles and expands on the language of the unit. Practise writing notes. Write about your favourite sportsperson. Consolidate and practise words for action verbs through a listening activity. Practise listening for specific information in preparation for the Listening section of exam. Read and understand a text about school sports in Britain. Do a project. Do a class survey about sports.. Culture Steps SB + iTools p58. • •. Revision SB + iTools p59. • Review and practise the vocabulary, grammar and functional. Steps to Success Repetytorium SB + iTools p60. • Practise the exam technique highlighted in the tip box. • Complete two tasks from the Grammar and Vocabulary section. language presented in the unit.. of the exam.. Unit aims and materials © Copyright Oxford University Press. Class audio CD 2, tracks 5–6 MĆ W. podstawowa p14 MĆ W. pełna p32 Class audio CD 2, tracks 7–9 MĆ W. pełna p33. Class audio CD 2, tracks 10–15 MĆ W. podstawowa p15 MĆ W. pełna p34 Reinforcement worksheet 4 Extension worksheet 4 Class audio CD 2, tracks 16–17 MĆ W. podstawowa p15 MĆ W. pełna p35–36 Writing worksheet 4 Extensive reading worksheet. Class audio CD 2, track 18 Project worksheet 4 DVD + DVD worksheet 2 Class audio CD 2, tracks 19–20 MĆ W. pełna p37 Unit test 4 (A, B and C) OEO exam practice.

(21) 5 Animals Aims Vocabulary: pets, parts of animals Grammar: has/have got (affirmative and negative) Speaking: describing a pet. Writing: using and Culture: pets in Britain. Step. Section aims. Materials. Words, words, words SB + iTools p63. • Present words for pets. • Consolidate and practise the new words.. Language Steps SB + iTools pp64–65 Learning Steps SB + iTools p65 Grammar Steps 1 SB + iTools p66. • Present new grammar and Everyday English in context. • Practise the pronunciation of /ı/ and /i:/. • Practise describing a picture in preparation for the Grammar. Class audio CD 2, track 22 MĆ W. podstawowa p16 MĆ W. pełna p38 Vocabulary extra worksheet 5 Class audio CD 2, tracks 23–24. and Vocabulary in Use section of the exam.. • Repeat and understand the target grammar structure: has got • • • •. Functional Steps SB + iTools p67. • • • • •. Grammar Steps 2 SB + iTools pp68–69. • • • • •. Skills Steps SB + iTools pp70–71. • • •. Culture Steps SB + iTools p72 Revision SB + iTools p73 Steps to Success Repetytorium SB + iTools p74. • • • •. (third person singular, affirmative and negative). Present words for parts of animals. Consolidate and practise the new words. Recognize and use the target grammar in practice exercises. Practise identifying items in a picture in preparation for the Grammar and Vocabulary in Use section of the exam. Produce the target grammar in a personalized context. Practise giving a description. Listen to, complete and practise a dialogue giving a description. Act out similar dialogues. Practise listening to identify the correct picture for the Listening section of the exam. Repeat and understand the target grammar structure: has got / have got (all forms, affirmative and negative). Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar orally. Review the grammar of the unit in the context of a story. Act out the story. Read and understand short texts, which recycle and expand on the language of the unit. Practise reading for specific information in preparation for the Reading section of the exam. Consolidate and practise the language of the unit through a listening activity. Practise using and. Write about an imaginary pet. Read and understand a text about pets in Britain. Do a project. Write a profile about a pet.. • Review and practise the vocabulary, grammar and functional language presented in the unit.. • Practise the exam technique highlighted in the tip box. • Complete two listening tasks from the Listening section of. Class audio CD 2, tracks 25–26 MĆ W. podstawowa p16 MĆ W. pełna p39. Class audio CD 2, tracks 27–28 MĆ W. pełna p40. Class audio CD 2, tracks 29–33 MĆ W. podstawowa p17 MĆ W. pełna p41 Reinforcement worksheet 5 Extension worksheet 5. Class audio CD 2, tracks 34–35 MĆ W. podstawowa p17 MĆ W. pełna p42–43 Writing worksheet 5 Extensive reading worksheet. Class audio CD 2, track 36 Project worksheet 5 DVD + DVD worksheet 3 MĆ W. pełna p44 Unit test 5 (A, B and C) Class audio CD 2, tracks 37–38 OEO exam practice. the exam. Unit aims and materials © Copyright Oxford University Press. 21.

(22) 6 People Aims Vocabulary: adjectives (describing people and things), adjectives describing hair Grammar: has / have got (questions and short answers), possessive adjectives, this, that, these those. Step. Section aims. Materials. Words, words, words SB + iTools p75. • Present adjectives for describing people and things. • Consolidate and practise the new words.. Class audio CD 2, track 39 MĆ W. podstawowa p18 MĆ W. pełna p45 Vocabulary extra worksheet 6. Language Steps SB + iTools p76–77 Learning Steps SB + iTools p77 Grammar Steps 1 SB + iTools p78. • Present new grammar and Everyday English in context. Class audio CD 2, tracks 40–41 • Practise the pronunciation of /ð/. • Practise identifying nouns and adjectives in preparation for the Grammar and Vocabulary in Use section of the exam.. • Repeat and understand the target grammar structures: has / • • • •. Functional Steps SB + iTools p79. • • • •. Grammar Steps 2 SB + iTools pp80–81. • • • • •. Skills Steps SB + iTools pp82–83. • • •. Culture Steps SB + iTools p84 Revision SB + iTools p85 Steps to Success Repetytorium SB + iTools p86 22. Speaking: talking about your family Writing: using and and but Culture: Multicultural Britain. • • •. have got (questions and short answers). Present adjectives for describing hair. Consolidate and practise the new words. Recognize and use the target grammar in practice exercises. Practise listening for specific information in preparation for the Listening section of the exam. Practise asking about family. Listen to, complete and practise a dialogue asking about family. Act out similar dialogues. Practise choosing the correct reaction to questions in preparation for the Language Functions in Use section of the exam. Repeat and understand the target grammar structures: possessive adjectives and this, that, these, those. Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar orally. Review the grammar of the unit in the context of a story. Act out the story. Read and understand a text, which recycles and expands on the language of the unit. Consolidate and practise the language of the unit through a listening activity. Practise listening for specific information in preparation for the Listening section of the exam. Practise using and and but. Write about someone in your family. Read and understand a text about multicultural celebrations in Britain. Do a project. Write about a Polish celebration.. • • Review and practise the vocabulary, grammar and functional language presented in the unit.. • Practise the exam technique highlighted in the tip box. • Complete two tasks from the Reading section of the exam.. Unit aims and materials © Copyright Oxford University Press. Class audio CD 2, tracks 42–44 MĆ W. podstawowa p18 MĆ W. pełna p46. Class audio CD 2, tracks 45–46 MĆ W. pełna p47. Class audio CD 2, tracks 47–51 MĆ W. podstawowa p18–19 MĆ W. pełna p48 Reinforcement worksheet 6 Extension worksheet 6. Class audio CD 2, tracks 52–53 MĆ W. podstawowa p19 MĆ W. pełna p49–50 Writing worksheet 6 Extensive reading worksheet. Class audio CD 2, track 54 Project worksheet 6 DVD + DVD worksheet 4 MĆ W. pełna p51 Unit test 6 (A, B and C) OEO exam practice.

(23) 7. My Day. Aims Vocabulary: verbs for daily routines Grammar: present simple (affirmative), adverbs of frequency Speaking: buying a ticket. Writing: using then and after that Culture: Pocket money and jobs. Step. Section aims. Materials. Words, words, words SB + iTools p89. • Present verbs for daily routines. • Consolidate and practise the new words.. Language Steps SB + iTools p90–91 Learning Steps SB + iTools p91 Grammar Steps 1 SB + iTools p92. • Present new grammar and Everyday English in context. • Practise the pronunciation of verb endings with /z/. • Practise identifying topic words in preparation for the Reading. Class audio CD 3, tracks 1–2 MĆ W. podstawowa p20 MĆ W. pełna p52 Vocabulary extra worksheet 7 Class audio CD 3, tracks 3–4. section of the exam.. • Repeat and understand the target grammar structures: present Class audio CD 3, tracks 5–7 • • •. Functional Steps SB + iTools p93. Grammar Steps 2 SB + iTools p94–95. • • • • • • • • • •. Skills Steps SB + iTools pp96–97. • • •. Culture Steps SB + iTools p98 Revision SB + iTools p99 Steps to Success Repetytorium SB + iTools p100. • • •. simple (affirmative–he / she / it). Practise the pronunciation of verb endings with /s/ /z/ and /ız/. Recognize and use the target grammar in practice exercises. Practise completing a gapped text from a set of answer options in preparation for the Grammar and Vocabulary in Use section of the exam. Produce the target grammar in a personalised context. Practise buying a ticket. Listen to, complete and practise a dialogue buying a ticket. Act out similar dialogues. Practise choosing the correct reaction to questions and requests in preparation for the Language Functions in Use section of the exam. Repeat and understand the target grammar structures: present simple (affirmative–all forms) and adverbs of frequency. Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar orally. Review the grammar of the unit in the context of a story. Act out the story. Read and understand a text, which recycles and expands on the language of the unit. Practise reading for specific information in preparation for the Reading section of the exam. Consolidate and practise the language of the unit through a listening activity. Practise using then and after that. Write about your routine on Friday. Read and understand a text about pocket money and jobs in Britain. Do a project. Do a class survey about pocket money.. • • Review and practise the vocabulary, grammar and functional language presented in the unit.. • Practise the exam technique highlighted in the tip box. • Complete a listening task from the Listening section of. MĆ W. podstawowa p20 MĆ W. pełna p53. Class audio CD 3, tracks 8–10 MĆ W. pełna p54. Class audio CD 3, tracks 11–15 MĆ W. podstawowa p21 MĆ W. pełna p55 Reinforcement worksheet 7 Extension worksheet 7. Class audio CD 3, tracks 16–17 MĆ W. podstawowa p21 MĆ W. pełna p56–57 Writing worksheet 7 Extensive reading worksheet DVD + DVD worksheet 5. Class audio CD 3, track 18 Project worksheet 7 MĆ W. pełna p58 Unit test 7 (A, B and C) Class audio CD, track 19 OEO exam practice. the exam. Unit aims and materials © Copyright Oxford University Press. 23.

(24) 8 Free time Aims Vocabulary: hobbies Grammar: present simple (negative, questions and short answers). Step. Section aims. Materials. Words, words, words SB + iTools p101. • Present words for hobbies. • Consolidate and practise the new words.. Language Steps SB+ iTools pp102–103 Learning Steps SB + iTools p103 Grammar Steps 1 SB + iTools p104. • Present new grammar and Everyday English in context. • Practise the pronunciation of /h/. • Practise reading for specific information in preparation for the. Class audio CD 3, tracks 20–21 MĆ W. podstawowa p22 MĆ W. pełna p59 Vocabulary extra worksheet 8 Class audio CD 3, tracks 22–23. Functional Steps SB + iTools p105. Reading section of the exam.. • Repeat and understand the target grammar structures: present Class audio CD 3, tracks 24–26 • • • • • • • •. Grammar Steps 2 SB + iTools pp106–107. • • • • •. Skills Steps SB + iTools pp108–109. • • • • •. 24. Speaking: talking about hobbies Writing: using or Culture: holidays. simple (negative–all forms). Practise the pronunciation of /h/. Recognize and use the target grammar in practice exercises. Practise the target grammar in the context of a song. Produce the target grammar in a personalised context. Practise talking about hobbies. Listen to, complete and practise a dialogue talking about hobbies. Act out similar dialogues. Practise matching situations to reactions in preparation for the Language Functions in Use section of the exam. Repeat and understand the target grammar structures: present simple (questions and short answers–all forms). Recognize and use the target grammar in practice exercises. Produce the target grammar orally. Practise listening for gist in preparation for the Listening section of the exam. Review the grammar of the unit in the context of a story. Act out the story. Read and understand a text, which recycles and expands on the language of the unit. Practise matching topics to paragraphs in preparation for the Reading section of the exam. Practise using or. Write about your hobbies. Consolidate and practise the language of the unit through a listening activity. Read and understand a text about holidays in Britain. Do a project. Make a travel brochure about holiday destinations in your country.. Culture Steps SB + iTools p110. • •. Revision SB + iTools p111. • Review and practise the vocabulary, grammar and functional. Steps to Success Repetytorium SB + iTools p112. • Practise the exam technique highlighted in the tip box. • Complete a reading task from the Reading section of the exam.. language presented in the unit.. Unit aims and materials © Copyright Oxford University Press. MĆ W. podstawowa p22 MĆ W. pełna p60. Class audio CD 3, tracks 27–28 MĆ W. pełna p61. Class audio CD 3, tracks 29–32 MĆ W. podstawowa p23 MĆ W. pełna p62 Reinforcement worksheet 8 Extension worksheet 8. Class audio CD 3, tracks 33–34 MĆ W. podstawowa p23 MĆ W. pełna p63–64 Writing worksheet 8 Extensive reading practice worksheet. Class audio CD 3, track 35 Project worksheet 8 DVD + DVD worksheet 6 Class audio CD 3, track 36 MĆ W. pełna p65 Unit test 8 (A, B and C) OEO exam practice.

(25) First Steps Answer key. SB pp4–5 Teaching tips – Tomek and friends Before reading questions for exercise 1 • Explain to students that Dylan, Amy and Tomek are the main characters in the book and that you will be following a story about them throughout the book. Point to the characters and introduce them to students. Explain that Dylan and Amy are English, but that Tomek is Polish. He moved to England with his family and is starting his first day at his new school. • In a weaker class, prepare to read and listen by looking at the photos and discussing what is happening. Ask students, in Polish: Where are the children? What are the children doing in Picture (1)? Pictures 1–2: Amy and Tomek are at school. They are talking. • Picture 3: Amy is introducing Dylan to Tomek. Picture 4: Tomek is holding up his mobile phone. • In a stronger class, ask students to guess what the children are saying to each other in Pictures 1 to 3. (They are introducing themselves.) Acting out the story • Read the story around the class. Then invite volunteers to read out the lines. • Ask students to form groups of three. Assign characters and give students time to practise acting out the story. Invite groups of students to act out the story in front of the class. Class discussion Ask students to tell you whether or not they have a mobile phone and how often they use it to call or text. Alphabet chant Say the letter sounds slowly and clearly. Encourage students to listen to you and repeat. Then play the Class audio CD. Encourage students to listen and repeat the chant in time with the rhythm, first chorally, then individually. Optional activities • Write the alphabet on the board, with some letters missing. Invite students to call out the missing letters. • Play a spelling game in two teams. Ask students from each team in turn to spell a word from SB pp4–5.. EXERCISE 2. 1 England. 2 Tomek. 3 Amy 4 Poland. 5 Polish. EXERCISE 3. 1 b. 2 c. 3 a. 4 d. w 1•3 EXERCISE 5. 1 2 3 4 5 6 7 8 9. o orange c cake e egg i ice cream a apple y yoghurt b banana p pizza s sandwich. For extra practice: MĆ W. podstawowa p4 MĆ W. pełna p3. SB pp6–7 Teaching tip – Words, words, words When presenting the new words in this section, ask students to point to the items in the picture. Say Show me the (desk). to students around the class. As students become more familiar with the new words, you can say the words from each set faster and faster as students race to point to the correct items in the picture. Optional activities • Ask students to say what colour each item is in the picture on SB p6. • Ask students to think of an item in the picture and say what colour it is. Invite other students to guess what the item is. The student who guesses correctly then takes a turn to think of an item, e.g. It’s blue. It’s a book. No! It’s the bookcase. Yes! • Play a game of Draw and guess. (You can find instructions for this and other games on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website.) Divide the class into two teams. Start drawing an item on the board. Students from each team call out guesses as to what the item is. The student who guesses correctly wins a point for their team and takes a turn to draw an item on the board.. First Steps © Copyright Oxford University Press. 25.

(26) EXERCISE 11. Answer key and audio transcript WARM UP QUESTION. Millie is running away from Emma and Willie is under the kite.. w 1•5. MĆ W. podstawowa pp4–5 MĆ W. pełna pp4–6. hat socks dress shoes jacket skirt T-shirt jeans. SB p8 Teaching tips – Numbers 1–20 • Write the numbers 1–20 on the board. Point to each number in order and say the word. Students repeat after you, chorally first, then individually. • Point to the numbers and ask students to say the words. Point to them in order first, then randomly. If you have time, you can ask students to make a number chart for the classroom wall. • Divide a large sheet of paper or card into 20 squares (4x5). • Write the numbers 1–20 in the top left corner of each square and the word for each number in the top right corner of each square. • Students can then draw small pictures of the correct number of items in each square (e.g. one apple, two kites, three rulers, etc.), or use coloured stickers to complete the number chart. Song Steps iTools contains a karaoke version of the song so that students can try to sing along to the tune. As an optional activity, give students numbers to sing, so three or five different students sing the lines with numbers in them (lines 1, 3, 5, 7 and 9).. w 1•6 EXERCISES 2 AND 3. 1 2 3 4 5 6 7 8. poster bed window clock wardrobe bookcase chair desk. SB p7 w 1•7 EXERCISES 4 AND 5. Red and yellow is orange. Black and white is grey. Blue and yellow is green. Red and blue is purple. White and red is pink.. Answer key and audio transcript. EXERCISE 7. 1 camera 2 kite 3 football 4 doll 6 bike 7 teddy 8 skateboard. 5 computer. Possible questions and answers What colour is the book? What colour is the pen? What colour is the pencil? What colour is the pencil case? What colour is the rubber? What colour is the ruler?. One, two, three, four, five, Five little fish in the sea. Six, seven, eight, nine, ten, Ten little fish in the sea.. It’s blue. It’s green. It’s red. It’s yellow. It’s green. It’s white.. Eleven, twelve, thirteen fish, Thirteen fish in the sea. Fourteen, fifteen, sixteen fish, Sixteen fish in the sea.. w 1•10 EXERCISE 10. 26. Seventeen, eighteen, nineteen fish, Nineteen fish in the sea. Splish, splash, splish, splash, splosh. Nineteen fish in the sea.. The football is orange. The wardrobe is black. The hat is green. The teddy is blue. The computer is black. The socks are yellow and red. The dress is pink and white. The bike is grey. The jacket is blue.. 1 ✓. 2 ✗. w 1•11–1•12 EXERCISE 1. EXERCISE 9. 1 2 3 4 5 6 7 8 9. The pencil is yellow. 2 The rubber is orange. The desk is grey. 4 The chair is green. The bed is pink. 6 The dress is white. The kite is blue. 8 The bike is red.. For extra practice:. EXERCISE 1. a b c d e f g h. 1 3 5 7. 3 ✓. 4 ✗ 5 ✓. SNAP! SNAP! Goodbye, fish! No little fish in the sea! 3 three 7 seven 9 nine 12 twelve 16 sixteen 17 seventeen 19 nineteen 20 twenty 6 ✗. 7 ✓. 8 ✗. 9 ✗. First Steps © Copyright Oxford University Press.

(27) EXERCISE 2. What colour is one? What colour is two? What colour is three? What colour is four? What colour is five? What colour is six? What colour is seven? What colour is eight? What colour is nine? What colour is ten? What colour is eleven? What colour is twelve? What colour is thirteen? What colour is fourteen? What colour is fifteen? What colour is sixteen? What colour is seventeen? What colour is eighteen? What colour is nineteen? What colour is twenty?. SB p10. It’s blue. It’s green. It’s red. It’s pink. It’s yellow. It’s blue. It’s green. It’s grey. It’s purple. It’s yellow. It’s pink. It’s grey. It’s green. It’s white. It’s white. It’s purple. It’s yellow. It’s blue. It’s purple. It’s red.. Teaching tip – First Grammar Steps The grammar cards are available on the Oxford Teachers’ Club website. You can use these to play a variety of games to reinforce each new grammar structure. • To practise a and an, invite individual students to the front of the class. Hand out the nouns which students know in the grammar card pack. Add some more, writing the words on pieces of paper. Hold up the a and an cards. Ask students with the noun cards to choose which article goes with their word and to write the combination on the board. • In a weaker class, ask students to sound out the word as they write it to help students work out whether the word begins with a vowel or a consonant. Classroom language • Play a game of Simon Says. You can find full instructions for this game on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website. Use the classroom language. • In a stronger class, invite individual students to come to the front of the class and call out the instructions. Remind them that they should say some instructions without beginning with Simon Says …. w 1•13 EXERCISE 3. three, five, fifteen, one, nine, thirteen, eighteen, eight, twenty, two, twelve, seven, eleven, nineteen, six, sixteen The winning card is 2. N.B. You can find the rules for Bingo in the list of games and optional activities on the Teacher’s Resource DVD-ROM and the Oxford Teachers’ Club website.. EXERCISE 1. EXERCISE 4. 14 pencils 9 rubbers. Answer key and audio transcript. 11 eggs. 1 an orange 2 a dress 5 an ice cream. 12 cakes. For extra practice:. 3 an egg. 4 a pencil. EXERCISE 3. MĆ W. podstawowa p6 MĆ W. pełna p7. 1 2 3 4. SB p9 Teaching tip – Days, months and seasons Use the Class audio CD to practise saying the days, months and seasons. Tell students to say the words along with the recordings, first chorally, then individually. Make the days, months and seasons into a chant to repeat with students. Optional activity Tell students to make a birthday calendar showing the birthday months of their family and friends. You can also make a calendar for the class showing when everyone’s birthday is.. This is an apple. That is a poster. This is my friend. That is my teacher.. w 1•18 EXERCISES 5 AND 6. 1 b, Open your books. 2 f, Close your books. 3 d, Stand up. 4 g, Sit down. 5 i, Look at the board. 6 a, Write. 7 j, Listen. 8 e, Repeat. 9 h, Read. 10 c, Draw.. For extra practice: MĆ W. podstawowa p7 MĆ W. pełna p9. For grammar summary:. Answer key and audio transcript. MĆ W. pełna p66. EXERCISE 2. 1 Sunday 2 Monday 3 Tuesday 4 Wednesday 5 Thursday 6 Friday 7 Saturday. w 1•15 EXERCISE 4. January, February, March, April, May, June, July, August, September, October, November, December. For extra practice: MĆ W. podstawowa p6–7 MĆ W. pełna p8 First Steps © Copyright Oxford University Press. 27.

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